PART I

THE TRANSFORMATION OF NURSING EDUCATION THROUGH REFLECTIVE PRACTICE

1

Chapter 1

Turning Vision Into Action: Reflection to Build a Spirit of Inquiry

3

A New Vision for Education

4

Reflection to Engage Learners in Learning Experiences

6

Reflection to Engage Learners in Practice

9

Self-Directed Learning: The Key to Transformative Learning

13

Critical Reflection: The Key to Transformative Learning Leading to Transformation

15

Final Reflections

17

References

17

Chapter 2

Reflection and Mindful Practice: A Means to Quality and Safety

21

Reflective Practice and Emotional Intelligence

23

Quality and Safety: Moving From the Political to the Personal

24

Models of Reflective Practice That Influence Practice

24

Creative Tension Related to Quality and Safety

26

The Time and Space to Reflect

27

An Exemplar for Teaching Quality and Safety Using Reflective Practice

28

Learning Through Reflection: Common Themes in Reflection Papers.

32

Learner Responses to Reflection Papers

36

Final Reflections

37

References

38

PART II

REFLECTION AND MINDFUL PRACTICE

41

Chapter 3

Creating Space for Reflection: The Importance of Presence in the Teaching-Learning Process

43

The Power of Space

44

Obstacles Obscuring Space

45

Becoming Reacquainced With Space—Encountering Potential

49

Mindfulness-Awareness

50

Communities of Learning

51

Space and Authentic Presence

53

Space and Intentionality—The Choice to Reflect

55

Applying Intentionality to Nursing Education

56

Final Reflections

58

References

59

Chapter 4

The Mindful Educator

63

Mindfulness

65

A Mindful Educator

66

Mindful Teaching

71

Exemplar of Mindful Teaching

74

Final Reflections

75

References

75

Chapter 5

Mindful Learners

79

Background

80

The Need for Introducing Mindful Practices Into Learning

81

Supporting the Development of Self-Awareness and Self-Care

85

Nurturing Relationships

87

Creating Space for Reflection in the Classroom

91

Creating Space for Reflection in Clinical Settings: Debriefing for Meaningful Learning

92

Final Reflections

95

References

96

PART III

SUPPORTING REFLECTIVE LEARNING: IN DIDACTIC CLINICAL PRACTICE CONTEXTS

101

Chapter 6

Learning Through Reflection and Reflection on Learning: Peagogies in Action

103

Learning Through Reflection: Theoretical Philosophy Perspectives

105

Learning Through Reflection: Theoretical Nursing Perspectives

109

Reflective Learning Assessments: Exemplars of Reflective Pedagogies in Action

112

Reflective Learning Through Role-Play

112

Aesthetic Knowing Through Visual Thinking Strategies (VTS)

115

Narrative-Based Practice: Telling the Patient’s Story

124

Final Reflection

131

References

131

Chapter 7

Narrative Pedagogy: Co-creating Engaging learning Experiences With Students

135

Narrative Pedagogy

136

The Concernful Practices of Schooling Learning Teaching

138

Getting Started With Narrative Pedagogy

140

Using Narrative Pedagogy

142

Attending to Students’ Learning

144

Final Reflections

146

References

146

Chapter 8

Integrating Reflection in Simulation: Structure, Content, and Processes

149

Simulation as an Instructional Strategy in Nursing Education and Practice

150

Simulation and Reflection: Making Sense of the Experience

153

Presimulation: Reflection-Before-Action

154

Intrasimuktion: Reflection-in-Action

158

Postsimulation: Reflection-on-Action

159

Reflection Beyond the Simulation

164

Final Reflections

165

References

165

Chapter 9

Reflection in Classroom and Clinical Contexts: Assessment and Evaluation

169

Reflection, Learning, and Assessment: Building Partnerships Between Educators and Learners

170

Partnerships to Create a Reflective Learning Environment

171

Reflection and Evaluation in Classroom Settings

174

Creating Opportunities for Reflection in Clinical Learning

180

Allowing Reflection to Inform Evaluation

181

Assessing Reflective Work

182

A Reflective Approach to Course Evaluations

184

Final Reflections

185

References

185

PART IV

DEEPENING THE FOUNDATIONS OF PROFESSIONAL PRACTICE THROUGH REFLECTION

187

Chapter 10

Attention to Self as Nurse: Making Sense of Practice

189

Making Sense of Practice

191

Developing Competence and Confidence to Think Like a Nurse

191

Developing Clinical Judgment to Move Toward Expert Practice

193

Development to Make Sense of Practice: Managing the Context of Practice

195

Attending to Self as Nurse

196

Developing Self-Awareness and Mindful Practice

196

Developing Transformational Leadership: Relating to Others

197

Bringing It Together: Professional Development Strategies

199

Reflective Narratives

199

Guiding and Coaching: Developing Inquiry

206

Final Reflections

206

References

207

Chapter 11

Toward Changing the Culture of  Faculty Evaluation: Gathering and Sustaining

211

Issues With Current Approaches to Peer Evaluation

212

The Shulman Table of Learning

215

Adding Appreciative Approaches

220

Enacting SE-PE

222

Exemplar #1: Online Course: Design Conference Determines Process

222

Exemplar #2; Graduate Clinical Course: Design Conference and Observation of Online Teaching

224

Exemplar #3: Undergraduate Capstone Course Illustrates an Ideas Conference

225

The Ideas Conference and Reports

226

Final Reflections

226

References

227

Chapter 12

Reflective Ways of Working Together: Using Liberating Structures

229

 Beyond Tradition: Complexity Science Advancing Organizational Relationships

230

Liberating Structures to Change the Way We Interact

232

Liberating Structures: Reflecting in Action and on Action

236

What/So What/Now What

236

Using Liberating Structures in a School of Nursing

237

Story :Using a Conversation Cafe to Move From Small Talk to BIG Talk

237

Story :Clearness Committees to Enable Discernment

239

1-2-4-Alh A Way to Get Started

241

TRIZ: Turning It Upside Down

243

Final Reflections

244

References

244

PART V

FUTURE DIRECTIONS IN REFLECTIVE PRACTICE: ADDING AN INTEGRAL LENS

245

Chapter 13

An Introduction to Integral Philosophy and Theory: Implications for Quality and Safety

247

Learning at the Integral Edge: What Is Integral?

248

Experience Through an Integral Lens: Four Dimensions of Awareness

249

An Integral Circle of Awareness

255

Evolving Quality and Safety Science Through an Integral Lens

256

Quality, Safety, and Integral Methodological Pluralism: Eight Zones of Inquiry

257

Enacting Integral Education

261

Final Reflections

261

References

262

Chapter 14

Reflecting as a Team: Issues to Consider in Interprofessional Practice

265

Transformational Learning

266

An Integral Approach to Transformation of Interprofessional Practice

266

The Nature and Definition of Interprofessionality

271

The Demand of Interprofessionality

272

The Nature of Group Life: Implications for Interprofessionality

273

Interprofessional Practice, Team Reflection, and the Development of a Self-Authoring Mind

278

Final Reflections

280

References

281

Chapter 15

Creating the Future of Nursing Through Appreciation, Influence, and Control (AIC)

283

Appreciation, Influence, and Control: Philosophy, Theory, Model, and Process

284

Transforming the Future of Nursing Education: An Exemplar

289

Getting Started: Application of the AIC Model

297

Final Reflections

298

References and Resources

298

PART VI

APPENDICES

301

Appendix A

For Further Reflection: Useful Websites

303

Section 1: The Transformation of Education Through Reflective Practice

304

Section 2: Reflection and Mindful Practice

304

Section 3: Supporting Reflective Learning and Development

305

Section 4: Deepening the Foundation of Professional Practice Through Reflection

306

Section 5: Future Directions in Reflective Practice

306

Appendix B

QSEN Prelicensure Competencies, Nursing Outlook, May-June 2007, and www.QSEN.org

307

Appendix C

Graduate/Advanced Practice Nursing Competencies

319

Index

333