Reflecting in a complex world: developing a repertoire of reflective enquiry models to work with complexity encountered in the professional world

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Reflecting in a complex world developing a
repertoire of reflective enquiry models to work
with complexity encountered in the professional
world

• Julie-Ann MacLarenSenior Tutor EIHMSSCEPTrE
  Fellow

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Aims of workshop

• Why reflect?
• Introduction of workshop method for introducing
  reflective practice
• To consider how reflection is used and
  conceptualised within practice
• To be involved in co-construction of new models
  of reflection
• Discussion of models produced

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Why reflect?

• Promotes a social dialogue within communities
  (Wenger 1998, Brockbank et al. 2002),
• Allows enquiry into own experiences (Innes
  2004),
• An active and deliberate cognitive process
• (Dewey 1991, Hatton and Smith 2004),
• Facilitates perspective change
  (Meizirow 1981),
• Provides the potential for transformed practice
• (Dewey 1991),
• Empowers practitioners (Freire 1970,
  Schon 1987),
• Develops expert professional practice
• (Schön 1987, Benner 1984,
  Freidson 1970),

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Reflective models

• Do models fit with practice?
• Prescriptive
• Cultural and organisational impediments to
  exporting models from the classroom into practice
  areas are reported (Driscoll 1994, O'Connor and
  Hyde 2005).
• Experience is fitted to models, rather than using
  them creatively to perceive the nature of
  experience (Johns 2002)

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The RP workshop

• As part of a health care mentorship module
• Aimed at deconstruction and reconstruction of
  reflective practices by groups to enhance
  understanding
• Allows exploration of personally held models and
  patterns of reflection
• Group working to challenge these conceptions
• Students have an opportunity to provide critique
  and feedback to each others work and are able to
  amend and revisit work to refine their models for
  use in practice and as a framework for written
  work

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Group Activity

• Brainstorm the ways in which each of you
  understand and use reflection in your
  practice 15 mins
• Prepare a model on paper provided which best
  represents the contributions of your group 5
  mins
• Feedback to the group the significant features of
  models 10 mins

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Model one
This model was generated by a group of community
nurses And in original form was a depiction of a
body, with the labels attached to the head, arms
and legs.
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Model two
The linear structure of this model, was according
to the group involved, influenced by the
flow-charts used within an intensive care unit.
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• Greeno et al (1999), hypothesise that groups will
  use the problem solving tools of the trade of
  their community of practice, for example
  mathematicians will mathematise when faced with
  new problems.
• This will be the focus of further multi-modal
  research to examine how nurses from different
  clinical specialities signify reflection.