The impact of reflective practice in a university language class

2017 ◽  
Vol 18 (4) ◽  
pp. 448-462 ◽  
Author(s):  
Liliana Torres-Goens ◽  
Lisa Farley
Keyword(s):  
Reflective Practice ◽  
Language Class ◽  
The Impact

Increasing the impact of management development programs

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Reflective Practice ◽  
Design Methodology ◽  
Action Learning ◽  
Development Program ◽  
Management Development ◽  
Development Programs ◽  
Content Type ◽  
Pertinent Information ◽  
The Impact ◽  
Overall Effectiveness

Purpose Reflective practice makes an important contribution to the ultimate success of any management development program. Greater emphasis on reflection demands that both program participants and action learning facilitators take appropriate responsibility needed to increase the overall effectiveness of the process. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Reflective practice makes an important contribution to the ultimate success of any management development program. Greater emphasis on reflection demands that both program participants and action learning facilitators take appropriate responsibility needed to increase the overall effectiveness of the process. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

“It’s Real, It’s Much More Real”: An Exploration of Values Based Reflective Practice ® as a Reflective Tool

2021 ◽  
Keyword(s):  
Medical Students ◽  
Reflective Practice ◽  
Undergraduate Medical Students ◽  
Healthcare Settings ◽  
Positive Coping ◽  
Social Nature ◽  
The Social ◽  
Group Relationships ◽  
The Impact ◽  
Courageous Conversations

Values Based Reflective Practice (VBRP®) is a group reflection framework widely utilized within healthcare settings across Scotland, where groups of colleagues meet and discuss their workplace-based experiences using the VBRP® structure. The VBRP® model has previously been noted within HSCC as assisting “courageous conversations” about working in a caring vocation (Bunniss, 2021a, 2021b). Despite its national platform, however, there has been limited evaluation of VBRP®. Aim: This study explores the impact of VBRP® as a reflective tool among undergraduate medical students. Method: A qualitative action research methodology was used. Results: Three themes were identified from the data: overcoming barriers to reflection during VBRP®; enhancing reflection through the social nature of VBRP®; participants’ perceptions of reflection through the lens of VBRP®. Conclusion: VBRP® enabled deeper, more authentic reflection and enhanced written reflection abilities due to its social nature. It promoted the formation of peer support networks and positive coping mechanisms among medical students. Teamworking and group relationships were also improved.

Organizing practices of reflection: A practice-based study

2011 ◽  
Vol 42 (5) ◽  
pp. 505-520 ◽  
Author(s):  
Lynne Keevers ◽  
Lesley Treleaven
Keyword(s):  
Empirical Study ◽  
Reflective Practice ◽  
Multiple Forms ◽  
Collective Mindfulness ◽  
Critical Reflexivity ◽  
Reflexive Practice ◽  
Reflection In Action ◽  
Relational Qualities ◽  
The Impact

This article extends debates of how organizing practices of reflexivity and collective mindfulness are encouraged and sustained for learning, critique and change. We present, in a practice-based study, a fourfold framework of anticipatory, deliberative, organizing and critically reflexive practices. Our empirical study illustrates how these multiple forms of reflexive practice can support and co-shape one another so that knowing what to do next emerges in the midst of practice. Our analysis demonstrates the value of going beyond the optical metaphor of reflection to that of critical reflexivity and the metaphor of diffraction. This approach extends understandings of reflective practice in ways that foreground entanglement, co-production and the relational qualities of practice. Diffraction encourages managers and practitioners to not only reflect on what has been done but to also map the effects of their practices and interventions. This orientation assists them to notice the impact of their actions and better understand the complexities of organized reflection-in-action.

scholarly journals The power of reflective practice: evaluating the impact of a psychoeducation and reflective practice group for surgical nursing staff and health care assistants in a trauma centre

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S191-S191
Author(s):  
R Harrison
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Reflective Practice ◽  
Nursing Staff ◽  
Health Knowledge ◽  
Trauma Centre ◽  
Free Text ◽  
Practice Group ◽  
The Impact ◽  
Southmead Hospital

AimsTo offer a psychoeducation and reflective practice group for nursing staff (NS) and health care assistants (HCAs) working on a Trauma and Orthopaedics Ward in Southmead Hospital, Bristol. To explore the staff experience of having a reflective space, and how this impacted on their attitudes and knowledge and confidence in psychiatric presentations.BackgroundReflective practice can raise the quality and consistency of nursing care, but it is not part of everyday culture and practice. Southmead Hospital is a trauma centre and the surgical NS and HCAs care for multiple patients following self-harm or suicide attempts. They report at times not having the mental health knowledge and confidence to appropriately manage patients on the ward and are at high risk of occupational stress and burnout. Our mental health liaison team (MHLT) identified this need and offered to provide a space to address these concerns and evaluate the impact of this intervention.MethodAfter liaising with the ward manager, I developed and provided a fortnightly forty-minute psychoeducation and reflective practice group for NS and HCAs on one Trauma and Orthopaedic ward in Southmead Hospital. Topics were rotated and included suicidal ideation, self-harming behaviour, mind and body link, the stress -vulnerability model and verbal aggression.The staff were asked to complete anonymous paired pre-and post-course questionnaires about their attitudes and confidence regarding mental health difficulties. This questionnaire included both quantitative components (e.g. 1–5 Likert scales) and qualitative components (free text boxes) which were analysed and coded accordingly.ResultQuantitative results showed that staff felt it was important to learn about mental health conditions and have a reflective space. Their confidence and knowledge improved in understanding and managing psychiatric presentations. Qualitative results revealed several common themes – (i) Space; staff valued a protected, structured, safe space, (ii) Relationships: staff valued sharing with colleagues and supporting each other, (iii) Sharing and learning; staff valued a space to think about patient's formulations, discuss common experiences, express their own emotions and learn from each other and (iv) Psychoeducation; the staff welcomed ideas of ways to communicate with patients and specific skills to use on the wards.ConclusionTrauma and Orthopaedic NS and HCAs perceived a range of benefits from participating in a psychoeducation and reflective practice group. Further research is required to evaluate whether reflective practice groups help to reduce staff burnout and can change the ward ethos to improve the patient experience.

scholarly journals ONLINE COLLABORATIVE ACTION RESEARCH IN AN EFL CONTEXT: THE EFFECT ON TEACHERS’ REFLECTIVE PRACTICE

2021 ◽  
Vol 84 (4) ◽  
pp. 158-175
Author(s):  
Zahra Fathian ◽  
Majid Farahian
Keyword(s):  
Action Research ◽  
Reflective Practice ◽  
Teaching Practice ◽  
Online Discussion ◽  
Collaborative Action Research ◽  
Discussion Groups ◽  
Structured Interviews ◽  
Collaborative Action ◽  
Efl Teachers ◽  
The Impact

Technology can be integrated in teacher education and, hence, be used to empower teachers to extend learning beyond their classrooms. Therefore, the present study was an attempt to investigate English as a Foreign Language (EFL) teachers’ perceptions of action research and explore the impact of their collaborative action research in an online discussion group on their reflective practice. In addition, we were interested to know how online collaborative research action research contributes to their promotion of reflective thinking.The participants of this study were 23 Iranian EFL teachers who were recruited based on convenience sampling. The design of the study was a pre-test post-test design. As such, two questionnaires were given to the participants at the beginning and end of the study. As the next step, the participants took part in online discussion groups for 10 sessions in which they read and watched some essays and videos, wrote about some topics, and shared their ideas and experiences. To consolidate the findings, semi-structured interviews were held with 12 participants. The result of the study indicated that most of the participants of the study had optimistic views regarding action research. In addition, participating in online discussion groups enabled them to think more about their teaching practice and gain higher levels of reflectivity. The results of the qualitative phase indicated that the online courses had effect on the teachers’ practice and reflectivity in different ways. Despite all studies conducted on action research in Iran, contradictory results have been found regarding teachers’ perception of action research. In addition, to the researchers’ knowledge, no study has investigated the use of online collaborative action research on teachers’ reflection. As such, it seemed necessary to conduct a study to explore the role of action research as a framework for improving reflective practice.

scholarly journals Arts journalism and exiled writers: a case study of fugal, reflexive practice

2009 ◽  
Vol 15 (2) ◽  
pp. 132-151
Author(s):  
Ruth Skilbeck
Keyword(s):  
Creative Writing ◽  
Reflective Practice ◽  
Ivory Coast ◽  
Research Topic ◽  
Innovative Approach ◽  
Reflexive Practice ◽  
The Impact

Arts journalism and reflective practice intersect in a new field of ‘journalism as research’ (Bacon 2006). This article takes an innovative approach informed by the multimodal, musical and psychogenic fugue to discuss a case study of arts journalism reflexive practice. The journalistic research topic is the impact of the traumatic journey of exiled writers on their creative writing, the empathetic effects of trauma and courage on their advocates and the impacts of researching trauma on the researcher. The journalistic, interview-based articles discussed in the case study are on exiled writers in Australia, Iranian poet-musician Mohsen Soltany Zand and Ivory Coast political journalist Cheikh Kone. In reflecting on processes of writing of the stories, the author begins to outline the foundations of an innovative, critical fugal methodology of reflexive practice for modes and pieces of arts journalism. Image: Exiled Iranian poet-musician Mohsen Soltany Zand giving a reading at Bar Me, Kings Cross, Sydney, September 2007. Photo: Ruth Skilbeck

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