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The book connects core reflective theories with structured reflection models, guiding questions for consequences, emotions, and values, and methods for framing insights through ways of knowing. It develops writing-based reflection, narrative and performance methods, art and storyboard exercises, and reflective curriculum design. It also addresses guided reflection with nursing students and reflective teaching, leadership, clinical frameworks, and standards of care.","Table of Contents  \nCover  \nDedication  \nTitle Page  \nCopyright  \nNotes on Contributors  \nChristopher Johns  \nOtter Rose-Johns  \nMargaret Graham  \nAdenike Akinbode  \nGerald Remy  \nJill Jarvis  \nClare Coward  \nPreface  \nReference  \nAbout the Companion Website  \nChapter 1: Imagining Reflective Practice  \nReflective Practice  \nReflexivity  \nA Brief View of Reflective Theories  \nPrerequisites of Reflection  \nThe Significance of Reflective Practices for Professional Practice  \nThe six Dialogical Movements  \nSummary  \nReferences  \nChapter 2: Writing Self  \nBringing the Mind Home  \nWriting Self: The First Dialogical Movement  \nWriting Rather than Telling  \nTapping the Tacit  \nOpening the Reflective Space through the Humanities  \nThe Value and Therapeutic Benefit of Writing  \nSummary  \nEndnotes  \nReferences  \nChapter 3: Engaging the Reflective Spiral: The Second Dialogical Movement  \nModels of Reflection  \nThe Model for Structured Reflection [MSR]  \nPreparatory and Descriptive Phases  \nWas I Effective in Terms of Consequences for Others and Myself?  \nWhat Factors Influenced my Response?  \nHow was I Feeling/poise  \nHow were Others Feeling?  \nConforming to Normal Practice  \nHow does this situation connect with previous experiences?  \nValues and Attitude  \nThe Ethical Demand  \nDeeper Psyche Factors  \nEthics – Doing What Was Right  \nThe Ethical Map Trail  \nStress and Anxiety  \nThe Need to be in Control  \nKnowledge to Act in a Particular Way?  \nAnticipatory Reflection  \nWhat Would be the Consequences of Alternative Actions for the Patient, Others and Myself?  \nWhat Factors Might Stop me from Responding Differently?  \n‘How do I Now Feel About the Situation’?  \nSummary  \nEndnotes  \nReferences  \nChapter 4: Framing Insights  \nSingle Lines  \nFraming Insights  \nCarper's Fundamental Ways of Knowing  \nThe Being Available Template  \nSummary  \nEndnotes  \nReferences  \nChapter 5: Deepening Insights (The Third And Fourth Dialogical Movements)  \nThird Dialogical Movement  \nFinding Voice  \nGuiding Reflection: The Fourth Dialogical Movement  \nGuidance  \nCo-creation of Insights  \nDialogue  \nThe Reality Wall  \nPower  \nFinding Your Own Way  \nThe Guidance Process  \nInputting Theory  \nBalance of Challenge and Support  \nSix Category Intervention Analysis  \nEnergy Work  \nPulling Free  \nContracting  \nThe Learning Environment  \nA Quiet Eddy  \nSummary  \nEndnotes  \nReferences  \nChapter 6: Weaving and Performing Narrative: The Fifth and Sixth Dialogical Movements  \nIntroduction  \nPassing People By  \nMethodology and Plot  \nNarrative Form  \nCreativity  \nEmpathic Poems  \nCoherence  \nThe Sixth Dialogical Movement  \nPerformance Narrative  \nCurriculum Potential  \nSummary  \nEndnotes  \nReferences  \nChapter 7: Moving Towards a More Poetic Form of Expression  \nIntroduction Veronica 1 Linda  \nSummary  \nEndnote  \nReferences  \nChapter 8: Reflection Through Art and Storyboard‘Tuning’ Exercises  \nStoryboard  \nSummary  \nEndnotes  \nReferences  \nChapter 9: The Reflective Curriculum  \nIntroduction  \nJournal Entry  \nImagine  \nOne Month Later  \nArt and Performance Workshops  \nJournal Entry 2  \nJournal Entry 3  \nJournal Entry 4  \nJournal Entry 5  \nJournal Entry 6  \nJournal Entry 7  \nSummary  \nEndnotes  \nReferences  \nChapter 10: A Teaching Dilemma Journal Entry  \nThe Actual Session  \nThree Months Later  \nSummary  \nEndnote  \nReferences  \nChapter 11: Life Begins at 40  \nIntroduction  \nDeepening Insight  \nGrading  \nSummary  \nEndnotes  \nReferences  \nChapter 12: Reflection on Touch and the Environment  \nIntroduction  \nTouch  \nEnvironment  \nCommentary  \nSummary  \nEndnote  \nReferences  \nChapter 13: ‘Opening My Mind’: The Ripples of Story  \nIntroduction  \nIllustration of Learning  \nSharing the Story  \nReflection  \nRipples Continue  \nRippling Outwards  \nEndnotes  \nReferences  \nChapter 14: Guiding First-year Nursing Students in Guided Reflection Introduction  \nMichelle's Experience  \nLucy's Reflection  \nSummary  \nEndnotes  \nReferences  \nChapter 15: Guiding Third-Year Nursing Students in Guided Refle","cbCaifbj9LHthtwH","https://ap.wps.com/l/cbCaifbj9LHthtwH","pdf",6667137,1,603,"English","en",105,"# Preface\n# Chapter 1: Imagining Reflective Practice\n# Chapter 2: Writing Self\n# Chapter 3: Engaging the Reflective Spiral\n# Chapter 4: Framing Insights\n# Chapter 5: Deepening Insights\n# Chapter 6: Weaving and Performing Narrative\n# Chapter 7: Moving Towards a More Poetic Form of Expression\n# Chapter 8: Reflection Through Art and Storyboard‘Tuning’ Exercises\n# Chapter 9: The Reflective Curriculum\n# Chapter 10: A Teaching Dilemma Journal Entry\n# Chapter 11: Life Begins at 40\n# Chapter 12: Reflection on Touch and the Environment\n# Chapter 13: ‘Opening My Mind’: The Ripples of Story\n# Chapter 14: Guiding First-year Nursing Students in Guided Reflection\n# Chapter 15: Guiding Third-Year Nursing Students in Guided Reflection\n# Chapter 16: A Tale of Two Teachers\n# Chapter 17: Teaching Teachers about Teaching\n# Chapter 18: Reflective Teaching as Ethical Practice\n# Chapter 19: A Reflective Framework for Clinical Practice\n# Chapter 20: The Standards Group\n# Chapter 21: Trudy\n# Chapter 22: Reflective Leadership\n# Chapter 23: ‘People are not Numbers to Crunch’\n# Chapter 24: Smoking Kills","[{\"question\":\"什么是反思性实践（Reflective Practice），它在专业实践中为什么重要？\",\"answer\":\"反思性实践被作为一种可用于专业情境中的方法，核心在于通过反思理解自身回应、后果与价值，从而改进职业行动与伦理实践。内容强调其对专业实践的意义与必要性。\"},{\"question\":\"结构化反思模型（MSR）如何帮助进行反思？\",\"answer\":\"文中介绍了结构化反思的预备与描述阶段，并围绕后果、他人与自我的影响、情绪状态、影响因素与价值态度等问题来组织反思。通过这些提问，帮助学习者更有条理地进入反思。\"},{\"question\":\"如何把反思与写作、叙事和艺术创作结合起来？\",\"answer\":\"书中提出“写作自我”（Writing Self）、通过叙事与表演来“编织并呈现”（Weaving and Performing Narrative），并使用艺术、故事板与“调音”练习来打开反思空间。作者还强调共创洞见与对话在其中的作用。\"},{\"question\":\"本书如何将反思性实践应用到护理教学与临床实践？\",\"answer\":\"章节覆盖对一年级与三年级护理学生的引导式反思，并讨论反思性教学与伦理实践。临床方面则给出反思框架、愿景实现机制以及照护标准相关内容，帮助把反思落到可执行的专业体系中。\"}]","Becoming a Reflective Practitioner - Christopher Johns - Reflective Practice Theories, Writing, Narrative, and Clinical Teaching | 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