1. Reflecting in a complex world: developing a repertoire of reflective enquiry models to work with complexity encountered in the professional world Julie-Ann MacLaren Senior Tutor EIHMS SCEPTrE Fellow

2. 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

3. 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),

4. 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)

5. 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

6. Group Activity Brainstorm the ways in which each of you understand and use reflection in your practice15 mins Prepare a ‘model’ on paper provided which best represents the contributions of your group5 mins Feedback to the group the significant features of models10 mins

8. Self Awareness  Summation of learning outcomes Evaluation / action plan / conclusion Influencing Factors  Influencing reasons  What made it out of the ordinary  Evidence based Feelings and Reasons  Immediate feelings  What was good/bad Description  What, how & where?  Confidentiality 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. Model one

9. Identify the Theme / event of reflection Improve or Maintain: Safe Practice Clinical Supervision Attitude / Knowledge / Skills Reflection Conclusion: Impact on yourself Build up confidence Action Plan Critical Analysis Evidence base Feelings +/- The linear structure of this model, was according to the group involved, influenced by the flow-charts used within an intensive care unit. Model two

10. 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.