No / This paper aims to open a debate about the impact of reflective practice questioning whether reflective
frameworks and models argued to facilitate the education of highly skilled reflective practitioners can be
oppressive rather than emancipatory in outcome. Contemporary education focuses on evidence based
and effective practice with reflection at its core leading to empowerment and ultimately emancipation of
the profession as independent and equal to medics and other health care professionals. Models and
frameworks have therefore been developed to facilitate the education of highly skilled reflective practitioners;
able to recognise the need to draw on evidence based practice in order to challenge out-dated
methods and engage in new ways of working. This paper however questions the current focus on
reflective practice suggesting that reflection in itself can be oppressive and support the commodification
of nursing as a ‘workforce’, the profession at the beck and call of current governmental policy and
control.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/11027 |
| Date | 11 1900 |
| Creators | Kelsey, Catherine, Hayes, S. |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Article, No full-text in the repository |
Page generated in 0.0161 seconds