Becoming a Reflective Practitioner. Группа авторов

CHAPTER 17: Guiding Third Year Nursing Students Introduction Karen’s Experience Next Session Next Session Summary References

      22  CHAPTER 18: Guiding Trudy Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 Skill Box Summary References

      23  CHAPTER 19: Becoming a Leader: A Little Voice in a Big Arena Introduction A Little Voice in a Big Arena Drawing Insight Commentary References

      24  CHAPTER 20: The Learning Organization Exemplified by the Burford NDU Model The Learning Organisation Vision Personal Mastery Mental Models Team Learning Systems Thinking Leadership Reflective Journal Entry The Burford Nursing Development Unit (NDU): Caring in Practice Model Vision for Clinical Practice The Three Cornerstones of a Valid Vision The Nature of Caring The Internal Environment of Practice Social Utility A System of Working with Patients in Tune with the Hospital’s Person‐centred Vision The Nine Reflective Cues Applying the Reflective Cues What Meaning Does This Health Event Have for the Person? How is This Person Feeling? How Do I Feel About This Person? How has This Event Affected Their Usual Life Pattern and Roles? How Can I Help This Person? What is Important for This Person to Make Their Stay in the Hospice Comfortable? What Support Does This Person Have in Life? How Does This Person View the Future? A System to Ensure Effective Communication Narrative Notes Bedside Handover De‐briefing Summary References

      25  CHAPTER 21: A System to Enable Practitioners to Live and Ensure Quality Clinical Audit It Works Like This Standards of Care Triggers for Standards What is a Standard of Care? Confidentiality Constructing a Standard of Care Concerned with Communication with Relatives Relatives Feel Informed and Involved in Care The Value of Standards of Care NOTES References

      26  CHAPTER 22: A System to Enable Practitioners to Develop Personal Mastery Towards Realising Their Vision of Practice Bumping Heads Susan Writes³ Commentary Contracting – The Bottom Line Variables of Clinical Supervision/Guided Reflection Who Should the Guide/Supervisor Be? Peer Guidance Voluntary or Mandatory Group