Leading in a challenging practice environment Meet performance goals and standards Manage effectively policy and procedure changes Foster teamwork Cautious but optimistic outlook about their own leadership and future Anticipate future roles and challenges Confidence in their ability Fear of failure Responses to the focus group questions indicated that emerging nurse leaders have extremely high, possibly unrealistic, expectations of their leaders. Idealistic Expectations of Leaders. Responses to the focus group questions indicated that emerging nurse leaders have extremely high, possibly unrealistic, expectations of their leaders.
Johns [ edit ] Adaptation of the Johns reflective model Professor of nursing Christopher Johns designed a structured mode of reflection that provides a practitioner with a guide to gain greater understanding of his or her practice. Reflection occurs though "looking in" on one's thoughts and emotions and "looking out" at the situation experienced.
Johns draws on the work of Barbara Carper to expand on the notion of "looking out" at a situation. Johns' model is comprehensive and allows for reflection that touches on many important elements. It also helps us detect hegemonic assumptions—assumptions that we think are in our own best interests, but actually work against us in the long run.
Our autobiography as a learner. Our autobiography is an important source of insight into practice. As we talk to each other about critical events in our practice, we start to realize that individual crises are usually collectively experienced dilemmas.
Analysing our autobiographies allows us to draw insight and meanings for practice on a deep visceral emotional level. Seeing ourselves through learners' eyes, we may discover that learners are interpreting our actions in the way that we mean them.
But often we are surprised by the diversity of meanings people read into our words and actions. A cardinal principle of seeing ourselves through learners' eyes is that of ensuring the anonymity of their critical opinions.
We have to make learners feel safe. Seeing our practice through learners' eyes helps us teach more responsively. Our colleagues serve as critical mirrors reflecting back to us images of our actions. Talking to colleagues about problems and gaining their perspective increases our chance of finding some information that can help our situation.
Theory can help us "name" our practice by illuminating the general elements of what we think are idiosyncratic experiences. Application[ edit ] Reflective practice has been described as an unstructured or semi-structured approach directing learning, and a self-regulated process commonly used in health and teaching professions, though applicable to all professions.
Professional associations such as the American Association of Nurse Practitioners are recognizing the importance of reflective practice and require practitioners to prepare reflective portfolios as a requirement to be licensed, and for yearly quality assurance purposes.
Hadiya Habib assert that there is one quality above all that makes a good teacher -the ability to reflect on what, why and how we do things and to adopt and develop our practice within lifelong learning.
Reflection is the key to successful learning for teachers and for learners. Students[ edit ] Students can benefit from engaging in reflective practice as it can foster the critical thinking and decision making necessary for continuous learning and improvement.
Students who have acquired metacognitive skills are better able to compensate for both low ability and insufficient information.4 Chapter 1 Strategic Career Planning: Professional and Personal Development Johns () offered a model for structured reflection (MSR) that has the potential to guide CNSs to assess the extensiveness of the reflection that is needed for experi-.
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