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dc.contributor.authorKelsey, Catherine*
dc.contributor.authorHayes, S.*
dc.date.accessioned2016-12-22T09:50:23Z
dc.date.available2016-12-22T09:50:23Z
dc.date.issued2015-11
dc.identifier.citationKelsey C and Hayes S (2015) Frameworks and models e Scaffolding or strait jackets? Problematising reflective practice. Nurse Education in Practice. 15(6): 393-396.en_US
dc.identifier.urihttp://hdl.handle.net/10454/11027
dc.descriptionNoen_US
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.subjectEducational frameworks; Reflective practice; Oppression; Emancipationen_US
dc.titleFrameworks and Models, Scaffolding or Straight Jackets? Problematising Reflective Practiceen_US
dc.status.refereedYesen_US
dc.typeArticleen_US
dc.type.versionNo full-text in the repositoryen_US
dc.identifier.doihttps://doi.org/10.1016/j.nepr.2015.05.006


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