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Nurse Educ Pract. 2015 Nov;15(6):393-6. doi: 10.1016/j.nepr.2015.05.006. Epub 2015 May 19.

Frameworks and models--Scaffolding or strait jackets? Problematising reflective practice.

Author information

1
Leeds Beckett University, Woodhouse Lane, Leeds LS1 3HE, UK.
2
Leeds Beckett University, Woodhouse Lane, Leeds LS1 3HE, UK. Electronic address: s.hayes@leedsbeckett.ac.uk.

Abstract

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.

KEYWORDS:

Educational Frameworks; Emancipation; Oppression; Reflective Practice

PMID:
26073763
DOI:
10.1016/j.nepr.2015.05.006
[Indexed for MEDLINE]

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