Becoming an effective practitioner through guided reflection
The study aimed to develop, monitor and explore the process and outcomes
of guided reflection and its impact on enabling practitioners to achieve
desirable and effective caring practice. A secondary focus of the study was to
monitor and explore the process and outcomes of guided reflection as a form of
critical action research which may generate theoretical insights regarding its
use in clinical supervisory practices.
The process referred to as 'guided reflection' was developed and used to guide
this study. Guided reflection represents a form of social action research which
was framed within an ontology and process of critical and reflexive
phenomenology of experience between practitioners and their supervisors over
a period of four years.
Whilst each guided reflection relationship was written as a critical narrative to
illuminate the reflexive development of effective practice, these narratives
became a secondary level of analysis to construct meta-narratives of the nature
of effective work and dynamics of guided reflection. Various frameworks were
developed and tested within a reflexive process that was appropriately
informed and juxtaposed with extant theory to adequately interpret and
present the process and ou.tc omes of the study.
The method and process of guided reflection generated two major empirical
and theoretical insights.
• 'The 'Being available' framework to know effective caring practice,
presented as one major exemplar of 'Pru'.
• Meta-reflection of methods and process of guided reflection. Three
frameworks in particular are significant: .
• 'Being available' as a parallel framework for effective supervision
practice. This parallel framework supports the coherence between
developmental and research processes.
• The Model for Structured Reflection as an heuristic device for knowing
• 'Framing perspectives' as a series of integrated lenses to focus on
discrete layers of learning within reflection.
The insights gained through the study have considerable significance for
informing and guiding the future development of reflective practice within
nursing curriculum, clinical supervision within practice, and the future
development of nursing knowledge. The development of nursing knowledge
is of particular significance in understanding the meaning and nuances of
holistic nursing as a lived reality and have significantly contributed to the
reflexive development of the Burford NDU Model: Caring in Practice. The
study has become a springboard for research to gain further insight into the
factors that facilitate or constrain the efficacy of guided reflection in enabling
practitioners to know and realise desirable practice within everyday practice.