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Critical and creative reflective inquiry: surfacing narratives to enable learning and inform action

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Critical and creative reflective inquiry: surfacing narratives to enable learning and inform action

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Samenvatting

Narratives are being increasingly used in nursing and action research. In this participatory action research study, nurse leaders of an acute care of the older person unit collectively, critically and creatively reflected on lived experiences in order to explore the concept of person-centred leadership within their own practice. This paper describes a critical and creative reflective inquiry (CCRI)
structure and processes, as well as participant evaluations. CCRI has a threephased structure: descriptive, reflective, critical/emancipatory. Reflectivity moves from 'consciousness' to 'critical consciousness' as participants critique and gain insight into their being within context. In the descriptive phase one participant shares a narrative, supported by group members applying the principles of narrative interviewing. As the narrator distances self from the narrative the reflective phase opens, where individuals creatively express their interpretation of the narrative shared. Collective and critical reflection begins as group members dialogue interpretations. As mutual understandings emerge, these are further
contested and theorised in the critical/emancipatory phase. Both perspective and practice transformations were expressed within the CCRI space and observed outside it. The CCRI method created a communicative space for leaders to critically reflect, feel supported and develop knowledge and skills that they could immediately apply to daily leadership practice. Skilled facilitation was found to be essential for enabling learning and efficacy and the use of creative expression enriched the inquiry, offering new and unexpected insights. In conclusion, CCRI offers action researchers and participants a new method to explore (new) concepts relevant, and intended, to improve practice.

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OrganisatieFontys Hogescholen
InstituutFontys Hogeschool Verpleegkunde
LectoraatLectoraat Persoonsgerichte praktijkvoering
Gepubliceerd inEducational Action Research Routledge, Vol. 20, Uitgave: 4, Pagina's: 605-622
Jaar2012
TypeArtikel
ISSN0965-0792
TaalEngels

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