eprintid: 10020738
rev_number: 8
eprint_status: archive
userid: 587
dir: disk0/00/02/07/38
datestamp: 2014-10-31 12:52:09
lastmod: 2017-12-07 21:37:34
status_changed: 2014-10-31 12:52:09
type: thesis
metadata_visibility: show
creators_name: Comer, Moya
title: Deconstructing reflective practice as a model of professional knowledge in nursing education
ispublished: unpub
divisions: B14
note: Thesis: (PhD) University of London Institute of Education, 2013.
abstract: The knowledge needed for nursing practice has long been a contested and divisive
issue among nursing scholars and nurse practitioners. Professional knowledge in
nursing is recognised as complex and multifaceted, drawing on many different
sources. Throughout the history of modern nursing, as the profession attempted
to establish itself as a discipline in its own right, various movements in the
development of nursing knowledge may be identified. From an earlier era of grand
theories to evidence-based practice in more recent times, the nature, origins and
scope of nursing knowledge remains a source of on-going debate and discussion.
Reflective practice has proved to be a very popular model of professional
knowledge in nursing since it first appeared in the literature in the 1980s. Its
appeal for nursing may be understood in its valuing of practice knowledge and the
possibility of generating knowledge from practice. However, despite the appeal of
reflection as an epistemology of practice in nursing education, the term is
understood in many different and sometimes contradictory ways.
This aim of this study is to examine the textual construction of reflective practice
as a model of professional knowledge in nursing education. Since knowledge in
many disciplines is textually mediated, a consideration of the language in which
knowledge claims are made seems apposite when a concept is contested.
Deconstruction consists in a close reading of texts, not with the aim of
understanding the meaning of a text but with the aim of understanding how
meaning is constructed, in particular, the resources of language that are used and
the effects thereby created.
This deconstructive reading reveals a concept that never fully coincides with itself.
Reflective practice as a model of professional knowledge in nursing education is
never punctually present in the texts that strive to construct its identity. The
identity of reflective practice appears deeply saturated by its so-called binary
opposite. Such a reading does not claim to be the "truth" of reflective practice. It does, however, permit the concept to be considered and understood in a different
way and that, I should contend, is what reflective practice is all about.
date: 2013
date_type: completed
official_url: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576970
oa_status: green
thesis_class: doctoral_open
language: eng
primo: open
primo_central: open_green
full_text_status: public
pages: 254
institution: Institute of Education, University of London
thesis_type: Doctoral
citation:        Comer, Moya;      (2013)    Deconstructing reflective practice as a model of professional knowledge in nursing education.                   Doctoral thesis , Institute of Education, University of London.     Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10020738/1/__d6_Shared%24_SUPP_Library_User%20Services_Circulation_Inter-Library%20Loans_IOE%20ETHOS_ETHOS%20digitised%20by%20ILL_COMER%2C%20M.pdf