Becoming a reflective practitioner

Becoming a recovery - oriented practitioner †

The proposal that mental health workers should explicitly train to become ‘recovery-oriented practitioners’ has been gathering pace for over a decade (O’Hagan 2001; National Institute for Mental Health in England 2004a). It is now supported by professional endorsements (Care Services Improvement Partnership 2007), national policy (Department of Health 2011), advocacy from non-statutory organisa...

The Reflective Practitioner Perspective in Software Engineering

The Reflective Practitioner Perspective in eXtreme Programming

This paper examines ways by which a reflective mode of thinking may improve eXtreme Programming (XP) practices. It describes the reflective practitioner perspective and suggests specific ways in which such an approach may be interwoven into XP practices. Specifically, the focus is placed on the construction of ladders of reflection. These ladders illustrate how one may increase the level of abs...

Post-Registration IPL: Becoming a Paediatric Practitioner "Virtually"

Educational solutions for allied health professionals (AHP’s) need to stimulate problem-solving skills although AHP’s seldom have the opportunity to develop these skills in a paediatric environment prior to registration. Computer aided learning (CAL) has become an established educational option with a growing body of literature detailing positive CAL introduction within HC education across many...

The Significance of the Reflective Practitioner in Blended Learning

This is a case study paper concerned with the introduction of blended learning on a part-time higher education programme for mature students. The interpretive work draws on four action research cycles conducted over two years with two student cohorts. Discussion is based on observations, staff and student focus groups and interviews examining the students’ expectations