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The description :home practice reflection research education philosophy dissensus about gary archive / praxis . . . . healthcare practice . reflection . research . education . / philosophy / dissensus / about gary / a...
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home practice reflection research education philosophy dissensus about gary archive / praxis . . . . healthcare practice . reflection . research . education . / philosophy / dissensus / about gary / archive / about praxis praxis ( πρᾶξις ) is the word used by the ancient greeks for practical reasoning leading to wise action, and is driven by phronesis, the moral disposition to act truly and rightly. in modern times, this moral or ethical component is usually translated as a commitment towards a particular end. as karl marx proclaimed: "the philosophers have only interpreted the world in various ways; the point is to change it". praxis has since taken on many meanings in education, research and the practice disciplines, but usually involves a reflexive cycle in which learning and understanding from practice is fed back into practice in order to achieve a particular end. in the words of the educationalist and political activist paulo freire, praxis is "reflection and action upon the world in order to transform it". whereas practice is usually set up in opposition to theory, praxis can be regarded as the coming together of practice, reflection, education and research in an integrated whole. / about gary rolfe gary rolfe is emeritus professor of nursing at swansea university , associate professor of innovation and development with abertawe bro morgannwg health board in west wales, and visiting professor in practice development at canterbury christ church university in kent . gary has published ten books and more than one hundred journal papers on subjects including reflective practice, practice innovation, action research, philosophy of nursing, education and scholarship. he receives regular invitations to speak at conferences and has facilitated workshops and seminars across the world. more / practice / reflection / research / education we often think and talk about practice as though we all share the same understanding of what the term means. indeed, we usually use the term to refer to the sum total of what nurses and other health care professionals do as they go about their daily business. however, if we wish to improve, innovate or develop practice, it would be helpful to think more carefully about it in a more considered way. i first made the distinction between the nurse technician and the nurse practitioner in my book closing the theory-practice gap in 1996, and it has remained the focus of my work for the past 20 years. the nurse technician follows what donald schön referred to as the model of technical rationality , where action is based on technical knowledge from research. in recent years this approach has come to be known as evidence-based practice (ebp), with the gold standard research methodology for generating evidence for practice being the randomised controlled trial. technical rationality demands two separate and distinct groups: technologists who usually work in universities and who generate evidence by conducting research; and technicians who apply the findings of research in what schön referred to as the ‘swampy lowlands’ of practice. the relationship between these groups is hierarchical and one-way. technologists communicate with technicians by publishing the findings of their research in academic journals, but there is little scope for technicians to respond if they discover that those findings do not translate easily into practice. technologists therefore operate more or less independently of technicians and the value of their work is judged primarily by the extent to which it is cited and discussed by other technologists. technicians, on the other hand, depend on technologists to provide them with research-based evidence and guidelines for practice. in contrast to the nurse technician, the nurse practitioner does not rely primarily on external knowledge and theory supplied by researchers and academics, but pays far more attention to the internal body of knowledge that arises out of practice itself. in fact, we might go further and suggest that the very idea of practice is defined by the extent to which its knowledge base is generated by practitioners themselves through contemplation and critical examination of their own actions. practitioners are therefore autonomous theorists and researchers of their own practice and the technical rational hierarchy of evidence is turned on its head. this expanded view of practice suggests a new paradigm for nursing and health care praxis with its own philosophy and methods for generating, evaluating, applying, and transmitting knowledge and theory, and which seeks to integrate them into an organic whole. the process of thinking critically about our own practice is usually referred to in nursing and the health care disciplines as reflection or reflection-on-action, which has been defined as the retrospective contemplation of practice in order to learn from it. reflection-on-action , as its name suggests, usually happens at a distance from practice and offers the practitioner an opportunity to recollect, analyse and process prior experiences in order to develop new practice knowledge. reflection-on-action can happen informally and spontaneously or it can be planned and structured, often by using a reflective framework. it can occur through introspection, by keeping a reflective journal, or through clinical supervision. wherever, whenever and however it is done, reflection-on-action is the primary means by which the practitioner builds her own unique body of experiential knowledge and theory on which to make informed clinical decisions. reflection-on-action is a useful and valuable tool for the practitioner, but it is essentially a theory of learning rather than a theory of practice. reflective practice, as opposed to reflective learning, can be traced back to the work of john dewey in the early years of the twentieth century, and more recently to donald schön and his book the reflective practitioner . for schön, the challenge for practitioners is that practice is hardly ever straightforward; the everyday problems encountered in professional settings can rarely be anticipated in advance and often cannot be resolved through the application of generalisable findings from research. the nurse technician who is dependant on technological theory and scientific evidence will struggle to respond to the unique one-off situations facing her as she goes about her day to day work, since her textbook theories will rarely match the messy realities which she regularly encounters. what the nurse requires in these situations is a more experimental approach to practice based on her own experiential knowledge, which she can further develop and test in practice through a process referred to by schön as on-the-spot experimenting or reflection-in-action . reflective practice can therefore be described as a response to unique and messy problems in which the practitioner assesses the presenting situation, constructs theories, explanations and hypotheses, applies them on-the-spot to her practice, and evaluates the effects of her actions. the process is then repeated until the problem is resolved or brought under control. the reflective practitioner is therefore engaged in a series of reflexive cycles of thinking and doing in which knowledge and theory generated from practice is immediately applied back to practice. practitioner research , as its name suggests, involves practitioners in a critical and systematic exploration of their own practice. practitioner researchers might confine their investigations to their own practice or they may look more widely at the organization in which they work; they can be the sole investigator or work in partnership with academic researchers; they can carry out their research as an integral part of their everyday practice or step back and look at their practice more objectively; they can work as individuals or as part of a critical community of practitioner researchers. practitioner res
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http://www.garyrolfe.net//archive.php
http://www.garyrolfe.net//dissensus.php
http://www.garyrolfe.net//reflection.php
http://www.garyrolfe.net//about-gary.php
canterbury.ac.uk
swansea.ac.uk
wales.nhs.uk
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