Critical reflective practice : conceptual exploration and model construction

• Main Author: Van Aswegen, Elsie Johanna
• Other Authors: Brink, Hilla
• Format: Others
• Language: en
• Published: 2015
• Subjects: Critical reflective practice; Critical thinking; Critical reflective learning; Reflection; Creativity; Praxis; (Self-) Consciousness; Transformative intellectual; Regulation through choice; Emancipatory learning; Guided critical reflective technique; Dialogical thinking; Empowerment; Autonomy; Vision; Motivation; Communication; Caring & naturalistic paradigm; 610.7301; Nursing > Philosophy; Reasoning; Self knowledge
• Online Access: Van Aswegen, Elsie Johanna (1998) Critical reflective practice : conceptual exploration and model construction, University of South Africa, Pretoria, <http://hdl.handle.net/10500/16243>; http://hdl.handle.net/10500/16243

Although it is relatively easy to study and learn about a practice discipline in the safe environment of an academic institution, it is far more complex to make sense of what has been learned when faced with the real world of practice. Practitioners need to think on their feet and have to find new ways of managing complex problems which do not fit directly into the theoretical frameworks learned in a more formal setting. Knowledge of what the various disciplines say is not in itself sufficient, experiential knowledge is necessary. The key to learning in the experiential domain is critical reflective practice and emancipatory learning, which empower practitioners to explicate their implicit theories. If autonomy is the goal of professional education, the key is to help adult learners to distance themselves from their own values and beliefs in order to entertain more abstract modes of perception. The purpose of this inquiry was therefore, to construct a model for facilitation of critical reflective practice, based on thorough analysis of the main concepts (critical thinking and reflection), related viewpoints, models and theories; and the data gathered and analyzed during, the naturalistic inquiry. The inquirer sought to. develop each participant through Socratic & Learning Through Discussion (Dialogical) Technique, Critical Incident Reporting and participation in Critical Reflective Exercises. The constructed model for facilitation of critical reflective practice evolved from empirical observations, intuitive insights of the inquirer and from deductions combining ideas from several fields of inquiry. The model for facilitation of critical reflective practice postulates that practitioners have the inherent potential to change from auto-pilot practice to critical reflective practice. The purpose of the model is the facilitation of heightened awareness of the self, to enable health care professionals to consciously meet community needs and expectations. The desired outcome is transformative intellectuals who will strive to empower others to become critical reflective learners and practitioners. === Health Studies === D.Litt. et Phil. (Nursing Science)