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Reflective practice: where now?

Gary Rolfe1

  • 1School of Health and Social Care, University of Portsmouth, 141 High Street, Portsmouth, PO1 2HY.

Nurse Education in Practice
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Summary
This summary is machine-generated.

Reflective practice, originally valuing experiential knowledge, is now devalued. This paper argues for a new paradigm to reassert the importance of practitioner reflection and experiential knowledge.

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Area of Science:

  • Healthcare Professional Development
  • Philosophy of Science
  • Qualitative Research Methods

Background:

  • Reflective practice was initially a critique of technical rationality, emphasizing practitioner experience.
  • Experiential knowledge from reflection-on-action is now marginalized in evidence hierarchies.
  • Reflection has been reduced to a mere technical tool within current practice.

Purpose of the Study:

  • To critique the current status of reflective practice within evidence-based paradigms.
  • To advocate for the re-establishment of experiential knowledge in professional practice.
  • To propose a new framework for reflective practice.

Main Methods:

  • Conceptual analysis of reflective practice and evidence-based practice.
  • Critique of the hierarchy of evidence in professional fields.
  • Development of seven tenets for a new reflective paradigm.

Main Results:

  • Experiential knowledge from reflection is undervalued in current practice.
  • Evidence-based practice paradigms often sideline reflective insights.
  • A new paradigm is proposed to elevate reflective and experiential knowledge.

Conclusions:

  • Reflective practitioners must challenge the dominant evidence-based practice paradigm.
  • Reasserting the value of experiential knowledge is crucial for professional growth.
  • The proposed seven tenets offer a foundation for a revitalized reflective practice framework.