( 2009) The Art and Science of Mental Health Nursing 2nd ed. Maidenhead. Open University Press. Pinikahana, J., Happell, B., Taylor, M., and Keks, N.A. (2002) Exploring the complexity of compliance in schizophrenia.
(2003) ‘Defining Communication’, in Ellis, R., Gates, B. and Kenworthy, N. (eds.) Interpersonal Communication in Nursing: Theory and Practice. 2nd ed. London: Churchill Livingstone, p.3-15.
These views can be compared to Boud et al. (1985), cited in Farrelly (2010: p.26) which states that reflection is; “A complex and deliberate process of thinking about and interpreting experience in order to learn from it.” These three definitions demonstrate that reflection is a process of evaluating an incident and changing things, in order to provide better understanding and practice. This is supported by Schön (1983) who described that reflection is the way in which the knowledge that underpins practice can be discovered and improved. Miller et al. (2008) suggest that in order for professionals to challenge their practice, they must reflect on their practice.
9. Human needs assistance. 10. Existential-phenomenological-spiritual forces. (Watson, 1988) Evolution of Jean Watson’s Carative Factors/Caritas Processes over time |Carative |Caritas Processes |Caritas Literacy (Competencies) | |Factors |(2002-2008) |(From draft of working document subgroup of | |(1979, 1985) |(Some agencies/individuals refer to the Caritas |International Caritas Consortium, June 2007, | | |Processes as “Caring Practices.”) |Watson, J., D’Alfonso, J., Duffy, J., Rigotti,| | | |G., and Woodward, T; modified by Jean Watson, | | | |Jan.
& Daehler, M. (2012) Child Development: A Thematic Approach 6th Ed, International Edition. USA: Wadsworth Cengage Learning Change4Life [online] http://www.nhs.uk/Change4Life/Pages/pregnancy-and-alcohol.aspx#alreadyPregnant (accessed 11 February 2012) Chapman, A. (2006-2009). Elisabeth kübler-ross - five stages of grief. [online] http://www.businessballs.com/elisabeth_kubler_ross_five_stages_of_grief.htm.
Beth Johnson Foundation (2000) Approved Provider Standard for Organisations Providing Intergenerational Projects or Programmes. Available at http://www.centreforip.org.uk www.OffenderMentoring.org.uk www.Nacro.org.uk www.yjb.gov.uk 4th April 2006 . (Granville G, 2002 p.9 p11, p22). A Review of Intergenerational Practice in the UK Beth Johnson Foundation Stoke on Trent,
and Copperman, J. (2009) Being Interprofessional. Cambridge: Polity Press. Roy, C. and Watts, E. (2001) Developing Good Practice in Community Care: Partnership and Participation. United Kingdom: Jessica Kingsley Publishers
The next part is world. We have to manipulate or do certain things in the world to make things happen. The next step is evaluation. We have to evaluate the results of the actions and how they compare with the initial goal (Heim, 2008). To further explain the evaluation/execution life cycle, I will use an example from an evaluation I conducted.
Costs involves things that are seen as negatives to the individual such as having to put money, time and effort into a relationship. The benefits are thing things that the individual gets out the relationship such as fun, friendship, companionship and social support. Social exchange theory suggests that we essentially take the benefits and minus the costs in order to determine how much a relationship is worth. Positive relationships are those in which the benefits outweigh the costs, while negative relationships occur when the costs are greater than the benefits. Cost-benefit analysis (CBA), sometimes called benefit–cost analysis (BCA), is a systematic approach to estimating the strengths and weaknesses of alternatives that satisfy transactions, activities or functional requirements for a business.
10. Reference list Page 4. 1. Introduction: This report will investigate how expert knowledge can be used to manage and understand risk, It will show how expert knowledge/results are challenged when an individual uses lay knowledge as a deciding factor. I will use course materials to provide an explanation of how these different types of knowledge can influence how we assess risk.