health beset with more or less threatening illness. The ambiguity of that is likely to distress a patient, something that the student directly expressed, but which hasn’t seems a developing theme in her writing. The second paragraph shares a deduction, that the body has meaning through a sense of ownership. My body, this is where I live. This is what enables me to express myself. There is a good deal of literature on this and certainly references could be used here on embodiment, but nonetheless, the writing does suggest that the student is seeing the body afresh. The secondary point made is that an already damaged body might seem less threatened by recurring disease, but that we cannot know this for sure. It is necessary to understand how the patient interprets this new cancer assault. The third paragraph carries the weightiest learning change points however. Notice how the student repeats the word She conveys surprise, an unwillingness to ‘forced’. change her thinking, but finally a compelling need to think again. There is a need to recognise her relative ignorance and to consider the of this. ‘what next’ implications If the only person who can tell her about such illness experience, to the body owned, is the patient, then she must give much greater attention to the narratives shared. The points about why this is not done already (not being sure we can do much with the information) seemed hurried to us. They are not fully developed points, but the conclusion being drawn remains powerful. To care is not always to solve something. To care may be to companion the patient in some way. This passage represents a good audit trail of changing reasoning and at the end a quite powerful review of the Few (we believe) would doubt that the nurse’s perspective. nurse has taken something significant from this episode of care. The passage displays independent level reflective reasoning. The nurse is thinking outside her comfort zone
health beset with more or less threatening illness. The ambiguity of that is likely to distress a patient, something that the student hasn’t directly expressed, but which seems a developing theme in her writing. The second paragraph shares a deduction, that the body has meaning through a sense of ownership. My body, this is where I live. This is what enables me to express myself. There is a good deal of literature on this and certainly references could be used here on embodiment, but nonetheless, the writing does suggest that the student is seeing the body afresh. The secondary point made is that an already damaged body might seem less threatened by recurring disease, but that we cannot know this for sure. It is necessary to understand how the patient interprets this new cancer assault. The third paragraph carries the weightiest learning change points however. Notice how the student repeats the word ‘forced’. She conveys surprise, an unwillingness to change her thinking, but finally a compelling need to think again. There is a need to recognise her relative ignorance and to consider the ‘what next’ implications of this. If the only person who can tell her about such illness experience, to the body owned, is the patient, then she must give much greater attention to the narratives shared. The points about why this is not done already (not being sure we can do much with the information) seemed hurried to us. They are not fully developed points, but the conclusion being drawn remains powerful. To care is not always to solve something. To care may be to companion the patient in some way. This passage represents a good audit trail of changing reasoning and at the end a quite powerful review of the nurse’s perspective. Few (we believe) would doubt that the nurse has taken something significant from this episode of care. The passage displays independent level reflective reasoning. The nurse is thinking outside her comfort zone
79169_Writing_better_reflective_practice_essays_in_nursing.docx