Relevant bibliographies by topics / Clinical and critical reflection

Academic literature on the topic 'Clinical and critical reflection'

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Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Clinical and critical reflection"

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Atkins, Michael. "Critical reflection." International Journal of Art Therapy 11, no. 1 (June 2006): 53–55. http://dx.doi.org/10.1080/17454830600777051.

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de Cossart, Linda, Della Fish, and Ken Hillman. "Clinical Reflection." Current Opinion in Critical Care 18, no. 6 (December 2012): 712–17. http://dx.doi.org/10.1097/mcc.0b013e328358e239.

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Shin, Sujin, Eunmin Hong, Jiyoung Do, Mee Sun Lee, Youngsun Jung, and Inyoung Lee. "Development of Critical Reflection Competency Scale for Clinical Nurses." International Journal of Environmental Research and Public Health 19, no. 6 (March 15, 2022): 3483. http://dx.doi.org/10.3390/ijerph19063483.

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Critical reflection develops nurses’ critical thinking and clinical reasoning competency. It is necessary to develop a validated scale to measure critical reflection competency considering the clinical situation and nursing context. Therefore, this study analyzed the concept of critical reflection, developed a scale to measure critical reflection competency, and verified its validity and reliability. The concept of critical reflection and components of the scale were confirmed through literature review and results of previous studies on content analysis. A total of 64 preliminary items were derived on a 5-point Likert scale. The adequacy of vocabulary and expression was checked, and a content validity test was conducted. An I-CVI value of 0.88–1.00 was computed. Construct validity was conducted through an exploratory factor analysis, and data collected from 296 clinical nurses were analyzed. Five factors and nineteen items were derived, and the explanatory power was found to be 53.02%. Cronbach’s α of the scale was 0.853. Future studies need to develop a critical reflection education program and utilize this concept as an educational strategy. We propose a study to verify the effect of applying an educational program using the critical reflection competency scale developed in this study.
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Yamuragiye, Assumpta, and Elizabeth Anne Kinsella. "Reflective Practice in Anesthesia Clinical Teaching." Rwanda Journal of Medicine and Health Sciences 4, no. 3 (December 30, 2021): 406–11. http://dx.doi.org/10.4314/rjmhs.v4i3.10.

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BackgroundReflective practice is an essential aspect of knowledge generation for professional practice. By reflecting on action, professionals learn to improve their practices. Through processes of reflection, practitioners participate in a dialogue between theory and practice. Even though reflective practice is an important approach for learning from experience, its place remains unclear in anesthesia clinical education as well as anesthesia practice in a broad sense.AimThe aim of this paper was to examine the affordances of reflective practice in anesthesia clinical education.MethodsTwo cases, illustrating critical incidents in the anesthesia clinical teaching environment, were examined to consider how incorporating reflective practice into clinical education can advance knowledge generation in the field.FindingsThe two cases studies show how reflective practice can contribute to experiential learning, particularly through reflection on critical incidents.ConclusionReflective practice can help bridge the gap between theoretical knowledge and practice in anesthesia education and practice.Rwanda J Med Health Sci 2021;4(3):406-411
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Smith, Blenda, and Yvonne Johnston. "Using Structured Clinical Preparation to Stimulate Reflection and Foster Critical Thinking." Journal of Nursing Education 41, no. 4 (April 2002): 182–85. http://dx.doi.org/10.3928/0148-4834-20020401-09.

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Riley, Marie E. "Removing chest drains - a critical reflection of a complex clinical decision." Nursing in Critical Care 8, no. 5 (September 2003): 212–21. http://dx.doi.org/10.1046/j.1362-1017.2003.00037.x.

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Lai, Yan-Ling. "Critical emancipatory reflection on establishing an equal, trusting relationship among surgery participants in clinical practice in China." Frontiers of Nursing 6, no. 1 (May 20, 2019): 47–52. http://dx.doi.org/10.2478/fon-2019-0009.

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AbstractObjectiveReflection is considered to be one of the important ways to learn from one’s experience, and one should be encouraged to apply the skill of reflection in lifelong learning. The author used the critical emancipatory reflection theory to reflect on a practice issue, which was related to the relationship between doctors and nurses, and tries to become a lifelong reflective practitioner in clinical work.MethodsSmyth’s reflective framework, which includes the steps describe, inform, confront, and reconstruct, will be used in this article to help the author to understand the process of reflection and improve the skill of reflection. Utilizing Smyth’s reflective framework to reflect on an issue in practice allows the author to break the routine way of thinking and learn from experience, as well as providing a higher quality of service for patients.ResultsThe theory of emancipatory reflection along with the critical reflection theory will be used to determine the beliefs and values that rule the author’s action and derive how these are distinct from what the author is supposed to achieve. Besides, critical emancipatory reflection theory will be used to discover the dominant power structures in clinical practice; symbolic interaction and hegemony will be utilized to discover the factors that prevent the author from achieving the desired goals; socialization theory will be applied to facilitate the author in improving the professional identity.ConclusionsUsing the critical emancipatory reflection on the issue in practice helps the author to find out the constraints in practice, bridge the espoused value and enacted value, and thereafter undertake transformative changes in practice. Eventually, the author can improve the skill of critical emancipatory reflection and become a lifelong reflective practitioner, and the quality of clinical practice can be improved as a result.
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Gray, Timothy William, and Christopher John Coombs. "Developing professional judgement in surgical trainees: the role of critical reflection." Australasian Journal of Plastic Surgery 1, no. 1 (March 1, 2018): 95–100. http://dx.doi.org/10.34239/ajops.v1n1.34.

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Critical reflection is a disciplined process that aims to critically evaluate everyday medical practices to more fully understand and learn from them. It can lead to improved professionalism and clinical reasoning and is increasingly seen as a core component of continuing professional development in a number of disciplines. While critical reflection is a central element of expert surgical practice, its processes are often tacit and hence invisible to trainees. In this paper, we describe a pilot project aimed at introducing critical reflection techniques into a plastic surgery training program. We also discuss the use of critical reflection as a tool to allow learning surgeons to develop, observe and critique their own clinical thinking, and outline a framework for surgical supervisors and trainers to guide, monitor and assess the development of professional judgement in their trainees.
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Gray, Timothy William, and Christopher John Coombs. "Developing professional judgement in surgical trainees: the role of critical reflection." Australasian Journal of Plastic Surgery 1, no. 1 (January 30, 2018): 104–9. http://dx.doi.org/10.34239/ajops.v1i1.34.

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Critical reflection is a disciplined process that aims to critically evaluate everyday medical practices to more fully understand and learn from them. It can lead to improved professionalism and clinical reasoning and is increasingly seen as a core component of continuing professional development in a number of disciplines. While critical reflection is a central element of expert surgical practice, its processes are often tacit and hence invisible to trainees. In this paper, we describe a pilot project aimed at introducing critical reflection techniques into a plastic surgery training program. We also discuss the use of critical reflection as a tool to allow learning surgeons to develop, observe and critique their own clinical thinking, and outline a framework for surgical supervisors and trainers to guide, monitor and assess the development of professional judgement in their trainees.
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Pilgrim, David. "The necessary ambivalence of David Smail: A critical realist reflection." Clinical Psychology Forum 1, no. 297 (September 2017): 33–36. http://dx.doi.org/10.53841/bpscpf.2017.1.297.33.

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Dissertations / Theses on the topic "Clinical and critical reflection"

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PAVAN, CLAUDIA. "Il concetto di "qualità" nel lavoro educativo." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2015. http://hdl.handle.net/10281/77539.

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Questo studio vuole indagare il concetto di qualità nel lavoro educativo, individuandone le possibili determinazioni a livello teorico e pratico, attraverso un confronto con le pratiche e i problemi concreti dell’educare. Quello della qualità è un tema assai complesso e costituito da numerose variabili, attorno a cui hanno preso avvio una serie di dibattiti (Abbott L., 1955; Feigenbaum A. V., 1951; Crosby P. B., 1979; Juran J. M., 1974; 1988; Parasuraman A., Zeithaml V.A., Berry L.L, 1985) che hanno contribuito a rendere la parola qualità un contenitore da riempire con le più varie attribuzioni di significato. Definire la qualità non è solo un processo difficile, ma anche in trasformazione. Questo è ancor più vero nei riguardi di un settore articolato come quello educativo, dove essa assume tratti di complessità che occorre considerare. Se da un lato è possibile riscontrare un’idea di qualità tecnica, orientata alla progettazione e al controllo, dall’altra esiste una qualità pedagogica che spesso rimane nell’ombra. Con l’intento di inquadrare il concetto di qualità nell’ambito di una riflessione pedagogica, lo studio prende avvio da una ricognizione teorica che ha come oggetto il sapere pedagogico (Bertolini, 1988; Cambi, 2000; Cambi, Cives, Fornaca, 1991; Frabboni, Pinto Minerva, 2003; Massa, 1987, 1990), di cui si evidenzia il carattere complesso e multidimensionale che lo rende capace di orientare le pratiche senza la pretesa di giungere a verità assolute. In seguito è stato approfondito il tema del lavoro educativo, un lavoro esercitato nel campo-dispositivo dell’educazione (Massa, 1987) e che è esaminato nelle sue dimensioni materiali, inconsce e pragmatiche. Dopo aver posto le basi concettuali e teoriche del sapere pedagogico e del lavoro educativo, si entra nel merito del concetto di qualità, ripercorrendone le origini storiche e le relative evoluzioni, per poi considerare i significati che essa può assumere a seconda delle diverse prospettive epistemologiche: positivismo, ermeneutica, approccio critico-decostruttivo e clinico. Si fa così ritorno all’educativo: si cerca di mostrare il rapporto che la qualità intrattiene con l’educazione e le possibili accezioni attribuite alla qualità in tale ambito, in termini di capacità di gestione delle relazioni, di costruzione e progettazione di setting educativi, di decostruzione e riflessione sulle pratiche e sulle esperienze educative. Infine, si pone la qualità a confronto con i problemi dell’educazione, entrando nel vivo delle questioni concrete concernenti la pratica. L’ultima parte dello studio è dedicata alla ricerca. Essa si colloca all’interno del più ampio Progetto PRIN, cui ho preso parte, che ha avuto come obiettivo esplorare le culture e le politiche della valutazione in due servizi educativi e di cura per adolescenti del territorio lombardo. L’approccio entro cui è inserita è di tipo qualitativo (Denzin & Lincoln, 2000) ed essa è stata condotta attraverso la strutturazione di un “collective case study” (Yin, 1994; Mortari, 2007; Riva, 2007), utilizzando un approccio metodologico di tipo ermeneutico, clinico-critico, in particolare quello della ‘clinica della formazione’ (Massa, 1992; Riva 2000). Per la raccolta dei dati sono stati utilizzati diversi strumenti: l’osservazione etnografica (Anderson-Levitt, 2006; Angrosino & Rosenberg, 2011; Bove, 2009) per esplorare quanto agito nei due contesti; interviste e focus group per indagare quanto dichiarato dai professionisti rispetto al loro sapere; un percorso clinico pedagogico per esplorare i significati attribuiti alle pratiche. La ricerca sul campo ha evidenziato alcune delle possibili accezioni che la qualità può assumere nel lavoro educativo; significati generati dai contesti e dai soggetti che li abitano, che si costruiscono e si determinano nel quotidiano e nelle relazioni tra i professionisti, con gli utenti e con i diversi stakeholder.
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SARTORI, DANIELE. "Genesi e sviluppo della clinica della formazione: il pensiero di Riccardo Massa tra riflessione e sociomaterialismo." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2013. http://hdl.handle.net/10281/47430.

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This dissertation aims to trace the origin and evolution of Massa’s thought. The latter is also placed within the current debate on learning theories, and further developed thanks to Fook’s critical reflection and Latour’s actor-network theory. Firstly, Massa’s writings are discussed. The influence of Marxism, Althusser, Foucault, and psychoanalysis on Massa’s socio-materialistic understanding of the learning process is investigated. Particular attention is given to the Foucauldian notions of ‘micro-physic of power’, ‘apparatus’, and ‘clinic’. On that basis, Massa’s ‘educational apparatus’ and ‘Clinica della formazione’ [Foucauldian clinic applied to the learning process] are debated, together with their mutual relationships. Educational apparatus is proved to be the core of Massa’s thought. Thanks to this notion, Massa simultaneously granted agency to materiality, and depicted education as a complex phenomenon underpinned by both human and non-human elements in interactions between each other. The ‘educational apparatus’ also acts as a theoretical grid to be projected on the learning process under scrutiny in order to reveal its hidden complex structure. Clinica della formazione consists in the set of techniques which makes this procedure possible; hence, it is Foucauldian. Clinica della formazione is presented and placed within the Italian educational debate of the 80’s-90’s. Moreover, its goals and methods are debated. Clinica della formazione is proved to be anthropocentric: it does not grant agency to non-human and it is based on a reflective process. In order to highlight the gap between Clinica della formazione and Massa’s original socio-materialistic epistemological background, the notions of reflection and reflexion are discussed, together with the works of Dewey, Kolb, Schön, Mezirow, Sheppard, Brookfield, and Fook. In order to further develop Clinica della formazione as a consultancy and supervision methodology, a contamination between Clinica della Formazione and Fook’s critical reflection is suggested. Latour’s actor-network theory (ANT) is identified as the most suitable research methodology to investigate the learning process according to Massa’s original materialistic epistemology. History and key aspects of ANT are presented; its position within Science and Technology Studies debated. The impact of ANT on educational research is discussed. Massa’s work is lastly compared to Latour’s one: the notion of ‘educational apparatus’ is compared to Latour’s notion of ‘network’ and Massa’s learning theory is reread taking into consideration Latour’s concepts of ‘translation’, ‘mediation’, and ‘assemblage’. Finally, Massa’s ‘theatrical deixis’ is discussed. This notion clearly suggests that Massa was moving away from Clinica della formazione methodological apparatus to fully embrace his original materialistic background. It also shows Massa’s attempt to plan and implement a consultancy process in line with the socio-material understanding of the learning process.
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Cooke, Dawson Campbell. "Rasch analysis of the parental reflective functioning questionnaire: A critical examination of data from a non-clinical sample of mothers and fathers with a one-year-old child." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/398.

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Rasch measurement analysis and theory was used to critically examine data from the recently developed Parental Reflective Functioning Questionnaire (PRFQ) for both mothers and fathers in the context of the longitudinal Peel Child Health Study (N = 120 families). Data from a subset of seven items proved to be a valid measure of child-focused parental mentalizing (PRFQ-CF). Properties of the PRFQ-CF are described in detail and the shortcomings of other PRFQ subscales are identified.
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Toole, Toby Houston. "The Ways of Reflection: Heidegger, Science, Reflection, and Critical Interdisciplinarity." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271906/.

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This thesis argues that there is a philosophical attempt directed at combating the fragmentation of the sciences that starts with Heidegger and continues today through Trish Glazebrook's interpretations of the former's concept of "reflection," and Carl Mitcham and Robert Frodeman's concept of "critical interdisciplinarity" (CID). This is important as the sciences are both more implicated in our lives and more fragmented than ever. While scientific knowledge is pursued for its own sake, the pertinent facts, meaning, and application of the science is ignored. By linking Heidegger's views on the fragmentation of the sciences to Glazebrook's interpretations of reflection and Mitcham and Frodeman's CID, I show that CID is a concrete realization of Heidegger's reflection.
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Arseneault, Mary Lou. "Adult educators' experiences with critical self-reflection." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38357.pdf.

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Kellejian, Kristine Elizabeth. "Digital commentaries DVDs, digital rhetorics, and critical reflection /." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/k_kellejian_040410.pdf.

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Timmins, Fiona. "Developing a professional working theory through critical reflection." Thesis, University of South Wales, 2006. https://pure.southwales.ac.uk/en/studentthesis/developing-a-professional-working-theory-through-critical-reflection(20761dd6-0dd7-47c2-ac4b-80b8e6f53a1d).html.

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In keeping with the University guidelines and current literature on the topic this portfolio is an intense and personal document that resembles an autobiography of my professional life. Reflection and analysis form key components of the portfolio development. The task of demonstrating coherence and continuity between publications and projects is an inherent challenge of the portfolio route. I developed this portfolio as a collection of evidence of both the products and processes of learning that attests to my personal and professional development and achievement. The products are demonstrated within my two main projects (Timmins 2002 page 131, Timmins 2005 page 298) and associated publications and international presentations. The process of my learning has been examined and professed through reflection upon these projects and subsequently analysed and presented in the overarching statement. The aim of my portfolio is to provide a reflective overview of these two projects to highlight coherence between projects and identify my unique contribution to knowledge. This thesis reports on the development and use of a framework for reflection that best suited this purpose. I also construct my professional working theory as a result of this critical reflection. This framework proved invaluable to uncover the connections between my projects and the inherent meaning of my portfolio. What began as a series of disparate products (articles, conference presentations, books) the use of the framework for critical reflection enabled me not only to elicit inherent connections but to gain a new clarity about my own professional development and motivation that was previously unknown. Using the framework for critical reflection enabled to me to identify themes from reflection upon my projects: disempowerment, knowledge, emancipation and empowerment. These themes appear implicitly in several recent studies in the Republic of Ireland. Ultimately the impetus for my projects was rooted in my own professional disempowerment. Obedience was a pattern intrinsic to the social fabric of nursing in Republic of Ireland. The identified themes resonate not only my professional growth within but also the current orientation of the nursing profession in the Republic of Ireland. Using the framework for critical reflection also permitted me to outline my original contribution to knowledge. This originality is reflected in the public provision of knowledge to nurses in the area of nursing clients with coronary heart disease. This includes a reorientation of informational support towards symptom management and encouraging a critical awareness of previously used research methods. There is also an original contribution to the ongoing development of nursing practice with the suggested critique; adaptation and use of conceptual models of nursing in coronary care units.
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Trevisan, Paola <1982&gt. "Reshaping opera : a critical reflection on arts management." Doctoral thesis, Università Ca' Foscari Venezia, 2015. http://hdl.handle.net/10579/8355.

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Le performing arts sono spesso considerate come un settore in perenne crisi, che, per le sue caratteristiche strutturali e il suo ruolo nella società, ha sempre dovuto contare sul supporto pubblico per mantenersi in vita. In Italia, la crisi pluriennale dei teatri d’opera lirica, ha portato ad interrogarsi particolarmente sulle capacità manageriali e sulle scelte strategiche adottate dalle organizzazioni. Il caso che qui viene raccontato, si presenta come un caso di successo, in cui, pur dentro i confini della produzione culturale sovvenzionata dallo stato, una svolta manageriale ha portato ad un sensibile miglioramento in produttività ed efficienza, e a un sostanziale incremento di entrate proprie rispetto ai contributi pubblici. La descrizione e l’analisi del caso, lungi dall’essere presentato come best practice con pretese di generalizzazione, permette una riflessione critica sul management delle arti che parte dalla tensione tra arte e commercio sottolineate inizialmente dalla Frankfort school. In particolare ci si sofferma sulla frustrazione della massa creativa, contraltare dell’esaltazione della classe creativa, e sul ruolo conservativo intrapreso dal management in organizzazioni che hanno nell’ innovazione artistica la loro ragion d’essere.
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Lapin, Joshua S. "Therapists' use of reflection of feeling with trauma survivors." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10117870.

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Reflection of feeling (ROF), a component of empathy, has been widely theorized as a technique that can benefit clients and enhance the therapeutic relationship, but scant research has been conducted on it. The current study aimed to fill a gap in the literature by being the first to examine how often novice therapists utilized reflections of feeling in actual psychotherapy sessions with clients who experienced trauma.

A deductive and inductive qualitative content analysis was employed to investigate the use of ROF by four therapist-client pairs in 12 psychotherapy sessions at a university’s community counseling clinics. For each therapist-client pair, three recorded sessions representing the beginning, middle, and end of treatment were selected, transcribed and analyzed.

Results indicated that the ROF technique was used infrequently (11.6%). When ROF was used, simple reflections were more prevalent than complex reflections, and were the most frequently coded reflection type (18 out of 31 ROF codes) in both trauma and non-trauma discussions. Inductive analyses revealed that the most common codes observed throughout psychotherapy sessions included acknowledgements (e.g., “mm hmm;” “yeah”; 50.56%) and follow-up questions (25.1%).

Future research regarding ROF in a naturalistic setting appears needed to study whether clients find this technique useful or not, how it impacts the therapeutic relationship, what training conditions enhance its use, and whether it differentially affects different populations (e.g., trauma and nontrauma survivors). Researchers who aim to study ROF could replicate and enhance the coding scheme developed in the present study.

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Desrosiers, Sarah. "Facilitating critical thinking and clinical judgment in clinical nursing education." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63873.

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Nurses who can critically think and make clinical judgments in the clinical setting are crucial to safe and effective nursing care. This type of critical thinking and clinical judgment is best developed during clinical education, which provides students with the opportunity to bridge the theory to practice gap. Clinical instructors guide students’ development of critical thinking and clinical judgment in the clinical setting. Despite clinical instructors having such a significant impact on critical thinking and clinical judgment there is limited research on how they facilitate students’ development of critical thinking and clinical judgment. This qualitative analysis explored how clinical instructors facilitate the development of critical thinking and clinical judgment of nursing students. This study used interpretive description to analyze interviews with eight clinical instructors to develop themes and subthemes within the data. These themes were discussed in relation to definitions of critical thinking and clinical judgment, indicators for evaluation, clinical teaching strategies, and contextual facilitators and barriers. Clinical instructors who took part in this study defined the concept of critical thinking as : The process that leads to clinical judgment, the decision. Evaluation was based on broad indicators of patient safety, effective communication, students’ confidence in their ability to critically think and make clinical decisions, and taking ownership of their patient care. Clinical instructors identified a variety of clinical teaching methods that they adapted and individualized to specific student needs. Clinical instructors also use multiple strategies to meet student needs, which they then adapt for each cohort. Contextual factors also impact students’ development of critical thinking and clinical judgment such as buddy nurses, the school of nursing curriculum, clinical ]instructors, and the nursing student themselves. This study identified suggestions for curriculum development, clinical instructor development, and potential areas for future research in relation to clinical education. Clinical instructors are key components of nursing education and the development of critical thinking and clinical judgment in nursing students; as such, it is important to understand their perspectives on how they develop these student abilities.
Applied Science, Faculty of
Nursing, School of
Graduate
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Books on the topic "Clinical and critical reflection"

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Béres, Laura, and Jan Fook, eds. Learning Critical Reflection. 1 Edition. | New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9781351033305.

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Imel, Susan. Teaching critical reflection. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1998.

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Liu, Katrina. Critical Reflection for Transformative Learning. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-01955-0.

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Kim, Hyun Sook. Critical reflection on Christian education. Seoul: Christian Literature Society of Korea, 2004.

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1956-, Evans Martyn, ed. Critical reflection on medical ethics. London: JAI Press, 1998.

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Henderson, Robyn, and Karen Noble. Professional Learning, Induction and Critical Reflection. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137473028.

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Hunt, Cheryl. Critical Reflection, Spirituality and Professional Practice. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66591-3.

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Bertolaso, Marta, and Fabio Sterpetti, eds. A Critical Reflection on Automated Science. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-25001-0.

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Hegel's Trinitarian claim: A critical reflection. Albany: State University of New York Press, 2012.

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Effective clinical supervision: The role of reflection. 2nd ed. London: Quay Books, 2007.

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Book chapters on the topic "Clinical and critical reflection"

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McCormack, Brendan, and Liz Henderson. "Critical Reflection and Clinical Supervision: Facilitating Transformation." In Clinical Supervision in Practice, 108–40. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20817-9_5.

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Frolic, Andrea, and Susan B. Rubin. "Critical Self-Reflection as Moral Practice: A Collaborative Meditation on Peer Review in Ethics Consultation." In Peer Review, Peer Education, and Modeling in the Practice of Clinical Ethics Consultation: The Zadeh Project, 47–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90955-4_3.

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Verboven, Sam, and Niels Martin. "Combining the Clinical and Operational Perspectives in Heterogeneous Treatment Effect Inference in Healthcare Processes." In Lecture Notes in Business Information Processing, 327–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98581-3_24.

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AbstractRecent developments in causal machine learning open perspectives for new approaches that support decision-making in healthcare processes using causal models. In particular, Heterogeneous Treatment Effect (HTE) inference enables the estimation of causal treatment effects for individual cases, offering great potential in a process mining context. At the same time, HTE literature typically focuses on clinical outcome measures, disregarding process efficiency. This paper shows the potential of jointly considering the clinical and operational effects of treatments in the context of healthcare processes. Moreover, we present a simple pipeline that makes existing HTE machine learning techniques directly applicable to event logs. Besides these conceptual contributions, a proof-of-concept application starting from the publicly available sepsis event log is outlined, forming the basis for a critical reflection regarding HTE estimation in a process mining context.
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Cottrell, Stella. "Critical reflection." In Critical Thinking Skills, 207–30. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34489-1_12.

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Purnell, Larry. "Critical Reflection." In Global Applications of Culturally Competent Health Care: Guidelines for Practice, 97–112. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69332-3_10.

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Beacom, Janet. "Critical Reflection." In Developing and Supporting Critically Reflective Teachers, 17–26. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-986-7_2.

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Rauscher, Susanne, and Annika Zielke. "Critical reflection." In Nudging in Management Accounting, 61–63. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-28017-8_5.

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Ringø, Pia, and Christian Franklin Svensson. "Critical reflection." In Revitalising Critical Reflection in Contemporary Social Work Research, Practice and Education, 1–9. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003248057-1.

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Deeley, Susan J. "Critical Reflection." In Critical Perspectives on Service-Learning in Higher Education, 81–102. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137383259_5.

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Katz, Louise. "Critical Reflection." In Critical Thinking and Persuasive Writing for Postgraduates, 19–33. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-60443-9_2.

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Conference papers on the topic "Clinical and critical reflection"

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Elfreich, Alycia. "Critical Dialogue and Self Reflection: Adult Learners and Clinical Experiences in a Transition to Teaching Program." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442743.

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Erath, Byron D., Sean D. Peterson, Matias Zañartu, and Michael W. Plesniak. "A Wave Reflection Analog Extension for Reduced Order Vocal Fold Investigations With Asymmetric Intraglottal Flows." In ASME 2012 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/sbc2012-80480.

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Voiced speech involves complex fluid-structure-acoustic interactions. When a critical lung pressure is achieved, the vocal folds are pushed apart inciting self-sustained oscillations. The interplay between the aerodynamic forces and the myoelastic tissue properties produces robust oscillation of the vocal folds. The pulsatile nature of the flow as it emanates from vocal folds creates an oscillatory pressure field which acoustically excites the vocal tract and ultimately forms intelligible sound. Recently, it has been shown that the acoustic pressures are high enough in magnitude that they modulate the static fluid pressures which drive the flow.1 This coupling effect creates a feedback loop with the fluids, acoustics, and vocal fold dynamics becoming interconnected. Consequently, speech science investigations that aim to capture the relevant physics must consider all three components to yield credible, clinically-relevant results.
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Fokkema, J. T., and A. Ziolkowski. "The critical reflection theorem." In 1985 SEG Technical Program Expanded Abstracts. SEG, 1985. http://dx.doi.org/10.1190/1.1892590.

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Cao, Jun, and Joel Brewer. "Critical Reflection Illumination Analysis." In SEG Technical Program Expanded Abstracts 2012. Society of Exploration Geophysicists, 2012. http://dx.doi.org/10.1190/segam2012-0551.1.

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Dittmar, Anke. "Critical Co-Reflection on Artifact Use." In ECCE 2021: European Conference on Cognitive Ergonomics 2021. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3452853.3452859.

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Zulkarnaini, Sarah. "Self-Reflection on Critical Theory Course." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.039.

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Bar-Hillel, Lior, Alex Dikopoltsev, Yonatan Sharabi, Eran Lustig, Amir Shmuel, and Mordechai Segev. "Time-reflection beyond the critical angle." In CLEO: QELS_Fundamental Science. Washington, D.C.: Optica Publishing Group, 2022. http://dx.doi.org/10.1364/cleo_qels.2022.fth5a.6.

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We study the time reflection of evanescent fields beyond the critical angle of total internal reflection, caused by a sudden temporal change in permittivity. We find high sensitivity of the time-reflection near the critical angle.
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Sabtu, Norakmarul Ihsan, Rohani Matzin, Rosmawijah Jawawi, and Jainatul Halida Jaidin. "Enhancing critical reflection in higher education." In THE 4TH INNOVATION AND ANALYTICS CONFERENCE & EXHIBITION (IACE 2019). AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5121131.

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Roberts, Grace, Luke Smith, Mark Abbott, and Irshaad Vawda. "Transforming Engineering Education through Critical Reflection." In 9th Research in Engineering Education Symposium & 32nd Australasian Association for Engineering Education Conference. https://reen.co/: Research in Enineering Education Network (REEN), 2022. http://dx.doi.org/10.52202/066488-0141.

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Halbert, Helen, and Lisa P. Nathan. "Designing for negative affect and critical reflection." In CHI '14: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2559206.2581241.

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Reports on the topic "Clinical and critical reflection"

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McBee-Black, Kerri, and Jung Ha-Brookshire. Developing Design Perspectives through Critical Reflection. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1525.

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Mastne, Patrizia. Teachers' Critical Reflection in an Equity-Focused Professional Learning Community: A Case Study. Portland State University Library, May 2020. http://dx.doi.org/10.15760/etd.7332.

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Salavisa, Isabel, Mark Soares, and Sofia Bizarro. A Critical Assessment of Organic Agriculture in Portugal: A reflection on the agro-food system transition. DINÂMIA'CET-Iscte, 2021. http://dx.doi.org/10.15847/dinamiacet-iul.wp.2021.05.

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Over the last few decades, the organic agriculture sector has experienced sustained growth. Globally, as well as in the European Union and Portugal, organic production accounts for just under 10% of total Utilised Agricultural Area (UAA) (FiBL, 2019; Eurostat, 2019; DGADR, 2019; INE, 2019; GPP, 2019). This growth has been seen in terms of production, number of producers, amount of retail sales, imports and exports. This article attempts to build on the multi-level perspective (MLP) of the socio-technical (ST) transitions theory by employing a whole systems analysis (Geels, 2018) of organic agriculture in Portugal, which defends an integrated vision of the systems, where multiple interactions occur within and among the niche, the regime and the landscape levels. This approach has been employed in order to develop a critical analysis of the current state of the Portuguese organic agriculture sector, stressing the multiplicity of elements that are contributing to the agro-food system´s transformation into a more sustainable one. In fact, the agro-food system is related with climate change but also has connections with other domains such as public health, water management, land use and biodiversity. Therefore, it is affected by shifts in these areas. This analysis considers developments in increasing domestic organic production, number of producers, amount of retail sales, imports, exports, market innovations, and the sector´s reconfiguration. The organic sector´s increase has been attributed to European regulation, institutionalization, standardization, farmer certification, external (government) subsidy support programs, incremental market improvements (visibility and product access), the emergence of new retailers, the rise of supporting consumers and a shift away from conventional agriculture (Truninger, 2010; DGADR, 2019; Pe´er et al, 2019). However, together with positive incentives, this sector also faces numerous barriers that are hindering a faster transformation. Difficulties for the sector to date have included: product placement; a disconnect between production, distribution and marketing systems; high transport costs; competition from imports; European subsidies focused on extensive crops (pastures, olive groves, and arable crops), entailing a substantial growth in the area of pasture to the detriment of other crops; the fact that the products that are in demand (fresh vegetables and fruit) are being neglected by Portuguese producers; expensive certification procedures; lack of adequate support and market expertise for national producers; the hybrid configuration of the sector; and price. Organic agriculture as a niche-innovation is still not greatly contributing to overall agricultural production. The low supply of organic products, despite its ever-increasing demand, suggests that a transition to increased organic production requires a deeper and faster food system reconfiguration, where an array of distinct policies are mobilized and a diversity of actions take place at different levels (Geels, 2018; Pe´er et al, 2019). This paper will attempt to contribute an overall critical assessment of the organic sector´s features and evolution and will identify some of the main obstacles to be overcome, in order to boost the sustainability transition of the agro-food system in Portugal.
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Du, Li, Yamin Chen, Xiu Jin, Wei Yuan, and Jianshu Wang. Critical appraisal of Clinical Practice Guidelines for Depression in Children and Adolescents: a protocol for systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2020. http://dx.doi.org/10.37766/inplasy2020.8.0002.

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Hassanein, Mohammed, Hasniza Huri, and Abduelmula R. Abduelkarem. Determinants of serum vitamin D and its metabolites and the reflection on vitamin D status in postmenopausal women: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0116.

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Review question / Objective: What are the factors that affect vitamin D metabolism and status in post-menopausal women? Condition being studied: Menopause: Menopause is defined as permanent cessation of menstruation resulting from loss of ovarian follicular activity. The occurrence of the last menstruation can only be diagnosed retrospectively and is usually taken as being final if it is followed by a 12-month bleed-free interval; such women are defined as being post-menopausal. Information sources: MEDLINE (by PubMed), Embase (by OvidSP), Cochrane Central Register of Controlled Trials (CENTRAL), Google Scholar, Web of Science Core Collection, ClinicalTrials.gov, ISRCTN registry, EU Clinical Trials Register.
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Villa, Michele, Massimo Le Pera, and Michela Bottega. Quality of Abstracts in Randomized Controlled Trials Published in Leading Critical Care Nursing Journals. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0039.

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Review question / Objective: This review aims to evaluate the methodological quality of RCT-abstracts in leading critical care nursing journals. A methodological quality review with the Consolidated Standards of Reporting Trials (CONSORT) criteria will be performed in RCT-abstracts published between 2011-2021 in the first Scopus-ranking (2021) nursing journals. Eligibility criteria: Abstracts of scientific articles will be included if they fulfil the following inclusion criteria: 1) they report the results of parallel and/or cross-over group RCTs, 2) they are written in English, 3) they refer to the care of adult patients with acute/critical illness or conducted in adult ICUs.Manuscripts reporting results of pilot or feasibility studies, cluster trials, observational or cohort studies, interim analyses, economic analyses of RCTs, post-trial follow-up studies, subgroup and secondary analyses of previously published RCTs, editorials and RCTs without an abstract such as RCTs published as letters to the editor, single-subject clinical trials will be excluded.
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De las salas, Roxana, Maira De la Asunción-Torres, and Elizabeth Villarreal-Cantillo. A scoping study of the emerging definition of ‘long COVID-19’: implications for future research and clinical practice. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2022. http://dx.doi.org/10.37766/inplasy2022.9.0122.

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Review question / Objective: To identify what definitions have been published for the term ‘long COVID’, and determine whether a unifying definition could be reached. Rationale: Clinically the definition of long COVD will have implications for guiding best practice and communication between health care professionals Establishing a review about a long COVID definition is critical as multiple COVID-19 studies are currently underway internationally, the interventions and outcomes are being defined differently, making it difficult to synthesize the emerging evidence.
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Rada, Maria Patricia, Alexandra Caseriu, Roxana Crainic, and Stergios K. Doumouchtsis. A critical appraisal and systematic review of clinical practice guidelines on hormone replacement therapy for menopause: assessment using the Appraisal of Guidelines for Research and Evaluation (AGREE II) Instrument. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0089.

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Review question / Objective: To assess the quality of clinical practice guidelines (CPC) on hormone replacement therapy for menopause using the AGREE II instrument and to provide a summary of recommendations. Information sources: Literature searches using MEDLINE, Embase, Scopus, Geneva Foundation for Medical Education and Research from inception to date will be searched. The search terms include guidelines / guidance / recommendation and hormone replacement therapy related keywords and MeSH terms. National and international organizations websites will be searched individually. Additional searches on the references of the primary included items may help identify any guidelines missed on the primary searches. In the case of more than one published guideline from the same national or international association, only the latest version of the guidelines will be included and evaluated. Any disagreements on inclusion criteria will be addressed through discussion and consensus meeting within the research team. Guidelines published in languages other than English will be considered on an individual basis. Guidelines must be publicly available on a website or in a peer-reviewed publication.
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Wahyu, Muhammad Dwi, Atsunori Sugimoto, Ekachaeryanti Zain, Faisal Budisasmita Paturungi Parawansa, Hiroyuki Kasahara, Kiyohiro Yoshinaga, Jun Egawa, and Toshiyuki Someya. A critical appraisal of clinical practice guidelines for the diagnosis & management of attention deficit hyperactivity disorder (ADHD): assessment using the Appraisal of Guidelines for Research and Evaluation (AGREE II) Instrument. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0001.

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Tschoellitsch, Thomas, Martin Dünser, Matthias Noitz, and Michael Türk. Clinical indicators of systemic tissue hypoperfusion (‘shock’): A protocol for a systematic review and qualitative analysis of the literature. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0047.

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Review question / Objective: The objective of this review is to identify the current scientific evidence on the value of clinical signs to indicate systemic tissue hypoperfusion or shock. Condition being studied: In the literature and clinical studies, shock has traditionally been defined by a drop in arterial blood pressure under a critical threshold, e.g., a systolic blood pressure of 90 mmHg, a mean arterial blood pressure <65 mmHg or a relative drop in systolic blood pressure of ≥40 mmHg. From a pathophysiologic point of view, shock relates to an imbalance between tissue oxygen delivery as well as cellular oxygen consumption and utilization. In most cases, shock results from systemic tissue hypoperfusion with consequent decreased tissue oxygen delivery (commonly referred to as circulatory shock). Impaired cellular oxygen consumption and utilization appear to play contributory roles in specific disease states (e.g., sepsis) or conditions (e.g., intoxications).
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