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Books on the topic 'Clinical and critical reflection'

Author: Grafiati

Published: 9 March 2023

Last updated: 10 March 2023

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1

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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2

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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3

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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4

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

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5

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

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6

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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7

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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8

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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9

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

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10

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

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11

Deleuze, Gilles. Essays critical and clinical. London: Verso, 1998.

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12

Deleuze, Gilles. Essays critical and clinical. Minneapolis: University of Minnesota Press, 1997.

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13

Critical reflection and the foreign language classroom. Westport, Conn: Bergin & Garvey, 2000.

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14

Fook, Jan. Practicing Critical Reflection in Social Care Organisations. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429351501.

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15

Kadiu, Silvia. Reflexive Translation Studies: Translation as Critical Reflection. London: UCL Press, 2019.

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16

Parrillo, Joseph E. Critical care medicine: Clinical Center. Bethesda, Md: U.S. Dept. of Health and Human Services, National Institutes of Health, Public Health Service, 1986.

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17

Critical issues in clinical practice. London: SAGE Publications, 1998.

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18

Tensions of teaching: Beyond tips to critical reflection. New York: Teachers College Press, 1998.

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19

Kriebel, Alina, Jaan Valsiner, and Meike Watzlawik. Particulars and Universals in Clinical and Developmental Psychology: Critical Reflections. Information Age Publishing, Incorporated, 2015.

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20

Kriebel, Alina, Jaan Valsiner, and Meike Watzlawik. Particulars and Universals in Clinical and Developmental Psychology: Critical Reflections. Information Age Publishing, Incorporated, 2015.

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21

Waldmann, Carl, Andrew Rhodes, Neil Soni, and Jonathan Handy, eds. Oxford Desk Reference: Critical Care. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198723561.001.0001.

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Oxford Desk Reference: Critical Care second edition is a clinical guide reflecting best practice and training pathways. Each topic is laid out in a concise entry, allowing rapid access to information. The second edition includes new sections on tissue perfusion monitoring and paediatric and maternal critical care, as well as expanded coverage of cardiovascular monitoring, myocardial infarction, and respiratory therapy techniques. New self-assessment questions support FFICM (Fellow of the Faculty of Intensive Care Medicine) and EDIC (European Diploma of Intensive Care) revision as well as continuing medical education reflection. Covering the entire discipline in an easy-to-read format, this is the definitive clinical reference for critical care, ideal for trainees, consultants, advanced care practitioners, and nurses.

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22

Kriebel, Alina, Jaan Valsiner, and Meike Watzlawik. Particulars and Universals in Clinical and Developmental Psychology: Critical Reflections - a Book Honoring Roger Bibace. Information Age Publishing, Incorporated, 2015.

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23

Portfolio to Go: 1000+ Reflective Writing Prompts and Provocations for Clinical Learners. University of Toronto Press, 2016.

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24

Peterkin, Allan D. Portfolio to Go: 1000+ Reflective Writing Prompts and Provocations for Clinical Learners. University of Toronto Press, 2016.

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25

Shippey, Ben, and Graham Nimmo. Simulation training for critical care. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199600830.003.0014.

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Simulation in various guises can be an extremely useful educational methodology. Its use should be planned carefully to maximize educational efficiency and minimize disruption to patient care. It requires the facilitator to enable the participants to behave as they would in the real clinical environment. Fidelity is one aspect of the simulated clinical environment that helps participants engage with the clinical material. The participants should be debriefed after the simulated experience. Video-assisted debriefing facilitates reflection on elements of behaviour that affect patient safety. Many styles of debriefing exist, but there are common elements. Debriefing should be carefully facilitated by faculty with the necessary skills. Simulation is increasingly being used as an assessment tool, but the validity of summative assessments using simulation is unclear.

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26

Fook, Jan. Researching Critical Reflection. Routledge, 2015. http://dx.doi.org/10.4324/9781315740102.

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27

Publishing, LAD Custom. Phenomenology: Critical Reflection. LAD Custom Publishing, Incorporated, 2021.

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28

Practising Critical Reflection. Open University Press, 2007.

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29

Learning Critical Reflection. Taylor & Francis Group, 2019.

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30

Gardner, Fiona, and Jan Fook. Practising Critical Reflection. Open University Press, 2007.

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31

Fook, Jan, and Laura Béres. Learning Critical Reflection. Taylor & Francis Group, 2019.

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32

Coyne, Imelda, Freda Neill, and Fiona Timmins, eds. Clinical Skills in Children's Nursing. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199559039.001.0001.

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Children's Nurses require excellent clinical skills to provide high quality care to children and young people across a range of different ages. After the first year of their training, children's nursing students must master skills of increasing complexity whilst developing clinical judgement and confidence. Therefore, it is vital that links are made to children's biology and development, family needs, legal issues and problem solving but until now, it has been hard to find all this in one place. Clinical Skills for Children's Nursing is designed for children's and general nursing students in second year onwards to facilitate the transition from closely supervised beginners, to qualified professionals. By clearly explaining essential principles, evidence and special considerations, this text helps students to build up their confidence, not just in performing skills, but also in decision-making in readiness for registration and beyond. Step-by-step guides to performing core and advanced procedures are presented in tables for easy comprehension and revision, illustrated by photographs and drawings. Each skill draws on the available evidence base, which is updated regularly on the accompanying Online Resource Centre. Uniquely, this text develops students' critical thinking skills and ability to deliver child centred care by providing clear links to anatomical, physiological and child development milestones as well as regular nursing alerts which help prevent readers from making common mistakes. Clearly reflecting the Nursing and Midwifery Council's Essential Skills Clusters for registration and beyond, Clinical Skills for Children's Nursing is designed to support student nurses develop into competent practitioners. Supported by a dedicated Online Resource Centre with up-to-date evidence, realistic scenarios, and a wealth of other tools. On the Online Resource Centre: For registered lecturers and mentors: - Figures from the book, ready to download and use in teaching material For students: - Evidence, guidelines and protocols, reviewed and updated every 6 months - Over 40 interactive scenarios - Active web links provide a gateway to the articles cited in the book - Flashcard glossary to help learn key terms

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33

Fook, Jan, and Fiona Gardner, eds. Critical Reflection in Context. Routledge, 2012. http://dx.doi.org/10.4324/9780203094662.

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34

Kujundzic, Nebojsa, and Malcolm Murray. Critical Reflection: A Textbook for Critical Thinking. McGill-Queen's University Press, 2005.

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35

Critical Reflection: A Textbook For Critical Thinking. McGill-Queen's University Press, 2005.

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36

Murray, Malcolm, Nebojsa Kujundzic, and R. Malcolm Murray. Critical Reflection: A Textbook For Critical Thinking. McGill-Queen's University Press, 2005.

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37

Grabe, Shelly. Critical Reflection of Section One. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190614614.003.0003.

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Situated in Bosnia and Herzegovina, and New York City, with women raped in war and LGBQTGNC folks bearing the brunt of poverty, Section One reveals women’s struggles, hunger for recognition, blows of the State, and solidarities. Lindorfer and Wienberg address feminist evaluation, in a fraught policy arena, on a topic that could not be more dis-easing—rape as a crime of war. They critique human rights research practices and reframe evaluation as the radical praxis of recognition and circulation of stories in the history of Bosnia and Herzegovina. Billies tells a story about feminist activist scholarship and gendered violence, this time woven with vectors of oppression including race, class, disability, immigration, and sexuality. Billies documents the Welfare Warriors Research Collective, where LGBTQGNC researchers gather stories and numbers, exposing their relations with public institutions. Both chapters reflect feminist indictments—of the State, of oppression, and of traditional conceptions of empirical science.

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38

Stewart, Abigail J. Critical Reflection of Section Two. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190614614.003.0006.

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Liberation is often understood as a project of self-liberation or at least individual liberation, especially by the nearly-always-individualistic field of psychology. This is not the liberatory goal at stake in Bullock’s or Moane’s work in Section Two. They are aiming at the liberation of groups—poor people, women without access to abortion, those with socially marginalized sexual identities, and others—through a process of liberation that both is individual and includes engagement with the social processes of subordination and oppression. The authors have found and outlined resources in psychology that help with both levels of that project—the personal and the structural. In doing so, both Bullock and Moane show that the language and theory of human rights can be useful. The psychology both of these chapters outlines is one that brings psychologists and communities into meaningful partnerships to create social justice by drawing on a human rights framework.

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39

Lykes, M. Brinton. Critical Reflection of Section Three. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190614614.003.0009.

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Conversing with Dutt’s and Dutta’s chapters suggests that activist scholars in psychology seeking to accompany women as they construct more just and inclusive communities might benefit from engaging dialogically with critical transitional justice, toward articulating and performing a more holistic “bottom-up” vernacularization of intersectional human rights. Within distinctive geographic and historical sites with contrasting possibilities vis-à-vis women’s protagonism and leadership, Dutt and Dutta share a commitment to engage with local women to document and understand multiple experiences of violence and violation in their everyday lives. Both authors collaborate with women in rural and/or remote areas of Nicaragua (Dutt) and India (Dutta) where women’s lived experiences are constrained by racialized and gendered economic and political structures that frequently exclude them from accessing their basic needs. Both authors help us to discern distinctive possibilities of women’s political engagement through the lens of civic participation (Dutt) and protagonism in the everyday (Dutta).

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40

Researching Critical Reflection: Multidisciplinary Perspectives. Taylor & Francis Group, 2015.

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41

Fook, Jan, Fiona Ross, Linden West, Gillian Ruch, and Val Collington. Researching Critical Reflection: Multidisciplinary Perspectives. Taylor & Francis Group, 2015.

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42

Researching Critical Reflection: Multidisciplinary Perspectives. Routledge, 2015.

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43

Fook, Jan, Fiona Ross, Linden West, Gillian Ruch, and Val Collington. Researching Critical Reflection: Multidisciplinary Perspectives. Taylor & Francis Group, 2015.

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44

Hennessey, Ratnaguna. Art of Reflection. Windhorse Publications, 2018.

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45

NA. Critical Thinkg Learn&studt Reflection Jrnl. Addison Wesley Longman, 2005.

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46

Holtbrügge, Dirk. Intercultural Management: Concepts, Practice, Critical Reflection. SAGE Publications, Limited, 2022.

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47

Hegel's Trinitarian Claim: A Critical Reflection. State University of New York Press, 2012.

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48

Schlitt, Dale M. Hegel's Trinitarian Claim: A Critical Reflection. State University of New York Press, 2012.

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49

Elder, Richard Paul Linda. Critical Thinkg Tools&studt Reflection Jrnl. Addison Wesley Longman, 2005.

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50

Intercultural Management: Concepts, Practice, Critical Reflection. SAGE Publications, Limited, 2022.

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