Reflective Practices in Community Development: a Grounded Analysis

Abstract

conceived the idea for the paper; J.M.M. and K.A.S. contributed to the design of the research; M.K.H. and Firooz Firoozmand. identified the case studies, while F.F. and Pauline Rutter prepared the materials and resources and compiled the process documentation of the case-study workshops; F.F. and P.R. carried out the data collection; J.M.M. and K.A.S. led on the conceptual framework, and J.M.M. carried out the data analysis, the situating and linking of the work to other literatures, and the writing of the paper; J.M.M., K.A.S., and M.K.H. contributed to clarifying the focus and general structure of the paper as well as its relevance and methodological approach; all authors worked together on improvements to the paper.

A concept analysis of facilitating presence through guided reflection for transformative learning in nursing education

“…Guided reflection is a problem-solving approach to learning assisting nursing students to develop confidence and understanding management of practice issues by reflecting in different ways, times and contexts (Black & Plowright, 2010;Edwards, 2017;Moreno et al, 2020).…”

“…For example Presence is a ‘way of being’ (Zyblock, 2010 ) that facilitates learning by ‘being with’, ‘being there’ and ‘doing for’ nursing students (Boeck, 2014 ; Finfgeld‐Connett, 2008 ; Kostovich & Clementi, 2014 ; McMahon & Christopher, 2011 ; Stockmann, 2018 ). Guided reflection is a problem‐solving approach to learning assisting nursing students to develop confidence and understanding management of practice issues by reflecting in different ways, times and contexts (Black & Plowright, 2010 ; Edwards, 2017 ; Moreno et al, 2020 ). This teaching and learning strategy provide nursing students with the opportunity to deal with complicated experiences in a critical way leading to changed perspectives (Chang, 2019 ; De Swardt et al, 2012 ).…”

Role clarification for local institutions: a missing link in multi-level adaptation planning? Insights from a multiple case study in Botswana

“…The values-based approach took place on Day 1. The WeValue InSitu approach was the particular process described in Sethamo et al (2020); as a scaffolding to assist participants to first crystallize and then articulate the lesstangible, values-based aspects of their village work which are important to them, in their own terms (Podger et al, 2010;Moreno et al, 2020). It is a design-based process conceptualized by its developers in terms of now-standard activities of photo-elicitation, triggering and negotiation of shared values, and framework construction (Brigstocke et al, 2017;Harder & Burford, 2018).…”

Cycles of meaning-making crystallization in the WeValue InSitu process as clear contributions towards transformative learning

“…The WeValue InSitu approach was developed through practicebased, research-through-design methods (Harder and Burford, 2018), which means the designers currently conceptualize the process in terms of the named activities they deliver (Brigstocke et al, 2017;Moreno et al, 2020): Activity Stage 1 is a 'warm-up', using photo-elicitation of values-based storytelling (where participants select photos that resonate with what they find valuable, meaningful and worthwhile about being part of the group and then verbally present them). Activity Stage 2 triggers further, deeper, resonances by reading and reflecting on a uniquely pre-constructed list of 'Trigger Statements' (built by the designers from related phrases used by other people from a similar culture).…”

“…concepts. A recent study attempted to more formally conceptualize the WeValue approach in terms of Reflective Practice processes, but that analytical framework did not reveal well-defined or useful patterns relating to transformations (Moreno et al, 2020). This was reportedly because Reflective Practice processes are broad, and span large sections of conversations: it would seem a more finetoothed analytical tool is needed to reveal the finer sub-processes.…”