Thinking and writing at Masters level: a reflective passage.
This article identifies key characteristics of Masters level writing and the underpinning relationship of these characteristics to reflective thought. Classical models of reflective writing are reviewed and their focus on reflection as a progressive process is debated. A linear model of reflection is proposed and its application to reflective writing for Masters level assessments is examined. The classical authors tend to present reflection as a process in which the outcomes of reflection becomes deeper at advanced levels. While this is an appropriate application of the concept of reflection for the traditional academic essay, it might not always be so appropriate for other more applied aspects of thinking and writing particularly in the development of advanced nursing practice. A linear model of reflective writing which offers a more pragmatic perspective on reflection is developed.
Fowler
John
J
School of Nursing and Midwifery, Charles Frears Campus, DeMontfort University, Leicester.
D003405:Creativity; D004511:Education, Nursing, Graduate / Q000458:organization & administration*; D019317:Evidence-Based Medicine; D017408:Guidelines as Topic; D006801:Humans; D017145:Models, Educational; D016294:Models, Nursing; D008960:Models, Psychological; D009736:Nursing Process; D015399:Nursing Research; D010687:Philosophy, Nursing; D011361:Professional Competence / Q000592:standards; D013850:Thinking; D014956:Writing / Q000592:standards