title: Frameworks and models--Scaffolding or strait jackets? Problematising reflective practice.
abstract: This paper aims to open a debate about the impact of reflective practice questioning whether reflective frameworks and models argued to facilitate the education of highly skilled reflective practitioners can be oppressive rather than emancipatory in outcome. Contemporary education focuses on evidence based and effective practice with reflection at its core leading to empowerment and ultimately emancipation of the profession as independent and equal to medics and other health care professionals. Models and frameworks have therefore been developed to facilitate the education of highly skilled reflective practitioners; able to recognise the need to draw on evidence based practice in order to challenge out-dated methods and engage in new ways of working. This paper however questions the current focus on reflective practice suggesting that reflection in itself can be oppressive and support the commodification of nursing as a 'workforce', the profession at the beck and call of current governmental policy and control.
authors.affiliation: Leeds Beckett University, Woodhouse Lane, Leeds LS1 3HE, UK.
authors.forename: Catherine
authors.initials: C
authors.lastname: Kelsey
authors.affiliation: Leeds Beckett University, Woodhouse Lane, Leeds LS1 3HE, UK. Electronic address: s.hayes@leedsbeckett.ac.uk.
authors.forename: Sally
authors.initials: S
authors.lastname: Hayes
mesh_terms: D002983:Clinical Competence; D004506:Education, Nursing / Q000379:methods*; D006801:Humans; D011209:Power, Psychological; D013850:Thinking
keywords: Educational Frameworks; Emancipation; Oppression; Reflective Practice