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Trauma-informed Organizations, Leadership, Secondary Traumatic Stress and Supervision
Published in William Steele, Reducing Compassion Fatigue, Secondary Traumatic Stress and Burnout, 2019
Be curious rather than analytical or judgmental. Rather than asking, “Why did you do this?” ask, “What happened?’ Curiosity is actually the cornerstone of empathy (Hughes, 2009). Empathetic people have an insatiable curiosity as to how others are experiencing their world. Being curious says, “You matter, what you are experiencing matters to me.” Curiosity is also essential for successful self-reflection. Self-reflection is a core competency and matters greatly when attempting to help others with the stress they are experiencing.
Developing the Art of Self-Knowledge and Applying Deductive Reasoning in Clinical Practice
Published in David B. Cooper, Jo Cooper, Palliative Care Within Mental Health, 2018
Subia Parveen Rasheed, Ahtisham Younas
Reflection is a broad concept defined as ‘a process of engaging the self in attentive, critical, exploratory and iterative interactions with one’s thoughts and actions with a view to changing them and with a view on the change itself’ (Nguyen et al. 2014, pp. 1182). However, reflective practice is more focused and involves the critical examination of one’s practice that enables self-enquiry for empowerment and transformation of practice (Duffy 2007). It means that reflection and reflective practice allows a person to engage in an introspective examination of one’s thoughts and emotions in any given situation. Reflection and reflective practice can also help health care professionals to develop self-awareness and to become more self-knowledgeable (Forrest 2008; Myers 2003; Kwiatek, McKenzie & Loads 2005) thereby enabling health professionals to become better care providers (Gallagher et al. 2017). Therefore, health care professionals should continuously foster their self-reflection and reflective practice. This can be achieved by journal writing, portfolios (Rasheed 2015), psychodramas (i.e. a critical analysis of one’s action on a daily basis and identification of areas of improvement) (Oflaz et al. 2011), meditation, and seeking feedback from others (Mann, Gordon & MacLeod 2009). However, health care professionals should discern the best method to foster reflective practice by considering their preferences and circumstances (Morgan 2009).
The patient-clinician relationship
Published in Kirsti Malterud, Steinar Hunskaar, Chronic Myofascial Pain, 2018
Kirsti Malterud, Steinar Hunskaar
Physicians also have feelings and thoughts that have to be considered. Recognizing and reflecting on our own reactions might help us to master and restrain from damaging counter-transference (Hamberg and Johansson, 1999). Furthermore, self-reflection can be a pathway to personal development and may help a strained physician to understand his or her own tiredness, anger and feelings of helplessness. In this way, reflection may provide prevention against burnout symptoms.
Teaching cultural safety principles: optometry student perceptions
Published in Clinical and Experimental Optometry, 2023
Lisa WT Christian, Molly Brawdy, Ethan Wohlgemuth, Natalie Hutchings, Marlee M Spafford
To acquire the tools and knowledge needed to provide culturally safe care, optometrists should be actively learning and reflecting upon their unconscious biases and how these biases may impact patient care through miscommunication and poor patient interactions. Currently, western biomedical healthcare education focuses on the patient portion of the patient-provider relationship13 and does not take into consideration the attitudes and experiences of the provider that inherently impact this relationship.6,14 The focus tends to be on decoding the patient’s culture, when what needs to be problematised are the biases and power imbalances held by healthcare providers and healthcare systems.11 Healthcare practitioners should actively practice self-reflection to challenge learned and acquired prejudices, attitudes, presumptions, and power dynamics.6,15 Inclusion of self-reflection training within a healthcare curriculum allows learners to begin to examine and challenge institutionalised components of the biomedical model that may perpetuate health inequities.6 To train optometry students to deliver patient-focused regardful care [for the myriad and unique patients that they serve], topics such as systemic racism, perceived power imbalances within a clinical setting, and interprofessional communication should be scaffolded throughout the curriculum.16,17
Feedback in family medicine clerkships: a qualitative interview study of stakeholders in community-based teaching
Published in Medical Education Online, 2022
Roland Koch, Julia Braun, Stefanie Joos
In accordance with previous studies, our results show that observations made during supervised learning experiences are the basis for feedback [4,10]. Supervised learning experiences provide many opportunities for timely feedback and encourage learners’ self-reflection [36]. Even if previous studies demonstrated downsides of self-assessment, such as self-observation bias [37], the present study shows that learner’s self-assessment is a common form of indirect feedback in GP practices. This may be due to specifics of the GP practice setting, which requires learners to perform independently. As Johnson et al. stated, the encouragement of self-reflection is a facilitator of feedback [9]. Reasonable steps would be for trainers to explicitly label the provision of opportunities for independent learning experiences as feedback, e.g.,”I trust you to be more independent because you did a good job in this situation … .” and asking students to be more self-reflective, e.g., ‘Tell me what you think about your performance in this situation.’
An adventurous learning journey. Physiotherapists’ conceptions of learning and integrating cognitive functional therapy into clinical practice
Published in Physiotherapy Theory and Practice, 2022
Riikka Holopainen, Arja Piirainen, Jaro Karppinen, Steven James Linton, Peter O’Sullivan
Based on the conceptions of the physiotherapists in our study, if the resistance toward the new approach and other barriers could not be overcome, no coherence was found, which led to discontinuing the learning journey and not adopting the CFT approach. The first critical aspect, cognitive flexibility was important for overcoming resistance and changing one’s attitudes and beliefs, and required cognitive participation (May and Finch, 2009). The physiotherapists who were able to overcome this resistance reported that confusion and the feeling of being shaken were important drivers of changing their ways of working. Reflective monitoring of their own practice and thinking was crucial at this level. It seems important that, in addition to the content of the CFT approach, the course provided new tools to reflect on one’s own practices and to critically assess information that was delivered by other professionals, the media and journals. Self-reflection is seen as necessary for health care professionals treating people with musculoskeletal problems (Nijs and Roussel, 2013). This might be critical for keeping the lifelong learning journey moving forward and is an important factor for all training interventions to take into account.