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From personal reflection to social positioning: the development of a transformational model of a professional education in midwifery

Phillips, Diane, Fawns, Rod and Hayes, Barbara 2002, From personal reflection to social positioning: the development of a transformational model of a professional education in midwifery, Nursing inquiry, vol. 9, no. 4, pp. 239-249, doi: 10.1046/j.1440-1800.2002.00145.x.

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Title From personal reflection to social positioning: the development of a transformational model of a professional education in midwifery
Author(s) Phillips, DianeORCID iD for Phillips, Diane orcid.org/0000-0003-1586-9828
Fawns, Rod
Hayes, Barbara
Journal name Nursing inquiry
Volume number 9
Issue number 4
Start page 239
End page 249
Publisher Blackwell Science Ltd
Place of publication Chichester, England
Publication date 2002
ISSN 1320-7881
1440-1800
Keyword(s) positioning theory
reflection
professional identity formation
professional conversations
Summary A transformational model of professional identity formation, anchored and globalized in workplace conversations, is advanced. Whilst the need to theorize the aims and methods of clinical education has been served by the techno-rational platform of 'reflective practice', this platform does not provide an adequate psychological tool to explore the dynamics of social episodes in professional learning and this led us to positioning theory. Positioning theory is one such appropriate tool in which individuals metaphorically locate themselves within discursive action in everyday conversations to do with personal positioning, institutional practices and societal rhetoric. This paper develops the case for researching social episodes in clinical education through professional conversations where midwifery students, in practice settings, are encouraged to account for their moment-by-moment interactions with their preceptors/midwives and university mentors. It is our belief that the reflection elaborated by positioning theory should be considered as the new epistemology for professional education where professional conversations are key to transformative learning processes for persons and institutions.
Language eng
DOI 10.1046/j.1440-1800.2002.00145.x
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2002, Blackwell Science Ltd
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001590

Document type: Journal Article
Collections: School of Nursing and Midwifery
Higher Education Research Group
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