DNP Role Development for Doctoral Advanced Nursing Practice, Second Edition

430 ■ III: ROLE FUNCTIONS OF DOCTORAL ADVANCED NURSING PRACTICE

in theoretical ways (Schön, 1983). Much of this learning has been subconscious, mean-
ing that you may know more than you consciously realize. Through reflection, this
tacit knowledge (or knowing- in- action) can be made conscious and explicit (Argyris
& Schön, 1974). Taylor (2000) defined reflection as “the throwing back of thoughts and
memories, in cognitive acts such as thinking, contemplation, meditation and any other
form of attentive consideration, in order to make sense of them, and to make contextu-
ally appropriate changes if they are required” (p. 3). This definition allows for a wide
variety of thinking as the basis for reflection, and it is similar to many other explanations
by suggesting that reflective thinking is a rational process that produces positive change
(Boud et al., 1985; Boyd & Fales, 1983; Mezirow, 1981).
In simple terms, reflection enables you to learn from experience through a sys-
tematic process of thinking. You are probably already familiar with Kolb’s (1984) well-
known learning cycle, which is helpful here (Figure 19.1).
Unless the individual moves through all four stages of this cycle:

1. The actual experience


2. Reflecting on it


3. Relating these reflections to existing knowledge and creating a new perspec-
   tive on the experience


4. Returning to the practice setting ready to test new understandings then con-
   scious learning in its fullest sense has not occurred
   Kuiper and Pesut (2004) defined reflection as a metacognitive process that sup-
   ports thinking about one’s own thinking related to an experience and within a concep-
   tual framework. Jarvis (1992) distinguishes reflective practice from thoughtful practice,
   and suggests reflective practitioner as one who is able to “problematise many situa-
   tions of professional performance so they can become potential learning” (p. 180). How
   to problematize practice? The challenge for experienced practitioners like yourselves is
   to somehow make the familiar strange, and to become aware of (and question) many
   of your assumptions about practice. This process of unpacking existing knowledge
   can facilitate unlearning many aspects of previous practice, which then opens up pos-
   sibilities for fresh learning. Unlearning can require a significant break with previous

Concrete experience

Testing implications

of concepts in new

situations

Formation of

abstract concepts

and generalizations

Observations and

reflections

FIGURE 19.1 Kolb’s learning cycle.
Source : Kolb (1984).