Reflective endeavours and evidence-based practice: directions in health sciences theory and practice
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|Title:||Reflective endeavours and evidence-based practice: directions in health sciences theory and practice||Authors:||Hyde, Abbey||Permanent link:||http://hdl.handle.net/10197/4178||Date:||13-Feb-2009||Online since:||2013-03-14T16:32:16Z||Abstract:||A range of disciplines, including those in health sciences, have witnessed an increasing emphasis on the discourse of 'evidence-based' practice in professional learning settings, which has a tendency to be viewed as interchangeable with the notion of 'best practice'. In this commentary, I consider the implications of the growth in the dominance of evidence-based discourses for reflective learning as a component of professional learning. In particular, I consider the implications of recent developments for the status of knowledge types such as interpretative knowledge, self-knowledge and experiential knowledge.||Type of material:||Journal Article||Publisher:||Taylor & Francis (Routledge)||Journal:||Reflective Practice: International and Multidisciplinary Perspectives||Volume:||10||Issue:||1||Start page:||117||End page:||120||Copyright (published version):||Taylor & Francis Group||Keywords:||Evidence-based practice; Reflective learning; Education||DOI:||10.1080/14623940802652938||Language:||en||Status of Item:||Peer reviewed|
|Appears in Collections:||Nursing, Midwifery & Health Systems Research Collection|
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