Fleming Paul
Faculty of Life and Health Sciences, University of Ulster, Jordanstown, Newtownabbey BT37 0QB, UK.
Health Educ Res. 2007 Oct;22(5):658-64. doi: 10.1093/her/cyl129. Epub 2006 Oct 27.
Evaluation and quality assurance have, over time, become the bedrock of health promotion practice in ensuring effectiveness and efficiency of programme planning and delivery. There has been less emphasis, however, on formal recognition of the contribution of the personal characteristics and perspectives of those who plan and deliver programmes and to the more subtle underlying effects of prevailing societal and professional norms. This paper seeks to highlight the neglect of formal reflection as a key professional skill in professional health promotion practice. It outlines key theories underpinning the development of the concepts of reflection and reflective practice. The role of reflection in critical health education as it contributes to critical consciousness raising is highlighted through its contribution to the empowerment of change agents in a societal change context. A conceptual typology of reflective practice is described which provides a flexible structure with which professionals can reflect on the role of self, the context and the process of health promotion programme planning. Its use is illustrated from the author's published work in health promotion which is related to prevention of workplace violence.
随着时间的推移，评估与质量保证已成为健康促进实践的基石，以确保项目规划与实施的有效性和效率。然而，对于正式认可规划和实施项目人员的个人特征及观点所做的贡献，以及盛行的社会和专业规范更为微妙的潜在影响，人们关注较少。本文旨在强调在专业健康促进实践中，忽视正式反思作为一项关键专业技能的现象。它概述了支撑反思及反思性实践概念发展的关键理论。反思在批判性健康教育中的作用，因其在社会变革背景下对变革推动者赋权的贡献，从而有助于提高批判性意识，这一点得到了强调。本文描述了一种反思性实践的概念类型学，它提供了一个灵活的结构，专业人员可以借此反思自我角色、健康促进项目规划的背景和过程。作者在健康促进领域已发表的与预防工作场所暴力相关的作品中，展示了该类型学的应用。
