Team working and learning through reflection are both fundamental to quality healthcare. This book is the first to explore the use of the practices of reflection to develop health care teams that can deliver sustainable, high-quality personalised care. Developing the Reflective Healthcare Team is structured in three parts which are about new views of reflective practice, improving team working, and the use of the TA2LK facilitative reflective process to develop high performing teams.

Team working and learning through reflection are both fundamentalto quality healthcare. This book is the first to explore the use ofthe practices of reflection to develop health care teams that candeliver sustainable, high-quality personalised care.Developing the Reflective Healthcare Team is structured in threeparts which are about new views of reflective practice, improvingteam working, and the use of the TA2LK facilitative reflectiveprocess to develop high performing teams.

Part One: Orientation to the Book.Chapter 1: The book's Structure, the central question and somechallenges.Chapter 2: Starting points.Chapter 3: The Reflective Lens.Chapter 4: The Team Lens.Part Two: About Reflection: Learning through its interestsand practices.Chapter 5: Reflecting on Practice.Chapter 6: An interest in being-human-well: The practices ofreflection on the me's-with-we's, on individuals and teams.Chapter 7: An interest in embracing uncertainty: The practicesof reflection as working with fuzziness and the risks involved inservice improvement and workplace transformation.Chapter 8: An interest in the bottom line: The practices ofreflection as improving practice and getting results.Chapter 9: An interest in reflection as the art of askingserious questions.Part Three: About TEAMS: Being the best we can.Chapter 10: What is a team?.Chapter 11: Team learning and team work =Teamability.Chapter 12: The centrality of values.Chapter 13: Reflecting on the roles and contributions of theindividual vis-à-vis the team.Chapter 14: Reflecting on knowledge for competent practice.Chapter 15: Reflecting on the kinds of conversations we havewith each other in a team.Chapter 16: Teams as a forum for asking serious questions.Part Four: About DEVELOPING REFLECTIVE TEAMS: How to getthere.Chapter 17: How to get there.Chapter 18: TA2LK and reflective conversations ofpossibility.Chapter 19: The 'faces' for TA2LK.Chapter 20: TA2LK as a facilitated team learning process.Chapter 21: Cultures of care.Chapter 22: The Care Zone: developing a team's emotionalliteracy.Chapter 23: The Creative Zone: developing a team's ability tothink and act differently.Chapter 24: The Service Improvement Zone: making adifference.Chapter 25: Evidence of positive change and sustainableimprovement.Chapter 26: Service user initiated team development.Chapter 27: Why not try this?.Chapter 28 Developing reflective teams: perception andreality