Module 5 > New aromatherapy diploma study areas - understanding research in practice, reflective practice

9. Understanding Research in Practice
Outline of Syllabus Contents
1. Define what research is and what function it performs.
2. Discuss hypothesis, control measure, variables, measurements, significance
etc.
3. Relate to current medical & scientific research.
4. Explain the meaning of placebos, control groups, double blind etc.
5. Include specific examples of types of medical and aromatherapy research
undertaken.
6. Identify the needs of the scientific community
7. Critical analysis and research
8. Discuss examples of research formats and presentations
9. Identify and discuss the differences between qualitative & quantitative research
and the difficulties underlying some aspects of aromatherapy research
Recommended Reading
Lewith G. (2001) Clinical Research in Complementary Therapies. Churchill
Livingstone Paperback 392 Pages ISBN 044306367 Sutton C (1987) Handbook of research for the helping professions, New York



I would add


Bell Judith 2010 Doing your research project, ISBN10: 0335235824.  this hand book takes you through 1. research approaches, planning the project, ethics and integrity in research, reading referencing managing information, literiture searching, review of literiture, analysis of documentary evidence, designing and administering questionairres, planning and conducting interviews, diaries, logs and critical incidents, observation, interpreting evidence and reporting findings, writing the report 


10. Reflective Practice


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Outline of Syllabus Contents
1. An introduction to the philosophy of reflective practice and its relevance to the
aromatherapist
2. Understanding Self Attitudes, beliefs, and values; what they are and how they
develop and the factors that influence their development. Defining health and
well-being.
3. Identifying the therapist’s own attitudes and beliefs. The effect these might
have on clients and others with whom the therapist may
work.
4. Interpersonal skills. The nature of inter-personal relationships, the therapeutic
relationship and working with others. How these relationships may affect the
therapist's ability to work effectively. To recognise and deal effectively with own
behaviour and practice, when it adversely affects working with different people.
5. Effective learning and development. Review and evaluate existing knowledge
and professional practice using NOS and Professional Code of Practice toidentify strengths and limitations. Knowing how we learn, learning styles, what
they are, to improve upon the limitations identified above.
6. Learning from experience. To learn effectively from experience requires
analysis and interpretation of the event so that it leads to new understanding.
Structuring the process to identifying the experience, returning to the
experience and describing it, attending to feelings, making sense of the
experience and assessing competence.
7. The role of reflective journaling as part of the learning and self development
process
8. Writing a development plan. Produce a Portfolio of learning evidence and
detail programme for future professional progress.
9. Support for learning and development to gain knowledge of various types of
support systems and networks and how to access them.
Recommended Reading
Reflection - http://www.trainer.org.uk/members/theory/process/reflection.htm
Boud D, Keogh R & Walker D; (1985) Reflection: turning experience into learning,
Kogan Page
Johns C. (2002) Guided Reflection Blackwell Science
Johns C. (2000) Becoming a reflective practitioner; a reflective and holistic approach to clinical nursing, practice development and clinical supervision Blackwell Science


John’s Model for Structured Reflection (2000) – this can be used as a guide for analysis of a critical incident or general reflection on experience. John supports the need for the learner to work with a supervisor throughout the experience. He recommends that the student uses a structured diary. He advises to ‘look in on the situation’, which would include focusing on yourself and paying attention to your thoughts and emotions. He then advises to ‘look out of the situation’ and write a description of the situation around your thoughts and feelings, what you are trying to achieve, why you responded in the way you did, how others were feeling, did you act in the best way, ethical concepts etc. He also considers the use of internal factors, such as expectations from others, time factors, normal practice, anxiety of the situation etc.


Johns C (1994) Guided reflection. In reflective practice in nursing (Palmer A et al
eds) Blackwell science, Oxford

Reflection - http://www.trainer.org.uk/members/theory/process/reflection.htm

Source: AC Core curriculum