She distinguished between reflective thinking for learning and reflective thinking as critical inquiry. Teekman explained the first as a strategy to make sense of a situation and to develop practical knowledge. She saw reflection-for-critical-inquiry as going beyond technical proficiency to considerations of context, and its influences on nursing practice and health. Teekman reported that respondents engaged in reflective thinking in order to act optimally in a situation; they were less able to reflect on the total situation from multiple viewpoints, and failed to demonstrate evidence of critical enquiry. These exploratory studies reveal some aspects, functions and uses of reflective practice. Reflection appears to include an anticipatory phase, where.
