Professor Christopher Johns

National Teaching Fellow 2010 Chris is best known for championing reflective practice as an educational and research process in nursing and now more widely in diverse helping professions. This work has naturally developed into narrative and performance, in collaboration with theatre and dance colleagues, opening dialogical spaces for learning and social action grounded in the core learning principle of 'show not tell'. Chris believes that practice disciplines such as nursing, are characterised by performance and drama, and as such, require dedicated dramatic learning spaces within curriculum. As he says "our stories are vital to life". His work is inspirational in enabling health care practitioners both nationally and internationally to work through reflection towards realising their practice values as a lived reality. In doing so he contributes to creating better worlds for both practitioners and patients. Chris is in great demand as a speaker and teacher both nationally and internationally. As a sub-dean for academic affairs at an American university said, "You gave faculty and students the inspiration to explore new ways of teaching and learning, conducting research and engaging in and appreciating nursing practice. Your dramatic presentations and authentic dialogue provided a window into the truth and beauty of the nurse-patient relationship". Chris is a prolific author, always exploring narrative form to be more creative and engaging. He says, "text-books should draw the reader into the text as if they might be there". In this way, text becomes alive and easy to relate to in terms of the reader's own experiences. He convenes the annual International Reflective Practice Conference, now in its 16th year, a conference widely regarded as significantly promoting the value of reflective ideas to a sceptical world. He also finds time to work as a volunteer complementary therapist within a hospice to be 'of service' as a leader and to maintain his clinical credibility, in the strong believe that teaches of practice disciplines need to be expert practitioners. In doing so he brings his own stories into the classroom.