3. Health-relat ed motives maynotalwaysg iverise to health-related behavior and conversely, health-related behavior may not always be determined by health-re lated motives. These principles on motivation have definite implications to nursing interventions. Utilizing the first principle, Lhe nurse can help the fomily recognize the existence of health problems and motivate the f,~mily t~ take actions on them by l~elping ind(v_idual members sec the problems as ha VJng senous consequ ences and high probability of occurrence within thefamily"s n!ality. The second principle c:in guide the nurse to utilize social and economi<. : motives in making the family realize the com;eq11cnccs of health problems and he. alth actions. Considering the Lhird principle, the nurse can encourage beallh behavior by utilizi 11g 11<Jn-hea 1th mo lives which have more weight in influencing tction. The need for affirmati on, the need to belong, socia! pressures of relatives and ~ignificant others-all these can generate enough motivati on for appropriate health behavior. Effective nursing offammes may not be too easy a task in the face oflimited resources, both material and manpower. Conside1;ng the problem on limited material resources, the nurse can e.,,. plon~ the possibility of utilizing indigenous supplies to substitute for e. xpensive, commercial ones. ln the face of manpow er constraints, the nurse's ability at developing the capabilities of clients to support the health care system can be put to use. For example, she can teach indiviouals or groups on the signs and symptoms of common health prnblerns so that they ca11 serve as monitoring network in the community to inform the nurse of problems that need be. r immediate attention. The nurse can also train auxiliary and village health workers to manage simple health problems or do rnutinazywork and procedure-oriented activities. By doing this, she can utilize her time doing the fonction that requires her expertise-helping families develop competencies for health development. The nurse aims to attain self-reliance among families by developing their skills to recognfae and manage simple health problems. As this is achieved, there is no need to heavily depend on the overburdened limited health resources for problems that families can adequately manage by themselves. It is, likewise, important tl1at the nurse be wel1-informed about the available community Tesouroes so that she can utili7,e them appropriately. EXPERTISE THROUGH REFLECTIVE PRACTICE Through reflective practice, the implementation phase provides the best opportunities to widen expertise in fainily health care. Several authors describe two sets of reflective practice: Reflection-in-action and Refle. ction-on-action (Greenwood, 1998). Reflection-in-action means to think what one is doing while one is doing it. It allows the nurse to re-design what she is doing while she is doing it (Schon, 1983, 1987). Re1lection­ on-action involves reviewir1g or re-evaluating one·s actions to: (1) relate what one has learned from this experience Lo her existing knowledge structures; {2) mentally test her new understm1dings in new contexts; and, (3) make the knowledge gained her own tools for critical thinking and expert caring. Ref Jective practice encourages the nurse lo immerse into the client's n:alit-y as both learn together to tr:)nsform the experience into new ways of being and becoming. Using Pai:se's Thco1y of Human 8ecoming as a guide, the nm·se learns to understand folly Lhe client's responses, feelings, and perception s. TJ1is experience on client-nurse immersion in the client's reality guides both towan:ls transcending the current status ("Being") to the best possible higher level of state or functioning (''Becom ing'"). Sample process questions for each type of reflective practice are shown in Box 4. 1. 105 