Practice Development Workbook for Nursing Health and Social Care Teams 1st Edition by Jan Dewing, Brendan McCormack, Angie Titchen 111867670X 9781118676707

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Product details:

ISBN 10: 111867670X

ISBN 13: 9781118676707

Author: Jan Dewing, Brendan McCormack, Angie Titchen

 

Practice Development Workbook for Nursing Health and Social Care Teams 1st Table of contents:

Chapter 1 Introduction: Getting the Best Out of This Resource

Contents

Introduction

Aim of the resource

This resource matters because . . .

Compliance

Quality

Who is it for?

Why use this resource?

How can this resource be used in your workplace?

Fig. 1.1 The key steps of the practice development journey.

What is practice development?

Fig. 1.2 Practice development (adapted from Garbett & McCormack, 2002).

The principles of practice development work

The person-centred practice framework

Fig. 1.3 The person-centred practice framework (McCormack & McCance, 2010).

Useful websites and resources (also see Chapters 3, 5, 8, 10 & bonus online chapter and for Frequently Asked Questions, see Chapter 9)

Chapter 2 Knowing and Demonstrating Values and Beliefs about Person-Centred Care

Contents

Introduction

Fig. 2.1 A step on the practice development journey: Knowing and demonstrating values and beliefs.

Plough the furrow and plant the seed at the same time

Resources in this chapter

Reflection on my own values and beliefs about the care/service I give or receive

Key activities

An alternative way of doing this activity

You can also do these activities with a learning buddy/supervisor

Going for a reflective walk on your own or with someone else

Key activities

Values and beliefs of the care setting

Key activities

Fig. 2.2 Making a poster or collage.

Leaders’ values and beliefs

Key activities

Sheet 2.1: Worksheet for recording learning activities with a buddy: Values and beliefs about . . . . . . . . . . . . care

Sheet 2.2: Discussion groups

Key activities

Discussion trigger 2.1: Short videos

Patient Stories

Patients’ Experiences

Institute for Healthcare Improvement Hear our voice: collecting patient experience stories

Patient Voices: digital stories

What do you see? film – YouTube

Social Care Institute for Excellence (SCIE)

My home life

Dying Matters

Hospice Friendly Hospitals

Sheet 2.3: Handout: How to feature values and beliefs in your work around the care setting/care home

Setting a no blame climate

Showing how values and beliefs are influencing care and service in your setting/home

Quick evaluation

Celebrating a match between actual and person-centred values

Sheet 2.4: Values and beliefs template (Warfield & Manley 1990)

Sheet 2.5: Values and beliefs clarification activity: A facilitator’s guide

Principles and things that you need to have before you start

Fig. 2.3 Flipcharts with statements and coloured sticky notes.

The invitations: Setting out the purpose

Instruction sheet

Theming the statements

Sharing the themes and drafting summary statements

Putting values and beliefs into practice

Sheet 2.6: Instruction sheet for patients/residents, families and care staff for the values and beliefs clarification activity

Chapter 3 Developing a Shared Vision for Person-Centred Care

Contents

Introduction

Fig. 3.1 The next step on the practice development journey: Developing a shared vision.

What is a shared vision?

Resources in this chapter

Guide: Setting up a practice development coordinating group for visioning activities

Sheet 3.1: Templates for group meeting agendas and notes

Sheet 3.2: Group relaxation activity

Sheet 3.3: Creative methods for developing a shared vision: Programme of three workshops (you decide which one you might do)

Visualisation through painting and/or collage

Visioning

Vision statement development

Sheet 3.4: Workshop guidance: Visualisation through painting and/or collage

Key activities

Fig. 3.2 An example of using painting and collage in practice development work.

Sheet 3.5: Workshop guidance: Creating and sharing personal visions

Examples

Sheet 3.6: Workshop guidance: Vision statement development

Sheet 3.7: Guide: Visioning with a virtual group

Example

Sheet 3.8: Questionnaire: Developing a shared vision for person-centred care at

Sheet 3.9: Visioning the practice development processes and developing ground rules (one-to-one)

Key activities

Example of ground rules

Sheet 3.10: Visioning the practice development processes and developing ground rules (small informal group)

Key activities

Example of ground rules

Sheet 3.11: Workshop guidance: Visioning the practice development processes and developing ground rules

Sheet 3.12: What do we do next?

Useful websites and resources

Chapter 4 Introduction to Measuring Progress and Evaluation

Contents

Introduction: Why measuring and evaluating is important

Fig. 4.1 The next step on the practice development journey: Introduction to measuring progress and evaluation.

Resources in this chapter

Workshop guidance: Current evaluation methods within your organisation

Key activities

Trigger for group discussion: What are ‘metrics’ and how do we measure person-centred care?

Trigger for group discussion: Practice development principles for measuring and evaluation

Learning activity for teams: Evaluating care plans

Key activities

Example 1

Example 2

Learning activity for teams: Evaluating your respect for dignity, privacy and the control people have in your service

Key activities

Learning activity for teams: Cats, skirts, handbags and lipstick

Key activities

Learning activity for staff who serve food & drink: Evaluating the service you offer

Example 1

Example 2

Learning activity for housekeepers: Evaluating the cleaning, housekeeping or repair service you offer

Key activities

Example 1

Example 2

Learning activity for team or home managers and those with an interest in learning and practice development: Evaluating the learning support systems for care teams

Key activities

Guide: Reflection tools

What is reflection?

Why should I do it then?

How do I do it?

What will I get out of it?

What is in it for people for whom I provide care/services?

Getting the commitment of stakeholders

Key activities

Template for developing a communication plan with stakeholders

Guide: Setting up and sustaining a practice development coordinating group1

Claims, Concerns and Issues: An evaluation tool for working with stakeholders (Guba & Lincoln, 1989)

A template for stakeholders’ views: Claims, Concerns and Issues

An example of Claims, Concerns and Issues (1)

An example of Claims, Concerns and Issues (2)

Guide: Facilitating Claims, Concerns and Issues (adapted from Dewing & Titchen, 2007)

Option A

Option B

Option C

Chapter 5 Getting Started Together: Measuring and Evaluating Where We Are Now

Contents

Introduction

Fig. 5.1 The next step: Measuring and evaluating where we are now.

Resources in this chapter

Guidance on developing evaluation questions

SWOT or TOWS tool

Forcefield analysis

Gathering evidence in the workplace

Giving and receiving feedback after evidence has been gathered

Giving and receiving feedback

Feedback is not criticism

Principles for giving and receiving feedback

Workplace observations: Walkabout guide

Preparation

Key activities

Workplace observations: In a fixed place

Workplace observations: Record sheet

Combined observations: Record sheet for feedback

Guide: Observations of care

Guide: Patient/resident/relative narrative interview

Preparation for you

Preparation for the patient/resident/relative/friend

Guide: Conversation with patients/residents with severe cognitive impairment

Team culture tool (Pritchard & Dewing, 2000)

Making sense of the results

Handout: Culture (Bate, 1995)

Handout: Effective workplace culture (Manley et al. 2011)

Useful websites and resources

Chapter 6 A Practice Development Plan

Contents

Introduction

Fig. 6.1 The next step: A practice development plan for integrated action, learning and evaluation.

Fig. 6.2 Inviting people to paint what matters to them about the shared journey to be undertaken can free people up for action planning.

Resources in this chapter

Pulling it together activity 1: Individual/informal group activity for analysis of evidence (in preparation for action planning)

Individual activity

Small and informal group activity

Option 1

Option 2

Both options

Pulling it together workshop 1: Analysis of evidence gathered through observations, narratives and conversations (after Boomer & McCormack, 2008; McCormack et al., 2010)

Process used for analysis of narrative, conversations and observation evidence

Pulling it together workshop 2: Comparing findings and interpretations

Fig. 6.3 Example of a poster made in a workshop.

Key activities

Pulling it together activity 2: Individual/informal group activity for identifying indicators to prioritise action planning

Individual activity

Key activities

Small informal group activity

Key activities

Pulling it together workshop 3: Identifying indicators and using them to prioritise action planning

Key activities

Practice development coordinating group: Roles and responsibilities

Person-centred practice templates

Evidence summary and action plan for aims and goals based on the person-centred practice framework (McCormack & McCance, 2010)

Overview action planning guide

SMART and SMARTER goals

Chapter 7 Mini-projects: Ongoing and Integrated Action, Evaluation, Learning and Planning

Contents

Introduction

Fig. 7.1 The next step: Mini-projects and ongoing, integrated action, evaluation, learning and planning.

Fig. 7.2 The parts mirror the whole structure.

Resources in this chapter

Examples of mini-projects

1. ‘Light bulb moment’

2. Inconsistency and contradictions

3. Older Persons National Practice Development Programme in the Republic of Ireland (2007–2009) (McCormack et al., 2010)

Mini-projects: Guide to structure and processes

Mini-project group structure

Mini-projects: Roles and responsibilities

Developing, implementing and evaluating the mini-project plan

Mini-projects: Work organisation / ways of working

Things to think about when inviting people to join the mini-project group

Once the group is established, group members will need to:

Fig. 7.3 The structure at Sunnyside Care Home, South of England.

Mini-project processes

Group processes

Action planning

Sheet 7.1: Leading a project/working/action or learning group

Sheet 7.2: Mini-project action planning template

Sheet 7.3: Example: Filled in mini-project action planning template

What do you do with this next?

Chapter 8 Learning in the Workplace

Contents

Introduction

Fig. 8.1 The next step: Learning in the workplace.

Fig. 8.2 Just as spirals are found all around us in nature, facilitation and learning are often depicted by practice developers as spirals.

Resources in this chapter

Part 1: Creating a person-centred learning environment

Part 2: Active learning

Part 3: Learning supervision

PART 1: Creating a person-centred learning environment (culture and infrastructure that supports learning)

Sheet 8.1: A learning culture guide

Art for their sake

She without arm, he without leg

Where the hell is Matt?

Personalisation for older people: Residential care

Commentary

Information-giving

Collaboration, Inclusion and Participation (CIP)

Sheet 8.2: Activity and guidance for managers for creating a person-centred learning environment

Guidance

Example 1

Example 2

Sheet 8.3: Evaluation and process review of group work and sessions

Quick evaluation

Process review

Sheet 8.4: Giving and receiving feedback handout

Example

Giving and receiving feedback

Activity

The purpose of feedback

Giving feedback: What works

Giving feedback: What doesn’t work

Receiving feedback: What works

Structured feedback

PART 2: Active learning

Enabling questions

Activity 8.1: The 15 minute reflection space

Activity 8.2: Practising the use of open enabling questions in active learning

Key activities

Presenter

Enabler

Observer

Sheet 8.5: Preparation for activities 3–6

Key activities

Activity 8.3: Reflection on ‘self as active learner’

Activity 8.5: Positive incident accounts

Sheet 8.6: Worksheet for recording learning and action points

Sheet 8.7: Process evaluation: Listening critically to other peoples’ work

Sheet 8.8: Process evaluation record: Listening skills

Sheet 8.9: Process evaluation record: What I said

Sheet 8.10: Active learning evaluation

PART 3: Learning supervision

Induction programmes, preceptorship, mentorship, coaching and work-based learning facilitation

Induction and preceptorship programmes

Supporting staff

Mentorship

Coaching

Work-based learning facilitation

Clinical or professional supervision for the future

Summary of learning in the workplace

Useful websites

Chapter 9 What If . . .? When Things Don’t Go So Well

Contents

Introduction

Fig. 9.1 When things don’t go so well

Resources in this chapter

Frequently asked questions

Most common challenges

1. Heavy workloads

2. Working in care settings with older people (especially those with dementia) is hard work

3. Doing practice development in times of major financial pressure and economic cut-backs

4. Lack of management support

5. Making practice changes is not easy

6. Scepticism about patients/residents being able to contribute to practice development

7. Initial difficulty in working with the principles of Collaboration, Inclusion and Participation (CIP)

Identifying why things are not going well

Checklist

Sheet 9.1: Material from other chapters in this resource that can be used for addressing things that don’t go well

Activity 9.1: Acknowledging our own part in what didn’t go well

Key activities

Activity 9.2: Helping each other learn from what didn’t go well and work out what to do about it

Option 1: Working in threes (presenter, helper and observer)

Key activities

Presenter

Helper

Observer

Option 2: After Action Review (AAR)

The After Action Review (AAR) Toolkit

What is an AAR?

Why would you conduct an AAR?

Who participates in an AAR?

When do you conduct an AAR?

How long should an AAR take?

How do you conduct an AAR?

The After Action Review (AAR) Toolkit

Activity 9.3: Acknowledging, in the working day, when things don’t go well and affirming plans to change

Key activities

Chapter 10 Practice Development as a Continuous Process

Contents

Introduction

Fig. 10.1 Practice development as a continuous process

Resources in this chapter

Activity 10.1: Look after yourself and your health

Change 4 Life

Activity 10.2: Keeping it fresh everyday

Key activities

Postscript

Guidance: Keeping practice development fresh

Examples: The art of re-invention

Examples of re-inventing practice development

Activity 10.3: The art of re-invention

Option 1: Reflection activity

Option 2: The ‘re-invention game’

Key activities

Option 3: Naming activity

Linking to new policy agendas

Useful websites and resources

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