If you’re looking to develop and improve your nursing, health or social care practice, either individually or as part of a team, the Practice Development Workbook for Nursing, Health and Social Care Teams offers a wide-ranging selection of activities, tools and resources covering vital aspects of practice development. Written as a companion volume to the latest edition of the best-selling Practice Development in Nursing and Healthcare, this new resource grounds practice development in day-to-day nursing and health and social care through accessible, informative learning activities. It also focuses on practical ways in which teams can make their workplace cultures more effective and person-centred, and enables practitioners to empower themselves to make compassionate care a fundamental part of effective health and social care systems.
Key features:
- Offers a full range of resources and tools to support all stages of learning and development towards person-centred practice, including learning activities, templates, posters, tips and hints, information sheets, and checklists.
- Includes practical advice for teams to involve patients, clients and residents in the transformation of workplace cultures and bringing about sustainable change
- Perfect for use both by individuals or by those working in group settings
- Presents informative and accessible information through activities and key learning points rather than just theory
- Fully linked to Practice Development in Nursing and Healthcare, second edition, but can also be used as a stand-alone resource
- Includes access to a companion website featuring even more tools and resources, including: sample Powerpoint presentations, worksheets and reflection tools, questionnaires and checklists, evaluation tools, as well as a bonus chapter on 'Sharing and Celebrating'
Table of Contents:
Preface ix
About the companion website xi
1 Introduction: Getting the best out of this resource 1
Introduction 1
This resource matters because 4
Who is it for? 5
How can this resource be used in your workplace? 7
What is practice development? 9
The principles of practice development work 11
The person-centred practice framework 12
Useful websites and resources 14
2 Knowing and demonstrating values and beliefs about person-centred care 17
Introduction 17
Reflection on my own values and beliefs about the care/services I give or receive 20
Going for a reflective walk on your own or with someone else 21
Values and beliefs of the care setting 23
Leaders’ values and beliefs 25
Sheet 2.1: Worksheet for recording learning activities with a buddy: Values and beliefs about care 27
Sheet 2.2: Discussion groups 28
Discussion trigger 2.1: Short videos 30
Quick evaluation to raise profile of values and beliefs in the care home (available on companion website)
Invitation and information sheet for patients/residents, families and care staff for the values and beliefs clarification activity (available on companion website)
Discussion trigger 2.2: Posters (available on companion website)
Discussion trigger 2.3: Factsheets (available on companion website)
Discussion trigger 2.4: Scenarios (available on companion website)
Discussion trigger 2.5: Scenarios created by sensory walkabouts (available on companion website)
Discussion trigger 2.6: Accessing group/team values and beliefs through emotional triggers (available on companion website)
Sheet 2.3: Handout: How to feature values and beliefs in your work around the care setting/care home 32
Sheet 2.4: Values and beliefs template 33
Sheet 2.5: Values and beliefs clarification activity: A facilitator’s guide (This section also includes materials that are on the companion website) 34
Sheet 2.6: Instruction sheet for patients/residents, families and care staff for the values and beliefs clarification activity 38
3 Developing a shared vision for person-centred care 39
Introduction 39
Guide: Setting up a practice development coordinating group for visioning activities 43
Sheet 3.1: Templates for group meeting agendas and notes 44
Sheet 3.2: Group relaxation activity (available on companion website) 45
Sheet 3.3: Creative methods for developing a shared vision: Programme of three workshops (you decide which one you might do) 45
Sheet 3.4: Workshop guidance: Visualisation through painting and/or collage 46
Sheet 3.5: Workshop guidance: Creating and sharing personal visions 48
Sheet 3.6: Workshop guidance: Vision statement development 50
Sheet 3.7: Guide: Visioning with a virtual group 51
Sheet 3.8: Questionnaire: Developing a shared vision for person-centred care at 52
Sheet 3.9: Visioning the practice development processes and developing ground rules (one-to-one) 53
Sheet 3.10: Visioning the practice development processes and developing ground rules (small informal group) 55
Sheet 3.11: Workshop guidance: Visioning the practice development processes and developing ground rules 57
Sheet 3.12: What do we do next? 58
Useful websites and resources 59
4 Introduction to measuring progress and evaluation 60
Introduction: Why measuring and evaluation is important 60
Workshop guidance: Current evaluation methods within your organisation 63
Trigger for group discussion: What are ‘metrics’ and how do we measure person-centred care? 65
Trigger for group discussion: Practice development principles for measuring and evaluation 66
Learning activity for teams: Evaluating care plans 67
Learning activity for teams: Evaluating your respect for dignity, privacy and the control people have in your service 70
Learning activity for teams: Cats, skirts, handbags and lipstick 73
‘At a Glance’: Summary plan for personalised care (available on companion website) Learning activity for staff who serve food & drink: Evaluating the service you offer 74
Learning activity for housekeepers: Evaluating the cleaning, housekeeping or repair service you offer 76
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 79
Guide: Reflection tools 82
Reflection tools and examples (available on companion website) Getting the commitment of stakeholders 84
Template for developing a communication plan with stakeholders 85
Guide: Setting up and sustaining a practice development coordinating group 86
Examples of session plans (available on companion website) Developing a common vision about our roles (available on companion website) Claims, Concerns and Issues: An evaluation tool for working with stakeholders 87
A template for stakeholders’ views: Claims, Concerns and Issues 88
An example of Claims, Concerns and Issues (1) 89
An example of Claims, Concerns and Issues (2) 90
Guide: Facilitating Claims, Concerns and Issues 91
5 Getting started together: Measuring and evaluating where we are now 93
Introduction 93
Guidance on developing evaluation questions 95
SWOT or TOWS tool 96
Forcefield analysis 97
Gathering evidence in the workplace 98
Example of a poster/flyer about gathering evidence (available on companion website)
Example of a poster/information sheet about carrying out observations (available on companion website)
Example of information sheet for families/decision makers of people for whom process consent might apply (e.g. people with severe cognitive impairment) (available on companion website)
Guide: Method and documentation of consent process for individuals with severely impaired capacity (available on companion website)
Giving and receiving feedback after evidence has been gathered 100
Workplace observations: Walkabout guide 102
Workplace observations: In a fixed place 103
Workplace observations: Record sheet 104
Combined observations: Record sheet for feedback 105
Guide: Observations of care 106
Guide: Patient/resident/relative narrative interview 106
Guide: Conversation with patients/residents with severe cognitive impairment 108
Two person-centred assessment tools (available on companion website) Handout: Culture 111
Method for facilitating a workshop on workplace culture (available on companion website) Handout: Effective workplace culture 112
Useful websites and resources 113
6 A practice development plan 114
Introduction 114
Pulling it together activity 1: Individual/informal group activity for analysis of evidence (in preparation for action planning) 119
Pulling it together workshop 1: Analysis of evidence gathered through observations, narratives and conversations 122
Pulling it together workshop 2: Comparing findings and interpretations 124
Worksheet for recording learning about person-centred care through practice development activities and workshops (available on companion website) Pulling it together activity 2: Individual/informal group activity for identifying indicators to prioritise action planning 127
Pulling it together workshop 3: Identifying indicators and using them to prioritise action planning 129
Practice development coordinating group: Roles and responsibilities 132
Person-centred practice templates (also available on companion website) 133
Evidence summary and action plan for aims and goals based on the person-centred practice framework 134
Overview action planning guide 138
Overview action planning template (available on companion website) Action point planning sheet (available on companion website) SMART and SMARTER goals 139
7 Mini-projects: Ongoing and integrated action, evaluation, learning and planning 140
Introduction 140
Examples of mini-projects 143
Mini-projects: Guide to structure and processes 145
Sheet 7.1: Leading a project/working/action or learning group 148
Sheet 7.2: Mini-project action planning template 149
Sheet 7.3: Example: Filled in mini-project action planning template 155
What do you do with this next? 161
8 Learning in the workplace 162
Introduction 162
Part 1: Creating a person-centred learning environment 167
Sheet 8.1: A learning culture guide 168
A framework for work-based learning (available on companion website) Sheet 8.2: Activity and guidance for managers for creating a person-centred learning environment 171
Sheet 8.3: Evaluation and process review of group work and sessions 174
Sheet 8.4: Giving and receiving feedback handout 176
Indicators of effective feedback (available on companion website) Indicators of ineffective feedback (available on companion website) Part 2: Active learning 178
Enabling questions 179
Activity 8.1: The 15 minute reflection space 181
Activity 8.2: Practising the use of open enabling questions in active learning 182
Sheet 8.5: Preparation for activities 3–6 184
Activity 8.3: Reflection on ‘self as active learner’ 185
Activity 8.4: Types/modes of reflection: The way you tend to reflect (available on companion website) Activity 8.5: Positive incident accounts 186
Activity 8.6: Problem-solving tool (available on companion website) Sheet 8.6: Worksheet for recording learning and action points 187
Sheet 8.7: Process evaluation: Listening critically to other peoples’ work 188
Sheet 8.8: Process evaluation record: Listening skills 189
Sheet 8.9: Process evaluation record: What I said 190
Sheet 8.10: Active learning evaluation 191
Part 3: Learning supervision 192
Induction programmes, preceptorship, mentorship, coaching and work-based learning facilitation 193
Guide for work-based facilitators: Foundation Degrees (available on companion website) Clinical or professional supervision for the future 195
Summary of learning in the workplace 195
Useful websites 196
Sharing and celebrating
9 What if ? When things don’t go so well 199
Introduction 199
Frequently asked questions 201
Most common challenges 207
Identifying why things are not going well 212
Sheet 9.1: Material from other chapters in this resource that can be used for addressing things that don’t go well 213
Activity 9.1: Acknowledging our own part in what didn’t go well 215
Activity 9.2: Helping each other learn from what didn’t go well and work out what to do about it 216
Activity 9.3: Acknowledging, in the working day, when things don’t go well and affirming plans to change 221
10 Practice development as a continuous process 223
Introduction 223
Activity 10.1: Look after yourself and your health 224
Activity 10.2: Keeping it fresh everyday 225
Guidance: Keeping practice development fresh 226
Examples: The art of re-invention 227
Activity 10.3: The art of re-invention 227
Linking to new policy agendas 229
Useful websites and resources 230
References 231
Index 233
About the Author :
Jan Dewing is Head of Person-centred Research and Practice Development at East Sussex Healthcare NHS Trust, Eastbourne, UK; Co-Director, Centre for Practice Development (including Lead for Kent Sussex Surrey, Dementia Care Innovation Hub), Canterbury Christchurch University, Canterbury, UK; Visiting Professor, Person-centred Practice Research Centre, University of Ulster, Ulster, Northern Ireland; Visiting Professor, School of Nursing & Midwifery University of Wollongong, Wollongong NSW, Australia.
Brendan McCormack is Director of the Institute of Nursing and Health Research, and Head of the Person-centred Practice Research Centre, University of Ulster, Ulster, Northern Ireland; Professor II, Buskerud University College, Drammen, Norway; Adjunct Professor of Nursing, University of Technology, Sydney, Australia; Visiting Professor, School of Medicine & Dentistry, University of Aberdeen, Aberdeen, Scotland.
Angie Titchen is Independent Practice Development Consultant, Principal Investigator at the Knowledge Centre for Evidence-Based Practice, Fontys University of Applied Sciences, Eindhoven, The Netherlands; Visiting Professor, University of Ulster, Ulster, Northern Ireland; Adjunct Professor, Charles Sturt University, Bathurst NSW, Australia; Associate Fellow, University of Warwick, Warwick, UK.
