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Practice Development Workbook for Nursing, Health and Social Care Teams

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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.

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