the strategic framework for enhancing practice development ... · theory, models and frameworks and...
Post on 24-Jul-2020
1 Views
Preview:
TRANSCRIPT
The Strategic Framework for Enhancing The Strategic Framework for Enhancing The Strategic Framework for Enhancing The Strategic Framework for Enhancing Practice Development in NIPractice Development in NIPractice Development in NIPractice Development in NI
Tanya McCance
Professor of Nursing R&D
University of Ulster
Practice Development is
about developing
people and their practice.
“Developing person-centredness is at the heart of
practice development and despite much policy and strategic rhetoric, practice development continues to be the only methodology that has the the only methodology that has the the only methodology that has the the only methodology that has the development of persondevelopment of persondevelopment of persondevelopment of person----centredness centredness centredness centredness as its primary purpose and which recognises that person-centredness is not developed through one-off change events. Instead, it needs continuous needs continuous needs continuous needs continuous reflective and critical relationshipreflective and critical relationshipreflective and critical relationshipreflective and critical relationships to be developed and sustained over time.”
(McCormack 2008, p.161)(McCormack 2008, p.161)(McCormack 2008, p.161)(McCormack 2008, p.161)
� The NHS and all who work for it must adopt and demonstrate a shared culture in which the patient is the priority in everything done. This requires:
� A common set of core values and standards shared throughout the
system;
� Leadership at all levels from ward to the top of the Department of
Health, committed to and capable of
� involving all staff with those values and standards;
� A system which recognises and applies the values of transparency,
honesty and candour;
� Freely available, useful, reliable and full information on attainment of
the values and standards;
� A tool or methodology such as a cultural barometer to measure the
cultural health of all parts of the system.
� helps to provide care that patients feel is right for them
� focuses on implementing practice change in the workplace that is based on evidence
� helps to develop practice collaboratively and systemically
� can be used by healthcare providers to improve the patient experience while meeting national targets and priorities
� supports practitioners to critically explore their own practice in the workplace
(Manley & Webster, 2006)
To achieve a regional, cohesive approach to the development and evaluation of practice development learning programmes, which reflect strategic priorities and organisational needs. It will also influence education commissioning.
� ‘Skills escalator’ connected to Benner’s (1984) levels of competence.
� Focuses on learning outcomes.
� Self-assessment determines ‘point of entry’ to education/development programmes
Noviceacquiring a basic
understanding of PD principles
Advanced Beginneracquiring an
understanding of PD theory, models and
frameworks and their applicability to
practice
CompetentDeveloping
competence in the application of theories, models, frameworks &
tools.
ProficientCritical application of
theories, models, frameworks and tools.
ExpertLeading PD and
contributing to the development of new
knowledge.
The learner should acquire a basic understanding of:
• PD principles of Collaboration, inclusion and participation.• PD methodologies.
• Principles of person-centred practice.
•Reflective practice.
•Values and making values and beliefs explicit.• Workplace culture.
• Evidence informed practice.
•The context (unit, organisational, strategic and policy) of practice.
• Self & peer assessment using reflective appraisal and 3600 feedback.
The learner should acquire an understanding of:
• underpinning theories of PD focusing on how these theories enable emancipatory change.
• Different forms of evidence for practice.
•Principles and models of facilitation and mentorship.
•Active learning approaches and frameworks.• The necessary attributes and skills for developing practice.
• Using and informing policy and strategy in the context of undertaking PD.
The learner should know how to apply their understanding of:
• Theories of PD in the context of changing patterns towards effective person-centred workplaces.• Models, frameworks and tools and their critique in practice.
•Reflection on and evaluation of personal effectiveness.
• Team effectiveness and working with groups.
• Evaluation frameworks taking account of different stakeholder perspectives.• Policy and strategy developments and the contribution of PD to these.
The learner should be able to critique and generate new understandings of:
• How to create learning cultures using active learning approaches.• The development and application of evaluation frameworks in practice.
• Systematic processes to generate knowledge in and from practice.
• Leadership in developing practice.
•Influencing practice development in strategic and political contexts.•The use of practice development methodology to enable the implementation of key strategic developments, such as clinical supervision, patient experience standards, person-centred care, productive ward and LEAN.
The learner should be able to collaborate with and lead on practice development and practitioner research programmes that:
• Contribute to the ongoing development of facilitation skills and PD capacity building.• Generate new knowledge through masters level and doctoral level programmes.• Influence strategy and policy.
• Enables practitioner research to be realised.
Making explicit links between, practice, knowledge, skills, tools, methodologies and theories
A Strategic Framework for Developing Practice A Strategic Framework for Developing Practice A Strategic Framework for Developing Practice A Strategic Framework for Developing Practice Development Knowledge, Skills and Expertise Development Knowledge, Skills and Expertise Development Knowledge, Skills and Expertise Development Knowledge, Skills and Expertise
in Northern Irelandin Northern Irelandin Northern Irelandin Northern Ireland
Developing Practice Development and Developing Practice Development and Developing Practice Development and Developing Practice Development and Facilitation Facilitation Facilitation Facilitation CapacityCapacityCapacityCapacity
Products PortfolioProducts PortfolioProducts PortfolioProducts Portfolio
�
NOVICENOVICENOVICENOVICE ADVANCED ADVANCED ADVANCED ADVANCED BEGINNERBEGINNERBEGINNERBEGINNER
COMPETENTCOMPETENTCOMPETENTCOMPETENT PROFICIENTPROFICIENTPROFICIENTPROFICIENT EXPERTEXPERTEXPERTEXPERT
RCN: An introduction to practice development skills
QUB: Person-centred Assessment
QUB: Practice Development
QUB: Leading and Facilitating
CEC: Facilitation
CEC: Practice Development
CEC: Person-centredness
*UU: DPHP -Understanding practice development
*UU: DPHP -Facilitation and Leadership
*UU: DPHP -Practitioner as researcher
UU: IPDC Programme for developing facilitators of person-centred cultures
QUB: Leading and Facilitating
*UU: DPHP -Practitioner research project
*UU: DPHP -Enhancing practice development
*UU: DPHP -Facilitation and leadership in developing practice
*UU: DPHP -Enhancing skills in developing practice
UU: DPHP -Programme for developing facilitators
QUB: Person-centred assessment
UU: IPDC Foundation Practice Development School
UU: DPHP - Critical inquiry in developing practice
UU: PG Cert. Health & Wellbeing (Facilitating learning and development)
UU: IPDC Advanced Practice Development School
UU and QUB: A variety of research modules are available which can be focused on investigating various aspects of practice development , facilitation and person-centredness.
Organisations need to:
� Assess learning needs
� Understand the range of Practice Development products available
� Build capacity for engaging in practice development
� Integrate the practice development knowledge and skills framework
•“Yes, it’s quite a noise – but are we having any impact?”
•The challenge for all of us in practice development …
top related