International Practice Development Journal最新文献

{"title":"Reaching out to those we teach about: a qualitative appreciative inquiry of older persons’ experience as mentors in a bachelor of nursing programme during the Covid-19 pandemic","authors":"F. Affleck, Lillian Hung, A. Phinney","doi":"10.19043/ipdj.122.004","DOIUrl":"https://doi.org/10.19043/ipdj.122.004","url":null,"abstract":"Background: This article describes the development and refinement of a component of a first-year nursing course called ‘Theoretical perspectives in nursing care: complexities in seniors care’. Initially developed in 2020 in response to the pandemic restrictions and guided by the philosophy of person- centredness and person-centred practice, a senior mentorship programme called ‘Engaging with your senior mentor in the community’ has become an important element of the broader theoretical course. Aim: To report on the experiences of older persons living in the community who volunteered to be mentors to first-year bachelor of nursing students, and explain how their experiences informed person-centred quality improvements for future courses. Methods: Appreciative inquiry principles guided the study. Qualitative descriptive design methods – online surveys and focus groups – were employed to evaluate the senior mentorship initiative. Thematic analysis was performed to identify themes that described what the experience of participating in the initiative was like from the perspective of the senior mentors themselves. Findings: Our analysis identified five themes: (a) sharing; (b) contributing; (c) listening; (d) self-reflecting; and (e) communicating expectations. Conclusion: Sharing wisdom informed by lived experience can be a rewarding part of ageing. Senior mentors believed they had contributed in a meaningful way to the student nurses’ learning. Implications for practice: This article reaffirms that older persons are keen to participate in education initiatives Insights from the senior mentors will inform educators in health and social sciences who want to incorporate the voices of older persons in their classroom and practice teaching Older persons should be considered potential partners who can help educators develop a culture of person-centredness to help students prepare to appreciate the older persons in their care","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42144051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring decolonising the curriculum in physiotherapy: our learning stories as dedicated novices","authors":"J. Lane, Kavi C. Jagadamma, J. Culpan, C. Bulley","doi":"10.19043/ipdj.122.010","DOIUrl":"https://doi.org/10.19043/ipdj.122.010","url":null,"abstract":"Background: There is increasing awareness that we must engage with decolonising physiotherapy curricula to respect plurality of knowledge and become more consistent with global priorities towards humanising healthcare. Aim: By reflecting on our discomfort and vulnerabilities, we strove to understand and engage in decolonising the physiotherapy curriculum. Through this we hope to motivate others and contribute to this important transformation. Conclusions: Using Mezirow’s transformative learning theory, we reflected on our struggle with our disorienting dilemmas regarding the need to engage in decolonising the physiotherapy curriculum. We have become alert to insecurities about our knowledge and ability to engage sensitively in the necessary conversations. As we progress towards ‘full’ transformation, we have concluded that we must take action to generate change while continuing to learn and reflect. Implications for practice: Decolonising curricula is necessary to humanise healthcare, with more value accorded to the plurality of knowledge and global experiences The journey towards decolonising is destabilising and relies on humility in moving from ‘being the expert’ to accepting a return to novice status Creating brave spaces where we trust one another’s motivations, forgive ourselves and others as we fumble with the conversations, and are compassionate about the discomfort can facilitate these transformations","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48881583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In memory of Professor Jan Dewing","authors":"Catherine Buckley, D. Frost, Kate Sanders, Maria T. Mackay","doi":"10.19043/ipdj.122.002","DOIUrl":"https://doi.org/10.19043/ipdj.122.002","url":null,"abstract":"Five members of the Post-doctoral International Community of Practice (a subgroup of the Person-centred Practice Research International Community of Practice, of which Jan was formerly the director) came together to agree a process through which we could co-create a poem in memory of Jan. Each of us had developed a relationship with Jan through our doctoral studies, but also through working with her in our organisations and through this journal. These relationships with Jan were unique to each individual but significant for us all. Individually, we each selected Evoke cards (evokecards.com) that spoke to us about our memories and relationship with Jan. Using the cards, we then recorded a video story, sharing our cards and why we had chosen them. We uploaded the stories to an online database so they could be viewed by us all. While looking at the pictures and listening to the stories, we made notes about what was significant for us within the stories. Subsequently, we met virtually to synthesise the collective themes.","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49184956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Celebrating Professor Jan Dewing","authors":"C. Dickson, K. Sanders","doi":"10.19043/ipdj.122.001","DOIUrl":"https://doi.org/10.19043/ipdj.122.001","url":null,"abstract":"In this editorial we would like to celebrate Professor Jan Dewing, who sadly died in August. Her relationship with us both was multidimensional. She was a colleague, mentor, educator, co-researcher, supervisor and co-supervisor, but also a friend. Her presence is deeply missed. Our intention is not to provide a full account of Jan’s work and the influence it has and continues to have on individuals and practice. Instead, we start this celebration with personal accounts of our relationships with Jan and how it has influenced our development professionally. This is followed by a celebration of the ways in which we have experienced her contribution to the field of practice development and to participatory ways of working, person-centredness and person-centred practice.","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41974450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Happy, excited, terrified’ feelings from the floor: a phenomenological inquiry into the lived experiences of nurses who transition from student to registered nurse","authors":"Michele Hardiman, Judy Watkin, Hector Belmonte Barbosa, N. Heneghan, Michelle McHugh, Joselle Ntumba","doi":"10.19043/ipdj.122.005","DOIUrl":"https://doi.org/10.19043/ipdj.122.005","url":null,"abstract":"Background: There has been a recent focus in the literature on newly graduated nurses and the reasons why many are leaving the profession in the first year of practice. Some have reported physical, emotional and social upheaval, with a number deciding not to continue. Aim: This research aims to explore the lived experiences of graduate nurses during the first six months of their new role within a person-centred graduate programme, and to enable graduate nurses to explore and learn from those experiences by participating as co-researchers in the programme. Methods: This study is underpinned by person-centred and participative research methods. Graduate nurses became co-researchers and participated in the collection and analysis of data relating to their own and their colleagues’ experiences, using a hermeneutic phenomenological approach. Results: Healthful and empowering relationships in the workplace provided a psychologically safe space for graduate nurses to grow into their role Providing paid protected time supported the transition from novice to confident staff nurse Being co-researchers provided the graduate nurses with awareness of the need to evaluate their practice and to use evidence to inform practice Conclusion: This study suggests newly qualified nurses need more than skills training to progress in their new registered nurse role. Protected time, empathetic colleagues and a person-centred culture enabled the nurses to socialise into their new roles. Nurturing graduate nurses, providing time and a psychologically safe space, has the potential to benefit the individual and also the organisation in attracting and retaining staff. Implications for practice: Nurturing graduate nurses can play an important role in supporting the sustainability of the nursing workforce and enhancing person-centred care Structured facilitative and person-centred graduate programmes that integrate theory, clinical skills and psychological awareness are important in enabling graduate nurses to gain confidence personally and professionally Further research and creative and participative programmes are needed to support graduate nurses to remain in the profession","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46728365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing a pan-European Person-centred Curriculum Framework: a whole systems approach","authors":"B. McCormack","doi":"10.19043/12suppl.001","DOIUrl":"https://doi.org/10.19043/12suppl.001","url":null,"abstract":"In this special issue of the IPDJ we continue to present the work of the Erasmus+ project focusing on the development of a pan-European person-centred healthcare curriculum framework (Grant number: 2019-1-UK01-KA203-061970). In the previous special issue we presented the background to the project and the first stage of the work undertaken (a meta-synthesis of curricula, a review of developments in person-centred healthcare, and the philosophical and pedagogical principles to underpin a curriculum framework). In this follow-up special issue we are delighted to present the outputs from the next phases of this work and for the first time, present the finalised curriculum framework. The following three articles collectively describe and reflect on the methodology used to engage with key stakeholders and review existing curricula, as well as presenting the Person-centred Curriculum Framework itself. Over the past three years, we have been engaged in a pan-European collaborative effort to gain a deeper understanding of perspectives on person-centredness and how these perspectives shape our approaches to educating the future healthcare workforce. It has been argued many times that there are as many views about and perspectives on person-centredness as there are approaches to implementing person-oriented approaches to healthcare systems. It is of no surprise therefore, that when it comes to curriculum models for person-centred education, variation dominates. For those of us involved in healthcare professional education, we know there is little agreement about curriculum theories, curriculum models, or indeed curriculum content, within and between the different professions. We know that curricula are influenced by a variety of factors that are unique to different professions and disciplines; by different ontological positions, and by different constructions of knowledge and the kinds of knowledge that are relevant to each profession. All these conditions shape curriculum development and delivery, and should not be undermined in any attempt to develop multidisciplinary and interdisciplinary models of learning. A person-centred approach to curriculum development is best summed up by this quote from one of the stakeholders in the work reported in this special issue: ‘… because it helps you take that stage further, because you’re not looking at what’s the latest treatment for diabetes. It’s looking at what’s the latest treatment that would work for my diabetes or the person in front of his diabetes, rather than saying, oh, well, the evidence points to do this, do that.’","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48140341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary Implementing a pan-European Person-centred Curriculum Framework: The need for a strategic whole systems approach","authors":"C. McArdle, M. Luiking","doi":"10.19043/ipdj.12suppl.005","DOIUrl":"https://doi.org/10.19043/ipdj.12suppl.005","url":null,"abstract":"We are delighted to write this commentary on the Erasmus+ project focusing on the development of a pan-European Person-centred Healthcare Curriculum Framework – a project we have had the pleasure of contributing to as Advisory Group members over the past three years. We believe person-centred practice is a complex construct that requires whole-system thinking, strategic leadership and culture development. Partnership working between healthcare organisations and higher education providers is pivotal to the delivery and anchoring of person-centredness as the bedrock of excellence. The recovery of healthcare services affected by the Covid-19 pandemic provides both opportunities and challenges for the successful implementation of a person-centred healthcare curriculum. There is no doubt that healthcare systems need to change and adapt to new situations and developments in human societies, a process the World Health Organization equates with achieving sustainability. The WHO proposes that a sustainable healthcare system is one that: ‘Improves, maintains or restores health, while minimising negative impacts on the environment and leveraging opportunities to restore and improve it, to the benefit of the health and wellbeing of current and future generations’ (WHO, 2017, p 3). This indicates that healthcare systems need to adapt to provide what is necessary, but also reflect what is wanted by the people they serve. While this presents an opportunity for real system change, a key challenge is the worldwide shortage in the nursing workforce; the WHO’s (2021) Global Strategic Directions for Nursing and Midwifery (2021–2025) puts this shortage at 5.9 million nurses. In addition, the current health and care workforce is still dealing with the impact of Covid in terms of the emotional and physical burden. To promote the emotional wellbeing of staff, organisations require a long-term plan to deliver the practical help and support needed to prevent further increases in vacancy levels. Person-centredness is predicated on each of us ‘knowing ourselves’ and the beliefs and values that shape our practice, including how we as leaders relate to and care for other people. The impact of this on the development of a pan-European Person-centred Curriculum Framework is most notable in practice, where many nurses may be working in unstable environments providing task-focused care to ‘get the work done’. Such environments can prevent clinical teams from engaging with people and their loved ones in a way that puts them at the centre of their care. This task-focused approach does not support or create the conditions for development of healthful cultures where everyone can flourish. Indeed, it may result in the future workforce not experiencing how person-centredness can be integrated into everyday practices through the learning they experience in programmes of study.","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47805366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A mixed methods approach to the development of a Person-centred Curriculum Framework: surfacing person-centred principles and practices","authors":"D. O’Donnell, Caroline A W Dickson, A. Phelan, Donna Brown, G. Byrne, Shaun Cardiff, Neal F. Cook, Stephanie Dunleavy, Sergej Kmetec, B. McCormack","doi":"10.19043/ipdj.12suppl.003","DOIUrl":"https://doi.org/10.19043/ipdj.12suppl.003","url":null,"abstract":"Background: Internationally, the development of person-centred healthcare services is of strategic importance. Healthcare education has the potential to contribute to this agenda by preparing the future workforce as person-centred practitioners. However, there is a lack of clarity about how to design, deliver and evaluate curricula to support person-centred learning and practice cultures. Aim: This article sets out to report on the methodological approach used to distil the key components of a Person-centred Curriculum Framework, and to critically evaluate the implications of this approach for curriculum development. Methods: The McKinsey 7S methodology underpinned this project. A multiphase, mixed methods design was used to synthesise evidence on the components of a person-centred curriculum framework. The eight design stages included an e-survey, telephone interviews, and multiple national and international stakeholder engagement events. Responses were translated into English and synthesised using an adapted directed content analysis approach. Through the stakeholder engagement events, evidence was then integrated until consensus was reached on the key curricular components. Results: A total of 24 academics from 10 countries across five disciplines took part in an e-survey, with responses in two languages. In addition, 31 telephone interviews were conducted with learners, educators and policymakers across six countries, in four languages. The survey and interview evidence was synthesised and presented in tabular form for each of the 7S categories, including a curriculum statement mapped to evidence exemplars, together with a set of thematic actions to assist programme teams in operationalising the Person-centred Curriculum Framework. Conclusions: The project, using a multiphase, mixed methods design, underpinned by the 7S methodology, combined with a multiplicity of stakeholder perspectives, provided a rigorous approach to developing a Person-centred Curriculum Framework that is philosophically and methodologically aligned with person-centred principles.","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43668271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing a Person-centred Curriculum Framework: a whole-systems methodology","authors":"B. McCormack, R. Magowan, D. O’Donnell, A. Phelan, Gregor Štiglic, F. van Lieshout","doi":"10.19043/ipdj.12suppl.002","DOIUrl":"https://doi.org/10.19043/ipdj.12suppl.002","url":null,"abstract":"This article presents the methodological approach used to develop a Person-centred Curriculum Framework. A background overview of conceptualisations of curricula and curriculum development frameworks globally is provided, and critical analysis of these offered. The case for a whole-systems approach to curriculum development is made, in the context of understanding why such an approach can enable the building of capacity for person-centred culture development. The methodological approach derived from the McKinsey’s 7S methodology is presented, including an overview of the original methodology and its adaptation for the curriculum development work reported on in this IPDJ Special Issue. The use of this methodological approach in shaping each stage of the development of the curriculum framework is presented. Finally, a critique of the 7S methodology in terms of its strengths and weaknesses is discussed, and options for future practice proposed.","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47066540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nursing students’ experience of learning ethical competence and person-centred care through simulation","authors":"Tone K. Knudsen Oddvang, A. G. Loftfjell, Liv Mari Brandt, Kristi J. Sorensen","doi":"10.19043/ipdj.112.007","DOIUrl":"https://doi.org/10.19043/ipdj.112.007","url":null,"abstract":"Background: Ethics is a difficult subject for nursing students to grasp and learn but, like person-centredness, it has an important role in the relationship between nurses and patients. Simulation has been found to be a suitable method for learning nursing procedures and actions, and the researchers wanted to explore whether it could be a suitable learning strategy for acquiring ethical skills, which are a prerequisite for delivering person-centred care. Aim: In response to the research question How can nursing students develop ethical competence through simulation? the study sought to consider how students could learn ethical reflection and decision making through simulated ethical dilemmas, and whether this could enhance their ability to deliver person-centred care. Design: The study was qualitative and exploratory, and based on students acting in scenarios representing general ethical dilemmas in nursing. There were four focus group interviews with nine nursing students in their second year, during their clinical practice. Students were recruited by self-selection. Data were transcribed and analysed using Graneheim and Lundman’s content analysis. Findings: The students gained experience through participation and acting in simulation exercises. The shared experience was a good starting point for guided reflection on ethical and tacit knowledge, and the acquired experience led to knowledge that is transferable to similar situations in clinical practice. Conclusion: This study shows that simulation is a valuable method for learning ethical reflection in nursing education. It found simulation to be suitable for developing ethical awareness that helps prepare nursing students to deliver person-centred practice. It has become a permanent learning strategy within nursing training at Nord University. Implications for practice: • Nursing students benefit from learning to practise critical ethical thinking as early as possible in order to become ethically aware and reflective during their training and later as nurses • Simulation is a valuable way to practise personal relationships with patients and colleagues • Simulated clinical scenarios improve competence in critical thinking and ethical conduct, and help prepare nurses to deliver person-centred practice. They can be used in all healthcare settings.","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44392944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}