International Practice Development Journal最新文献

{"title":"The influence of music on black, Asian and minority ethnic women working in the field of domestic violence and abuse: critical reflection on music as method","authors":"K. Waddington, M. Erbmann","doi":"10.19043/IPDJ.111.010","DOIUrl":"https://doi.org/10.19043/IPDJ.111.010","url":null,"abstract":"Background: Arts-based research practices draw upon music, visual art, poetry and other media as methodological tools throughout the research process. There is also growing recognition of the contribution of arts-based practices, including music as method, to interdisciplinary fields of health, social sciences, humanities and education. Research into: i) the role of music as a therapeutic intervention; and ii) the use of creative approaches to practice development are clearly evident in the literature. What is less evident is the role of music as method. This article is a critical reflection on the novel use of music recordings during qualitative interviews in a small-scale study exploring the role of music in the work and lives of black, Asian and minority ethnic women working in a UK domestic violence and abuse charity. Aim: To describe a critical reflection on music as method in a small-scale qualitative research study. Implications for practice: Music has potential as a model and method in qualitative health and social care research practice, particularly with sensitive topics such as drug misuse or homelessness Music is a means of developing compassion and critically reflective practice development in the field of domestic violence and abuse and other areas of practice","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41401585","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":"The impact of implementing person-centred nursing key performance indicators on the experience of care: a research evaluation","authors":"V. Wilson, Donna Brown, T. Mccance","doi":"10.19043/IPDJ.111.003","DOIUrl":"https://doi.org/10.19043/IPDJ.111.003","url":null,"abstract":"Background and aim: This study reports the outcomes from an international study that implemented a set of person-centred nursing key performance indicators across a range of services provided to sick children. It aims to explore the factors that influenced the successful implementation of those indicators, and assess the impact of the evidence generated on person-centred practice across the children’s services. Methods: Twelve organisations across Australia and Europe participated, with data collected in 2015 and 2016 and analysed using thematic analysis. Semi-structured interviews and focus groups were conducted with staff, including executive sponsors, managers, facilitators and clinical nursing teams. The COREQ guidelines were considered in the conduct and reporting of this study. Results: The results describe the impact of implementing the key performance indicators from the perspective of nurses operating at different levels within organisations. The following six themes became apparent: credibility of the key performance indicators; uncovering the whole picture; embracing nursing; engaging in the process; connecting with others; and achieving healthful outcomes. Conclusion: The findings from this study confirm an emerging relationship between the nature of evidence generated by the person-centred nursing key performance indicators and its use in practice. Also highlighted was the importance of facilitation in the process of data collection and in understanding the data and the context in which it is used. Implications for practice: This study will be of interest to clinical nurses, educators, managers and facilitators of cultural change. The data generated through the implementation of the person-centred nursing key performance indicators evidences the global contribution of nursing across services provided to children and their families Engaging staff at all levels in an organisation enhances implementation of evidence that is meaningful for nursing practice The triangulated evidence generated by the key performance indicators and accompanying measurement tools offers feedback that can drive improvements in nursing practice","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43615456","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":"Implementing a vision of person-centredness across a new university hospital in Denmark","authors":"B. Hølge-Hazelton, T. G. Thomsen, Mette Kjerhol, E. Rosted","doi":"10.19043/IPDJ.111.013","DOIUrl":"https://doi.org/10.19043/IPDJ.111.013","url":null,"abstract":"The experience of a collaborative process to build a research and development culture at a new university hospital underlined that the Person-centred Practice Framework (McCance and McCormack, 2017) forms a solid and valuable foundation for ongoing work. The fact that the process has involved researchers, leaders at different levels, clinical nurse specialists and other healthcare professionals makes the framework’s focus on the whole care environment especially relevant. How work towards a nursing research culture developed into a person-centred strategy In 2010, the management at our hospital in Denmark established a director of nursing research position, with a remit to create, develop and support a research culture within the nursing and allied health professions. No guidance was offered on how this should be done and as a consequence the ideas and professional profile of the person hired were highly influential (Hølge-Hazelton, 2019). Having a solid background in action research and studies of vocational and professional education, the new director launched a collaborative process to identify the desired characteristics of the research culture. Those contributing included the networks of clinical development nurses and head nurses, and the executive director of nursing. The proposed vision that emerged was: Our research culture should be constructive, creative, inclusive and visible at all levels of the hospital. This vision was discussed and agreed among all head nurses at the hospital. The idea was that the culture should be everybody’s business and include all levels of nursing, and furthermore that these levels would be interdependent and dynamic. The strategy to achieve this was defined as ‘bottom up, top down and don’t forget the middle’, to signal that research and development are closely related and that they should be participatory, based on a broad understanding of evidence (Rycroft-Malone, 2010), clinically relevant, and supported by the hospital’s leadership. Within the first years of work towards realising the vision, two more nursing researchers were hired in clinical departments at the hospital. They also had a background in personal and organisational learning processes, organisational development and action research. Their task was to support the realisation of the strategy at departmental and unit level.","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":"11 1","pages":"13"},"PeriodicalIF":0.0,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44468880","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":"Moving stories: exploring the LIFE session storytelling method as a way of enhancing innovative, generative outcomes in practice","authors":"Edel Roddy, Tamsin McBride, Annette Coburn, Anna Jack-Waugh, B. Dewar, Gordon Scotland Wee Culture","doi":"10.19043/IPDJ.111.006","DOIUrl":"https://doi.org/10.19043/IPDJ.111.006","url":null,"abstract":"Background: Storytelling is an important tool for enacting relational approaches to practice development in care homes. Using storytelling methods can enhance the capacity of care home communities to respond to the emerging needs of people living with dementia. Aim: To explore the potential of the LIFE session storytelling method as a route to innovation in practice. Method: The method described in this article is the Learning and Innovating from Everyday Excellence (LIFE) session method, developed as a culture change initiative by facilitators from the My Home Life care home initiative in Scotland. LIFE sessions aim to take stories from everyday practice and use a structured format of four questions to help people talk collaboratively about ideals and practical ideas that can be taken forward to benefit those who live, work in or visit the care setting. Results: A total of 14 LIFE sessions took place as part of Kinections, a broader study exploring community in care homes. The following reflections were derived using illustrative examples from three of these storytelling sessions, used in this study: the sessions helped move stories from the specific (one resident) to the universal (practice development and culture change that can benefit everyone in the home); the sessions involved a process that could in itself support development of connections among those involved; and they inspired and encouraged people to feel confident to bring their learning and ideas into practice in a timely way. Conclusion: This article illustrates how the LIFE session method can be used to structure a discussion that uses a short everyday story as a route into a generative conversation that can inspire innovation in practice. Implications for practice: LIFE sessions provide a format for illustrating the significance and potential for learning and development of everyday experiences in care homes. They can be facilitated reasonably quickly, with a wide range of people and across a wide range of topics LIFE sessions can facilitate generative experiences and encourage generative outcomes through those involved feeling inspired and enabled to take forward small, meaningful ideas and actions","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49323522","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":"Managers’ perceptions of competence and practice development following education in the prevention and management of staff-directed aggression: promoting person-centred practice","authors":"E. R. Maagerø-Bangstad, Knut Tore Sælør, O. Ness","doi":"10.19043/ipdj.102.008","DOIUrl":"https://doi.org/10.19043/ipdj.102.008","url":null,"abstract":"Background: Staff-directed aggression and violence may have harmful implications for all parts of a mental health service organisation. In an effort to advance the development of competent practice in community mental health and substance abuse services in Oslo, the municipality has offered various courses in the prevention and management of staff-directed aggression and provided supportive tools for practice development. Aim: To explore managers’ perceptions of how participating in education and applying supportive tools have contributed to the development of competence and practice in their own services. Method: Qualitative interviews with 11 managers working in homebased community mental health services were analysed, using qualitative content analysis. Findings: The findings show education and application of tools contributed to: 1) increased awareness and understanding of the complexities of staff-directed aggression; 2) empowered and collaborative practice through negotiations of power relations; and 3) adjustment of perceived management responsibilities and assignments. Conclusion: The findings indicate that managers not only felt their staff had become more knowledgeable and competent following education, but that participation in education also impacted on collaboration within and outside their own services, as well as directly influencing how they dealt with threatening situations in the workplace. Implications for practice: Staff-directed aggression is a complex phenomenon and efficient practitioners are able to keep in mind a number of relevant aspects of practice simultaneously Collaboration in prevention and management of staff-directed aggression requires staff to acknowledge and accommodate service users’ perspectives regarding practice A levelling of power differentials between community mental health services and specialist mental health services takes place when partaking in the same education and sharing vocabulary and conceptual frameworks regarding risk assessment and management","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":"10 1","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47043957","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 how Small Acts of Friendship encourage human flourishing on medical wards for older people","authors":"M. Al-Jawad, Joanne Connor, P. O'Sullivan","doi":"10.19043/ipdj.102.006","DOIUrl":"https://doi.org/10.19043/ipdj.102.006","url":null,"abstract":"Background: Small Acts of Friendship is a project to help make the experiences of older people in an acute NHS hospital more humane. Aim: This research aims to explore how the project encourages human flourishing on wards for older people, using Dewing and McCormack’s (2017) model. We cover the barriers and emotions brought up by such a project, as well as looking for evidence of flourishing and a flourishing workplace. Methods: The qualitative method of experience-based co-design was used to set up and evaluate the project. Data consisted of interviews and observations with staff, relatives and patients involved in the project, and were analysed using comics as a tool for an iterative, deep analysis. Results: The results show how staff and patients responded to the project; the responses have been aligned to stages of Dewing and McCormack’s model. In one area the Small Acts of Friendship project was found to have resulted in a change in culture towards person-centred care. Implications for practice: Reflecting on the project brought out emotions that might ordinarily remain under the surface of practice for staff who look after older people, so they may need to be supported Hospital wards for older people can make changes towards a flourishing workplace through a project such as this","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47054313","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":"Researcher as instrument: a critical reflection using nominal group technique for content development of a new patient-reported outcome measure","authors":"Shawn Leng-Hsien Soh, J. Lane, Chee-Wee Tan","doi":"10.19043/ipdj.102.010","DOIUrl":"https://doi.org/10.19043/ipdj.102.010","url":null,"abstract":"Background: This article presents a critical reflection on the application of the ‘researcher as instrument’ concept within a study employing the nominal group technique. Twelve community-dwelling older adults were recruited to generate a list of items for a new patient-reported outcome measure on perceived ability to recover balance. The ontological position and epistemological stance of the first author are presented to provide a philosophical context of his lens and biases of his reflection. Aim: The article aims to share reflective insights into the process of taking the role of researcher as instrument, to highlight the concept’s strengths and limitations for other researchers and demonstrate how it is applied from the perspectives of a physiotherapist conducting person-centred research with older clients. Conclusions: Essential practice skills such as reflectivity and reflexivity are necessary for a researcher as an instrument to build a trusting relationship with participants in person-centred research. Novice researchers should explore their philosophical orientation to develop their research methodology and methods. Implications for practice: Researcher as instrument can be applied to conduct the nominal group technique In person-centred research, researchers need to critically reflect on their roles to build trust with participants during the planning and delivery of their methods, being reflective and reflexive Consideration of one’s ontological and epistemological position allows growth in research learning","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68244836","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":"Taking a step into the unknown: facilitators’ role and experiences after attending the Foundation Practice Development School","authors":"Therese Hirsbrunner, Switzerland Solothurner Spitäler Ag, Esther Siegrist, Horst Rettke, I. Frei","doi":"10.19043/ipdj.102.007","DOIUrl":"https://doi.org/10.19043/ipdj.102.007","url":null,"abstract":"Background: Skilled practice development facilitators are a key factor in practice development. Facilitators not only need technical skills, but also the ability to establish trustful relationships and an environment in which team members feel safe to explore their practice. Aims: The aim of the study was to explore how participants at the International Practice Development Collaborative’s Foundation Practice Development School in German-speaking Switzerland succeed in developing their roles as facilitators in their clinical settings, and which factors support or impede their path towards becoming experienced facilitators. The secondary aim was to identify factors that could inform future practice development foundation schools. Methods: A qualitative approach was chosen, using the structured dialogue technique in the context of group discussions. Data analysis was performed by means of knowledge mapping, following Mayring’s qualitative content analysis. Findings/results: A total of 30 participants of the foundation practice development schools held between 2015 and 2018 attended the group discussions. As novice facilitators, they were highly motivated after the school, but they needed courage to critically analyse their practice within their busy day-to-day work and to take a leading role as facilitators. The study participants are clear that time and space for reflection, support from managers and learning opportunities are preconditions for a successful journey as practice developers. Conclusions and implications for practice: A special focus is needed on the reflective skills of novice facilitators to enable them to take time for self-reflection in busy workplaces The implementation of a mentoring programme for foundation school participants in German-speaking Switzerland has to be considered The involvement of the managers of school attendees needs to be considered from the outset, hence refocusing the preparation work of participants More practical guides and basics in German should be made available","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47921380","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":"Guiding lights for effective workplace cultures that are also good places to work","authors":"Shaun Cardiff, K. Sanders, J. Webster, K. Manley","doi":"10.19043/ipdj.102.002","DOIUrl":"https://doi.org/10.19043/ipdj.102.002","url":null,"abstract":"Background: Working environments and relationships influence healthcare workers’ satisfaction and intent to stay, as well as service-user outcomes. With staff shortages a global issue, co-creation of effective workplace cultures that are also good places to work is more important than ever. Since our original research in 2011, a growing body of theoretical insights into workplace cultures has shown how complex it can be to develop them. We were curious about what staff felt works or what is needed. Aim: To develop a guiding theory with and for healthcare practitioners on effective workplace cultures in settings that are also good places to work. Methods: A three-phase study was used, based on principles of appreciative inquiry and realist evaluation. A blog generated initial interest, followed by a Twitter chat posing provocative questions. A series of Context-Mechanism-Outcome (CMO) configurations emerged and were presented to a new audience during an international conference. Endorsements and additions enabled further refinement of the initial programme theories, which were again presented for reflections during a second Twitter chat. Subsequent analysis resulted in a realist programme theory ready for further testing in practice. Findings/results: There are four guiding lights for co-creating effective workplace cultures in settings that are also good places to work: collective leadership; living shared values; safe, critical, creative learning environments; and change for good that makes a difference. When each is given adequate attention and all are combined, the ultimate outcomes include: high-performing teams that flourish and provide person- and relationship-centred care that is safe, effective and independent of the agency of specific individuals; and teams that develop effective partnerships within and across boundaries. Conclusions: Based on the voices of international frontline healthcare staff, we propose the retention of staff committed to providing care valued by staff and service users can be achieved by: collective leadership; living shared values; safe, critical, creative learning environments; and change for good as determined by those providing and experiencing care. Implications for practice: Healthcare managers, leaders and commissioners need to recognise and support microsystem culture development that staff and service users experience as good and safe Workplace culture development should be continuous, collaborative, inclusive and participatory, and driven by staff and service-user experiences, not top-down action planning and box ticking Responsive and person-centred leadership enables effective workplace cultures and collective leadership","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47263607","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":"Factors that influence social dignity in persons with aphasia in their contact with healthcare professionals: a systematic literature review of qualitative studies","authors":"S. Vallumrød, A. Johannessen, Anne Lyberg","doi":"10.19043/ipdj.102.009","DOIUrl":"https://doi.org/10.19043/ipdj.102.009","url":null,"abstract":"Background: Persons living with aphasia have unique needs and challenges that would benefit from greater understanding among all health professionals. Aim: To explore which factors influence social dignity in persons with aphasia in their contact with healthcare professionals. Methods: A literature search was conducted in CINAHL, MEDLINE, Embase, PSYCINFO, ProQuest, Web of Science, ERIC and Epistemonikos. A total of 317 studies were read and eight were finally included. Qualitative content analysis methods were applied for data extraction and interpretation. Results: One overarching theme emerged: enabling person-centred communication among healthcare professionals. This covered two main themes – the experiences of empathy and of empowerment. The first of these is based on the subthemes of openness and awareness of feelings, and being acknowledged as a unique person. The second covers three subthemes: involvement in care and rehabilitation; capacity building to gain control and confidence in communication; and enabling communication in community aphasia groups. Conclusions: Healthcare professionals’ ability to safeguard the social dignity of persons with aphasia is contingent on enabling them to communicate in a person-centred manner. Without such communication, persons with aphasia may perceive that their feelings, uniqueness, involvement and confidence are being disregarded. Implications for practice: Outcomes for persons with aphasia are potentially better when healthcare professionals involve them empathetically and empower them in communication To promote person-oriented communication with persons with moderate or severe aphasia, healthcare professionals need to learn tailored skills from competent speech therapists Persons with aphasia and healthcare professionals require a supportive organisational environment for person-centred care. Without such support persons with aphasia are often not empowered to participate in communication","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43734820","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}