International Practice Development Journal最新文献

{"title":"Sustainable practices in health science research: a critical reflection of doctoral students’ contributions at the fourth annual Baltic Sea Region Network in Personalized Health Care summer school","authors":"Jennifer N Auxier, Henna-Riikka Hakojärvi, Abigail Kusi Amponsah, Angelika Schley, L. Gaertner, Cecilia H Ringborg, Suvi Sundgren","doi":"10.19043/ipdj.102.013","DOIUrl":"https://doi.org/10.19043/ipdj.102.013","url":null,"abstract":"Background: The concept of sustainability suggests development should maintain protective environments for current and future generations. Healthcare practice and research within the Baltic Sea Region, and around the world, have not implemented sustainable development indicators to complement broader existing international goals. In the summer of 2019, European doctoral students attended the fourth annual Baltic Sea Region Network in Personalized Health Care summer school, themed ‘Environmental Sustainability of Healthcare Research’. Aim: This critical reflection focuses on doctoral students’ discussions related to sustainable development in healthcare and science, exploring a shift in approach in the context of technology use and travel. Conclusion: Doctoral students became self-aware and critical of current practices in healthcare and science in terms of sustainability. Existing goals for sustainable development have not been paired with clear indicators to guide clinical and academic practices. Implications for practice: Incorporating collaboration and participation into healthcare and science cultures can promote sustainable innovation Research should be conducted to uncover the environmental and economic impacts of current practices in these fields Clinicians and health researchers should be given indicators of sustainable development in order to achieve existing sustainable development goals","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45367205","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":"Live well after stroke","authors":"K. Connolly, S. P. Teeling, M. McNamara","doi":"10.19043/ipdj.102.005","DOIUrl":"https://doi.org/10.19043/ipdj.102.005","url":null,"abstract":"Background: Difficulties in meeting guidelines on the intensity of therapy for acute stroke patients is common internationally. Current UK guidelines recommend patients receive a daily minimum of 45 minutes of each required therapy. This article details practice development work in an acute stroke unit in a large teaching hospital in Ireland, where an audit of stroke patients discharged in one month found that only 27% had received what is deemed ‘sufficient’ physiotherapy, while 30% had physiotherapy on fewer than half of their days of admission. Aim: Based on the audit, we looked at how we could increase therapy intensity for patients and correspondingly improve the quality of their experience of care and that of their therapists. We broadened our scope beyond physiotherapy to include occupational and speech and language therapies. We aimed to increase patient treatment time from an average baseline of eight to 16 minutes per day to 45 minutes per day. Methods: We used a combination of Lean Six Sigma and person-centred improvement principles, in conjunction with appreciative inquiry to redesign the current approach to therapy time. Results: Following our work, patient therapy time increased cumulatively by 125% across all therapies on days when no group classes were held and by 164% on days with classes. The average time patients spent with no therapy interaction outside therapy hours fell from 5.34 hours to 2.3 hours. Conclusions: The combination of approaches brought under the banner of the ‘Live Well After Stroke’ initiative ensured the project catalysed a new and more sustainable way of working together. The use of appreciative inquiry in our practice development workshops worked well as a way of respecting people’s sense of purpose and their values, and working with these to articulate, and progress towards, a desired shared future state. Implications for practice: Our use of the improvement sciences of Lean Six Sigma and person-centredness combined with appreciative inquiry demonstrates the synergistic elements of these sciences that can be optimised for use in practice development Without a change in resources, ways of providing therapy for this population can be redesigned to increase intensity Addressing culture as a key component of a practice development project resulted in an improvement in team collaboration and communication","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44512804","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 cause for celebration","authors":"C. Dickson, K. Sanders","doi":"10.19043/ipdj.102.001","DOIUrl":"https://doi.org/10.19043/ipdj.102.001","url":null,"abstract":"In the current climate where there often appears to be little to celebrate, we have something we would like to celebrate with you. We have succeeded in becoming joint Academic Editors of the International Practice Development Journal and we couldn’t be more pleased! The qualities we bring to the role are based on backgrounds that are similar yet distinct. Kate has been a member of the Foundation of Nursing Studies team for 20 years, and has a previous clinical background in acute nursing and health visiting. Caroline is an academic at Queen Margaret University, Edinburgh, and an associate member of the Centre for Person-centred Practice Research, with a clinical background in community nursing, quality and practice development. Where we connect is as committed practice developers and participatory researchers, with extensive and continuously growing knowledge of the philosophical, theoretical and methodological underpinnings of person-centred practice. We see our differences and shared interests as strengths that we can bring to our editorial partnership. We can draw on our individual attributes to be efficient in terms of role allocation, while giving each other support and opportunities to continue to grow in areas we feel we need to develop as Academic Editors. We celebrate the journey the IPDJ has travelled to become a high-quality journal of choice for health and social care practitioners, social entrepreneurs, educators and academics with an interest in person-centred practice, participatory ways of working and researching and practice development, as well as related fields of inquiry, improving and transforming practices and cultures of care. We also celebrate the contributions of previous Academic Editors, Professor Jan Dewing and Dr Gemma Stacey, acknowledging the strong foundations they have created for us to build on. And as we take forward their work, we are also building on our own longstanding involvement with the journal. Kate was instrumental in its creation in 2011 and has helped steer it as Managing Editor and Associate Editor, while Caroline has been involved as a reviewer for a number of years and more recently as a member of the Editorial Management Board.","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":"41854979","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":"Generating insights into what matters to emergency nurses and family members when caring for older people with dementia: how to use generativity as a principle of appreciative inquiry","authors":"Sarah Watkins, B. Dewar, M. Graham, F. Murphy, C. Kennedy, P. O’Reilly","doi":"10.19043/IPDJ.102.004","DOIUrl":"https://doi.org/10.19043/IPDJ.102.004","url":null,"abstract":"Background: Participatory research approaches aim to hear the voices of those who give and receive services in order to co-create insights into future improvements in care experiences. Appreciative inquiry is one such participatory approach. Its purpose is generativity, which is defined as helping people to see old things in new ways. Generativity shows much potential but there is little research describing the ‘how to’ of doing this in practice. This article describes the how to of generativity in the dream phase of an appreciative inquiry study. Aim: The aim was to share and co-analyse, with emergency nurses, family member experiences of being in an emergency department with an older person with dementia. Methods: Three critical methods were used to generate data – storytelling, appreciative framing and dialogue, and collaborative sensemaking. The principles of appreciative inquiry provided a framework for data analysis. Findings: In using appreciative inquiry methodology, emergency nurses were able to envision a preferred future based on what people value and what matters in approaches to care. Generativity enabled them to visualise what it would take to bring this new way of nursing to reality. Conclusion: Creative methods, when maximised, can be powerful tools in reframing narratives and helping practitioners to transcend the rut that perpetuates the status quo and obscures hope of future improvement. Generation of new insights and perspectives is critical to identifying and developing strategies for practice enhancement. Implications for practice: Generativity is an underexplored concept yet it has the potential to help practitioners to see things with new eyes Patient and/or family member stories play an important part in practice development, to determine what matters and is valued in enhancing experiences of care Finding ways to integrate the relational aspects of care provides a mechanism for nurses to articulate their skills and contribution in highly technical and task-orientated clinical environments","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":"46702834","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":"Knowing the person of the resident – a theoretical framework for Person-centred Practice in Long-term Care (PeoPLe)","authors":"H. Mayer, B. McCormack, Christiane Hildebrandt, Sabine Köck-Hódi, E. Zojer, Martin Wallner","doi":"10.19043/ipdj.102.003","DOIUrl":"https://doi.org/10.19043/ipdj.102.003","url":null,"abstract":"Background: Demographic change and a shift of values in society bring new challenges for the long-term care of older people, suggesting the institutional model of care should give way to one that places the person at the centre of decision making. Aim: To describe the development of a theoretical framework for person-centred practice with older people in long-term care. Development process: The framework was developed by synthesising original empirical research, existing evidence and existing theory, using an iterative and integrated approach to theory development based on a dialogical understanding of knowledge construction. The project formed part of a five-year research and practice development programme on person-centred practice in long-term care in Austria. Results: The Person-centred Practice Framework for Long-Term Care (PeoPLe) is a theoretical framework of person-centred practice, consisting of five constructs: prerequisites, practice environment, person-centred processes, fundamental principles of care, and outcome. It is dependent on the macro-context of healthcare delivery. Conclusion: PeoPLe provides a comprehensive theoretical framework for the development of person-centred practice in long-term care. The framework can be used to guide empirical inquiry, education and practice development. Implications for practice: The Person-centred Practice Framework for Long-term Care (PeoPLe) is a comprehensive theoretical framework that sets out principles for the operationalisation of person-centred practice with older people in long-term care The Fundamental Principles of Care component of the PeoPLe framework is reported to appeal to many practitioners and may serve also as a low-threshold starting point for practice development The Fundamental Principles of Care component may steer the development of person-centred processes and individual care plans with persons in care. It can, for example, be used to guide assessment, case conferences and documentation","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":"10 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43412805","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":"Evaluation of collaborative care planning in mental health treatment centres: a review from patient, provider and administrator perspectives","authors":"J. Fyfe, Olivia Lounsbury, Taylore Einarsson, D. Prosser","doi":"10.19043/ipdj.102.011","DOIUrl":"https://doi.org/10.19043/ipdj.102.011","url":null,"abstract":"Background and context: Patient safety protocols in mental health are often given less importance than they merit. Procedures to enhance the culture of safety in mental health facilities can benefit not only patients and their families, but also providers and administrators. The Patient Safety Movement Foundation’s Actionable Patient Safety Solutions around mental health highlight the importance of tools such as collaborative care planning and comfort care kits. Aim: This article aims to provide an insight into patient and clinician experiences using the collaborative care planning and comfort kits outlined in Actionable Patient Safety Solutions. Conclusions: Collaborative care planning and the development of elements such as comfort care kits have the potential to improve patient experiences, outcomes and safety. From the organisational point of view, Actionable Patient Safety Solutions have the potential to improve cost effectiveness and structural efficiency. Implications for practice: Collaborative care planning has been shown to reduce the incidence of patients harm and suicide It is low cost and can easily be tailored to specific contexts There is significant potential for a reduction in organisational inefficiencies, clinically, structurally, and financially with the adoption of a collaborative care planning model Understanding the firsthand perspectives of patients and clinicians themselves can offer significant insight for implementation in other settings","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":"10 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42325795","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":"Building better relationships: developing critically reflective practice when working preventively with domestic violence and abuse","authors":"J. Das, Craft Training, K. Waddington","doi":"10.19043/ipdj.102.012","DOIUrl":"https://doi.org/10.19043/ipdj.102.012","url":null,"abstract":"Background and context: This article presents reflections on critical participatory action research into the development of critically reflective practice, conducted by the first author alongside practitioners who work preventively in the field of domestic violence and abuse. It is part of a doctorate in health science undertaken in response to the need to question assumptions, presuppositions and meaning perspectives in what is a complex and harmful area of interprofessional practice. Aims: The research aims are to develop knowledge and professional/interprofessional practice in this ill-defined area of practice in two phases – phase 1: creating opportunities for interprofessional critical reflection; and phase 2: examining the impact this has on individual and collective practice. This article offers an emerging framework for critically reflective interprofessional practice, and critical reflections on phase 1 of the study, from the perspective of insider/practitioner/researcher, through the lenses of sincerity and significance in qualitative research. Implications for practice: The article concludes by proposing potentially important implications for practice development in the following areas: Interprofessional practice The conditions required for developing critically reflective practice How we reveal, understand and work with power dynamics when working with conflict, violence and abuse","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":"68245600","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 meta-synthesis of person-centredness in nursing curricula","authors":"D. O’Donnell, B. McCormack, T. Mccance, S. Mcilfatrick","doi":"10.19043/IPDJ.10SUPPL2.002","DOIUrl":"https://doi.org/10.19043/IPDJ.10SUPPL2.002","url":null,"abstract":"Background: Person-centred approaches to practice are synonymous with effective healthcare. It is therefore important that the nursing workforce values, recognises and demonstrates person-centred practice. This has implications for nursing education and how curricula prepare students for personcentred practice. Aim: To conduct a meta-synthesis of person-centredness in nursing curricula. Method: Meta-synthesis. Results: The meta-synthesis included 48 papers. Four themes were identified: • Moving beyond mediocrity (dissatisfaction with current teaching and learning approaches, and a desire to enhance curricula to promote person-centredness) • Me, myself and I (promoting person-centredness in nursing curricula requires all participants in nursing education to have self-knowledge) • The curricular suitcase (nursing curricula have finite capacity so the inclusion of personcentredness is an essential requirement for the career journey) • Learning elevators (it is important to prioritise learning cultures and experiences that help students understand and enact person-centred practice) Conclusion: This study has found that nurse educators aspire to and are committed to the promotion of person-centred practice. Internationally, a range of pedagogies and curricular developments to promote person-centredness have been positively evaluated. However, there is generally a lack of conceptual clarity about the nature of person-centredness and no evidence of a systematic approach to whole-curriculum development that reflects the theoretical principles of person-centred practice. Implications for practice development: • Person-centred practice is a prominent concept in healthcare policy. If the future nursing workforce is to be prepared for person-centred practice then proficiency standards and nursing curricula should consistently reflect this • Nursing curricula need to be developed to encompass a breadth and depth of learning experiences in academic and practice settings, in order to optimise student learning about those issues that matter most to people in need of healthcare","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":"10 1","pages":"1-22"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45426469","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":"Educating for a person-centred future – the need for curriculum innovation","authors":"B. McCormack","doi":"10.19043/IPDJ.10SUPPL2.001","DOIUrl":"https://doi.org/10.19043/IPDJ.10SUPPL2.001","url":null,"abstract":"","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":"10 1","pages":"1-3"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44215344","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 philosophical and pedagogical principles for a pan-European person-centred curriculum framework","authors":"Caroline A W Dickson, F. van Lieshout, Sergej Kmetec, B. McCormack, K. Skovdahl, A. Phelan, N. Cook, Shaun Cardiff, Donna Brown, Mateja Lorber, R. Magowan, T. Mccance, J. Dewing, G. Štiglic","doi":"10.19043/IPDJ.10SUPPL2.004","DOIUrl":"https://doi.org/10.19043/IPDJ.10SUPPL2.004","url":null,"abstract":"Background: In the associated article in this special issue of the International Practice Development Journal, Phelan et al. (2020) offer an analysis of the global positioning of person-centredness from a strategic policy perspective. This second article, an international person-centred education curriculum development initiative, builds on that foundational work. It outlines the systematic, rigorous processes adopted by academics from five European countries to analyse stakeholder data, theoretically frame the data, and thereby identify philosophical and pedagogical principles to inform the development of person-centred curriculum frameworks. Aim: To identify key principles that have the potential to create an international curriculum framework for the education of person-centred healthcare practitioners. Methods: A hermeneutic praxis methodological approach was used, where multiple rounds of data analyses were conducted. These were initially undertaken in each country, then collaboratively with partners, while engaging with other forms of evidence. Findings: The project group generated a set of principles embedded in four philosophical dimensions: (i) transformative; (ii) co-constructed; (iii) relational; and (iv) pragmatic. The purpose of the curriculum was identified as being transformative, facilitating journeying through knowing, doing, being and becoming a competent and committed person-centred practitioner. A person-centred curriculum is built on a philosophy of pragmatism, adopts a co-constructionist approach to curriculum design and implementation, and encourages connectivity with self, other persons and contexts. Pedagogical principles, aligned to the four philosophical dimensions, identified the required learning environment, and the learning, teaching and assessment approaches required to educate person-centred healthcare practitioners. Conclusion: This article represents steps to foster a more focused and engaging way of implicitly and explicitly embedding person-centred care in curricula. Our theoretical framework has enabled us to consider the different layers of practice while staying true to the purpose of curriculum design. The presentation of the framework in this article makes it available for wider critique to those with an interest in this area of study. International Practice Development Journal Online journal of FoNS in association with the IPDC and PcP-ICoP (ISSN 2046-9292) Working together to develop practice PcP-ICoP © The Authors 2020 International Practice Development Journal 10 (Suppl) [4] fons.org/library/journal-ipdj-home 2 Implications for practice: • The draft framework provides an opportunity for curriculum teams to critically reflect on and have dialogue around current curricula • Person-centred curricula have the potential to improve service-user experiences of care • Prepared person-centred practitioners will contribute to person-centred cultures • Students and practitioners will experience person-centrednes","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":"10 1","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47203428","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}