Background: CAKE, an interactive resource to promote individual and team wellbeing and effectiveness through storytelling was co-designed with community nurses in 2020. In Phase 1 of this project, CAKE comprised seven slices that guided teams through a process of connecting, storytelling, reflecting and action planning to promote wellbeing. It was developed in response to an increasing awareness of psychological harm experienced by nurses and other healthcare professionals. Levels of stress in the workplace are currently contributing to problems with recruitment and retention, and a lack of resources have impacted on practitioners’ wellbeing, and their ability to be compassionate caregivers and to contribute to healthful teams. Aim: Phase 2 of the project sought to: 1) develop facilitators of CAKE; 2) pilot test the prototype CAKE resource in a range of contexts; and 3) create a digital version of CAKE. Methods: An evaluation approach to pilot testing, using multiple methods of data collection, involved 130 health and social care practitioners at 17 sites across the UK. Eight facilitator support sessions, underpinned by the Critical Ally model were offered and data were analysed using thematic analysis. Findings: The findings revealed two overarching themes: facilitating CAKE and experiencing CAKE. In the former, three themes emerged: preparing for CAKE, trying CAKE and embedding CAKE. The latter had two themes: giving it a go and culture change. Following the study, the number of CAKE slices was increased from seven to eight by separating reflection and action planning, and minor amendments were made around spelling and grammar. Conclusion: We propose CAKE as a novel resource to promote individual and team wellbeing and effectiveness in health and social care teams. CAKE users acknowledge the challenges in creating space to use the resource, but when it is implemented teams embed practices that create healthful teams. As facilitators use CAKE, they develop their facilitation skills but they require preparation and support. Implications for practice: Taking time out to use CAKE can improve individual and team wellbeing and effectiveness Using CAKE supports the growth of gentle facilitation practices within teams CAKE has the potential to develop teams in which collective leadership is the norm Successful implementation of CAKE is dependent on support from managers and a culture that prioritises wellbeing
{"title":"Embedding storytelling in practice through CAKE – a recipe for team wellbeing and effectiveness","authors":"Caroline A W Dickson, Kathy Macdonald","doi":"10.19043/ipdj.131.003","DOIUrl":"https://doi.org/10.19043/ipdj.131.003","url":null,"abstract":"Background: CAKE, an interactive resource to promote individual and team wellbeing and effectiveness through storytelling was co-designed with community nurses in 2020. In Phase 1 of this project, CAKE comprised seven slices that guided teams through a process of connecting, storytelling, reflecting and action planning to promote wellbeing. It was developed in response to an increasing awareness of psychological harm experienced by nurses and other healthcare professionals. Levels of stress in the workplace are currently contributing to problems with recruitment and retention, and a lack of resources have impacted on practitioners’ wellbeing, and their ability to be compassionate caregivers and to contribute to healthful teams. Aim: Phase 2 of the project sought to: 1) develop facilitators of CAKE; 2) pilot test the prototype CAKE resource in a range of contexts; and 3) create a digital version of CAKE. Methods: An evaluation approach to pilot testing, using multiple methods of data collection, involved 130 health and social care practitioners at 17 sites across the UK. Eight facilitator support sessions, underpinned by the Critical Ally model were offered and data were analysed using thematic analysis. Findings: The findings revealed two overarching themes: facilitating CAKE and experiencing CAKE. In the former, three themes emerged: preparing for CAKE, trying CAKE and embedding CAKE. The latter had two themes: giving it a go and culture change. Following the study, the number of CAKE slices was increased from seven to eight by separating reflection and action planning, and minor amendments were made around spelling and grammar. Conclusion: We propose CAKE as a novel resource to promote individual and team wellbeing and effectiveness in health and social care teams. CAKE users acknowledge the challenges in creating space to use the resource, but when it is implemented teams embed practices that create healthful teams. As facilitators use CAKE, they develop their facilitation skills but they require preparation and support. Implications for practice: Taking time out to use CAKE can improve individual and team wellbeing and effectiveness Using CAKE supports the growth of gentle facilitation practices within teams CAKE has the potential to develop teams in which collective leadership is the norm Successful implementation of CAKE is dependent on support from managers and a culture that prioritises wellbeing","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49595502","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}
Background: The school of nursing at the University of Wollongong developed an innovative approach entitled the ‘Students as Researchers Internship’ to provide an opportunity for students who identify as Aboriginal or Torres Strait Islanders to experience research as co-researchers. This programme was developed in response to a need to increase the number of Aboriginal and Torres Strait Islander persons who complete research degrees and progress to academic careers in nursing. The initial programme included two students who identified as Aboriginal women in their final year as bachelor of nursing students, with both employed as research assistants. Aim: This article aims to share the students’ perspective of their learnings from participating in the Students as Researchers Internship programme through a critical reflection using the Mezirow model of reflection. Conclusion: The opportunity to be a research assistant and co-researcher during the final year of the bachelor of nursing degree offered the students a platform to gain skills, and an understanding of the research process and the application of research in practice. It also provided the experience of being supported in their academic studies. Implications for practice: Mezirow’s model of reflection provides an effective framework for students to unearth their assumptions and learnings from experience Developing skills and experience in research can transform undergraduate students’ understanding of the application of research in their practice Participation in writing ethics applications and research publications offers students insight into the skills of referencing, academic writing and critical thinking The experience as co-researchers enabled students who identify as Aboriginal or Torres Strait Islanders to consider future career opportunities in research
{"title":"A critical reflection on the transformation from bachelor of nursing student to researcher","authors":"M. Kell, Kelly Marriott-Statham, Maria T. Mackay","doi":"10.19043/ipdj.131.009","DOIUrl":"https://doi.org/10.19043/ipdj.131.009","url":null,"abstract":"Background: The school of nursing at the University of Wollongong developed an innovative approach entitled the ‘Students as Researchers Internship’ to provide an opportunity for students who identify as Aboriginal or Torres Strait Islanders to experience research as co-researchers. This programme was developed in response to a need to increase the number of Aboriginal and Torres Strait Islander persons who complete research degrees and progress to academic careers in nursing. The initial programme included two students who identified as Aboriginal women in their final year as bachelor of nursing students, with both employed as research assistants. Aim: This article aims to share the students’ perspective of their learnings from participating in the Students as Researchers Internship programme through a critical reflection using the Mezirow model of reflection. Conclusion: The opportunity to be a research assistant and co-researcher during the final year of the bachelor of nursing degree offered the students a platform to gain skills, and an understanding of the research process and the application of research in practice. It also provided the experience of being supported in their academic studies. Implications for practice: Mezirow’s model of reflection provides an effective framework for students to unearth their assumptions and learnings from experience Developing skills and experience in research can transform undergraduate students’ understanding of the application of research in their practice Participation in writing ethics applications and research publications offers students insight into the skills of referencing, academic writing and critical thinking The experience as co-researchers enabled students who identify as Aboriginal or Torres Strait Islanders to consider future career opportunities in research","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43048164","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}
Background: This article shares the reflection journey of a newly formed workplace wellness team, whose members documented their experience throughout an eight-week project using reflective journaling. Reflection was seen as a valuable tool for developing greater self-awareness and insight into team dynamics. Sharing reflections among the team also served to strengthen bonds and provided a chance to discuss challenges that were faced. Aim: To demonstrate the importance of promoting and prioritising the practice of reflection amid the high workload intensity of a busy healthcare environment. Conclusion: A diverse group of healthcare workers was able to identify the value of dedicated worktime for reflection while meeting the demands of project targets and tight time frames. Implications for practice: Personal and team reflective practice offers teambuilding opportunities for newly formed teams along with time for confidence building, self-improvement and connecting with others Timely documentation of these reflections can give immediate insight into challenges individuals or the entire team may be experiencing, thus allowing prompt response and adjustments, in addition to creating a record for personal and team learnings over time To ensure engagement in, and sustainability of, wellness-oriented reflective practice, both bottom-up and top-down commitment is required
{"title":"Implementing workplace wellness in healthcare settings: lessons learned from the SEED wellness team reflective journaling","authors":"R. Everingham, Padmini Pai","doi":"10.19043/ipdj.131.008","DOIUrl":"https://doi.org/10.19043/ipdj.131.008","url":null,"abstract":"Background: This article shares the reflection journey of a newly formed workplace wellness team, whose members documented their experience throughout an eight-week project using reflective journaling. Reflection was seen as a valuable tool for developing greater self-awareness and insight into team dynamics. Sharing reflections among the team also served to strengthen bonds and provided a chance to discuss challenges that were faced. Aim: To demonstrate the importance of promoting and prioritising the practice of reflection amid the high workload intensity of a busy healthcare environment. Conclusion: A diverse group of healthcare workers was able to identify the value of dedicated worktime for reflection while meeting the demands of project targets and tight time frames. Implications for practice: Personal and team reflective practice offers teambuilding opportunities for newly formed teams along with time for confidence building, self-improvement and connecting with others Timely documentation of these reflections can give immediate insight into challenges individuals or the entire team may be experiencing, thus allowing prompt response and adjustments, in addition to creating a record for personal and team learnings over time To ensure engagement in, and sustainability of, wellness-oriented reflective practice, both bottom-up and top-down commitment is required","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47725738","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}
S. P. Teeling, Anne-Marie Keow, U. Cunningham, David Keegan
Background: Ophthalmology in the Republic of Ireland has one of the longest waiting lists in healthcare, with around 44,000 people awaiting a first outpatient appointment. In the north-east region, 12,500 people are waiting. The North-Eastern Region Integrated Eye Care Service (NERIECS) was established in 2021 to improve patient care and access to services. A key driver for the team was to understand ‘how we work together’ to enable a shared vision of change within regional services. Aim: To support hospital and community ophthalmology services, which comprise eight organisations in the region, to prepare for the development of system-level integration of eyecare services. Methods: We integrated a popular process-improvement methodology, Lean Six Sigma, with a person-centred approach to support staff to develop a shared vision of change and to deliver improvements for ophthalmology services. Findings: The integrated approach enabled staff to work in ways that supported the development of good quality, person-centred care that takes account of the outcomes for and experiences of ophthalmology patients and their families, and of staff. Conclusions: Our work builds on a recent study that identified coherence in the underlying philosophy, intention, method and outcomes of Lean Six Sigma and person-centred approaches to healthcare improvement, highlighting the added value of an integrated approach in enabling improvement that positively impacts patient outcomes and healthcare culture. Implications for practice: The application of an integrated approach to process improvement in healthcare is shown to be effective beyond a single study site, having a positive impact across geographic and organisational boundaries, and across levels of care (primary, secondary, tertiary and post-acute) The integrated approach puts the focus on synergies between both methodological approaches and avoids improvement work being reduced to the use of a decontextualised toolkit
{"title":"The application of a person-centred approach to process improvement in ophthalmology services in the North East of the Republic of Ireland","authors":"S. P. Teeling, Anne-Marie Keow, U. Cunningham, David Keegan","doi":"10.19043/ipdj.131.006","DOIUrl":"https://doi.org/10.19043/ipdj.131.006","url":null,"abstract":"Background: Ophthalmology in the Republic of Ireland has one of the longest waiting lists in healthcare, with around 44,000 people awaiting a first outpatient appointment. In the north-east region, 12,500 people are waiting. The North-Eastern Region Integrated Eye Care Service (NERIECS) was established in 2021 to improve patient care and access to services. A key driver for the team was to understand ‘how we work together’ to enable a shared vision of change within regional services. Aim: To support hospital and community ophthalmology services, which comprise eight organisations in the region, to prepare for the development of system-level integration of eyecare services. Methods: We integrated a popular process-improvement methodology, Lean Six Sigma, with a person-centred approach to support staff to develop a shared vision of change and to deliver improvements for ophthalmology services. Findings: The integrated approach enabled staff to work in ways that supported the development of good quality, person-centred care that takes account of the outcomes for and experiences of ophthalmology patients and their families, and of staff. Conclusions: Our work builds on a recent study that identified coherence in the underlying philosophy, intention, method and outcomes of Lean Six Sigma and person-centred approaches to healthcare improvement, highlighting the added value of an integrated approach in enabling improvement that positively impacts patient outcomes and healthcare culture. Implications for practice: The application of an integrated approach to process improvement in healthcare is shown to be effective beyond a single study site, having a positive impact across geographic and organisational boundaries, and across levels of care (primary, secondary, tertiary and post-acute) The integrated approach puts the focus on synergies between both methodological approaches and avoids improvement work being reduced to the use of a decontextualised toolkit","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41983231","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}
A prerequisite of the Person-centred Practice Framework is ‘knowing self’ (McCance and McCormack, 2021). ‘Knowing self’ includes being aware of our own values and beliefs, and is essential for authentic facilitation. Active learning supports the development of this awareness as it can enable a deeper understanding of our perceptions, emotions, values and beliefs (Dewing and Lynch, 2021). According to those authors, the methodology of active learning has six principles, one of which is: ‘In-depth drawing on the primary senses (including seeing, noticing and observing), and multiple social intelligences’ (2021, p 270). I first became aware of the concept of multiple intelligences a year ago and this article will focus first on what multiple intelligences are and why they are useful to consider. Following this, I will share how I am discovering which of the intelligences I favour and how I can use them to develop knowledge. Finally, I will consider what changes I have made so far.
{"title":"Into a place where thoughts can bloom: a reflection on how raising awareness of our multiple intelligences can support learning and growth","authors":"Grace Cook","doi":"10.19043/ipdj.131.012","DOIUrl":"https://doi.org/10.19043/ipdj.131.012","url":null,"abstract":"A prerequisite of the Person-centred Practice Framework is ‘knowing self’ (McCance and McCormack, 2021). ‘Knowing self’ includes being aware of our own values and beliefs, and is essential for authentic facilitation. Active learning supports the development of this awareness as it can enable a deeper understanding of our perceptions, emotions, values and beliefs (Dewing and Lynch, 2021). According to those authors, the methodology of active learning has six principles, one of which is: ‘In-depth drawing on the primary senses (including seeing, noticing and observing), and multiple social intelligences’ (2021, p 270). I first became aware of the concept of multiple intelligences a year ago and this article will focus first on what multiple intelligences are and why they are useful to consider. Following this, I will share how I am discovering which of the intelligences I favour and how I can use them to develop knowledge. Finally, I will consider what changes I have made so far.","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46373543","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}
Sonja van der Slui, H. van Os-Medendorp, K. Voortman-Overbeek, Ingrid Buwalda, M. D. den Ouden, Noëlle Sant, J. Thalen, J. Jukema
Background: Intimacy and sexuality are essential aspects of quality of life for older adults in long-term care. Numerous tools and interventions are available to support healthcare professionals in their conversations about intimacy and sexuality but they are often unfamiliar with these, or do not know when or how to use them. Aim: To develop a tool to help healthcare professionals choose from existing interventions to facilitate conversations with older adults on the subject of intimacy and sexuality. Methods: A design study, comprising five substudies and 16 workshops, was carried out in inpatient and outpatient settings for older adults. Participants were healthcare and design professionals, older adults and their relatives, undergraduate students and researchers. Data collection and analysis took place in several iterations, with insights from one phase guiding the design of the next. Findings: A paper brochure and a digital knowledge programme (IntiME) was developed to inform the selection of interventions and tools to initiate conversations about intimacy and sexuality with older adults. Initial experiences with IntiME suggest it can support healthcare professionals in this area. Conclusions: The IntiME tool has the potential to improve person-centred care around intimacy and sexuality by matching the personal characteristics of healthcare professionals and older adults with available interventions and tools. Further research into experiences with the use of IntiME is warranted. Implications for practice: IntiME has the potential to improve person-centred care by matching the personal characteristics of staff and older adults with available interventions and tools Co-creation with older adults and staff plays an important part in designing tools for person-centred care Using IntiME may help staff become more aware of their own needs and thereby enhance competence in conversations about intimacy and sexuality
{"title":"Starting conversations about intimacy and sexuality: designing a tool for healthcare professionals and older adults in long-term care","authors":"Sonja van der Slui, H. van Os-Medendorp, K. Voortman-Overbeek, Ingrid Buwalda, M. D. den Ouden, Noëlle Sant, J. Thalen, J. Jukema","doi":"10.19043/ipdj.131.005","DOIUrl":"https://doi.org/10.19043/ipdj.131.005","url":null,"abstract":"Background: Intimacy and sexuality are essential aspects of quality of life for older adults in long-term care. Numerous tools and interventions are available to support healthcare professionals in their conversations about intimacy and sexuality but they are often unfamiliar with these, or do not know when or how to use them. Aim: To develop a tool to help healthcare professionals choose from existing interventions to facilitate conversations with older adults on the subject of intimacy and sexuality. Methods: A design study, comprising five substudies and 16 workshops, was carried out in inpatient and outpatient settings for older adults. Participants were healthcare and design professionals, older adults and their relatives, undergraduate students and researchers. Data collection and analysis took place in several iterations, with insights from one phase guiding the design of the next. Findings: A paper brochure and a digital knowledge programme (IntiME) was developed to inform the selection of interventions and tools to initiate conversations about intimacy and sexuality with older adults. Initial experiences with IntiME suggest it can support healthcare professionals in this area. Conclusions: The IntiME tool has the potential to improve person-centred care around intimacy and sexuality by matching the personal characteristics of healthcare professionals and older adults with available interventions and tools. Further research into experiences with the use of IntiME is warranted. Implications for practice: IntiME has the potential to improve person-centred care by matching the personal characteristics of staff and older adults with available interventions and tools Co-creation with older adults and staff plays an important part in designing tools for person-centred care Using IntiME may help staff become more aware of their own needs and thereby enhance competence in conversations about intimacy and sexuality","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48836670","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}
Background: I discovered the concept of muchness when reading a blog that considered quotes from Alice in Wonderland to identify what meaning they could offer healthcare. One was from the Mad Hatter: ‘You used to be much more “muchier”. You’ve lost your muchness.’ Reflecting on my experiences of working with nurses who reported feeling overworked, undervalued and undermined, I questioned whether some nursing staff had lost their muchness – their subjective experience of wellbeing. Aims: The research aimed to work with nurses to explore two research questions: What is muchness? How can muchness be nurtured? Methods: An innovative research method was developed – Virtual Picture Voice. This enabled nurses to create and share ‘stories of muchness’ and then participate in their analysis and synthesis, contributing to the creation of the Muchness Model Version 1. A metasynthesis process followed, drawing on wider theoretical understandings and resulting in the development of the Muchness Model Version 2. Findings: Version 2 advocates for a ‘full-life’ understanding of wellbeing – a balance between the pursuit of feeling fulfilled and feeling good, facilitated by reflection and action. Conclusions: A holistic approach to the facilitation of wellbeing can enable nurses to identify what is important/matters to them, personally and professionally. Critical reflection on self, our relationships and the contexts in which we work can generate knowledge to inform actions towards experiencing subjective wellbeing in the workplace. Implications for practice: Creative approaches to self-inquiry can facilitate access to experiential and embodied knowledge, informing actions that facilitate wellbeing The Muchness Model Version 2: – can stimulate critical reflection and dialogue with self and others, helping identify factors that enable or limit muchness and potentially informing action at individual, team and organisational levels – offers a person-centred approach to the facilitation of wellbeing in nurses across the career trajectory and within leadership and culture-change programmes
{"title":"‘Muchness’ as the subjective experience of wellbeing: sharing the findings of a participatory inquiry with nurses","authors":"K. Sanders","doi":"10.19043/ipdj.131.002","DOIUrl":"https://doi.org/10.19043/ipdj.131.002","url":null,"abstract":"Background: I discovered the concept of muchness when reading a blog that considered quotes from Alice in Wonderland to identify what meaning they could offer healthcare. One was from the Mad Hatter: ‘You used to be much more “muchier”. You’ve lost your muchness.’ Reflecting on my experiences of working with nurses who reported feeling overworked, undervalued and undermined, I questioned whether some nursing staff had lost their muchness – their subjective experience of wellbeing. Aims: The research aimed to work with nurses to explore two research questions: What is muchness? How can muchness be nurtured? Methods: An innovative research method was developed – Virtual Picture Voice. This enabled nurses to create and share ‘stories of muchness’ and then participate in their analysis and synthesis, contributing to the creation of the Muchness Model Version 1. A metasynthesis process followed, drawing on wider theoretical understandings and resulting in the development of the Muchness Model Version 2. Findings: Version 2 advocates for a ‘full-life’ understanding of wellbeing – a balance between the pursuit of feeling fulfilled and feeling good, facilitated by reflection and action. Conclusions: A holistic approach to the facilitation of wellbeing can enable nurses to identify what is important/matters to them, personally and professionally. Critical reflection on self, our relationships and the contexts in which we work can generate knowledge to inform actions towards experiencing subjective wellbeing in the workplace. Implications for practice: Creative approaches to self-inquiry can facilitate access to experiential and embodied knowledge, informing actions that facilitate wellbeing The Muchness Model Version 2: – can stimulate critical reflection and dialogue with self and others, helping identify factors that enable or limit muchness and potentially informing action at individual, team and organisational levels – offers a person-centred approach to the facilitation of wellbeing in nurses across the career trajectory and within leadership and culture-change programmes","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47982732","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}
When thinking about the subject for this editorial, we found it hard to look beyond the current context of health and care and the continuous challenges faced by those striving to develop person-centred cultures, to enable the best outcomes and experiences for all. Through our work with clinically based practitioners, we have both noticed a concerning downward turn, with increasing reports of staff fatigue and ill health, workforce shortages and frequent changes in management, all at a time of growing levels of patient need. A perfect storm! As I (Kate) prepared a presentation recently, I found myself thinking about the story of Hans, a small boy who found a leak in a dike and used his finger to plug the hole and save his town from a potential deluge of water. This reminded me of a recent supervision session, when I used the metaphor of a dam to help someone to explore the pressure they were experiencing. What was contributing to the force of water? What, if any, were the sources of water that were in their control to divert before they reached the dam? What was the nature of the bricks the dam was built from? How could the bricks be supported and strengthened? Where could more bricks be found? But holding back the water is not in the gift of one individual. We need to share the load and work collaboratively to understand what is important and what matters to people (patients and staff), to prioritise where we put our efforts and energy. We also need to be innovative and creative, to explore what is possible, to enable people to be the best that they can be, and to offer hope and joy at a time when it is in short supply. And so, what is encouraging, as we share this issue of the International Practice Development Journal with you, are the many ways in which the authors are doing just that.
{"title":"Editorial: Finding hope in challenging times","authors":"K. Sanders, Caroline A W Dickson","doi":"10.19043/ipdj.131.001","DOIUrl":"https://doi.org/10.19043/ipdj.131.001","url":null,"abstract":"When thinking about the subject for this editorial, we found it hard to look beyond the current context of health and care and the continuous challenges faced by those striving to develop person-centred cultures, to enable the best outcomes and experiences for all. Through our work with clinically based practitioners, we have both noticed a concerning downward turn, with increasing reports of staff fatigue and ill health, workforce shortages and frequent changes in management, all at a time of growing levels of patient need. A perfect storm! As I (Kate) prepared a presentation recently, I found myself thinking about the story of Hans, a small boy who found a leak in a dike and used his finger to plug the hole and save his town from a potential deluge of water. This reminded me of a recent supervision session, when I used the metaphor of a dam to help someone to explore the pressure they were experiencing. What was contributing to the force of water? What, if any, were the sources of water that were in their control to divert before they reached the dam? What was the nature of the bricks the dam was built from? How could the bricks be supported and strengthened? Where could more bricks be found? But holding back the water is not in the gift of one individual. We need to share the load and work collaboratively to understand what is important and what matters to people (patients and staff), to prioritise where we put our efforts and energy. We also need to be innovative and creative, to explore what is possible, to enable people to be the best that they can be, and to offer hope and joy at a time when it is in short supply. And so, what is encouraging, as we share this issue of the International Practice Development Journal with you, are the many ways in which the authors are doing just that.","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44876651","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}
Background: The school of nursing at the University of Wollongong developed an innovative approach entitled the ‘Students as Researchers Internship’ to provide an opportunity for students who identify as Aboriginal or Torres Strait Islanders to experience research as co-researchers. This programme was developed in response to a need to increase the number of Aboriginal and Torres Strait Islander persons who complete research degrees and progress to academic careers in nursing. The initial programme included two students who identified as Aboriginal women in their final year as bachelor of nursing students, with both employed as research assistants. Aim: This article aims to share the students’ perspective of their learnings from participating in the Students as Researchers Internship programme through a critical reflection using the Mezirow model of reflection. Conclusion: The opportunity to be a research assistant and co-researcher during the final year of the bachelor of nursing degree offered the students a platform to gain skills, and an understanding of the research process and the application of research in practice. It also provided the experience of being supported in their academic studies. Implications for practice: Mezirow’s model of reflection provides an effective framework for students to unearth their assumptions and learnings from experience Developing skills and experience in research can transform undergraduate students’ understanding of the application of research in their practice Participation in writing ethics applications and research publications offers students insight into the skills of referencing, academic writing and critical thinking The experience as co-researchers enabled students who identify as Aboriginal or Torres Strait Islanders to consider future career opportunities in research
{"title":"A critical reflection on the transformation from bachelor of nursing student to researcher","authors":"Meg Kelly, Kelly Marriott-Statham, Maria Mackay","doi":"10.19043/ipdj.131.009v2","DOIUrl":"https://doi.org/10.19043/ipdj.131.009v2","url":null,"abstract":"Background: The school of nursing at the University of Wollongong developed an innovative approach entitled the ‘Students as Researchers Internship’ to provide an opportunity for students who identify as Aboriginal or Torres Strait Islanders to experience research as co-researchers. This programme was developed in response to a need to increase the number of Aboriginal and Torres Strait Islander persons who complete research degrees and progress to academic careers in nursing. The initial programme included two students who identified as Aboriginal women in their final year as bachelor of nursing students, with both employed as research assistants. Aim: This article aims to share the students’ perspective of their learnings from participating in the Students as Researchers Internship programme through a critical reflection using the Mezirow model of reflection. Conclusion: The opportunity to be a research assistant and co-researcher during the final year of the bachelor of nursing degree offered the students a platform to gain skills, and an understanding of the research process and the application of research in practice. It also provided the experience of being supported in their academic studies. Implications for practice: Mezirow’s model of reflection provides an effective framework for students to unearth their assumptions and learnings from experience Developing skills and experience in research can transform undergraduate students’ understanding of the application of research in their practice Participation in writing ethics applications and research publications offers students insight into the skills of referencing, academic writing and critical thinking The experience as co-researchers enabled students who identify as Aboriginal or Torres Strait Islanders to consider future career opportunities in research","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135090466","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}
I. Muller-Schoof, M. Snoeren, Marjolein E. A. Verbiest, A. Stoop, K. Luijkx
Background: Narratives have the potential to promote person-centred practice, yet few studies have been undertaken on the impact of a narrative approach on learning for care professionals or students. With this in mind, we co-designed an educational programme on the use of older persons’ narratives for professionals in research, education and nursing. Aims: To investigate the impact of attending a narrative educational programme on the learning of nursing and healthcare assistant students, and on their person-centred practice. We also examined what factors characterised and influenced this learning. Methods: This was a mixed-methods evaluation study. We evaluated the impact of a narrative educational programme on third-year healthcare assistant students and second-year nursing students. Students were invited to complete a survey before and after the educational programme. After the programme, we performed interviews with all the educators and some of the students. Results: Students’ learning from the narratives was varied, and there were differences in the extent to which the programme raised awareness. Some students demonstrated new understandings, actions and behaviours. Students self-reported that they had experienced learning related to 12 learning outcomes and to their person-centred practice. According to educators and students, this learning was experiential and reflective, and was influenced by the students’ level of participation, personal characteristics and openness to other perspectives, as well as the educators’ guidance and the workplace conditions. Conclusion: This study shows that the educational programme ‘Tell Me! Learning From Narratives’ can contribute to the learning of healthcare assistant and nursing students in terms of their understanding of the field of narrative inquiry as well as the development of their person-centred practice. Providing support for educators is a prerequisite for the programme to work. Implications for practice: The programme has the potential to contribute to a person-centred care curriculum Self-evaluation, for example via the self-scan person-centred care survey in this study, prompts awareness in students Educators should be supported in their use of a narrative approach, person-centred care values and didactic skills Educators should reflect the values of person-centred care in their practice and in their relationships with students as role models
{"title":"‘Tell Me! Learning from Narratives’: an evaluation of an educational programme on narrative inquiry for nursing home care students","authors":"I. Muller-Schoof, M. Snoeren, Marjolein E. A. Verbiest, A. Stoop, K. Luijkx","doi":"10.19043/ipdj.131.004","DOIUrl":"https://doi.org/10.19043/ipdj.131.004","url":null,"abstract":"Background: Narratives have the potential to promote person-centred practice, yet few studies have been undertaken on the impact of a narrative approach on learning for care professionals or students. With this in mind, we co-designed an educational programme on the use of older persons’ narratives for professionals in research, education and nursing. Aims: To investigate the impact of attending a narrative educational programme on the learning of nursing and healthcare assistant students, and on their person-centred practice. We also examined what factors characterised and influenced this learning. Methods: This was a mixed-methods evaluation study. We evaluated the impact of a narrative educational programme on third-year healthcare assistant students and second-year nursing students. Students were invited to complete a survey before and after the educational programme. After the programme, we performed interviews with all the educators and some of the students. Results: Students’ learning from the narratives was varied, and there were differences in the extent to which the programme raised awareness. Some students demonstrated new understandings, actions and behaviours. Students self-reported that they had experienced learning related to 12 learning outcomes and to their person-centred practice. According to educators and students, this learning was experiential and reflective, and was influenced by the students’ level of participation, personal characteristics and openness to other perspectives, as well as the educators’ guidance and the workplace conditions. Conclusion: This study shows that the educational programme ‘Tell Me! Learning From Narratives’ can contribute to the learning of healthcare assistant and nursing students in terms of their understanding of the field of narrative inquiry as well as the development of their person-centred practice. Providing support for educators is a prerequisite for the programme to work. Implications for practice: The programme has the potential to contribute to a person-centred care curriculum Self-evaluation, for example via the self-scan person-centred care survey in this study, prompts awareness in students Educators should be supported in their use of a narrative approach, person-centred care values and didactic skills Educators should reflect the values of person-centred care in their practice and in their relationships with students as role models","PeriodicalId":30387,"journal":{"name":"International Practice Development Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43863176","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}
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