Transcript REACH Project A Clinical Careers Framework for Nurses

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