Applying Tool-Kit-Based Modeling and Serious Play: A Japanese Case Study on Developing a Future Vision of a Regional Health Care System

Geithner, Silke; Kawamura, Takaya

doi:10.1007/978-3-319-12178-9_23

Cited by 3 publications

(2 citation statements)

References 27 publications

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“…Schulz, Geithner and Kawamura (2015) and, later, Clompus and Albarran, (2016) then Loo et al (2016) and Michael, Streb and Häller (2016). These authors all reached the conclusion that there is a too minimally published evidence base on this subject area to date and that more research is needed in relation to the long term mental health implications of being an emergency responder.…”

Section: Resilience In Paramedic Practicementioning

confidence: 98%

Building psychological resilience in the paramedic

Hayes

2018

Journal of Paramedic Practice

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Paramedics face the need to be critically introspective, reflective and reflexive every working day. Their work involves not only the functional need to clinically assess, diagnose and manage critically ill and injured members of the public, but also a situated responsiveness to the scenes of severe trauma and death. Few other professions demand such an acute degree of personal and professional resilience; an underpinning education is therefore pivotal to facilitate the development of this resilience to equip and ensure an effective healthcare workforce. For all paramedics, the need to facilitate deconstruction of their experience and meaning-making from constituent aspects of paramedic practice, culture and context is a central element of their capacity for resilience, as well as their psychological ability to recognise and apply coping strategies in their everyday roles. This affective domain learning has been embedded across academic curricula and traditionally taught via methods such as role play, inquiry-based learning, and simulation. The current article presents gamification as another potential methodology for inclusion in undergraduate curricula that can provide the future workforce with transferable skills of reflection and reflexivity in situational responsiveness. LEGO® Serious Play® and narrative storytelling are used to illustrate this discussion; a technique that originates from business and leadership teaching and learning methodologies, but the origins of which lie in the philosophy of social constructionism. An adaptation of Gilbert's Multi-Modal Compassionate Mind Training is used to illustrate how LEGO® Serious Play® might facilitate the construction of affective domain learning for resilience in paramedic practice.

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Section: Resilience In Paramedic Practicementioning

confidence: 98%

Building psychological resilience in the paramedic

Hayes

2018

Journal of Paramedic Practice

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“…The analysis often brings about contradictions within the work activity of the participants or between their different (disciplinary) views. 19 Usually, the contradictions cannot be solved through a mere adaptation of practice to an innovation. Contradictions trigger the questioning of the current understandings, identities or routines of the work and their resolving requires a deep rethinking of the practice.…”

Section: The Role Of Contradictions Motives and Artifacts In The Impmentioning

confidence: 99%

From the abstract to the concrete – Implementation of an innovative tool in home care

Kajamaa

Schulz²

2017

Health Serv Manage Res

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Background The implementation of innovations in practice is a critical factor for change and development processes in health and home care. We therefore analyze how an innovative tool - a mobility agreement to maintain physical mobility of home care clients - was implemented in Finnish home care. Methods Our study involves ethnographic research of 13 home care visits, two years after the mobility agreement was implemented. We analyze the emergence of contradictions, the motives of the actors and the use of artifacts supporting or inhibiting the implementation. Two in-depth cases illustrate the implementation of the mobility agreement in home care visits. Findings Our findings show that, first, to achieve practice change and development, the innovation implementation requires the overcoming of contradictions in the implementation process. Second, it calls for the emergence of a shared motive between the actors to transform the abstract concept of an innovation into a concrete practice. Third, artifacts, customary to the clients are important in supporting the implementation process. Fourth, the implementation brings about a modification of the innovation and the adopting social system. Conclusions Innovation implementation should be seen as a transformation process of an abstract concept into a concrete practice, enabled by the actors involved. Concept design and implementation should be closely linked. In health/home care innovation management, the implementation of innovations needs to be understood as a complex collective learning process. Results can be far reaching - in our case leading to change of home care workers' professional understanding and elderly clients' mobility habits.

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