Appreciative Inquiry as an intervention to change nursing practice in in-patient settings: An integrative review

Watkins, Sarah; Dewar, Belinda; Kennedy, Catriona

doi:10.1016/j.ijnurstu.2016.04.017

Cited by 49 publications

(59 citation statements)

References 31 publications

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“…Furthermore, the data presented here continues to add evidence of the applicability of appreciative inquiry in health care research (Trajkovski, Schmied, Vickers & Jackson. 2013) and in in-patient settings (Watkins, Dewar & Kennedy 2016). Additional studies, in other contexts and settings, are required to further evaluate the effectiveness of this approach, possibly using larger samples.…”

Section: Resultsmentioning

confidence: 99%

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Using appreciative inquiry to implement person-centred dementia care in hospital wards

2016

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The quality of care of persons with dementia in hospitals is not optimal and can be challenging. Moreover, staff may find difficulty in translating what they have learned during training into practice. This paper report the development and evaluation of a set of workshops using an appreciative inquiry approach to implement person-centred dementia care in two hospital wards. Staff worked collaboratively to develop a ward vision and to implement a number of action plans. Using appreciative inquiry approach, staff attitudes towards persons with dementia improved, inter-professional collaboration was enhanced and small changes in staff practices were noted. Dementia care in hospitals can be enhanced by empowering staff to take small but concrete actions after they engage in appreciative inquiry workshops, during which they are listened to and appreciated for what they can contribute.

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Section: Resultsmentioning

confidence: 99%

“…Watkins et al (2011) defined AI as a theory and a practice for approaching change from a holistic framework. AI has also been applied in health care contexts (Trajkovski, Schmied, Vickers & Jackson, 2013), as well as in in-patient settings (Watkins, Dewar & Kennedy, 2016) to seek to change practice.…”

Section: The Ai Approachmentioning

confidence: 99%

Using appreciative inquiry to implement person-centred dementia care in hospital wards

2016

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“…Tosati, Lawthong, and Suwanmonkha (2015) highlight the use of AI in supporting the fundamental learning methods of inquiry, dialogue, reflection, collaboration, and feedback. In nursing practice, there often exist underlying anxieties that can affect group dynamics; these anxieties can be better understood utilizing an AI framework to highlight strengths while confronting damaging group dynamics (Watkins, Dewar, & Kennedy, 2016). The AI framework supports the creation of a safe environment that promotes personal sharing and the development of deep connections through respect for uniqueness and acknowledgement of diversity (Dematteo & Reeves, 2011) and aligns appropriately with the exploratory nature of this project to inform teaching and learning through the application of simulated-person methodology.…”

Section: Methodsmentioning

confidence: 93%

Developing a Simulated-Person Methodology Workshop: An Experiential Education Initiative for Educators and Simulators

Peisachovich

Nelles²,

Johnson³

et al. 2017

IJHE

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Numerous forecasts suggest that professional-competence development depends on human encounters. Interaction between organizations, tasks, and individual providers influence human behaviour, affect organizations' or systems' performance, and are a key component of professional-competence development. Further, insufficient or ineffective communication between professionals is deemed a contributing factor to adverse events worldwide. This underscores the need to provide educators with the tools and education to embed methods in their teaching that will enable learners to effectively intervene in highly charged interpersonal situations and high-risk scenarios; these concerns highlight the value of realistic simulated-experiential approaches, such as the one proposed in this project. The first phase of this project involved conducting a three-day experiential workshop developed at a Canadian university to provide educators with knowledge and skills to work and effectively utilize simulators, enhancing pedagogical classroom practices for teaching undergraduate learners. This workshop's development resulted in numerous benefits. Participation in the workshop provided educators with opportunities for meaningful reflection on their teaching practice and the ability to apply this insight to optimize student learning. It provided theatre students, recruited as simulators as part of this interdisciplinary initiative, to expand their experiences and this will lead to an expanded practicum course for their program. There is now a group of simulators available to educators across the university to include in classroom activities, and lastly there are further iterations of this workshop available for faculty development. This paper reflects on the workshop experiences and the feedback obtained from the participants. Formal and informal feedback obtained provides an understanding of the participants' experiences.

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“…Inconsistent use of AI may lead to loss of participant involvement (Watkins et al, 2016) and, according to Lykkeslet et al (2014), may hamper lasting changes and cultural change. The degree of participatory involvement will influence the degree of the success of the AI process; the higher the number of individuals involved, the better the basis for change of care (Trajkovski et al, 2013b).…”

Section: Participating In Ai: When Closeness Leads To Opennessmentioning

confidence: 99%

“…By also involving patients and relatives in the AI process in hospitals, practices that had been taken for granted were challenged, replacing uncertainty with openness and confidentiality (Dewar & Nolan, 2013), and facilitating the implementation of new practices . Participant involvement can be missed if AI criteria, such as a democratic process, equality, and voluntary participation, are not employed in research (Watkins, Dewar, & Kennedy, 2016). Several studies consider leaders as key figures in changing processes, and they emphasize the importance of management support in enabling the application of AI (Dewar & Nolan, 2013;Shield, Looze, Tyler, Lepore, & Miller, 2014).…”

Section: Introductionmentioning

confidence: 99%

Appreciative inquiry in a Norwegian nursing home: a unifying and maturing process to forward new knowledge and new practice

Magnussen

Alteren

Bondas

2019

International Journal of Qualitative Studies on Health and Well

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Purpose: Appreciative inquiry (AI) studies have proven to be useful in developing nursing knowledge and changing nursing practice. However, few AI studies have examined the meaning of participation over time among collaborating healthcare providers. Our aim was to explore and illuminate healthcare providers’ participation over time in a Norwegian nursing home to develop new knowledge and practice, focusing on sensory gardens. Method: Twenty healthcare providers participated in the 3 year AI study. Data were collected in fieldwork, interviews, and interventions. Saldañas’ longitudinal analysis was applied. Results: The collaboration between the researcher and participants created insight of a relational room, which was named “the room of closeness”. Participants’ search for new arenas to apply the meaning of the room of closeness was found when focusing on the sensory garden. Their desire for joint development created a bottom–up perspective, the hallmark of successful AI. Conclusion: Knowledge of participants’ experiences may contribute to developing AI as a useful and transferable method, especially regarding co-creating participation, and may have implications for research and society. AI’s strength-based approach may, however, lead to the neglect of data that are associated with problems, and complicate the assessment of success. Further research is therefore needed to develop AI.

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Appreciative Inquiry as an intervention to change nursing practice in in-patient settings: An integrative review

Cited by 49 publications

References 31 publications

Using appreciative inquiry to implement person-centred dementia care in hospital wards

Using appreciative inquiry to implement person-centred dementia care in hospital wards

Developing a Simulated-Person Methodology Workshop: An Experiential Education Initiative for Educators and Simulators

Appreciative inquiry in a Norwegian nursing home: a unifying and maturing process to forward new knowledge and new practice

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