Practice development: Realising active learning for sustainable change

McCormack, Brendan; Dewing, Jan; Breslin, Liz; Coyne-Nevin, Ann; Kennedy, Kate; Manning, Mary Lou; Peelo-Kilroe, Lorna; Tobin, Catherine

doi:10.5172/conu.32.1-2.92

Cited by 32 publications

(30 citation statements)

References 3 publications

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“…First, this study confirms that a practice development approach where team members are encouraged to look critically at their practice, to uncover their underlying beliefs and values, to identify what needs to be changed in practice, and to use evidence to guide these decisions (McCormack et al, 2009) was perceived as being helpful. The workshops were designed to encourage participants to reflect on their current practice situation, to determine a priority clinical or workplace issue, and to set project goals.…”

Section: Discussionsupporting

confidence: 61%

Development and Evaluation of a Workshop to Support Evidence-Based Practice Change in Long-Term Care

Higuchi

Edwards

Carr

et al. 2015

Journal for Nurses in Professional Development

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To support evidence-based practice changes in long-term care, we used a practice development approach with interactive workshops to engage teams from 10 organizations in participatory change. Data from postworkshop surveys and subsequent semistructured interviews indicated that participants felt empowered to identify a priority challenge and initiate change. Notably, the workshop intervention enhanced collaboration between professional and unregulated staff, fostered the development of shared vision, and provided the impetus to tackle workplace barriers to change.

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Section: Discussionsupporting

confidence: 61%

Development and Evaluation of a Workshop to Support Evidence-Based Practice Change in Long-Term Care

Higuchi

Edwards

Carr

et al. 2015

Journal for Nurses in Professional Development

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“…Practice development is an ongoing and continuous process and not a one-off event (McCormack et al, 2009). The approach adopted in this project-full-day events and ongoing project work-created a sense of moving forward and helped to link the days in a logical manner.…”

Section: Positive Experiencesmentioning

confidence: 99%

Practice What You Preach: Developing Person-Centred Culture in Inpatient Mental Health Settings through Strengths-Based, Transformational Leadership

Beckett

Field

Molloy

et al. 2013

Issues in Mental Health Nursing

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The experience of nursing staff and consumers in inpatient mental health wards is often reported as being negative. Efforts to improve culture and practice have had limited success, with ineffective leadership, staff resistance, and unresponsive organisational culture identified as common barriers to change. Practice development has been promoted as an approach to developing person-centred culture that enables professional development through participation, learning and empowerment. For person-centred practice to flourish, organisational leadership at all levels must reflect the same principles. In preparation for the opening of a new integrated mental health service, an inpatient mental health team participated in a practice development project. An action research approach was used to facilitate a series of "away days," initially with the nursing team and then other members of the multidisciplinary team (MDT). Transformational leadership principles were adopted in the facilitation of team activities underpinned by strengths and solution-focused practices. Evaluation of the project by staff members was very positive and there was a high level of participation in practice development activities. The project resulted in the creation of a development plan for the ward, which prioritised five key themes: person-centred care, personal recovery, strengths-based principles, and evidence-based and values-based care. The project outcomes highlight the importance of leadership, which parallels the ideals promoted for clinical practice.

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“…Such an orientation is resistant to challenging taken-for-granted assumptions and avoids risky or uncertain outcomes, in deference to action that will meet urgent tasks, targets, and deadlines [6], an approach that has been referred to as the hamster wheel of busyness [7]. A contrasting, intrinsic perspective, in which organisations adopt an approach to learning that values the holistic development and personal agency [8] of nurses, is foundational to tackling wicked problems, makes a valuable impact on tame problems, and supports transformational change [6,[9][10][11].…”

Section: Advances In Nursingmentioning

confidence: 99%

“…However, Table 2 provides some examples of how this was achieved. Practice development principles [11] Examples of integration into programme…”

Section: Delivery Of the Programmementioning

confidence: 99%

The Power of Synergy: An Academic/Clinical Partnership for Transformational Change

McKillop

Atherfold

Lees

2014

Advances in Nursing

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Background. A programme of postgraduate study was developed in partnership between a health board and a university in New Zealand, having identified critical thinking and practice change as key determinants of good care delivery. Aim. To explore the impact after 12 months of a postgraduate programme for registered nurses on patient assessment and clinical reasoning, and the status of implementation plans for improved patient care. Design. Outcome evaluation using a survey and focus groups. Setting. On location at a hospital in a small city in New Zealand that provides healthcare services for 102,000 people across rural and urban areas. Participants. Registered nurses who had completed the programme (N = 28) and seven clinical mentors. Methods. A survey, focus groups, and follow-up data about quality improvement projects were used to explore how the programme was experienced and its impact. Results. The survey revealed perceptions of improved knowledge and skills but a lack of confidence in communicating with medical staff. Of 28 quality improvement projects planned, all but three had been implemented and were still in use. Two themes were generated from focus group data: "new ways of thinking" and "doing things differently. " Conclusions. This academic/clinical partnership positively influenced nurses' knowledge and skills, encouraged critical thinking and self-efficacy, and resulted in the sustained implementation of nurse-initiated projects intended to improve patient care.

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Practice development: Realising active learning for sustainable change

Cited by 32 publications

References 3 publications

Development and Evaluation of a Workshop to Support Evidence-Based Practice Change in Long-Term Care

Development and Evaluation of a Workshop to Support Evidence-Based Practice Change in Long-Term Care

Practice What You Preach: Developing Person-Centred Culture in Inpatient Mental Health Settings through Strengths-Based, Transformational Leadership

The Power of Synergy: An Academic/Clinical Partnership for Transformational Change

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