Chapter
About the companion website
Chapter 1: Introduction: Getting the Best Out of This Resource
This resource matters because . . .
How can this resource be used in your workplace?
What is practice development?
The principles of practice development work
The person-centred practice framework
Useful websites and resources
Chapter 2: Knowing and Demonstrating Values and Beliefs about Person-Centred Care
Resources in this chapter
Reflection on my own values and beliefs about the care/service I give or receive
Going for a reflective walk on your own or with someone else
Values and beliefs of the care setting
Leaders’ values and beliefs
Sheet 2.1: Worksheet for recording learning activities with a buddy: Values and beliefs about . . . . . . . . . . . . care
Sheet 2.2: Discussion groups
Discussion trigger 2.1: Short videos
Sheet 2.3: Handout: How to feature values and beliefs in your work around the care setting/care home
Sheet 2.4: Values and beliefs template (Warfield & Manley 1990)
Sheet 2.5: Values and beliefs clarification activity: A facilitator’s guide
Sheet 2.6: Instruction sheet for patients/residents, families and care staff for the values and beliefs clarification activity
Chapter 3: Developing a Shared Vision for Person-Centred Care
Resources in this chapter
Guide: Setting up a practice development coordinating group for visioning activities
Sheet 3.1: Templates for group meeting agendas and notes
Sheet 3.2: Group relaxation activity
Sheet 3.3: Creative methods for developing a shared vision: Programme of three workshops (you decide which one you might do)
Visualisation through painting and/or collage
Vision statement development
Sheet 3.4: Workshop guidance: Visualisation through painting and/or collage
Sheet 3.5: Workshop guidance: Creating and sharing personal visions
Sheet 3.6: Workshop guidance: Vision statement development
Sheet 3.7: Guide: Visioning with a virtual group
Sheet 3.8: Questionnaire: Developing a shared vision for person-centred care at . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sheet 3.9: Visioning the practice development processes and developing ground rules (one-to-one)
Sheet 3.10: Visioning the practice development processes and developing ground rules (small informal group)
Sheet 3.11: Workshop guidance: Visioning the practice development processes and developing ground rules
Sheet 3.12: What do we do next?
Useful websites and resources
Chapter 4: Introduction to Measuring Progress and Evaluation
Introduction: Why measuring and evaluating is important
Resources in this chapter
Workshop guidance: Current evaluation methods within your organisation
Trigger for group discussion: What are ‘metrics’ and how do we measure person-centred care?
Trigger for group discussion: Practice development principles for measuring and evaluation
Learning activity for teams: Evaluating care plans
Learning activity for teams: Evaluating your respect for dignity, privacy and the control people have in your service
Learning activity for teams: Cats, skirts, handbags and lipstick
Learning activity for staff who serve food & drink: Evaluating the service you offer
Learning activity for housekeepers: Evaluating the cleaning, housekeeping or repair service you offer
My notes: What I saw or questions I have
Learning activity for team or home managers and those with an interest in learning and practice development: Evaluating the learning support systems for care teams
My notes: Comments and questions I have
Getting the commitment of stakeholders
Template for developing a communication plan with stakeholders
Guide: Setting up and sustaining a practice development coordinating group1
Claims, Concerns and Issues: An evaluation tool for working with stakeholders (Guba & Lincoln, 1989)
A template for stakeholders’ views: Claims, Concerns and Issues
An example of Claims, Concerns and Issues (1)
An example of Claims, Concerns and Issues (2)
Guide: Facilitating Claims, Concerns and Issues (adapted from Dewing & Titchen, 2007)
Chapter 5: Getting Started Together: Measuring and Evaluating Where We Are Now
Resources in this chapter
Guidance on developing evaluation questions
Gathering evidence in the workplace
Giving and receiving feedback after evidence has been gathered
Giving and receiving feedback
Feedback is not criticism
Workplace observations: Walkabout guide
Workplace observations: In a fixed place
Workplace observations: Record sheet
Combined observations: Record sheet for feedback
Guide: Observations of care
Guide: Patient/resident/relative narrative interview
Guide: Conversation with patients/residents with severe cognitive impairment
Team culture tool (Pritchard & Dewing, 2000)
Handout: Culture (Bate, 1995)
My notes: Comments and questions I have
Handout: Effective workplace culture (Manley et al. 2011)
Useful websites and resources
Chapter 6: A Practice Development Plan
Resources in this chapter
Pulling it together activity 1: Individual/informal group activity for analysis of evidence (in preparation for action planning)
Small and informal group activity
Pulling it together workshop 1: Analysis of evidence gathered through observations, narratives and conversations (after Boomer & McCormack, 2008; McCormack et al., 2010)
Pulling it together workshop 2: Comparing findings and interpretations
Pulling it together activity 2: Individual/informal group activity for identifying indicators to prioritise action planning
Small informal group activity
Pulling it together workshop 3: Identifying indicators and using them to prioritise action planning
Practice development coordinating group: Roles and responsibilities
Person-centred practice templates
Evidence summary and action plan for aims and goals based on the person-centred practice framework (McCormack & McCance, 2010)
Overview action planning guide
Chapter 7: Mini-projects: Ongoing and Integrated Action, Evaluation, Learning and Planning
Resources in this chapter
Examples of mini-projects
2. Inconsistency and contradictions
3. Older Persons National Practice Development Programme in the Republic of Ireland (2007–2009) (McCormack et al., 2010)
Mini-projects: Guide to structure and processes
Mini-project group structure
Sheet 7.1: Leading a project/working/action or learning group
Sheet 7.2: Mini-project action planning template
Sheet 7.3: Example: Filled in mini-project action planning template
What do you do with this next?
Chapter 8: Learning in the Workplace
Resources in this chapter
PART 1: Creating a person-centred learning environment (culture and infrastructure that supports learning)
Sheet 8.1: A learning culture guide
Sheet 8.2: Activity and guidance for managers for creating a person-centred learning environment
Sheet 8.3: Evaluation and process review of group work and sessions
Sheet 8.4: Giving and receiving feedback handout
Activity 8.1: The 15 minute reflection space
Activity 8.2: Practising the use of open enabling questions in active learning
Sheet 8.5: Preparation for activities 3–6
Activity 8.3: Reflection on ‘self as active learner’
Activity 8.5: Positive incident accounts
Sheet 8.6: Worksheet for recording learning and action points
Sheet 8.7: Process evaluation: Listening critically to other peoples’ work
Sheet 8.8: Process evaluation record: Listening skills
Sheet 8.9: Process evaluation record: What I said
Sheet 8.10: Active learning evaluation
PART 3: Learning supervision
Induction programmes, preceptorship, mentorship, coaching and work-based learning facilitation
Clinical or professional supervision for the future
Summary of learning in the workplace
Chapter 9: What If . . .? When Things Don’t Go So Well
Frequently asked questions
2. Working in care settings with older people (especially those with dementia) is hard work
3. Doing practice development in times of major financial pressure and economic cut-backs
4. Lack of management support
5. Making practice changes is not easy
6. Scepticism about patients/residents being able to contribute to practice development
7. Initial difficulty in working with the principles of Collaboration, Inclusion and Participation (CIP)
Identifying why things are not going well
Sheet 9.1: Material from other chapters in this resource that can be used for addressing things that don’t go well
Activity 9.1: Acknowledging our own part in what didn’t go well
Activity 9.2: Helping each other learn from what didn’t go well and work out what to do about it
Option 1: Working in threes (presenter, helper and observer)
Option 2: After Action Review (AAR)
The After Action Review (AAR) Toolkit
Activity 9.3: Acknowledging, in the working day, when things don’t go well and affirming plans to change
Chapter 10: Practice Development as a Continuous Process
Activity 10.1: Look after yourself and your health
Activity 10.2: Keeping it fresh everyday
Guidance: Keeping practice development fresh
Examples: The art of re-invention
Activity 10.3: The art of re-invention
Option 1: Reflection activity
Option 2: The ‘re-invention game’
Option 3: Naming activity
Linking to new policy agendas
Useful websites and resources
Practice Development Workbook for Nursing, Health and Social Care Teams
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