The Strategic Framework for Enhancing The Strategic Framework for Enhancing The Strategic Framework for Enhancing The Strategic Framework for Enhancing Practice Development in NIPractice Development in NIPractice Development in NIPractice 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 the only methodology that has the the only methodology that has the the only methodology that has the development of persondevelopment of persondevelopment of persondevelopment of person----centredness centredness centredness centredness as its primary purpose and which recognises that person-centredness is not developed through one-off change events. Instead, it needs continuous needs continuous needs continuous needs continuous reflective and critical relationshipreflective and critical relationshipreflective and critical relationshipreflective and critical relationships to be developed and sustained over time.”

(McCormack 2008, p.161)(McCormack 2008, p.161)(McCormack 2008, p.161)(McCormack 2008, p.161)

� 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.

� 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.

� ‘Skills escalator’ connected to Benner’s (1984) levels of competence.

� Focuses on learning outcomes.

� Self-assessment determines ‘point of entry’ to education/development programmes

Noviceacquiring a basic

understanding of PD principles

Advanced Beginneracquiring an

understanding of PD theory, models and

frameworks and their applicability to

practice

CompetentDeveloping

competence in the application of theories, models, frameworks &

tools.

ProficientCritical application of

theories, models, frameworks and tools.

ExpertLeading PD and

contributing to the development of new

knowledge.

The learner should acquire a basic understanding of:

• PD principles of Collaboration, inclusion and participation.• PD methodologies.

• Principles of person-centred 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.

The learner should acquire an understanding of:

• 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.

The learner should know how to apply their understanding 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.

The learner should be able to critique and generate new understandings of:

• 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:

• 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 A Strategic Framework for Developing Practice A Strategic Framework for Developing Practice A Strategic Framework for Developing Practice Development Knowledge, Skills and Expertise Development Knowledge, Skills and Expertise Development Knowledge, Skills and Expertise Development Knowledge, Skills and Expertise

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Products PortfolioProducts PortfolioProducts PortfolioProducts Portfolio

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RCN: An introduction to practice development skills

QUB: Person-centred Assessment

QUB: Practice Development

QUB: Leading and Facilitating

CEC: Facilitation

CEC: Practice Development

CEC: Person-centredness

*UU: DPHP -Understanding practice development

*UU: DPHP -Facilitation and Leadership

*UU: DPHP -Practitioner as researcher

UU: IPDC Programme for developing facilitators of person-centred cultures

QUB: Leading and Facilitating

*UU: DPHP -Practitioner research project

*UU: DPHP -Enhancing practice 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

UU: DPHP - Critical inquiry in developing practice

UU: PG Cert. Health & Wellbeing (Facilitating learning and development)

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

•“Yes, it’s quite a noise – but are we having any impact?”

•The challenge for all of us in practice development …