Enhancing Care for Older People - Health Service Executive

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3.7 Giving and receiving feedback Feedback is a specific type of direct communication that is honest, balanced and supportive for the person to whom it is offered (Dewing, 2008a). This section draws on detailed guidance for healthcare teams when giving and receiving feedback, (Appendix 2) produced by Dewing (2008a). Feedback is about learning, reflecting and changing. It is a necessary facilitation skill for healthcare teams to understand and be aware of, particularly for leaders and champions within teams so that they become skilful in carrying it out. Important aspects of giving and receiving feedback include the facilitator acknowledging the level of challenge and support that is required and the appropriateness of the feedback. Giving and receiving feedback is based on knowing the person and concern for the relationship between both people involved. This is a process and not a one off event; it is planned in advance and set within ground rules. Central to this process are the following: Mutual respect Confidentiality Feedback should be factual, clear, concise and precise. It is not a chat; it is a structured conversation or dialogue. The process is a face to face meeting usually between two or more people; an example of this could be when an observation of care is completed and the observers would arrange to give feedback to the relevant individuals. It is important to prepare for giving and receiving feedback and prepare the healthcare team. Effective feedback will enable the person receiving it to have the opportunity to listen, reflect and think about options for action which will contribute towards cultural change. Principles of feedback need to be established and accepted by healthcare teams. Key points when facilitating feedback are: • Involvement of appropriate members of the healthcare team and residents if relevant. • Ensure the environment is appropriate and conducive to good communication. • Be prepared to challenge in a supportive way, any expressions of dissatisfaction among the healthcare team. • Be knowledgeable and prepared to offer high support. • Make explicit the consequences in relation to responsibilities and accountability. • Consideration, as a facilitator, for those receiving feedback who may not have experienced the process before. • How team members not present can be actively included and participate, such as, arranging alternative times. 28 Reflection and Learning Conditions for Empowerment Practical Aspects of the Environment
Section 4 Changing the Culture and Context of Care - Collecting the Evidence 4.1 Introduction This section provides information on establishing the PD group. It also outlines the processes that are used to collect evidence from the practice area to enhance care and inform the action planning stage. In order to initiate a change in the culture and context of care, evidence from practice must be gathered to inform the change and provide a foundation to work from. Appendices are included where applicable. 4.2 Commencing the process or the programme One of the first stages is to have a plan for what you would like to do. This will establish a starting point for all involved in order to identify mutually agreed aims, objectives and ways of working. This may involve the following: - Having an understanding of the purpose or context for the PD work. This may be linked to ongoing development work, service/organisation improvement initiatives, to the HSE strategic vision or other relevant legislation/strategy. - Identifying key stakeholders both inside and outside the organisation e.g. residents, DON, service manager, clinical nurse manager, staff nurses, healthcare assistants and physiotherapists. The identification of key people will assist and support the PD group on the journey. - Developing an understanding of PD, the processes involved and the three key underpinning principles – Collaboration, Inclusion and Participation (CIP). The need to continue to build on knowledge and skills is critical to working towards changing the culture and context of care. This can be achieved, e.g., through networking with colleagues, reading literature, sharing work and discussing challenges that you come across. - Obtaining a commitment to engage in the PD work may involve a written contract. This approach was used by the national programme team. - Securing the necessary time and financial resources. - General communication to healthcare and administrative staff as well as residents in relation to the PD work and what it means. This may be carried out in different ways, for example; discussing the PD work at report time/handover, posters around the wards or departments, through resident groups, residents’ newsletters, and email. There are many other methods of communication which can also be used. 29
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Page 8 and 9: Foreword It is with great pleasure
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Undertaking an Observation (1) Posi
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Facilitator Guidance for Claims, Co
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