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Appendices BEING A CRITICAL COMPANIONSHIP TO AN INDIVIDUAL, GROUP OR TEAM (After Titchen, 2000) RELATIONSHIP DOMAIN Particularity REFLECTIVE SELF-ASSESSMENT How can I get to know and appreciate the person I am helping? How do I recognise the uniqueness of the person I am helping? Reciprocity What are the benefits/learning I have gained from interacting with the person I am helping? Mutuality How do I and the person I am helping: Negotiate our relationship? work together? understand the situation and what is likely to happen? share responsibility for learning and decision-making? negotiate the involvement of others? Graceful care How do I promote personal and professional growth in the person I am helping by: Being congruent? Being generous? Being physically and emotionally present? Creating a culture where others feel valued? Dealing with my own or others’ negative or inappropriate responses? Comforting where there is distress? Using humour to provide support ? How do I identify areas for my own development in relation to the above? RATIONALITY-INTUITIVE DOMAIN Intentionality What are the strategies I am deliberately using in my helping relationship? What are the intended purpose of these strategies? Saliency How do I identify the most salient issues in my helping relationships? What strategies do I use to address the salient issues? Temporality How do I help the person to link learning from the past to the present and the future? How do I use timing and pacing to help the person? 397
Appendices FACILITATION DOMAIN Concept: Consciousness – raising What questions can I ask to help the person I am working with increase their awareness/insight of: their own feelings? the judgements and decisions they have made and how they have made them? the impact of the context on their actions their values, beliefs and assumptions? the contradictions between their values and beliefs held and personal actions? the knowledge and evidence informing their decisions and actions? The contradictions between their espoused theory/knowledge and that in use?the consequence of their actions for self and others? How can I alert the person I am helping to relevant theories and evidence that they may appear unaware of? Concept: Problematization What questions can I ask to help the person I am helping identify the: key issues in their story? priority questions he/she needs to ask? the dilemmas faced in the situation? How can I alert the person I am helping to perceived problems, issues, inconsistencies, dilemmas or contradictions that he/she may not have acknowledged or be aware of? Concepts: Self-reflection & Collaborative Critique How can I help the person I am working with to: reflect on their own experiences of learning about self and learning from their own practice identify the salient features of their own actions the barriers preventing action develop new understanding of their role and practice Strategy: Articulation of craft knowledge How can I help the person I am helping to talk about their craft knowledge and their own professional expertise? How can I bring in my craft knowledge in a way that is helpful? Strategy: Observing, listening and questioning What do I observe in and hear from the person that I am helping that I would like to probe/explore further? How do I ask questions that help the person to articulate the taken-for-granted or the knowledge embedded in their practice (i.e. their craft knowledge) Strategy: Feedback on performance How do I give feedback to the person I am helping from observing , listening and questioning in a way that does not include interpretations and judgements. How do I help the person I am working with to self-evaluate? How do I help the person I am working with to learn from the feedback? How and when should I give feedback about perceptions of what went well and what did not? Strategy: High challenge/high support What are the assumptions, values, beliefs, expectations, perceptions, judgements, actions I should challenge in the story? How can I provide high challenge but also high support? How were my high challenge and high support interventions perceived by the person I am helping in terms of the level and nature of challenge and support? What are my own insights into what is challenging and supportive for the person I am helping? 398
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Exploring and Enhancing Autonomy fo
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3.4.1.3 Grounded Theory ...........
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5.4 Resident Profile ..............
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List of Tables and Charts Table 1.1
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This thesis is the work of Claire W
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Abstract The purpose of this study
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Conference Presentations Welford, C
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14 Chapter 1: Introduction and Back
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1.5.4 Aim for Phase Two 26 Chapter
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2. Literature Review 28 Chapter 2:
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Table 2.1: Collopy’s (1988) six p
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3.1 Introduction 3. Research Framew
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76 Chapter 3 Research Framework exp
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3.3 Rationale for Choice of Researc
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3.4 Research Methodologies/Strategi
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86 Chapter 3 Research Framework Onw
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3.4.3 Rationale for Research Method
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102 Chapter 3 Research Framework In
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Winter (1989) provided an overview
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3.9 Data Analysis 116 Chapter 3 Res
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124 Chapter 3 Research Framework (2
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4.3 Inclusion Criteria 134 Chapter
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4.5 The Role of Reflection 136 Chap
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4.7.3 Adding Rigour to the Document
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140 Chapter 4 Research Method auton
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142 Chapter 4 Research Method were
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Pilot interviews were conducted pri
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4.9.2.3 Analysis of the pilot inter
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148 Chapter 4 Research Method resid
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150 Chapter 4 Research Method maint
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152 Chapter 4 Research Method end o
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4.10.3.1 Coding 154 Chapter 4 Resea
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156 Chapter 4 Research Method The i
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• Coding guide/Start list • 10
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160 Chapter 4 Research Method 4.12
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162 Chapter 5 Findings needs room (
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164 Chapter 5 Findings other course
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Healthcare Assistants' Age Profile
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6 5 4 3 2 1 0 Figure 5.2: Length of
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170 Chapter 5 Findings number of da
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172 Chapter 5 Findings By evening t
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5.5.7 Management of the Research Un
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Philosophy of Care 176 Chapter 5 Fi
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178 Chapter 5 Findings recognition
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180 Chapter 5 Findings “Dr. spoke
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182 Chapter 5 Findings themselves.
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Chart 5.13: Element 5 Values and be
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186 Chapter 5 Findings In the follo
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188 Chapter 5 Findings Thirty-three
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Table 5.7: Themes from analysis of
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Resident participants described rel
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The observations recorded staff ass
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196 Chapter 5 Findings Staff partic
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198 Chapter 5 Findings mean, if the
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200 Chapter 5 Findings is about the
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202 Chapter 5 Findings Staff partic
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204 Chapter 5 Findings here (laughs
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206 Chapter 5 Findings “I feel th
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210 Chapter 5 Findings The observat
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212 Chapter 5 Findings However, mor
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Staff participants also expressed t
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218 Chapter 5 Findings This sub-the
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its, the extra little bits, like ev
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222 Chapter 5 Findings The intervie
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224 Chapter 5 Findings Several nega
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226 Chapter 5 Findings contributes
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228 Chapter 5 Findings “A male re
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230 Chapter 5 Findings “You know
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232 Chapter 5 Findings difference (
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6. Phase Two 6.1 Phase Two: Enhanci
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236 Chapter 6 Phase Two Reflection
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238 Chapter 6 Phase Two revealed th
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240 Chapter 6 Phase Two work but fi
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Table 6.1: Summary of nursing model
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244 Chapter 6 Phase Two We all felt
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246 Chapter 6 Phase Two important e
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248 Chapter 6 Phase Two Reflection
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250 Chapter 6 Phase Two suggested t
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252 Chapter 6 Phase Two knowledge g
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254 Chapter 7 Discussion found that
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256 Chapter 7 Discussion persons. M
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7.2.2 The Personal: The Personality
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260 Chapter 7 Discussion community
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262 Chapter 7 Discussion to-one con
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264 Chapter 7 Discussion Rodgers an
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7.3.1 Being Personal: Being Imperso
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268 Chapter 7 Discussion adequate t
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270 Chapter 7 Discussion possession
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272 Chapter 7 Discussion participat
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274 Chapter 7 Discussion 7.4 Summar
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276 Chapter 7 Discussion templates
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278 Chapter 7 Discussion This resea
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7.5.3 Method issues 280 Chapter 7 D
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282 Chapter 7 Discussion Research c
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284 References Babbie, E. (1990) Su
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286 References Carr, S., L. Hussier
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288 References Davies, S., Ellis, L
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290 References Farrell, G.A. (1991)
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292 References Gold, R. (1958) Role
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294 References Holroyd, A., Dahlke,
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Kirk, J., & Miller, M. L. (1986).Re
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298 References McCormack, B. (2004)
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300 References National Council on
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302 References Pullen, D.L. (2006)
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304 References Schumaker, K.L. & Go
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306 References Van Manen, M. (1990)
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Appendix 1: HIQA Standards Summary
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Appendix 2 : Concept Analysis Illus
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Appendix 3 : Model Cases 312 Append
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Appendix 4 : Methodologies 314 Appe
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Appendix 5 : Ethics letter 316 Appe
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Appendix 6: Information Sheet 318 A
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Appendix 7: Consent for Whole Study
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decide to participate you will be f
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324 Appendices Informed Consent For
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Appendix 9: Documentary Analysis Au
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Appendices Attribute Evident (Yes/N
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330 Appendices
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Attribute Tick if observed Self-gov
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Attribute An atmosphere of openness
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Appendix 12: Interview Guides 336 A
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Question Theme How do you get to kn
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Question Theme What decisions do yo
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Number/Code Age Sex Barthel Score T
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Important Probes Decision-making Fl
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