The Implementation of a Model of Person-Centred Practice In Older ...

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The implementation of a model of person-centred practice in older person settings INTRODUCTION The National Practice Development Programme had a set of clear activities through its two year programme, one of which was the provision of formal programme days and interim sessions. Programme days were held once every 4-6 weeks with a shorter or interim 2 hour session held midway between each programme day. The interim sessions evolved into action planning or working groups in year 2. The overall aim of the programme days was to enable staff to have the confidence to become facilitators of practice development in their own workplaces. This was a complex and slowly unfolding process. In the first instance staff who were attending the programme days needed to be able to self-facilitate in order to role model the new ways of being in their day-to-day work. Then they needed to find ways to influence their colleagues to adopt new ways of relating and being. There were 12 programme days held over the two years of the National Practice Development Programme. These were day long events organised as workshops. Each workshop had a programme and facilitation guidance. For year one the external programme leads devised the workshop programme and produced the facilitation guidance. This had several benefits: • It ensured educational quality in regard to the planning and organisation of learning for programme participants • It ensured national consistency in terms of how the days were delivered and the coordination of workplace learning activities • It enabled the NMPDU facilitators to focus on developing their skills in facilitating the workshops based on translating the pre prepared facilitation guidance • The facilitators were able to share experiences within the team as they had been working on the same programmes and drawing on the same guidance. • It provided detailed written guidance and structure for new internal facilitators to work from and a theoretical background to enhance their knowledge • It contributed more readily towards evaluation of the programme • It enabled more diverse the testing of the methodology of Active Learning and some of the specific work place learning activities 105
The implementation of a model of person-centred practice in older person settings The planning of the programme days/workshops evolved in year two so that by the end of year two the NMPDU and internal facilitators were designing the programme day learning aims and some of the active learning activities. EVALUATION QUESTIONS In the second year, the team generated three evaluation questions to frame their evaluation of the programme days which were: 1. What has been the programme participant's experience of engaging in active learning? 2. What did programme participants learn? 3. How did programme participants make use of their learning in the workplace? WHAT HAS BEEN THE PROGRAMME PARTICIPANTS’ EXPERIENCE OF ENGAGING IN ACTIVE LEARNING? This report uses data from days 1, 3, 6 and 11 across four of the regions to answer the questions above, as these regions had complete data sets to work with and thus provide an accurate reflection of development over time. They are however representative of the other sites. Day One Active learning in practice development work involves participants becoming involved in reflective practice, having a dialogue with self and others, engaging in learning activities which involve making use of the senses and multiple intelligences and involving colleagues in workplace activities (Dewing 2008). Thus, programme participants were introduced to a number of different active learning methods throughout the first programme day that acted to signal different learning methods would be offered on these days and at other programme events. As this was the first day of the programme, it was anticipated that the participants may be somewhat apprehensive; thus a carefully chosen opening activity was devised to help create a friendly and supportive atmosphere. Typically across the sites there was a mixed group with staff representing nursing, care attendants, catering, housekeeping and administrative areas. While the participants may have known each others names, 106
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