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

The implementation of a model of person-centred practice in older person settings
This day saw the participants discussing quality of life and comparing their insights
with the evidence they had previously collected in the workplace learning activity
Cats Skirts and Lipstick with residents. This activity grounded in practice provided all
of the participants with the opportunity to relate the lived experiences of residents
and participants own knowledge some evidence from research and policy relating to
quality of life indicators e.g. “Improving Quality of Life for Older People in Long–Stay
Care Settings in Ireland (National Council on Ageing and Older People (2006), HIQA
Standards (2007), and NCHRDF (UK) Review (2006). The PCN framework was
again useful here in order to establish the complexities of cultural transformations
and what would need to be addressed in order to make the quality of life indicators
they identified for their residents/patients a reality. This activity revealed that
knowing the older person is vital – however it was found to be tokenistic in day-to-day
relationships.
The participants were introduced to the concept of knowing self as well and in
particular High Challenge and High Support. Participants identified with the
traditional methods when challenge was needed: either pussyfooting, being so nice
that the issue is avoid or clobbering being so punitive that the response is aggressive
and wounding (Heron 1999 cited in Brockbank and McGill 2006). A third option of
skilled, supportive and enabling confrontation with the challenge being to get it right
was the theme for day. In practice development challenge is recognised as essential
for helping teams to move forward and become effective. In challenging custom and
practice and the taken for granted it can sometimes be perceived as threatening, and
may also be threatening in reality (Brockbank and McGill 2006). The participants
were encouraged to start looking at how they were using HC/HS in their own areas
and to practice the skill in order to become more confident in questioning practice
issues.
“Challenge and support – I need to understand more about how to best implement it”
“Difficulties of High Challenge and High Support - a big risk but it can bring about
change. I can see that”
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