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 demonstrates the facilitators intentionally working with practice
development methods and processes in a real workplace situation.
Day three
The data identified that adult learning and development was occurring on both a
personal and professional level. In particular, in regards to knowing self, participants
reported that their self awareness was growing:
“Becoming more self aware myself”
“Learning more - I’m changing.
“I find role play difficult and would shy away from doing it but felt comfortable
in the group so that made it easier”
“Determination to do better and be more patient centred myself before helping
to introduce change”
“I think of the impact my presence has on patients and what can be”
“Things are becoming clearer to me”
“Feeling more confident and ‘on track’ with the programme”
“Learned how to improve my practice without being confrontational (High
Challenge and High Support)
“That we have already developed some facilitation skills”
“Role playing (observing) despite the fact that I hate role play”
“Good facilitation skills are developing-the challenge is for me to use them
more"
“Learning more as I go along”
The learning experiences from the programme day provided the participants with the
opportunity for interaction, camaraderie, inclusion and collaboration. These are
significant experiences because they did not generally get this in their day-to-day
workplaces. Changing patterns in the workplace is not just a matter of changing the
ideas of individual practitioners alone, but also discovering the discursive, material,
social and cultural, conditions under which practice occurs (McCormack 2008).
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