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 what it meant to be a resident. They found this helpful and thoughtprovoking. It also showed that “using enlightening questions can get deeper meaningful information”. They learned to identify what needed to be addressed and how to develop action plans around these gaps. In commencing their action plans, participants were adhering to the basic principles of CIP, as they needed to engage with other members of staff in order to progress the plan. They also had to engage with senior management which to date would not have been the norm. This promoted a better understanding from the participants’ viewpoint of how to address issues through the proper channels, e.g. “I learned a better way to look for improvements to be done”. Day eleven The focus was on achievements both personally and professionally in terms of care for residents. Data indicates that there were benefits for the organisation from the learning in relation to issues such as, communication, evidence gathering, analysis data, action planning and the development of new ways of ‘doing things’, the need to challenge new ways of doing things ‘old ‘habits, routines and attitudes’. Seven themes were identified: (1) Team work: open and honest communication within the PD group and the wider team. (2) Evidence based frameworks: policy divers such as HIQA standards and where it fits in the framework; for the service and for older people. The Personcentred framework: Practice Development framework and what it means. Again participants were surprised at how long and how much effort needs to be put into getting awareness about evidence based tools into day-to-day consciousness. Further, feeling comfortable with these resources and seeing them as positive and offering opportunities was a challenge as teams were generally suspicious and negative about such developments. (3) Reflection and how to do it: the ability to reflect on practice and ‘the way we do things’, although the reflection was still experienced as been ‘hard’ and ‘new learning,’ one of the participants described the need to reflect on what we do every day as… ‘vital to know how we are ourselves and how we react in 119
The implementation of a model of person-centred practice in older person settings different situations’. Many participants were becoming more comfortable with some level of reflection: “I feel I am doing it every day, I can see it now and what it really means to think more about what I am doing and what it means both in the community hospital and in my life…’ (4) Personal transformations: self awareness by participants was identified as a learning curve and something that happened through taking steps to change; being more able to voice their opinion; enlightenment; care assistants having a voice and have a place in the decision making process. (5) Role clarity: more clarity of each other’s role. (6) Care Context: the importance of an appropriate environment: the need for support from management to support the process and keep it going. (7) Active Learning: the value of active learning and the challenge that it can pose. Active learning activities were key to how participants did learn and acquire new skills. Understanding the CIP principles and utilising them in practice and within the PD group was demonstrated. The following comments from the participants demonstrated their learning over the two year period, “… how far we have come …”; “the learning from gathering the evidence and changing the way we do things …”; “how much we have achieved”; “… involving our residents has been so important and something we must do”; “… the link to the HIQA standards …”. Difficulties for the participants in relation to sustaining the programme were also identified though the use of colour, images, one of the participants referred to concept of a pea/seeds as a representation of the challenges of PD and PCC work “…planted the seeds… needs water care and attention”; another participant used the image of a windmill “… Work good, colourful, stopped at times, needs energy to keep it going”. The variety of different approaches that were used by the facilitators to evaluate programme day 11 included group process evaluation activities, liked least like most, significant learning. The following quote is from one of the participants in relation to HC/HS and their significant learning that had occurred: “Challenge is difficult but if you are passionate about it, it’s easy to do” 120
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