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 Develop person-centred cultures in participating practice settings. Significant progress was made in achieving numerous attributes of a person-centred culture. There is no end point to person-centred cultures, thus further development is still needed. If this is not systematically planned and nurtured then the new cultures will begin to fall apart. Systematically measure or evaluate outcomes on practice and for older people An evaluation framework has been introduced that could be continued at a local regional or national level. We believe this framework can support HIQA and other quality initiatives nationally across older people’s services Further test a model of person-centred practice in long term care/rehabilitation settings and develop it as a multi-professional model. The model has been tested and will be reported elsewhere in more detail. The testing in this programme demonstrated the need for the physical care environment to be included. Utilise a participant generated data-set to inform the development and outcomes of person-centred practice. (Already designed and tested tools will be used to produce data set) The programme has enabled local NMPDU facilitators to work with shared principles, models, methods and processes in practice development work across older people services in Ireland. A range of learning and evaluation tools have been introduced through this programme that can be continued. The data set informed the development of local action plans the programme and has been used to demonstrate outcomes in person-centred practice across the sites over three time periods. 185
The implementation of a model of person-centred practice in older person settings RECOMMENDATIONS For future practice development programmes; for the development of residential care for older people in Ireland a number of issues need to be addressed and these are set out below under 6 themes. Theme 1: Role of NMPDU and NMPDU facilitators • Establish leadership role of NMPDUs in taking forward emancipatory/ transformational approaches to practice development work. • Review of the effectiveness and value for money in staff input into training and short term training and practice development initiatives. • Review/map the skills sets of NMPDU staff working in practice development. • Plan for the ongoing development of facilitators who can enable emancipatory practice development processes to be realised in practice in line with the National practice development strategic framework. Theme 2: Practice/Workplace Based Learning • Address low levels of reflection and underdeveloped skills in critical reflection. • Consider further Active Learning or other similar experiential based approaches to learning in and from practice. • Generate opportunities for observations and feedback activities to become a regular feature in the workplace. • Consider provision of more mixed groups for learning. • Create learning spaces rather than teaching places. • More work is needed on learning alongside older people and families. • Review investment in classroom-based training and explore creative means of resourcing work-based learning. Theme 3: Leadership and Facilitation Skills • Develop more learning opportunities for the development of facilitation skills. • There is a need for continued support for those who have already developed facilitation and practice development skills through this programme. • A new national network for facilitators has been created by NMPDU and internal facilitators of this programme – there is a need for ongoing support for this new national network. 186
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