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

The implementation of a model of person-centred practice in older person settings
Directors of Nursing can experience a range of personal feelings about PD and may
need facilitation or other forms of support, to enable them to fully support and
maximize workplace and corporate culture transformations.
An approach called ‘Active Learning’ can bring additional benefits to workplace/workbased
learning. Ownership of the need for practice development is increased with
active learning methods. Active learning can enable PD processes to be translated
into the workplace with other staff and team members.
PD Advisory Groups need to be redesigned in a workshop or ‘round table’ format to
enable maximum participation.
It is possible to introduce the core principles of person-centred care without reliance
on any one model. However, use of a specific person-centred model may have
enabled greater management support.
Programme design at the start of the programme can be simple and evolve as the
programme progresses.
The needs of some stakeholder groups to see things happening in practice must not
result in shortcutting PD processes and learning of PD skills at the start of PD. The
early stages of PD work do not produce immediate or highly visible changes in
practice, but instead are focused on clarifying values and beliefs, developing a
shared vision and developing PD skills in the participants. Stakeholders may need
support to value these processes.
Older People must be active participants in PD work about their care and services
and ways need to be found to enable participants to gain skills in working with
service users as also being evaluators of the service.
Many care attendants openly expressed an interest in learning more about PD and
becoming facilitators of PD.
Emancipatory PD can bring benefits for workplace and care for older people, yet at
the same time may highlight differences in priorities and processes between practice
and management.
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