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 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. 197
The implementation of a model of person-centred practice in older person settings In summary, as a result of this programme, learning has taken place around: 1. decision-making - a movement from hierarchically controlled decisionmaking to participatory expert-driven decision-making is needed to evolve person-centred cultures. Practitioners can develop joint decision making with older persons and management. 2. relationships- changing relationships from those rooted in roles and responsibilities (that are often draining on both personal and team energy) to those that are based in mutual engagement generates energy for new ideas, growth and development 3. resolving conflictual ways of working – rather than engaging in negative and destructive ways of working, a range of forums and other opportunities such as PD working groups, generating new ideas and learning from practice can be nurtured. To achieve this, practitioners need skills that may use of critical reflection, problem solving, solution focused dialoging and working collaboratively with a range of stakeholders. 4. application or use of power - a power shift from the traditional ‘power over others’ approach to power as a resource to enable others to learn, grow and develop can help PD. 5. processes for learning - encouraging eagerness to learn and translating this into action and enable similar learning in others can help widen the impact of PD in the workplace 198
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