Practice Talk CLE Progress Summary March 10, 2012
Improving practice through social learning: From generative conversation to preferred practice Recalling & sharing Emerging practice experiences learning, Engageme (narrative-based dialogue) nt, Ownership Trusted relationships in a Multi-disciplinary CoP Readiness to use Creative thinking, evidence “How can we do this better” Preferred Practice conversation
Practitioners use “evidence” from FOUR sources to create “job-ready” knowledge RESEARCH CLIENT VALUES MAKING SENSE OF INFORMATION PRACTITIONER INTERNAL EXPERIENCE AUDITS What Counts As Evidence In Evidence-based Practice? Rycroft-malone J. , et al (2004) Journal of Advanced Nursing 47(1), 81–90
“Shared Practice meets Shared Learning In Relationship” Haiku by Don 2/10/12 Improving practice through social learning: From generative conversation to preferred practice
Considerations for Facilitating a “generative” conversation1. Demonstrate benefits2. Provide resources for change Godin, Belanger-Gravel, Eccles & Grimshaw. 2008.3. Demonstrate links to local Healthcare professionalsculture intentions and behaviours: A systematic review of studies based on social cognitive theories4. Clarify links to role & identity5. Demonstrate alignmentpractice6. Demonstrate alignment withresearch evidence (where possible)
Stepwise vision of Practice Talk Session (PTS) -development & facilitationPreparing PTS PTS – Part 1: Understand our current Brea PTS – Part 2: Making sense of best practice methods and create vision of improved k (15 & creating a pilot of a preferred practice Theme derived from informal practice (45min) min) (45min) talk at work in past 2 weeks. 3 practice vignettes are played in sequence – 2 List of different resources and activities required Talk Leaders’ vignettes are played followed by in Participants new practice is repeated 2 Talk leaders Best Practice vignette, (without it being Best practice (from literature or from an expert) invited to introduced as best practice). is presented briefly and list of resources and identify 3 main issues around activities are upgraded to add requirements for theme and each After each vignette: best practice to be applied. prepare a author responds to clarifying questions from practice participants, then List of differences vignette. self- signifies on the Triangle of issues. The participants independently jot down on prepared After all 3 vignettes are played: PTS Facilitator cards their immediate a) perceptions; b) emotional All participants post their cards on a board. PTS appointed & best practice response; c) motivational response to the vignette facilitator reads out from cards and starts to identified. and also self-signifies on the triangle of issues where summarize the perceptions. Emotional and they would place each story. motivational reactions. Next facilitator presents the Best Practice summary triangle of main issues story teller After all 3 vignettes are played: invited to recall All participants post their cards on a board. PTS How can we do better discussion: & prepare lead facilitator reads out from cards and starts to PTS facilitator starts to list opportunities for vignette. summarize the perceptions. Emotional and improvement emerging from participants’ Date of PTS motivational reactions. Next facilitator presents the discussions and the triangle graphic. booked summary triangle of main issues Place of PTS – PTS facilitator creates a list of circle format How can we do better discussion: resources, activities that participants include close to practice. PTS facilitator starts to list opportunities for in their new practice. improvement emerging from participants’ Attendees – discussions and the triangle graphic. limited to Community PTS facilitator creates a list of resources, members involved in the activities that participants include in their new practice theme. practice.