2. 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
3. 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
4. “Shared Practice meets Shared Learning In Relationship”
Haiku by Don 2/10/12
Improving practice through social learning:
From generative conversation to preferred practice
5. Considerations for Facilitating a
“generative” conversation
1. Demonstrate benefits
2. Provide resources for change Godin, Belanger-Gravel, Eccles &
Grimshaw. 2008.
3. Demonstrate links to local Healthcare professionals'
culture intentions and behaviours:
A systematic review of studies
based on social cognitive theories
4. Clarify links to role & identity
5. Demonstrate alignment
practice
6. Demonstrate alignment with
research evidence (where possible)
6. Stepwise vision of Practice Talk Session (PTS) -development & facilitation
Preparing 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.
