Module 5 Moving beyond the edge
This is the study guide for Module 5 of The School for Health and Care Radicals, a five week virtual programme, designed to equip people across the health and care system with the core skills to improve their skills as change agents.
Change always starts at the edge and always starts with the activists. This module looks at ways we can move towards the edge and towards sustainable change.
Agenda:
• Review of what we have learnt so far; characteristics of a transformational change agent
– Peter Fuda’s Transformation Change Agent framework
– ‘Being’ a health and care radical – going back to ‘change starts with me’
– ‘Seeing’ as a health and care radical
– ‘Doing’ as a health and care radical
– Quick review of some models and theories
• 'From’ the edge – views about emerging directions for change and change agents
– What do we mean when we say 'from the edge?'
– What is happening with change?
– What is the difference between tacit and explicit knowledge?
– Opportunities for health and care radicals – being bridge-builders and curators
• Reflections and key messages about The School
– Some things we have learned from delivering The School
• What next for The School?
– Gaining a certificate as a health and care change agent and claiming continuing professional development (CPD) points
• Questions and call to action
Questions for reflection:
• How can I move in the direction of change in ways that will help me bring about the changes I want to see?
• How will I build on my experiences of the School for Health and Care Radicals?
• How will I build networks and communities in support of the changes I want to see?
Call to action:
• Consider why it would be beneficial for you to be a certified change agent.
• Identify people who might help you with this process.
• Take action and, if your change action is something that could be shared for Change Day, please add it on www.changeday.nhs.uk
• Complete the follow-up work for certification.
This is the study guide for Module 4 of The School for Health and Care Radicals, a five week virtual programme, designed to equip people across the health and care system with the core skills to improve their skills as change agents. It supports NHS Change Day 2014, the grassroots movement in which everyone who values the NHS can make a pledge of action to improve things for patients and the health and care system.
Big change only happens in health and care because of heretics and radicals: passionate people who are willing to take responsibility and work with others to make change happen. Being a radical isn't related to hierarchy or position and you don't have to work in the NHS or social care to qualify as one. Registrants to the school so far include patients and carers, students, senior leaders, improvement facilitators and clinical and care staff.
There is also a live weekly web seminar which will be available to 'listen again', supported by a raft of other opportunities, including coaching and mentoring, virtual discussions and tweet chats, and an ever- expanding portal of useful resources.
Programme
The programme focuses on five modules over five weeks, 9:30 to 11:00 am GMT
Friday 31 January 2014: Being a health and care radical: change starts with me
Friday 7 February 2014: Forming communities: building alliances for change
Friday 14 February 2014: Rolling with resistance
Friday 21 February 2014: Making change happen
Friday 28 February 2014: Moving beyond the edge
Tweetchat
We will run a tweetchat each Wednesday from 16:00 to 17:00 GMT, based on the content of the module from the previous Friday. A tweetchat is a facilitated conversation using Twitter. The hashtag we will use for the tweetchats is #SHCRchat. The dates for the tweetchats are:
12 February 2014
19 February 2014
26 February 2014
5 March 2014
There is no charge to join the School of Health and Care Radicals and it is open to all, whatever your role or level, and whether or not you work in the NHS
Resources from all modules can be found at: http://www.nhsiq.nhs.uk/9059.aspx
School for Health and Care Radicals Module 5 Study Guide 2016Horizons NHS
As change agents we are aware that most effective change starts at ‘the edge’. This module will help us equip ourselves for our journey to the edge and beyond.
Module 5 takes place on Thursday 3 March 2016, 14.30-16.00 GMT
To find out more about the School for Health and Care Radicals, copy and paste this link into your address bar http://theedge.nhsiq.nhs.uk/school/
Guide to Emotional Resilience & well-being - Great as a reference guide in Su...Alex Clapson
The Guide to Emotional Resilience written by Louise Grant & Gain Kinman & published in Community Care Inform. The article is written in a really accessible format & whilst the target audience was Health & Social Care workers, the messages apply to a much broader audience. Ideal to give out to your direct-reports / for use in supervision.
This is the study guide for Module 4 of The School for Health and Care Radicals, a five week virtual programme, designed to equip people across the health and care system with the core skills to improve their skills as change agents. It supports NHS Change Day 2014, the grassroots movement in which everyone who values the NHS can make a pledge of action to improve things for patients and the health and care system.
Big change only happens in health and care because of heretics and radicals: passionate people who are willing to take responsibility and work with others to make change happen. Being a radical isn't related to hierarchy or position and you don't have to work in the NHS or social care to qualify as one. Registrants to the school so far include patients and carers, students, senior leaders, improvement facilitators and clinical and care staff.
There is also a live weekly web seminar which will be available to 'listen again', supported by a raft of other opportunities, including coaching and mentoring, virtual discussions and tweet chats, and an ever- expanding portal of useful resources.
Programme
The programme focuses on five modules over five weeks, 9:30 to 11:00 am GMT
Friday 31 January 2014: Being a health and care radical: change starts with me
Friday 7 February 2014: Forming communities: building alliances for change
Friday 14 February 2014: Rolling with resistance
Friday 21 February 2014: Making change happen
Friday 28 February 2014: Moving beyond the edge
Tweetchat
We will run a tweetchat each Wednesday from 16:00 to 17:00 GMT, based on the content of the module from the previous Friday. A tweetchat is a facilitated conversation using Twitter. The hashtag we will use for the tweetchats is #SHCRchat. The dates for the tweetchats are:
12 February 2014
19 February 2014
26 February 2014
5 March 2014
There is no charge to join the School of Health and Care Radicals and it is open to all, whatever your role or level, and whether or not you work in the NHS
Resources from all modules can be found at: http://www.nhsiq.nhs.uk/9059.aspx
School for Health and Care Radicals Module 5 Study Guide 2016Horizons NHS
As change agents we are aware that most effective change starts at ‘the edge’. This module will help us equip ourselves for our journey to the edge and beyond.
Module 5 takes place on Thursday 3 March 2016, 14.30-16.00 GMT
To find out more about the School for Health and Care Radicals, copy and paste this link into your address bar http://theedge.nhsiq.nhs.uk/school/
Guide to Emotional Resilience & well-being - Great as a reference guide in Su...Alex Clapson
The Guide to Emotional Resilience written by Louise Grant & Gain Kinman & published in Community Care Inform. The article is written in a really accessible format & whilst the target audience was Health & Social Care workers, the messages apply to a much broader audience. Ideal to give out to your direct-reports / for use in supervision.
Using Behavioural Science to improve Well-being for Social WorkersAlex Clapson
For child and family social workers, coping with the hardships of children and parents is part of the job. But that can cause a lot of stress. Is it possible for financially constrained organizations to improve social workers’ well-being using non-cash rewards, recognition, and other strategies from behavioral science? Assistant Professor Ashley Whillans describes the experience of Chief Executive Michael Sanders’ at the UK’s What Works Centre for Children’s Social Care, as he led a research program aimed at improving the morale of social workers in her case, “The What Works Centre: Using Behavioural Science to Improve Social Worker Well-being.”
This is a presentation on training strategies for teaching prepared at Kendriya Vidyalaya Sangathan, ZIET Mysore by Mr. Binoy PGT English and Faculty Member of ZIET Mysore.
Get your quality homework help now and stand out.Our professional writers are committed to excellence. We have trained the best scholars in different fields of study.Contact us now at http://www.premiumessays.net/ and place your order at affordable price done within set deadlines.We always have someone online ready to answer all your queries and take your requests.
Get your quality homework help now and stand out.Our professional writers are committed to excellence. We have trained the best scholars in different fields of study.Contact us now at http://www.premiumessays.net/ and place your order at affordable price done within set deadlines.We always have someone online ready to answer all your queries and take your requests.
This slide set presents a model of the teaching/learning role - the main purposes of the role, core capabilities, key tasks, extended capabilities and underpinning foundational capabilities..
Teacher's Rock: Building Teacher Morale in the Age of AccountabilitytheCSCL
Are you wondering how to increase teacher morale in your school? In Dr. Preble's new presentation, you can learn how to reduce your school's burnout rate for teachers, lower employee stress, and generally improve the morale of you and your teachers today!
Part of Dr. Preble's "6 Core Strategies." Visit this site to learn more:
thecscldotcom.wix.com/corestrategies
Pre-reading for Minicourse M1 at the IHI National Forum: One Day School for H...NHS Improving Quality
This is the pre-reading for the "flipped classroom" Minicourse M1: One day School for Healthcare Radicals to be held at the Institute for Healthcare Improvement National Forum on 7th December 2015
Using Behavioural Science to improve Well-being for Social WorkersAlex Clapson
For child and family social workers, coping with the hardships of children and parents is part of the job. But that can cause a lot of stress. Is it possible for financially constrained organizations to improve social workers’ well-being using non-cash rewards, recognition, and other strategies from behavioral science? Assistant Professor Ashley Whillans describes the experience of Chief Executive Michael Sanders’ at the UK’s What Works Centre for Children’s Social Care, as he led a research program aimed at improving the morale of social workers in her case, “The What Works Centre: Using Behavioural Science to Improve Social Worker Well-being.”
This is a presentation on training strategies for teaching prepared at Kendriya Vidyalaya Sangathan, ZIET Mysore by Mr. Binoy PGT English and Faculty Member of ZIET Mysore.
Get your quality homework help now and stand out.Our professional writers are committed to excellence. We have trained the best scholars in different fields of study.Contact us now at http://www.premiumessays.net/ and place your order at affordable price done within set deadlines.We always have someone online ready to answer all your queries and take your requests.
Get your quality homework help now and stand out.Our professional writers are committed to excellence. We have trained the best scholars in different fields of study.Contact us now at http://www.premiumessays.net/ and place your order at affordable price done within set deadlines.We always have someone online ready to answer all your queries and take your requests.
This slide set presents a model of the teaching/learning role - the main purposes of the role, core capabilities, key tasks, extended capabilities and underpinning foundational capabilities..
Teacher's Rock: Building Teacher Morale in the Age of AccountabilitytheCSCL
Are you wondering how to increase teacher morale in your school? In Dr. Preble's new presentation, you can learn how to reduce your school's burnout rate for teachers, lower employee stress, and generally improve the morale of you and your teachers today!
Part of Dr. Preble's "6 Core Strategies." Visit this site to learn more:
thecscldotcom.wix.com/corestrategies
Pre-reading for Minicourse M1 at the IHI National Forum: One Day School for H...NHS Improving Quality
This is the pre-reading for the "flipped classroom" Minicourse M1: One day School for Healthcare Radicals to be held at the Institute for Healthcare Improvement National Forum on 7th December 2015
This is the full transcript of the Edge Talk webinar, presented by Rebels at Work on Friday, 2 October.
Lois Kelly and Carmen Medina of Rebels at Work looked at common mistakes in developing and introducing new ideas and discuss important and often overlooked organizational, interpersonal and personal self-awareness practices needed to navigate the journey from ‘I see a problem and have an idea’ to the idea being adopted.
Pre work for minicourse M1 at the IHI National Forum 7th December 2015NHS Improving Quality
This is the "flipped classroom" pre-reading for minicourse M1 "a one day school for health and care radicals" at the Institute for Healthcare Improvement National Forum 7th December 2015
This is the study guide for Module 3 of the School for Health and Care Radicals: Rolling with Resistance.
This module looks at the issue of 'resistance to change’: rather than seeing resistance as a negative thing, we shift our perspective so that we see dissent, diversity and disruption as essential components of effective change.
Agenda:
What do we mean by resistance to change?
What are some of the ways to look at resistance to change?
Importance of diversity in leading change and its implications in terms of resistance
Diversity is critical to innovation and change
Being a champion for diversity
Impact and intent
The effectiveness of a change agent is not a matter of intention; it’s a matter of impact
How to stop talking at someone and start talking to them
What you can do to build impact and intent
Using the Stages of Change model to help people through change
Why do people resist change?
What is the transtheoretical model of behaviour change?
An example of the model in practice
What we tend to do when dealing with resistance and what we should do
Questions for reflection:
What does resistance mean to you?
Think about the things you resist as well as your responses to others’ resistance
How do you work with resistance as a change leader?
How can you make sure that the changes you make achieve the impact you desire and are sustainable?
….. do not create dependency?
….. generate self-efficacy in others?
Who are you interacting with and where they are on the Stages of Change model?
Call to action:
Reflect deeply on how you operate as an agent for change.
Consider the impact of your communication and behaviour beyond your intent.
Listen to others’ views, engage others in change and help others through the stages of change.
This is the Study Guide for Module 4 of the School for Health and Care Radicals. This module brings together themes from earlier modules and examines ways of bringing your aspirations for change to fruition. We will look at the NHS Change model and the energy model and consider the importance of balancing different types of energy and recognising the need for both extrinsic and intrinsic motivation.
Agenda:
Why change efforts often fail to achieve their objectives
What happens to large-scale change efforts in reality?
Leaders and their role as ‘signal generators’
10 key principles of large-scale change
Intrinsic vs extrinsic motivation and drivers
What is the NHS Change Model and how does it align with the above?
How can you build both intrinsic and extrinsic motivators of change into your efforts?
How can you managed the tension between the two?
Building energy for change
What is energy for change?
What are the five energies?
Characteristics of the high and low end of the energies
What is an energy for change profile?
Creating shared purpose
What is our approach to change?
What is the value of a shared purpose?
How to avoid de facto purpose?
Questions and call to action
Questions for reflection:
How can I make the most of both intrinsic and extrinsic aspects of change?
How can I build energy for change for the long haul?
How can I ensure shared purpose throughout my change process?
What can I do tomorrow to accelerate change?
Call to action:
Reflect on how you can use both intrinsic and extrinsic motivators in your practice as a leader or agent of change.
Seek to ignite energy for change in everyone involved in your project.
Build commitment to shared purpose in all your change efforts.
This is the Study Guide to accompany the first module of the 2015 School for Health and Care Radicals.
This module explores the differences between trouble makers and radicals and provides radicals with understanding about how to 'rock the boat and stay in it'.
The module also highlights learning from the most effective change agents across the globe.
This is a legacy publication from the NHS Institute for Innovation and Improvement. It outlines a framework of five models for thinking about making change happen, based on the work of McKinsey and Co
The Future of Work executive event presentation by Ross Dawson.
When you inspire your workforce to innovate and collaborate, you create tangible business value.
The winning organisations in a hyper-connected world will be those that create many opportunities for their workforce to interact with each other and ‘the outside world’ at scale.
Today’s successful and sustainable businesses all have one thing in common – they have engaged, happy workforces in which the majority are Contributors
How to create change that sticks and spreadsHelen Bevan
This is a talk that Helen Bevan gave at the NHS Transformathon with support from Zoe Lord, Jodi Brown and Hannah Wall at 4am on 28th January.
The NHS Transformathon was a 24 hour virtual event to connect people from all over the world who are leading the way in transforming the health and care system. It took place on 27/28 January 2016.
The entire event was a live broadcast on Google hangout. You can watch all of the sessions. Go to http://theedge.nhsiq.nhs.uk/transformathon/ and click on the title of the session you would like to view. The content is free and available to all.
If you tweet about the content of the Transformathon, please use the hashtag #NHSTform
As change agents we are aware that most effective change starts at ‘the edge’. This module will help us equip ourselves for our journey to the edge and beyond. We’ll explore what we mean by ‘the edge’, and what opportunities there are for health and care change activists to be bridge builders and curators.
School for Change Agents 2017 Module 4NHS Horizons
This module will help us create and sustain the energy we need to make change happen. We will look at a number of practical ideas, tools and resources to help us change the way we do change. We’ll look at why change fails and how you can minimise the risk of it failing by creating a shared purpose and understanding the different energies needed to bring teams with you.
Module 3 study guide - School for Change AgentsNHS Horizons
It is natural to resist change. Rather than seeing resistance as something negative, here we shift our perspective so that we see dissent, diversity and disruption as essential components of effective change. However, we need to build resilience in order to work effectively with resistance. This module offers some tools and techniques to ensure that we remain strong, adaptable and able to continue our work as change agents.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school
This is the study guide for Module 2 of the 2015 School for Health and Care Radicals: Building alliances for change
A golden rule for change activists: You can’t be a radical on your own. This module gives you an understanding of the power of working together by exploring communities of practice and social movements. We identify techniques for connecting with our own and others values and emotions to create a call for action.
Agenda:
•Why we can’t be radicals on our own: building communities for change
–What is a community and how can you find power within communities?
•What can we learn from leaders of social movements?
–The power of one, the power of many
–Calls to action – what are they and how are they powerful?
–What are the characteristics of people or groups within effective social movements?
–How to create change at scale
–What is strategy in this context and how can we define resources?
•Effective framing: telling our stories
–What is framing?
–How to connect with people to take action – connecting with emotions through values
–Creating your narrative and the power of telling stories
•Bridging disconnected groups
–Strong vs. weak ties
•Building your own community
–Who are your communities?
–How to build new communities
Questions for reflection from this module:
•What learning and inspiration can you take from social movement leaders to help you in your role as an agent of change in health and care?
•How will you attract the attention of the people you want to call to action?
•Who are the people who are currently disconnected that you want to unite in order to achieve your goal for change? How can you build a sense of “us” with them?
Call to action from this module:
• Identify which communities you are currently part of and how you can utilise your existing communities for change.
• Reflect on who else you would like to be part of your community for change and take action to connect with them.
• Create your narrative or “call to action” to win other people to your cause.
School for Health and Care Radicals Module 3 Study Guide 2016Horizons NHS
Rolling with Resistance:
It is natural to resist change. Rather than seeing resistance as something negative, here we shift our perspective so that we see dissent, diversity and disruption as essential components of effective change. However, we need to build resilience in order to work effectively with resistance. This module offers some tools and techniques to ensure that we remain strong, adaptable and able to continue our work as change agents.
Module 3 takes place on Thursday 18 February 14.30-16.00 GMT
To find out more about the School for Health and Care Radicals, copy and paste this link into your address bar http://theedge.nhsiq.nhs.uk/school/
Module 1 Study Guide - School for Change Agents NHS Horizons
This first module invites you to continue your journey as a change agent and offers some new ways of thinking about how you work to effect change. The module highlights learning from some of the most effective change agents across the globe, explores the differences between troublemakers and rebels and helps us to understand how to ‘rock the boat and stay in it’.
To find out more about the School, please visit the website http://theedge.nhsiq.nhs.uk/school
Comments by the professorWeek 1 Weekly Summary You have done aLynellBull52
Comments by the professor
Week 1 Weekly Summary
You have done a great job in meeting these outcomes, especially in your discussion of past organizational change projects as connected to your leadership self-awareness. You also opened up a new avenue of self-awareness by complete the Zinger-Folkman Extraordinary Leader Assessment and constructing your strengths-to-strategy plan in the interactive exercise. I encourage you to continue collecting new tools for your leadership toolbox and building leadership capacity throughout this course and afterward. You will find that you will test some of the skills you are discovering (or rediscovering) through this class in your practicum project. Let's keep the dialogue going to foster an understanding of leadership from the evidence that supports guiding change for a compelling practice problem. I enjoyed reading your examples and seeing the insight you were able to have with regard to leading a change in your organization and doing some self-reflection on what you could have done differently. Understanding and explaining the change process as a self-aware leader helps you internalize these ideas for future projects, especially the impending DNP projects. Remember that you can leverage others’ skills and attributes, which also facilitates the team process.
As a reminder, the following Course Outcomes (COs) guided your learning this week
· CO3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PO 6)
· CO5. Formulate selected strategies for leadership and influence across healthcare systems. (PO 8
This week, we discovered that each practice scholar plays a role in transforming healthcare through self-assessment to identify individual leadership gaps. Evaluating leadership gaps builds tacit knowledge to move us toward professional maturity. You now know that insight into improved systems begins with insight into one's self. Improved systems evolve through the collaboration of individuals who are first committed to improving their own practice. Practice scholars are called to transform the health of our nation. I have no doubt that you'll answer the call by reflecting on your individual and professional commitment to gain insight on needed change within yourself, and your organization. Next week, you'll reflect on emotional intelligence and mindfulness in the workplace. So, let's keep going! Your work is needed to improve patient outcomes!
Week 2
Hello! Last week, we explored how the self-aware practice scholar is influencing the practice of nursing and the health of our nation. The call for transformation to improve patient care delivery requires nurse leaders to reach beyond their intellect to their emotional intelligence. By increasing emotional competence, nurse leaders are raising their awareness to make better choices. Establishing and maintaining relationships are essential to leadership, and all relationships have an emotional component. Emotional ...
The School for Health and Care Radical 2016 Module 1 Study GuideHorizons NHS
This first module invites you to continue your journey as a change agent and offers some new ways of thinking about how you work to effect change. The module highlights learning from some of the most effective change agents across the globe, explores the differences between troublemakers and rebels and helps us to understand how to ‘rock the boat and stay in it’.
The golden rule for change activists is: ‘You can’t be a rebel on your own’. This module gives us an understanding of the power of working together by exploring communities of practice and social movements. We identify techniques for connecting with our own and others’ values and emotions to create a call for action.
My Ten Years” ExerciseProject yourself into the future .docxroushhsiu
“My Ten Years”
Exercise
Project yourself into the future ten years from today. When answering, develop the image of what you most hope and dream your life and work will be ten years from today.
In ten years, I am __32__ years old.
If/when I am working, my work is best described as- My work will be described as a leader who will empower other people to succeed in life for their dreams and ambitions while keeping the best interests of the company. I also see myself as a venture capitalist in the future.
In that context, my major work responsibilities are – My main work responsibilities will be business and people development. I want to take care of the people who work in my company and give them independence to show results.
The people I will see or talk to today include – My family, girlfriend and friends from babson college
.
The people whom I live and socialize with are – My family and friends
.
My most important possessions are – My positive attitude towards life
If someone were describing me to a friend today, they would say that - I am very outgoing and friendly.
.
When I have some free time, I spend it – learning a new skill
My leisure or fun activities in a typical week include - Driving and catching up with friends
As I think about my leadership, I take most pride in – I feel I understand people really well and can feel their emotions.
Research Critique Guidelines – Part I
Use this document to organize your essay. Successful completion of this assignment requires that you provide a rationale, include examples, and reference content from the studies in your responses.
Qualitative Studies
Background of Study
1. Summary of studies. Include problem, significance to nursing, purpose, objective, and research question.
How do these two articles support the nurse practice issue you chose?
1. Discuss how these two articles will be used to answer your PICOT question.
2. Describe how the interventions and comparison groups in the articles compare to those identified in your PICOT question.
Method of Study:
1. State the methods of the two articles you are comparing and describe how they are different.
2. Consider the methods you identified in your chosen articles and state one benefit and one limitation of each method.
Results of Study
1. Summarize the key findings of each study in one or two comprehensive paragraphs.
2. What are the implications of the two studies in nursing practice?
Ethical Considerations
1. Discuss two ethical consideration in conducting research.
Describe how the researchers in the two articles you choose took these ethical considerations into account while performing their researc
Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the "Research Critique Guidelines – Part 1" document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content from the studies in ...
Intermediate Draft
Stacey Schultz
BUS4802
Change Management
Capella University
Purpose of Team Development Meeting
Our wellness program has previously been referred to as the Achieving Better Health Wellness Program. With the launch of our new wellness program, we are rebranding our program. The new name of this program should reflect the values of the wellness committee as well as those of the company as it promotes the education of employees about wellness objectives and opportunities.
This team has been assembled to become champions for the new and improved wellness program. This committee has been established to promote a culture of safety and wellness among the company’s employees and their families. Safety is a top priority, and we recognize the direct connection between health and safety.
Responsibilities will include, but not be limited to the following:
· Brainstorm and collaborate with peers to create and promote wellness and safety opportunities within Air Liquide.
· Assist/facilitate wellness challenge administration
· Identify opportunities to encourage and support well-being among coworkers to promote preventative care, well-checks and disease management
Participants
Team Leader –
· Stacey Schultz is a buyer in our Chanhassen office and her favorite activity is yoga.
Team Members –
· Becky Riesgraf works in human resources in our Chanhassen office and her favorite activity is walking
· Amanda Whalen is a Business Analysis in our Dallas office and her favorite activity is running.
· Matt Anderson is in the Dallas office and is a Mechanical Engineer with his favorite activity as softball.
· Nicole Feist is a marketing coordinator in the Chanhassen office with boxing as her favorite activity.
· Mark Stang is a Project Manager in our Chanhassen office and his favorite activity is weight lifting.
Change Management
Change is scary; there is no doubt about it. We were scared to leave our parents homes for the real world. We are scared to leave relationships and jobs or start new ones for fear of the unknown. Sometimes you just need to jump in with both feet and face the unexpected; it might be the next best thing.
Change is endless and constant. We have no choice in the matter except for one aspect; mastering our ability to adapt and to learn. In short, the single most important reason for change mastery is survival. Nature has provided us with many examples of species that have adapted over millions of years in order to survive and thrive until this day. Modern man is one of those examples of adaptation and survival. We as a species did not become the pinnacle of creation by waiting for mutations or relying on physical strength. We mastered our ability to apply what we learned and adapt accordingly.
The first part of each change management is to shift a negative view, a resistance to the change. The second part is to create more positive spin, looking at the change with open eyes. By shifting your focus.
NURS 4020 Leadership Competencies in Nursing and Healthcare Pract.docxhopeaustin33688
NURS 4020: Leadership Competencies in Nursing and Healthcare Practicum
Practicum Change Project
The practicum is designed to help you develop as a scholar practitioner and health leader to promote positive social change in your community. The practicum is an active learning experience that provides you with the opportunity to apply nursing knowledge and skills that you are acquiring in NURS 4020 to current or past experiences in a healthcare setting. The practicum is comprised of selected onsite experiences and weekly practicum discussions. Throughout your practicum experience you will collaborate with leaders and other colleagues, with fellow students in practicum discussion groups, and with your faculty. Each week of the course outlines specific activities or reflections you will engage in during your practicum as you complete your proposed Practicum Change Project. A complete description is presented on the Practicum discussion page of each week and a brief outline of the activities is presented below. The practicum for NURS 4020 is a minimum of 45 hours.
Practicum Change Project Overview
Practicum Change Project Overview
Each week, your instructor will assign a discussion to the class. Within an instructor-assigned discussion team, you will participate in a total of six discussions for this project. Satisfactory completion of these six discussions and a PowerPoint Presentation of your Practicum Change Project will satisfy the requirement for the practicum.
The purpose of the Practicum Change Project is for you to design and offer a change project specific to your work setting to be implemented once the course is over and once approved by management at your setting. The team discussion provides an avenue for you to share ideas, to critique each other’s work, and to offer support to each other. Your instructor will visit your team site to offer guidance as needed. The team discussion is meant to be relaxed and enjoyable. Have fun!
The following is a list of the weekly, project-related discussions and activities.
Week 1
· Discussion: Identify a Change Project
Week 2
· Discussion: Apply Change Theory to the Proposed Change
Week 3
· Attend a multidisciplinary team meeting
· Interview a leader from another clinical discipline
· Discussion: Best ways to communicate change
Week 4:
· Discussion: Manage resources for the Practicum Change Project
Week 5:
· Discussion: Address Quality and Safety Issues
Week 6:
· Discussion: Present Practicum Change Project
Access the following useful information in Course Info:
Practicum Discussion Grading Rubric
PowerPoint Presentation Grading Rubric
Question 1
As discussed earlier, it is common for businesses to change their structure or decide to start a new business. As you begin to research different business formations for this week's written assignment, where are you going to go for assistance? What are some good resources? Once you decide on the business form, how do you go about making the .
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Managing Learning in Times of Change".
During the Covid-19 pandemia leadership and self-leadership has been tested. Here are som advice and findings on what works when leading from remote, during a crisis and also during more normal times
Stopping over-medication of People with Learning Disabilities
(STOMPLD) 2016.
Reducing Inappropriate Psychotropic Drugs in People with a Learning Disability in General Practice and Hospitals in 2016.
Presentation slides Frailty: building understanding, empathy and the skills t...NHS Improving Quality
Frailty: building understanding, empathy and the skills to support self-care
Guest speaker:Dr Dawn Moody, Director - Fusion48
An opportunity to learn about some innovative approaches to making the health and care workforce 'Fit for Frailty'* (*British Geriatrics Society 2015).
Learning outcomes:
To explore the Frailty Fulcrum as a tool for holistic assessment and management of frailty
To hear how Virtual Reality is being used to build empathy for older people living with frailty
To learn about the impact of a county-wide, multi-agency, multi-professional training an toolkit for care professionals working with older people
Resources:www.fusion48.net
Self-management in the community and on the Internet - Presentation 22nd Marc...NHS Improving Quality
LTC Lunch & Learn webinar:- 22nd March 2016
Presenter:- Pete Moore, Educator, Author & Pain Toolkit Trainer
As pain is the most daily health problem reported to a GP-
Developing a national pain strategy- reviews from around the world
Electronic Palliative Care Coordination Systems (EPaCCS): Improving Patient C...NHS Improving Quality
Speaker slides from the national conference, 'Electronic Palliative Care Coordination Systems (EPaCCS): Improving Patient Care at End of Life', 17 March 2016
Fire service as an asset: providing telecare support in the community Webinar...NHS Improving Quality
Guest speaker: Steve Vincent - West Midlands Fire Service & Simon Brake from Coventry Council
Hosted by: Bev Matthews, Long Term Conditions Programme Lead, NHS England
Learning Outcomes:-
To better understand the role that the Fire and Rescue service can provide as a community asset to support health needs Enhancing the quality of life for people by supporting them to stay in their own home, even in a crisis
An overview of the work carried out by NHS England and NHS Improving Quality's Long Term Conditions Sustainable Improvement Team. It puts the case for why person-centred care has to be at the heart of healthcare.
Commissioning Integrated models of care
Kent LTC Year of Care Commissioning Early Implementer Site
Alison Davis, Integration Programme Health and Social Care, Working on behalf of Kent County Council and South Kent Coast and Thanet CCG's
Integrated data to support service redesign decision making 19 01 2016 finalNHS Improving Quality
Integrated data to support service redesign decision making
Leeds LTC Year of Care Commissioning Early Implementer Site
Tricia Cable, Year of Care Lead
Alison Phiri, Business Intelligence Manager
Mohini Chauhan, Year of Care Commissioning Manager
Slides from a lunch and learn webinar hosted by NHS England's Long Term Conditions Team, on the topic of health coaching by lay professionals.
The speakers and Anya de Longh and Jim Phillips.
The final poll for the person centred care images captured at the LTC Midlands and East learning event in November 2015. Which captures person centred care the most to you? Access to records or quality for everyone?
Antibiotic Stewardship by Anushri Srivastava.pptxAnushriSrivastav
Stewardship is the act of taking good care of something.
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
WHO launched the Global Antimicrobial Resistance and Use Surveillance System (GLASS) in 2015 to fill knowledge gaps and inform strategies at all levels.
ACCORDING TO apic.org,
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
ACCORDING TO pewtrusts.org,
Antibiotic stewardship refers to efforts in doctors’ offices, hospitals, long term care facilities, and other health care settings to ensure that antibiotics are used only when necessary and appropriate
According to WHO,
Antimicrobial stewardship is a systematic approach to educate and support health care professionals to follow evidence-based guidelines for prescribing and administering antimicrobials
In 1996, John McGowan and Dale Gerding first applied the term antimicrobial stewardship, where they suggested a causal association between antimicrobial agent use and resistance. They also focused on the urgency of large-scale controlled trials of antimicrobial-use regulation employing sophisticated epidemiologic methods, molecular typing, and precise resistance mechanism analysis.
Antimicrobial Stewardship(AMS) refers to the optimal selection, dosing, and duration of antimicrobial treatment resulting in the best clinical outcome with minimal side effects to the patients and minimal impact on subsequent resistance.
According to the 2019 report, in the US, more than 2.8 million antibiotic-resistant infections occur each year, and more than 35000 people die. In addition to this, it also mentioned that 223,900 cases of Clostridoides difficile occurred in 2017, of which 12800 people died. The report did not include viruses or parasites
VISION
Being proactive
Supporting optimal animal and human health
Exploring ways to reduce overall use of antimicrobials
Using the drugs that prevent and treat disease by killing microscopic organisms in a responsible way
GOAL
to prevent the generation and spread of antimicrobial resistance (AMR). Doing so will preserve the effectiveness of these drugs in animals and humans for years to come.
being to preserve human and animal health and the effectiveness of antimicrobial medications.
to implement a multidisciplinary approach in assembling a stewardship team to include an infectious disease physician, a clinical pharmacist with infectious diseases training, infection preventionist, and a close collaboration with the staff in the clinical microbiology laboratory
to prevent antimicrobial overuse, misuse and abuse.
to minimize the developme
Deep Leg Vein Thrombosis (DVT): Meaning, Causes, Symptoms, Treatment, and Mor...The Lifesciences Magazine
Deep Leg Vein Thrombosis occurs when a blood clot forms in one or more of the deep veins in the legs. These clots can impede blood flow, leading to severe complications.
Empowering ACOs: Leveraging Quality Management Tools for MIPS and BeyondHealth Catalyst
Join us as we delve into the crucial realm of quality reporting for MSSP (Medicare Shared Savings Program) Accountable Care Organizations (ACOs).
In this session, we will explore how a robust quality management solution can empower your organization to meet regulatory requirements and improve processes for MIPS reporting and internal quality programs. Learn how our MeasureAble application enables compliance and fosters continuous improvement.
CRISPR-Cas9, a revolutionary gene-editing tool, holds immense potential to reshape medicine, agriculture, and our understanding of life. But like any powerful tool, it comes with ethical considerations.
Unveiling CRISPR: This naturally occurring bacterial defense system (crRNA & Cas9 protein) fights viruses. Scientists repurposed it for precise gene editing (correction, deletion, insertion) by targeting specific DNA sequences.
The Promise: CRISPR offers exciting possibilities:
Gene Therapy: Correcting genetic diseases like cystic fibrosis.
Agriculture: Engineering crops resistant to pests and harsh environments.
Research: Studying gene function to unlock new knowledge.
The Peril: Ethical concerns demand attention:
Off-target Effects: Unintended DNA edits can have unforeseen consequences.
Eugenics: Misusing CRISPR for designer babies raises social and ethical questions.
Equity: High costs could limit access to this potentially life-saving technology.
The Path Forward: Responsible development is crucial:
International Collaboration: Clear guidelines are needed for research and human trials.
Public Education: Open discussions ensure informed decisions about CRISPR.
Prioritize Safety and Ethics: Safety and ethical principles must be paramount.
CRISPR offers a powerful tool for a better future, but responsible development and addressing ethical concerns are essential. By prioritizing safety, fostering open dialogue, and ensuring equitable access, we can harness CRISPR's power for the benefit of all. (2998 characters)
How many patients does case series should have In comparison to case reports.pdfpubrica101
Pubrica’s team of researchers and writers create scientific and medical research articles, which may be important resources for authors and practitioners. Pubrica medical writers assist you in creating and revising the introduction by alerting the reader to gaps in the chosen study subject. Our professionals understand the order in which the hypothesis topic is followed by the broad subject, the issue, and the backdrop.
https://pubrica.com/academy/case-study-or-series/how-many-patients-does-case-series-should-have-in-comparison-to-case-reports/
Defecation
Normal defecation begins with movement in the left colon, moving stool toward the anus. When stool reaches the rectum, the distention causes relaxation of the internal sphincter and an awareness of the need to defecate. At the time of defecation, the external sphincter relaxes, and abdominal muscles contract, increasing intrarectal pressure and forcing the stool out
The Valsalva maneuver exerts pressure to expel faeces through a voluntary contraction of the abdominal muscles while maintaining forced expiration against a closed airway. Patients with cardiovascular disease, glaucoma, increased intracranial pressure, or a new surgical wound are at greater risk for cardiac dysrhythmias and elevated blood pressure with the Valsalva maneuver and need to avoid straining to pass the stool.
Normal defecation is painless, resulting in passage of soft, formed stool
CONSTIPATION
Constipation is a symptom, not a disease. Improper diet, reduced fluid intake, lack of exercise, and certain medications can cause constipation. For example, patients receiving opiates for pain after surgery often require a stool softener or laxative to prevent constipation. The signs of constipation include infrequent bowel movements (less than every 3 days), difficulty passing stools, excessive straining, inability to defecate at will, and hard feaces
IMPACTION
Fecal impaction results from unrelieved constipation. It is a collection of hardened feces wedged in the rectum that a person cannot expel. In cases of severe impaction the mass extends up into the sigmoid colon.
DIARRHEA
Diarrhea is an increase in the number of stools and the passage of liquid, unformed feces. It is associated with disorders affecting digestion, absorption, and secretion in the GI tract. Intestinal contents pass through the small and large intestine too quickly to allow for the usual absorption of fluid and nutrients. Irritation within the colon results in increased mucus secretion. As a result, feces become watery, and the patient is unable to control the urge to defecate. Normally an anal bag is safe and effective in long-term treatment of patients with fecal incontinence at home, in hospice, or in the hospital. Fecal incontinence is expensive and a potentially dangerous condition in terms of contamination and risk of skin ulceration
HEMORRHOIDS
Hemorrhoids are dilated, engorged veins in the lining of the rectum. They are either external or internal.
FLATULENCE
As gas accumulates in the lumen of the intestines, the bowel wall stretches and distends (flatulence). It is a common cause of abdominal fullness, pain, and cramping. Normally intestinal gas escapes through the mouth (belching) or the anus (passing of flatus)
FECAL INCONTINENCE
Fecal incontinence is the inability to control passage of feces and gas from the anus. Incontinence harms a patient’s body image
PREPARATION AND GIVING OF LAXATIVESACCORDING TO POTTER AND PERRY,
An enema is the instillation of a solution into the rectum and sig
The dimensions of healthcare quality refer to various attributes or aspects that define the standard of healthcare services. These dimensions are used to evaluate, measure, and improve the quality of care provided to patients. A comprehensive understanding of these dimensions ensures that healthcare systems can address various aspects of patient care effectively and holistically. Dimensions of Healthcare Quality and Performance of care include the following; Appropriateness, Availability, Competence, Continuity, Effectiveness, Efficiency, Efficacy, Prevention, Respect and Care, Safety as well as Timeliness.
Leading the Way in Nephrology: Dr. David Greene's Work with Stem Cells for Ki...Dr. David Greene Arizona
As we watch Dr. Greene's continued efforts and research in Arizona, it's clear that stem cell therapy holds a promising key to unlocking new doors in the treatment of kidney disease. With each study and trial, we step closer to a world where kidney disease is no longer a life sentence but a treatable condition, thanks to pioneers like Dr. David Greene.
R3 Stem Cells and Kidney Repair A New Horizon in Nephrology.pptxR3 Stem Cell
R3 Stem Cells and Kidney Repair: A New Horizon in Nephrology" explores groundbreaking advancements in the use of R3 stem cells for kidney disease treatment. This insightful piece delves into the potential of these cells to regenerate damaged kidney tissue, offering new hope for patients and reshaping the future of nephrology.
the IUA Administrative Board and General Assembly meeting
SHCR II Module 5 Study Guide
1. MODULE 5 STUDY GUIDE
Moving beyond the edge
‘In the near future, the edges will be where almost all high-value work
will be done in organizations….
Organizational development and change management need to move to
the edges, and quickly.’
Harold Jarche
http://www.theedge.nhsiq.nhs.uk/school/
@School4Radicals
#SHCR
2. Moving beyond the edge
Module 5 Study Guide 2
Contents
Introduction ............................................................................................................................................3
This study guide ..................................................................................................................................4
The overall goals [learning outcomes] for this module......................................................................4
What are YOUR goals for this module? ..............................................................................................4
Pulling it all together: doing, seeing and being change..........................................................................6
The future of change...............................................................................................................................7
Working on the edge ..............................................................................................................................8
‘I have a dream’: creating your own vision of change..........................................................................10
Call to action .........................................................................................................................................11
Questions for reflection....................................................................................................................11
Bringing it all together ......................................................................................................................12
References for Module 5 ......................................................................................................................13
Additional resources.........................................................................................................................13
Certification and CPD............................................................................................................................14
Gain a certificate as a health and care change agent and claim continuing professional development
points ....................................................................................................................................................14
This Study Guide was prepared for the School for Health and Care Radicals by Pip Hardy.
3. School for Health and Care Radicals
Module 5 Study Guide 3
Module 5
Moving beyond the edge
Introduction
‘Courage is doing what you’re afraid to do. There can be no courage unless you’re scared.’
Eddie Rickenbacker
Welcome to Module 5 from The School for Health and Care Radicals.
In Module 1 we considered what it means to be a health and care radical; we looked at the
differences between radicals and troublemakers and thought about some of the risks inherent in
being a radical. We talked about the importance of living and being the change you want to see in
the world and identified some useful ways of building your own self-efficacy in order to help you be
an effective change agent. Finally, we put our work and learning into practice by making a change
day pledge. We hope that you have continued to reflect on the content of Module 1 and on the
various conversations that have continued via Twitter at #SHCRchat and the Facebook group at
www.facebook.com/groups/1517022528586921/
In Module 2 we shifted the focus from ourselves as individual agents of change to the importance of
community and the power of working together. We looked at lessons from great social movement
leaders and community organisers and discussed techniques for connecting with our own and
others’ values and emotions to create a call for action through the practice of effective framing and
storytelling.
In Module 3 we explored a phenomenon that is familiar to everyone who has tried to make changes:
resistance. It is common to perceive resistance as a negative force, something to be battled with in
order to win ground. It is more fruitful to explore different ways of approaching resistance and
discover the tools that can help to harness the energy of resistance. Indeed, since resistance is
inevitable, it is best to embrace it and make good use
of that energy!
In Module 4 we brought together a number of themes
from earlier modules and examined ways of bringing
your aspirations for change to fruition. We looked
particularly at the NHS Change model and the energy
model and discussed the importance of balancing
different types of energy and recognising the need for
both extrinsic and intrinsic motivation.
4. Moving beyond the edge
Module 5 Study Guide 4
This study guide
This study guide is intended to enhance and complement the web seminar and help deepen your
thinking and reflection. It is not compulsory, but it offers some ideas of things to think about,
questions to ask and inspiring examples and quotations. Please feel free to use this guide as a place
to keep track of your own thoughts and ideas so you will have a record of your work on the module
and the overall programme.
Every week, we will make a study guide available the day before the live web seminar. You can
download the study guide from the website and use it to record your reflections during and after the
seminar. You can also use the study in the discussions you have with your coach, mentor or learning
group after the web seminar.
Throughout this study guide there are shaded sections for you to reflect on your own experiences or
respond to key questions related to the content of the module. We hope that you will free to use
these questions as prompts to your own thinking, and the space provided to record your ideas.
The schedule for the release of the study guides is as follows:
The overall goals [learning outcomes] for this module
By the time you have worked through this module, we hope that you will be able to:
• consolidate the learning from all the previous modules
• investigate the future of change and change agents
• move forward /beyond the edge as a health and care radical with greater confidence
• utilise ongoing opportunities for support and connection
• prepare to seize the opportunities that the future change agenda offers
• build on what you have learned from and contributed to The School for Health and Care
Radicals
• work out how to make your future change story a reality
• prepare to complete the activities to gain certification as a change agent.
What are YOUR goals for this module?
In order to make the most of this module and of the overall programme, you may find it helpful to
give some thought to your own personal goals – what do you hope to achieve by engaging with The
School for Health and Care Radicals? What do you hope to take away from this module?
If you have engaged with the first four modules, please reflect briefly on what you have learned so
far, and begin to connect where you are now in your thinking with your goals for this module,
carrying forward what you have already learned to inform your future intentions.
In Module 1, you were encouraged to think about being the change you want to see and you will
have begun to realise that you are unlikely to accomplish your goal single-handedly. In Module 2,
our focus was on the importance of sharing both power and responsibility and working with others
5. School for Health and Care Radicals
Module 5 Study Guide 5
to accomplish your goals. In Module 3, we turned to the challenge of resistance and looked at
different ways of approaching resistance in order to use its energy to serve our own purposes.
In Module 4, we brought together some of these themes to examine how to bring about the change
we want to see in the world and looked at how the use of different models, including the Change
model and the Energy model, can contribute to this process.
ACTIVITY: THE STORY CONTINUES
What do you hope to achieve from this module?
What aspects of the content of the whole programme have had most impact on you as an
agent, facilitator or leader of change?
How do you see your ongoing role in leading and supporting change?
Have you given any thought to the kinds of changes you may be able to make in your own
work and life to support your plans for change?
6. Moving beyond the edge
Module 5 Study Guide 6
Pulling it all together: doing, seeing and being change
We wanted to offer a framework for thinking about the range of characteristics of an effective
health and care radical. Peter Fuda has identified a number of attributes that seem to be common
to successful change agents. He classifies them as:
Doing - the skills and methods for creating change
Seeing -the ability to make sense of, and reshape perceptions of ‘reality’
Being - personal characteristics and qualities.
A key theme of The School for Health and Care radicals is that we need to build capabilities in all
three categories. Change agents in health and care tend to over-emphasise the ‘doing’ aspects. Our
role is often about making things happen, taking action, getting tasks done. However, unless we
reflect deeply on ‘seeing’ (for instance, the perspective with which we approach ‘resistance to
change’) and ‘being’ (living our values in the ways we operate as change agents every single day), we
don’t create the conditions for radical change.
During the web seminar, we are going to categorise the learning from the School for Health and Care
Radicals into this framework.
7. School for Health and Care Radicals
Module 5 Study Guide 7
ACTIVITY: DOING, SEEING, BEING
What has been some of the key learning of the School for Health and Care Radicals under
each category?
How is your own current balance between doing, seeing and being in your practice as a
change agent?
What might you want to do differently, or additionally in future?
The future of change
‘The greater the abundance of accessible media, the greater the need to
embed thought in important, enduring, and collaborative conversations
that flash across the internet, then out into non-digital realms of
universities, businesses, books, and coffee shop conversations.’
Terry Heick
Change is changing at a dramatic rate and it creates both big opportunities and also challenges for us
as change agents (see the slideshare presentations from Change Agents Worldwide and Steven
Verjans):
Change is happening at a faster rate and is becoming more disruptive
Many of the ways we go about change (and the mindsets upon which these approaches are
based) were designed for a different era and different set of circumstances
Complex work is getting more complex and that makes it difficult to replicate and copy;
creative work is changing more quickly; both require more tacit knowledge which is best
developed through conversation and social relationships rather than instruction manuals
and best practice databases
8. Moving beyond the edge
Module 5 Study Guide 8
Hierarchy, on its own, is becoming less effective as a means of co-ordination and control;
increasingly, change is happening through networks and connections.
ACTIVITY: THE FUTURE OF CHANGE
What are the key themes within the future of change that open up opportunities in your
work as a health and care radical?
How are those themes manifesting themselves?
Working on the edge
‘I want to stand as close to the edge as I can without
going over; on the edge you find things that you can’t
see from the centre.’
Kurt Vonnegut
Global thought leaders in disruptive transformation such as
Clayton Christensen, John Kenagy and Greg Satell are increasingly
showing that the most radical thinking about future possibilities
tends to come from the edge of organisations and systems rather
than the centre. An increasing number of organisations with
transformational aspirations are moving their innovation and
improvement teams to ‘the edge’ to incubate radical, future-
focused ideas.
As health and care radicals, we should reflect on how we can
operate ‘at the edge’ of our organisations and systems to promote
the most innovative thinking and practice.
One of our radicals shared a reflection recently. We were discussing the challenges of working as a
change agent. She described the work she has been doing in the NHS, first as a nurse and then in a
variety of other roles. She said:
9. School for Health and Care Radicals
Module 5 Study Guide 9
‘I’m not really an implementer of change, but someone who stimulates
change. I have always worked in the margins of organisations,
somewhere around the edges. Actually, I’ve done loads of jobs that no
one else wants to do, dealing with intractable problems, listening to
complaints, challenging the status quo …. But I like that. I like seeing what
we can really do, test how far we can go. And the opportunity to make a
real difference is often about being in a difficult place where you are
pushing boundaries and helping people to see a new way that may be
better for everyone.
Not everything I’ve wanted to do has been right, of course. But I guess
radicals need to be resilient enough to see that if one idea doesn’t work
out, you can have another good idea and move on.
For me, being a radical is more an attitude than any specific things I’ve
achieved. It’s about asking questions: Why? Why not? Why can’t we
support patients by telephone or online? Why can’t we give people access
to their own records? Why can’t we allow patients to support each other?
Sometimes it’s hard to be a radical, but it does get easier as you do it
more!’
Working on the edges in this way, as a stimulus for change, is a bit like the grit in the oyster – it’s
necessary in order for the pearl to grow.
‘Rebels on the edges’ Harold Jarche
10. Moving beyond the edge
Module 5 Study Guide 10
‘I have a dream’: creating your own vision of change
Every light was a story and the flashes themselves were the stories going
out over the waves, as markers and guides, comfort and warning.’
Jeanette Winterson
Throughout the five modules of The School for Health and Care Radicals, we have suggested that
you build your story as an agent of change. The first task in each study guide has been to reflect on
the next phase of your story. As change agents, we must be aware of where we come from, where
we are and where we want to go. Change agents in health and care should be aware of markers of
good practice, warnings of poor practice, the comfort offered by the support of others and able to
create guides to improved future practice.
ACTIVITY: DREAM THE STORY, BE THE CHANGE
What is your future story of change, your dream?
What are the markers of good practice that will support your change?
What are the warnings of poor practice that offer the opportunity for change?
What resources, in terms of people, communities etc. will provide comfort to you in your
change efforts?
How will you guide others towards the change that you see and you wish them to be?
11. School for Health and Care Radicals
Module 5 Study Guide 11
As we near the end of our journey through the School for Health and Care Radicals, we encourage
you to continue to dream and to build on the energy and intentions you have discovered over the
past five weeks. We hope that you will continue to share your vision with others so that the story
can continue.
‘It was a long story, and like most of the stories in the world, never
finished. There was an ending - there always is - but the story went on
past the ending - it always does.’
Jeanette Winterson
Call to action
We hope that you will take the next steps with The School for Health and Care Radicals and
undertake the learning and reflection process that will enable you to gain your certificate as a
change agent. The process is set out at the end of this study guide.
• Consider why it would be beneficial for you to be a certified change agent.
• Identify people who might help you with this process.
• Think about the actions you will take now and in the future.
• Ifyour change action is something that could be shared for Change Day, please add it on
www.changeday.nhs.uk
• Plan to complete the follow-up work for certification.
Questions for reflection
Each web seminar ends with some questions for you to reflect on during the week. Here are the
questions for this week.
QUESTIONS FOR REFLECTION
1 How can I move in the direction of change in ways that will help me bring about the changes I
want to see?
2 How will I build on my experiences of the School for Health and Care Radicals?
3 How will I build networks and communities in support of the changes I want to see?
12. Moving beyond the edge
Module 5 Study Guide 12
Bringing it all together
Make a note of the things that stand out for you from this module and then give some thought to
how you will use your new learning to make a difference.
REFLECTION: MAKING IT REAL
What have you learned?
How do you know you’ve learned it?
How will you take your learning forward? What will you do differently?
As we draw our final module to a close, we would like to leave you with some inspiration,
encouragement and hope for the future.
Everything is going to be all right
Why should I not be glad
To contemplate the clouds clearing beyond the
dormer window
And a high tide reflecting on the ceiling
There will be dying,
There will be crying, but there is no need to go into
that
The poems will flow from the heart unbidden
And the hidden source is the watchful heart
The sun will rise despite everything
And the far cities are beautiful and bright
I lie here in a riot of sunlight watching the daybreak and the clouds flying
Everything is going to be all right.
Derek Mahon
13. School for Health and Care Radicals
Module 5 Study Guide 13
References for Module 5
Change Agents Worldwide (2013) Moving forward with social collaboration SlideShare
Fuda P (2012) 15 qualities of a transformational change agent
Jarche, H (2013) Rebels on the edges
Schillinger C (2014) Top-Down is a Serious Disease. But It Can Be Treated Changing the world of
work: one human at a time, Change Agents Worldwide
Shinners C (2014) New Mindsets for the Workplace Web Changing the world of work: one human at
a time, Change Agents Worldwide
Williams B (2014) Working Out Loud: When You Do That… I Do This Changing the world of work: one
human at a time, Change Agents Worldwide
Verjans S (2013) How social media changes the way we work together SlideShare
Winterson, J (2008) The Stone Gods. Harcourt
Additional resources
Prof Mark Williams (Oxford) on Mindfulness
http://www.youtube.com/watch?v=WY08aXxor20#t=327
Prof. Steve Peters ‘The Chimp Paradox’ Optimising the Performance of the Human Mind
http://www.youtube.com/watch?v=R-KI1D5NPJs
Prof Willoughby Britton ‘Why a neuroscientist would study meditation’
http://www.youtube.com/watch?v=TR8TjCncvIw
Howard Martin - engaging the Intelligence of the heart (Heartmath.org)
http://www.youtube.com/watch?v=A9kQBAH1nK4
Barbara Arrowsmith-Young ‘The Woman who Changed her Brain’
http://www.youtube.com/watch?v=o0td5aw1KXA
Brene Brown ‘The power of vulnerability’
http://www.youtube.com/watch?v=iCvmsMzlF7o
14. Moving beyond the edge
Module 5 Study Guide 14
Certification and CPD
Gain a certificate as a health and care change agent and claim
continuing professional development points
Get certificated!
Take some actions to demonstrate your learning from the School for Health and Care Radicals
and become a ‘certificated change agent.’
If you complete the learning process to a satisfactory level you will:
be recognised as a ‘certificated change agent’ by the School for Health and Care Radicals
and NHS Improving Quality
be awarded a virtual badge that you can use on your email signature, personal website,
LinkedIn profile etc.
be invited to take part in one of our virtual graduation ceremonies
receive a certificate.
Can I apply for CPD points for attending the school?
Yes, you can!
The certificate that you will receive, if you choose to go through the process, will be sent along with
a document that contains details about the modules, including the topics they covered and the
length of time for each module. You will then be able to use this information and certificate in your
own personal CPD portfolio that you submit to your Royal College or professional association.
What do I need to do to be awarded the certificate?
You need to demonstrate that you have used the learning from the School for Health and Care
Radicals within a change action in your working environment.
You need to complete the enclosed form and return it to School (Radicals@NHSIQ.nhs.uk) by 17.00
on 31st
of March 2015.
Questions and Answers
Q:
A:
I wasn’t able to take part in all the live web seminars. Can I still get my certificate?
Yes, as long as you have watched and reflected on all five modules, either live or recorded and
undertaken the required work.
Q:
A:
I won’t have finished my action by 31st
March 2015. Can I still get my certificate?
Yes. Your answers to the questions can include what you plan to do to complete your action as
well as action you have taken before 31st
March 2015.
Q:
A:
What happens after I have submitted the template?
Your submission will be considered by the certification committee of the School for Health and
Care Radicals. You will hear by 30th
April 2015 if your submission is of the required standard to
gain certification as a change agent.
Q:
A:
Do I have to pay to get certificated?
There is no fee for certification.
15. School for Health and Care Radicals
Module 5 Study Guide 15
The School for Health and Care Radicals
Submission for certification as a change agent
Name:
Postal
address:
Email
address:
Question 1: Tell us about any change that you have initiated or supported as a result of your
participation in the School for Health and Care Radicals (100 words max).
Question 2: Why was making this change important to you? (100 words max)
Question 3: What actions have you taken to implement your change? (100 words max)
16. Moving beyond the edge
Module 5 Study Guide 16
Question 4: Which specific models or frameworks from the School for Health and Care
Radicals were you able to apply in implementing your change? (300 words max)
Question 5: How has the School for Health and Care Radicals helped you to develop as a
change agent? (250 words max)
Question 6: What has been the outcome so far of your change? What will the future
outcomes be? (250 words max)
In addition, please tick to confirm you have done the following:
I have participated in or watched the web seminars for all five of the modules
I have applied what I have learnt from the School to a ‘real’ change
I have completed the evaluation process for the School for Health and Care
Radicals
Please return your completed submission to School (Radicals@NHSIQ.NHS.UK) by 17.00 on
31st
of March 2015.