Tools for Practice Development


Participants will develop a visual presentation on the following topic.  
An exploration of ONE (1) of the nine (9) Principles of Practice Development 
Found in prescribed text - Manley,K. McCormack,B. Titchen,A. 2013 Practice Development in Nursing and Healthcare
The presentation should be small and contained and should demonstrate 
•    Understanding of the chosen principle.
•    Engagement and interpretation of the conceptual ideas of the chosen principle
•    Originality and creativity.
You may choose to consider imagery that is sourced on-line, photos you have taken yourself, images you have drawn or painted yourself.
The presentation should be a pdf document containing 
I.    Approximately 2-4 images
II.    500 word explanation of why the images were chosen and what they represent.
Assessment task 2
Participants are to develop a case study based on the following criteria:
I.    Students will demonstrate the use of a practice development evaluation process or tool. The process or tool will be chosen to evaluate either a current project or issue or a project or issue they have previously experienced. Students will need to clearly demonstrate the method that has been applied. The student must demonstrate the use of a process or tool and an understanding of the reason why this process or tool has been chosen.
II.    Students will develop an action plan as an outcome of the evaluation process or tool. The action plan will take the form of a proposal if this is a new project or it may be a plan of action, which outlines how the tool would be implemented and identifies relevant goals.
The process or tool must be consistent with Practice Development and CIP (Collaborative,Inclusive,and Participatory) principles.
Assessment task 3
Participants are to write an academic paper exploring Workplace Culture in the context of Practice Development. 
The paper will explore;
•    the theoretical underpinnings of Workplace Culture
•    the practical implications of effective Workplace Culture considering areas such as Person Centred Care, patient outcomes, staff satisfaction and retention among others.
The paper will demonstrate an understanding of the practice development principles ofCollaboration, Inclusion and Participation in relation Workplace Culture.



This report outlines the drivers for the practice development as well as the excellence under practice which is followed out the detailed outline of the terms and the phrases which are facilitated when practice. Over the last decade, it has been argued by Page & Hamer (2013) that the term of practice development or PD is being associated with the supporting modernization and also the organizational, service along with the quality improvements and also more important to promote the patient-centeredness(LoBiondo-Wood & Haber, 2017). For promoting the patient-centred care, when advocated by McCormack (2012), it is also arguably needed to check the kingpin of the excellence without achieving and also providing the quality care along with the services. Also McSherry and Driscoll argued that inspire of the plethora of the literature which is outlining their relative strengths along with the weaknesses for the development of the practice in case of health as well as the social care professions, there is limited number of evidences that are available while substantiating the existence of the knowledge base in case of the field of practice development and also its improvement for the practice of excellence(De Raeve, et al., 2017).
Thus this paper elaborates the development of the tool used for guiding the clinicians, mainly nursing when engaging with each other around the change of the practice.

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Nursing Research and Development Unit (NRDU) under Victoria University of Wellington Graduate School of the Nursing undertakes some practice development work under the number of wards along with the clinical units. There are some significant changes in the way which is needed to deliver in case of areas and also the beginning of checking the improvement of the patient outcomes. For assistance, there are units for building the skills along with the engagement for apparent past attempts for working together when there are marked by the conflict. A practice development unit or tool, named BEET (Building Effective Engagement Tool), has been decided by the staff of the units of NRDU so that they will decide the practice and also the change of the teams as charged with the engagement for the requirement of the framework which is followed for the reason of familiar scripts in order to continue under the counselling analogy. The staffs under the practice change team thus have agreed upon the behaviour of the services or with other staff. In that scenario, an agreed responsibility is being predicted based on the theory, that there is a change in practice team to check in which way they are engaged with the services as well as the individuals so that there is an effective change in the behaviour for individuals or the services.
Evaluation of the impact as well as the effectiveness for the practice of the development under the care through the research which is being increased for understanding the factors that are found to engage to contribute along with sustain about the practice development process. This also includes the significance for the facilitation along with active collaboration and the learning, teamwork as well as the context(Carter, et al., 2015).
As per McCorrnack and McCance (2010), the person-centred nursing framework can be identified with four outcomes so that it will reflect the development of the person-centred culture. Also, it is most significant that the outcomes have to apply to the staff along with the patients or residents along with other families(Sandelowski, 2015). Those four outcomes are:

1.    Creating the therapeutic culture
2.    Involvement with care
3.    Satisfaction with care, and also
4.    Feeling of wellbeing.
It is also observed that two changes can be possible under the outcomes of the component of the framework of BEET:
Creation of the therapeutic culture: This kind of change is used to create a healthful culture and thereby can reflect the dialogue internationally under the meaning of therapeutic in respect to the benefit of health. In this scenario, the healthful culture is being reflected the work environment in which the staffs are going to support and also enable for delivering the therapeutic care, which in turn also enhances the retention along with the job satisfaction(Meretoja, et al., 2018).
Satisfaction with Care: It is noted to be reframed under the experience of the good care where the particular aspect for the satisfaction is being concerned under the practice of development of the work. Patients experience is always taken into higher consideration in case of evaluating the effectiveness of healthcare internationally. It is also needed to consider that the experience for delivering the good care with the positive feedback has to follow the key factor within the creation of the culture. It provides motivation along with respects with which they are found to be worked.
On the other hand, this tool is necessary to guide the charged in the case to produce the evidence under the stakeholders in order to value the practice development initiatives. It is basically called CIPP or context, input, process and product which also in turn which also includes  Fourth Generation Evaluation, Realistic Evaluation along with Praxis Evaluation. Moreover, a careful planning is required for the complete evaluation and it can be done through the macro level and it is discussed thoroughly in nest section(Liaw, et al., 2018).


In order to evaluate an action or evaluation plan, an example of ward 8b within a healthcare organization has been taken where the action plan is illustrated with considering the
“Good Enough Evaluation Approach”. 
Under this approach following purposes are being solved:
1.    Clear Purpose Key Issues: It is important to consider for improving the fluid balance documentation within ward 8b and it is also ensured that all kind of patients will receive sufficient hydration or not.

2.    Deliver Appropriate and in time: The overall evaluation report is being presented under the staff and also the manager of the ward 8b after a month while the final data are being collected. Moreover, in this phase of the plan, the report would be sent for the IT along with quality improvement departments. 
Also from learned lessons and recommendations, the action plan is being formulated under the ward 8b under the supervision of the quality improvement team. It clearly outlines the role and the responsibilities of the team members within this phase with related timeliness(Kahya & Oral, 2018). 
3.    Use of Toolkits and the methods: Another purpose of this evaluation technique is found in the case to capture the current practice for those patients under the ward 8b and it is then used for measuring the data under the phase of intervention which is lasted for at least six months and also another six months for post-intervention. The main purpose of improving the documentation of the subject of fluid balance and thus it is being ensured the appropriate hydration status in case of all patients. Furthermore, within the hospital, there is the IT department which has the responsibility for testing the appropriate fluid balance app to measure the effectiveness in order to capture the data. It is important to measure the data because the organization is required to report this fluid balance data in statewide government organization which is more important as it will ensure that the collected data from ward 8b would meet every guideline under statewide reporting mandate.

4.    Decide direction as well as intention: This evaluation technique has another importance for the patients along with the staff within the ward 8b so that the document would not be changed while practice and that would improve care. Additionally, the support from the staff is much important as it has been engaged with the change process which has been provided with the opportunities for sharing the ideas in the case to improve and also to overcome the barriers for the change(Wilson & McCance, 2015).



Therefore, the above approach of Good Enough Framework is very much useful and popular to grow the knowledge in nursing within Europe and Australia from some couple of years. There is a very good positive feedback about this training and practice approach from those schools and thus it has been indicated that this approach has extensive use as the participants can get chance to apply this approach in their workplace as well. This framework is thus extensively designed for ensuring the focus on the evaluation process and thereby this is all about a person-centered practice approach rather a technical approach for measuring an outcome(Liaw, et al., 2018).



From the above discussion, it can be concluded that for a successful change in clinical practice is always kept in mind and also without any engagement the collaborative outcome would not be possible. The development of BEET as a practice tool is done for assisting the clinicians so that it can be focused on the improvement of any kind of health service outcomes. On the other hand, the Good Enough Evaluation Approach is also helpful for set up an action plan effectively within the healthcare organization.


Carter, A., Creedy, D. & Sidebotham, M., 2015. Evaluation of tools used to measure critical thinking development in nursing and midwifery undergraduate students: a systematic review.Nurse education today, 35(7), pp. 864-874.
De Raeve, P. et al., 2017. Enhancing the provision of health and social care in Europe through eHealth. International nursing review, 64(1), pp. 33-41.
Kahya, E. & Oral, N., 2018. Measurement of clinical nurse performance: Developing a tool including contextual items.Journal of Nursing Education and Practice,8(6), pp. 112-115.
Liaw, S. et al., 2018. Development and psychometric testing of a Clinical Reasoning Evaluation Simulation Tool (CREST) for assessing nursing students' abilities to recognize and respond to clinical deterioration.Nurse education today, 63(2), pp. 74-79.
LoBiondo-Wood, G. & Haber, J., 2017. Nursing Research-E-Book: Methods and Critical Appraisal for Evidence-Based Practice.. 1st ed. New York: Elsevier Health Sciences.
Meretoja, R., Tarr, T. & Strandell-Laine, C., 2018. The CLES Scale as a National Quality Tool for Clinical Learning and Teaching.The CLES-Scale: An Evaluation Tool for Healthcare Education, 45(1), pp. 47-53.
Sandelowski, M., 2015. A matter of taste: evaluating the quality of qualitative research. The nursingInquiry, 22(2), pp. 86-94.
Walsh, K., Lawless, J., Moss, C. & Allbon, C., 2005. The development of an engagement tool for practice development. Practice Development in HealthCare, 4(3), pp. 124-130.
Wilson, V. & McCance, T., 2015. Good enough evaluation. International Practice Development Journal, 34(2), pp. 1-9.



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