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Patient experience and reflective learning (PEARL): a mixed methods protocol for staff insight development in acute and intensive care medicine in the UK

INTRODUCTION: Patient and staff experiences are strongly influenced by attitudes and behaviours, and provide important insights into care quality. Patient and staff feedback could be used more effectively to enhance behaviours and improve care through systematic integration with techniques for refle...

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Autores principales: Brookes, Olivia, Brown, Celia, Tarrant, Carolyn, Archer, Julian, Buckley, Duncan, Buckley, Lisa Marie, Clement, Ian, Evison, Felicity, Gao Smith, Fang, Gibbins, Chris, Hayton, Emma, Jones, Jennifer, Lilford, Richard, Mullhi, Randeep, Packer, Greg, Perkins, Gavin, Shelton, Jonathan, Snelson, Catherine, Sullivan, Paul, Vlaev, Ivo, Wolstenholme, Daniel, Wright, Stephen E, Bion, Julian
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BMJ Publishing Group 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6661565/
https://www.ncbi.nlm.nih.gov/pubmed/31345985
http://dx.doi.org/10.1136/bmjopen-2019-030679
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author Brookes, Olivia
Brown, Celia
Tarrant, Carolyn
Archer, Julian
Buckley, Duncan
Buckley, Lisa Marie
Clement, Ian
Evison, Felicity
Gao Smith, Fang
Gibbins, Chris
Hayton, Emma
Jones, Jennifer
Lilford, Richard
Mullhi, Randeep
Packer, Greg
Perkins, Gavin
Shelton, Jonathan
Snelson, Catherine
Sullivan, Paul
Vlaev, Ivo
Wolstenholme, Daniel
Wright, Stephen E
Bion, Julian
author_facet Brookes, Olivia
Brown, Celia
Tarrant, Carolyn
Archer, Julian
Buckley, Duncan
Buckley, Lisa Marie
Clement, Ian
Evison, Felicity
Gao Smith, Fang
Gibbins, Chris
Hayton, Emma
Jones, Jennifer
Lilford, Richard
Mullhi, Randeep
Packer, Greg
Perkins, Gavin
Shelton, Jonathan
Snelson, Catherine
Sullivan, Paul
Vlaev, Ivo
Wolstenholme, Daniel
Wright, Stephen E
Bion, Julian
author_sort Brookes, Olivia
collection PubMed
description INTRODUCTION: Patient and staff experiences are strongly influenced by attitudes and behaviours, and provide important insights into care quality. Patient and staff feedback could be used more effectively to enhance behaviours and improve care through systematic integration with techniques for reflective learning. We aim to develop a reflective learning framework and toolkit for healthcare staff to improve patient, family and staff experience. METHODS & ANALYSIS: Local project teams including staff and patients from the acute medical units (AMUs) and intensive care units (ICUs) of three National Health Service trusts will implement two experience surveys derived from existing instruments: a continuous patient and relative survey and an annual staff survey. Survey data will be supplemented by ethnographic interviews and observations in the workplace to evaluate barriers to and facilitators of reflective learning. Using facilitated iterative co-design, local project teams will supplement survey data with their experiences of healthcare to identify events, actions, activities and interventions which promote personal insight and empathy through reflective learning. Outputs will be collated by the central project team to develop a reflective learning framework and toolkit which will be fed back to the local groups for review, refinement and piloting. The development process will be mapped to a conceptual theory of reflective learning which combines psychological and pedagogical theories of learning, alongside theories of behaviour change based on capability, opportunity and motivation influencing behaviour. The output will be a locally-adaptable workplace-based toolkit providing guidance on using reflective learning to incorporate patient and staff experience in routine clinical activities. ETHICS & DISSEMINATION: The PEARL project has received ethics approval from the London Brent Research Ethics Committee (REC Ref 16/LO/224). We propose a national cluster randomised step-wedge trial of the toolkit developed for large-scale evaluation of impact on patient outcomes.
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spelling pubmed-66615652019-08-07 Patient experience and reflective learning (PEARL): a mixed methods protocol for staff insight development in acute and intensive care medicine in the UK Brookes, Olivia Brown, Celia Tarrant, Carolyn Archer, Julian Buckley, Duncan Buckley, Lisa Marie Clement, Ian Evison, Felicity Gao Smith, Fang Gibbins, Chris Hayton, Emma Jones, Jennifer Lilford, Richard Mullhi, Randeep Packer, Greg Perkins, Gavin Shelton, Jonathan Snelson, Catherine Sullivan, Paul Vlaev, Ivo Wolstenholme, Daniel Wright, Stephen E Bion, Julian BMJ Open Health Services Research INTRODUCTION: Patient and staff experiences are strongly influenced by attitudes and behaviours, and provide important insights into care quality. Patient and staff feedback could be used more effectively to enhance behaviours and improve care through systematic integration with techniques for reflective learning. We aim to develop a reflective learning framework and toolkit for healthcare staff to improve patient, family and staff experience. METHODS & ANALYSIS: Local project teams including staff and patients from the acute medical units (AMUs) and intensive care units (ICUs) of three National Health Service trusts will implement two experience surveys derived from existing instruments: a continuous patient and relative survey and an annual staff survey. Survey data will be supplemented by ethnographic interviews and observations in the workplace to evaluate barriers to and facilitators of reflective learning. Using facilitated iterative co-design, local project teams will supplement survey data with their experiences of healthcare to identify events, actions, activities and interventions which promote personal insight and empathy through reflective learning. Outputs will be collated by the central project team to develop a reflective learning framework and toolkit which will be fed back to the local groups for review, refinement and piloting. The development process will be mapped to a conceptual theory of reflective learning which combines psychological and pedagogical theories of learning, alongside theories of behaviour change based on capability, opportunity and motivation influencing behaviour. The output will be a locally-adaptable workplace-based toolkit providing guidance on using reflective learning to incorporate patient and staff experience in routine clinical activities. ETHICS & DISSEMINATION: The PEARL project has received ethics approval from the London Brent Research Ethics Committee (REC Ref 16/LO/224). We propose a national cluster randomised step-wedge trial of the toolkit developed for large-scale evaluation of impact on patient outcomes. BMJ Publishing Group 2019-07-24 /pmc/articles/PMC6661565/ /pubmed/31345985 http://dx.doi.org/10.1136/bmjopen-2019-030679 Text en © Author(s) (or their employer(s)) 2019. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/.
spellingShingle Health Services Research
Brookes, Olivia
Brown, Celia
Tarrant, Carolyn
Archer, Julian
Buckley, Duncan
Buckley, Lisa Marie
Clement, Ian
Evison, Felicity
Gao Smith, Fang
Gibbins, Chris
Hayton, Emma
Jones, Jennifer
Lilford, Richard
Mullhi, Randeep
Packer, Greg
Perkins, Gavin
Shelton, Jonathan
Snelson, Catherine
Sullivan, Paul
Vlaev, Ivo
Wolstenholme, Daniel
Wright, Stephen E
Bion, Julian
Patient experience and reflective learning (PEARL): a mixed methods protocol for staff insight development in acute and intensive care medicine in the UK
title Patient experience and reflective learning (PEARL): a mixed methods protocol for staff insight development in acute and intensive care medicine in the UK
title_full Patient experience and reflective learning (PEARL): a mixed methods protocol for staff insight development in acute and intensive care medicine in the UK
title_fullStr Patient experience and reflective learning (PEARL): a mixed methods protocol for staff insight development in acute and intensive care medicine in the UK
title_full_unstemmed Patient experience and reflective learning (PEARL): a mixed methods protocol for staff insight development in acute and intensive care medicine in the UK
title_short Patient experience and reflective learning (PEARL): a mixed methods protocol for staff insight development in acute and intensive care medicine in the UK
title_sort patient experience and reflective learning (pearl): a mixed methods protocol for staff insight development in acute and intensive care medicine in the uk
topic Health Services Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6661565/
https://www.ncbi.nlm.nih.gov/pubmed/31345985
http://dx.doi.org/10.1136/bmjopen-2019-030679
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