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INNOVATIVE THINKINGFOR THE REAL WORLD
Exploring the Benefits of the Service Improvement Project
Lynne Harrison, School of Health
INNOVATIVE THINKINGFOR THE REAL WORLDINNOVATIVE THINKINGFOR THE REAL WORLD
Advanced Work Based Practice Project:Setting the Context
Design and Construction Structured proposal 3000 words Learning contract and story board: Project planning competencies
Delivery and Implementation Conference poster presentation, including an oral defence Learning contract and storyboard: Critical reflection of
implementation learning journey Evaluation
Evaluation report 7000 words, including process and outcome evaluation
Learning contract and storyboard: QIPP , SWOT analysis
INNOVATIVE THINKINGFOR THE REAL WORLDINNOVATIVE THINKINGFOR THE REAL WORLD
Project Core Conditions. The project must:
Based in clinical practice and have some benefit for patients, other practitioners and the organisation.Patients as the central focus.Based on an area of weakness (identified or
assumed/perceived).
Be desired by the organisation. Fit with the mission, values, of the organisationCommensurate with business planning policies
INNOVATIVE THINKINGFOR THE REAL WORLDINNOVATIVE THINKINGFOR THE REAL WORLD
Project Core Conditions. The project must:
Be based on evidence of need (base line on data).Problem or challenge needs to be surfaced and analysed to
ascertain the root cause.Baseline data required.
Approved by the line manager.Confirms the need and support in terms of business planningActs as a filter and conduit with university.
INNOVATIVE THINKINGFOR THE REAL WORLDINNOVATIVE THINKINGFOR THE REAL WORLD
Project Core Conditions. The project must:
Conform to trust policies and regulations.As an employee and as a registered practitionerProtection of the publicCollection and dissemination/use of data.
Adopt evidence-based approaches to care and service delivery.Critical appraisal of evidence base for innovation
INNOVATIVE THINKINGFOR THE REAL WORLDINNOVATIVE THINKINGFOR THE REAL WORLD
Project Core Conditions. The project must:
Be resourced (if required) by the practice setting/organisation.Potential for income generation, increased turn
–over/throughput, cost savings, workforce re-engineering. Be agreed by the module leader/project supervisor
as meeting the academic requirements of the module.Requirement of an academic programmeTripartite relationship and work based learning model
INNOVATIVE THINKINGFOR THE REAL WORLD
Model for Improvement and PDSA Cycle.
Tenant that students must work with right from day 1.1. Check that you are doing things
right – process evaluation
2. Check that you are doing the right thing - outcome
evaluation. Have the changes resulted in any improvement?
INNOVATIVE THINKINGFOR THE REAL WORLDINNOVATIVE THINKINGFOR THE REAL WORLD
Evaluation: What is it?
A systematic assessment of the implementation and impact of a project, programme or initiative.
Judges the value of something by gathering information
Data gathering mechanisms and data analysis processes must be robust.
INNOVATIVE THINKINGFOR THE REAL WORLDINNOVATIVE THINKINGFOR THE REAL WORLD
Metrics that have been used: Some examples
Improved access across servicesAllergy testing service
Quality care when the patient needs it.Paramedic community pathway for COPD
Reduced waiting times.Cardioversion clinic.
INNOVATIVE THINKINGFOR THE REAL WORLDINNOVATIVE THINKINGFOR THE REAL WORLD
Metrics that have been used: Some examples
Income generation.Post op cardiac surgery clinic
Workload redistribution and expansion of services.Cardio version clinic
Patient satisfactionInvolvement in own assessment of risk
INNOVATIVE THINKINGFOR THE REAL WORLDINNOVATIVE THINKINGFOR THE REAL WORLD
Metrics that have been used: Some examples
Reduction in length of stay.Passport to emergency cardiac surgery
Improve documentation and compliance with guidelines.UCC minor injuries assessment proforma
Increase time spent therapeutically with patients.Mental health in-patient observation
documentation and strategy.
INNOVATIVE THINKINGFOR THE REAL WORLDINNOVATIVE THINKINGFOR THE REAL WORLD
Comments from students
“……..I embarked on this journey with very little experience in this field. However, guidance and structure during the contact university days, equipped me with the skills to bring the innovation to fruition. It has been extremely beneficial to my practice and the skills I have learned will be transferable to many situations, not just in terms of project development, but leading my team of clinicians through change. I feel a significant learning experience has been the concept of continual evaluation and engaging with the ‘plan do study act’ cycle from the outset. As the project developed, so did my knowledge and competence and I was seeing where improvements could be made and it was important these were incorporated. ……..”
INNOVATIVE THINKINGFOR THE REAL WORLD
“The work-based practice project has certainly been challenging but at the same time rewarding. It has provided the tools and experience in their utilisation to facilitate the service improvement role expected within my post as an Advanced Nurse Practitioner, and instilled confidence in myself as someone who can change practice for the benefit of both our patients and Trust.”
INNOVATIVE THINKINGFOR THE REAL WORLDINNOVATIVE THINKINGFOR THE REAL WORLD
External Examiner Feedback
“The framework utilised within the proposals facilitates structure and focus for the students and this is strength. There was evidence of well thought through and articulated practice innovation initiatives and this is clearly the aim of the module (and wider programme) – I’m sure there are many delighted service managers!”
INNOVATIVE THINKINGFOR THE REAL WORLDINNOVATIVE THINKINGFOR THE REAL WORLD
Over to our ‘delighted’ Service Managers!
With reference to the project current students are undertaking. Identify the:Focus/aim of the project.The drivers/need.The innovation to be introduced.The potential benefits/evaluation markers