Bridging the gap between learning and practice: from where we were to where we are now

Pike, Lindsey; Indge, Roger; Leverton, Corinne; Ford, Deirdre; Gilbert, Tony

doi:10.5042/jap.2010.0293

Cited by 10 publications

(16 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is reasonable to work on an assumption that if behaviour is reflective of individual boundary attitude it will be amenable to interventions that are directed towards amending it -after all, this is an assumption that permeates the world of attitude-behaviour connections (Glasman and Albarracín, 2006), as well as the world of staff development in adult safeguarding more generally (Pike et al, 2010). However, on the basis of this evidence, the findings provoke critical reflection on how professional and personal boundaries are currently established and regulated within the care sector.…”

Section: Resultsmentioning

confidence: 99%

Exploring boundary attitude

Bates¹,

Lymbery

Emerson

2013

The Journal of Adult Protection

View full text Add to dashboard Cite

Purpose -There have been increased concerns about disciplinary procedures in relation to adult safeguarding. The purpose of this paper is to argue that the personal ''boundary attitude'' of workers is a strong component of their response to issues that have a safeguarding dimension.Design/methodology/approach -This study reports an analysis of questionnaire responses and data generated from interactive training events.Findings -The data suggest most workers adopt a personal stance or ''boundary attitude'' that drives their response to many of the diverse circumstances they face at the interface of their professional and personal life.Research limitations/implications -The particular profession, stage in career development or work environment may affect staff responses and this needs further exploration.Practical implications -There are implications for how services identify the most effective workers and their least effective colleagues, as well as for staff selection and training. Improving our understanding of boundary attitude will help to protect vulnerable people from abuse whilst supporting them to have a full life.Social implications -A better understanding of whether staff who maintain rigid boundaries deliver better outcomes than their colleagues who exercise substantial flexibility will help in recruitment, supervision and safeguarding activities.Originality/value -The paper explores an under-recognised issue in adult safeguarding, the personal ''boundary attitudes'' of staff, and their impact on judgements that affect a range of professional decisions they take.

show abstract

Section: Resultsmentioning

confidence: 99%

Exploring boundary attitude

Bates¹,

Lymbery

Emerson

2013

The Journal of Adult Protection

View full text Add to dashboard Cite

show abstract

“…These studies scored between 19–36 on the Hawker et al (2002) indicating generally good quality. We included three case studies: Phair & Manthorpe, 2012; Lee‐Foster, 2010; and Pike, Indge, Leverton, Ford, & Gilbert, 2010. Case studies may be less rigorous in their methods because researchers are evaluating their own work or because the focus of the study is necessarily local and small.…”

Section: Resultsmentioning

confidence: 99%

“…In several papers, the findings reflected a range of training types, in which training might have happened recently (Lee‐Foster, 2010; Schofield et al, 2012; Willner et al, 2011, 2013) or up to 2 years previously (McCormick et al, 2017; Morriss et al, 2017; Phair & Manthorpe, 2012; Sawhney et al, 2009), in which case participants may have attended more than one training intervention. In three cases, MCA training was combined with training in related issues (communication (Lee‐Foster, 2010), record‐keeping (Willner et al, 2013), safeguarding and human rights (Pike et al, 2010)). Responses are varied and poorly reported.…”

Section: Resultsmentioning

confidence: 99%

“…Case studies (Lee‐Foster, 2010; Pike et al, 2010) describe stand‐alone initiatives, but make observations and share experiences that offer useful pointers for learning. Pike et al (2010) considered the advantages and disadvantages of e‐learning, concluding that it could be effective for developing basic knowledge and had benefits around flexibility and costs. They acknowledged disadvantages including lack of opportunity for discussion, poor digital literacy and inequality of access.…”

Section: Theme 1: the Nature Of Mca Trainingmentioning

confidence: 99%

See 1 more Smart Citation

What is the nature of Mental Capacity Act training and how do health and social care practitioners change their practice post‐training? A narrative review

Jenkins

Webster

Smythe

et al. 2020

Journal of Clinical Nursing

View full text Add to dashboard Cite

Aim and objective To identify training strategies and determine how registered health and social care practitioners change their practice after Mental Capacity Act training. Design Narrative literature review. Data sources Seventeen databases were searched up to December 2019: CINAHL, Social Care Online, PubMed, Social Policy and Practice, Discover, MEDLINE, Science Direct, Ovid, 0of Science, British Nursing Index, DH‐Data and King's Fund Library Catalogue. Review Methods Empirical studies of any design investigating Mental Capacity Act training were searched and screened. Data were extracted to a bespoke spreadsheet and quality assessed. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA). Results Of 162 papers identified, 16 were included comprising qualitative, quantitative and mixed‐methods studies. Trainees valued interactive training with close alignment to practice. Training did not lead to demonstrable practice change. Barriers in the context and cultures of care environments were identified. Conclusion To facilitate application of Mental Capacity Act legislation, identified barriers should be addressed. Future training should be interactive, scenario‐based and relevant to trainees’ practice. Relevance to Clinical Practice The Mental Capacity Act is widely misunderstood and implemented poor. Training is proposed as a solution, but the nature of training that will positively affect practice remains unknown. This review aims to address this gap in the evidence base. Interactive training, using scenarios that reflect practice complexities, has the most positive impact. Cultural norms in care environments may impede application of this legislation. The review has international relevance as there is a global imperative to adhere to the United Nations Convention on the Rights of Persons with Disabilities. The review will inform training design and delivery to ensure that people with impaired capacity to make decisions are given the best opportunity to act autonomously.

show abstract

“…In Scotland, Adult Protection Committees, whose functions are similar to LSABs in England and Wales, have been disseminating SCRs and inquiry outcomes for learning and improvement (Cornish and Preston-Shoot, 2013). While evaluation of the impact of adult protection training has been limited (Campbell and Chamberlin, 2012) and it is by no means the case that training interventions inevitably lead to improvements in practice (Pike et al 2010), educational sessions have been found to be more effective than printed material in increasing people's knowledge and case management skills (Richardson et al, 2002). Where these can include case material such as that drawn from consolidated findings of SCRs the potential for impact is arguably stronger.…”

Section: Discussionmentioning

confidence: 99%

Learning lessons about self-neglect? An analysis of serious case reviews

Braye

Orr

Preston‐Shoot

2015

The Journal of Adult Protection

View full text Add to dashboard Cite

Purpose – The purpose of this paper is to report the findings from research into 40 serious case reviews (SCRs) involving adults who self-neglect. Design/methodology/approach – The study comprised analysis of 40 SCRs where self-neglect featured. The reviews were found through detailed searching of Local Safeguarding Adult Board (LSAB) web sites and through contacts with Board managers and independent chairs. A four layer analysis is presented of the characteristics of each case and SCR, of the recommendations and of the emerging themes. Learning for service improvement is presented thematically, focusing on the adult and their immediate context, the team around the adult, the organisations around the team and the Local Safeguarding Board around the organisations. Findings – There is no one typical presentation of self-neglect; cases vary in terms of age, household composition, lack of self-care, lack of care of one's environment and/or refusal to engage. Recommendations foreground LSABs, adult social care and unspecified agencies, and focus on staff support, procedures and the components of best practice and effective SCRs. Reports emphasise the importance of a person-centred approach, within the context of ongoing assessment of mental capacity and risk, with agencies sharing information and working closely together, supported by management and supervision, and practising within detailed procedural guidance. Research limitations/implications – There is no national database of SCRs commissioned by LSABs and currently there is no requirement to publish the outcomes of such inquiries. It may be that there are further SCRs, or other forms of inquiry, that have been commissioned by Boards but not publicised. This limits the learning that has been available for service improvement. Practical implications – The paper identifies practice, management and organisational issues that should be considered when working with adults who self-neglect. These cases are often complex and stressful for those involved. The thematic analysis adds to the evidence-base of how best to approach engagement with adults who self-neglect and to engage the multi-agency network in assessing and managing risk and mental capacity. Originality/value – The paper offers the first formal evaluation of SCRs that focus on adults who self-neglect. The analysis of the findings and the recommendations from the investigations into the 40 cases adds to the evidence-base for effective practice with adults who self-neglect.

show abstract

Bridging the gap between learning and practice: from where we were to where we are now

Cited by 10 publications

References 23 publications

Exploring boundary attitude

Exploring boundary attitude

What is the nature of Mental Capacity Act training and how do health and social care practitioners change their practice post‐training? A narrative review

Learning lessons about self-neglect? An analysis of serious case reviews

Contact Info

Product

Resources

About