Exploring the process of becoming and working as a practice development unit

Abstract

This study aimed to explore the perspective of multidisciplinary staff on the process of becoming and working as a practice development unit (PDU). PDUs are reported as positive initiatives within health care. It is important to understand the process of becoming a PDU and the ongoing effects of the process to the staff working within the unit. This project engaged with multidisciplinary staff working on six PDU units throughout the north‐west of England. Data collection was in two phases: a self‐completion questionnaire distributed to all staff within the PDUs (n = 625, 28.2% response rate) followed by 17 semi‐structured telephone interviews. The majority of questionnaire respondents (n = 114, 64%) indicated that they would recommend PDU accreditation to other units. The main themes arising from the project focus on accreditation having a positive influence on multidisciplinary team working, evidence‐based practice and improving opportunities for professional development. Issues were raised during the interviews regarding the increased development of staff leading to high turnover, the high workload involved in leading the accreditation and the inequitable involvement of professions in the process. Copyright © 2009 John Wiley & Sons, Ltd.

Bridging the gap between research and clinical care: strategies to increase staff awareness and engagement in clinical research

“…Practice Development Units (PDUs) are examples of nurse-led centres for pioneering, evaluating and disseminating innovative practice and facilitating the professional development of healthcare staff (Gerrish, 2001). PDUs have been associated with having a positive influence on multidisciplinary team working, evidence-based practice and improving opportunities for professional development (Bray et al., 2009). They establish cross-organisational structures and processes that facilitate the integration of clinical knowledge and research methods, to enhance clinical practice (Henderson and Winch, 2008).…”