The Power of Synergy: An Academic/Clinical Partnership for Transformational Change

Table 2

Integration of practice development principles into programme.

Practice development principles [11]	Examples of integration into programme
(1) Person-centred and evidence based care through human flourishing in workplace culture of effectiveness	Students engaged in critical reflection in and on their own practice; articulated their thinking and actions in class, with mentors in workplace and incorporated this principle in work submitted for assessment. Evidence-based patient assessment and diagnosis was a feature of the first course.
(2) Attention at the microsystems level with support from mezzo and macro-systems levels develops	Critical analysis required in plan for change through use of PARiHS framework [39] to guide identification of barriers and enablers to implementation of change.
(3) Work-based learning through active learning and formal systems for enabling learning in the workplace	Enabled as key feature of second course and addressed by students in their plan for change.
(4) Development of evidence from practice and the use of evidence in practice	Use and generation of multiple forms of evidence recognised in teaching/learning and summative assessments for both courses.
(5) Creativity with cognition to blend differing energies, enable free-thinking and opportunities for human flourishing	Encouraged in students’ development of self and others through class discussion and summative assessments.
(6) Complex methodology used across health care teams and interfaces involving internal and external stakeholders	Acknowledged in class discussion and “unpacking” encouraged with mentors.
(7) Methods consistent with the principles being operationalised and context of the PD work	Teaching methods used and students’ plans for implementing transformational change were intended to be consistent with PD principles.
(8) Includes skilled facilitation as near to the interface of care as possible	Facilitation was role-modelled in teaching/learning sessions and expected to be reflected in plans for implementing change.
(9) Evaluation that is inclusive, participative, and collaborative	Students, clinical staff, mentors and academics engaged in informal evaluation of the programme that modified its delivery as much as possible. Students formally evaluated the course at its completion using usual university processes. Students incorporated CIP principles into the evaluation section of their plans for change.