Open AccessTaking a step into the unknown: facilitators’ role and experiences after attending the Foundation Practice Development School
Author(s) -
Thérèse Hirsbrunner,
Esther Siegrist,
Horst Rettke,
Irena Anna Frei
Publication year - 2020
Publication title -
international practice development journal
Language(s) - English
Resource type - Journals
ISSN - 2046-9292
DOI - 10.19043/ipdj.102.007
Subject(s) - foundation (evidence) , courage , context (archaeology) , medical education , qualitative research , psychology , focus group , pedagogy , medicine , sociology , political science , paleontology , social science , anthropology , law , biology
Background: Skilled practice development facilitators are a key factor in practice development. Facilitators not only need technical skills, but also the ability to establish trustful relationships and an environment in which team members feel safe to explore their practice. Aims: The aim of the study was to explore how participants at the International Practice Development Collaborative’s Foundation Practice Development School in German-speaking Switzerland succeed in developing their roles as facilitators in their clinical settings, and which factors support or impede their path towards becoming experienced facilitators. The secondary aim was to identify factors that could inform future practice development foundation schools. Methods: A qualitative approach was chosen, using the structured dialogue technique in the context of group discussions. Data analysis was performed by means of knowledge mapping, following Mayring’s qualitative content analysis. Findings/results: A total of 30 participants of the foundation practice development schools held between 2015 and 2018 attended the group discussions. As novice facilitators, they were highly motivated after the school, but they needed courage to critically analyse their practice within their busy day-to-day work and to take a leading role as facilitators. The study participants are clear that time and space for reflection, support from managers and learning opportunities are preconditions for a successful journey as practice developers. Conclusions and implications for practice: A special focus is needed on the reflective skills of novice facilitators to enable them to take time for self-reflection in busy workplaces The implementation of a mentoring programme for foundation school participants in German-speaking Switzerland has to be considered The involvement of the managers of school attendees needs to be considered from the outset, hence refocusing the preparation work of participants More practical guides and basics in German should be made available