Editorial: Investing in Learning about Practice Development as a Critical Response

• Main Author: Jan Dewing
• Format: Article
• Language: English
• Published: Foundation of Nursing Studies 2013-11-01
• Series: International Practice Development Journal
• Subjects: development; editorial; learning; practice development
• Online Access: https://www.fons.org/library/journal/volume3-issue2/editorial

Learning about practice development is best achieved in and through work. Learning how to 'be' a practice developer and not just to 'do' practice development takes many years of learning based on self-inquiry amongst other things. Maybe, once in a while it can help to stand back and have a burst of learning away from work and with others who share one's passions and dreams. It is increasingly hard for practice developers to find learning opportunities that are embedded in practice development and where new and creative learning is offered. In many health and social care provider organisations, the emphasis is on training and knowing how to meet targets and to 'comply'. Compliance is necessary for minimum safety standards but it is not enough. People need to be creative and feel inspired in different ways. Most training simply doesn't do that. Further, short term bans on education and travel which prevents networking and learning between peers is short sighted and long term bans are dangerous as this contributes to developing insular teams and services with little exposure to external challenge. Economic concerns will always contribute to the value that is placed on learning; however, they shouldn't be the only or even the most important factor (Johnson 2011, p457). Those of us in roles with strategic influence need to work more closely with our colleagues in learning and development and workforce planning towards a ‘critical response’ (Johnson, 2011, p459) that can influence how resources are allocated to education, including continuing professional development, and to gradually bring practice development influenced education and learning more to the fore. Not all education and learning should be explicitly focused on practice development; however it should be part of it in some way. Employers have a social responsibility to fulfil in regard to learning and it is one that is often overlooked. It is, as Dewey so well argued, the investment in workers education and learning that brings the energy and skills needed for organisational growth and increased success (Butler, 2000). Among other learning opportunities, IPDC members in several countries provide Practice Development Schools that bring diverse groups of people together to learn more about practice development and innovation. Schools can be at three levels: Introductory, Foundation and Advanced. All schools have a common curriculum, programme and criteria to support quality and consistency. A few schools also have optional academic accreditation included. People who come to these schools are either lucky in that they work with an IPDC member, know about the work of IPDC members or they have convinced their employer to let them attend one of these schools. Similar opportunities to these schools are rare. Although this is a good start, more is needed.