From: Oilcloth sessions as an implementation strategy: a qualitative study in Denmark
31 Sub-themes | Themes | Biggs and Tang’s (2011) |
---|---|---|
Preparation | ||
Oilcloth as a method was unknown | Preparing individually and collectively | Teaching method |
Material was sent out to the participants before participation by | ||
The fact that some participants were involved early in the process (10 years ago) has given them a form of preparation that requires that they are not surprised despite the fact that physical spaces have not been as agreed at that time | ||
Management and preparation are central to a positive experience with oilcloth sessions | ||
Management representatives are role models and should appear aligned before participating in oilcloth sessions | ||
Separation between the organizational and the clinical is not perceived constructively (possible) | Conflicting objectives | Objectives |
The oilcloth method develops over time (becomes more and more standardized); *strengthens* so that objectives, and purposes become clearer | ||
Due to the “liquid nature” of oilcloth sessions (experience by participants), a similar and clear objective is required | ||
Experienced prestige/recognition of being selected by its manager | Involving suitable participants | The participants prerequisites |
The target group and the right participants for the new ED (becomes unclear as there is a dual objective with oilcloth sessions; consensus among the managers (management decisions about organization) but professionally close to the practice (the clinics when they are with the patients) | ||
Relationship between management, habitual ways of acting and the right participants | ||
Oilcloth made it clear that nursing is not the object of the oilcloth sessions | Selecting suitable clinical cases | Content |
The case was copied from the medical record, which became an indicator that it was the medical issue that was in focus at oilcloth sessions | ||
The case should have been more complex | ||
Oilcloth sessions were controlled by the physicians | ||
Conducting | ||
LEGO man a mediating artefact | Using suitable materials | Media |
Whiteboard for challenges as a mediating artefact | ||
The presence of the board of directors was evaluated positively but assumptions were made as to why they were participating [their purpose in participating could have been clarified] | Facilitation the sessions | Teaching method |
The presence of the management symbolized that oilcloth sessions are important | ||
The participants made assumptions about what the board of directors will learn | ||
Oilcloth sessions became an explicit experience more than practical training | Temporal structures | Teaching method |
The introduction went too fast when the participants were new to the oilcloth sessions | ||
New participants lost track along the way. A visit to the new physical buildings would have provided a different insight | ||
Time and delay for moving into the new ED | ||
Time for appointments to be in place | ||
Evaluation | ||
Experiences about trust/mistrust of the implementation of the new ED depending on management and preparation in the oilcloth sessions | Follow-up on the sessions | Assessment |
Missing plan for follow-up (consequence of an experience that oilcloth sessions are a detached and sporadic activity). The consequence can be uncertainty about the new ED | ||
Uncertainty about follow-up and responsibilities | ||
Experiences with previous collaborations in daily practice affect the experience of oilcloth sessions [positive and negative experiences] | Adapting to the context | Assessment and organizational context |
Oilcloth sessions can be experienced as a game but also as a strategy for implementing the future | ||
Waste of public funds |