Principles of Practice Design

Author(s):  
Cheryl A. Coker
1989 ◽  
Vol 11 (2) ◽  
pp. 35-36
Author(s):  
Charles W. Callahan

A year in the practice of pediatrics puts one a long distance from the omniscience of chief residency. Yet, the comfortable nonchalance of the seasoned practitioner seems still well ahead. Some cherished ideals and notions have been sacrificed long since to efficiency, although several principles have weathered the first year's journey. New principles of practice are observable to the eye and may become essential to the continuing traveler. It is a unique position for observation—finished with the practicing, yet still learning the practice. From this position these observations are made: rules of practice learned from a brief year of practicing.


Author(s):  
Austin Michael ◽  
Sarah Carnochan

Chapter 8 summarizes the core practice research principles identified in Practice Research in the Human Services: A University-Agency Partnership Model. The first set of principles relates to learning from the experiences of others, and includes understanding the context of practice research, the role of persistent communications, and the process of disseminating results. The second set of principles focuses on knowing how to implement practice research by utilizing specialized skills, balancing the dynamics of practice and research, and engaging in collaborative teamwork. The third set of principles relates to managing complexities by coping with the tensions and ongoing change associated with practice research, responding to negative findings, and engaging service users. The last set of principles focuses on the process of sharing practice research with the practitioners who are most able to integrate it into their practice. The chapter concludes with a discussion of rigor, relevance, and theory in practice research.


2019 ◽  
Vol 26 (6) ◽  
pp. 1-9
Author(s):  
Michele Board ◽  
Lisa Pigott ◽  
Heather Olive ◽  
Vanessa Heaslip

Background/AimsThis article will present how an interdisciplinary team working within a day hospital in an acute NHS Foundation Trust embraced the opportunities of practice development to work ‘better together’ to meet the complex needs of individuals using the service.MethodsBy working closely with key stakeholders, the team developed an integrated service intersecting both primary and secondary care boundaries.ResultsThe principles of practice development, including shared vision and focus, ensured changes made to the service were patient centred. These changes included a 360-degree assessment by professional staff with extended skills beyond their own professional role, and a virtual ward round, where individual patients are reviewed by an interdisciplinary team in the community with a focus on avoiding hospital admission, with quicker access to the day hospital. The team worked closely with their local university towards achieving practice development unit status, demonstrating a rigorous approach to the development of services provided by the day hospital.ConclusionsThe article highlights both the value of practice development and significantly the value of an interdisciplinary team working within a day hospital setting.


2012 ◽  
Vol 238 ◽  
pp. 539-542
Author(s):  
Cong Huai Xu ◽  
Ying Song ◽  
Shu Chen Xu ◽  
Qing Feng ◽  
Hao Wu

This article written with a guide of a basic theory of modern architectural aesthetics, aesthetic psychology, constitute the basic principles of practice of science and art to use as the core to form. Combined with the author’ feelings and experiences and a large number of examples from architectural education, design practice and research in the professional career, we grouped the creation of contemporary architecture modeling skills into four elements, in order to meet the desire for the students and architects to increase their own artistic creativity and build up innovation capability, and a way to follow a truly theory and practice.


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