BOOK
Values in Health and Social Care
Ray Samuriwo | Stephen Pattison | Andrew Todd | Ben Hannigan
(2017)
Additional Information
Book Details
Abstract
This innovative workbook enables students and those working in health and social care to deepen their understanding of the values that underpin their practice. Rich in practical exercises and downloadable resources that invite the reader to engage with their own values, it explores how values, though not often reflected on, define the quality of care delivered.
Supported by case studies and including a glossary of key terms and concepts, the workbook provides an overview of how values are adopted and adapted in professional contexts across health and social care services. With an emphasis on the ever-evolving nature of values, it examines professional ethics through the lens of legislation, codes of conduct, cost-effectiveness and whole-organisation management. This unique resource allows readers to gain a clearer picture of what their values are and how they can realistically implement them in their work, thus achieving the highest possible quality of care delivery.
Highly readable and engaging ... invaluable to educators who aspire to encourage thoughtful and inquiring approaches to learning and practice.
Dr Lesley Baillie, Senior Lecturer in nursing, The Open University
This excellent text deconstructs personal, professional and organisational values in a critical yet accessible manner that will suit students and experienced practitioners alike.
Steven Pryjmachuk, PhD, Professor of Mental Health Nursing Education, University of Manchester
Accessible and engaging ... It offers clear explanation and a framework of activities that will enable readers to apply their learning and thinking in an immediately practical manner.
Dr Teresa de Villiers, Social work practitioner and Senior Lecturer in Social Work, Cardiff University
Ray Samuriwo is a Lecturer based at the School of Healthcare Sciences, Cardiff Institute for Tissue Engineering and Repair (CITER) and the Welsh Centre for Evidence Based Care (WCEBC), at Cardiff University.
Stephen Pattison is Director of the Doctor of Practical Theology Programme at Birmingham University, and a former Senior Lecturer in Health and Social Welfare at the Open University.
Andrew Todd is Coordinator for the Centre for Contemporary Spirituality and Programme Leader for the MA in Christian Spirituality at Sarum College, Salisbury.
Ben Hannigan is a Reader in the School of Healthcare Sciences at Cardiff University, and a former community mental health nurse.
This thoughtfully crafted and interactive text has the power to transform understanding of values in health and social care.
Dr Wilfred McSherry, Professor in Nursing, Staffordshire University, University Hospitals of North Midlands NHS Trust, and VID University College (Haraldsplass) Bergen
Anyone wishing to understand the relationship between values and the delivery of health and social care need look no further [than] this excellent workbook.
Derek Sellman, Associate Professor, Faculty of Nursing, University of Alberta, Canada
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Values in Health and Social Care: An Introductory Workbook by Ray Samuriwo, Ben Hannigan, Stephen Pattison and Andrew Todd | 5 | ||
| Acknowledgements | 11 | ||
| Introduction | 13 | ||
| The importance of values in health and social care | 13 | ||
| The purpose of this book | 14 | ||
| Who is this book for? | 14 | ||
| The shape of the book | 15 | ||
| How to use this book – creating your own learning experience | 15 | ||
| 1. Surfacing Personal Values | 17 | ||
| Introduction | 17 | ||
| Aim and learning outcomes | 17 | ||
| Surfacing your core values | 18 | ||
| Activity 1.1: Identifying your values | 18 | ||
| Distinguishing different types of values | 19 | ||
| Activity 1.2: Categorising values | 21 | ||
| How have your values been shaped? | 23 | ||
| Activity 1.3: Understanding where values come from | 25 | ||
| What are things worth? | 26 | ||
| Activity 1.4: Valuing in everyday life | 27 | ||
| How values can differ and change | 28 | ||
| Activity 1.5: Valuing in everyday life | 29 | ||
| Conclusion | 31 | ||
| Activity 1.6: A day in your life | 31 | ||
| Further reading | 32 | ||
| 2. Being a Person Who Uses Services | 33 | ||
| Introduction | 33 | ||
| Aim and learning outcomes | 34 | ||
| Differentiating espoused, aspirational and enacted values | 34 | ||
| Activity 2.1: Identifying espoused and enacted values | 34 | ||
| Espoused and aspirational values in health and social care | 36 | ||
| Activity 2.2: Evaluating espoused and aspirational values in health and social care | 37 | ||
| Identifying espoused and aspirational values | 39 | ||
| Activity 2.3: Reading statements for espoused and aspirational values | 39 | ||
| Mental Health Charter | 40 | ||
| Identifying enacted values | 42 | ||
| Activity 2.4: Identifying enacted values in practice | 42 | ||
| Analysing enacted values in health and social care from the personal experiences of the people who use services | 45 | ||
| Activity 2.5: Analysing your own experiences of enacted values | 46 | ||
| Conclusion | 50 | ||
| Activity 2.6: Useful values in health and social care: the person using services’ perspective | 51 | ||
| Further reading | 51 | ||
| 3. Being a Learner | 53 | ||
| Introduction | 53 | ||
| Aim and learning outcomes | 54 | ||
| The values of education and learning | 54 | ||
| Activity 3.1: What is the purpose of education? | 56 | ||
| Identifying how your personal values relate to your experiences in education | 59 | ||
| Activity 3.2: Personal values in education | 59 | ||
| The values lying within and behind specific professional education | 62 | ||
| Activity 3.3: Professional visions and values | 62 | ||
| How values impinge on education and training courses | 65 | ||
| Activity 3.4: Explicit and implicit curriculum values | 67 | ||
| How education and training take place and contribute to professional formation | 68 | ||
| Activity 3.5: Exploring how values are realised in how learning takes place | 71 | ||
| Conclusion | 74 | ||
| Activity 3.6: Weaving values together | 75 | ||
| Further reading | 76 | ||
| 4. Becoming a Professional | 77 | ||
| Introduction | 77 | ||
| Aim and learning outcomes | 78 | ||
| Formal espoused values underlying professional work | 78 | ||
| Activity 4.1: What do professional codes reveal about the formal espoused values that underpin professional work? | 78 | ||
| Professional values embodied and enacted in life and practice | 80 | ||
| Activity 4.2: Identifying enacted values embodied in professional practice | 81 | ||
| ‘Heroes’ and ‘villains’ as extreme embodied exemplars of professional values | 82 | ||
| Activity 4.3: What ideal values are claimed and revealed in your own profession? | 83 | ||
| Personal and professional values | 85 | ||
| Activity 4.4: Evaluating personal and professional values | 85 | ||
| Engaging with value conflicts | 88 | ||
| Activity 4.5: Dealing with value conflicts | 89 | ||
| Conclusion | 90 | ||
| Activity 4.6: What sort of professional do I want to be? | 91 | ||
| Further reading | 91 | ||
| 5. Becoming a Member of the Team/Organisation | 93 | ||
| Introduction | 93 | ||
| Aim and learning outcomes | 93 | ||
| Preconceptions of professions and professionals | 94 | ||
| Activity 5.1: Playing with stereotypes | 95 | ||
| Beyond stereotypes of professional character, ethos and identity | 96 | ||
| Activity 5.2: Understanding the character, ethos and identity of health and social care professions and groups | 96 | ||
| The way we do things around here: Patterns of values | 99 | ||
| Activity 5.3: Analysing team ethos, identity and character | 99 | ||
| Valuing dissent and disagreement | 102 | ||
| Activity 5.4: Assessing the courage of your convictions | 103 | ||
| Service user and professional values | 107 | ||
| Activity 5.5: Relating values of those who use services to team ethos, values and identity | 108 | ||
| Conclusion | 110 | ||
| Activity 5.6: Modifying team identity and values | 110 | ||
| Further reading | 111 | ||
| 6. Becoming a Leader/Influencer/Shaper | 113 | ||
| Introduction | 113 | ||
| Aim and learning outcomes | 114 | ||
| Personal views on leaders and followers | 114 | ||
| Activity 6.1: Leadership | 115 | ||
| The value and values of leadership and followership | 116 | ||
| Activity 6.2: The values of leadership and followership | 116 | ||
| Experiencing leadership and/or followership | 120 | ||
| Activity 6.3: Identifying attitudes to leadership and influence | 121 | ||
| What kind of influencer/shaper are you? Identifying values in leadership, influencing and shaping | 123 | ||
| Activity 6.4: Styles of leadership and value influencing | 123 | ||
| Groups, leaders and followers | 124 | ||
| Values and the status quo: Leadership, whistleblowing, influence and conflict | 125 | ||
| Activity 6.5: Values in conflict and individual responsibility | 126 | ||
| Conclusion | 130 | ||
| Activity 6.6: Values in the context of leadership and organisational influence | 130 | ||
| Further reading | 133 | ||
| Conclusion | 135 | ||
| Introduction | 135 | ||
| Activity 7.1: Making values matter | 136 | ||
| Glossary | 139 | ||
| References | 143 | ||
| Author bios | 145 | ||
| Index | 147 | ||
| Blank Page |