Matthew Day

Matthew Day

Research student & NHS quality improvement coach. I research the social and cultural meanings and production of ‘care’ and ‘expertise’. I am interested in how and when meaning and learning transfers.

Location Ipswich, United kingdom

Achievements

Activity

  • The application context of the learning should be informing our lesson plan (and training strategy). Think about fire training; hopefully staff are not regularly coordinating an evacuation. However, if an incident occurs, lives will depend on individuals being able to retrieve fire safety knowledge and skills sufficiently. What sort of post-course activities,...

  • Sometimes content overload is driven by the idea that certain things ‘must be in the PowerPoint’ and ‘must be said’, as a mechanism/ritual to try and build some defensive assurance. However, this can quickly become outright counterproductive to creating learning experiences that meaningfully transfer into practice. I tend to see this happening when there is no...

  • I particularly like this concept too. I often find that trainers (especially trainers who are also subject-matter-experts) can get very passionate about extra very specific details. By clearly identifying what is necessary and being critical about what is ‘helpful on THIS course’ we can sieve out some of our treasured but ultimately superfluous details. I like...

  • This course has been a good reminder to increase my own reflective practice and to more critically question and challenge my own thinking, responses, mental models, and daily habits to identify opportunities for development. Thank you.

  • Poor workplace - Lack of competent leadership: decisions seemed to be made based on popularity, preference, and short-term (often personal) gains rather than any form of clearly defined decision-making, evidence-informed rationale, or even a clear alignment to overarching strategy/objectives.

    Good workplace - (1) Autonomy, having freedom to plan my own...

  • Hello, my name is Matthew. I am a postgraduate researcher and Quality Improvement Coach working in mental health services.

  • This is a good example of how learners’ self-assessments can be off the mark. Often, following some intensive training or a thorough briefing, learners may honestly believe that they ‘get it’. However, if we think back to ‘step 1.4: What happens in the brain when we learn?‘, new knowledge is better retained when it is retrieved after a delay (ideally multiple...

  • Hi Cecilia, I cannot recommend enough how valuable it is to explore all the options and features available from the platform(s) you use. Most learning and communication platforms have lots of free online training, guide videos, and forums with bustling communities for support - get the most out of them. However, when it comes to making changes, do so...

  • Learning styles along with many popular self-reporting personality tests that claim to neatly divide all of humanity into a handful of boxes, deserve your suspicion.

    They usually exploit the fallacy of personal validation and frequently harbour a range of hegemonic assumptions and biases.

    These social constructs lack reliability to meaningfully inform...

  • With the limited time available, you are offering an opportunity to practise skills with instruction and feedback. It is also great to read that you are considering the ‘transfer of learning’ into clinical practice. In week five, this course will focus on evaluation and provides some resources and models to help measure such transfer.

    In this example, it...

  • The emphasis on ‘real-play’ for more authentic opportunities to practice is an excellent approach to try out the models ‘safely’ with more authentic contexts; it prepares you to test them in practice during the fortnight between. By spacing the learning in this manner -providing the opportunity for the application of the new knowledge and skills in practice...

  • Hi Andrew, this is a good example of breaking down a complex procedure and spacing practice. What is particularly good about your approach is that you do not leave the learning fragmented, there is an opportunity to apply the components with context. What methods do you use to ‘bring it all together’ and how do you feedback performance constructively for your...

  • I wonder if the experience of ‘awkwardness’ is a reaction to feeling exposed to injustice and the recognition (at least to some extent) of how we all participate in and are affected by the social and power dynamics surrounding SJEDI. Even more reason to speak up in these moments, acknowledge the issue, connect with each other, and respectfully share our...

  • I agree. For me it highlighted the importance of psychological safety within a team. Shutting down such conversations can send a message that sharing something meaningful (even upsetting or anxiety provoking) and acknowledging its impact to individuals and communities is not appropriate at work when this clearly should not be the case. It may also suggest that...

  • Hi, my name is Matthew. I am a researcher and quality improvement coach working in the NHS. I have led a small specialist team of educators for about 5 years in my role before becoming a full-time QI coach. I now dip in and out of different services to support the forming of project teams and the planning, testing, and measuring of ideas for improvement. I...

  • Health and social care touches at the heart of our shared human experiences. Your own lived experiences can grant a sincere compassion and deep empathy for those in your care. You have reminded me how important it is for us to also take time for self-care, reflection, and maintaining personal and professional support networks. Thank you for sharing; I am glad...

  • Thanks for sharing this. A good example that demonstrates a connection between practice, individual learning, organisational learning, and patient safety. (Reason, J., 2000. Human error: models and management. BMJ 320:768–70. doi: 10.1136/bmj.320.7237.768 - for those interested in the ‘Swiss Cheese Model’)

  • A great comment. Often the ‘evidence’ found in differing sources of data are both identified and interpreted through explanatory ‘mental’ models. As educators, what strategies could we use to better understand our learners’ current associations of knowledge and the meanings that inform their current practice? How could we produce ‘active learning’ that safely...

  • I really like that you have explored how technology could be leveraged to enhance access for staff and as a means to enhance patient participation through co-delivery. With the appropriate safeguards, such an intervention would likely provide a rich interface between lived experiences and clinical expertise. The key will be how such an experience is threaded...

  • Establishing a clear framework for evaluation (particularly evaluation over time) will provide valuable insights on the impact of training/other learning design. It could support processes of quality assurance and inform future developments of the learning design; as you will have established a ‘live’ baseline from which to start measuring improvement/impact....

  • This could be an example of the ‘illusion of learning’ described in this section - sounds like you did well to mitigate this by providing exercises that tested learners to ‘show how’. There are a range of studies that lead us to be cautious of learners’ assessments of their own learning. Students may find a teacher charismatic or enjoy particular discussions...

  • This is a really good point and highlights the benefits of building an awareness of your learners’ current understanding/competence in relation to the prerequisites that are required for the content you will be delivering to them. It may be that a learner needs a particular level of understanding of X and Y for our examples and demonstrations about Z to make...

  • I really like this Zoe. A good example of providing opportunities for learners to apply their knowledge and skills into different clinical contexts through reflection on past authentic clinical practice and having the chance to test themselves in safe simulated/roleplay exercises. When you said ‘teamwork’ is this referring to how we embed opportunities of...

  • Thanks for sharing. Sadly, it is not unusual for the transfer of expertise to lose its value amongst the competition of objectives forced on clinical staff. I am glad to hear a colleague committed the time to work with you and re-demonstrate. How did you manage to continue to build and maintain your confidence after this?

  • Person-centred quality improvement. This is a great example of personal and organisational learning. Tell us more, how have you gained confidence/measured that the changes made have been an improvement?

  • This comment resonated with me. Thank you for sharing your thoughts @janetsutton. I agree, we should try and do more than simply talk about topics. So much can be gained by sharing experiences meaningfully through a dialog that connects learning interventions with practice or situates learning within practice. I have frequently gained direction for my designs...

  • What a great mix of skills to bring as an educator!

    I have experienced lots of benefits from using “roleplay” on my more practical courses. I tended to describe it as simply “practice”, announce “let’s put it all together” or “run through a set piece so you can see what it’s like” (I wonder: why do people hate the term ‘roleplay’?) I would introduce this...

  • You reminded me of the Deming quote “If you can't describe what you are doing as a process, you don't know what you're doing.” I am the same, with Deming’s comment in mind, I often sketch out diagrams to associate topics on a course I am completing. When teaching a particular process, I may present content with an (uncluttered) diagram or selected images to...

  • I experienced this as well. eLearning provided both protection from infection and aimed to retain access to content. But does simply doing the eLearning result in learning that transfers into practice? If we consider the the concepts in this section, it may be productive to consider how eLearning could be used as part of a learning design that extends over a...

  • I remember when the vaccination hubs were being established, at pace. For these to be productive there was a careful balance of ‘teaching’ individuals to fulfil more complex roles such as the vaccinators and site coordinators. While other roles relied on just-in-time learning. These supporting roles, often fulfilled by volunteers, were ‘told’ a process of...

  • Great. What was it about your experiences learning on placement and in preceptorship that made the difference?

  • A thoughtful and considered answer. Is an enjoyable learning experience a good indication that it is an effective learning experience? Perhaps not… I agree with you: as trainers we need to wield appropriate and effective teaching strategies with consideration for the impact on ‘user experience’.

  • A good point. Often refresher training can be valued as an end-in-itself. That the process of attending the same or an abridged version of a course a year or so later, provides assurance. However, your comment very astutely describes how refresher training may be of far more value as an opportunity to assess what has been retained and is being transferred into...

  • Great comment. Spacing learning with practice allows for opportunities to retrieve the content in different contexts. This encourages the learner to abstract the knowledge and skills to transfer them beyond the context and examples where it was originally taught; this can increase retrieval strength and understanding of the underlying principles. In short:...

  • Thank you for sharing this. A good example of being mindful to not overload with too much language. Your visual aids are supporting your spoken ‘worked examples’ of practice. Extra written text could be used when you are not there to explain the processes and procedures (perhaps in a job aid available after the course).

  • A concise comment. I agree with you, it’s worth the time planning this to get it right. The process of more frequent periods of learning over time is often referred to as ‘spaced learning’. This encourages learners to repeatedly retrieve the content to strengthen memory traces.

  • I really like this model. I believe the key would be how the 'theories of knowledge' are identified; we are attempting to gain an understanding of emic meaning, yes? I think this links really nicely with processes of observation and co-production earlier on this course. My methods of preference would be participant observation and ethnographic interviews to...

  • Excellent first week of modules. I have already worked with many of the models presented in this weeks stages but your explanation and curation of the content brings it to life in a new light and has definitely triggered fresh reflections and new considerations. Thank you.

  • Hello, my name is Matthew. I work in mental health services. I currently hold a specialist role in education and development that focuses on the prevention and management of violence and aggression. I am passionate about reducing the use of restrictive intervention by supporting locally led change that addresses or mitigates the driving factors or systemic...

  • @ElizabethSaffery I agree. I reflected on this and without doubt my best learning experiences were definitely while I was studying at undergraduate level but this included the social and personal experiences alongside the lecturers, seminars, further documentary viewings, reading groups, and key-speakers, the essays and exams (including the prep and hours in...

  • Hi, I am Uk based and working in the NHS within patient safety as part of a specialist team (prevention and management of violence and aggression). I have enrolled on this course to increase my knowledge and skills to support completion of a current service evaluation that uses routinely collected data to support measuring the efficacy of training.

  • Hello, I have enrolled on this course because it is relevant to my current position within the NHS (prevention and management of violence and aggression). I have completed human factors training before and am keen to refresh this understanding and learn more on the topic.

  • Matthew Day made a comment

    Big thank you to everyone who commented in each section. I have found reading different opinions and perspectives to be an enjoyable and reflective experience. Thank you, Jolene for the course. I particularly enjoyed the videos in this course.

  • Matthew Day made a comment

    I have just binged on week one of this course. Thank you for a clear and well structured course. I look forward to next week.

  • I agree, intention and sincerity is crucial here. Beuchamp and childress’ four principles come to mind: autonomy, beneficence, non-malificence and justice: what is in the individual’s best interests on the occasions where they are living in a different truth, a truth that is consistent with their memories.

  • “Because as the disease progresses she will lose the ability to communicate her story. When that happens, what do you think will create joy for her? Us telling her her story.” I love this passage. Additionally, This whole extract captures important themes relating to the moral dilemmas that carers and professionals experience connected with our attitudes and...

  • Hello my name is Matthew. I currently work for a specialist training department that is part of a large NHS mental health foundation trust (UK). I am looking forward to working through the course, learning new things, consolidating current knowledge and getting the opportunity to read and learn from the contributions of other learners who are just as...

  • I have witnessed on many occasions how social networks impact on how knowledge mobilises within my organisation. Developing inclusive and engaging practice can significantly improve the implementation of practice. A simple example: a de-escalation/conflict reduction toolbox (10 interventions) was introduced to many of our inpatient settings. The reception of...

  • Hello my name is Matthew. I work in a specialist NHS department which provides services on the prevention and management of violence and aggression. I am passionate about positive and proactive care, reducing restrictive interventions and promoting safer services for both service users and clinical staff.

  • Hi, I work in a specialist department in the NHS which provides training and on site support to reduce violence, promote least restrictive practice and maximise safety for staff and service users. Legal considerations are a constant in my job and I look forward to learning, consolidating knowledge and reading discussions.

  • This is really great, thank you.

  • 1. The most important thing i have learnt this week has been about the connection between compassionate leadership and compassionate care.

    2. I am going to give the senses framework a go and seek some 360 degree feedback in a few months to explore the impact.

    3. I would like to find out more about 'self-management' and increase my reflective toolbox. I...

  • I work in a specialist department which focuses on 'the prevention and management of violence and aggression' in an NHS foundation trust (mental health). I have found every element of this course to be particularly relevant and synergetic with the national 'positive and safe' initiative; I am looking to develop my own work into how/if a more...

  • Love this. I'm definitely going to integrate the senses framework into the management of the staff that I line-manage and see how it impacts on my practice and their experience at work.

  • I think confrontations like these can't always be resolved immediately. Hopefully, Sue will reflect on this conversation and consider the incident from an alternative perspective as a result. This reflective practice could be supported and coached during line-management supervision which could grant further opportunities for Sue to develop without feeling...

  • Could I download this video as a resource for my department?

  • Echoing the comments below: Great de-escalation. Her intervention seems to follow the 'safewards' 'talk down tips' process (great little resource): Delimit, clarify and resolve.

  • As a practitioner in 'the prevention and management of violence and aggression', I directly line-manage four staff and deliver training and guidance to all the staff in the region. Because our training involves discussing personal safety, restrictive practices and "clinically related challenging behaviour", It is especially important for me to embody...

  • The primary purpose of record keeping is to promote and improve the quality of care delivered through good governance standards as regulated by 'Health and Social Care Act 2008 (Regulated Activities) Regulations 2014' particularly with regulation 17. It sounds like you've captured that perfectly, allowing you to focus on your day-to-day interactions. I think,...

  • It's a difficult balance between patient contact and record keeping. Ultimately continuity of care can only be achieved through accurate and effective record keeping. I don't think that entails poor theraputic relationships. The issues raised, in my opinion, reflect more on delegation, time management, personnel and operational management; possibly a lack of...

  • I remember working in a later-life mental health ward, when I first started to work in health and social care. I was doing night shifts and was assigned regularly to perform within eye-sight observations of a service user who was receiving palliative care. Each night I felt honoured to be with him at the end of his life. Sitting, watching and monitoring; you...

  • Completely agree.

  • I think we are always in a state of change. Changing as professionals and changing as people. I think this change is the relationship between our pasts experiences and our current experiences and interactions (including training). I dont see why, with the appropriate interventions, that this change couldn't be supported and influenced to increase behaviours of...

  • I really like this. Ties in nicely with NHS England's 6Cs.

  • Compassion for me is 'seeing someone' and wanting the best for them.

  • Compassion (in care) is taking the time to truly see, listen and understand an individual's unique needs and then deliver empathetic person-centred care.

  • I completely agree with your comment. At times cheerfulness and energy are useful but sometimes the security of calm monotones, low stimulus and silence are required; Both should be delivered with compassion. I feel that empathy is essential.

  • I think compassion can be expressed in many ways and is perceived and expressed uniquely. In reference to my comment below: if NHS Trusts can identify staff and service user values, clarify specific behaviours and then coach/enforce these behaviours. Then I think delivering experience of compassionate care is achievable. I would hope that this is embraced by...

  • I think the NHS's shift to 'values based' recruitment and appraisals is an excellent response to some of the concerns raised in the Francis report. National guidance such as 'positive and proactive care: Reducing the need for restrictive interventions' (2014) is definately leading us in the right direction. Embedding compassion into the culture of health and...

  • Hi all, I work in a specialist NHS department which teaches clinical staff how to prevent and manage violence and aggression.

  • With the development and release of wearable smart devices such as apple's watch or the Microsoft band we are now collecting some physiological observations: Heart rate, sleep movements, steps taken etc. The majority of smart devices are able to track location too. Potential?

  • Exploring how the theory of 'print capitalism' could be discussed in context of online communities?

    Do we generate 'imagined communities' through our social networking/media use?

  • This could be useful in monitoring pharmaceutical.

  • I would find it interesting to see how many people are specifically researching different diagnosis or medications as it could hint at how engaged a population is in taking ownership over their health. Alternatively, it may reveal attitudes and values about health, particularly mental health.

  • Hey, I currently work in clinical governance and have a keen interest in health economics, epidemiology and culture change. My academic background is in social anthropology and philosophy. I feel that the analysis of 'big data' and the encouragement of patient engagement in new technology could be pivotal in the success of the NHS five year plan and...

  • Hello, my name is Matthew. I joined this course to improve my CV and fairly represent myself for future employment or courses. I currently work in NHS clinical governance.

  • I am fascinated by medicine and human physiology. I enrolled on the medication adherence course and found that having completed the course I found myself reflecting and improving the clinical consultations and 'one-to-ones' with the patients on my ward. I find the futurelearn format to be a very accessible way to keep me thinking and engaging in exciting new...

  • Matthew Day made a comment

    Late starter here! I am very keen to catch up and engage with this course as it is such an important area of medicine which is continually on the point of revolutionary treatments and greater understanding. I am a clinical support worker working in mental health services: adult acute inpatient. I am continually looking to increase my knowledge and...

  • I wonder if we're stepping into the trick behind those self-relighting birthday candles...

  • I think, as a supercritical fluid is in between a liquid and a gas (I can not even imagine this substance O_o), it would become a gas?

  • Excellent clarity, identifying what is meant by a 'physical change' and a 'chemical change'.

    I am looking forward to completing this week.

  • Matthew Day made a comment

    Really enjoyed all the content of week one. *big thumbs up*

  • Great video Chris. :)

  • Matthew Day made a comment

    Love it. I found the power of ten video really put my understanding into perspective. Great start to the course.

  • Matthew Day made a comment

    Far better. I felt that the doctor guided the consultation well and provided plenty of opportunities for the patient to voice his concerns. The doctor answered his concerns (rather than dismissing them in con.1) and seemed to display good active listening while he spoke. I feel that the doctor provided an excellent patient centred consultation and I would feel...

  • 1-2 throughout. Not good.

  • Matthew Day made a comment

    I agree with the majority of comments below.
    "Oh dear"

  • Agree

  • Totally agree. Working in an inpatient ward I always try and spend time with the patients and I will be allocated 3 patient to provide one-to-one support to. However, time can become incredibly pressured. On these occasions, other clinical and 'house keeping'/security & safety demands force me to prioritise immediate risk over providing the quality in-depth...

  • I feel that a good consultation builds a therapeutic relationship between the individual and healthcare professional which utilises both the experience of the patient and knowledge of the clinician to collaborate in finding a suitable treatment which is agreeable with a clear mutual understanding. Although, this consultation can usually only be formed through...

  • Really enjoyed this weeks steps and I am looking forward approaching issues of adherence with the models outlined in the course.

  • In step 1.8 I described how in some cases a patient may have delusional/paranoid beliefs about taking medication: I find it very difficult to categorise this non-adherence exclusively into unintentional or intentional.

    My initial thoughts were that in this case the non-adherence was intentional as the individual is choosing not to take their medication...

  • I feel that, as clinicians, we forget how much of 'the basics' is not general knowledge for the majority of the public. While supporting an individual who manages a chronic condition I tend to start by asking them to tell me about their condition, how it effects them, how they currently manage it and finally if there was anything which concerned them or any...

  • I work in an acute psychiatric ward and the patients I support mostly adhere to medication as prescribed with encouragement from the nursing staff. Many of the patients consult me on their medications due to possible side-effects, many of the anti-psychotics have noticeable and distressing side-effects such as involuntary movements, stiffness, interference...

  • Interesting video. I also found Vicki Collins experience supporting the individual in managing his hyper-tension following heart failure. By identifying his condition as chronic and requiring management, she creates a shift in relationship that the individual has with his hypertension and promotes adherence through education. By coaching him in taking...

  • Hello everyone, I am a Clinical Support worker in adult acute inpatient mental health services.

    Just read through 'New England Healthcare Institute. Thinking outside the pillbox: a system-wide approach for improving patient medication adherence for chronic disease, 2009.' I have found this to be well structured and concise; refreshingly...