Does Design Care?

Earlier this week, I had the privilege of sitting in some conversations at ‘Imagination’, Lancaster University as part of a conference, hosted by Prof Paul Rogers, entitled ‘Does Design Care?’ It has left me with much to think about in terms of how the health and social care system is currently being redesigned here in the UK.

In Morecambe Bay, we have been set a target to save £85 million over the next 3 years, learning to live within a smaller budget than we have had previously. In order to help us consider our options, we were encouraged to have the consultancy firm, PwC, come and work with us for a number of weeks. They met with many of us from across our system and worked with us to subsequently bring some recommendations to us as a leadership team about how they perceive we can tackle the problems facing us. When I met with them, I asked them to consider coming with me to walk through some of our most “deprived” communities, to talk with the people here, so that their proposals did not become detached from those who need our services the most. Unfortunately, they were unable to make the time to do so. I wonder how often consultancy is done and recommendations are made without the involvement of local communities. I wonder if the concept of co-design is anywhere near being at the core of our values. I wonder if design really cares very much at all. I know it does but maybe it has lost its way a bit.

A wonderful challenge was brought to ‘Imagination’ by Saurabh Tewari from India, to embrace the Gandhian principle of ‘Sarvodaya’ as a framework for design. Sarvodaya means ‘the upliftment of all’. The idea flows from Ruskin, of Cumbria in his work ‘Unto This Last’ and from Christ and his teaching from the Parable of the Vineyard. Our design or re-design of systems could easily forget that part of its call is to ensure that this is outworked. Many of the interventions tried through the redesign of services often does nothing at all to tackle health inequalities and in fact can often widen the gaps we see. This idea of ‘Sarvodaya’ has so much synergy with the concept of a ‘redistributive’ and ‘regenerative’ economy. There is little point designing something that does not carry the blatant goal of trying to improve the life of everyone, but especially those who find themselves at the bottom of the pile, or suffering, the most.

The priorities of Sarvodaya are: care for the environment and care for the weakest… so similar to the politics of Jesus – care for the poor, the sick, children, women, prisoners, refugees and the environment. These seem like really good foundational things to be careful about when we think about design of any sort.

Dr James Fathers, Director of Syracuse University School of Design, delivered a powerful paper about this whole area of co-design. He ended with a beautiful quote from Lila Watson an Aboriginal Elder, activist and educator from Queensland, Australia:

“If you have come to help me, you are wasting your time.
But if you have come because your liberation is bound up with mine, then let us work together.”

Design at it’s best, if it is to work for the health and wellbeing of all, means that all are redesigned, re-configured and changed for the better within the process, because all are included in the design process i.e. Co-design. Together we find we need each other and so are all transformed independently and corporately into something more beautiful and whole.

At the heart of ‘Sarvodaya’ is the idea of ‘Khadi’. Khadi is a hand-spun and handwoven cotton cloth, representing both a non-violent protest against the British products, but also a sign of a community learning to be self-reliant, self-sufficient and to use village articles only when and where available. I wonder if we’ve thought about the redesign of our health and social care systems based on the values of caring for those who need it most, uplifting the whole of society (but in so doing, ensuring the closing of the inequality gap), using our resources thoughtfully not wastefully and doing so together, with a spirit of non-violence. What might our systems be like if we held true to these values?

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Continuously Learning Health Systems


Learning requires humility. It requires us to accept that we don’t know everything, that we get it wrong sometimes, make mistakes and need to own up to them so that we don’t do the same thing again. Learning is a vital part of all we do in health and social care, if we are to create truly safe, sustainable, compassionate and excellent services. But humility, although vital, is not enough on its own. There are things we need to put in place to ensure our organisations are continually learning, and not only so but that we actually implement our learning and incorporating it into new ways of working so that we change as a result.

The IHI and Allan Frankel have come up with a really helpful and pretty straight forward framework which enables us to do this. It requires 3 basic ingredients:

 

1) Leadership commitment

2) Individual responsibility

3) A shared learning culture for quality and safety

 

Leadership is absolutely vital in setting the right structures and support in place for learning to take place. It requires:

 

-transparency with the public, patients and staff

-vulnerability about weaknesses

-openness about what is being learned and what is changing as a result

-ensuring we are learning with and from our patients not just within our clinically teams. (Some of the most powerful learning we have done in Morecambe Bay has been from women using our maternity services. Our attitudes, communication skills and expertise have all improved dramatically as a result).

-commitment to the psychological safety of staff in developing a culture in which no question is too stupid and no concern is dismissed

-genuine care for each member of staff, creating a culture in which every person can be mentored, coached and encouraged

-time given and protected in which learning can be fostered

 

Personal Responsibility

Who are you?

In my role as a coach/mentor or trainer I have found that we have become far too obsessed with ensuring that people have the right skills but not necessarily paying too much attention to who people are, what their character is like, what their strengths and weaknesses are and how they are developing as a human being. Our medical/nursing and other clinical schools are filled with people eager to learn but who often have no idea about who they are and who, not what they would like to become. Knowing who you are as a person, hugely affects your clinical practice and we do not give it any way near enough attention. I am personally a huge fan of the Enneagram. For me it has been transformational to understand as a type 7, not only what my root need is (to avoid pain) what my root struggle is (gluttony) how I do under stress (become a falsely happy control freak) but also, what my invitation is (towards sober joy and deeper understanding), how to become a more healthy version of me and therefore a better gift to my family, my team and all the people I’m trying to serve. It has helped me to recognise when I’m doing well and when I’m not and to understand how to bring my core strengths to the fore whilst also recognising where I need discipline and boundaries to function from a more healed place. We each have a responsibility not just to be good at stuff, but to be good at being us. And  being us is more than just knowing how we function (e.g. ENFP in Myers-Briggs) but to get below the surface to the core of what makes us tick, that makes us human. Knowing who we truly are enables us to be better, kinder, more humble, genuine, compassionate people, who put aside the need to beat others down and learn to appreciate them so much more. When you really know the team you are working with, they become your friends, you understand the little idiosyncratic things about them with a whole lot more patience and you can also challenge them when they are not behaving in a way that is conducive to good care and you can also receive that challenge back when you are out of line. I wish that we were more interested in caring about who we are rather than only in what we can do. This has got to be a part of the culture of joy I have blogged about previously.

How are you?

Personal responsibility beckons us to be more honest with ourselves and others about how we’re doing emotionally/physically/mentally. It has been a transformational practice in our team to simply check-in with each other and talk about where we’re at. In this way, we can carry each other when needed and treat each other with kindness and compassion. But our individual agency, must also cause us to recognise when we are at a wall/ceiling/limit personally or professionally. We must simply own up when we don’t know something or are out of our depth or need help. We cannot pretend to be able to have a competency that we don’t have. We need to be self-aware and humble enough to accept when we don’t know something or have become unwell and ensure that we take it upon ourselves to find out or get the help we need. This is learning to have an internal, rather than an external locus of control. An external locus, always looks elsewhere for the answer. An internal locus takes responsibility to find out and keep learning. We need to develop a core value, that learning is really really important and we will prioritise ensuring that we keep making time to do so, through whatever form that takes, especially reflective practice. Yes there is some dependency on supportive structures and time being given, but there is also that sense of motivation that comes from within that we take ourselves and our roles seriously. It’s one of the reasons why I’m such a fan of a combination of problem-based learning and a solutions-focussed approach. If we do this ourselves and foster it in our teams, the care we provide will be beyond stellar!

Why are you Here?

We talk about the law of two feet in our team. You are responsible to know why you are here, or if you need to be somewhere else. That might even mean a job change, but more often than not it means having some good boundaries, knowing whether or not you really need to be at a certain meeting or somewhere else, if you should be doing what you are or if you need to ensure other things get the right focus. And what about yourself? Have you taken time to eat well, stay well hydrated, exercise, sleep well, maintain health in your relationships? In teams that care for each other we need to help each other to know why we are there and why we are important.

 

A Shared Learning Culture

 

It’s amazing to me that so many of our learning environments are still so teacher-based. Adult education is so much more empowering than this and it’s high time our clinical learning environments (both preclinical and in every day life) reflect this. They should also be more inclusive and we should be learning with and from our patients far more than we do. Although the above graphic applies to classroom settings, it contains many lessons for us.

 

With leadership and personal agency holding true, a culture then develops in which continuous learning is the norm. Learning environments, fuelled by kenotic power create a space in which an organisation can begin to truly flourish. It creates a net of accountability, teamwork, improvement and measurement, making the entire system more reliable. It is vital that we create this as one of the core principles upon which we build our future health and social care systems.

 

 

 

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