Principles for Practice

This section sets out core principles that underpin effective collaborative evaluations between health and social care providers and higher education institutions.

  • Shared Principles
    Genuine commitment to collaborative partnerships from a base of shared values embracing our common human experience
  • Service Principles
    Principles for practice (health and social care providers)
  • Higher Education Principles
    Principles for practice (higher education providers)

Shared Principles for Academics and Health and Social Care Providers

Any evaluation requires:

  • Evaluation is part of a personal, professional and organisational commitment to Quality Improvement
  • Recognising the incremental nature of ‘quality improvement’
  • Balance across available resources e.g. time, money, expertise
  • Mutual respect for the expertise of others e.g. clinical, academic, professional, lived experience
  • Independence from the organisations perspective e.g. avoiding conflicts of interest
  • Appropriate engagement of service users and carers e.g. in design, delivery, review
  • A range of beneficiaries perspectives e.g. organisational, staff, learners, service users, carers, community
  • Developing ethical practice e.g. choices, decision-making
  • Avoiding undue restrictions on the ability to publish.
  • Being clear about commitment and communicating this; in the right way, at the right time
  • Recognising that the necessary expertise is not just in ‘one organisation’ – working in collaboration helps use  the best skills
  • Sensitivity in reporting findings; awareness that findings may not mirror expectation
  • The publication of findings should be based on principles of co-production – co-publishing to the standards of SQUIRE
  • Seeing the findings of evaluation as an opportunity for shared learning; there will be things that do not go well and it is important that learning emerges from every experience

Principles for practice for health and social care providers

From a health and social care perspective evaluation requires:

  • Everyone recognising that ‘quality improvement is part of role / requirement
  • Thinking about evaluation when an intervention is being planned
  • Understanding evaluation in context
  • A commitment to participate in evaluation
  • Establishing a clear evaluation question
  • Building and sustaining positive relationships
  • Balancing the quality of evaluation with available resources
  • Understanding needs, expectations and priorities
  • Thinking about the longer-term relationship with academic partners
  • Commitment to support staff in engaging in quality improvement building capacity, capability and confidence
  • A willingness to acknowledge finding (building a culture of openness)
  • Demonstrating an organisational commitment to collaboration in quality improvement
  • Thinking through the implications of engaging in quality improvement for staff, patients and the public
  • Establishing a process for a shared exploration of the evaluation findings, making constructive recommendations
  • A collaborative approach to agreeing next steps

Principles for practice for higher education providers

From an education provider perspective collaborative evaluation requires:

  • Understanding of evaluation in the changing context of health and social care
  • Building and sustaining positive relationships
  • Understanding organisational expectations for evaluation
  • Aligning academic and needs and priorities
  • Tailoring evaluation approaches that are relevant to available expertise and resource
  • Utilising evaluation approaches that ensure a fair representation of the question / intervention