2024 Conference Workshops

On Day 2 of the 2024 Conference, we will hold concurrent sessions. These will be split into ‘Research, Education, and Practice’ themes. The workshops will operate on a ‘first in first served’ capacity, so please indicate the workshop you think you would like to attend as soon as possible via the attendee survey.

FoC Practice Workshop

What does your nursing tree look like? Embedding the Fundamentals of Care framework into practice

In this workshop, you and colleagues from different areas have the opportunity to reflect and discuss how the Fundamentals of Care framework can be translated into clinical practice, and to start creating your nursing tree.

During the workshop, we will integrate short presentations and scenarios to stimulate and inspire group discussions, and the sharing of how the framework can be used in clinical practice.

We will discuss questions using the dimensions in the framework:

  • How do you establish a relationship with the patient based on the five elements in the framework?
  • How do you support the patient’s experience of being safe, rested, clean, without pain, hydrated, and nourished, etc.?
  • How do you safeguard continuity and plan nursing?
  • What is your role and responsibility for improving the delivery of fundamental care?

Finally, you will be introduced to ‘The Nursing Tree’. The tree has been used in clinical practice to illustrate how the Fundamentals of Care are related to the approaches and tools that are used in everyday practices. Based on your practice, or the practice of your organization, what would your tree of nursing look like? In the last part of the workshop, you will be given time to create your Nursing Tree.


Eva Jangland, Senior lecturer, Associate professor, RN, Leader of Research Group (nursing), Department of Surgical Sciences, Uppsala University, and Leader of Nursing Research, Department of Surgery, Uppsala University Hospital.

Åsa Muntlin, Director of Clinical Nursing, Research and Innovation, Area 3, Uppsala University Hospital; Associate Professor, PhD, adjunct Senior Lecturer, Department of Medical Sciences, Uppsala University, Sweden.

Birgitte Lerbæk, RN and Senior researcher, Unit for Psychiatric Research, Psychiatry – Aalborg University Hospital, Aalborg, Denmark

FoC Research Workshop

Delivering evidence for practice: how to plan and do intervention research in fundamental nursing care

This 90-minute workshop will de-mystify experimental research in nursing. You will hear from members of the ILC Research Special Interest Group on how to develop the confidence to take the experimental plunge. The group will take you on a well-worn step by step path of developing, testing and ultimately trialling fundamental care interventions that are both effective and implementation ready.

The ILC Mission is to embed person-centred fundamental care in practice globally, through education, research, advocacy, and policy. Of the five key statements to achieve our mission, the research objectives states: “Fundamental care must undergo systematic and high-quality investigations to generate the evidence needed to inform care practices and shape health systems
and educational curricula.”

‘Evidence’ takes many forms. It includes understanding phenomena and lived experience. It also involves exploring the rela9onship between inputs and impact – cause and effect. Nurses are very good at undertaking observational research. More than 80% of published research in nursing is observational. We are far less confident when approaching knowledge generation through experimental methods.

Whilst vital to improving our evidence base, merely observing phenomena will not persuade our colleagues, health care users and policy makers that the FoC model is a powerful engine of enhanced practice and improved patient outcomes. We need to demonstrate a solid connection between what we do and what patients experience. To do this we need to take the scary step towards experimentation. We need to take our knowledge of phenomena then construct and – vitally – test intervention to demonstrate positive care outcomes.


David A Richards, PhD, RN
Department of Health and Caring Sciences, Western Norway University of Applied Sciences

Mette Grønkjær
Head of Research
Department of Clinical Medicine, Aalborg University

FoC Education Workshop

Nurse Educator’s Sphere of Teaching Influence – Value, Talk, Do and Own Fundamental Care 

The impact and influence that a single academic nurse educator (ANE) exerts on the next generation of entry to practice nurses cannot be underestimated. During 10 years of full-time employment, an ANE could prepare between 450 and 1,300 nursing students.  

Members of the ILC Education Focus Special Interest Group will share their experiences, research and strategies for embedding fundamental care in teaching practice and facilitate participants to examine their own spheres of influence and impact. While the culture of an educational environment may facilitate or hinder explicitly embedding fundamental care into curriculum at a systems or policy level, individual ANEs are uniquely positioned to integrate the Fundamentals of Care (FOC) Framework within their own teaching practice to encourage students to strive for care excellence. For example, ANEs can promote trust-building, by role-modeling the relationship at the core of the FOC framework in the manner in which they build relationships with students, colleagues and patients. The Fundamentals of Care Practice Process also provides a resource to support student learning.  

Through guided self-reflection, participants will have the opportunity to identify teachable moments and intentionally create teaching strategies that align with the FOC Framework. Critical discussion of these strategies will establish a shared baseline for further embedding the Fundamentals of Care framework into individual teaching practice.  

Through this session, participants will be able to: 

  1. Identify any current activity that empowers students to deliver excellent fundamental care. 
  2. Explore the use of the FOC Practice Process as a teaching strategy.  
  3. Identify at least one new teaching strategy to improve student learning about fundamental care.  


Annemarie Dowling-Castronovo

Alison Marchbank
Lecturer (T&R) (Nursing), Admissions Lead for BN Nursing
School of Allied Health Professions and Nursing, Institute of Population Health, University of Liverpool