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Developing Person-Centred Cultures in Healthcare Education and Practice

E-BookEPUB2 - DRM Adobe / EPUBE-Book
272 Seiten
Englisch
John Wiley & Sonserschienen am14.03.20241. Auflage
Developing Person-Centred Cultures in Healthcare Education and Practice
This book embarks on an ambitious journey to challenge existing paradigms and spark a radical shift in the way healthcare is perceived and delivered.
Dive into a groundbreaking exploration of person-centred healthcare education, offering a multi-dimensional framework that redefines learning and practice in the healthcare landscape. This comprehensive guide, with contributions from top experts in the field, dissects the critical components of a person-centred curriculum, spanning philosophy, strategy, values, leadership, and practical skills. The book empowers readers with real-world case studies, tools, and reflective exercises, propelling the implementation of transformative person-centred healthcare practices.
Derived from the concepts introduced by the first European-funded project to frame and develop a person-centred healthcare curriculum, Developing Person-Centred Cultures in Healthcare Education and Practice presents an indispensable resource for healthcare practitioners looking for a way to develop person-centred cultures within the workplace.
Key features: An innovative curriculum framework for person-centred healthcare education and practice
In-depth coverage of philosophy, strategy, shared values, leadership, and practical skills for fostering person-centred cultures
Practical tools and real case studies to facilitate effective implementation of person-centred practices

This book is an indispensable resource for educators, healthcare practitioners, and policymakers looking to champion the shift towards person-centred healthcare practices.


Brendan McCormack, Susan Wakil Professor of Nursing; Head of School & Dean, The Susan Wakil School of Nursing and Midwifery (incl. Sydney Nursing School), Faculty of Medicine and Health, The University of Sydney, Australia.mehr
Verfügbare Formate
BuchKartoniert, Paperback
EUR42,00
E-BookPDF2 - DRM Adobe / Adobe Ebook ReaderE-Book
EUR33,99
E-BookEPUB2 - DRM Adobe / EPUBE-Book
EUR33,99

Produkt

KlappentextDeveloping Person-Centred Cultures in Healthcare Education and Practice
This book embarks on an ambitious journey to challenge existing paradigms and spark a radical shift in the way healthcare is perceived and delivered.
Dive into a groundbreaking exploration of person-centred healthcare education, offering a multi-dimensional framework that redefines learning and practice in the healthcare landscape. This comprehensive guide, with contributions from top experts in the field, dissects the critical components of a person-centred curriculum, spanning philosophy, strategy, values, leadership, and practical skills. The book empowers readers with real-world case studies, tools, and reflective exercises, propelling the implementation of transformative person-centred healthcare practices.
Derived from the concepts introduced by the first European-funded project to frame and develop a person-centred healthcare curriculum, Developing Person-Centred Cultures in Healthcare Education and Practice presents an indispensable resource for healthcare practitioners looking for a way to develop person-centred cultures within the workplace.
Key features: An innovative curriculum framework for person-centred healthcare education and practice
In-depth coverage of philosophy, strategy, shared values, leadership, and practical skills for fostering person-centred cultures
Practical tools and real case studies to facilitate effective implementation of person-centred practices

This book is an indispensable resource for educators, healthcare practitioners, and policymakers looking to champion the shift towards person-centred healthcare practices.


Brendan McCormack, Susan Wakil Professor of Nursing; Head of School & Dean, The Susan Wakil School of Nursing and Midwifery (incl. Sydney Nursing School), Faculty of Medicine and Health, The University of Sydney, Australia.
Details
Weitere ISBN/GTIN9781119913887
ProduktartE-Book
EinbandartE-Book
FormatEPUB
Format Hinweis2 - DRM Adobe / EPUB
FormatFormat mit automatischem Seitenumbruch (reflowable)
Erscheinungsjahr2024
Erscheinungsdatum14.03.2024
Auflage1. Auflage
Seiten272 Seiten
SpracheEnglisch
Dateigrösse7518 Kbytes
Artikel-Nr.14172493
Rubriken
Genre9201

Inhalt/Kritik

Inhaltsverzeichnis
List of Contributors ix

Foreword xi

Acknowledgements xiii

Chapter 1 Introduction 1
Brendan McCormack, Ruth Magowan, Tanya McCance, Deirdre O'Donnell, Siri Tønnessen, Gregor Stiglic, Famke van Lieshout, Mateja Lorber, Sergej Kmetec, Amanda Phelan, Caroline Dickson, Stephanie Dunleavy, Helle K. Falkenberg, Shaun Cardiff, Neal Cook, Gobnait Byrne and Donna Brown

Chapter 2 Strategy 29
Brendan McCormack, Deirdre O'Donnell, Neal Cook, Amanda Phelan and Tanya McCance

Chapter 3 Structure 63
Caroline Dickson, Deirdre O'Donnell, Gobnait Byrne and Siri Tønnessen

Chapter 4 Systems 87
Sergej Kmetec, Mateja Lorber, Amanda Phelan and Brendan McCormack

Chapter 5 Shared Values 103
Deirdre O'Donnell, Neal Cook, Tanya McCance and Ruth Magowan

Chapter 6 Style 129
Donna Brown, Shaun Cardiff, Caroline Dickson, Famke van Lieshout, Mateja Lorber and Siri Tønnessen

Chapter 7 Staff 157
Stephanie Dunleavy, Helle K. Falkenberg, Shaun Cardiff and Sergej Kmetec

Chapter 8 Skills 193
Neal Cook, Stephanie Dunleavy, Famke van Lieshout and Helle K. Falkenberg

Chapter 9 Motivational Stories 223
Brendan McCormack, Erna Haraldsdottir, Deirdre O'Donnell, Donna Brown, Neal Cook, Stephanie Dunleavy, Tanya McCance, Mateja Lorber, Gregor Stiglic, Sergej Kmetec, Shaun Cardiff, Helle K. Falkenberg, Siri Tønnessen, Famke van Lieshout and Caroline Dickson

Index 251mehr
Leseprobe

CHAPTER 1
Introduction
INTRODUCTION

In this introductory chapter, we provide an overview of the collaborative work we have engaged in to create the first person-centred curriculum framework to inform the development of curricula to educate healthcare practitioners. We provide an overview of the need for such a framework as well as sharing the systematic and rigorous methodology we adopted in our work. We demonstrate the iterative and reflexive approach we adopted to the development of the curriculum framework. Finally, we present the full Universal Curriculum Framework for Person-centred Healthcare Practitioner Education.

The major content of this chapter is drawn from previously published papers written by all the co-authors of this chapter. We have summarised and adapted the text from these previously published papers to present a synthesis of that work and introduce the reader to the curriculum framework itself. The complete collection of papers underpinning this chapter is listed in Table 1.1 and we would encourage you to visit this collection of papers for a deep understanding of the research and each stage of the development process that led to the finalised curriculum framework.
PERSON-CENTRED HEALTHCARE POLICY AND PRACTICE

Person-centredness, underpinned by robust philosophical and theoretical concepts, has an increasingly solid footprint in policy and practice, but research and education lag behind. In the first phase of the curriculum framework development project, we considered the emergence of person-centredness, including person-centred care and how it is positioned in healthcare policy around the world, while recognising our dominant philosophical positioning in Western philosophy, concepts and theories (Phelan et al. 2020). We critically reviewed the published literature for the period 2016 and 2021 to show how person-centred healthcare has evolved over this time. We drew on published evidence of person-centred healthcare developments, as well as information gathered from key stakeholders who engaged with us in this project as partner organisations. We identified five themes underpinning the literature and stakeholder perspectives.

TABLE 1.1 Published Papers on Which this Chapter is Based.
Cook, N.F., Brown, D., O'Donnell, D. et al. (2022) The Person-centred Curriculum Framework: a universal curriculum framework for person-centred healthcare practitioner education. International Practice Development Journal 12 (Special Issue), Article 4. https://doi.org/10.19043/12Suppl.004
Dickson, C., van Lieshout, F., Kmetec, S. et al. (2020) Developing philosophical and pedagogical principles for a pan-European person-centred curriculum framework. International Practice Development Journal 10(2) (Special Issue). http://dx.doi.org/10.19043/ipdj.10Suppl2.004
McCormack, B. (2020) Educating for a person-centred future - the need for curriculum innovation. International Practice Development Journal 10 (Special Issue). http://dx.doi.org/10.19043/ipdj.10Suppl2.001
McCormack, B. (2022) Educating for a person-centred future - the need for curriculum innovation. International Practice Development Journal 12 (Special Issue). www.fons.org/library/journal/volume12-suppl/editorial

McCormack, B., Magowan, R., O'Donnell, D. et al. (2022) Developing a Person-centred Curriculum Framework: a whole-systems methodology. International Practice Development Journal 12 (Special Issue), Article 2. https://doi.org/10.19043/ipdj.12suppl.002
O'Donnell, D., McCormack, B., McCance, T. and McIlfatrick, S. (2020) A meta-synthesis of person-centredness in nursing curricula. International Practice Development Journal 10(2) (Special Issue). http://dx.doi.org/10.19043/ipdj.10Suppl2.002
O'Donnell, D., Dickson, C.A.W., Phelan, A. et al. (2022) A mixed methods approach to the development of a Person-centred Curriculum Framework: surfacing person-centred principles and practices. International Practice Development Journal 12 (Special Issue), Article 3. https://doi.org/10.19043/ipdj.12Suppl.003
Phelan, A., McCormack, B., Dewing, J. et al. (2020) Review of developments in person-centred healthcare. International Practice Development Journal 10(3) (Special Issue). http://dx.doi.org/10.19043/ipdj.10Suppl2.003
Policy development for transformation.
Participatory strategies for public engagement.
Healthcare integration and co-ordination strategies.
Frameworks for practice.
Process and outcome measurement.

These themes reflect the World Health Organization's global perspective on people-centred and integrated healthcare and give some indication of development priorities as we continue to develop person-centred healthcare systems. However, our review methods also revealed the need for intentional development of individuals and teams as person-centred practitioners within pre- and postregistration programmes. The centrality of caring relationships and possessing holistic care skills is highlighted, but the day-to-day challenges experienced in practice result in the context in which learning takes place not being supportive of the developments needed. Therefore, if the global developments highlighted are to be sustained and developed at scale, then we need many role models of person-centred practice integrated at every level of the healthcare system who can facilitate person-centred learning cultures, wherever such learning takes place.

The need for healthcare education programmes to plan strategically for a workforce that is ready to respond appropriately is obvious, and education curricula need to be innovative and proactive in this respect. In practice, this reality´ may seem unreal, as evidence from service user feedback, patient experience surveys and patient/family outcome data continues to suggest that only modest´ improvements in patient experience have been achieved, despite more than 20âyears of service improvement, quality improvement and practice developments. While there has been major investment into such improvements, as well as into patient safety (and yes, patients are safer - in hospitals at least), these data have not significantly changed over the years.

Despite these best efforts, there is little evidence of fundamental change in the core cultural characteristics of healthcare practice, and some commentators argue (drawing on culture theory as an explanatory device) that most person-centred developments focus on the artefacts of practice rather than on the core values that drive health and social care delivery. O'Donnell et al. (2020) highlighted the lack of a consistent focus on person-centred principles, even in curricula that purport to have person-centredness as their underpinning framework. At best, person-centredness is used as a heuristic for containing a diverse range of principles, processes and practices in teaching and learning, rather than being an explicit conceptual or theoretical framework informing all stages of education delivery. Although there are few examples of professional education curricula for healthcare practitioners that adequately prepare them to work in a person-centred way, they are expected to graduate from their professional programmes with the qualities and attributes of a person-centred practitioner.

It is the drive to address these ongoing challenges in developing person-centred healthcare services that motivated us to undertake the research that is the bedrock of this book. The work began in 2019 when McCormack and Dewing published a position statement on person-centredness in the curriculum. This position statement formed the basis of the case of need and the detailed funding proposal submitted to the European Commission Erasmusâ+âStrategic Partnerships for Higher Education funding stream (KA203-990E7AB4). The research and development work undertaken is all in the public domain (Table 1.1). However, being cognisant of our earlier commentary on the challenges associated with making person-centredness real in the curriculum, we were committed not just to providing a curriculum framework but also to helping make sense of the framework through practical actions, methods and tools. So, this book provides practical applications and, if worked with, an implementation strategy for the curriculum framework developed by the project team who are also the co-authors of this book.
DEVELOPMENT OF A UNIVERSAL CURRICULUM FRAMEWORK FORPERSON-CENTRED HEALTHCARE PRACTITIONER EDUCATION

The findings from the evidence synthesised by Phelan et al. (2020) and O'Donnell et al. (2020) and the previous work undertaken by the International Community of Practice for Person-centred Practice (PcP-ICoP)1 in developing a position statement for person-centredness in nursing and healthcare curricula (McCormack and Dewing 2019) were the impetus for developing a person-centred curriculum framework for educating healthcare professionals, supported by funding from the European Union Erasmusâ+âStrategic Partnerships for Higher Education Programme (Project ID KA203-990E7AB4)....
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