Fundamentals of Person-Centred Healthcare Practice presents evidence-based perspectives on a broad range of approaches to person-centred practice in healthcare. Featuring contributions from internationally recognised experts in the field, this valuable textbook helps students and staff across healthcare disciplines understand the essential concepts of person-centred practice in various health-related contexts. Using the Person-centred Practice Framework - an innovative theoretical model based on more than two decades of research and practice - students develop a strong understanding of the different components of person-centredness, their connections and interactions, and how they can be implemented to promote positive healthcare experiences for care providers, service-users, and families.
Recognising the dynamic and complex nature of person-centredness, the text emphasises the importance of a common language and a shared understanding of person-centred practice in all areas of healthcare, from hospital and social care systems, to mental health, learning disability, and rehabilitation services. This practical and insightful introduction to the subject:
- Provides engaging, student-friendly coverage of the central principles and practice of person-centredness within a multi-professional and interdisciplinary context
- Features cases and examples of person-centred practice in curricula worldwide
- Includes activities designed to support person-centred practitioner development
- Discusses the future of person-centred facilitation, learning and practice
- Offers real-world guidance on providing a holistic approach to developing person-centred relationships that facilitate meaningful connections with others
Fundamentals of Person-Centred Healthcare Practice is an indispensable resource for nursing and allied health professionals, and an important reference work for educators, facilitators, supervisors and healthcare practitioners.
Table of Contents
List of contributors xvii
Foreword xxi
Acknowledgement xxiii
Editor Biographies xxv
Introduction xxvii
Section 1 The Person in Person‐Centred Practice 1
Chapter 1 The person in person‐centred practice 3
Brendan McCormack, Tanya McCance, and Jan Dewing
Introduction 4
Who am I? 4
What does it mean to be a person? 6
Personhood 7
Persons, personhood and person‐centred practice 10
Conclusion 10
Summary 11
References 11
Further reading 11
Chapter 2 What is person‐centredness? 13
Brendan McCormack, Tanya McCance, and Suzanne Martin
Introduction 14
The values of person‐centredness 15
Person‐centredness and related concepts 16
Person‐centred practice 17
Person‐centred culture 19
Conclusions 20
Summary 20
References 21
Further reading 22
Chapter 3 The Person‐centred Practice Framework 23
Tanya McCance and Brendan McCormack
Introduction 24
What is person‐centred practice? 24
Introducing the Person‐centred Practice Framework 25
Prerequisites 26
The practice environment 27
Person‐centred processes 29
Person‐centred outcomes 29
Applying the framework in practice 30
Conclusions 30
Summary 30
References 31
Further reading 32
Chapter 4 Knowing self 33
Donna Brown and Savina Tropea
Introduction 34
Understanding and defining self: different perspectives 34
Different aspects of self 35
The journey through ‘knowing self’: tools and approaches 36
The importance of self‐knowledge for developing healthful cultures 37
Using reflection to know self 38
Creating the conditions to know self and others 38
Conclusion 39
Summary 39
References 40
Chapter 5 Flourishing as humans 41
Brendan McCormack, Tanya McCance, and Jan Dewing
Introduction 42
What is human flourishing? 43
Conditions for human flourishing 45
A resting place 49
Summary 49
References 50
Further reading 50
Chapter 6 Professionalism and practising professionally 51
Caroline Gibson, Kath MacDonald, and Deirdre O’Donnell
Introduction 52
Practising professionally 52
Standards for professional practice 53
Maintaining professional standards 54
Legal and ethical responsibilities 55
Person‐centredness, professionalism and organisational structures 56
Creating person‐centred cultures 57
Conclusion 58
Summary 58
References 60
Chapter 7 The future nurse, midwifery and allied health professional 61
Suzanne Martin, Charlotte McArdle, and Ed Jesudason
Introduction 62
Professionalism and person‐centredness 63
Step 1 - Build the initial team 65
Step 2 - Identify what we can do 65
Step 3 - Co‐create the vision 65
Step 4 - Co‐design the solution 65
Step 5 - Co‐delivery 66
Step 6 - Co‐evaluate 66
Challenges to professionalism 66
Curricula content 67
Conclusion 69
Summary 69
Acknowledgements 70
References 70
Further reading 70
Section 2 Being Person‐centred 71
Chapter 8 Communicating and relating effectively 73
Duncan Pentland, Helen Riddell, and Lindsey Regan
Introduction 74
Framing communication - definitions and basic concepts 75
Fundamental ideas in person‐centred communication 76
Strategies for putting person‐centred communication into action 79
Conclusion 80
Summary 81
References 81
Further reading 81
Chapter 9 Systems to support person‐centred decision making 83
Amanda Stears and Dawn Jansch
Introduction 84
What is decision making? 84
Service user perspectives 86
Person‐centred decision making 87
The value of shared decision making 88
Multidisciplinary team 88
Organisational decision making 90
Summary 91
References 92
Further reading 92
Chapter 10 Connecting with others 93
Brighide Lynch, Derek Barron, and Lesley McKinlay
Introduction 94
Relationship with self: emotional intelligence 95
Relationship with colleagues 97
Relationships with the person and their family 98
Conclusion 100
Summary 100
References 100
Further reading 101
Chapter 11 The physical environment 103
Suzanne Martin, Assumpta Ryan, and Fiona Maclean
Introduction 104
Ward layout and room type 105
Acoustic environment (noise reduction) 105
Lighting (natural daylight and artificial light) 106
Views, exposure and access to nature 106
How can a better environment be provided to service users? 109
Conclusion 110
Summary 110
References 110
Further reading 111
Chapter 12 Working with persons’ beliefs and values 113
Suzanne Martin, Lisa Luhanga, and Catherine Wells
Introduction 114
Beliefs, values and person‐centredness 114
Personal beliefs and values 115
Professional values 115
Respecting all beliefs and values 116
Contemporary considerations and challenges 117
Beliefs and values in person‐centred practice 118
Conclusion 119
Summary 119
References 119
Further reading 120
Chapter 13 Engaging meaningfully and effectively 121
Ailsa Espie, Georgios Tsigkas, and Donna Brown
Introduction 122
Engaging authentically 122
Levels of engagement 123
Human agency and reflexivity 124
Challenging the status quo and non‐person‐centred practices 125
Conclusion 126
Summary 127
References 127
Further reading 127
Chapter 14 Sharing in decisions 129
Jean Daly Lynn, Assumpta Ryan, and Fiona Kelly
Introduction 130
Shared decision making with service users 130
Shared decision making in action 131
Opportunities and challenges with shared decision making 133
Shared decision making and cognitive impairment 135
Conclusion 136
Summary 137
References 137
Further reading 138
Chapter 15 Being sympathetically present 139
Tanya McCance, Brendan McCormack, Karl Tizzard‐Kleister, and Lynn Wallace
Introduction 140
Understanding sympathetic presence 141
Being present in the moment 143
Conclusion 145
Summary 145
References 146
Further reading 146
Chapter 16 Providing holistic care 147
Neal F. Cook and Michelle L. Elliot
Introduction 148
The concept of holism 149
People, healthcare and holism 150
Factors influencing holistic provision of care 151
Providing holistic care 152
Upholding the holistic gaze 153
Conclusion 155
Summary 155
References 156
Further reading 156
Section 3 Person‐Centredness in Health and Social Care Systems 157
Chapter 17 Sociopolitical context in person‐centred practice 159
Deborah Baldie, Tanya McCance, and Brendan McCormack
Introduction 160
Strategic leadership 160
Health and social care policy 161
Strategic frameworks 162
Workforce developments 163
Conclusion 166
Summary 167
References 167
Further reading 168
Chapter 18 Being person‐centred in the acute hospital setting 169
Christine Boomer, Bill Lawson, and Robert Brown
Introduction 170
An overview of person‐centredness in the acute hospital setting 170
Person‐centred moments versus consistent person‐centred practice 171
The impact of the practice environment on person‐centredness in acute settings 172
How can we move beyond person‐centred moments in acute hospital settings? 174
Conclusion 175
Summary 176
References 176
Further reading 177
Chapter 19 Person‐centred rehabilitation 179
Jackie Gracey and Ailsa McMillan
Introduction 180
What is rehabilitation? 181
Who can participate in person‐centred rehabilitation? 183
Person‐centred processes 184
Conclusion 187
Summary 187
References 188
Further reading 188
Chapter 20 Being person‐centred in community and ambulatory services 189
Caroline Dickson and Lorna Peelo‐Kilroe
Introduction 190
The rich learning environments in community contexts 191
Knowing what matters to you being in the community 191
Stepping stones to enable you to be your best self in practice 193
Community contexts as flourishing workplaces 194
Conclusion 196
Summary 196
References 197
Further reading 197
Chapter 21 Experiencing person‐centredness in long‐term care 199
Kevin Moore and Fiona Kelly
Introduction 200
Residential and long‐term care: supporting quality of life 201
Choosing the right long‐term care setting and holding that difficult conversation 202
The transition from ‘home’ to ‘home’ 203
Nursing and caring expertise in residential care settings 204
Dignity and the importance of effective communication and interpersonal skills 205
Conclusion 206
Summary 206
References 207
Further reading 208
Chapter 22 Being person‐centred in mental health services 209
David Banks, Josianne Scerri, and Jessica Davidson
Introduction 210
How rights‐based approaches can inform person‐centred care of people experiencing mental distress 210
Implementing the Person‐centred Practice Framework in the context of mental distress and trauma informed practice 213
The necessity of developing a shared understanding 216
Story telling as a means of therapeutic engagement 216
Conclusion 217
Summary 217
References 218
Chapter 23 Person‐centred support for people with learning disabilities 219
Owen Barr, Martina Conway, and Vidar Melby
Introduction 220
Definition of a person with a learning disability 221
Person‐centred principles that have underpinned services for people with learning disabilities 222
The ongoing need for a person‐centred framework that is evidenced in practice 223
Delivering person‐centred health and social care services for people with learning disabilities 224
Conclusion 227
Summary 227
References 228
Further reading 228
Chapter 24 Being person‐centred in maternity services 229
Honor MacGregor and Patricia Gillen
Introduction 230
Contemporary maternity care 230
Being professionally competent as a midwife 231
Power sharing in person‐centred maternity care 232
Enabling person‐centred maternity care through shared decision making 233
Conclusion 234
Summary 235
References 235
Further reading 236
Chapter 25 Being person‐centred in children’s services 237
Ruth Magowan and Brian McGowan
Introduction 238
Person‐centred processes 239
Working with the person’s beliefs and values 240
Engaging authentically 240
Sharing decision making 241
Being sympathetically present 242
Working holistically 242
Conclusion 244
Summary 245
References 245
Further reading 246
Chapter 26 Being person‐centred when working with people living with long‐term conditions 247
Anne Williams, Suzanne Martin, and Vivien Coates
Introduction 248
The context and challenges of living with a long‐term condition 248
Healthcare system design 249
Supporting people with long‐term conditions 251
Assessment in the context of providing holistic care 253
Critical perspectives 254
Conclusion 255
Summary 255
References 255
Further reading 256
Chapter 27 Palliative and end of life care services 257
Antonia Lannie, Erna Haraldsdottir, and Juliet Spiller
Introduction 258
Key strategic drivers reflecting the person‐centred macro context of palliative care 259
Prerequisites: being a person‐centred practitioner in palliative care 259
The context of palliative care and person‐centred practice 261
Person‐centred processes in palliative care 262
Challenges to person‐centred outcomes in palliative care 263
Summary 264
References 264
Further reading and resources 265
Section 4 Approaches to Learning and Development for Person‐Centred Practice 267
Chapter 28 Being an active learner 269
Jan Dewing and Brighide Lynch
Introduction 270
What is active learning? 270
Our primary senses as the foundation for learning 271
Multiple intelligences 271
What makes active learning necessary for human flourishing? 272
Active learning and the Person‐centred Practice Framework 273
Active learning in class‐based learning 274
Active learning in the workplace 274
Conclusion 277
Summary 277
References 277
Further reading 278
Chapter 29 Knowing and becoming through reflective learning 279
Donna Brown and Kristina Mountain
Introduction 280
Reflection for person‐centred practice 280
In pursuit of knowing and becoming 281
Creating communicative spaces 282
Working with the challenges of knowing and becoming 284
Linking knowing and becoming to experiences from practice 284
Creating the conditions for knowing and becoming 285
Conclusion 286
Summary 286
References 287
Further reading 287
Chapter 30 Becoming a critical thinker 289
Neal F. Cook, Sonyia McFadden, and Lindsey Regan
Introduction 290
What is critical thinking? 290
The importance of critical thinking in practice 291
Enablers and inhibitors of critical thinking 293
The journey of becoming and being a critical thinker 295
Understanding self in becoming and being a critical thinker 296
Conclusion 296
References 297
Further reading 297
Chapter 31 Developing and supporting practice educators 299
Fiona Stuart, Lucia Ramsey, and Jacinta Lynch
Introduction 300
Person‐centred learning cultures 301
Learning processes 302
Evaluation processes 304
Evaluating your role and responsibility 305
Summary 306
References 306
Further reading 307
Chapter 32 Being curious through research and knowledge exchange 309
Cathy Bulley, Margaret Smith, and Alison Williams
Introduction 310
Person‐centred values and principles in research and knowledge exchange 311
Starting off: developing ideas for research and knowledge exchange through conversation 311
Continuing: developing ways of addressing research questions and knowledge exchange topics 313
Moving forward: ensuring that our work has positive impacts on people 315
Conclusion 316
Summary 316
References 316
Further reading 317
Chapter 33 Being a lifelong learner 319
Lindesay Irvine, Patricia Gillen, and Owen Barr
Introduction 321
Lifelong learning and its relationship to person‐centredness 321
Practice learning as adult learners 326
How we learn, and its effect on practice learning 327
Developing reflexivity in learning 328
Conclusion 329
Summary 329
References 330
Further reading 330
Chapter 34 The future of person‐centred practice - a call to action! 331
Brendan McCormack, Tanya McCance, Donna Brown, Cathy Bulley, Ailsa McMillan, and Suzanne Martin
The need for conceptual and theoretical clarity 332
The KISS Principle 335
Resting place 336
References 336
Index 339
