A meta-synthesis of person-centredness in nursing curricula

Brendan McCormack - ORCID: 0000-0001-8525-8905 https://orcid.org/0000-0001-8525-8905Background: Person-centred approaches to practice are synonymous with effective healthcare. It is therefore important that the nursing workforce values, recognises and demonstrates person-centred practice. This has implications for nursing education and how curricula prepare students for person-centred practice.Aim: To conduct a meta-synthesis of person-centredness in nursing curricula.Method: Meta-synthesis.Results: The meta-synthesis included 48 papers. Four themes were identified: Moving beyond mediocrity (dissatisfaction with current teaching and learning approaches, and a desire to enhance curricula to promote person-centredness) Me, myself and I (promoting person-centredness in nursing curricula requires all participants in nursing education to have self-knowledge) The curricular suitcase (nursing curricula have finite capacity so the inclusion of person-centredness is an essential requirement for the career journey) Learning elevators (it is important to prioritise learning cultures and experiences that help students understand and enact person-centred practice)Conclusion: This study has found that nurse educators aspire to and are committed to the promotion of person-centred practice. Internationally, a range of pedagogies and curricular developments to promote person-centredness have been positively evaluated. However, there is generally a lack of conceptual clarity about the nature of person-centredness and no evidence of a systematic approach to whole-curriculum development that reflects the theoretical principles of person-centred practice.Implications for practice development: Person-centred practice is a prominent concept in healthcare policy. If the future nursing workforce is to be prepared for person-centred practice then proficiency standards and nursing curricula should consistently reflect this Nursing curricula need to be developed to encompass a breadth and depth of learning experiences in academic and practice settings, in order to optimise student learning about those issues that matter most to people in need of healthcarehttps://doi.org/10.19043/ipdj.10Suppl2.00210pubpubSuppl

The development and validation of the Person-centred Practice Inventory-Student instrument: A Modified Delphi Study

From PubMed via Jisc Publications RouterBackground Global health care policy and regulatory requirements indicate that nursing students must be prepared for person-centred practice. Despite this, there is no evidence of a theoretically derived instrument to measure students' perceptions of person-centred practice.Objectives To adapt the Person-centred Practice Inventory-Staff instrument for use with healthcare students and to test the adapted instrument.Design This study involved a two-phased, modified Delphi Technique. In Phase 1 students' views about items in the Person-centred Practice Inventory-Staff were explored to gain consensus about items for inclusion in an adapted student version. In Phase 2, the psychometric properties of the adapted instrument were tested.Setting A UK university.Participants Pre-registration nursing students.Methods Phase 1 involved an iterative process including three focus groups (n = 13) followed by Delphi surveys (Round 1: n = 382; Round 2: n = 144). Thematic analysis was used to analyse students' comments and consensus percentages were calculated after each Delphi round. Phase 2 involved a survey using the adapted instrument (n = 532). The measurement model was analysed using confirmatory factor analysis.Results The results indicated stability in the measurement model with this sample. Item correlation scores were between 0.22 and 0.74 with no evidence of collinearity and factor loadings ranged from 0.44–0.86. Fit indices indicated goodness of fit between the observed data and the respective domains in the Person-centred Practice Framework (chi-squared to degrees of freedom ratio of <3, root mean square estimations of approximation 0.06 for all domains and between 0.05 and 0.07 at 90% confidence interval. Comparative fit index estimates ranged from 0.90–0.97).Conclusion This study provides initial validation of the Person-centred Practice Inventory-Student instrument which is offered as a measure of students' perceptions of their person-centred practice. The instrument has utility in assessing the efficacy of curricula in preparing students as person-centred practitioners.100pu

The Person-centred Curriculum Framework: a universal curriculum framework for person-centred healthcare practitioner education

Background: Globally, humanising healthcare is a strategic response to a distinct need for person-centred approaches to practice. This movement has largely focused on the artefacts of healthcare practice, with an emergent focus on the role of healthcare education in instilling and espousing the core principles of person-centredness. It is increasingly recognised that how healthcare professionals are educated is fundamental to creating learning cultures where person-centred philosophies can be lived out and aligned with workforce and healthcare policy strategies. In 2019, six European countries began collaboration on an Erasmus+ project, Person-centredness in Healthcare Curricula, to develop a Person-centred Curriculum Framework. The other articles in this Special Issue focus on the methodologies employed by the project team, and this article describes the framework. Aim: While curricula exist with person-centredness as a focus, aim or component, few embrace person-centredness as an underpinning philosophy and theory, or use a whole-systems approach. This project aimed to develop a universal curricular framework with the agility to work synergistically with existing curricular processes, in pursuit of the development of person-centred healthcare practitioners and cultures. Methods: The project used an iterative multiphase, mixed methods approach, including an e-survey and interviews. Drawing on authentic co-design principles, to create our framework we engaged with stakeholders in clinical practice and academic institutions as well as healthcare students and those working in health policy and strategic workforce planning. Results: We present a framework for the design, delivery and evaluation of curricula, structured using a modified version of McKinsey’s 7S methodology, resulting in each component having a statement, outcomes, and thematic actions to support the realisation of a person-centred curriculum. Conclusion: Our Person-centred Curriculum Framework can facilitate congruency between healthcare education and practice in the way person-centredness is defined and lived out through healthful cultures. Given the iterative origins of the framework, we anticipate its evolution over time through further exploration following its implementation and evaluation

‘Language has been granted too much power’. 1,p.1 Challenging the power of words with time and flexibility in the precommencement stage of research involving those with cognitive impairment

Meaningful and inclusive involvement of all people affected by research in the design, management and dissemination of that research requires skills, time, flexibility and resources. There continue to be research practices that create implicit and explicit exclusion of some members of the public who may be ‘seldom heard’ or ‘frequently ignored’. Our focus is particularly on the involvement of people living with cognitive impairment, including people with one of the many forms of dementia and people with learning disabilities. We reflect especially on issues relating to the precommencement stage of research. We suggest that despite pockets of creative good practice, research culture remains a distinct habitus that continues to privilege cognition and articulacy in numerous ways. We argue that in perpetuating this system, some researchers and the institutions that govern research are committing a form of bureaucratic violence. We call for a reimagining of the models of research governance, funding and processes to incorporate the time and flexibility that are essential for meaningful involved research, particularly at the precommencement stage. Only then will academic health and social science research that is truly collaborative, engaged, accessible and inclusive be commonplace

CE14016

In the southwest of Ireland and the Celtic Sea (ICES Divisions VIIaS, g & j),herring acoustic surveys have been carried out since 1989. This survey was undertaken in early October. The geographical confines of the annual 21 day survey program have been modified in recent years to include areas to the south of the main winter spawning grounds in an effort to identify the whereabouts of winter spawning fish before the annual inshore spawning migration. Spatial resolution of acoustic transects has been increased over the entire south coast survey area. The acoustic component of the survey has been further complimented since 2004 by detailed hydrographic and marine mammal and seabird surveys

Modelling and testing of a historic steel suspension footbridge in Ireland

Daly's Bridge is a historic steel suspension footbridge in Ireland, known locally as the 'Shaky Bridge' for its noticeable movement under pedestrian loading. Although there is concern regarding the performance of the structure, testing or modelling has not been carried out to date and inadequate information exists in relation to carrying out such analyses. In this paper, Daly's Bridge is instrumented and tested for the first time and a model of the bridge is established and improved in the process. Apart from ambient vibration, excitation from traversing pedestrians and cyclists is considered. Video analysis of dynamic deflection, a wavelet-packet-based technique using acceleration responses and dynamic measurements from a cheap smartphone accelerometer application are used to identify and compare the natural frequency of the bridge. The work contributes to the evidence base of full-scale measurements from instrumenting and analysing responses of aging pedestrian bridges, highlighting the complexity, challenges, opportunities and limitations related to the varied levels of information available from disparate sources. The study also highlights the need to investigate to what extent cheap sensors can be successfully used as compared to their more expensive and sophisticated counterparts

Baseline study of Essential Ocean Variable monitoring in Irish waters; current measurement programmes & data quality

This report provides an initial assessment of Ireland’s current measurement programmes and capacity for Essential Ocean Variables (EOV) data collection. These are typically programmes that involve physical sampling of the marine environment, using a combination of ship-based measurements, fixed platforms e.g. tide and wave gauges, offshore buoys, autonomous platforms e.g. underwater gliders, and conventional collection of physical samples that are analysed on board ships or in shore-based laboratories. Systematic measurement of essential ocean variables underpins the delivery of services to government and the public in terms of real-time decision support, assessments of ocean health e.g. Marine Strategy Framework Directive (MSFD), Oslo & Paris Conventions (OSPAR), International Council on the Exploration of the Sea (ICES) and long-term observations to inform policy on marine climate change and provide climate information to guide related adaptation measures required under climate change sectoral adaptation plans e.g. seafood sector, transport, biodiversity, and built heritage