A meta-synthesis of person-centredness in nursing curricula
Peer reviewed, Journal article
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OriginalversjonO'Donnell, D., McCormack, B., McCance, T., & McIlfatrick, S. (2020). A meta-synthesis of person-centredness in nursing curricula. International Practice Development Journal, 10. https://doi.org/10.19043/ipdj.10Suppl2.002
Background: 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.