dc.contributor.author | O’Donnell, Deirdre | |
dc.contributor.author | McCormack, Brendan | |
dc.contributor.author | McCance, Tanya | |
dc.contributor.author | McIlfatrick, Sonja | |
dc.date.accessioned | 2021-03-26T11:21:43Z | |
dc.date.available | 2021-03-26T11:21:43Z | |
dc.date.created | 2021-03-24T15:08:35Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | O'Donnell, D., McCormack, B., McCance, T., & McIlfatrick, S. (2020). A meta-synthesis of person-centredness in nursing curricula. International Practice Development Journal, 10. | en_US |
dc.identifier.issn | 2046-9292 | |
dc.identifier.uri | https://hdl.handle.net/11250/2735704 | |
dc.description.abstract | 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. | en_US |
dc.language.iso | eng | en_US |
dc.rights | Navngivelse-Ikkekommersiell 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc/4.0/deed.no | * |
dc.title | A meta-synthesis of person-centredness in nursing curricula | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © The Authors. | en_US |
dc.source.volume | 10 | en_US |
dc.source.journal | International Practice Development Journal | en_US |
dc.identifier.doi | https://doi.org/10.19043/ipdj.10Suppl2.002 | |
dc.identifier.cristin | 1900725 | |
dc.source.articlenumber | 2 | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |