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Fundamentals of Person-Centred Healthcare Practice. Edition No. 1

  • Book

  • 384 Pages
  • February 2021
  • John Wiley and Sons Ltd
  • ID: 5836779

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

Authors

Brendan McCormack Ulster University, Northern Ireland. Tanya McCance Ulster University, Northern Ireland. Cathy Bulley Queen Margaret University, Edinburgh, Scotland. Donna Brown Ulster University, Northern Ireland. Ailsa McMillan Queen Margaret University, Edinburgh, Scotland. Suzanne Martin Ulster University, Northern Ireland.