Abstract
Introduction
Humanising healthcare is a strategic focus globally, with the Covid-19 pandemic highlighting the need for person-centred approaches to practice underpinned by systems, processes and practices with persons at the core of healthcare delivery (Phelan et al 2020). Efforts have largely focused on the artefacts of practice, but healthcare education has a fundamental role instilling and espousing core values that underpin person-centred practice. Educating healthcare professionals is therefore fundamental in creating learning cultures and practices where they can live out person-centred philosophies, aligned with workforce and healthcare policy strategies. A range of curricula exist in which person-centredness is a curriculum focus, aim, or component, but few embrace person-centredness as an underpinning philosophy, or take a whole-systems approach.
Aim
Our Project Team therefore developed a universal curricular framework with the agility to work synergistically with existing curricular processes in pursuit of developing person-centred healthcare practitioners and cultures.
Methods
Using a multi-phase and iterative approach, including an e-survey (n=26) and interviews (n=35), and drawing on authentic co-design principles, we engaged with stakeholders in clinical practice, academic institutions, healthcare students and those working in health policy and strategic workforce planning, to create this framework.
Results
We present a framework for the design, delivery and evaluation of curricula, structured using a modified version of McKinsey's 7S Model (Waterman et al. 1980).
Discussion
The 7 components of the 7S Model contain a statement, outcomes and thematic actions to support the realisation of a person-centred curriculum. This was considered essential by the Project Team to make theoretical- and philosophically-applied principles translatable to all stakeholders.
Conclusions and Implications for practice
This curricular framework is offered as a supportive step to enabling congruency between healthcare education and practice in how person-centredness is defined and lived. Alongside the growth and further refinement of the framework, its impact on person-centred culture and student development will be explored through further evaluation. A resource toolkit to support the implementation of person-centredness in healthcare curricula is a key priority for further work by the Erasmus+ team.
Phelan, A. et al (2020) Review of developments in person-centred healthcare. International Practice Development Journal, 10(3).
Waterman Jr, R.H. et al 1980. Structure is not organization. Business horizons, 23(3).
Humanising healthcare is a strategic focus globally, with the Covid-19 pandemic highlighting the need for person-centred approaches to practice underpinned by systems, processes and practices with persons at the core of healthcare delivery (Phelan et al 2020). Efforts have largely focused on the artefacts of practice, but healthcare education has a fundamental role instilling and espousing core values that underpin person-centred practice. Educating healthcare professionals is therefore fundamental in creating learning cultures and practices where they can live out person-centred philosophies, aligned with workforce and healthcare policy strategies. A range of curricula exist in which person-centredness is a curriculum focus, aim, or component, but few embrace person-centredness as an underpinning philosophy, or take a whole-systems approach.
Aim
Our Project Team therefore developed a universal curricular framework with the agility to work synergistically with existing curricular processes in pursuit of developing person-centred healthcare practitioners and cultures.
Methods
Using a multi-phase and iterative approach, including an e-survey (n=26) and interviews (n=35), and drawing on authentic co-design principles, we engaged with stakeholders in clinical practice, academic institutions, healthcare students and those working in health policy and strategic workforce planning, to create this framework.
Results
We present a framework for the design, delivery and evaluation of curricula, structured using a modified version of McKinsey's 7S Model (Waterman et al. 1980).
Discussion
The 7 components of the 7S Model contain a statement, outcomes and thematic actions to support the realisation of a person-centred curriculum. This was considered essential by the Project Team to make theoretical- and philosophically-applied principles translatable to all stakeholders.
Conclusions and Implications for practice
This curricular framework is offered as a supportive step to enabling congruency between healthcare education and practice in how person-centredness is defined and lived. Alongside the growth and further refinement of the framework, its impact on person-centred culture and student development will be explored through further evaluation. A resource toolkit to support the implementation of person-centredness in healthcare curricula is a key priority for further work by the Erasmus+ team.
Phelan, A. et al (2020) Review of developments in person-centred healthcare. International Practice Development Journal, 10(3).
Waterman Jr, R.H. et al 1980. Structure is not organization. Business horizons, 23(3).
| Original language | English |
|---|---|
| Pages | 1 |
| Number of pages | 1 |
| Publication status | Published (in print/issue) - 7 Oct 2022 |
| Event | European Nursing Congress: Future Proof Nursing: Nurses as Key Drivers of Change - Online, Netherlands Duration: 4 Oct 2022 → 7 Oct 2022 |
Conference
| Conference | European Nursing Congress |
|---|---|
| Abbreviated title | ENC22 |
| Country/Territory | Netherlands |
| Period | 4/10/22 → 7/10/22 |
