Abstract
TITLE: Becoming a person-centred healthcare professional: A mixed methods study
ABSTRACT: (Maximum 200 words)
Background: Internationally, health care policy and educational standards indicate that the future healthcare workforce must be prepared to practise in a person-centred way. Despite this, there is little evidence about how curricula prepare students for person-centred practice.
Aim: To examine pre-registration nursing students’ understandings and perceptions of their person-centred practice, and factors that influenced their learning.
Design: Sequential explanatory mixed methods.
Participants: A cohort of nursing students who had experience of a person-centred curriculum.
Methods: A cross-sectional survey was conducted with students at the end of their respective years of study (n=532). Thirty survey participants subsequently took part in focus groups where explanations were sought regarding the highest/lowest scoring survey items. Interpretive description guided the thematic analysis of qualitative findings, identification of meta-inferences and conceptualisation of integrated findings.
Results: From the end of year one, participants rated their person-centred practice positively. The highest and lowest scoring questionnaire items were similar across year groups. Factors that influenced students’ learning were themed as enabling and inhibiting factors.
Conclusion: Results were conceptualised as a model of learning to become a person-centred healthcare professional. Good practice principles are proffered for the design, delivery, and evaluation of curricula to prepare students for person-centred practice.
ABSTRACT: (Maximum 200 words)
Background: Internationally, health care policy and educational standards indicate that the future healthcare workforce must be prepared to practise in a person-centred way. Despite this, there is little evidence about how curricula prepare students for person-centred practice.
Aim: To examine pre-registration nursing students’ understandings and perceptions of their person-centred practice, and factors that influenced their learning.
Design: Sequential explanatory mixed methods.
Participants: A cohort of nursing students who had experience of a person-centred curriculum.
Methods: A cross-sectional survey was conducted with students at the end of their respective years of study (n=532). Thirty survey participants subsequently took part in focus groups where explanations were sought regarding the highest/lowest scoring survey items. Interpretive description guided the thematic analysis of qualitative findings, identification of meta-inferences and conceptualisation of integrated findings.
Results: From the end of year one, participants rated their person-centred practice positively. The highest and lowest scoring questionnaire items were similar across year groups. Factors that influenced students’ learning were themed as enabling and inhibiting factors.
Conclusion: Results were conceptualised as a model of learning to become a person-centred healthcare professional. Good practice principles are proffered for the design, delivery, and evaluation of curricula to prepare students for person-centred practice.
| Original language | English |
|---|---|
| Publication status | Published (in print/issue) - 13 May 2022 |
| Event | 2nd Doctoral Collaboration Conference - Ulster University Duration: 13 May 2022 → 13 May 2022 |
Conference
| Conference | 2nd Doctoral Collaboration Conference |
|---|---|
| Period | 13/05/22 → 13/05/22 |
