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Группа авторов. Fundamentals of Person-Centred Healthcare Practice
Table of Contents
List of Tables
List of Illustrations
Guide
Pages
Fundamentals of Person‐Centred Healthcare Practice
List of contributors
Foreword
Acknowledgement
Editor Biographies
Introduction
Reference
SECTION 1. The Person in Person‐Centred Practice
1 The person in person‐centred practice
Contents
Learning outcomes
Introduction
Who am I?
Activity Who am I as a person?
What does it mean to be a person?
Humans as primary beings
Physical and psychological attributes
Activity
Personhood
The reflective person
Self and selfhood
Activity
Persons, personhood and person‐centred practice
Conclusion
Summary
References
Further reading
2 What is person‐centredness?
Contents
Learning outcomes
Introduction
Activity
The values of person‐centredness
Activity
Person‐centredness and related concepts
Person‐centred practice
Activity
Person‐centred culture
Conclusions
Summary
References
Further reading
3 The Person‐centred Practice Framework
Contents
Learning outcomes
Introduction
What is person‐centred practice?
Introducing the Person‐centred Practice Framework
Prerequisites
The practice environment
Person‐centred processes
Person‐centred outcomes
Applying the framework in practice
Conclusions
Summary
References
Further reading
4 Knowing self
Contents
Learning outcomes
Introduction
Understanding and defining self: different perspectives
Different aspects of self
Activity
The journey through ‘knowing self’: tools and approaches
The importance of self‐knowledge for developing healthful cultures
Using reflection to know self
Activity
Creating the conditions to know self and others
Activity
Conclusion
Summary
References
5 Flourishing as humans
Contents
Learning outcomes
Introduction
Awakening
Activity
What is human flourishing?
Human flourishing as happiness
Human flourishing as psychological wellness
Conditions for human flourishing
Activity
A resting place
Activity
Summary
References
Further reading
6 Professionalism and practising professionally
Contents
Learning outcomes
Introduction
Practising professionally
Activity
Standards for professional practice
Maintaining professional standards
Activity
Legal and ethical responsibilities
Activity
Person‐centredness, professionalism and organisational structures
Creating person‐centred cultures
Conclusion
Summary
Additional learning activities
References
7 The future nurse, midwifery and allied health professional
Contents
Learning outcomes
Introduction
Activity
Professionalism and person‐centredness
Activity
Step 1 – Build the initial team
Step 2 – Identify what we can do
Step 3 – Co‐create the vision
Step 4 – Co‐design the solution
Step 5 – Co‐delivery
Step 6 – Co‐evaluate
Activity
Challenges to professionalism
Activity
Curricula content
Case study
Activity
Activity
Conclusion
Summary
Acknowledgements
References
Further reading
SECTION 2. Being Person‐centred
8 Communicating and relating effectively
Contents
Learning outcomes
Introduction
Framing communication – definitions and basic concepts
Communication always has intent
Communication is an interactive process of exchanging content
Communication always occurs in context
Fundamental ideas in person‐centred communication
Understanding self and others
Conveying empathy through ‘sympathetic presencing’
Being kind and warm
Activity
Being genuine
Trust in self and others
Activity
Strategies for putting person‐centred communication into action. Noticing
Immediacy
Asking questions
Listening and attending
Responding empathically
Conclusion
Summary
References
Further reading
9 Systems to support person‐centred decision making
Contents
Learning outcomes
Introduction
What is decision making?
Activity
Service user perspectives
Activity
Person‐centred decision making
The value of shared decision making
Multidisciplinary team
Strategies to promote shared decision making. Activity
Therapeutic relationships
Motivational interviewing
Organisational decision making
Skill mix
Systems of decision making
Power sharing
Summary
References
Further reading
10 Connecting with others
Contents
Learning outcomes
Introduction
Relationship with self: emotional intelligence
Activity
Reflection
Relationship with colleagues
Relationships with the person and their family
Activity
Activity
Conclusion
Summary
References
Further reading
11 The physical environment
Contents
Learning outcomes
Introduction
Activity
Ward layout and room type
Acoustic environment (noise reduction)
Lighting (natural daylight and artificial light)
Views, exposure and access to nature
Activity
Activity
How can a better environment be provided to service users?
Conclusion
Summary
References
Further reading
12 Working with persons' beliefs and values
Contents
Learning outcomes
Introduction
Beliefs, values and person‐centredness
Activity
Personal beliefs and values
Professional values
Activity
Respecting all beliefs and values
Contemporary considerations and challenges
Activity
Beliefs and values in person‐centred practice
Conclusion
Summary
References
Further reading
13 Engaging meaningfully and effectively
Contents
Learning outcomes
Introduction
Engaging authentically
Levels of engagement
Activity
Human agency and reflexivity
Activity
Challenging the status quo and non‐person‐centred practices
Activity
Conclusion
Summary
References
Further reading
14 Sharing in decisions
Contents
Learning outcomes
Introduction
Shared decision making with service users
Shared decision making in action
Activity
Opportunities and challenges with shared decision making
Activity
Shared decision making and cognitive impairment
Activity
Conclusion
Summary
References
Further reading
15 Being sympathetically present
Contents
Learning outcomes
Introduction
Activity
Understanding sympathetic presence
Activity
Being present in the moment
Activity
Conclusion
Summary
References
Further reading
16 Providing holistic care
Contents
Learning outcomes
Introduction
The concept of holism
Activity
People, healthcare and holism
People's experiences of healthcare, holism and person‐centred practice
Factors influencing holistic provision of care
Providing holistic care
Upholding the holistic gaze
In practice – a critical reflection by a Canadian occupational therapist
Words matter
Context matters
Activity
Conclusion
Summary
References
Further reading
SECTION 3. Person‐Centredness in Health and Social Care Systems
17 Sociopolitical context in person‐centred practice
Contents
Learning outcomes
Introduction
Strategic leadership
Health and social care policy
Activity
Strategic frameworks
Activity
Workforce developments
Case study
Activity
Box 17.1 Approaches to developing capacity for learning in complex systems. Clinical governance
Risk management
Significant incident review
Institute of Healthcare Improvement [IHI] patient safety programme
Changes to managing and responding to complaints
Activity
Conclusion
Summary
References
Further reading
18 Being person‐centred in the acute hospital setting
Contents
Learning outcomes
Introduction
An overview of person‐centredness in the acute hospital setting
Person‐centred moments versus consistent person‐centred practice
Activity
The impact of the practice environment on person‐centredness in acute settings
Activity
How can we move beyond person‐centred moments in acute hospital settings?
Conclusion
Summary
References
Further reading
19 Person‐centred rehabilitation
Contents
Learning outcomes
Introduction
What is rehabilitation?
Practice environment
Activity
Who can participate in person‐centred rehabilitation?
Activity
Person‐centred processes. Working with a person's beliefs and values in rehabilitation
Shared decision making in rehabilitation
Activity
Engaging authentically
Activity
Being sympathetically present
Working holistically
Conclusion
Summary
References
Further reading
20 Being person‐centred in community and ambulatory services
Contents
Learning outcomes
Introduction
The rich learning environments in community contexts
Knowing what matters to you being in the community
Activity
Stepping stones to enable you to be your best self in practice
Community contexts as flourishing workplaces
Activity
Conclusion
Summary
References
Further reading
21 Experiencing person‐centredness in long‐term care
Contents
Learning outcomes
Introduction
Residential and long‐term care: supporting quality of life
Activity
Choosing the right long‐term care setting and holding that difficult conversation
The transition from ‘home’ to ‘home’ Supporting the person
Creating ‘home’
Supporting relatives
Activity
Nursing and caring expertise in residential care settings
Dignity and the importance of effective communication and interpersonal skills
Activity
Conclusion
Summary
References
Further reading
22 Being person‐centred in mental health services
Contents
Learning outcomes
Introduction
How rights‐based approaches can inform person‐centred care of people experiencing mental distress
Activity
Implementing the Person‐centred Practice Framework in the context of mental distress and trauma informed practice
The necessity of developing a shared understanding
Story telling as a means of therapeutic engagement
Activity
Conclusion
Summary
References
23 Person‐centred support for people with learning disabilities
Contents
Learning outcomes
Introduction
Definition of a person with a learning disability
Activity
Person‐centred principles that have underpinned services for people with learning disabilities
Activity. Service Principles in Your Practice
The ongoing need for a person‐centred framework that is evidenced in practice
Delivering person‐centred health and social care services for people with learning disabilities
Interpersonal skills
Professional competence and confidence
Activity
Engaging authentically and being sympathetically present with a person with learning disabilities and colleagues
Shared decision making
Conclusion
Summary
References
Further reading
24 Being person‐centred in maternity services
Contents
Learning outcomes
Introduction
Contemporary maternity care
Being professionally competent as a midwife
Activity
Power sharing in person‐centred maternity care
Enabling person‐centred maternity care through shared decision making
Activity
Conclusion
Summary
References
Further reading
25 Being person‐centred in children's services
Contents
Learning outcomes
Introduction
Activity
Person‐Centred Processes
Working with the person's beliefs and values
Engaging authentically
Sharing decision making
Being sympathetically present
Working holistically
Activity
Conclusion
Summary
References
Further Reading
26 Being person‐centred when working with people living with long‐term conditions
Contents
Learning outcomes
Introduction
The context and challenges of living with a long‐term condition
Activity
Healthcare system design
Service models
The Chronic Care Model
The House of Care
Supporting people with long‐term conditions
Scenario 1: Tom's story
Activity. Barriers and facilitators to self‐management
Assessment in the context of providing holistic care. Scenario 2: Linda's story
Activity. Person‐centred assessment
Critical perspectives
Conclusion
Summary
References
Further reading
27 Palliative and end of life care services
Contents
Learning outcomes
Introduction
Key strategic drivers reflecting the person‐centred macro context of palliative care
Prerequisites: being a person‐centred practitioner in palliative care
The context of palliative care and person‐centred practice
Person‐centred processes in palliative care
Activity
Step 1 – Choice Talk
Step 2 – Option Talk
Step 3 – Decision Talk
Activity
Challenges to person‐centred outcomes in palliative care
Activity
Summary
References
Further reading and resources
SECTION 4. Approaches to Learning and Development for Person‐Centred Practice
28 Being an active learner
Contents
Learning outcomes
Introduction
What is active learning?
Box 28.1 Active learning: revised principles
Activity
Our primary senses as the foundation for learning
Multiple intelligences
Activity
What makes active learning necessary for human flourishing?
Examples
Activity
Active learning and the Person‐centred Practice Framework
Activity
Active learning in class‐based learning
Active learning in the workplace
Conclusion
Summary
References
Further reading
29 Knowing and becoming through reflective learning
Contents
Learning outcomes
Introduction
Reflection for person‐centred practice
In pursuit of knowing and becoming
Activity
Activity
Creating communicative spaces
Working with the challenges of knowing and becoming
Linking knowing and becoming to experiences from practice
Creating the conditions for knowing and becoming
Activity
Activity
Conclusion
Summary
References
Further reading
30 Becoming a critical thinker
Contents
Learning outcomes
Introduction
What is critical thinking?
The importance of critical thinking in practice
Activity
Scenario 30.1
Scenario 30.2
Activity
Enablers and inhibitors of critical thinking
The journey of becoming and being a critical thinker
Understanding self in becoming and being a critical thinker
Conclusion
References
Further reading
31 Developing and supporting practice educators
Contents
Learning outcomes
Introduction
Person‐centred learning cultures
Activity
Professionally competent
Beliefs and values
Activity
Learning processes
Developed interpersonal skills
Activity
Knowing self
Activity. Digital storytelling
Evaluation processes
Evaluating your role and responsibility
Professionally competent and commitment to the job
Developing interpersonal skills and knowing self
Summary
References
Further reading
32 Being curious through research and knowledge exchange
Contents
Learning outcomes
Introduction
Person‐centred values and principles in research and knowledge exchange
Starting off: developing ideas for research and knowledge exchange through conversation
Activity
Continuing: developing ways of addressing research questions and knowledge exchange topics
Activity
Moving forward: ensuring that our work has positive impacts on people
Activity
Conclusion
Summary
References
Further reading
33 Being a lifelong learner
Contents
Learning outcomes
Introduction
Lifelong learning and its relationship to person‐centredness
Activity
Activity
Practice learning as adult learners
Assumptions underpinning adult learning theory
Principles that underpin adult learning
Activity
How we learn, and its effect on practice learning
Developing reflexivity in learning
Strategies for students to foster transformative learning
Strategies for educators to foster transformative learning
Conclusion
Summary
References
Further reading
34 The future of person‐centred practice – a call to action!
Contents
The need for conceptual and theoretical clarity
The KISS Principle
Resting place
References
Index
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