Browsing by Person "Churchill, Julie"

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Advocating a person-centered care approach to drug safety [Editorial]
(Taylor & Francis, 2021-01-06) Scerri, Josianne; Churchill, Julie; Banks, David; Sultana, Janet
Healthcare experiences of people living with medically unexplained symptoms: a systematic review
(MA Healthcare, 2024-03-06) Shillaker, Joanna; Gibson, Caroline; Churchill, Julie
A diagnosis of medically unexplained symptoms (MUS) is made when a person reports a complaint for which no organic disease can be detected. People with MUS commonly present to primary care services in the UK; however, there is no consensus regarding the evidence base for care. This literature review explores the experiences of these patients when they interact with health services. The following themes emerged: experience of diagnosis; expectations; communication; and healthful relationships. People with MUS report negative experiences of health care. Nurses in primary care have an opportunity to provide person-centred care to support these patients, and research could explore the potential contribution of nurses working in primary care in the UK to support them and enhance the evidence base for practice.
Implementation of learning into person-centred practice: evidence of impact from community nursing preparation programmes
(Frontiers Media S.A., 2025-08-08) Tyagi, Vaibhav; Churchill, Julie; Dickson, Caroline
Introduction: There has been a global move towards personalising and “humanising” healthcare and promoting caring cultures. Education is addressing this agenda by incorporating person-centred principles into teaching and learning. The aim of this research was to explore the implementation of person-centred learning into healthcare practice. More specifically, this study aims to explore community nurses' implementation of learning about person-centredness in their practice and to demonstrate the impact of person-centred curriculum. Methods: A cross-sectional quantitative survey design was used with community nursing graduates and current students who engaged with person-centred curricula. Results: Significant improvements were found in three constructs of person-centred practice—clarity of beliefs and values, knowing self and developed interpersonal skills. Discussion: These findings provide support for the development of pre-requisites of person-centred practice, rather than person-centred processes in pre-registration curricula. With key pre-requisites for person-centred practice such as leadership attributes of knowing self and of advanced communication skills, learners and graduates will be able adopt healthful leadership practices which are vital in developing others and in creating person-centred cultures.