Nursing

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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.
Mismatched expectations: Experiences of nurses returning to prescribing
(MA Healthcare, 2024-06-11) Wood, Alison; McCulloch, Margot
Background Research has identified continuing professional development (CPD) for active prescribers to be a challenge, particularly identifying a lack of confidence and anxiety around prescribing (Weglicki et al 2015). Anecdotally support to regain their prescribing knowledge and competence to facilitate safe prescribing requires some exploration for organisations, mangers and those practitioners. Aim The aim of this research is to gain an insight into practitioners’ experience of returning to prescribing in their clinical role following a period on non-activity. Methods, Online semi- structured interviews with 5 prescribers were conducted with interview transcripts thematically analysed by the research team. Findings,; four findings were found to be relevant individual, the team, organisation and the mismatch between these. Conclusion Considering these results are important to support those who return to prescribing to ensure safe and effective practice and a positive experience for all involved.
Digital professionalism on social media: The opinions of undergraduate nursing students
(Elsevier, 2022-03-03) O'Connor, Siobhan; Odewusi, Temitayo; Mason Smith, Poppy; Booth, Richard G.
Social media are a suite of popular online technologies that enable people to share and co-create digital content. Evidence suggests some nursing students utilise social media inappropriately but there is limited literature on nursing students' opinions of professionalism in online environments. This study aimed to examine the opinions of nursing students in relation to digital professionalism on social media. A descriptive, cross-sectional study was conducted with undergraduate nursing students in the United Kingdom (n = 112). An existing self-reported questionnaire was adapted for data collection. This was distributed to adult nursing students enrolled across all four years of a Bachelor of Nursing programme. Data were analysed using descriptive statistics. Many nursing students were heavy social media users (n = 49, 44%), with Facebook, Instagram, and Snapchat being the most popular applications. Nursing students were also aware of the professional nursing regulator, the Nursing and Midwifery Council, guidelines on responsible social media use (n = 48, 43%). Nursing students' responses to various digitally professional scenarios revealed agreement that posts about alcohol or sexually explicit content, along with comments about colleagues or patients were inappropriate. However, there were mixed views around taking photographs at work, with some nursing students across all four years of the degree programme perceiving this to be satisfactory behaviour. The opinions of nursing students towards digital professionalism on social media are somewhat aligned with professional standards, although students can hold varying views on the subject. More research on how nursing students employ social media is warranted to ensure their opinions match their actual practice in online environments. It is also recommended to educate nursing students about the professional values and behaviours required on social media and how best to communicate, interact, and share information on the various online platforms, to minimise personal and organisational risk. [Abstract copyright: Copyright © 2022 The Authors. Published by Elsevier Ltd.. All rights reserved.]
Developing philosophical and pedagogical principles for a pan-European person-centred curriculum framework
(Foundation of Nursing Studies, 2020-09-30) Dickson, Caroline; van Lieshout, Famke; Kmetec, Sergej; McCormack, Brendan; Skovdahl, Kirsti; Phelan, Amanda; Cook, Neal F.; Cardiff, Shaun; Brown, Donna; Lorber, Mateja; Magowan, Ruth; McCance, Tanya; Dewing, Jan; Štiglic, Gregor
Background: In the associated article in this special issue of the International Practice Development Journal, Phelan et al. (2020) offer an analysis of the global positioning of person-centredness from a strategic policy perspective. This second article, an international person-centred education curriculum development initiative, builds on that foundational work. It outlines the systematic, rigorous processes adopted by academics from five European countries to analyse stakeholder data, theoretically frame the data, and thereby identify philosophical and pedagogical principles to inform the development of person-centred curriculum frameworks.

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