Creative Commons Attribution Non-Commercial 3.0 LicenseO'Donnell, DeirdreMcCormack, BrendanMcCance, TanyaMcIlfatrick, Sonja2020-10-022020-10-022020-09-30O'Donnell, D., McCormack, B., McCance, T. & McIlfatrick, S. (2020) A meta-synthesis of person-centredness in nursing curricula. International Practice Development Journal, 10(Suppl.):2.2046-9292https://eresearch.qmu.ac.uk/handle/20.500.12289/10727https://doi.org/10.19043/ipdj.10Suppl2.002Brendan McCormack - ORCID: 0000-0001-8525-8905 https://orcid.org/0000-0001-8525-8905Background: Person-centred approaches to practice are synonymous with effective healthcare. It is therefore important that the nursing workforce values, recognises and demonstrates person-centred practice. This has implications for nursing education and how curricula prepare students for person-centred practice.Aim: To conduct a meta-synthesis of person-centredness in nursing curricula.Method: Meta-synthesis.Results: The meta-synthesis included 48 papers. Four themes were identified: Moving beyond mediocrity (dissatisfaction with current teaching and learning approaches, and a desire to enhance curricula to promote person-centredness) Me, myself and I (promoting person-centredness in nursing curricula requires all participants in nursing education to have self-knowledge) The curricular suitcase (nursing curricula have finite capacity so the inclusion of person-centredness is an essential requirement for the career journey) Learning elevators (it is important to prioritise learning cultures and experiences that help students understand and enact person-centred practice)Conclusion: This study has found that nurse educators aspire to and are committed to the promotion of person-centred practice. Internationally, a range of pedagogies and curricular developments to promote person-centredness have been positively evaluated. However, there is generally a lack of conceptual clarity about the nature of person-centredness and no evidence of a systematic approach to whole-curriculum development that reflects the theoretical principles of person-centred practice.Implications for practice development: Person-centred practice is a prominent concept in healthcare policy. If the future nursing workforce is to be prepared for person-centred practice then proficiency standards and nursing curricula should consistently reflect this Nursing curricula need to be developed to encompass a breadth and depth of learning experiences in academic and practice settings, in order to optimise student learning about those issues that matter most to people in need of healthcareen© The Authors 2020http://creativecommons.org/licenses/by-nc/3.0/Person-centrednessMeta-synthesisLiterature ReviewNursing CurriculaNursing EducationArticle