This presentation will share the results of our18-month collaborative research project that has focused on generating a person-centred academic environment in nursing. Person-centredness and person-centred practice is now a common discourse in nursing and health care generally. Significant developments have occurred in Scotland, across the UK and internationally in the development of person-centred nursing and healthcare services. However, a similar pace of development has not been evident in nursing education programmes. It remains the case that there are few person-centred nursing curricula and at best most have 'the person-centred course' as a part of the curriculum. This is an issue that we at xx University have been addressing over the past 24 months. A key part of this work has been creating an academic environment that 'lives' person-centred values in all aspects of our work.
Methods:
We have used case study methodology to evaluate the existing programme of culture change in the Division of Nursing and develop transferrable principles for other academic departments. The case study methodology of Simons (2009)has been used, where the primary purpose for undertaking a case study wass to explore the particularity and the uniqueness of the single case. The single case being ‘The Division of Nursing’. Simons’ methodology has been developed for education contexts and so is particularly suitable for this case study research.
Results:
Understanding a person-centred culture in action and stories of stakeholders
We have identified the key characteristics of the person-centred culture in the Division of Nursing. We have collated self-assessment data (routinely collected data; reflective accounts; stakeholder evaluation data) collected in 2014 (baseline data) and compared with rounds of key-stakeholder data (claims, concerns, issues) collected in 2015 and 2016
Developing a shared interpretation and meaning making
Themed data from the key characteristics of a person-centred culture will be presented for critique.
Agreeing transferable principles
We will propose person-centred culture principles that are transferable across the university system. The findings from the previous stages will be presented for participants to discuss and critique. A set of transferable principles will be proposed and implementation issues surfaced. A position statement on ‘person-centred Environments for HEIs’ will be presented.
Conclusion:
Further investigation is required to explore the culture of academia and the lessons to be learned from implementing a person-centred culture within an academic environment.
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