{"product_id":"fundamentals-of-person-centred-healthcare-practice-isbn-9781119533085","title":"Fundamentals of Person-Centred Healthcare Practice","description":"\u003cp\u003e\u003ci\u003eFundamentals of Person-Centred Healthcare Practice\u003c\/i\u003e presents evidence-based perspectives on a broad range of approaches to person-centred practice in healthcare. Featuring contributions from internationally recognised experts in the field, this valuable textbook helps students and staff across healthcare disciplines understand the essential concepts of person-centred practice in various health-related contexts. Using the Person-centred Practice Framework—an innovative theoretical model based on more than two decades of research and practice—students develop a strong understanding of the different components of person-centredness, their connections and interactions, and how they can be implemented to promote positive healthcare experiences for care providers, service-users, and families.\u003c\/p\u003e \u003cp\u003eRecognising the dynamic and complex nature of person-centredness, the text emphasises the importance of a common language and a shared understanding of person-centred practice in all areas of healthcare, from hospital and social care systems, to mental health, learning disability, and rehabilitation services. This practical and insightful introduction to the subject:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eProvides engaging, student-friendly coverage of the central principles and practice of person-centredness within a multi-professional and interdisciplinary context\u003c\/li\u003e \u003cli\u003eFeatures cases and examples of person-centred practice in curricula worldwide\u003c\/li\u003e \u003cli\u003eIncludes activities designed to support person-centred practitioner development\u003c\/li\u003e \u003cli\u003eDiscusses the future of person-centred facilitation, learning and practice\u003c\/li\u003e \u003cli\u003eOffers real-world guidance on providing a holistic approach to developing person-centred relationships that facilitate meaningful connections with others\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003eFundamentals of Person-Centred Healthcare Practice\u003c\/i\u003e is an indispensable resource for nursing and allied health professionals, and an important reference work for educators, facilitators, supervisors and healthcare practitioners.\u003c\/p\u003e \u003cp\u003eList of contributors xvii\u003c\/p\u003e \u003cp\u003eForeword xxi\u003c\/p\u003e \u003cp\u003eAcknowledgement xxiii\u003c\/p\u003e \u003cp\u003eEditor Biographies xxv\u003c\/p\u003e \u003cp\u003eIntroduction xxvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 1 The Person in Person‐Centred Practice \u003c\/b\u003e\u003cb\u003e1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 \u003c\/b\u003e\u003cb\u003eThe person in person‐centred practice 3\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eBrendan McCormack, Tanya McCance, and Jan Dewing\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 4\u003c\/p\u003e \u003cp\u003eWho am I? 4\u003c\/p\u003e \u003cp\u003eWhat does it mean to be a person? 6\u003c\/p\u003e \u003cp\u003ePersonhood 7\u003c\/p\u003e \u003cp\u003ePersons, personhood and person‐centred practice 10\u003c\/p\u003e \u003cp\u003eConclusion 10\u003c\/p\u003e \u003cp\u003eSummary 11\u003c\/p\u003e \u003cp\u003eReferences 11\u003c\/p\u003e \u003cp\u003eFurther reading 11\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 \u003c\/b\u003e\u003cb\u003eWhat is person‐centredness? 13\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eBrendan McCormack, Tanya McCance, and Suzanne Martin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 14\u003c\/p\u003e \u003cp\u003eThe values of person‐centredness 15\u003c\/p\u003e \u003cp\u003ePerson‐centredness and related concepts 16\u003c\/p\u003e \u003cp\u003ePerson‐centred practice 17\u003c\/p\u003e \u003cp\u003ePerson‐centred culture 19\u003c\/p\u003e \u003cp\u003eConclusions 20\u003c\/p\u003e \u003cp\u003eSummary 20\u003c\/p\u003e \u003cp\u003eReferences 21\u003c\/p\u003e \u003cp\u003eFurther reading 22\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 \u003c\/b\u003e\u003cb\u003eThe Person‐centred Practice Framework 23\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eTanya McCance and Brendan McCormack\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 24\u003c\/p\u003e \u003cp\u003eWhat is person‐centred practice? 24\u003c\/p\u003e \u003cp\u003eIntroducing the Person‐centred Practice Framework 25\u003c\/p\u003e \u003cp\u003ePrerequisites 26\u003c\/p\u003e \u003cp\u003eThe practice environment 27\u003c\/p\u003e \u003cp\u003ePerson‐centred processes 29\u003c\/p\u003e \u003cp\u003ePerson‐centred outcomes 29\u003c\/p\u003e \u003cp\u003eApplying the framework in practice 30\u003c\/p\u003e \u003cp\u003eConclusions 30\u003c\/p\u003e \u003cp\u003eSummary 30\u003c\/p\u003e \u003cp\u003eReferences 31\u003c\/p\u003e \u003cp\u003eFurther reading 32\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 \u003c\/b\u003e\u003cb\u003eKnowing self 33\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDonna Brown and Savina Tropea\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 34\u003c\/p\u003e \u003cp\u003eUnderstanding and defining self: different perspectives 34\u003c\/p\u003e \u003cp\u003eDifferent aspects of self 35\u003c\/p\u003e \u003cp\u003eThe journey through ‘knowing self’: tools and approaches 36\u003c\/p\u003e \u003cp\u003eThe importance of self‐knowledge for developing healthful cultures 37\u003c\/p\u003e \u003cp\u003eUsing reflection to know self 38\u003c\/p\u003e \u003cp\u003eCreating the conditions to know self and others 38\u003c\/p\u003e \u003cp\u003eConclusion 39\u003c\/p\u003e \u003cp\u003eSummary 39\u003c\/p\u003e \u003cp\u003eReferences 40\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 \u003c\/b\u003e\u003cb\u003eFlourishing as humans 41\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eBrendan McCormack, Tanya McCance, and Jan Dewing\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 42\u003c\/p\u003e \u003cp\u003eWhat is human flourishing? 43\u003c\/p\u003e \u003cp\u003eConditions for human flourishing 45\u003c\/p\u003e \u003cp\u003eA resting place 49\u003c\/p\u003e \u003cp\u003eSummary 49\u003c\/p\u003e \u003cp\u003eReferences 50\u003c\/p\u003e \u003cp\u003eFurther reading 50\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 \u003c\/b\u003e\u003cb\u003eProfessionalism and practising professionally 51\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eCaroline Gibson, Kath MacDonald, and Deirdre O’Donnell\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 52\u003c\/p\u003e \u003cp\u003ePractising professionally 52\u003c\/p\u003e \u003cp\u003eStandards for professional practice 53\u003c\/p\u003e \u003cp\u003eMaintaining professional standards 54\u003c\/p\u003e \u003cp\u003eLegal and ethical responsibilities 55\u003c\/p\u003e \u003cp\u003ePerson‐centredness, professionalism and organisational structures 56\u003c\/p\u003e \u003cp\u003eCreating person‐centred cultures 57\u003c\/p\u003e \u003cp\u003eConclusion 58\u003c\/p\u003e \u003cp\u003eSummary 58\u003c\/p\u003e \u003cp\u003eReferences 60\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 \u003c\/b\u003e\u003cb\u003eThe future nurse, midwifery and allied health professional 61\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSuzanne Martin, Charlotte McArdle, and Ed Jesudason\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 62\u003c\/p\u003e \u003cp\u003eProfessionalism and person‐centredness 63\u003c\/p\u003e \u003cp\u003eStep 1 – Build the initial team 65\u003c\/p\u003e \u003cp\u003eStep 2 – Identify what we can do 65\u003c\/p\u003e \u003cp\u003eStep 3 – Co‐create the vision 65\u003c\/p\u003e \u003cp\u003eStep 4 – Co‐design the solution 65\u003c\/p\u003e \u003cp\u003eStep 5 – Co‐delivery 66\u003c\/p\u003e \u003cp\u003eStep 6 – Co‐evaluate 66\u003c\/p\u003e \u003cp\u003eChallenges to professionalism 66\u003c\/p\u003e \u003cp\u003eCurricula content 67\u003c\/p\u003e \u003cp\u003eConclusion 69\u003c\/p\u003e \u003cp\u003eSummary 69\u003c\/p\u003e \u003cp\u003eAcknowledgements 70\u003c\/p\u003e \u003cp\u003eReferences 70\u003c\/p\u003e \u003cp\u003eFurther reading 70\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 2 Being Person‐centred \u003c\/b\u003e\u003cb\u003e71\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 \u003c\/b\u003e\u003cb\u003eCommunicating and relating effectively 73\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDuncan Pentland, Helen Riddell, and Lindsey Regan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 74\u003c\/p\u003e \u003cp\u003eFraming communication – definitions and basic concepts 75\u003c\/p\u003e \u003cp\u003eFundamental ideas in person‐centred communication 76\u003c\/p\u003e \u003cp\u003eStrategies for putting person‐centred communication into action 79\u003c\/p\u003e \u003cp\u003eConclusion 80\u003c\/p\u003e \u003cp\u003eSummary 81\u003c\/p\u003e \u003cp\u003eReferences 81\u003c\/p\u003e \u003cp\u003eFurther reading 81\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 \u003c\/b\u003e\u003cb\u003eSystems to support person‐centred decision making 83\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAmanda Stears and Dawn Jansch\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 84\u003c\/p\u003e \u003cp\u003eWhat is decision making? 84\u003c\/p\u003e \u003cp\u003eService user perspectives 86\u003c\/p\u003e \u003cp\u003ePerson‐centred decision making 87\u003c\/p\u003e \u003cp\u003eThe value of shared decision making 88\u003c\/p\u003e \u003cp\u003eMultidisciplinary team 88\u003c\/p\u003e \u003cp\u003eOrganisational decision making 90\u003c\/p\u003e \u003cp\u003eSummary 91\u003c\/p\u003e \u003cp\u003eReferences 92\u003c\/p\u003e \u003cp\u003eFurther reading 92\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 \u003c\/b\u003e\u003cb\u003eConnecting with others 93\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eBrighide Lynch, Derek Barron, and Lesley McKinlay\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 94\u003c\/p\u003e \u003cp\u003eRelationship with self: emotional intelligence 95\u003c\/p\u003e \u003cp\u003eRelationship with colleagues 97\u003c\/p\u003e \u003cp\u003eRelationships with the person and their family 98\u003c\/p\u003e \u003cp\u003eConclusion 100\u003c\/p\u003e \u003cp\u003eSummary 100\u003c\/p\u003e \u003cp\u003eReferences 100\u003c\/p\u003e \u003cp\u003eFurther reading 101\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 \u003c\/b\u003e\u003cb\u003eThe physical environment 103\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSuzanne Martin, Assumpta Ryan, and Fiona Maclean\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 104\u003c\/p\u003e \u003cp\u003eWard layout and room type 105\u003c\/p\u003e \u003cp\u003eAcoustic environment (noise reduction) 105\u003c\/p\u003e \u003cp\u003eLighting (natural daylight and artificial light) 106\u003c\/p\u003e \u003cp\u003eViews, exposure and access to nature 106\u003c\/p\u003e \u003cp\u003eHow can a better environment be provided to service users? 109\u003c\/p\u003e \u003cp\u003eConclusion 110\u003c\/p\u003e \u003cp\u003eSummary 110\u003c\/p\u003e \u003cp\u003eReferences 110\u003c\/p\u003e \u003cp\u003eFurther reading 111\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 \u003c\/b\u003e\u003cb\u003eWorking with persons’ beliefs and values 113\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eSuzanne Martin, Lisa Luhanga, and Catherine Wells\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 114\u003c\/p\u003e \u003cp\u003eBeliefs, values and person‐centredness 114\u003c\/p\u003e \u003cp\u003ePersonal beliefs and values 115\u003c\/p\u003e \u003cp\u003eProfessional values 115\u003c\/p\u003e \u003cp\u003eRespecting all beliefs and values 116\u003c\/p\u003e \u003cp\u003eContemporary considerations and challenges 117\u003c\/p\u003e \u003cp\u003eBeliefs and values in person‐centred practice 118\u003c\/p\u003e \u003cp\u003eConclusion 119\u003c\/p\u003e \u003cp\u003eSummary 119\u003c\/p\u003e \u003cp\u003eReferences 119\u003c\/p\u003e \u003cp\u003eFurther reading 120\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 \u003c\/b\u003e\u003cb\u003eEngaging meaningfully and effectively 121\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAilsa Espie, Georgios Tsigkas, and Donna Brown\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 122\u003c\/p\u003e \u003cp\u003eEngaging authentically 122\u003c\/p\u003e \u003cp\u003eLevels of engagement 123\u003c\/p\u003e \u003cp\u003eHuman agency and reflexivity 124\u003c\/p\u003e \u003cp\u003eChallenging the status quo and non‐person‐centred practices 125\u003c\/p\u003e \u003cp\u003eConclusion 126\u003c\/p\u003e \u003cp\u003eSummary 127\u003c\/p\u003e \u003cp\u003eReferences 127\u003c\/p\u003e \u003cp\u003eFurther reading 127\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 \u003c\/b\u003e\u003cb\u003eSharing in decisions 129\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJean Daly Lynn, Assumpta Ryan, and Fiona Kelly\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 130\u003c\/p\u003e \u003cp\u003eShared decision making with service users 130\u003c\/p\u003e \u003cp\u003eShared decision making in action 131\u003c\/p\u003e \u003cp\u003eOpportunities and challenges with shared decision making 133\u003c\/p\u003e \u003cp\u003eShared decision making and cognitive impairment 135\u003c\/p\u003e \u003cp\u003eConclusion 136\u003c\/p\u003e \u003cp\u003eSummary 137\u003c\/p\u003e \u003cp\u003eReferences 137\u003c\/p\u003e \u003cp\u003eFurther reading 138\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15 \u003c\/b\u003e\u003cb\u003eBeing sympathetically present 139\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eTanya McCance, Brendan McCormack, Karl Tizzard‐Kleister, and Lynn Wallace\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 140\u003c\/p\u003e \u003cp\u003eUnderstanding sympathetic presence 141\u003c\/p\u003e \u003cp\u003eBeing present in the moment 143\u003c\/p\u003e \u003cp\u003eConclusion 145\u003c\/p\u003e \u003cp\u003eSummary 145\u003c\/p\u003e \u003cp\u003eReferences 146\u003c\/p\u003e \u003cp\u003eFurther reading 146\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16 \u003c\/b\u003e\u003cb\u003eProviding holistic care 147\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eNeal F. Cook and Michelle L. Elliot\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 148\u003c\/p\u003e \u003cp\u003eThe concept of holism 149\u003c\/p\u003e \u003cp\u003ePeople, healthcare and holism 150\u003c\/p\u003e \u003cp\u003eFactors influencing holistic provision of care 151\u003c\/p\u003e \u003cp\u003eProviding holistic care 152\u003c\/p\u003e \u003cp\u003eUpholding the holistic gaze 153\u003c\/p\u003e \u003cp\u003eConclusion 155\u003c\/p\u003e \u003cp\u003eSummary 155\u003c\/p\u003e \u003cp\u003eReferences 156\u003c\/p\u003e \u003cp\u003eFurther reading 156\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 3 Person‐Centredness in Health and Social Care Systems \u003c\/b\u003e\u003cb\u003e157\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17 \u003c\/b\u003e\u003cb\u003eSociopolitical context in person‐centred practice 159\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDeborah Baldie, Tanya McCance, and Brendan McCormack\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 160\u003c\/p\u003e \u003cp\u003eStrategic leadership 160\u003c\/p\u003e \u003cp\u003eHealth and social care policy 161\u003c\/p\u003e \u003cp\u003eStrategic frameworks 162\u003c\/p\u003e \u003cp\u003eWorkforce developments 163\u003c\/p\u003e \u003cp\u003eConclusion 166\u003c\/p\u003e \u003cp\u003eSummary 167\u003c\/p\u003e \u003cp\u003eReferences 167\u003c\/p\u003e \u003cp\u003eFurther reading 168\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 18 \u003c\/b\u003e\u003cb\u003eBeing person‐centred in the acute hospital setting 169\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eChristine Boomer, Bill Lawson, and Robert Brown\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 170\u003c\/p\u003e \u003cp\u003eAn overview of person‐centredness in the acute hospital setting 170\u003c\/p\u003e \u003cp\u003ePerson‐centred moments versus consistent person‐centred practice 171\u003c\/p\u003e \u003cp\u003eThe impact of the practice environment on person‐centredness in acute settings 172\u003c\/p\u003e \u003cp\u003eHow can we move beyond person‐centred moments in acute hospital settings? 174\u003c\/p\u003e \u003cp\u003eConclusion 175\u003c\/p\u003e \u003cp\u003eSummary 176\u003c\/p\u003e \u003cp\u003eReferences 176\u003c\/p\u003e \u003cp\u003eFurther reading 177\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 19 \u003c\/b\u003e\u003cb\u003ePerson‐centred rehabilitation 179\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJackie Gracey and Ailsa McMillan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 180\u003c\/p\u003e \u003cp\u003eWhat is rehabilitation? 181\u003c\/p\u003e \u003cp\u003eWho can participate in person‐centred rehabilitation? 183\u003c\/p\u003e \u003cp\u003ePerson‐centred processes 184\u003c\/p\u003e \u003cp\u003eConclusion 187\u003c\/p\u003e \u003cp\u003eSummary 187\u003c\/p\u003e \u003cp\u003eReferences 188\u003c\/p\u003e \u003cp\u003eFurther reading 188\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 20 \u003c\/b\u003e\u003cb\u003eBeing person‐centred in community and ambulatory services 189\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eCaroline Dickson and Lorna Peelo‐Kilroe\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 190\u003c\/p\u003e \u003cp\u003eThe rich learning environments in community contexts 191\u003c\/p\u003e \u003cp\u003eKnowing what matters to you being in the community 191\u003c\/p\u003e \u003cp\u003eStepping stones to enable you to be your best self in practice 193\u003c\/p\u003e \u003cp\u003eCommunity contexts as flourishing workplaces 194\u003c\/p\u003e \u003cp\u003eConclusion 196\u003c\/p\u003e \u003cp\u003eSummary 196\u003c\/p\u003e \u003cp\u003eReferences 197\u003c\/p\u003e \u003cp\u003eFurther reading 197\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 21 \u003c\/b\u003e\u003cb\u003eExperiencing person‐centredness in long‐term care 199\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eKevin Moore and Fiona Kelly\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 200\u003c\/p\u003e \u003cp\u003eResidential and long‐term care: supporting quality of life 201\u003c\/p\u003e \u003cp\u003eChoosing the right long‐term care setting and holding that difficult conversation 202\u003c\/p\u003e \u003cp\u003eThe transition from ‘home’ to ‘home’ 203\u003c\/p\u003e \u003cp\u003eNursing and caring expertise in residential care settings 204\u003c\/p\u003e \u003cp\u003eDignity and the importance of effective communication and interpersonal skills 205\u003c\/p\u003e \u003cp\u003eConclusion 206\u003c\/p\u003e \u003cp\u003eSummary 206\u003c\/p\u003e \u003cp\u003eReferences 207\u003c\/p\u003e \u003cp\u003eFurther reading 208\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 22 \u003c\/b\u003e\u003cb\u003eBeing person‐centred in mental health services 209\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDavid Banks, Josianne Scerri, and Jessica Davidson\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 210\u003c\/p\u003e \u003cp\u003eHow rights‐based approaches can inform person‐centred care of people experiencing mental distress 210\u003c\/p\u003e \u003cp\u003eImplementing the Person‐centred Practice Framework in the context of mental distress and trauma informed practice 213\u003c\/p\u003e \u003cp\u003eThe necessity of developing a shared understanding 216\u003c\/p\u003e \u003cp\u003eStory telling as a means of therapeutic engagement 216\u003c\/p\u003e \u003cp\u003eConclusion 217\u003c\/p\u003e \u003cp\u003eSummary 217\u003c\/p\u003e \u003cp\u003eReferences 218\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 23 \u003c\/b\u003e\u003cb\u003ePerson‐centred support for people with learning disabilities 219\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eOwen Barr, Martina Conway, and Vidar Melby\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 220\u003c\/p\u003e \u003cp\u003eDefinition of a person with a learning disability 221\u003c\/p\u003e \u003cp\u003ePerson‐centred principles that have underpinned services for people with learning disabilities 222\u003c\/p\u003e \u003cp\u003eThe ongoing need for a person‐centred framework that is evidenced in practice 223\u003c\/p\u003e \u003cp\u003eDelivering person‐centred health and social care services for people with learning disabilities 224\u003c\/p\u003e \u003cp\u003eConclusion 227\u003c\/p\u003e \u003cp\u003eSummary 227\u003c\/p\u003e \u003cp\u003eReferences 228\u003c\/p\u003e \u003cp\u003eFurther reading 228\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 24 \u003c\/b\u003e\u003cb\u003eBeing person‐centred in maternity services 229\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eHonor MacGregor and Patricia Gillen\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 230\u003c\/p\u003e \u003cp\u003eContemporary maternity care 230\u003c\/p\u003e \u003cp\u003eBeing professionally competent as a midwife 231\u003c\/p\u003e \u003cp\u003ePower sharing in person‐centred maternity care 232\u003c\/p\u003e \u003cp\u003eEnabling person‐centred maternity care through shared decision making 233\u003c\/p\u003e \u003cp\u003eConclusion 234\u003c\/p\u003e \u003cp\u003eSummary 235\u003c\/p\u003e \u003cp\u003eReferences 235\u003c\/p\u003e \u003cp\u003eFurther reading 236\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 25 \u003c\/b\u003e\u003cb\u003eBeing person‐centred in children’s services 237\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eRuth Magowan and Brian McGowan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 238\u003c\/p\u003e \u003cp\u003ePerson‐centred processes 239\u003c\/p\u003e \u003cp\u003eWorking with the person’s beliefs and values 240\u003c\/p\u003e \u003cp\u003eEngaging authentically 240\u003c\/p\u003e \u003cp\u003eSharing decision making 241\u003c\/p\u003e \u003cp\u003eBeing sympathetically present 242\u003c\/p\u003e \u003cp\u003eWorking holistically 242\u003c\/p\u003e \u003cp\u003eConclusion 244\u003c\/p\u003e \u003cp\u003eSummary 245\u003c\/p\u003e \u003cp\u003eReferences 245\u003c\/p\u003e \u003cp\u003eFurther reading 246\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 26 \u003c\/b\u003e\u003cb\u003eBeing person‐centred when working with people living with long‐term conditions 247\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAnne Williams, Suzanne Martin, and Vivien Coates\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 248\u003c\/p\u003e \u003cp\u003eThe context and challenges of living with a long‐term condition 248\u003c\/p\u003e \u003cp\u003eHealthcare system design 249\u003c\/p\u003e \u003cp\u003eSupporting people with long‐term conditions 251\u003c\/p\u003e \u003cp\u003eAssessment in the context of providing holistic care 253\u003c\/p\u003e \u003cp\u003eCritical perspectives 254\u003c\/p\u003e \u003cp\u003eConclusion 255\u003c\/p\u003e \u003cp\u003eSummary 255\u003c\/p\u003e \u003cp\u003eReferences 255\u003c\/p\u003e \u003cp\u003eFurther reading 256\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 27 \u003c\/b\u003e\u003cb\u003ePalliative and end of life care services 257\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eAntonia Lannie, Erna Haraldsdottir, and Juliet Spiller\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 258\u003c\/p\u003e \u003cp\u003eKey strategic drivers reflecting the person‐centred macro context of palliative care 259\u003c\/p\u003e \u003cp\u003ePrerequisites: being a person‐centred practitioner in palliative care 259\u003c\/p\u003e \u003cp\u003eThe context of palliative care and person‐centred practice 261\u003c\/p\u003e \u003cp\u003ePerson‐centred processes in palliative care 262\u003c\/p\u003e \u003cp\u003eChallenges to person‐centred outcomes in palliative care 263\u003c\/p\u003e \u003cp\u003eSummary 264\u003c\/p\u003e \u003cp\u003eReferences 264\u003c\/p\u003e \u003cp\u003eFurther reading and resources 265\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 4 Approaches to Learning and Development for Person‐Centred Practice \u003c\/b\u003e\u003cb\u003e267\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 28 \u003c\/b\u003e\u003cb\u003eBeing an active learner 269\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eJan Dewing and Brighide Lynch\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 270\u003c\/p\u003e \u003cp\u003eWhat is active learning? 270\u003c\/p\u003e \u003cp\u003eOur primary senses as the foundation for learning 271\u003c\/p\u003e \u003cp\u003eMultiple intelligences 271\u003c\/p\u003e \u003cp\u003eWhat makes active learning necessary for human flourishing? 272\u003c\/p\u003e \u003cp\u003eActive learning and the Person‐centred Practice Framework 273\u003c\/p\u003e \u003cp\u003eActive learning in class‐based learning 274\u003c\/p\u003e \u003cp\u003eActive learning in the workplace 274\u003c\/p\u003e \u003cp\u003eConclusion 277\u003c\/p\u003e \u003cp\u003eSummary 277\u003c\/p\u003e \u003cp\u003eReferences 277\u003c\/p\u003e \u003cp\u003eFurther reading 278\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 29 \u003c\/b\u003e\u003cb\u003eKnowing and becoming through reflective learning 279\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eDonna Brown and Kristina Mountain\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 280\u003c\/p\u003e \u003cp\u003eReflection for person‐centred practice 280\u003c\/p\u003e \u003cp\u003eIn pursuit of knowing and becoming 281\u003c\/p\u003e \u003cp\u003eCreating communicative spaces 282\u003c\/p\u003e \u003cp\u003eWorking with the challenges of knowing and becoming 284\u003c\/p\u003e \u003cp\u003eLinking knowing and becoming to experiences from practice 284\u003c\/p\u003e \u003cp\u003eCreating the conditions for knowing and becoming 285\u003c\/p\u003e \u003cp\u003eConclusion 286\u003c\/p\u003e \u003cp\u003eSummary 286\u003c\/p\u003e \u003cp\u003eReferences 287\u003c\/p\u003e \u003cp\u003eFurther reading 287\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 30 \u003c\/b\u003e\u003cb\u003eBecoming a critical thinker 289\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eNeal F. Cook, Sonyia McFadden, and Lindsey Regan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 290\u003c\/p\u003e \u003cp\u003eWhat is critical thinking? 290\u003c\/p\u003e \u003cp\u003eThe importance of critical thinking in practice 291\u003c\/p\u003e \u003cp\u003eEnablers and inhibitors of critical thinking 293\u003c\/p\u003e \u003cp\u003eThe journey of becoming and being a critical thinker 295\u003c\/p\u003e \u003cp\u003eUnderstanding self in becoming and being a critical thinker 296\u003c\/p\u003e \u003cp\u003eConclusion 296\u003c\/p\u003e \u003cp\u003eReferences 297\u003c\/p\u003e \u003cp\u003eFurther reading 297\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 31 \u003c\/b\u003e\u003cb\u003eDeveloping and supporting practice educators 299\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eFiona Stuart, Lucia Ramsey, and Jacinta Lynch\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 300\u003c\/p\u003e \u003cp\u003ePerson‐centred learning cultures 301\u003c\/p\u003e \u003cp\u003eLearning processes 302\u003c\/p\u003e \u003cp\u003eEvaluation processes 304\u003c\/p\u003e \u003cp\u003eEvaluating your role and responsibility 305\u003c\/p\u003e \u003cp\u003eSummary 306\u003c\/p\u003e \u003cp\u003eReferences 306\u003c\/p\u003e \u003cp\u003eFurther reading 307\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 32 \u003c\/b\u003e\u003cb\u003eBeing curious through research and knowledge exchange 309\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eCathy Bulley, Margaret Smith, and Alison Williams\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 310\u003c\/p\u003e \u003cp\u003ePerson‐centred values and principles in research and knowledge exchange 311\u003c\/p\u003e \u003cp\u003eStarting off: developing ideas for research and knowledge exchange through conversation 311\u003c\/p\u003e \u003cp\u003eContinuing: developing ways of addressing research questions and knowledge exchange topics 313\u003c\/p\u003e \u003cp\u003eMoving forward: ensuring that our work has positive impacts on people 315\u003c\/p\u003e \u003cp\u003eConclusion 316\u003c\/p\u003e \u003cp\u003eSummary 316\u003c\/p\u003e \u003cp\u003eReferences 316\u003c\/p\u003e \u003cp\u003eFurther reading 317\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 33 \u003c\/b\u003e\u003cb\u003eBeing a lifelong learner 319\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eLindesay Irvine, Patricia Gillen, and Owen Barr\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 321\u003c\/p\u003e \u003cp\u003eLifelong learning and its relationship to person‐centredness 321\u003c\/p\u003e \u003cp\u003ePractice learning as adult learners 326\u003c\/p\u003e \u003cp\u003eHow we learn, and its effect on practice learning 327\u003c\/p\u003e \u003cp\u003eDeveloping reflexivity in learning 328\u003c\/p\u003e \u003cp\u003eConclusion 329\u003c\/p\u003e \u003cp\u003eSummary 329\u003c\/p\u003e \u003cp\u003eReferences 330\u003c\/p\u003e \u003cp\u003eFurther reading 330\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 34 \u003c\/b\u003e\u003cb\u003eThe future of person‐centred practice – a call to action! 331\u003cbr\u003e\u003c\/b\u003e\u003ci\u003eBrendan McCormack, Tanya McCance, Donna Brown, Cathy Bulley, Ailsa McMillan, and Suzanne Martin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eThe need for conceptual and theoretical clarity 332\u003c\/p\u003e \u003cp\u003eThe KISS Principle 335\u003c\/p\u003e \u003cp\u003eResting place 336\u003c\/p\u003e \u003cp\u003eReferences 336\u003c\/p\u003e \u003cp\u003eIndex 339\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eABOUT THE EDITORS\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBrendan McCormack\u003c\/b\u003e is Head of the Division of Nursing, Occupational Therapy and Art Therapies; Associate Director, Centre for Person-centred Practice Research, Queen Margaret University, Edinburgh, Scotland; and Honorary Nurse Consultant, Erskine Care, Scotland. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eTanya McCance\u003c\/b\u003e is Mona Grey Professor of Nursing, Institute of Nursing and Health Research, Ulster University, Northern Ireland; Adjunct Professor, University of Wollongong, Australia; and Visiting Professor, Queen Margaret University, Edinburgh, Scotland. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eCathy Bulley\u003c\/b\u003e is a Reader in the School of Health Sciences at Queen Margaret University, Edinburgh, Scotland; Co-Director of the Centre for Health, Activity and Rehabilitation Research (CHEARR); and Lead for the Accelerating Scholarship, Innovation and Research Engagement (DPPR-ASPIRE). \u003c\/p\u003e\u003cp\u003e\u003cb\u003eDonna Brown\u003c\/b\u003e is a Lecturer of Nursing, Postgraduate Tutor for the Institute of Nursing and Health Research, and Course Director for BSc(Hons)\/PGDip\/MSc Developing Practice in Healthcare Programme, in the School of Nursing, Ulster University, Northern Ireland. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eAilsa McMillan\u003c\/b\u003e is a Senior Lecturer of Nursing, Division of Nursing, Queen Margaret University, Edinburgh, Scotland. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eSuzanne Martin\u003c\/b\u003e is a Professor of Occupational Therapy and Head of School Health Sciences at Ulster University, Northern Ireland. She is a Fellow of the College of Occupational Therapists UK and a panel member for the National Institute for Health Research.   \u003c\/p\u003e\u003cp\u003e\u003cb\u003eFundamentals of Person-Centred Healthcare Practice\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003eFundamentals of Person-Centred Healthcare Practice presents\u003c\/i\u003e evidence-based perspectives on a broad range of approaches to person-centred practice in healthcare. Featuring contributions from internationally recognised experts in the field, this valuable textbook helps students and staff across healthcare disciplines understand the essential concepts of person-centred practice in various health-related contexts. Using the Person-centred Practice Framework—an innovative theoretical model based on more than two decades of research and practice—students develop a strong understanding of the different components of person-centredness, their connections and interactions, and how they can be implemented to promote positive healthcare experiences for care providers, service-users, and families. \u003c\/p\u003e\u003cp\u003eRecognising the dynamic and complex nature of person-centredness, the text emphasises the importance of a common language and a shared understanding of person-centred practice in all areas of healthcare, from hospital and social care systems, to mental health, learning disability, and rehabilitation services. This practical and insightful introduction to the subject: \u003c\/p\u003e\u003cul\u003e \u003cli\u003eProvides engaging, student-friendly coverage of the central principles and practice of person-centredness within a multi-professional and interdisciplinary context\u003c\/li\u003e \u003cli\u003eFeatures cases and examples of person-centred practice in curricula worldwide\u003c\/li\u003e \u003cli\u003eIncludes activities designed to support person-centred practitioner development\u003c\/li\u003e \u003cli\u003eDiscusses the future of person-centred facilitation, learning and practice\u003c\/li\u003e \u003cli\u003eOffers real-world guidance on providing a holistic approach to developing person-centred relationships that facilitate meaningful connections with others\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003eFundamentals of Person-Centred Healthcare Practice\u003c\/i\u003e is an indispensable resource for???nursing and allied health professionals, and an important reference work for educators, facilitators, supervisors and healthcare practitioners.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989262450917,"sku":"NP9781119533085","price":30.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119533085.jpg?v=1761783425","url":"https:\/\/k12savings.com\/products\/fundamentals-of-person-centred-healthcare-practice-isbn-9781119533085","provider":"K12savings","version":"1.0","type":"link"}