List of contributors xvii
Foreword xxi
Acknowledgement xxiii
Editor Biographies xxv
Introduction xxvii
Section 1 The Person in PersonCentred Practice1
Chapter 1The person in personcentred practice 3
Brendan McCormack, Tanya McCance, and Jan Dewing
Introduction 4
Who am I? 4
What does it mean to be a person? 6
Personhood 7
Persons, personhood and personcentred practice 10
Conclusion 10
Summary 11
References 11
Further reading 11
Chapter 2What is personcentredness? 13
Brendan McCormack, Tanya McCance, and Suzanne Martin
Introduction 14
The values of personcentredness 15
Personcentredness and related concepts 16
Personcentred practice 17
Personcentred culture 19
Conclusions 20
Summary 20
References 21
Further reading 22
Chapter 3The Personcentred Practice Framework 23
Tanya McCance and Brendan McCormack
Introduction 24
What is personcentred practice? 24
Introducing the Personcentred Practice Framework 25
Prerequisites 26
The practice environment 27
Personcentred processes 29
Personcentred outcomes 29
Applying the framework in practice 30
Conclusions 30
Summary 30
References 31
Further reading 32
Chapter 4Knowing self 33
Donna Brown and Savina Tropea
Introduction 34
Understanding and defining self: different perspectives 34
Different aspects of self 35
The journey through knowing self: tools and approaches 36
The importance of selfknowledge for developing healthful cultures 37
Using reflection to know self 38
Creating the conditions to know self and others 38
Conclusion 39
Summary 39
References 40
Chapter 5Flourishing as humans 41
Brendan McCormack, Tanya McCance, and Jan Dewing
Introduction 42
What is human flourishing? 43
Conditions for human flourishing 45
A resting place 49
Summary 49
References 50
Further reading 50
Chapter 6Professionalism and practising professionally 51
Caroline Gibson, Kath MacDonald, and Deirdre ODonnell
Introduction 52
Practising professionally 52
Standards for professional practice 53
Maintaining professional standards 54
Legal and ethical responsibilities 55
Personcentredness, professionalism and organisational structures 56
Creating personcentred cultures 57
Conclusion 58
Summary 58
References 60
Chapter 7The future nurse, midwifery and allied health professional 61
Suzanne Martin, Charlotte McArdle, and Ed Jesudason
Introduction 62
Professionalism and personcentredness 63
Step 1 Build the initial team 65
Step 2 Identify what we can do 65
Step 3 Cocreate the vision 65
Step 4 Codesign the solution 65
Step 5 Codelivery 66
Step 6 Coevaluate 66
Challenges to professionalism 66
Curricula content 67
Conclusion 69
Summary 69
Acknowledgements 70
References 70
Further reading 70
Section 2 Being Personcentred71
Chapter 8Communicating and relating effectively 73
Duncan Pentland, Helen Riddell, and Lindsey Regan
Introduction 74
Framing communication definitions and basic concepts 75
Fundamental ideas in personcentred communication 76
Strategies for putting personcentred communication into action 79
Conclusion 80
Summary 81
References 81
Further reading 81
Chapter 9Systems to support personcentred decision making 83
Amanda Stears and Dawn Jansch
Introduction 84
What is decision making? 84
Service user perspectives 86
Personcentred decision making 87
The value of shared decision making 88
Multidisciplinary team 88
Organisational decision making 90
Summary 91
References 92
Further reading 92
Chapter 10Connecting with others 93
Brighide Lynch, Derek Barron, and Lesley McKinlay
Introduction 94
Relationship with self: emotional intelligence 95
Relationship with colleagues 97
Relationships with the person and their family 98
Conclusion 100
Summary 100
References 100
Further reading 101
Chapter 11The physical environment 103
Suzanne Martin, Assumpta Ryan, and Fiona Maclean
Introduction 104
Ward layout and room type 105
Acoustic environment (noise reduction) 105
Lighting (natural daylight and artificial light) 106
Views, exposure and access to nature 106
How can a better environment be provided to service users? 109
Conclusion 110
Summary 110
References 110
Further reading 111
Chapter 12Working with persons beliefs and values 113
Suzanne Martin, Lisa Luhanga, and Catherine Wells
Introduction 114
Beliefs, values and personcentredness 114
Personal beliefs and values 115
Professional values 115
Respecting all beliefs and values 116
Contemporary considerations and challenges 117
Beliefs and values in personcentred practice 118
Conclusion 119
Summary 119
References 119
Further reading 120
Chapter 13Engaging meaningfully and effectively 121
Ailsa Espie, Georgios Tsigkas, and Donna Brown
Introduction 122
Engaging authentically 122
Levels of engagement 123
Human agency and reflexivity 124
Challenging the status quo and nonpersoncentred practices 125
Conclusion 126
Summary 127
References 127
Further reading 127
Chapter 14Sharing in decisions 129
Jean Daly Lynn, Assumpta Ryan, and Fiona Kelly
Introduction 130
Shared decision making with service users 130
Shared decision making in action 131
Opportunities and challenges with shared decision making 133
Shared decision making and cognitive impairment 135
Conclusion 136
Summary 137
References 137
Further reading 138
Chapter 15Being sympathetically present 139
Tanya McCance, Brendan McCormack, Karl TizzardKleister, and Lynn Wallace
Introduction 140
Understanding sympathetic presence 141
Being present in the moment 143
Conclusion 145
Summary 145
References 146
Further reading 146
Chapter 16Providing holistic care 147
Neal F. Cook and Michelle L. Elliot
Introduction 148
The concept of holism 149
People, healthcare and holism 150
Factors influencing holistic provision of care 151
Providing holistic care 152
Upholding the holistic gaze 153
Conclusion 155
Summary 155
References 156
Further reading 156
Section 3 PersonCentredness in Health and Social Care Systems157
Chapter 17Sociopolitical context in personcentred practice 159
Deborah Baldie, Tanya McCance, and Brendan McCormack
Introduction 160
Strategic leadership 160
Health and social care policy 161
Strategic frameworks 162
Workforce developments 163
Conclusion 166
Summary 167
References 167
Further reading 168
Chapter 18Being personcentred in the acute hospital setting 169
Christine Boomer, Bill Lawson, and Robert Brown
Introduction 170
An overview of personcentredness in the acute hospital setting 170
Personcentred moments versus consistent personcentred practice 171
The impact of the practice environment on personcentredness in acute settings 172
How can we move beyond personcentred moments in acute hospital settings? 174
Conclusion 175
Summary 176
References 176
Further reading 177
Chapter 19Personcentred rehabilitation 179
Jackie Gracey and Ailsa McMillan
Introduction 180
What is rehabilitation? 181
Who can participate in personcentred rehabilitation? 183
Personcentred processes 184
Conclusion 187
Summary 187
References 188
Further reading 188
Chapter 20Being personcentred in community and ambulatory services 189
Caroline Dickson and Lorna PeeloKilroe
Introduction 190
The rich learning environments in community contexts 191
Knowing what matters to you being in the community 191
Stepping stones to enable you to be your best self in practice 193
Community contexts as flourishing workplaces 194
Conclusion 196
Summary 196
References 197
Further reading 197
Chapter 21Experiencing personcentredness in longterm care 199
Kevin Moore and Fiona Kelly
Introduction 200
Residential and longterm care: supporting quality of life 201
Choosing the right longterm care setting and holding that difficult conversation 202
The transition from home to home 203
Nursing and caring expertise in residential care settings 204
Dignity and the importance of effective communication and interpersonal skills 205
Conclusion 206
Summary 206
References 207
Further reading 208
Chapter 22Being personcentred in mental health services 209
David Banks, Josianne Scerri, and Jessica Davidson
Introduction 210
How rightsbased approaches can inform personcentred care of people experiencing mental distress 210
Implementing the Personcentred Practice Framework in the context of mental distress and trauma informed practice 213
The necessity of developing a shared understanding 216
Story telling as a means of therapeutic engagement 216
Conclusion 217
Summary 217
References 218
Chapter 23Personcentred support for people with learning disabilities 219
Owen Barr, Martina Conway, and Vidar Melby
Introduction 220
Definition of a person with a learning disability 221
Personcentred principles that have underpinned services for people with learning disabilities 222
The ongoing need for a personcentred framework that is evidenced in practice 223
Delivering personcentred health and social care services for people with learning disabilities 224
Conclusion 227
Summary 227
References 228
Further reading 228
Chapter 24Being personcentred in maternity services 229
Honor MacGregor and Patricia Gillen
Introduction 230
Contemporary maternity care 230
Being professionally competent as a midwife 231
Power sharing in personcentred maternity care 232
Enabling personcentred maternity care through shared decision making 233
Conclusion 234
Summary 235
References 235
Further reading 236
Chapter 25Being personcentred in childrens services 237
Ruth Magowan and Brian McGowan
Introduction 238
Personcentred processes 239
Working with the persons beliefs and values 240
Engaging authentically 240
Sharing decision making 241
Being sympathetically present 242
Working holistically 242
Conclusion 244
Summary 245
References 245
Further reading 246
Chapter 26Being personcentred when working with people living with longterm conditions 247
Anne Williams, Suzanne Martin, and Vivien Coates
Introduction 248
The context and challenges of living with a longterm condition 248
Healthcare system design 249
Supporting people with longterm conditions 251
Assessment in the context of providing holistic care 253
Critical perspectives 254
Conclusion 255
Summary 255
References 255
Further reading 256
Chapter 27Palliative and end of life care services 257
Antonia Lannie, Erna Haraldsdottir, and Juliet Spiller
Introduction 258
Key strategic drivers reflecting the personcentred macro context of palliative care 259
Prerequisites: being a personcentred practitioner in palliative care 259
The context of palliative care and personcentred practice 261
Personcentred processes in palliative care 262
Challenges to personcentred outcomes in palliative care 263
Summary 264
References 264
Further reading and resources 265
Section 4 Approaches to Learning and Development for PersonCentred Practice267
Chapter 28Being an active learner 269
Jan Dewing and Brighide Lynch
Introduction 270
What is active learning? 270
Our primary senses as the foundation for learning 271
Multiple intelligences 271
What makes active learning necessary for human flourishing? 272
Active learning and the Personcentred Practice Framework 273
Active learning in classbased learning 274
Active learning in the workplace 274
Conclusion 277
Summary 277
References 277
Further reading 278
Chapter 29Knowing and becoming through reflective learning 279
Donna Brown and Kristina Mountain
Introduction 280
Reflection for personcentred practice 280
In pursuit of knowing and becoming 281
Creating communicative spaces 282
Working with the challenges of knowing and becoming 284
Linking knowing and becoming to experiences from practice 284
Creating the conditions for knowing and becoming 285
Conclusion 286
Summary 286
References 287
Further reading 287
Chapter 30Becoming a critical thinker 289
Neal F. Cook, Sonyia McFadden, and Lindsey Regan
Introduction 290
What is critical thinking? 290
The importance of critical thinking in practice 291
Enablers and inhibitors of critical thinking 293
The journey of becoming and being a critical thinker 295
Understanding self in becoming and being a critical thinker 296
Conclusion 296
References 297
Further reading 297
Chapter 31Developing and supporting practice educators 299
Fiona Stuart, Lucia Ramsey, and Jacinta Lynch
Introduction 300
Personcentred learning cultures 301
Learning processes 302
Evaluation processes 304
Evaluating your role and responsibility 305
Summary 306
References 306
Further reading 307
Chapter 32Being curious through research and knowledge exchange 309
Cathy Bulley, Margaret Smith, and Alison Williams
Introduction 310
Personcentred values and principles in research and knowledge exchange 311
Starting off: developing ideas for research and knowledge exchange through conversation 311
Continuing: developing ways of addressing research questions and knowledge exchange topics 313
Moving forward: ensuring that our work has positive impacts on people 315
Conclusion 316
Summary 316
References 316
Further reading 317
Chapter 33Being a lifelong learner 319
Lindesay Irvine, Patricia Gillen, and Owen Barr
Introduction 321
Lifelong learning and its relationship to personcentredness 321
Practice learning as adult learners 326
How we learn, and its effect on practice learning 327
Developing reflexivity in learning 328
Conclusion 329
Summary 329
References 330
Further reading 330
Chapter 34The future of personcentred practice a call to action! 331
Brendan McCormack, Tanya McCance, Donna Brown, Cathy Bulley, Ailsa McMillan, and Suzanne Martin
The need for conceptual and theoretical clarity 332
The KISS Principle 335
Resting place 336
References 336
Index 339
