ORIGINAL RESEARCH article
Front. Health Serv.
Sec. Patient Centered Health Systems
Volume 5 - 2025 | doi: 10.3389/frhs.2025.1598699
This article is part of the Research TopicThe State of the Art of Person-Centered Healthcare: Global PerspectivesView all 10 articles
Implementation of learning into person-centred practice: evidence of impact from community nursing preparation programmes
Provisionally accepted
- 1The University of Sydney, Darlington, Australia
- 2Queen Margaret University, Musselburgh, Scotland, United Kingdom
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Introduction: There has been a global move towards personalising and 'humanising' healthcare and promoting caring cultures. Education is addressing this agenda by incorporating personcentred 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 prerequisites 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.
Keywords: Leadership, Community nursing, Education, person-centred curriculum, person-centred practice inventory
Received: 23 Mar 2025; Accepted: 14 Jul 2025.
Copyright: © 2025 Tyagi, Churchill and Dickson. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Vaibhav Tyagi, The University of Sydney, Darlington, Australia
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