Patient-Centered Care Bibliography [2014-2011]

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Apr 23, 2023
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Patient-Centered Care Bibliography

2014

M., A. G., C., M. S., S., J. R., & I., A. G.. (2014). Assessment of nursing students and nurses’ orientation towards patient-centeredness. Nurse education today, 34(1), 35-39. [BibTeX] [Abstract] [Download PDF] Summary: Background: Being patient centered is a core value for nursing. Patient centered-care has been related to patient and health provider satisfaction, better health outcomes, higher quality of care and more efficient health care delivery. Objectives: The purpose was to assess the orientation adopted by nurses and students in patient care, using The Patient–Practitioner Orientation Scale, as well as to compare the results between resident nurses and students from different academic years. Settings: Public School of Nursing and a Central Hospital, in Lisbon (Portugal). Participants: Students in the first, second and fourth year of nursing school and nurses participated in the study. Methods: For data collection, we used The Patient–Practitioner Orientation Scale (European Portuguese version), an instrument designed to measure individual preferences toward the dimension of caring a sharing in health professional–patient relationship. Students and nurses also filled out two additional questions about their perception of competence in technical and communication skills. Additional demographic information was also collected, including gender, age, academic year and length of professional experience. Results: A total of 525 students (84.7% female) and 108 nurses (77.8% female) participated in this study. In general, caring sub-scores, measuring the preference of about attending to patient emotional aspects, were higher than sharing sub-scores, measuring beliefs about giving information and perceiving patient as a member of the health team. Students were significantly more patient-centered throughout their nursing education (p<0.001). Comparing to students in the second and fourth academic years (p<0.001) nurses’ scores were significantly lower both in total PPOS and in caring and sharing subscales. Conclusions: These results reinforce the idea that patient centeredness may be developed in academic context. The scores obtained highlight the importance of studies that aim to identify factors that may explain the decrease of patient centeredness in professional practice. @article{RefWorks:146,

author={Ana Grilo M. and Margarida Santos C. and Joana Rita S. and Ana Gomes I.},

year={2014},

title={Assessment of nursing students and nurses’ orientation towards patient-centeredness},

journal={Nurse education today},

volume={34},

number={1},

pages={35-39},

note={ID: 2012387137},

abstract={Summary: Background: Being patient centered is a core value for nursing. Patient centered-care has been related to patient and health provider satisfaction, better health outcomes, higher quality of care and more efficient health care delivery. Objectives: The purpose was to assess the orientation adopted by nurses and students in patient care, using The Patient–Practitioner Orientation Scale, as well as to compare the results between resident nurses and students from different academic years. Settings: Public School of Nursing and a Central Hospital, in Lisbon (Portugal). Participants: Students in the first, second and fourth year of nursing school and nurses participated in the study. Methods: For data collection, we used The Patient–Practitioner Orientation Scale (European Portuguese version), an instrument designed to measure individual preferences toward the dimension of caring a sharing in health professional–patient relationship. Students and nurses also filled out two additional questions about their perception of competence in technical and communication skills. Additional demographic information was also collected, including gender, age, academic year and length of professional experience. Results: A total of 525 students (84.7% female) and 108 nurses (77.8% female) participated in this study. In general, caring sub-scores, measuring the preference of about attending to patient emotional aspects, were higher than sharing sub-scores, measuring beliefs about giving information and perceiving patient as a member of the health team. Students were significantly more patient-centered throughout their nursing education (p<0.001). Comparing to students in the second and fourth academic years (p<0.001) nurses’ scores were significantly lower both in total PPOS and in caring and sharing subscales. Conclusions: These results reinforce the idea that patient centeredness may be developed in academic context. The scores obtained highlight the importance of studies that aim to identify factors that may explain the decrease of patient centeredness in professional practice.},

isbn={0260-6917},

language={English},

url={http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2012387137&site=ehost-live}

}

2013

E., L. H.. (2013). Patient-Centered Care: A Nursing Priority. Journal of continuing education in nursing, 44(1), 10-11. [BibTeX] [Abstract] [Download PDF] Patient-centered care (PCC) is increasingly being accepted as fundamental to quality and patient safety. Nurse educators must embrace PCC as a competency critical to positive patient outcomes and champion its inclusion in nursing curricula nationally. This column offers some strategies for teaching PCC in pre-licen-sure nursing programs. J Contin Educ Nurs 2013;44(1 ):10-11. @article{RefWorks:152,

author={Lynette Hinds E.},

year={2013},

title={Patient-Centered Care: A Nursing Priority},

journal={Journal of continuing education in nursing},

volume={44},

number={1},

pages={10-11},

note={ID: 2011883009},

abstract={Patient-centered care (PCC) is increasingly being accepted as fundamental to quality and patient safety. Nurse educators must embrace PCC as a competency critical to positive patient outcomes and champion its inclusion in nursing curricula nationally. This column offers some strategies for teaching PCC in pre-licen-sure nursing programs. J Contin Educ Nurs 2013;44(1 ):10-11.},

keywords={Patient Centered Care – Education; Education, Nursing; Nursing Practice; Teaching Methods},

isbn={0022-0124},

language={English},

url={http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2011883009&site=ehost-live}

}

Elisabeth, E. S., Roos-Marie, Smith, S., Bright, C., & M., M. K.. (2013). Perspectives of person-centred care. Nursing Standard, 27(48), 35-41. [BibTeX] [Abstract] [Download PDF] Aim: To ascertain and compare the perspectives of students and lecturers at Edinburgh Napier University and Hanze University of Applied Sciences, the Netherlands, regarding person-centred care. Method: Data were collected using face-to-face, structured interviews and analysed using a person-centred nursing framework. Findings: Participants believed that person-centred care should be incorporated within pre-registration nursing education. Conclusion: The way person-centred care is taught varied between the two universities. With the focus on high quality, compassionate care, it is important to identify how nursing curricula can promote these qualities. @article{RefWorks:141,

author={Eva Steenbergen Elisabeth and Roos-Marie and Stephen Smith and Carolyn Bright and Maarten Kaaijk M.},

year={2013},

month={07/31},

title={Perspectives of person-centred care},

journal={Nursing Standard},

volume={27},

number={48},

pages={35-41},

note={ID: 2012214705},

abstract={Aim: To ascertain and compare the perspectives of students and lecturers at Edinburgh Napier University and Hanze University of Applied Sciences, the Netherlands, regarding person-centred care. Method: Data were collected using face-to-face, structured interviews and analysed using a person-centred nursing framework. Findings: Participants believed that person-centred care should be incorporated within pre-registration nursing education. Conclusion: The way person-centred care is taught varied between the two universities. With the focus on high quality, compassionate care, it is important to identify how nursing curricula can promote these qualities.},

keywords={Patient Centered Care; Education, Nursing; Course Content; Student Attitudes; Faculty Attitudes; Scotland; Netherlands; Human; Qualitative Studies; Audiorecording; Semi-Structured Interview},

isbn={0029-6570},

language={English},

url={http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2012214705&site=ehost-live}

}

Kalam-Salminen, L., Valkonen, M., Aro, I., & Routasalo, P.. (2013). Client-centeredness of Finnish and Estonian nursing students and the support from nursing education to develop it. Students’ self-evaluation. Nurse education today, 33(10), 1112-1118. [BibTeX] [Abstract] [Download PDF] Summary: Purpose: The purpose of this comparative study is to describe the differences between Finnish and Estonian students evaluations about their client-centeredness and educational support they received to develop it. Background: Client-centeredness has many positive effects on the quality and effectiveness of care. However, some deficiencies have been identified in the client-centeredness of nursing staff. Research on the subject has been limited, and we lack knowledge of graduating students’ competence in client-centeredness and the support of their education to develop it. Methods: The sample consisted of 390 undergraduate nursing students, 195 from Finland and 195 from Estonia. The data were collected in 2009 using the structured five-point scale questionnaire. The questionnaire was designed to measure students’ client-centeredness and the educational support they received from nursing education. The data were analyzed by the PASW Statistics 18-programme using descriptive statistics, Kolmogorov–Smirnov test and Mann–Whitney U-test. Results: Predominantly, students in both countries evaluated their level of client-centeredness high. The Estonian students generally evaluated their client-centeredness higher compared to the Finnish students. The same applied to support provided by nursing education. The greatest differences were related to education and particularly theoretical teaching. In Estonia, students’ client-centeredness manifested itself more in politeness and willingness to serve clients, whereas respecting the clients’ values was emphasized in Finland. Students’ requisites, referred here as knowledge, skills and abilities to implement client-centered nursing, for client-centeredness had deficiencies, and the support from education was also the weakest regarding these aspects. Conclusion: In future, education on development of nursing activities, acquisition of knowledge and services provided by health care as well as legislation should be enhanced, since these areas proved the most difficult for the students. @article{RefWorks:142,

author={Ly Kalam-Salminen and Marjo-Riitta Valkonen and Ilme Aro and Pirkko Routasalo},

year={2013},

month={10},

title={Client-centeredness of Finnish and Estonian nursing students and the support from nursing education to develop it. Students’ self-evaluation},

journal={Nurse education today},

volume={33},

number={10},

pages={1112-1118},

note={ID: 2012298979},

abstract={Summary: Purpose: The purpose of this comparative study is to describe the differences between Finnish and Estonian students evaluations about their client-centeredness and educational support they received to develop it. Background: Client-centeredness has many positive effects on the quality and effectiveness of care. However, some deficiencies have been identified in the client-centeredness of nursing staff. Research on the subject has been limited, and we lack knowledge of graduating students’ competence in client-centeredness and the support of their education to develop it. Methods: The sample consisted of 390 undergraduate nursing students, 195 from Finland and 195 from Estonia. The data were collected in 2009 using the structured five-point scale questionnaire. The questionnaire was designed to measure students’ client-centeredness and the educational support they received from nursing education. The data were analyzed by the PASW Statistics 18-programme using descriptive statistics, Kolmogorov–Smirnov test and Mann–Whitney U-test. Results: Predominantly, students in both countries evaluated their level of client-centeredness high. The Estonian students generally evaluated their client-centeredness higher compared to the Finnish students. The same applied to support provided by nursing education. The greatest differences were related to education and particularly theoretical teaching. In Estonia, students’ client-centeredness manifested itself more in politeness and willingness to serve clients, whereas respecting the clients’ values was emphasized in Finland. Students’ requisites, referred here as knowledge, skills and abilities to implement client-centered nursing, for client-centeredness had deficiencies, and the support from education was also the weakest regarding these aspects. Conclusion: In future, education on development of nursing activities, acquisition of knowledge and services provided by health care as well as legislation should be enhanced, since these areas proved the most difficult for the students.},

keywords={Student-Patient Relations – Finland; Patient Centered Care; Student-Patient Relations – Estonia; Education, Nursing – Finland; Education, Nursing – Estonia; Human; Comparative Studies; Finland; Estonia; Structured Questionnaires; Self Assessment; Summated Rating Scaling; Mann-Whitney U Test; Geographic Factors; Education, Nursing, Theory-Based; Descriptive Statistics},

isbn={0260-6917},

language={English},

url={http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2012298979&site=ehost-live}

}

M., L. F., Ward, H., Card, S., Sheppard, S., & McMurtry, J.. (2013). Putting the ‘patient’ back into patient-centred care: An education perspective. Nurse Education in Practice, 13(4), 283-287. [BibTeX] [Abstract] [Download PDF] Patient-centred care is a value espoused by most healthcare systems and a concept taught in nursing education programs as a fundamental concept of patient care. In this study, we focused on the patient’s experience of patient-centredness, interviewing eighteen patients and eight family members about their experiences as patients on an in-patient acute care medical unit in a large hospital in Canada. Approximately half of the patients expressed satisfaction with their experiences and their involvement in decisions about their healthcare. The remainder expressed concerns about their care that jeopardized their experiences of patient-centredness. These areas concerned issues of communication with and among healthcare professionals, relationships with these care providers, trust and respect in the professional relationships, and general satisfaction with care. Participants provided advice to professional students about ways to interact more effectively with their patients to establish caring, empathetic, patient-centred relationships as the basis for care. We address patient recommendations to support learner understanding of the patient experience both in classrooms and clinical experiences throughout educational programs as a means to enhance their patient-centredness. @article{RefWorks:143,

author={Linda Ferguson M. and Heather Ward and Sharon Card and Suzanne Sheppard and Jane McMurtry},

year={2013},

month={07},

title={Putting the ‘patient’ back into patient-centred care: An education perspective},

journal={Nurse Education in Practice},

volume={13},

number={4},

pages={283-287},

note={ID: 2012167856},

abstract={Patient-centred care is a value espoused by most healthcare systems and a concept taught in nursing education programs as a fundamental concept of patient care. In this study, we focused on the patient’s experience of patient-centredness, interviewing eighteen patients and eight family members about their experiences as patients on an in-patient acute care medical unit in a large hospital in Canada. Approximately half of the patients expressed satisfaction with their experiences and their involvement in decisions about their healthcare. The remainder expressed concerns about their care that jeopardized their experiences of patient-centredness. These areas concerned issues of communication with and among healthcare professionals, relationships with these care providers, trust and respect in the professional relationships, and general satisfaction with care. Participants provided advice to professional students about ways to interact more effectively with their patients to establish caring, empathetic, patient-centred relationships as the basis for care. We address patient recommendations to support learner understanding of the patient experience both in classrooms and clinical experiences throughout educational programs as a means to enhance their patient-centredness.},

keywords={Patient Centered Care; Student-Patient Relations; Patient Satisfaction; Students, Nursing, Baccalaureate; Human; Patient Satisfaction – Evaluation; Academic Medical Centers; Saskatchewan; Qualitative Studies; Descriptive Research; Conceptual Framework; Interviews; Audiorecording; Adult; Middle Age; Aged; Models, Theoretical; Thematic Analysis; Convenience Sample; Trust; Respect; Communication},

isbn={1471-5953},

language={English},

url={http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2012167856&site=ehost-live}

}

author={Linda Ferguson M. and Heather Ward and Sharon Card and Suzanne Sheppard and Jane McMurtry},

year={2013},

month={07},

title={Putting the ‘patient’ back into patient-centred care: An education perspective},

journal={Nurse Education in Practice},

volume={13},

number={4},

pages={283-287},

note={ID: 2012167856},

isbn={1471-5953},

language={English},

url={http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2012167856&site=ehost-live}

}

Minden, P.. (2013). Bearing witness: to promote therapeutic effectiveness. Holistic nursing practice, 27(3), 168-176. [BibTeX] [Abstract] [Download PDF] This article describes an innovative educational approach to developing soft skills that underpin therapeutic effectiveness and are critical for safe patient care. Called Bearing Witness, it derived from 10 years of partnering with residents of a low-income neighborhood to provide undergraduate nursing students with wellness-focused interviewing experiences that were paradoxically real and simulated. @article{RefWorks:148,

author={Pamela Minden},

year={2013},

month={2013},

title={Bearing witness: to promote therapeutic effectiveness},

journal={Holistic nursing practice},

volume={27},

number={3},

pages={168-176},

note={ID: 2012109302},

abstract={This article describes an innovative educational approach to developing soft skills that underpin therapeutic effectiveness and are critical for safe patient care. Called Bearing Witness, it derived from 10 years of partnering with residents of a low-income neighborhood to provide undergraduate nursing students with wellness-focused interviewing experiences that were paradoxically real and simulated.},

keywords={Education, Clinical; Education, Nursing, Baccalaureate; Motivational Interviewing – Education; Simulations; Clinical Conferences; Educational Theory; Experiential Learning; Medical-Surgical Nursing – Education; Patient Centered Care; Psychiatric Nursing – Education; Skill Acquisition; Student Experiences; Wellness},

isbn={0887-9311},

language={English},

url={http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2012109302&site=ehost-live}

}

Pauly-O’Neill, S., Prion, S., & Nguyen, H.. (2013). Comparison of Quality and Safety Education for Nurses (QSEN)-related student experiences during pediatric clinical and simulation rotations. The Journal of nursing education, 52(9), 534-538. [BibTeX] [Abstract] [Download PDF] Nurse educators are challenged with providing meaningful clinical experiences for students. However, patient safety regulations constrain what nursing students are able to accomplish in the pediatric setting. So, what are students actually doing in their clinical rotation? This pilot observational study was undertaken to provide a snapshot of the experiences available to nursing students that develop the six Quality and Safety Education for Nurses (QSEN) competencies. Students were directly observed during pediatric clinical and pediatric simulation rotations, and their time-on-task was calculated and categorized. Three of the six QSEN competencies were observed more often than the others during both the simulation and clinical experiences. Much work needs to be done to include all QSEN-related knowledge and skills into prelicensure clinical rotations.; Copyright 2013, SLACK Incorporated. @article{RefWorks:153,

author={Susan Pauly-O’Neill and Susan Prion and Helen Nguyen},

year={2013},

month={09},

title={Comparison of Quality and Safety Education for Nurses (QSEN)-related student experiences during pediatric clinical and simulation rotations},

journal={The Journal of nursing education},

volume={52},

number={9},

pages={534-538},

note={ID: 23952771; Accession Number: 23952771. Language: English. Date Created: 20130910. Date Completed: 20140107. Update Code: 20140107. Publication Type: Comparative Study. Journal ID: 7705432. Publication Model: Print-Electronic. Cited Medium: Print. NLM ISO Abbr: J Nurs Educ. Linking ISSN: 01484834. Subset: IM; N; Date of Electronic Publication: 2013 Aug 19. Current Imprints: Publication: Thorofare, N.J. : Charles B. Slack; Original Imprints: Publication: New York, N.Y. : Blackiston Division, McGraw-Hill, c1962-},

abstract={Nurse educators are challenged with providing meaningful clinical experiences for students. However, patient safety regulations constrain what nursing students are able to accomplish in the pediatric setting. So, what are students actually doing in their clinical rotation? This pilot observational study was undertaken to provide a snapshot of the experiences available to nursing students that develop the six Quality and Safety Education for Nurses (QSEN) competencies. Students were directly observed during pediatric clinical and pediatric simulation rotations, and their time-on-task was calculated and categorized. Three of the six QSEN competencies were observed more often than the others during both the simulation and clinical experiences. Much work needs to be done to include all QSEN-related knowledge and skills into prelicensure clinical rotations.; Copyright 2013, SLACK Incorporated.},

keywords={Competency-Based Education/*methods; Competency-Based Education/*standards; Education, Nursing, Baccalaureate/*methods; Education, Nursing, Baccalaureate/*standards; Patient Safety/*standards; Pediatric Nursing/*education; Child; Clinical Competence; Humans; Nursing Education Research; Patient Simulation; Patient-Centered Care/methods; Patient-Centered Care/standards; Pilot Projects; Students, Nursing/psychology},

isbn={0148-4834},

url={http://search.ebscohost.com/login.aspx?direct=true&db=mnh&AN=23952771&site=ehost-live}

}

Webster, D.. (2013). Promoting Therapeutic Communication and Patient-Centered Care Using Standardized Patients. Journal of Nursing Education, 52(11), 645-648. [BibTeX] [Abstract] [Download PDF] This article describes an assignment designed to incorporate the Quality and Safety Education for Nurses (QSEN) competency of patient-centered care into a simulation activity aimed to improve therapeutic communication skills in psychiatric nursing. During this pilot activity, students engaged in an interaction with an actor trained to portray an individual with mental illness. Students viewed their video-recorded interaction to identify communication techniques used and completed a self-evaluation examining their strengths and areas for improvement. Faculty and actors provided feedback to students during a faculty-led debriefing held to discuss the use of therapeutic communication and care focused on the knowledge, skills, and attitudes necessary to provide quality patient-centered care. Desired learning outcomes included the demonstration of therapeutic communication and assessment skills, empathy and caring, and addressing patient values, preferences, and beliefs. This article describes an assignment designed to incorporate the Quality and Safety Education for Nurses (QSEN) competency of patient-centered care into a simulation activity aimed to improve therapeutic communication skills in psychiatric nursing. During this pilot activity, students engaged in an interaction with an actor trained to portray an individual with mental illness. Students viewed their video-recorded interaction to identify communication techniques used and completed a self-evaluation examining their strengths and areas for improvement. Faculty and actors provided feedback to students during a faculty-led debriefing held to discuss the use of therapeutic communication and care focused on the knowledge, skills, and attitudes necessary to provide quality patient-centered care. Desired learning outcomes included the demonstration of therapeutic communication and assessment skills, empathy and caring, and addressing patient values, preferences, and beliefs. @article{RefWorks:149,

author={Debra Webster},

year={2013},

month={11},

title={Promoting Therapeutic Communication and Patient-Centered Care Using Standardized Patients},

journal={Journal of Nursing Education},

volume={52},

number={11},

pages={645-648},

note={ID: 2012352148},

abstract={This article describes an assignment designed to incorporate the Quality and Safety Education for Nurses (QSEN) competency of patient-centered care into a simulation activity aimed to improve therapeutic communication skills in psychiatric nursing. During this pilot activity, students engaged in an interaction with an actor trained to portray an individual with mental illness. Students viewed their video-recorded interaction to identify communication techniques used and completed a self-evaluation examining their strengths and areas for improvement. Faculty and actors provided feedback to students during a faculty-led debriefing held to discuss the use of therapeutic communication and care focused on the knowledge, skills, and attitudes necessary to provide quality patient-centered care. Desired learning outcomes included the demonstration of therapeutic communication and assessment skills, empathy and caring, and addressing patient values, preferences, and beliefs. This article describes an assignment designed to incorporate the Quality and Safety Education for Nurses (QSEN) competency of patient-centered care into a simulation activity aimed to improve therapeutic communication skills in psychiatric nursing. During this pilot activity, students engaged in an interaction with an actor trained to portray an individual with mental illness. Students viewed their video-recorded interaction to identify communication techniques used and completed a self-evaluation examining their strengths and areas for improvement. Faculty and actors provided feedback to students during a faculty-led debriefing held to discuss the use of therapeutic communication and care focused on the knowledge, skills, and attitudes necessary to provide quality patient-centered care. Desired learning outcomes included the demonstration of therapeutic communication and assessment skills, empathy and caring, and addressing patient values, preferences, and beliefs.},

keywords={Patient Centered Care; Communication; Psychiatric Nursing; Students, Nursing, Baccalaureate; Student-Patient Relations; Simulations – Utilization; Human; Pilot Studies; Videorecording; Behavioral Objectives; Outcomes of Education; Education Research},

isbn={0148-4834},

language={English},

url={http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2012352148&site=ehost-live}

}

2012

A., L. K., Montgomery, P., M., J. R., Mossey, S., E., K. T., & Binette, J.. (2012). Unsafe clinical practices as perceived by final year baccalaureate nursing students: Q methodology. BMC Nursing, 11(1), 26-38. [BibTeX] [Abstract] [Download PDF] Background: Nursing education necessitates vigilance for clinical safety, a daunting challenge given the complex interchanges between students, patients and educators. As active learners, students offer a subjective understanding concerning safety in the practice milieu that merits further study. This study describes the viewpoints of senior undergraduate nursing students about compromised safety in the clinical learning environment. Methods: Q methodology was used to systematically elicit multiple viewpoints about unsafe clinical learning from the perspective of senior students enrolled in a baccalaureate nursing program offered at multiple sites in Ontario, Canada. Across two program sites, 59 fourth year students sorted 43 theoretical statement cards, descriptive of unsafe clinical practice. Q-analysis identified similarities and differences among participant viewpoints yielding discrete and consensus perspectives. Results: A total of six discrete viewpoints and two consensus perspectives were identified. The discrete viewpoints at one site were Endorsement of Uncritical Knowledge Transfer, Non-student Centered Program and Overt Patterns of Unsatisfactory Clinical Performance. In addition, a consensus perspective, labelled Contravening Practices was identified as responsible for compromised clinical safety at this site. At the other site, the discrete viewpoints were Premature and Inappropriate Clinical Progression, Non-patient Centered Practice and Negating Purposeful Interactions for Experiential Learning. There was consensus that Eroding Conventions compromised clinical safety from the perspective of students at this second site. Conclusions: Senior nursing students perceive that deficits in knowledge, patient-centered practice, professional morality and authenticity threaten safety in the clinical learning environment. In an effort to eradicate compromised safety associated with learning in the clinical milieu, students and educators must embody the ontological, epistemological and praxis fundamentals of nursing. @article{RefWorks:267,

author={Laura Killam A. and Phyllis Montgomery and June Raymond M. and Sharolyn Mossey and Katherine Timmermans E. and Janet Binette},

year={2012},

title={Unsafe clinical practices as perceived by final year baccalaureate nursing students: Q methodology},

journal={BMC Nursing},

volume={11},

number={1},

pages={26-38},

note={ID: 2011886610},

abstract={Background: Nursing education necessitates vigilance for clinical safety, a daunting challenge given the complex interchanges between students, patients and educators. As active learners, students offer a subjective understanding concerning safety in the practice milieu that merits further study. This study describes the viewpoints of senior undergraduate nursing students about compromised safety in the clinical learning environment. Methods: Q methodology was used to systematically elicit multiple viewpoints about unsafe clinical learning from the perspective of senior students enrolled in a baccalaureate nursing program offered at multiple sites in Ontario, Canada. Across two program sites, 59 fourth year students sorted 43 theoretical statement cards, descriptive of unsafe clinical practice. Q-analysis identified similarities and differences among participant viewpoints yielding discrete and consensus perspectives. Results: A total of six discrete viewpoints and two consensus perspectives were identified. The discrete viewpoints at one site were Endorsement of Uncritical Knowledge Transfer, Non-student Centered Program and Overt Patterns of Unsatisfactory Clinical Performance. In addition, a consensus perspective, labelled Contravening Practices was identified as responsible for compromised clinical safety at this site. At the other site, the discrete viewpoints were Premature and Inappropriate Clinical Progression, Non-patient Centered Practice and Negating Purposeful Interactions for Experiential Learning. There was consensus that Eroding Conventions compromised clinical safety from the perspective of students at this second site. Conclusions: Senior nursing students perceive that deficits in knowledge, patient-centered practice, professional morality and authenticity threaten safety in the clinical learning environment. In an effort to eradicate compromised safety associated with learning in the clinical milieu, students and educators must embody the ontological, epistemological and praxis fundamentals of nursing.},

keywords={Q-Sort – Methods; Student Attitudes – Psychosocial Factors; Education, Nursing – Evaluation; Human; Ontario; Patient Centered Care; Ethics, Professional; Knowledge; Patient Safety; Summated Rating Scaling; Descriptive Statistics; Data Analysis Software; Students, Nursing, Baccalaureate},

isbn={1472-6955},

language={English},

url={http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2011886610&site=ehost-live}

}

author={Laura Killam A. and Phyllis Montgomery and June Raymond M. and Sharolyn Mossey and Katherine Timmermans E. and Janet Binette},

year={2012},

title={Unsafe clinical practices as perceived by final year baccalaureate nursing students: Q methodology},

journal={BMC Nursing},

volume={11},

number={1},

pages={26-38},

note={ID: 2011886610},

isbn={1472-6955},

language={English},

url={http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2011886610&site=ehost-live}

}

Armstrong, G., Headrick, L., Madigosky, W., & Ogrinc, G.. (2012). Designing education to improve care. Jt Comm J Qual Patient Saf, 38(1), 5-14. [BibTeX] [Abstract] BACKGROUND: Educators in all health care disciplines are increasingly aware of the importance and value of teaching improvement as an integral part of health professional development. Although faculty and learners can often identify needed changes in the clinical setting, many educators are not sure how to teach the improvement principles and methods needed to achieve and sustain those changes. DEFINING AND DEVELOPING COMPETENCY IN QI: Five developmental levels apply to physicians, nurses, and other members of an interprofessional quality improvement (QI) team: novice, advanced beginner, competent, proficient, and expert. For example, the expert develops a vast repertoire of skills and a capacity for situational discrimination, performs tasks on a more intuitive level, and recognizes and immediately addresses essential problems. Improvement is an action, and learning about improvement must be action based. Certain skills and knowledge are required at each stage in this learning process so that students in the health professions achieve competence in QI before entering practice. GENERAL PRINCIPLES FOR EDUCATIONAL EXPERIENCES IN HEALTH CARE IMPROVEMENT: Four principles, which apply at any developmental level, can help answer educators’ questions about where to start: (1) The Learning Experience Should Be a Combination of Didactic and Project-Based Work; (2) Link with Health System Improvement Efforts; (3) Assess Education Outcomes; and (4) Role Model QI in Educational Processes. CONCLUSION: As educators teach future health professionals about improving care, the dissemination of exemplary models and emerging best practices will be increasingly important. Sustainability of improvements in patient outcomes will be dependent on both the value systems and skills of health professionals entering practice. @article{RefWorks:72,

author={G. Armstrong and L. Headrick and W. Madigosky and G. Ogrinc},

year={2012},

month={Jan},

title={Designing education to improve care},

journal={Jt Comm J Qual Patient Saf},

volume={38},

number={1},

pages={5-14},

note={Armstrong, Gail Headrick, Linda Madigosky, Wendy Ogrinc, Greg Journal Article United States},

abstract={BACKGROUND: Educators in all health care disciplines are increasingly aware of the importance and value of teaching improvement as an integral part of health professional development. Although faculty and learners can often identify needed changes in the clinical setting, many educators are not sure how to teach the improvement principles and methods needed to achieve and sustain those changes. DEFINING AND DEVELOPING COMPETENCY IN QI: Five developmental levels apply to physicians, nurses, and other members of an interprofessional quality improvement (QI) team: novice, advanced beginner, competent, proficient, and expert. For example, the expert develops a vast repertoire of skills and a capacity for situational discrimination, performs tasks on a more intuitive level, and recognizes and immediately addresses essential problems. Improvement is an action, and learning about improvement must be action based. Certain skills and knowledge are required at each stage in this learning process so that students in the health professions achieve competence in QI before entering practice. GENERAL PRINCIPLES FOR EDUCATIONAL EXPERIENCES IN HEALTH CARE IMPROVEMENT: Four principles, which apply at any developmental level, can help answer educators’ questions about where to start: (1) The Learning Experience Should Be a Combination of Didactic and Project-Based Work; (2) Link with Health System Improvement Efforts; (3) Assess Education Outcomes; and (4) Role Model QI in Educational Processes. CONCLUSION: As educators teach future health professionals about improving care, the dissemination of exemplary models and emerging best practices will be increasingly important. Sustainability of improvements in patient outcomes will be dependent on both the value systems and skills of health professionals entering practice.},

keywords={Attitude of Health Personnel; Clinical Competence; Education, Medical; Education, Nursing; Health Knowledge, Attitudes, Practice; Health Personnel/*education; Humans; Patient Care Team/organization & administration; Patient-Centered Care/organization & administration; Professional Role; Quality Improvement/*organization & administration},

isbn={1553-7250 (Print) 1553-7250},

language={eng}

}

Butterworth, C.. (2012). How to achieve a person-centred writing style in care plans. Nursing Older People, 24(8), 21-26. [BibTeX] [Abstract] [Download PDF] Staff in every type of organisation responsible for the care of older people must assess, set outcomes and devise a plan of care. Many organisations will aspire to a person-centred approach and it is appropriate for nurses and carers to try to reflect this in their care plans and records of care. However, this is not always easy to do because it requires a different style of writing compared with the traditional problem-solving approach. This article sets out some of the principles of person-centred care and provides examples of how to achieve a writing style that fits this approach. It is written with reference to the care home environment, but much of the advice would also be appropriate for staff working in hospital and community settings. @article{RefWorks:16,

author={Cathy Butterworth},

year={2012},

month={10},

title={How to achieve a person-centred writing style in care plans},

journal={Nursing Older People},

volume={24},

number={8},

pages={21-26},

note={ID: 2011717664},

abstract={Staff in every type of organisation responsible for the care of older people must assess, set outcomes and devise a plan of care. Many organisations will aspire to a person-centred approach and it is appropriate for nurses and carers to try to reflect this in their care plans and records of care. However, this is not always easy to do because it requires a different style of writing compared with the traditional problem-solving approach. This article sets out some of the principles of person-centred care and provides examples of how to achieve a writing style that fits this approach. It is written with reference to the care home environment, but much of the advice would also be appropriate for staff working in hospital and community settings.},

keywords={Writing; Patient Centered Care; Gerontologic Nursing; Medical Records; Documentation – Standards; Aged; Nursing Homes; Hospitals; Culture; Professional Role; Language; Aged, 80 and Over; Male},

isbn={1472-0795},

language={English},

url={http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2011717664&site=ehost-live}

}

Disch, J.. (2012). Patient-centered care/student-centered learning. Nurs Outlook, 60(6), 340-1. [BibTeX] @article{RefWorks:51,

author={J. Disch},

year={2012},

month={Nov-Dec},

title={Patient-centered care/student-centered learning},

journal={Nurs Outlook},

volume={60},

number={6},

pages={340-1},

note={1528-3968 Disch, Joanne Editorial United States Nurs Outlook. 2012 Nov-Dec;60(6):340-1. doi: 10.1016/j.outlook.2012.09.001.},

keywords={Education, Nursing/*organization & administration; Humans; *Learning; *Patient-Centered Care; Students, Nursing/*psychology},

isbn={0029-6554},

language={eng}

}

Elbourne, H., & Andrée, L. M.. (2012). A multidisciplinary approach to person-centred practice. Nursing & Residential Care, 14(4), 199-202. [BibTeX] [Abstract] [Download PDF] Dr Heather Elbourne and Dr Andrée Le May collate research from a facility providing intermediate care and outline what nursing homes can learn from this service model and working with a rehabilitation team. @article{RefWorks:7,

author={Heather Elbourne and Le May Andrée},

year={2012},

month={04},

title={A multidisciplinary approach to person-centred practice},

journal={Nursing & Residential Care},

volume={14},

number={4},

pages={199-202},

note={ID: 2011520254},

abstract={Dr Heather Elbourne and Dr Andrée Le May collate research from a facility providing intermediate care and outline what nursing homes can learn from this service model and working with a rehabilitation team.},

keywords={Multidisciplinary Care Team; Nursing Home Patients; Patient Centered Care; Program Development; Rehabilitation; Aged; Communication; Human; Interviews; Nurses; Occupational Therapists; Patient Satisfaction; Physical Therapists; Physicians; Questionnaires; Social Workers; United Kingdom},

isbn={1465-9301},

language={English},

url={http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2011520254&site=ehost-live}

}

Fay-Hillier, T. M., Regan, R. V., & Gordon, G. M.. (2012). Communication and patient safety in simulation for mental health nursing education. Issues in Mental Health Nursing, 33(11), 718-726. [BibTeX] [Abstract] The Joint Commission on Accreditation of Healthcare Organizations (JCAHO) found that 65% of medical sentinel events or medical errors are associated with communication breakdowns. In addition to the JCAHO, The Institute of Medicine, in their Core Competencies for health care professional education, recommend improvement in professional communication, collaboration, and a patient-centered approach to provide safety. Consistency of opportunities for students to practice their communication and collaboration skills is limited based on the variety of clinical experiences that are available. Simulation would provide consistency in students’ experiences. Students can practice giving a structured report, providing and receiving peer feedback, and obtaining patient feedback in a safe setting through a simulation experience. A structured hand-off shift report using a technique such as SBAR communication has been found to improve patient safety in health care environments. This paper examines the implementation of a simulation experience for students taking a Mental Health course in a Bachelor of Science in Nursing (BSN) Program to support their practice of patient and professional communication, as well as, collaboration skills with a patient-centered approach using a standardized patient simulation. @article{RefWorks:45,

author={T. M. Fay-Hillier and R. V. Regan and M. Gallagher Gordon},

year={2012},

month={Nov},

title={Communication and patient safety in simulation for mental health nursing education},

journal={Issues in Mental Health Nursing},

volume={33},

number={11},

pages={718-726},

note={JID: 7907126; ppublish},

abstract={The Joint Commission on Accreditation of Healthcare Organizations (JCAHO) found that 65% of medical sentinel events or medical errors are associated with communication breakdowns. In addition to the JCAHO, The Institute of Medicine, in their Core Competencies for health care professional education, recommend improvement in professional communication, collaboration, and a patient-centered approach to provide safety. Consistency of opportunities for students to practice their communication and collaboration skills is limited based on the variety of clinical experiences that are available. Simulation would provide consistency in students’ experiences. Students can practice giving a structured report, providing and receiving peer feedback, and obtaining patient feedback in a safe setting through a simulation experience. A structured hand-off shift report using a technique such as SBAR communication has been found to improve patient safety in health care environments. This paper examines the implementation of a simulation experience for students taking a Mental Health course in a Bachelor of Science in Nursing (BSN) Program to support their practice of patient and professional communication, as well as, collaboration skills with a patient-centered approach using a standardized patient simulation.},

keywords={Communication; Curriculum; Education, Nursing, Baccalaureate; Humans; Interview, Psychological; Mental Disorders/nursing/psychology; Nurse-Patient Relations; Nursing, Team; Patient Safety; Patient Simulation; Psychiatric Nursing/education; Therapeutic Community},

isbn={1096-4673; 0161-2840},

language={eng}

}

Finkelstein, J., Knight, A., Marinopoulos, S., Gibbons, M. C., Berger, Z., Aboumatar, H., Wilson, R. F., Lau, B. D., Sharma, R., & Bass, E. B.. (2012). Enabling patient-centered care through health information technology. Evid Rep Technol Assess (Full Rep)(206), 1-1531. [BibTeX] [Abstract] OBJECTIVES: The main objective of the report is to review the evidence on the impact of health information technology (IT) that supports patient-centered care (PCC) on: health care processes; clinical outcomes; intermediate outcomes (patient or provider satisfaction, health knowledge and behavior, and cost); responsiveness to needs and preferences of patients; shared decisionmaking and patient-clinician communication; and access to information. Additional objectives were to identify barriers and facilitators for using health IT to deliver PCC, and to identify gaps in evidence and information needed by patients, providers, payers, and policymakers. DATA SOURCES: MEDLINE(R), Embase(R), Cochrane Library, Scopus, Cumulative Index to Nursing and Allied Health Literature, PsycINFO, INSPEC, and Compendex databases through July 31, 2010. METHODS: Paired members of our team reviewed citations to identify randomized controlled trials of PCC-related health IT interventions and studies that addressed barriers and facilitators for health IT for delivery of PCC. Independent assessors rated studies for quality. Paired reviewers abstracted data. RESULTS: The search identified 327 eligible articles, including 184 articles on the impact of health IT applications implemented to support PCC and 206 articles addressing barriers or facilitators for such health IT applications. Sixty-three articles addressed both questions. The study results suggested positive effects of PCC-related health IT interventions on health care process outcomes, disease-specific clinical outcomes (for diabetes mellitus, heart disease, cancer, and other health conditions), intermediate outcomes, responsiveness to the needs and preferences of patients, shared decisionmaking, patient-clinician communication, and access to medical information. Studies reported a number of barriers and facilitators for using health IT applications to enable PCC. Barriers included: lack of usability; problems with access to the health IT application due to older age, low income, education, cognitive impairment, and other factors; low computer literacy in patients and clinicians; insufficient basic formal training in health IT applications; physicians’ concerns about more work; workflow issues; problems related to new system implementation, including concerns about confidentiality of patient information; depersonalization; incompatibility with current health care practices; lack of standardization; and problems with reimbursement. Facilitators for the utilization of health IT included ease of use, perceived usefulness, efficiency of use, availability of support, comfort in use, and site location. CONCLUSIONS: Despite marked heterogeneity in study characteristics and quality, substantial evidence exists confirming that health IT applications with PCC-related components have a positive effect on health care outcomes. positive effect on health care outcomes. @article{RefWorks:136,

author={J. Finkelstein and A. Knight and S. Marinopoulos and M. C. Gibbons and Z. Berger and H. Aboumatar and R. F. Wilson and B. D. Lau and R. Sharma and E. B. Bass},

year={2012},

month={Jun},

title={Enabling patient-centered care through health information technology},

journal={Evid Rep Technol Assess (Full Rep)},

number={206},

pages={1-1531},

note={Finkelstein, Joseph Knight, Amy Marinopoulos, Spyridon Gibbons, M Christopher Berger, Zackary Aboumatar, Hanan Wilson, Renee F Lau, Brandyn D Sharma, Ritu Bass, Eric B Journal Article United States Evid Rep Technol Assess (Full Rep). 2012 Jun;(206):1-1531.},

abstract={OBJECTIVES: The main objective of the report is to review the evidence on the impact of health information technology (IT) that supports patient-centered care (PCC) on: health care processes; clinical outcomes; intermediate outcomes (patient or provider satisfaction, health knowledge and behavior, and cost); responsiveness to needs and preferences of patients; shared decisionmaking and patient-clinician communication; and access to information. Additional objectives were to identify barriers and facilitators for using health IT to deliver PCC, and to identify gaps in evidence and information needed by patients, providers, payers, and policymakers. DATA SOURCES: MEDLINE(R), Embase(R), Cochrane Library, Scopus, Cumulative Index to Nursing and Allied Health Literature, PsycINFO, INSPEC, and Compendex databases through July 31, 2010. METHODS: Paired members of our team reviewed citations to identify randomized controlled trials of PCC-related health IT interventions and studies that addressed barriers and facilitators for health IT for delivery of PCC. Independent assessors rated studies for quality. Paired reviewers abstracted data. RESULTS: The search identified 327 eligible articles, including 184 articles on the impact of health IT applications implemented to support PCC and 206 articles addressing barriers or facilitators for such health IT applications. Sixty-three articles addressed both questions. The study results suggested positive effects of PCC-related health IT interventions on health care process outcomes, disease-specific clinical outcomes (for diabetes mellitus, heart disease, cancer, and other health conditions), intermediate outcomes, responsiveness to the needs and preferences of patients, shared decisionmaking, patient-clinician communication, and access to medical information. Studies reported a number of barriers and facilitators for using health IT applications to enable PCC. Barriers included: lack of usability; problems with access to the health IT application due to older age, low income, education, cognitive impairment, and other factors; low computer literacy in patients and clinicians; insufficient basic formal training in health IT applications; physicians’ concerns about more work; workflow issues; problems related to new system implementation, including concerns about confidentiality of patient information; depersonalization; incompatibility with current health care practices; lack of standardization; and problems with reimbursement. Facilitators for the utilization of health IT included ease of use, perceived usefulness, efficiency of use, availability of support, comfort in use, and site location. CONCLUSIONS: Despite marked heterogeneity in study characteristics and quality, substantial evidence exists confirming that health IT applications with PCC-related components have a positive effect on health care outcomes. positive effect on health care outcomes.},

isbn={1530-4396 (Print) 1530-4396},

language={eng}

}

Forneris, S. G., Crownover, J. G., Dorsey, L., Leahy, N., Maas, N. A., Wong, L., Zabriskie, A., & Zavertnik, J. E.. (2012). Integrating QSEN and ACES: An NLN Simulation Leader Project. Nursing Education Perspectives, 33(3), 184-187. [BibTeX] @article{RefWorks:53,

author={Susan G. Forneris and Joann G. Crownover and Laurie Dorsey and Nancy Leahy and Nancy A. Maas and Lorrie Wong and Anne Zabriskie and Jean Ellen Zavertnik},

year={2012},

title={Integrating QSEN and ACES: An NLN Simulation Leader Project},

journal={Nursing Education Perspectives},

volume={33},

number={3},

pages={184-187},

note={tables/charts. Journal Subset: Core Nursing; Double Blind Peer Reviewed; Nursing; Peer Reviewed; USA. Special Interest: Gerontologic Care; Nursing Education. No. of Refs: 6 ref. NLM UID: 101140025. PMID: 22860483},

keywords={Education, Nursing – Trends; Gerontologic Nursing – Education; Simulations – Utilization; Aged; Education, Competency-Based; Patient Centered Care – Education; Patient Safety – Education},

isbn={1536-5026}

}

Griffiths, J., Speed, S., Horne, M., & Keeley, P.. (2012). ‘A caring professional attitude’: What service users and carers seek in graduate nurses and the challenge for educators. Nurse education today, 32(2), 121-127. [BibTeX] [Abstract] [Download PDF] Summary: With the publication of the new NMC standards for pre-registration nursing education, undergraduate curricula are being written in universities across England. There are many drivers for the curricula but one that has until recently received scant attention is the service user”s and carer”s voice. This paper discusses the findings of a qualitative study that asked 52 service users and carers about the qualities they sought in nurses and their views on nurse education. Eight focus groups were conducted with a broad range of service users and carers from primary and secondary care, and voluntary organisations. Data were analysed using the framework approach facilitated by a qualitative analysis software programme. The sample was diverse, but there were similarities in the qualities they valued in nurses. They sought technical competence, knowledge and willingness to seek information, but overwhelmingly prioritised ‘a caring professional attitude’. This was articulated as empathy, communication skills and non-judgmental patient centred care: major themes in the new NMC standards. Our participants also expressed concern about whether the educational preparation of nurses can develop these caring qualities. We discuss this concern, the challenges for nurse educators it presents and how we can engage service users and carers in shaping and delivering our new curricula. @article{RefWorks:5,

author={Jane Griffiths and Shaun Speed and Maria Horne and Phillip Keeley},

year={2012},

month={02},

title={‘A caring professional attitude’: What service users and carers seek in graduate nurses and the challenge for educators},

journal={Nurse education today},

volume={32},

number={2},

pages={121-127},

note={ID: 2011447938},

abstract={Summary: With the publication of the new NMC standards for pre-registration nursing education, undergraduate curricula are being written in universities across England. There are many drivers for the curricula but one that has until recently received scant attention is the service user”s and carer”s voice. This paper discusses the findings of a qualitative study that asked 52 service users and carers about the qualities they sought in nurses and their views on nurse education. Eight focus groups were conducted with a broad range of service users and carers from primary and secondary care, and voluntary organisations. Data were analysed using the framework approach facilitated by a qualitative analysis software programme. The sample was diverse, but there were similarities in the qualities they valued in nurses. They sought technical competence, knowledge and willingness to seek information, but overwhelmingly prioritised ‘a caring professional attitude’. This was articulated as empathy, communication skills and non-judgmental patient centred care: major themes in the new NMC standards. Our participants also expressed concern about whether the educational preparation of nurses can develop these caring qualities. We discuss this concern, the challenges for nurse educators it presents and how we can engage service users and carers in shaping and delivering our new curricula.},

keywords={Nurses; Caring; Communication Skills; Patient Centered Care; Nurse-Patient Relations; Professional Competence; Nurse Attitudes; Education, Nursing; Caregivers; Human; Focus Groups; Qualitative Studies; England; Patient Attitudes – Evaluation; Curriculum Development; Thematic Analysis; Male; Female; Adult; Middle Age; Nursing Knowledge; Empathy; Family Attitudes – Evaluation},

isbn={0260-6917},

language={English},

url={http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2011447938&site=ehost-live}

}

J., K. S.. (2012). Using nursing grand rounds to enforce Quality and Safety Education for Nurses competencies. Teaching & Learning in Nursing, 7(3), 118-120. [BibTeX] [Abstract] [Download PDF] Creative teaching is critical to engaging students. Medical grand rounds emerged as a central teaching activity in United States medical schools for the first half of the past century but have faded as education has moved to the classroom. Combining this age-old Socratic teaching method with modern high-fidelity laboratory manikins makes for an optimal learning opportunity for nursing students. Development of activities with the structure of Quality and Safety Education for Nurses competencies supports evidence-based practice and critical reasoning skills. @article{RefWorks:34,

author={Karin Sherrill J.},

year={2012},

month={07},

title={Using nursing grand rounds to enforce Quality and Safety Education for Nurses competencies},

journal={Teaching & Learning in Nursing},

volume={7},

number={3},

pages={118-120},

note={ID: 2012020211},

abstract={Creative teaching is critical to engaging students. Medical grand rounds emerged as a central teaching activity in United States medical schools for the first half of the past century but have faded as education has moved to the classroom. Combining this age-old Socratic teaching method with modern high-fidelity laboratory manikins makes for an optimal learning opportunity for nursing students. Development of activities with the structure of Quality and Safety Education for Nurses competencies supports evidence-based practice and critical reasoning skills.},

keywords={Patient Rounds – Education; Learning Laboratories; Nursing Skills; Patient Safety; Education, Nursing, Associate; Vignettes; Curriculum; Nursing Practice, Evidence-Based; Quality Improvement; Teamwork; Patient Centered Care; Medical Informatics},

isbn={1557-3087},

language={English},

url={http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2012020211&site=ehost-live}

}

Kalra, S., Magon, N., & Malik, S.. (2012). Patient-centered care and therapeutic patient education: Vedic inspiration. Journal of mid-life health, 3(2), 59-60. [BibTeX] @article{RefWorks:2,

author={S. Kalra and N. Magon and S. Malik},

year={2012},

month={Jul},

title={Patient-centered care and therapeutic patient education: Vedic inspiration},

journal={Journal of mid-life health},

volume={3},

number={2},

pages={59-60},

note={LR: 20130408; JID: 101552746; OID: NLM: PMC3555025; ppublish},

isbn={0976-7800},

language={eng}

}

Lin, C. H., Tzeng, W. C., Chiang, S. L., & Chiang, L. C.. (2012). Clinical outcomes: the impact of patient-centered care. Hu li za zhi The journal of nursing, 59(6), 104-110. [BibTeX] [Abstract] An extensive body of literature advocating a “patient-centered” approach to medical care has emerged over the past three decades. This approach is now a mainstream trend in healthcare. Despite its popularity, there remains little consensus regarding the content or definition of patient-centered care. Various quantitative and qualitative research studies have extracted core meanings from “doctor-patient relationship” perspectives and investigated the relationships of these meanings with patient satisfaction, compliance with health promoting behavior, and health status. Mead and Bower’s review of the conceptual and empirical literature represented the first attempt to develop a model of the doctor-patient relationship that considered the multiple aspects embraced by the “patient-centered” approach. However, any interpretation of the “patient-centered” concept that fails to consider the perspective of nursing is likely incomplete, as patient-centered care is the essence of nursing. This paper reviewed the concept of “patient-centered care”, conducted a systematic review of randomized control trials to explore the effectiveness of patient-centered care, and integrated nursing-related studies that focused on patient-centered care. Our search covered articles published through the end of February 2011 in the Cochrane Controlled Trials Register, JBI, MEDLINE, CINAHL, Pubmed, ProQuest, PsycInfo, and CEPS, with 13 relevant articles identified. The majority of trials addressed by these studies demonstrated a positive “patient-centered care” effect on self-care knowledge and skills but a limited/insignificant effect on disease improvement. The reviewed studies used traditional definitions of “patient-centered care” that were inconsistent with the concepts defined by Mead and Bower. Heterogeneities exist between reviewed studies and the lack of related research in Taiwan. We thus integrated outcome indicators related to “patient-centered care”. This study may be referenced by nursing research and clinical care professionals responsible to improve and integrate medical care quality. @article{RefWorks:42,

author={C. H. Lin and W. C. Tzeng and S. L. Chiang and L. C. Chiang},

year={2012},

month={Dec},

title={Clinical outcomes: the impact of patient-centered care},

journal={Hu li za zhi The journal of nursing},

volume={59},

number={6},

pages={104-110},

note={JID: 0073267; ppublish},

abstract={An extensive body of literature advocating a “patient-centered” approach to medical care has emerged over the past three decades. This approach is now a mainstream trend in healthcare. Despite its popularity, there remains little consensus regarding the content or definition of patient-centered care. Various quantitative and qualitative research studies have extracted core meanings from “doctor-patient relationship” perspectives and investigated the relationships of these meanings with patient satisfaction, compliance with health promoting behavior, and health status. Mead and Bower’s review of the conceptual and empirical literature represented the first attempt to develop a model of the doctor-patient relationship that considered the multiple aspects embraced by the “patient-centered” approach. However, any interpretation of the “patient-centered” concept that fails to consider the perspective of nursing is likely incomplete, as patient-centered care is the essence of nursing. This paper reviewed the concept of “patient-centered care”, conducted a systematic review of randomized control trials to explore the effectiveness of patient-centered care, and integrated nursing-related studies that focused on patient-centered care. Our search covered articles published through the end of February 2011 in the Cochrane Controlled Trials Register, JBI, MEDLINE, CINAHL, Pubmed, ProQuest, PsycInfo, and CEPS, with 13 relevant articles identified. The majority of trials addressed by these studies demonstrated a positive “patient-centered care” effect on self-care knowledge and skills but a limited/insignificant effect on disease improvement. The reviewed studies used traditional definitions of “patient-centered care” that were inconsistent with the concepts defined by Mead and Bower. Heterogeneities exist between reviewed studies and the lack of related research in Taiwan. We thus integrated outcome indicators related to “patient-centered care”. This study may be referenced by nursing research and clinical care professionals responsible to improve and integrate medical care quality.},

keywords={Humans; Patient-Centered Care; Physician-Patient Relations},

isbn={0047-262X},

language={chi}

}

Morgan, S., & Yoder, L. H.. (2012). A concept analysis of person-centered care. J Holist Nurs, 30(1), 6-15. [BibTeX] [Abstract] The term person-centered care (PCC) has been frequently used in the literature, but there is no consensus about its meaning. This article uses Walker and Avants’s method of concept analysis as a framework to analyze PCC. A literature search was completed and data were collected using several search engines (CINAHL, Medline, PubMed, and Cochrane Review). The key words used were “individualized-care,” “person-centered care,” “patient-centered care,” “client-centered care,” and “resident-centered care.” Attributes, antecedents, and consequences of PCC were identified. Empirical referents were provided to measure PCC from the perspective of the person receiving care and finally, a model case provides an exemplar of the concept. @article{RefWorks:64,

author={S. Morgan and L. H. Yoder},

year={2012},

month={Mar},

title={A concept analysis of person-centered care},

journal={J Holist Nurs},

volume={30},

number={1},

pages={6-15},

note={1552-5724 Morgan, Stephanie Yoder, Linda H Journal Article United States J Holist Nurs. 2012 Mar;30(1):6-15. doi: 10.1177/0898010111412189. Epub 2011 Jul 19.},

abstract={The term person-centered care (PCC) has been frequently used in the literature, but there is no consensus about its meaning. This article uses Walker and Avants’s method of concept analysis as a framework to analyze PCC. A literature search was completed and data were collected using several search engines (CINAHL, Medline, PubMed, and Cochrane Review). The key words used were “individualized-care,” “person-centered care,” “patient-centered care,” “client-centered care,” and “resident-centered care.” Attributes, antecedents, and consequences of PCC were identified. Empirical referents were provided to measure PCC from the perspective of the person receiving care and finally, a model case provides an exemplar of the concept.},

keywords={Concept Formation; *Holistic Health; Holistic Nursing/*methods; Humans; Individualized Medicine/*methods; Models, Nursing; *Nurse’s Role; *Nurse-Patient Relations; Patient Advocacy; Patient Care Planning/organization & administration; Patient Compliance/psychology; Patient Participation/methods; Patient-Centered Care/ethics/*organization & administration; Philosophy, Nursing; Quality of Health Care},

isbn={0898-0101},

language={eng}

}

Penner, L. A., & Roger, K.. (2012). The person in the room: how relating holistically contributes to an effective patient-care provider alliance. Commun Med, 9(1), 49-58. [BibTeX] [Abstract] The purpose of this paper is to explore how relating to the ‘whole’ person–both the physical body and the invisible aspects of the ‘self’–is essential in the establishment of a strong therapeutic alliance between patients and health care providers. Our work is based on interviews conducted with individuals affected by neurological illnesses (patients and family care providers). Hsieh and Shannon’s (2005) conventional content analysis was used to analyze the data. Under the broad theme of ‘maintaining a coherent sense of self’ we identified four distinct sub-themes related to interactions with health care providers. The results elucidate the more complex and deep needs of patients who must access care on an ongoing basis, and highlight the important role that care providers play in supporting individuals who are experiencing physical, spiritual and social losses. Care must attend to the deep needs of these individuals by communicating in a style that addresses both emotional and cognitive needs of patients, by thorough and holistic assessment and by appropriate referrals. @article{RefWorks:63,

author={L. A. Penner and K. Roger},

year={2012},

title={The person in the room: how relating holistically contributes to an effective patient-care provider alliance},

journal={Commun Med},

volume={9},

number={1},

pages={49-58},

note={Penner, Leslie A Roger, Kerstin Journal Article Research Support, Non-U.S. Gov’t England Commun Med. 2012;9(1):49-58.},

abstract={The purpose of this paper is to explore how relating to the ‘whole’ person–both the physical body and the invisible aspects of the ‘self’–is essential in the establishment of a strong therapeutic alliance between patients and health care providers. Our work is based on interviews conducted with individuals affected by neurological illnesses (patients and family care providers). Hsieh and Shannon’s (2005) conventional content analysis was used to analyze the data. Under the broad theme of ‘maintaining a coherent sense of self’ we identified four distinct sub-themes related to interactions with health care providers. The results elucidate the more complex and deep needs of patients who must access care on an ongoing basis, and highlight the important role that care providers play in supporting individuals who are experiencing physical, spiritual and social losses. Care must attend to the deep needs of these individuals by communicating in a style that addresses both emotional and cognitive needs of patients, by thorough and holistic assessment and by appropriate referrals.},

keywords={Canada; Cooperative Behavior; Empathy; *Holistic Nursing; Humans; Narration; Nervous System Diseases/psychology; *Patient-Centered Care; *Professional-Patient Relations; Qualitative Research; Self Concept},

isbn={1612-1783 (Print) 1612-1783},

language={eng}

}

Pope, T.. (2012). How person-centred care can improve nurses’ attitudes to hospitalised older patients. Nursing Older People, 24(1), 32-37. [BibTeX] [Abstract] [Download PDF] The relationship between the attitudes and behaviours of nurses and the resulting care that they provide to older people is explored. It aims to raise nurses’ awareness and encourages them to reflect on their personal values and behaviours. The person-centred framework developed by McCormack and McCance (2010) is presented as one approach to improve care. The biographical approach (Clarke et al 2003) is also described as a means to enable nurses to see patients as people first and place them at the heart of health care. @article{RefWorks:15,

author={Tina Pope},

year={2012},

month={02},

title={How person-centred care can improve nurses’ attitudes to hospitalised older patients},

journal={Nursing Older People},

volume={24},

number={1},

pages={32-37},

note={ID: 2011456605},

abstract={The relationship between the attitudes and behaviours of nurses and the resulting care that they provide to older people is explored. It aims to raise nurses’ awareness and encourages them to reflect on their personal values and behaviours. The person-centred framework developed by McCormack and McCance (2010) is presented as one approach to improve care. The biographical approach (Clarke et al 2003) is also described as a means to enable nurses to see patients as people first and place them at the heart of health care.},

keywords={Patient Centered Care; Nurse Attitudes; Quality Improvement; Aged, Hospitalized; Nursing Practice; Nurse-Patient Relations; Nursing Staff, Hospital; Quality of Nursing Care; Aged; Ageism; Life Experiences; Models, Theoretical; Organizational Culture; Nursing Units; Professional Competence; Patient Advocacy; Values Clarification; Personal Values; Inpatients; Sick Role; Communication; Life History Review; Staff Development},

isbn={1472-0795},

language={English},

url={http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2011456605&site=ehost-live}

}

Rae, A.. (2012). Flexible learning to support safe, person-centred care. Nurs Manag (Harrow), 18(9), 32-3. [BibTeX] [Abstract] Effective Practitioner is an educational initiative that supports nurses, midwives and allied health professionals to deliver person-centred, safe and effective care. It offers access to flexible work-based learning and development resources. This article describes the progress of the initiative and sets out the expected effects on service delivery, as well as exploring the Scottish context and the initiative’s relevance to the rest of the UK and abroad. @article{RefWorks:52,

author={A. Rae},

year={2012},

month={Feb},

title={Flexible learning to support safe, person-centred care},

journal={Nurs Manag (Harrow)},

volume={18},

number={9},

pages={32-3},

note={Rae, Ann Journal Article Research Support, Non-U.S. Gov’t England Nurs Manag (Harrow). 2012 Feb;18(9):32-3.},

abstract={Effective Practitioner is an educational initiative that supports nurses, midwives and allied health professionals to deliver person-centred, safe and effective care. It offers access to flexible work-based learning and development resources. This article describes the progress of the initiative and sets out the expected effects on service delivery, as well as exploring the Scottish context and the initiative’s relevance to the rest of the UK and abroad.},

keywords={*Education, Nursing, Continuing; Humans; *Internet; *Patient-Centered Care; Safety Management; Scotland; State Medicine},

isbn={1354-5760 (Print) 1354-5760},

language={eng}

}

2011

Campinha-Bacote, J.. (2011). Delivering Patient-Centered Care in the Midst of a Cultural Conflict: The Role of Cultural Competence . Online Journal of Issues in Nursing, 16(2), 1-1. [BibTeX] [Abstract] [Download PDF] At the core of both patient centeredness and cultural competence is the importance of seeing the patient as a unique person. For the purpose of this article, cultural competence is viewed as an expansion of patient-centered care. More specifically, cultural competence can be seen as a necessary set of skills for nurses to attain in order to render effective patient-centered care. However, a vexing question remains, “How does the nurse deliver patient-centered care when the patient’s health beliefs, practices, and values are in direct conflict with medical and nursing guidelines?” The purpose of this article is to provide nurses with a set of culturally competent skills that will enhance the delivery of patient-centered care in the midst of a cultural conflict. I will begin by offering a conceptual framework for cultural competence and a description of the cultural skill needed to formulate a mutually acceptable and culturally relevant treatment plan for each patient. Next I will describe effective approaches for cultural encounters. Finally I will present a vignette that illustrates how the nurse can deliver patient-centered care when the patient’s health beliefs, practices, and values are in direct conflict with medical and nursing guidelines. (Source: PubMed) @article{RefWorks:581,

author={J. Campinha-Bacote},

year={2011},

month={05},

title={Delivering Patient-Centered Care in the Midst of a Cultural Conflict: The Role of Cultural Competence },

journal={Online Journal of Issues in Nursing},

volume={16},

number={2},

pages={1-1},

note={id: 5276},

abstract={At the core of both patient centeredness and cultural competence is the importance of seeing the patient as a unique person. For the purpose of this article, cultural competence is viewed as an expansion of patient-centered care. More specifically, cultural competence can be seen as a necessary set of skills for nurses to attain in order to render effective patient-centered care. However, a vexing question remains, “How does the nurse deliver patient-centered care when the patient’s health beliefs, practices, and values are in direct conflict with medical and nursing guidelines?” The purpose of this article is to provide nurses with a set of culturally competent skills that will enhance the delivery of patient-centered care in the midst of a cultural conflict. I will begin by offering a conceptual framework for cultural competence and a description of the cultural skill needed to formulate a mutually acceptable and culturally relevant treatment plan for each patient. Next I will describe effective approaches for cultural encounters. Finally I will present a vignette that illustrates how the nurse can deliver patient-centered care when the patient’s health beliefs, practices, and values are in direct conflict with medical and nursing guidelines. (Source: PubMed) },

isbn={1091-3734},

language={English},

url={https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=c8h&AN=2011167230&site=ehost-live&scope=site}

}

Carver, M. C., & Jessie, A. T.. (2011). Patient-Centered Care in a Medical Home . Online Journal of Issues in Nursing, 16(2), 1-1. [BibTeX] [Abstract] [Download PDF] There is general consensus that our current healthcare delivery system will not be able to supply an adequate workforce, contain costs, and meet the ever-increasing chronic-care needs of the growing and aging population in the United States (US). Some of the major challenges to the U.S. healthcare system are faced by those on the front lines, namely the healthcare workers in primary care. Part of the emerging solution for primary care is the adoption of the Patient-Centered Medical Home Model. The intent of this model is to provide coordinated and comprehensive care rooted in a strong collaborative relationship. Carilion Clinic in Southwestern Virginia is implementing this patient-centered model in which a proactive, multidisciplinary care team collectively takes responsibility for each patient. In this article we will elaborate on the concepts of patient-centered care and patient-centered medical homes, after which we will offer an exemplar describing the process that Carilion Clinic is using to establish patient-centered medical homes throughout their primary care departments. Limitations of the Patient-Centered Medical Home Model will also be discussed. (Source: PubMed) @article{RefWorks:582,

author={M. C. Carver and A. T. Jessie},

year={2011},

month={05},

title={Patient-Centered Care in a Medical Home },

journal={Online Journal of Issues in Nursing},

volume={16},

number={2},

pages={1-1},

note={id: 5280},

abstract={There is general consensus that our current healthcare delivery system will not be able to supply an adequate workforce, contain costs, and meet the ever-increasing chronic-care needs of the growing and aging population in the United States (US). Some of the major challenges to the U.S. healthcare system are faced by those on the front lines, namely the healthcare workers in primary care. Part of the emerging solution for primary care is the adoption of the Patient-Centered Medical Home Model. The intent of this model is to provide coordinated and comprehensive care rooted in a strong collaborative relationship. Carilion Clinic in Southwestern Virginia is implementing this patient-centered model in which a proactive, multidisciplinary care team collectively takes responsibility for each patient. In this article we will elaborate on the concepts of patient-centered care and patient-centered medical homes, after which we will offer an exemplar describing the process that Carilion Clinic is using to establish patient-centered medical homes throughout their primary care departments. Limitations of the Patient-Centered Medical Home Model will also be discussed. (Source: PubMed) },

isbn={1091-3734},

language={English},

url={https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=c8h&AN=2011167238&site=ehost-live&scope=site}

}

Hall, P., Marshall, D., Weaver, L., Boyle, A., & Taniguchi, A.. (2011). A Method to Enhance Student Teams in Palliative Care: Piloting the McMaster-Ottawa Team Observed Structured Clinical Encounter . Journal of palliative medicine, 14(6), 744-750. [BibTeX] [Abstract] [Download PDF] Background: The need for palliative and end-of-life care (PEOLC) education in prelicensure education has been identified. PEOLC requires effective collaborative teamwork. The competencies required for effective collaborative teamwork are only now emerging and methods to evaluate them must be developed. Objective: The adaptation of the traditional Objective Structured Clinical Examination (OSCE) for assessment of a student team addressing palliative care issues was undertaken. The McMaster-Ottawa Team Observed Structured Clinical Encounter (TOSCE) is intended as a formative evaluation tool for both competencies in interprofessional collaboration for patient-centered practice and PEOLC. Methods: Three stations based on palliative care scenarios were developed. From January 2007 to January 2008, a total of 141 students and 38 observers participated in the evaluation of three stations, with 6-7 students per group and two observers per station. Observers completed checklists for both PEOLC and interprofessional collaborative competencies and, after completing the TOSCEs, students and observers completed questionnaires on their feasibility and acceptability. Results: Eighty-nine percent of the students and 44% of the observers were from medicine. Students and observers found the TOSCE to be an acceptable and feasible assessment tool for both sets of competencies. Reliability and validity data show that the items in both the clinical and interprofessional checklists fit well together, and interrater reliability is readily achieved. Conclusions: The new formative evaluation TOSCE tool, adapted from the traditional OSCE, was acceptable and feasible to students and observers. (Source: PubMed) @article{RefWorks:583,

author={P. Hall and D. Marshall and L. Weaver and A. Boyle and A. Taniguchi},

year={2011},

month={06},

title={A Method to Enhance Student Teams in Palliative Care: Piloting the McMaster-Ottawa Team Observed Structured Clinical Encounter },

journal={Journal of palliative medicine},

volume={14},

number={6},

pages={744-750},

note={id: 5305},

abstract={Background: The need for palliative and end-of-life care (PEOLC) education in prelicensure education has been identified. PEOLC requires effective collaborative teamwork. The competencies required for effective collaborative teamwork are only now emerging and methods to evaluate them must be developed. Objective: The adaptation of the traditional Objective Structured Clinical Examination (OSCE) for assessment of a student team addressing palliative care issues was undertaken. The McMaster-Ottawa Team Observed Structured Clinical Encounter (TOSCE) is intended as a formative evaluation tool for both competencies in interprofessional collaboration for patient-centered practice and PEOLC. Methods: Three stations based on palliative care scenarios were developed. From January 2007 to January 2008, a total of 141 students and 38 observers participated in the evaluation of three stations, with 6-7 students per group and two observers per station. Observers completed checklists for both PEOLC and interprofessional collaborative competencies and, after completing the TOSCEs, students and observers completed questionnaires on their feasibility and acceptability. Results: Eighty-nine percent of the students and 44% of the observers were from medicine. Students and observers found the TOSCE to be an acceptable and feasible assessment tool for both sets of competencies. Reliability and validity data show that the items in both the clinical and interprofessional checklists fit well together, and interrater reliability is readily achieved. Conclusions: The new formative evaluation TOSCE tool, adapted from the traditional OSCE, was acceptable and feasible to students and observers. (Source: PubMed) },

keywords={Palliative Care – Education; Terminal Care – Education; Education, Competency-Based; Multidisciplinary Care Team; Patient Centered Care; Patient Simulation; Education, Interdisciplinary; Human; Pilot Studies; Descriptive Statistics; Students, Medical; Teamwork; Pediatric Care – Education; Seminars and Workshops; Observational Methods; Checklists; Suffering; Communication; Education, Medical; Scales; Summated Rating Scaling; Psychometrics; Internal Consistency; Interrater Reliability; Questionnaires; Interprofessional Relations; Students, Nursing; Students, Occupational Therapy; Students, Physical Therapy; Students, Social Work; Academic Medical Centers; Multicenter Studies; Ontario; Feedback; Student Attitudes},

isbn={1096-6218},

language={English},

url={https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=c8h&AN=2011164098&site=ehost-live&scope=site}

}

Hoke, M. M., & Robbins, L. K.. (2011). Continuing the cultural competency journey through exploration of knowledge, attitudes, and skills with advanced practice psychiatric nursing students: an exemplar . Nursing Clinics of North America, 46(2), 201-205. [BibTeX] [Abstract] [Download PDF] Numerous training and education programs have evolved to address culturally competent health care delivery. This article describes an exemplar educational approach used to teach cultural competency to beginning graduate psychiatric mental health nursing students. Using interactive strategies delivered within the 4 phases of the curriculum, the approach has been shown to facilitate students’ ongoing journey to cultural competence. Building on baccalaureate nursing competencies, the course addresses attitudes, knowledge, skills, and cultural humility to strengthen cultural self-assessment, cross-cultural clinical practice expertise, and the use of culturally appropriate research for graduate students. (Source: PubMed) @article{RefWorks:584,

author={M. M. Hoke and L. K. Robbins},

year={2011},

month={06},

title={Continuing the cultural competency journey through exploration of knowledge, attitudes, and skills with advanced practice psychiatric nursing students: an exemplar },

journal={Nursing Clinics of North America},

volume={46},

number={2},

pages={201-205},

note={id: 5307},

abstract={Numerous training and education programs have evolved to address culturally competent health care delivery. This article describes an exemplar educational approach used to teach cultural competency to beginning graduate psychiatric mental health nursing students. Using interactive strategies delivered within the 4 phases of the curriculum, the approach has been shown to facilitate students’ ongoing journey to cultural competence. Building on baccalaureate nursing competencies, the course addresses attitudes, knowledge, skills, and cultural humility to strengthen cultural self-assessment, cross-cultural clinical practice expertise, and the use of culturally appropriate research for graduate students. (Source: PubMed) },

keywords={Advanced Practice Nurses – Education; Cultural Competence – Education; Psychiatric Nursing – Education; Student Attitudes; Student Knowledge; Behavioral Objectives; Reflection; Teaching Methods},

isbn={0029-6465},

language={English},

url={https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=c8h&AN=2011161274&site=ehost-live&scope=site}

}

Hughes, R. G.. (2011). Overview and Summary: Patient-Centered Care: Challenges and Rewards . Online Journal of Issues in Nursing, 16(2), 1-1. [BibTeX] [Abstract] [Download PDF] In this issue, six articles have been brought together to share some unique insights into the challenges and impact of putting patient- and family-centered care into everyday practice. Key topics discussed include defining patient- and family-centered care (or person-centered care); describing essential components of patient-centered care; and developing strategies to educate clinicians regarding effective, patient-centered care. (Source: Publisher) @article{RefWorks:585,

author={R. G. Hughes},

year={2011},

month={05},

title={Overview and Summary: Patient-Centered Care: Challenges and Rewards },

journal={Online Journal of Issues in Nursing},

volume={16},

number={2},

pages={1-1},

note={id: 5279},

abstract={In this issue, six articles have been brought together to share some unique insights into the challenges and impact of putting patient- and family-centered care into everyday practice. Key topics discussed include defining patient- and family-centered care (or person-centered care); describing essential components of patient-centered care; and developing strategies to educate clinicians regarding effective, patient-centered care. (Source: Publisher)

isbn={1091-3734},

language={English},

url={https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=c8h&AN=2011167237&site=ehost-live&scope=site}

}

Johnson, L., & Smith, C. M.. (2011). A Hybrid Course for the RN-to-Baccalaureate Curriculum: Patient-Centered Care and Quality . Nurse educator, 36(4), 155-160. [BibTeX] [Abstract] Teaching RN-to-baccalaureate nursing students to incorporate patient-centered care and quality concepts into the practice environment presents challenges and opportunities for nurse educators. The authors describe development, deployment, and evaluation of an RN-to-baccalaureate hybrid course focused on patient-centered care and quality improvement. Course teaching strategies and evaluation of student learning and the efficacy of using a hybrid instructional design are discussed. (Source: PubMed) @article{RefWorks:586,

author={L. Johnson and C. M. Smith},

year={2011},

month={Jul-Aug},

title={A Hybrid Course for the RN-to-Baccalaureate Curriculum: Patient-Centered Care and Quality },

journal={Nurse educator},

volume={36},

number={4},

pages={155-160},

note={id: 5344; JID: 7701902; ppublish },

abstract={Teaching RN-to-baccalaureate nursing students to incorporate patient-centered care and quality concepts into the practice environment presents challenges and opportunities for nurse educators. The authors describe development, deployment, and evaluation of an RN-to-baccalaureate hybrid course focused on patient-centered care and quality improvement. Course teaching strategies and evaluation of student learning and the efficacy of using a hybrid instructional design are discussed. (Source: PubMed) },

isbn={1538-9855; 0363-3624},

language={eng}

}

Lait, J., Suter, E., Arthur, N., & Deutschlander, S.. (2011). Interprofessional mentoring: Enhancing students’ clinical learning . Nurse Education in Practice, 11(3), 211-215. [BibTeX] [Abstract] [Download PDF] Interprofessional (IP) collaboration is recognized as critical for patient-centred care. The clinical setting is an ideal environment for students to learn the competencies required to effectively work with providers from other professions. To enhance traditional clinical placements, we propose an IP mentoring approach, defined as learning that takes place between providers and students who are from different disciplines or health professions. In IP mentoring, students have primary relationships with their preceptors, but also have interactions with providers from other professions. We implemented IP mentoring with the support of two faculties of nursing in Alberta, Canada who provided an IP clinical focus for interested fourth year students. We emphasized to providers and students that there are no prescribed interactions that comprise IP mentoring; experiences between providers and students are context-specific and often informal. Through our evaluation we demonstrated that in IP mentoring, provider commitment was important, students engaged in IP activities of varying complexity, and students learned about roles of other professions and how to work together to provide patient-centred care. IP mentoring is an effective learning strategy to enhance students’ knowledge and skills in IP collaboration without radical changes to the structure of the placements or to the educational curricula. (Source: PubMed) @article{RefWorks:588,

author={J. Lait and E. Suter and N. Arthur and S. Deutschlander},

year={2011},

month={05},

title={Interprofessional mentoring: Enhancing students’ clinical learning },

journal={Nurse Education in Practice},

volume={11},

number={3},

pages={211-215},

note={id: 5311},

abstract={Interprofessional (IP) collaboration is recognized as critical for patient-centred care. The clinical setting is an ideal environment for students to learn the competencies required to effectively work with providers from other professions. To enhance traditional clinical placements, we propose an IP mentoring approach, defined as learning that takes place between providers and students who are from different disciplines or health professions. In IP mentoring, students have primary relationships with their preceptors, but also have interactions with providers from other professions. We implemented IP mentoring with the support of two faculties of nursing in Alberta, Canada who provided an IP clinical focus for interested fourth year students. We emphasized to providers and students that there are no prescribed interactions that comprise IP mentoring; experiences between providers and students are context-specific and often informal. Through our evaluation we demonstrated that in IP mentoring, provider commitment was important, students engaged in IP activities of varying complexity, and students learned about roles of other professions and how to work together to provide patient-centred care. IP mentoring is an effective learning strategy to enhance students’ knowledge and skills in IP collaboration without radical changes to the structure of the placements or to the educational curricula. (Source: PubMed) },

keywords={Education, Clinical – Trends; Education, Nursing, Baccalaureate – Trends – Alberta; Interprofessional Relations; Mentorship; Patient Centered Care – Education; Preceptorship; Program Development; Alberta; Coding; Convenience Sample; Data Analysis Software; Multicenter Studies; Outcomes of Education; Program Evaluation; Program Implementation; Schools, Nursing; Semi-Structured Interview; Students, Nursing, Baccalaureate; Teaching Methods; Thematic Analysis},

isbn={1471-5953},

language={English},

url={https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=c8h&AN=2011033048&site=ehost-live&scope=site}

}

McCance, T., McCormack, B., & Dewing, J.. (2011). An Exploration of Person-Centredness in Practice . Online Journal of Issues in Nursing, 16(2), 1-1. [BibTeX] [Abstract] [Download PDF] “Person-centredness” is a term that is becoming increasingly familiar within health and social care at a global level; it is being used to describe a standard of care that ensures the patient/client is at the centre of care delivery. In this article we explore the relevance of person-centredness in the context of nursing, taking account of the ongoing critical debate and dialogue regarding developments in this field. Person-centredness is recognised as a multidimensional concept. The complexity of the concept contributes to the challenge of articulating its shared meaning and describing how it can be applied in practice. The aim of this paper is to explore some of the issues pertaining to language and conceptual clarity, with a view to making connections and increasing our shared understanding of person-centred care in a way that can impact nursing practice. We begin by describing the development of the concept of person-centredness, after which we discuss the synergies with patient-centredness and other related terms, and consider how nurses can operationalise person-centredness in their practice. (Source: PubMed) @article{RefWorks:589,

author={T. McCance and B. McCormack and J. Dewing},

year={2011},

month={05},

title={An Exploration of Person-Centredness in Practice },

journal={Online Journal of Issues in Nursing},

volume={16},

number={2},

pages={1-1},

note={id: 5275},

abstract={“Person-centredness” is a term that is becoming increasingly familiar within health and social care at a global level; it is being used to describe a standard of care that ensures the patient/client is at the centre of care delivery. In this article we explore the relevance of person-centredness in the context of nursing, taking account of the ongoing critical debate and dialogue regarding developments in this field. Person-centredness is recognised as a multidimensional concept. The complexity of the concept contributes to the challenge of articulating its shared meaning and describing how it can be applied in practice. The aim of this paper is to explore some of the issues pertaining to language and conceptual clarity, with a view to making connections and increasing our shared understanding of person-centred care in a way that can impact nursing practice. We begin by describing the development of the concept of person-centredness, after which we discuss the synergies with patient-centredness and other related terms, and consider how nurses can operationalise person-centredness in their practice. (Source: PubMed) },

isbn={1091-3734},

language={English},

url={https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=c8h&AN=2011167229&site=ehost-live&scope=site}

}

McCormack, B., Dewing, J., & McCance, T.. (2011). Developing Person-Centred Care: Addressing Contextual Challenges Through Practice Development . Online Journal of Issues in Nursing, 16(2), 1-1. [BibTeX] [Abstract] [Download PDF] Developing person-centred care is not a one-time event; rather it requires a sustained commitment from organisations to the ongoing facilitation of developments, a commitment both in clinical teams and across organizations. Contextual factors pose the greatest challenge to person-centredness and the development of cultures that can sustain person-centred care. We will begin with a general comment on ‘context’ and its meaning before exploring three particular factors that influence the practice context, namely, workplace culture, learning culture, and the physical environment. Next we explore a particular approach to developing person-centred care through emancipatory practice development. We highlight the importance of facilitation through emancipatory practice development programmes and describe how person-centred care can be developed through the presentation of a case study that illustrates the principles and processes of emancipatory practice development as well as the outcomes achieved. We conclude with an application to clinical practice. A key consideration for all organisations in the development of person-centred care is to move from what we suggest are ‘person-centred moments’ (individual, ad hoc experiences of person-centredness) to ‘person-centred care’ as an underpinning culture of teams and organisations. (Source: PubMed) @article{RefWorks:590,

author={B. McCormack and J. Dewing and T. McCance},

year={2011},

month={05},

title={Developing Person-Centred Care: Addressing Contextual Challenges Through Practice Development },

journal={Online Journal of Issues in Nursing},

volume={16},

number={2},

pages={1-1},

note={id: 5277},

abstract={Developing person-centred care is not a one-time event; rather it requires a sustained commitment from organisations to the ongoing facilitation of developments, a commitment both in clinical teams and across organizations. Contextual factors pose the greatest challenge to person-centredness and the development of cultures that can sustain person-centred care. We will begin with a general comment on ‘context’ and its meaning before exploring three particular factors that influence the practice context, namely, workplace culture, learning culture, and the physical environment. Next we explore a particular approach to developing person-centred care through emancipatory practice development. We highlight the importance of facilitation through emancipatory practice development programmes and describe how person-centred care can be developed through the presentation of a case study that illustrates the principles and processes of emancipatory practice development as well as the outcomes achieved. We conclude with an application to clinical practice. A key consideration for all organisations in the development of person-centred care is to move from what we suggest are ‘person-centred moments’ (individual, ad hoc experiences of person-centredness) to ‘person-centred care’ as an underpinning culture of teams and organisations. (Source: PubMed) },

isbn={1091-3734},

language={English},

url={https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=c8h&AN=2011167231&site=ehost-live&scope=site}

}

Rhodes, M. K., Morris, A. H., & Lazenby, R. B.. (2011). Nursing at its Best: Competent and Caring . Online Journal of Issues in Nursing, 16(2), 1-1. [BibTeX] [Abstract] [Download PDF] An award-winning journalist spoke to a group of students during their first month in a baccalaureate nursing program, challenging the nursing profession to abandon its image of nurses as angels and promote an image of nurses as competent professionals who are both knowledgeable and caring. This presentation elicited an unanticipated level of emotion, primarily anger, on the part of the students. This unexpected reaction prompted faculty to explore the students’ motivations for entering the nursing profession and their perceptions of the relative importance of competence and caring in nursing. The authors begin this article by reviewing the literature related to motivations for selecting a profession and the contributions of competence and caring to nursing care. Next they describe their survey method and analysis and report their findings regarding student motivations and perceptions of competence and caring in nursing. Emerging themes for motivation reflected nursing values, especially altruism, and coincided with students’ beliefs of self-efficacy and goal attainment. Student responses indicated their understanding of the need for competence and revealed idealistic perceptions of caring. The authors conclude with a discussion of these themes and recommendations for student recruitment, curricular emphasis, and future research in this area. (Source: PubMed) @article{RefWorks:591,

author={M. K. Rhodes and A. H. Morris and R. B. Lazenby},

year={2011},

month={05},

title={Nursing at its Best: Competent and Caring },

journal={Online Journal of Issues in Nursing},

volume={16},

number={2},

pages={1-1},

note={id: 5631},

abstract={An award-winning journalist spoke to a group of students during their first month in a baccalaureate nursing program, challenging the nursing profession to abandon its image of nurses as angels and promote an image of nurses as competent professionals who are both knowledgeable and caring. This presentation elicited an unanticipated level of emotion, primarily anger, on the part of the students. This unexpected reaction prompted faculty to explore the students’ motivations for entering the nursing profession and their perceptions of the relative importance of competence and caring in nursing. The authors begin this article by reviewing the literature related to motivations for selecting a profession and the contributions of competence and caring to nursing care. Next they describe their survey method and analysis and report their findings regarding student motivations and perceptions of competence and caring in nursing. Emerging themes for motivation reflected nursing values, especially altruism, and coincided with students’ beliefs of self-efficacy and goal attainment. Student responses indicated their understanding of the need for competence and revealed idealistic perceptions of caring. The authors conclude with a discussion of these themes and recommendations for student recruitment, curricular emphasis, and future research in this area. (Source: PubMed) },

keywords={Students, Nursing, Baccalaureate; Motivation; Caring; Student Attitudes; Clinical Competence; Human; Professional Image; Alabama; Adult; Male; Female; Surveys; Survey Research; Middle Age; Data Analysis Software; Content Analysis; Grounded Theory; Attitude Measures; Qualitative Studies},

isbn={1091-3734},

language={English},

url={https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=c8h&AN=2011167236&site=ehost-live&scope=site}

}

Small, D., & Small, R. M.. (2011). Patients First! Engaging the Hearts and Minds of Nurses with a Patient-Centered Practice Model . Online Journal of Issues in Nursing, 16(2), 1-1. [BibTeX] [Abstract] [Download PDF] Like every healthcare system today, the Cleveland Clinic health system is a combination of medical hospitals, institutes, and services in which the implementation of uniform care methodologies faces significant barriers. The guiding principle of the Cleveland Clinic, ‘Patients First,’ focuses on the principle of patient- and family-centered care (PFCC) but deliberately lacks details due to the wide scope of care delivered by the organization. The Stanley Shalom Zielony Institute of Nursing Excellence (the Nursing Institute) at the Cleveland Clinic was charged with standardizing nursing practice across a system with 11,000 registered nurses and 800 advanced practice nurses. The challenge involved providing firm direction on delivering PFCC that was appropriate for all clinical disciplines and could be implemented quickly across existing practices and technologies. Successful implementation required full engagement in the concept of PFCC by what the Institute for Healthcare Improvement has termed the ‘hearts and minds’ of nurses. To achieve these ends, development of a systemwide nursing practice model was initiated. In this article the authors identify the essence of PFCC, consider barriers to PFCC, review their process of developing PFCC, and describe how the Cleveland Clinic health system has implemented a PFCC nursing practice model. In doing so the authors explore how the concept of ‘Passion for Nursing’ was used to stimulate nurse engagement in PFCC. (Source: PubMed) @article{RefWorks:592,

author={DC Small and R. M. Small},

year={2011},

month={05},

title={Patients First! Engaging the Hearts and Minds of Nurses with a Patient-Centered Practice Model },

journal={Online Journal of Issues in Nursing},

volume={16},

number={2},

pages={1-1},

note={id: 5281},

abstract={Like every healthcare system today, the Cleveland Clinic health system is a combination of medical hospitals, institutes, and services in which the implementation of uniform care methodologies faces significant barriers. The guiding principle of the Cleveland Clinic, ‘Patients First,’ focuses on the principle of patient- and family-centered care (PFCC) but deliberately lacks details due to the wide scope of care delivered by the organization. The Stanley Shalom Zielony Institute of Nursing Excellence (the Nursing Institute) at the Cleveland Clinic was charged with standardizing nursing practice across a system with 11,000 registered nurses and 800 advanced practice nurses. The challenge involved providing firm direction on delivering PFCC that was appropriate for all clinical disciplines and could be implemented quickly across existing practices and technologies. Successful implementation required full engagement in the concept of PFCC by what the Institute for Healthcare Improvement has termed the ‘hearts and minds’ of nurses. To achieve these ends, development of a systemwide nursing practice model was initiated. In this article the authors identify the essence of PFCC, consider barriers to PFCC, review their process of developing PFCC, and describe how the Cleveland Clinic health system has implemented a PFCC nursing practice model. In doing so the authors explore how the concept of ‘Passion for Nursing’ was used to stimulate nurse engagement in PFCC. (Source: PubMed) },

isbn={1091-3734},

language={English},

url={https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=c8h&AN=2011167239&site=ehost-live&scope=site}

}

Smith-Stoner, M.. (2011). Teaching Patient-Centered Care During the Silver Hour . Online Journal of Issues in Nursing, 16(2), 1-1. [BibTeX] [Abstract] [Download PDF] Teaching students and clinicians about end-of-life care is an important part of healthcare. Utilizing the framework of the Silver Hour is one method of illustrating the urgent, intense comfort needs required by patients and families throughout the imminently dying process, wherever the patient may be receiving services. When death is imminent, it is extremely important to provide patient- and family-centered care as the waning moments of life transition to the first moments of death. A variety of instructional methods can be used can be used to teach students to provide multidimensional, patient-centered care at the end of life. The author begins by describing the basic concept of patient-centered care and by discussing the importance of teaching students about this level of care. Next she describes the concept of the Silver Hour, along with a discussion of how the Silver Hour relates to nursing education. She also notes the importance of both role modeling in providing patient-centered care and of drawing upon the five ways of knowing to strengthen the teaching of students about care during the Silver Hour. (Source: PubMed) @article{RefWorks:593,

author={M. Smith-Stoner},

year={2011},

month={05},

title={Teaching Patient-Centered Care During the Silver Hour },

journal={Online Journal of Issues in Nursing},

volume={16},

number={2},

pages={1-1},

note={id: 5282},

abstract={Teaching students and clinicians about end-of-life care is an important part of healthcare. Utilizing the framework of the Silver Hour is one method of illustrating the urgent, intense comfort needs required by patients and families throughout the imminently dying process, wherever the patient may be receiving services. When death is imminent, it is extremely important to provide patient- and family-centered care as the waning moments of life transition to the first moments of death. A variety of instructional methods can be used can be used to teach students to provide multidimensional, patient-centered care at the end of life. The author begins by describing the basic concept of patient-centered care and by discussing the importance of teaching students about this level of care. Next she describes the concept of the Silver Hour, along with a discussion of how the Silver Hour relates to nursing education. She also notes the importance of both role modeling in providing patient-centered care and of drawing upon the five ways of knowing to strengthen the teaching of students about care during the Silver Hour. (Source: PubMed) },

isbn={1091-3734},

language={English},

url={https://auth.lib.unc.edu/ezproxy_auth.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=c8h&AN=2011167240&site=ehost-live&scope=site}

}