School of Psychology, Newcastle University, Newcastle upon Tyne, UK.
Population Health Sciences Institute, Newcastle University, Newcastle upon Tyne, UK.
Patient Educ Couns. 2021 Apr;104(4):877-886. doi: 10.1016/j.pec.2020.09.030. Epub 2020 Sep 24.
We aimed to understand how person-centred care (PCC) is represented in UK professional standards for undergraduate medical/nursing education and explored how these are reflected in programme provision.
We identified PCC components in medical (GMC) and nursing (NMC) professional standards and university curricula documents provided. We also identified themes from interviews with high-level informants for medical/nursing undergraduate programmes using framework analysis.
The GMC appears to promote a more paternalistic model of care with discrete PCC components in specific sections and the NMC a more collaborative model with PCC distributed throughout. These differences persisted into education delivery. Medical educators perceived greater barriers to inclusion of PCC than nursing educators; however, both consistently identified cultural and organisational attributes. Clarity was lacking regarding PCC definition, how to teach/assess PCC, and competence expectations.
Development of a PCC skills competence framework would increase consistency and support teaching and assessment in undergraduate curricula. Further research to understand the perspectives of healthcare professionals involved in placements would help inform PCC teaching recommendations.
High-level support from senior HEI leaders; multi-disciplinary approaches to curricula development, teaching, and assessment; and greater inclusion of service users would ensure higher quality PCC education for undergraduate students.
我们旨在了解以患者为中心的护理（PCC）在英国本科医学/护理教育的专业标准中是如何体现的，并探讨这些标准在课程设置中是如何体现的。
我们确定了医学（GMC）和护理（NMC）专业标准以及提供的大学课程文件中的 PCC 组成部分。我们还使用框架分析，从医学/护理本科课程的高层知情人的访谈中确定了主题。
GMC 似乎提倡更具家长式作风的护理模式，在特定部分有离散的 PCC 组成部分，而 NMC 则提倡更具协作性的模式，PCC 分布在整个课程中。这些差异在教育实施中持续存在。医学教育者认为纳入 PCC 的障碍比护理教育者更大；然而，两者都一致地确定了文化和组织属性。关于 PCC 的定义、如何教授/评估 PCC 以及能力期望，缺乏明确性。
制定 PCC 技能能力框架将提高本科课程教学和评估的一致性和支持。进一步研究了解参与实习的医疗保健专业人员的观点将有助于为 PCC 教学建议提供信息。
来自高等教育机构高层领导的大力支持；多学科方法进行课程开发、教学和评估；以及更多地纳入服务用户，将确保为本科学生提供更高质量的 PCC 教育。
