University of Aberdeen, Scotland, UK.
King's College London, England, UK.
Patient Educ Couns. 2022 Dec;105(12):3422-3428. doi: 10.1016/j.pec.2022.07.003. Epub 2022 Jul 5.
To examine the Curriculum of England's Personalised Care Institute as a national initiative to promote person-centred practice.
Analysis of Curriculum content and discourse RESULTS: The Curriculum describes an educational framework which aspires to unify approaches and universalize provision of Personalised Care. It presents 8 "models and approaches" and 6 "components" within the "whole" of Personalised Care. It locates their unity in an underlying common core repertoire of professional capabilities and values and an anchoring belief in people's strengths, resourcefulness and ability to develop their own solutions with appropriate support. The Curriculum indicates some complexity in the provision of Personalised Care but leaves unanswered questions about the theoretical coherence of the concept. It also neglects some important aspects of person-centredness (especially values beyond empowerment and choice); the implications of entrenched social inequalities and systemic prejudices; and other practical-ethical implementation challenges that can be difficult for health professionals.
The Curriculum signals a national commitment to person-centred practice, but its practical potential is limited by its neglect of the value tensions and diverse situational challenges involved.
The Curriculum and similar policy-education initiatives could be strengthened by more explicit attention to the normative complexities of person-centred practice.
研究英国个性化护理学院的课程，将其作为促进以患者为中心的实践的国家举措。
对课程内容和话语进行分析。
该课程描述了一个教育框架，旨在统一方法并普及个性化护理。它介绍了个性化护理中的 8 个“模式和方法”和 6 个“组成部分”。它将这些统一在一个潜在的共同核心专业能力和价值观中，并坚信人们的优势、足智多谋以及在适当支持下发展自己解决方案的能力。该课程表明个性化护理的提供存在一定的复杂性，但没有回答关于该概念理论一致性的问题。它还忽略了一些以人为本的重要方面（尤其是权力和选择之外的价值观）；根深蒂固的社会不平等和系统性偏见的影响；以及其他对卫生专业人员来说可能具有挑战性的实际伦理实施问题。
该课程标志着国家对以患者为中心的实践的承诺，但由于忽视了以人为本的实践所涉及的价值紧张和各种情况挑战，其实践潜力受到限制。
课程和类似的政策教育举措可以通过更明确地关注以人为本的实践的规范性复杂性来得到加强。
