Journal articles: 'Centredness'

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Bremner, Nicholas. "Learner-centredness." ELT Journal 75, no. 2 (April 1, 2021): 213–15. http://dx.doi.org/10.1093/elt/ccab002.

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Moore, Ann, and Gwendolen Jull. "Patient-centredness." Manual Therapy 17, no. 5 (October 2012): 377. http://dx.doi.org/10.1016/j.math.2012.07.007.

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van Dulmen, Sandra. "Patient-centredness." Patient Education and Counseling 51, no. 3 (November 2003): 195–96. http://dx.doi.org/10.1016/s0738-3991(03)00039-9.

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Gengshen, Hu. "‘Translator‐Centredness’." Perspectives 12, no. 2 (January 2004): 106–17. http://dx.doi.org/10.1080/0907676x.2004.9961494.

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Spence, D. "Doctor centredness." BMJ 341, jul14 2 (July 14, 2010): c3755. http://dx.doi.org/10.1136/bmj.c3755.

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Walshaw, Margaret Anne. "Book review: Teacher-centredness and student-centredness under interrogation." Educational Studies in Mathematics 73, no. 1 (December 2, 2009): 99–103. http://dx.doi.org/10.1007/s10649-009-9221-1.

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Alverbratt, Catrin E., and Charlotte T. Almkvist Hall. "Through the lens of work-integrated learning: Staff experiences of participating in person-centredness coach training in a Swedish hospital." Journal of Nursing Education and Practice 11, no. 1 (September 6, 2020): 1. http://dx.doi.org/10.5430/jnep.v11n1p1.

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Background/Objective: Over the past decade, many scientific articles have focused on the importance of person-centred care (or person centredness) in the health care sector. In practice, however, person centredness is difficult to operationalise. Thus, the role of “person-centredness coach” was created in a Swedish hospital to provide information, education, and reflection on person centredness. The aim was to describe this new role of a person-centeredness coach, and how the coaches experienced the development of a person-centred working method.Methods: Qualitative semi-structured individual interviews were conducted with nine nursing staff. The data were analysed using inductive content analysis.Results: The analysis resulted in three categories with seven subcategories: an eye opener (with the subcategories of a welcome change and person centredness throughout the organisation); an obstacle with potential (with the subcategories of theoretical vs. practical development of person centredness, difficulties in developing person centredness and proposals for promoting patient participation); and a challenging role (with the subcategories of necessary but a role that takes a long time to develop and the importance of favourable conditions).Conclusions: The person-centredness coaches believed that the person-centred approach was important and that it should be the foundation of all care work within health care but, despite this, had difficulty in integrating person centredness into their practice. The person-centredness coaches found the coach training rewarding. They perceived that, from a learning perspective and through the lens of work-integrated learning, the results could be related to creating praxis, which may be seen as a development area for further research in operationalising person centredness.

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Thompson, Genevieve, Chloe Lyn Shindruk, Adebusola Abiodun Adekoya, Lisa Demczuk, and Susan McClement. "Meanings of ‘centredness’ in long-term care facilities: a scoping review protocol." BMJ Open 8, no. 8 (August 2018): e022498. http://dx.doi.org/10.1136/bmjopen-2018-022498.

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IntroductionThere is a growing demand for long-term care services for older adults that embrace a model of care centred on individual recipients of care. In long-term care, models of person, resident and relationship-centred care have been developed and implemented to promote independence, decision making and choices of residents. Although the concepts of centredness have been readily adopted in these environments, what constitutes centredness is often vague and lacks conceptual clarity and definition. The research questions guiding this scoping review are: (1) What are the defining attributes, conceptual boundaries and theoretical underpinnings of each centredness term in long-term care? (2) For what purposes have centredness directed models of care been used in this context? (3) What types of study designs have been used to examine centredness in this context? (4) What outcomes related to centredness have been reported or evaluated and how were they measured in long-term care?Methods and analysisThis review uses the methodological framework for conducting a scoping review by Arksey and O’Malley. The search strategy will be applied to nine bibliographic and citation databases, Google Scholar and the grey literature. Study selection will occur in a two-step process. First, the titles and abstracts of all search results will be screened by individual reviewers. Second, a full-text review will be conducted by a pair of reviewers. To be included articles must (1) define centredness in the context of long-term care; (2) describe the defining features of centredness; (3) explore the theoretical underpinnings of centredness; (4) outline outcomes of centredness or (5) use outcome measures related to centredness. Data will be extracted from included studies and analysed using thematic analysis as described by Braun and Clark.Ethics and disseminationResearch ethics approval is not required for this scoping review. Dissemination strategies will follow a targeted and tailored approach based on study findings.

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MacDonald, Stuart. "Moving Human-centredness." Research in Arts and Education 2015, no. 1 (February 1, 2015): 1–15. http://dx.doi.org/10.54916/rae.118820.

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Melioranski, Ruth-Helene, and Liina Unt. "Movements in Human-centredness." Research in Arts and Education 2015, no. 1 (February 1, 2015): I—III. http://dx.doi.org/10.54916/rae.118819.

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Manchaiah, Vinaya, Philip A. Gomersall, David Tomé, Tayebeh Ahmadi, and Rajalakshmi Krishna. "Audiologists’ preferences for patient-centredness: a cross-sectional questionnaire study of cross-cultural differences and similarities among professionals in Portugal, India and Iran." BMJ Open 4, no. 10 (October 2014): e005915. http://dx.doi.org/10.1136/bmjopen-2014-005915.

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ObjectivePatient-centredness has become an important aspect of health service delivery; however, there are a limited number of studies that focus on this concept in the domain of hearing healthcare. The objective of this study was to examine and compare audiologists’ preferences for patient-centredness in Portugal, India and Iran.DesignThe study used a cross-sectional survey design with audiologists recruited from three different countries.ParticipantsA total of 191 fully-completed responses were included in the analysis (55 from Portugal, 78 from India and 58 from Iran).Main outcome measureThe Patient–Practitioner Orientation Scale (PPOS).ResultsPPOS mean scores suggest that audiologists have a preference for patient-centredness (ie, mean of 3.6 in a 5-point scale). However, marked differences were observed between specific PPOS items suggesting these preferences vary across clinical situations. A significant level of difference (p<0.001) was found between audiologists’ preferences for patient-centredness in three countries. Audiologists in Portugal had a greater preference for patient-centredness when compared to audiologists in India and Iran, although no significant differences were found in terms of age and duration of experience among these sample populations.ConclusionsThere are differences and similarities in audiologists’ preferences for patient-centredness among countries. These findings may have implications for the training of professionals and also for clinical practice in terms of optimising hearing healthcare across countries.

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Sturgiss, Elizabeth Ann, Annette Peart, Lauralie Richard, Lauren Ball, Liesbeth Hunik, Tze Lin Chai, Steven Lau, Danny Vadasz, Grant Russell, and Moira Stewart. "Who is at the centre of what? A scoping review of the conceptualisation of ‘centredness’ in healthcare." BMJ Open 12, no. 5 (May 2022): e059400. http://dx.doi.org/10.1136/bmjopen-2021-059400.

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ObjectivesWe aimed to identify the core elements of centredness in healthcare literature. Our overall research question is: How has centredness been represented within the health literature published between 1990 and 2019?MethodsA scoping review across five databases (Medline (Ovid), PsycINFO, CINAHL, Embase (Ovid) and Scopus; August 2019) to identify all peer-reviewed literature published since 1990 that focused on the concept of centredness in any healthcare discipline or setting. Screening occurred in duplicate by a multidisciplinary, multinational team. The team met regularly to iteratively develop and refine a coding template that was used in analysis and discuss the interpretations of centredness reported in the literature.ResultsA total of 23 006 title and abstracts, and 499 full-text articles were screened. A total of 159 articles were included in the review. Most articles were from the USA, and nursing was the disciplinary perspective most represented. We identified nine elements of centredness: Sharing power; Sharing responsibility; Therapeutic relationship/bond/alliance; Patient as a person; Biopsychosocial; Provider as a person; Co-ordinated care; Access; Continuity of care. There was little variation in the concept of centredness no matter the preceding word (eg, patient-/person-/client-), healthcare setting or disciplinary lens. Improving health outcomes was the most common justification for pursuing centredness as a concept, and respect was the predominant driving value of the research efforts. The patient perspective was rarely included in the papers (15% of papers).ConclusionsCentredness is consistently conceptualised, regardless of the preceding word, disciplinary lens or nation of origin. Further research should focus on centring the patient perspective and prioritise research that considers more diverse cultural perspectives.

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Amin, Nima, Susan J. Cunningham, Elinor M. Jones, and Fiona S. Ryan. "Investigating perceptions of patient-centred care in orthodontics." Journal of Orthodontics 47, no. 4 (September 15, 2020): 320–29. http://dx.doi.org/10.1177/1465312520952802.

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Objectives: To assess and compare patient and clinician perceptions of patient-centredness for adults about to commence active orthodontic treatment, and to assess whether the following variables affected perceptions of patient-centredness: patient gender and age; clinician gender and grade; and stage of treatment. Design: A prospective, cross-sectional questionnaire study. Setting: Eastman Dental Hospital, UCLH NHS Foundation Trust. Participants: A total of 112 adult patients and 30 clinicians completed 224 questionnaires (112 patient and 112 clinician questionnaires). Methods: A validated, dyadic questionnaire, the ‘9-Item Patient Perception of Patient-Centredness’ (PPPC), was used to collect data from both patients and their corresponding clinicians after initial assessment or records/treatment planning consultations. Total PPPC scores (possible score range = 9–36) were calculated for each patient and clinician to ascertain the extent to which they perceived they were engaging in patient-centredness, where higher scores corresponded with better performance. Results: Patients and clinicians perceived high engagement in patient-centredness with median scores of 32/36 and 29/36, respectively. There was a statistically significant difference between total scores with patients perceiving consultations to be more patient-centred than clinicians ( P < 0.001). None of the variables (patient gender and age, clinician gender and grade, stage of treatment) were statistically significant. Conclusion: Patients and clinicians both perceived high engagement in patient-centredness. Patients perceived consultations to be significantly more patient-centred than clinicians ( P < 0.001).

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Ozaki, Ritsuko. "Society and Housing Form: Home-Centredness in England vs. Family-Centredness in Japan." Journal of Historical Sociology 14, no. 3 (September 2001): 337–57. http://dx.doi.org/10.1111/1467-6443.00149.

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Allen Christensen, Kate, Karen-Margrethe Lund, and Jette Thuesen. "Evaluation of Person-Centredness in Rehabilitation for People Living with Dementia Is Needed: A Review of the Literature." Journal of Aging Research 2019 (May 2, 2019): 1–9. http://dx.doi.org/10.1155/2019/8510792.

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Background. With an expected increase in the prevalence of dementia, change in care policies and healthcare systems worldwide is needed. Rehabilitation is increasingly recognised as contributing to dementia care. Rehabilitation subscribes to person-centredness, and thus, evaluations of person-centredness in rehabilitation for people living with dementia are relevant in order for healthcare professionals to know how best to practice person-centredness. Aim. The aim of this study was to identify methods of evaluating person-centeredness in rehabilitation for people living with dementia. Materials and Methods. Review of the literature using the search terms dementia, person-centredness, and rehabilitation or occupational therapy. Databases searched included: CINAHL, PubMed, Embase, PsycINFO, OTseeker, and SveMed+. The study included peer-reviewed articles from year 2000 to 2018 in Danish, English, Norwegian, or Swedish. Results. Only one academic article met the inclusion criteria. In that article, person-centred practice was evaluated using observation and interview as well as analytical frameworks from person-centred care and occupational therapy. Conclusion. Evaluations of person-centred practice in rehabilitation for people living with dementia in peer-reviewed literature are lacking. Evaluations are needed to identify effective strategies to pursue and uphold person-centred care. Given the dearth of research on evaluations of person-centredness in rehabilitation, this article included research in person-centred dementia care in the discussion, which potentially can inspire practice and research of rehabilitation for people living with dementia. To understand the complex nature of person-centredness, a variety of research methodologies of qualitative and quantitative characters are recommended for evaluations.

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Lari, S., A. M. S. Thompson, V. Spilchuk, M. Afanasyeva, and D. L. Holness. "Patient-centred care in an occupational medicine clinic." Occupational Medicine 69, no. 6 (August 2019): 441–44. http://dx.doi.org/10.1093/occmed/kqz092.

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Abstract Background Patient-centred care (PCC) has been associated with improved patient satisfaction outcomes in a variety of clinical settings. There is a paucity of research addressing the concept of PCC in an occupational medicine context. Aims To assess patient perception and compare physician and patient perceptions of patient centredness of the care at a specialty occupational medicine clinic. Methods An observational study design using the Patient Perception of Patient Centeredness Questionnaire (PPPC) at an ambulatory tertiary care occupational health clinic. Results were analysed using a standardized coding system. Summary scores were compared to results reported in a primary care setting. Patient and physician scores were compared to detect physician–patient differences in perceived patient centredness of care. Results Of 47 eligible patients 37 consented to participate and seven were excluded due to incomplete data. Summary scores of patient perceptions of patient centredness were similar but somewhat better than scores reported in a primary care setting. Perceived patient centredness of care was high and there was minimal discordance between patient and physician scores. Conclusions This study demonstrated that PCC can be measured in an occupational health setting. In an ambulatory tertiary care occupational health clinic there was a high degree of patient centredness of care which may be explained by a variety of factors. Future research should consider whether similar findings exist in other occupational medicine practice settings.

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Slater, Lynne. "Person-centredness: A concept analysis." Contemporary Nurse 23, no. 1 (October 2006): 135–44. http://dx.doi.org/10.5172/conu.2006.23.1.135.

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Horn, Irmhild. "Learner-centredness: an analytical critique." South African Journal of Education 29, no. 4 (November 11, 2009): 511–25. http://dx.doi.org/10.15700/saje.v29n4a289.

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Peelo-Kilroe, Lorna Patricia, Margaret Codd, Brendan McCormack, and Debbie Baldie. "Developing cultures of person-centredness." International Journal of Integrated Care 17, no. 5 (October 17, 2017): 277. http://dx.doi.org/10.5334/ijic.3590.

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Haidet, Paul. "When I say … patient-centredness." Medical Education 49, no. 11 (October 22, 2015): 1063–64. http://dx.doi.org/10.1111/medu.12785.

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Allan, Graham, and Graham Crow. "Privatization, home-centredness and leisure." Leisure Studies 10, no. 1 (January 1991): 19–32. http://dx.doi.org/10.1080/02614369100390031.

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Archer, Elize, E. M. Bitzer, and B. B. Van Heerden. "Interrogating patient-centredness in undergraduate medical education using an integrated behaviour model." South African Family Practice 59, no. 2 (December 5, 2017): 33. http://dx.doi.org/10.4102/safp.v59i6.4730.

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Background: Patient-centredness, an approach that puts the patient at the centre of the consultation, thus focusing on patients instead of on his/her diseases, has been identified by most medical schools as a desired core competence of their graduates. Despite some curriculum initiatives, medical students often display a lack of patient-centredness upon graduation. This bears reason for concern and it was thus deemed important to explore possible factors that influence the teaching and learning of patient-centredness in an undergraduate medical curriculum. The article suggests a framework that can assist programme developers to conceptualise the teaching and learning of patient-centredness across an undergraduate curriculum. Methods: A qualitative exploratory case study design was used for the study with final-year medical students. Themes of meaning were deduced from the data by employing components of an Integrated Behavior Model (IBM) of Fishbein. Results: The findings of the study revealed that seven factors play a role: background characteristics of students, attitudinal factors, subjective norms (the hidden curriculum), student self-efficacy, acquired skills and knowledge, the environment or context within which patient-centredness is taught and learnt, as well as assessment of learning. Conclusions: Patient-centredness is a complex construct and authors often write about only one of its components. This paper attempts to consider the total undergraduate medical curriculum students are exposed to when they learn about being patient-centred. The teaching and learning of such a multidimensional construct require a comprehensive approach in order to be effective and the IBM seems to be a useful and applicable theoretical model to apply. (Full text of the research articles are available online at www.medpharm.tandfonline.com/ojfp) S Afr Fam Pract 2017; DOI: 10.1080/20786190.2017.1386869

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Winther, Frederikke, and Camilla Dindler. "Two models of ethical alignment through metacommunication in clinical situations." Communication and Medicine 14, no. 2 (March 27, 2018): 188–98. http://dx.doi.org/10.1558/cam.32314.

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The literature on communication in patient-centred care typically focuses on physicians’ alignment strategies. The goals of these strategies are diagnostic accuracy, effectiveness via compliance and patient-centredness. Although the success of these strategies can to some extent be measured, the ethical standards by which they are evaluated are not sufficiently clear. This article presents two models of alignment through ‘explicit’ metacommunication, derived from two different ethical perspectives on patient-centredness. The article first presents the concept of metacommunication and identifies two ethical perspectives that produce normative stands concerning patient-centredness: the logic of care and internal morality. Second, the article presents two models of how metacommunication can contribute to the visibility and accomplishment of these two ethical perspectives in clinical alignment.

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Gask, L., and P. Coventry. "Person-centred mental health care: the challenge of implementation." Epidemiology and Psychiatric Sciences 21, no. 2 (February 29, 2012): 139–44. http://dx.doi.org/10.1017/s2045796012000078.

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Within mental health care, ‘person-centredness’ has been generally interpreted to convey a holistic approach with an attitude of respect for the individual and his/her unique experience and needs. Although it has been possible to demonstrate that professionals can acquire such skills through training, the impact on clinical outcomes has been more difficult to demonstrate in randomized controlled trials. Indeed what is becoming increasingly apparent in the literature is the need to acknowledge and address the degree of complexity that exists within the health care system that militates against achieving satisfactory implementation and outcomes from person-centred mental health care. In addressing this, we must develop and work with more sophisticated and three-dimensional models of ‘patient-centredness’ that engage with not only what happens in the consulting room (the relationship between individual service users and healthcare professionals), but also addresses the problems involved in achieving person-centredness through modifying the way that services and organizations work, and finally by engaging families and communities in the delivery of health care. A truly meaningful concept of ‘people-centredness’ encompasses how the views of the population are taken into consideration not only in healthcare but also in health and social care policy, and wider society too.

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Benson, Phil. "Ways of seeing: The individual and the social in applied linguistics research methodologies." Language Teaching 52, no. 1 (September 5, 2017): 60–70. http://dx.doi.org/10.1017/s0261444817000234.

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Those who have advocated social approaches to applied linguistics have often been critical of the individualism of second language acquisition (SLA) research. This paper identifies the emergence of a more balanced view of the social and individual in recent work. Adopting Berger's (1972) metaphor of ‘ways of seeing’, it offers a history of applied linguistics based on three eras: the era of ‘the invisible learner’, the era of ‘learner-centredness’, and the era of ‘person-centredness’, which we may now be entering. It suggests dominant research methodologies have led to the particular ways of seeing language learners that are characteristic of each of the three eras. In spite of the critique of individualism, the preference for individual case studies in social approaches is leading to a new theoretical focus on the individual that may be best captured by the term ‘person-centredness’.

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Childs, Danielle. "A student reflection on person-centredness." International Practice Development Journal 9, no. 1 (May 15, 2019): 1–5. http://dx.doi.org/10.19043/ipdj.91.012.

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Cullen, Roxanne, and Michael Harris. "Assessing learner‐centredness through course syllabi." Assessment & Evaluation in Higher Education 34, no. 1 (February 2009): 115–25. http://dx.doi.org/10.1080/02602930801956018.

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Swanton, Christine. "Virtue Ethics, Value-centredness, and Consequentialism." Utilitas 13, no. 2 (July 2001): 213–35. http://dx.doi.org/10.1017/s0953820800003149.

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This paper argues against two major features of consequentialist conceptions of virtue: Value-centredness and the Hegemony of Promotion as a mode of moral acknowledgement or responsiveness. In relation to the first feature, I argue against two ideas: (a) Value should be understood entirely independently of virtue; and (b) The only right-making respects which serve to make an action better than another is degree of value. I argue that what I call the bases of moral response are several, including also status, the good for, and bonds. Against the Hegemony of Promotion thesis I argue for several modes of moral responsiveness constitutive of virtue.

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Wright, E. J. "Exercising patient-centredness in prehabilitation programs." European Journal of Surgical Oncology (EJSO) 43, no. 2 (February 2017): 509–10. http://dx.doi.org/10.1016/j.ejso.2016.09.013.

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Vallentyne, Peter. "Infinite utility: Anonymity and person-centredness." Australasian Journal of Philosophy 73, no. 3 (September 1995): 413–20. http://dx.doi.org/10.1080/00048409512346761.

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Leplege, Alain, Fabrice Gzil, Michele Cammelli, Celine Lefeve, Bernard Pachoud, and Isabelle Ville. "Person-centredness: Conceptual and historical perspectives." Disability and Rehabilitation 29, no. 20-21 (January 2007): 1555–65. http://dx.doi.org/10.1080/09638280701618661.

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Newmaster, Steven, Carole Ann Lacroix, and Chris Roosenboom. "Authentic Learning as a Mechanism for Learner Centredness: Authentic Learning as a Mechanism for Learner Centredness." International Journal of Learning: Annual Review 13, no. 6 (2006): 103–12. http://dx.doi.org/10.18848/1447-9494/cgp/v13i06/44916.

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Mao, Xin. "Transformation from Real-Centredness to Other-Centredness: A Levinasian Re-Appraisal of John Hick’s Religious Pluralism." Religions 9, no. 9 (August 27, 2018): 255. http://dx.doi.org/10.3390/rel9090255.

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John Hick’s theory of religious pluralism has from its birth faced critiques regarding both its conceptual framework and its religious outlook; yet even so, his philosophy continues to challenge us to strive for a greater sense of openness and equality as regards other faiths that conflict with our own. The viability of Hick’s teaching today depends on a re-appraisal that enables it to surmount its theoretical difficulties. In this paper, we re-evaluate Hick’s philosophy of religion, focusing on the underlying ethical importance of his claim regarding soteriological transformation. Despite the problematic notion of the noumenal Real and its role in religious pluralism, the soteriological transformation claimed by Hick, which goes from self-centredness toward Real-centredness, reveals a commitment to self-opening and compassion towards the others. Yet we will argue that Hick only gives this ethical importance a secondary status in his philosophy of religion, which leaves open the question of the nature of the causality between the ultimate Reality and this ethical commitment. We thereby engage with the philosophy of Emmanuel Levinas, in search of an ethical dimension with a characteristic of infinity, which can offer religious pluralism a transcendent foundation without disregarding ethical primacy. Following Levinas, we will argue for a further transformation from reality-centredness towards other-centredness, by which messianic peace would take the place of ultimate Reality as the teleological value underpinning religious pluralism.

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Prescott, Sarah, Emmah Doig, Jennifer Fleming, and Nicole Weir. "Goal statements in brain injury rehabilitation: A cohort study of client-centredness and relationship with goal outcome." Brain Impairment 20, no. 3 (May 17, 2019): 226–39. http://dx.doi.org/10.1017/brimp.2019.6.

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AbstractBackground:Currently, there is increasing recognition of the need to use a client-centred approach to goal setting in rehabilitation. However, there is limited research to guide practice with community-dwelling clients with acquired brain injury. An understanding of the characteristics of client-centred goals and the extent to which client-centeredness influences goal outcomes is required.Objective:To examine the relationships between the client-centredness of goals and their characteristics, content, recall and outcomes of client-centred goals in brain injury rehabilitation.Methods:A prospective cohort design study was employed. Participants were 45 clients with brain injury receiving outpatient rehabilitation, who completed measures of client-centredness after goal setting. Each goal was classified according to whether it was specific, measurable, non-jargonistic, and participation-focussed, included a timeframe and was recalled by participants.Results:Participants set 223 goals with 20 clinicians from multiple disciplines. Levels of client-centredness did not differ according to the characteristics, content and recall of goals, with the exception of goal specificity (p< 0.01). Client-centredness was significantly and positively correlated with goal outcomes (p< 0.05).Conclusions:The use of client-centred goals is recommended for improved rehabilitation outcomes. Applying goal documentation criteria does not necessarily mean that goals will be client-centred, and highly specific goal statements may not reflect what is important and meaningful to clients.

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Song, Weijian, Yanhua Hao, Yu Cui, Xiaowen Zhao, Wei Liu, Siyi Tao, Yuxin Xue, et al. "Attitudes of medical professionals towards patient-centredness: a cross-sectional study in H City, China." BMJ Open 12, no. 1 (January 2022): e045542. http://dx.doi.org/10.1136/bmjopen-2020-045542.

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ObjectivesPatient-centred communication improves patient experiences and patient care outcomes. This study aimed to assess the preference of medical professionals in China towards patient-centred communication under the context of the deteriorating doctor–patient relationship.MethodsA cross-sectional survey of medical professionals was conducted in January and February 2018 in H City of Heilongjiang province, the northeast of China. The Chinese-Revised Patient-Practitioner Orientation Scale (CR-PPOS) was adopted to measure the individual preference of respondents towards patient-centredness in clinical communication. Multivariate logistic regression models were established to identify the sociodemographic (gender, age, marital status and educational attainment) and work experience (years of working, seniority, satisfaction with income, daily workload and perceived doctor–patient relationship) predictors of the preference towards patient-centredness.Patient and public involvementNot applicable.ResultsA total of 618 valid questionnaires were returned. The CR-PPOS demonstrated acceptable reliability and validity. Overall, a low level of preference towards patient-centredness in clinical communication was found. Relatively higher scores on ‘caring for patients’ (20.42±4.42) was found compared with those on ‘information/responsibility sharing’ (15.26±4.21). Younger age, higher educational attainment, lower daily workload and a perception of harmonious doctor–patient relationship were associated with a higher preference towards patient-centredness in clinical communication.ConclusionsA low level of preference towards patient-centredness in clinical communication was found in medical professionals in the northeast of China, which may further jeopardise the efforts to improve doctor–patient relationship.

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Cook, Neal F., Donna Brown, Deirdre O’Donnell, Tanya McCance, Caroline A. W. Dickson, Siri Tønnessen, Stephanie Dunleavy, et al. "The Person-centred Curriculum Framework: a universal curriculum framework for person-centred healthcare practitioner education." International Practice Development Journal 12, Suppl (July 6, 2022): 1–11. http://dx.doi.org/10.19043/12suppl.004.

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Background: Globally, humanising healthcare is a strategic response to a distinct need for person-centred approaches to practice. This movement has largely focused on the artefacts of healthcare practice, with an emergent focus on the role of healthcare education in instilling and espousing the core principles of person-centredness. It is increasingly recognised that how healthcare professionals are educated is fundamental to creating learning cultures where person-centred philosophies can be lived out and aligned with workforce and healthcare policy strategies. In 2019, six European countries began collaboration on an Erasmus+ project, Person-centredness in Healthcare Curricula, to develop a Person-centred Curriculum Framework. The other articles in this Special Issue focus on the methodologies employed by the project team, and this article describes the framework. Aim: While curricula exist with person-centredness as a focus, aim or component, few embrace person-centredness as an underpinning philosophy and theory, or use a whole-systems approach. This project aimed to develop a universal curricular framework with the agility to work synergistically with existing curricular processes, in pursuit of the development of person-centred healthcare practitioners and cultures. Methods: The project used an iterative multiphase, mixed methods approach, including an e-survey and interviews. Drawing on authentic co-design principles, to create our framework we engaged with stakeholders in clinical practice and academic institutions as well as healthcare students and those working in health policy and strategic workforce planning. Results: We present a framework for the design, delivery and evaluation of curricula, structured using a modified version of McKinsey’s 7S methodology, resulting in each component having a statement, outcomes, and thematic actions to support the realisation of a person-centred curriculum. Conclusion: Our Person-centred Curriculum Framework can facilitate congruency between healthcare education and practice in the way person-centredness is defined and lived out through healthful cultures. Given the iterative origins of the framework, we anticipate its evolution over time through further exploration following its implementation and evaluation.

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Heim, S. Mark. "The Pluralistic Hypothesis, Realism, and Post-Eschatology." Religious Studies 28, no. 2 (June 1992): 207–19. http://dx.doi.org/10.1017/s0034412500021557.

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In his Gifford Lectures, An Interpretation of Religion, John Hick presents his pluralistic hypothesis in its fullest form, a religious account of the variety and unity of the great faith traditions. He summarizes this hypothesis in the assertion that in religious traditions and experiences an ‘infinite Real, in itself beyond the scope of other than purely formal concepts, is differently conceived, experienced and responded to from within the different cultural ways of being human’. It is in relation to this infinite Real that salvation/liberation takes place within each religious tradition as the ‘ transformation of human existence from self-centredness to Reality-centredness’.

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McCormack, Brendan, Marit Borg, Shaun Cardiff, Jan Dewing, Gaby Jacobs, Nadine Janes, Bengt Karlsson, et al. "Person-centredness – the ‘state’ of the art." International Practice Development Journal 5, Suppl (September 9, 2015): 1–15. http://dx.doi.org/10.19043/ipdj.5sp.003.

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Smith, Kylie. "Reflection and person-centredness in practice development." International Practice Development Journal 6, no. 1 (May 18, 2016): 1–6. http://dx.doi.org/10.19043/ipdj.61.012.

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Sumsion, Thelma, and Genevieve Smyth. "Barriers to Client-Centredness and Their Resolution." Canadian Journal of Occupational Therapy 67, no. 1 (February 2000): 15–21. http://dx.doi.org/10.1177/000841740006700104.

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This research sought to determine which therapist barriers prevent client-centred practice the most, and which methods are perceived as being most effective in resolving therapist barriers. A list of barriers that therapists bring to client-centred practice and methods to resolve these was identified from the literature and formed the basis of a questionnaire sent to 60 occupational therapists in the United Kingdom. The results showed that the therapist and client having different goals was the barrier which most prevented client-centred practice. The high ratings of other statements suggested that the values, beliefs and attitudes of therapists and of the employment culture make client-centred practice uncomfortable to use and hence prevent its implementation. Case examples showing how to practice in a client-centred fashion were rated as the most effective method of barrier removal.

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Kelly, Fiona, and James Townshend. "Using student creativity to promote patient-centredness." Medical Education 51, no. 5 (April 10, 2017): 535. http://dx.doi.org/10.1111/medu.13287.

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Damodaran, Arvin. "Time to say goodbye to learner-centredness?" Medical Education 52, no. 1 (December 19, 2017): 7–9. http://dx.doi.org/10.1111/medu.13486.

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Chung, Shunah, and Daniel J. Walsh. "Unpacking child-centredness: A history of meanings." Journal of Curriculum Studies 32, no. 2 (March 2000): 215–34. http://dx.doi.org/10.1080/002202700182727.

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Heyns, Tanya, and Brendan McCormack. "Moving from crisis intervention towards person-centredness." Nursing in Critical Care 19, no. 4 (June 19, 2014): 162–63. http://dx.doi.org/10.1111/nicc.12110.

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Hassenkamp, Anne-Marie. "Rehabilitation and person centredness -ideal vs. reality?" International Journal of Therapy and Rehabilitation 19, no. 5 (May 2012): 248. http://dx.doi.org/10.12968/ijtr.2012.19.5.248.

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Toner, Christopher. "The Self-Centredness Objection to Virtue Ethics." Philosophy 81, no. 4 (October 2006): 595–618. http://dx.doi.org/10.1017/s0031819106318037.

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Aristotelian virtue ethics is often charged with counseling a self-centred approach to the moral life. Reviewing some influential responses made by defenders of virtue ethics, I argue that none of them goes far enough. I begin my own response by evaluating two common targets of the objection, Aristotle and Aquinas, and based on my findings sketch the outlines of a clearly non-self-centred version of virtue ethics, according to which the ‘center’ is instead located in the agent’s right relation to others and ultimately to the Good. I conclude that while some species of virtue ethics may be self-centred, the objection cannot be used to indict the whole genus.

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Williams, Brian, and Gordon Grant. "Defining 'people-centredness': making the implicit explicit." Health and Social Care in the Community 6, no. 2 (March 1998): 84–94. http://dx.doi.org/10.1046/j.1365-2524.1998.00101.x.

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Sheikh, K., M. K. Ranson, and L. Gilson. "Explorations on people centredness in health systems." Health Policy and Planning 29, suppl 2 (September 1, 2014): ii1—ii5. http://dx.doi.org/10.1093/heapol/czu082.

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Kamminga, Menno R. "Cosmopolitan Europe? Cosmopolitan justice against EU-centredness." Ethics & Global Politics 10, no. 1 (January 2017): 1–18. http://dx.doi.org/10.1080/16544951.2017.1291566.

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Shepherd, D. "Effect of patient centredness and positive approach." BMJ 324, no. 7336 (March 2, 2002): 543. http://dx.doi.org/10.1136/bmj.324.7336.543.

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Journal articles on the topic 'Centredness'

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