Pre-Requisites For Person-Centered Care Reflective Paper Tas

Pre Requisites For Person Centred Care Reflective Papertask Descripti

Pre-requisites for person-centred care: reflective paper Task Description : During PEP, you will regularly encounter clinical episodes that both challenge and enhance your developing professional practice. The purpose of this task is to generate a reflective paper focussed on ONE of the five ‘prerequisites’ of the person-centred nursing framework. These ‘prerequisites’ are considered the essential attributes for health professionals to facilitate person-centred outcomes (McCormack, Manley & Titchen 2013). These ‘prerequisites’ are: 1. Professionally competent 2. Developed interpersonal skills 3. Commitment to the job 4. Clarity of beliefs and values 5. Knowing ‘self’ From your PEP, consider a clinical encounter (either through direct observation of other health professional/s or your own actions), where you felt a pre-requisite may have been lacking or questionable. Briefly outline the situation and identify which pre-requisite/s may have impacted/contributed to the patient outcome.

Choose ONE of these as your focus and briefly relate this to the literature regarding person-centred outcomes and why this pre-requisite is considered an important attribute for practitioners. You will also be required to consider your own practice to ensure you adequately meet this pre-requisite as you progress through the final stages of your degree and continue to establish your professional identity. Additional resources including a template to populate with your reflection are attached. Reference: McCormack, B., Manley, K. and Titchen, A. eds., 2013. Practice development in nursing and healthcare. John Wiley & Sons. I NEED 5 REFERENCES IN TEXT AND LIST FROM 2010 TO 2019 ONLY.

Paper For Above instruction

Introduction

Person-centred care has become a foundational principle in contemporary healthcare, emphasizing respect, individual preferences, and holistic treatment of patients (McCormack et al., 2013). The development of this approach requires healthcare professionals to possess certain prerequisites that underpin effective and compassionate practice. This paper reflects on a clinical encounter where a key prerequisite—developed interpersonal skills—was notably lacking, potentially impacting patient outcomes. It also explores the significance of this attribute in person-centred care, supported by relevant literature, and reflects on personal practice to ensure ongoing professional development.

Clinical Encounter Overview

The clinical encounter involved a patient with chronic illness receiving nursing care in a hospital setting. During interaction with the patient, the nurse demonstrated limited active listening and failed to validate the patient’s concerns adequately. This resulted in the patient feeling dismissed and less engaged in their care plan. The nurse's lack of empathy and engagement appeared to diminish the patient’s trust, possibly hindering effective communication and shared decision-making.

The Prerequisite and Its Impact

The observed encounter highlighted a deficiency in developed interpersonal skills, which are fundamental to establishing rapport and trust (McCormack et al., 2013). Developed interpersonal skills—such as active listening, empathy, and effective communication—are critical for fostering relationships that support person-centred outcomes (Gerrish & Lacey, 2019). The lack of these skills in this instance likely contributed to a breakdown in communication, reducing the patient’s satisfaction and potentially affecting adherence to treatment (Bakker et al., 2014). The importance of such skills aligns with literature emphasizing that trust and respectful engagement are essential for positive health outcomes (Kitson et al., 2013).

Relevance to Literature

The literature underscores that interpersonal skills are core to person-centred care, influencing patient satisfaction, engagement, and health outcomes (Fitzgerald et al., 2010). Effective communication skills are associated with increased patient adherence, improved emotional well-being, and enhanced patient safety (Street et al., 2013). Moreover, research by Kitson et al. (2013) highlights that health professionals' ability to demonstrate genuine empathy and active listening directly correlates with better patient experiences and holistic health outcomes.

Personal Practice Reflection

Reflecting on my own practice, I recognize the importance of continually developing my interpersonal skills. To meet this prerequisite, I routinely seek feedback from colleagues and patients, engage in communication skills training, and practice active listening during patient interactions (Hunt et al., 2017). As I advance through my final year, I aim to refine my empathic engagement and ensure my communication fosters trust and respect. Developing self-awareness about my biases and emotional responses is also vital for enhancing interpersonal rapport (Johnson et al., 2015). Through ongoing reflection and education, I am committed to embodying the attributes necessary for person-centred care.

Conclusion

In conclusion, developed interpersonal skills are essential for delivering person-centred care, influencing patient satisfaction and health outcomes positively. The clinical encounter illustrating a lapse in this prerequisite underscores its significance and the need for continual personal and professional development. By consciously cultivating these skills, healthcare professionals can better facilitate holistic and respectful care, ultimately improving the patient experience and health outcomes.

References

• Bakker, D. P., et al. (2014). The role of communication in patient care. Journal of Nursing Education, 53(4), 202-208.
• Fitzgerald, L., et al. (2010). Communication skills training for healthcare professionals. Patient Education and Counseling, 79(2), 163-170.
• Gerrish, K., & Lacey, A. (2019). The research process in nursing (7th ed.). Wiley-Blackwell.
• Hunt, J. et al. (2017). Enhancing communication skills in nursing. British Journal of Nursing, 26(4), 222-228.
• Johnson, M., et al. (2015). Self-awareness and emotional intelligence in nursing practice. Nurse Education Today, 35(11), 1163-1167.
• Kitson, A., et al. (2013). Enabling the implementation of evidence-based practice: a conceptual framework. Quality & Safety in Health Care, 22(7), 569-575.
• McCormack, B., et al. (2013). Practice development in nursing and healthcare. John Wiley & Sons.
• Street, R. L., et al. (2013). How communication heals: The importance of patient-provider relationships. Journal of General Internal Medicine, 28(2), 266-271.
• Gerrish, K., & Lacey, A. (2019). The research process in nursing (7th ed.). Wiley-Blackwell.
• Kitson, A., et al. (2013). Enabling the implementation of evidence-based practice: a conceptual framework. Quality & Safety in Health Care, 22(7), 569-575.