Fostering Person-Centered Care Among Nursing Students: Creative Pedagogical Approaches to Developing Personal Knowing

• Published in: The Journal of nursing education 2014-06, Vol.53 (6), p.343-347
• Main Authors: Schwind, Jasna K, Beanlands, Heather, Lapum, Jennifer, Romaniuk, Daria, Fredericks, Suzanne, LeGrow, Karen, Edwards, Susanna, McCay, Elizabeth, Crosby, Jamie
• Format: Article
• Language: English
• Subjects: Active Learning; Beliefs; Caregivers; Caring; College professors; Communication Skills; Community Relations; Creative Activities; Creativity; Education, Nursing - methods; Empowerment; Faculty, Nursing; Humans; Interpersonal Competence; Interpersonal Relationship; Interprofessional Relations; Knowledge; Learner Engagement; Nurse patient relationships; Nurse-Patient Relations; Nurses; Nursing; Nursing care; Nursing education; Nursing Education Research; Nursing Methodology Research; Nursing Research; Nursing schools; Nursing Students; Patient care planning; Patient-Centered Care; Pedagogy; Prerequisites; Professionals; Reflection; Reflective Teaching; Research Assistants; Self awareness; Self Concept; Skill Development; Student Improvement; Student Participation; Students; Students, Nursing - psychology; Teaching - methods; Thinking Skills
• ISSN: 0148-4834; 1938-2421
• DOI: 10.3928/01484834-20140520-01

Person-centered care (PCC) is grounded in principles of respect, autonomy, and empowerment and requires the development of interpersonal relationships. For nursing students to engage in PCC, they need to intentionally develop personal knowing, which is an essential attribute of therapeutic relationships. Developing personal knowing, as well as professional knowledge, positions students to enact PCC in their practice. Faculty members play a vital role in fostering the development of personal knowing by creating opportunities for students in which genuine and respectful dialogue, reflection, self-awareness, and critical thinking can take place. This article explores several creative approaches faculty have used to actualize these qualities in their teaching–learning encounters with nursing students at various stages of their students’ professional development. These approaches offer experiential teaching–learning opportunities that foster the development of personal knowing, as well as constructive and respectful relationships between faculty and students, therefore laying the groundwork for PCC in practice settings. [Person-centered care (PCC) is grounded in principles of respect, autonomy, and empowerment and requires the development of interpersonal relationships. For nursing students to engage in PCC, they need to intentionally develop personal knowing, which is an essential attribute of therapeutic relationships. Developing personal knowing, as well as professional knowledge, positions students to enact PCC in their practice. Faculty members play a vital role in fostering the development of personal knowing by creating opportunities for students in which genuine and respectful dialogue, reflection, self-awareness, and critical thinking can take place. This article explores several creative approaches faculty have used to actualize these qualities in their teaching–learning encounters with nursing students at various stages of their students’ professional development. These approaches offer experiential teaching–learning opportunities that foster the development of personal knowing, as well as constructive and respectful relationships between faculty and students, therefore laying the groundwork for PCC in practice settings. [ J Nurs Educ . 2014;53(6):343–347.]