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Development of an Academic Course in Person-Centred Care for Students in Higher Education: Teachers' Perspectives

Journal article
Authors Kristina Rosengren
Louise Danielsson
Inger Jansson
Catarina Wallengren Gustafsson
Published in Education Research International
ISSN 2090-4002
Publication year 2018
Published at Institute of Neuroscience and Physiology, Department of Health and Rehabilitation
University of Gothenburg Centre for person-centred care (GPCC)
Institute of Health and Care Sciences
Language en
Keywords chronic heart-failure, randomized controlled-trial, residential aged, care, nursing-students, implementation, experiences, environment, curriculum
Subject categories Nursing education


Few studies describe the development of academic courses with interprofessional perspectives. Therefore, the aim of this study was to describe teachers' experiences with developing an academic course in person-centred care (PCC). Data collection was divided into three parts: (1) written material/documentation describing the process (text and pictures, 16 meetings), (2) SWOT analysis in relation to being a lecturer (n = 7), and (3) interviews with the lecturers (n = 4). 'I he data were analysed using mixed methods, descriptive statistics (1) and qualitative content analysis (2-3). The results are presented in three categories (Co-creating a pilot course, Challenges of managing unfamiliar knowledge, and Wanting to understand new educational approach). This study highlights three challenges: (1) unfamiliarity with the field of person-centred care and selected educational activities and teaching skills; (2) unfamiliar colleagues, which delayed partnership efforts; and (3) limited experience working with other lecturers in light of the institute's structure and routines. However, these challenges served as both barriers and facilitators; the lecturers developed knowledge and experiences from collaborations (educational and/or content skills/knowledge) focusing on resources and skills.

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