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Background: bold (Bringing Out Leaders in Dementia), funded by the Life Changes Trust, is a creative and innovative social leadership project for people in Scotland living with dementia. Aim: A key part of bold is the bold programme, which takes a person-centred focus to help people empower themselves to flourish through creative methods and personal development. bold brings together people with a diverse range of skills and abilities on an equal footing in a safe and supported space, in which they can explore themselves as 'social leaders'. Methods: An interdisciplinary team from the University of Edinburgh and Queen Margaret University collaborated with creative artists from the outset to develop the programme that uses a mixture of arts-based methods to encourage creativity, innovation and imagination to explore and develop leadership potential. These include creative writing, working with clay and collage, improvisation, movement, reflective walking, singing and song writing, voice and breathing, and performing arts. In this article we provide an overview of the programme's design from its outset and of how the creative methods have been adapted and developed to work online as a response to the Covid-19 pandemic. Results: A brief overview shows how bold has evolved beyond the online programme and how those who take part continue to find ways to create spaces for people living with dementia to flourish as they become part of the bold community. Implications for practice: • A programme for encouraging and empowering individuals to flourish requires a reflective and person-centred approach in a safe and supported environment • Successful outcomes depend on multiple factors, including careful programme delivery planning, good facilitation, and commitment and belief from those who take part • An inclusive and accessible approach is beneficial when using creative methods for people living with dementia [ABSTRACT FROM AUTHOR]

This article presents the methodological approach used to develop a Person-centred Curriculum Framework. A background overview of conceptualisations of curricula and curriculum development frameworks globally is provided, and critical analysis of these offered. The case for a whole-systems approach to curriculum development is made, in the context of understanding why such an approach can enable the building of capacity for person-centred culture development. The methodological approach derived from the McKinsey's 7S methodology is presented, including an overview of the original methodology and its adaptation for the curriculum development work reported on in this IPDJ Special Issue. The use of this methodological approach in shaping each stage of the development of the curriculum framework is presented. Finally, a critique of the 7S methodology in terms of its strengths and weaknesses is discussed, and options for future practice proposed. [ABSTRACT FROM AUTHOR]

Background: Internationally, the development of person-centred healthcare services is of strategic importance. Healthcare education has the potential to contribute to this agenda by preparing the future workforce as person-centred practitioners. However, there is a lack of clarity about how to design, deliver and evaluate curricula to support person-centred learning and practice cultures. Aim: This article sets out to report on the methodological approach used to distil the key components of a Person-centred Curriculum Framework, and to critically evaluate the implications of this approach for curriculum development. Methods: The McKinsey 7S methodology underpinned this project. A multiphase, mixed methods design was used to synthesise evidence on the components of a person-centred curriculum framework. The eight design stages included an e-survey, telephone interviews, and multiple national and international stakeholder engagement events. Responses were translated into English and synthesised using an adapted directed content analysis approach. Through the stakeholder engagement events, evidence was then integrated until consensus was reached on the key curricular components. Results: A total of 24 academics from 10 countries across five disciplines took part in an e-survey, with responses in two languages. In addition, 31 telephone interviews were conducted with learners, educators and policymakers across six countries, in four languages. The survey and interview evidence was synthesised and presented in tabular form for each of the 7S categories, including a curriculum statement mapped to evidence exemplars, together with a set of thematic actions to assist programme teams in operationalising the Person-centred Curriculum Framework. Conclusions: The project, using a multiphase, mixed methods design, underpinned by the 7S methodology, combined with a multiplicity of stakeholder perspectives, provided a rigorous approach to developing a Person-centred Curriculum Framework that is philosophically and methodologically aligned with person-centred principles. [ABSTRACT FROM AUTHOR]

Background: The Covid-19 crisis has created new and difficult working conditions for all frontline healthcare staff and leaders. Ward managers in particular have faced significant challenges. The practice development initiative described in this article began at a hospital in Denmark immediately after the country's first Covid-19 wave. The hospital has person-centredness as its vision for care and research. Aim: The purpose of this article is to offer a reflection on the ways in which our research and its findings enabled us to learn from the experiences of ward managers so as to support them and strengthen their network during a difficult time, using principles of practice development. Conclusion and implications for practice: The evidence produced in the project was found to be relevant to leadership practice by the ward managers and led to a strengthened position at a time of crisis. This implies that: • It is possible to establish collaborative and useful evidence for clinical practice under difficult circumstances • • By using principles of practice development it is possible to facilitate constructive dialogues between ward managers and executive managers • At a time of a major crisis, the role of ward managers should not be underestimated. [ABSTRACT FROM AUTHOR]

Background: In contemporary health and social care services and systems, there is a critical need for nursing care that is agile in its delivery, integrated across sectors, responsive to complex need, and focused on prevention, self-care and wellbeing. Community nurses are at the centre of these services, working in and across a variety of complex systems that depend on the expertise they bring to individuals, communities and populations. However, ensuring this capability is brought to the forefront of quality frameworks is a challenge as care practices are often reduced to moments of interaction or intervention that are tangible and objectively measured. We know, though, that community nurses bring vital and wide-ranging expertise to the health of populations. The Queen's Nursing Institute Scotland has re-established the Queen's Nurse Development Programme to address these contemporary agendas and ensure the potential of expert community nursing is demonstrated and recognised. Aim: To engage in a participatory evaluation of the experience of the nine-month development journey of the 2019 Queen's Nurse Development Programme participants. Methods: A Collaborative Critical Creative Inquiry (CCCI) methodology was used, operationalised through a five-phase inquiry process, informed by Theory U 'presencing' and its five movements for attending to and co-shaping reality to achieve presencing. Our embedded and embodied data-collection methods drew specifically on participants' creative expressions, reflective diaries and journals, and project notes. Findings: The results of each phase of inquiry informed subsequent phases, culminating in a final phase (synthesis) where key themes representing the findings from all phases were derived. These themes were self-growth, community and practical impacts. Conclusion and implications for practice: The importance of slowing and stillness, linked to the spaces created for creative reflective learning and development has been significant in this programme. Being present to listen to self, and engage in self-care and self-growth is something the programme provides and that is highly valued. We would argue that if health systems are serious about the transformation of services and people, then these kinds of programmes are critical to success. [ABSTRACT FROM AUTHOR]

In recent years, there has been a shift in orientation towards person-centredness as part of a global move towards humanising and centralising the person within healthcare. Person-centredness, underpinned by robust philosophical and theoretical concepts, has an increasingly solid footprint in policy and practice, but research and education lag behind. This article considers the emergence of person-centredness, including person-centred care, and how it is positioned in healthcare policy around the world, while recognising a dominant philosophical positioning in Western philosophy, concepts and theories. Second, the evolution of person-centred healthcare over the past five years is reviewed. Published evidence of person-centred healthcare developments is drawn on, as well as information gathered from key stakeholders who engaged with the partner organisations in an Erasmus+ project to develop a European person-centred healthcare curriculum framework. Five themes are identified, which underpin the literature and stakeholder perspectives: • Policy development for transformation • Participatory strategies for public engagement • Healthcare integration and coordination strategies • Frameworks for practice • Process and outcome measurement These themes reflect the World Health Organization's global perspective on people-centred and integrated healthcare, and give some indication of development priorities as person-centred healthcare systems continue to be developed. [ABSTRACT FROM AUTHOR]

Background: Person-centred approaches to practice are synonymous with effective healthcare. It is therefore important that the nursing workforce values, recognises and demonstrates person-centred practice. This has implications for nursing education and how curricula prepare students for personcentred practice. Aim: To conduct a meta-synthesis of person-centredness in nursing curricula. Method: Meta-synthesis. Results: The meta-synthesis included 48 papers. Four themes were identified: • Moving beyond mediocrity (dissatisfaction with current teaching and learning approaches, and a desire to enhance curricula to promote person-centredness) • Me, myself and I (promoting person-centredness in nursing curricula requires all participants in nursing education to have self-knowledge) • The curricular suitcase (nursing curricula have finite capacity so the inclusion of personcentredness is an essential requirement for the career journey) • Learning elevators (it is important to prioritise learning cultures and experiences that help students understand and enact person-centred practice) Conclusion: This study has found that nurse educators aspire to and are committed to the promotion of person-centred practice. Internationally, a range of pedagogies and curricular developments to promote person-centredness have been positively evaluated. However, there is generally a lack of conceptual clarity about the nature of person-centredness and no evidence of a systematic approach to whole-curriculum development that reflects the theoretical principles of person-centred practice. Implications for practice development: • Person-centred practice is a prominent concept in healthcare policy. If the future nursing workforce is to be prepared for person-centred practice then proficiency standards and nursing curricula should consistently reflect this • Nursing curricula need to be developed to encompass a breadth and depth of learning experiences in academic and practice settings, in order to optimise student learning about those issues that matter most to people in need of healthcare. [ABSTRACT FROM AUTHOR]

Background: In the associated article in this special issue of the International Practice Development Journal, Phelan et al. (2020) offer an analysis of the global positioning of person-centredness from a strategic policy perspective. This second article, an international person-centred education curriculum development initiative, builds on that foundational work. It outlines the systematic, rigorous processes adopted by academics from five European countries to analyse stakeholder data, theoretically frame the data, and thereby identify philosophical and pedagogical principles to inform the development of person-centred curriculum frameworks. Aim: To identify key principles that have the potential to create an international curriculum framework for the education of person-centred healthcare practitioners. Methods: A hermeneutic praxis methodological approach was used, where multiple rounds of data analyses were conducted. These were initially undertaken in each country, then collaboratively with partners, while engaging with other forms of evidence. Findings: The project group generated a set of principles embedded in four philosophical dimensions: (i) transformative; (ii) co-constructed; (iii) relational; and (iv) pragmatic. The purpose of the curriculum was identified as being transformative, facilitating journeying through knowing, doing, being and becoming a competent and committed person-centred practitioner. A person-centred curriculum is built on a philosophy of pragmatism, adopts a co-constructionist approach to curriculum design and implementation, and encourages connectivity with self, other persons and contexts. Pedagogical principles, aligned to the four philosophical dimensions, identified the required learning environment, and the learning, teaching and assessment approaches required to educate person-centred healthcare practitioners. Conclusion: This article represents steps to foster a more focused and engaging way of implicitly and explicitly embedding person-centred care in curricula. Our theoretical framework has enabled us to consider the different layers of practice while staying true to the purpose of curriculum design. The presentation of the framework in this article makes it available for wider critique to those with an interest in this area of study. [ABSTRACT FROM AUTHOR]

Background: Person-centred practice is inherently integrated in palliative care. However, it cannot be assumed that its underpinning values are lived out in day-to-day practice in a hospice. At St Columba's Hospice, Edinburgh, the five-year strategy demonstrated commitment to person-centredness and this prompted an 18-month project focusing on the evaluation and development of a person-centred culture, taking a practice development approach. Aim: To implement a person-centred practice development research project to assess, evaluate and enhance person-centred culture within St Columba's Hospice. Methods: The theoretical underpinnings of the programme were based on the Person-centred Practice Framework. A transformative practice development approach was employed to bring about change in individuals and teams. Twelve multidisciplinary team members from different departments across the hospice formed a core research project group, which was allocated 10 protected learning and development days over the 18-month period. To assess the existing culture, data were collected at the beginning of the practice development programme, including observation in practice and real-time interviews with patients and staff. The data were analysed using a participatory approach, with group members mapping the data collected against the Person-centred Practice Framework and undertaking creative hermeneutic analysis. Discussion: The project created and sustained a space to explore and expose person-centredness within the hospice and raised awareness of what person-centred culture means in day-to-day practice. Fourth-generation evaluation highlighted further areas for action, with teams developing their own action plans aimed at enhancing person-centred culture. Conclusion and implications for practice: The context of day-to-day practice in a hospice setting is complex, and developing person-centred culture is an ongoing process. Hospices can help their staff to flourish by providing the necessary space to reflect and for critical awareness of own practices to be heightened. This could encourage staff to embrace the contradictions inherent in the work they undertake and to learn from it in order to improve their own wellbeing. [ABSTRACT FROM AUTHOR]

Background: Registered nurses are increasingly expected to provide person-centred end-of-life care. However, there is a gap between patients' needs and the capacity of nurses to meet the existing recommendations on provision of this care. Identifying the relevant barriers and facilitators can inform the development of strategies to support person-centred nursing. Aim: To identify registered nurses' perceived barriers and facilitators in terms of providing personcentred end-of-life care. Method: A scoping review was conducted according to the 2005 guidelines proposed by Arksey and O'Malley. The databases Medline, CINAHL, PsycINFO, Cochrane, Web of Science and Embase were searched using the period 2000 to 2018. Empirical studies, literature reviews and studies focusing on the experiences of generalist nurses providing end-of-life care were included. The selected articles were independently reviewed by two researchers. Results: A total of 2,126 publications were identified, with 26 retained after applying the eligibility criteria. Four barriers to providing person-centred care were identified: knowledge of end-of-life care; communication skills; coping strategies; and teamwork. Three main facilitators were identified: knowing the person in a holistic way; nurses' self-knowledge; and the development of a good nurse-person relationship. Organisational and managerial support also emerged to be important. These findings are reflected in the construct of McCormack and McCance's (2017) Person-centred Practice Framework. Conclusions and implications for practice: This review provides an overview and an understanding of the key elements that influence the provision of person-centred end-of-life care by registered nurses. These barriers and facilitators point to professional competencies that could improve nurses' ability to provide this care. This scoping review highlights registered nurses' need for more specific education, and the elements identified could be a starting point to design an innovative educational programme for registered nurses focused on person-centred end-of-life care to improve person-centred carerelated outcomes. [ABSTRACT FROM AUTHOR]

Background: Projects initiated to transform and develop health services have to account for a variety of complex factors. There is a need to develop methods to handle this complexity, and in this article we present a flexible and adaptable framework for mapping projects that focus on involvement of persons receiving care and other stakeholders, with an integrated support structure. The method also considers elements in the local context. Aims: To present examples of project mapping, and to explore how the process can enhance quality in complex projects in healthcare services. Methods: The project mappings have been co-designed in processes of deliberate dialogue between the authors of this article, with involvement from other researchers and stakeholders. A threedimensional version of project mapping was developed, and further refined by introducing a twodimensional version and testing the framework in various settings such as a project leader course and the 2018 Enhancing Practice Conference in Basel. Analysis continued through the whole process as preliminary ideas were discussed and documented. We reflected, wrote notes, talked to people, took part in workshops that included a variety of creative methods, and did a qualitative content analysis of key findings to develop themes. Results: The examples of project mapping show that the process of mapping is as important as the map itself. The maps are flexible and can be combined. Project mapping can contribute to quality in projects by helping project facilitators and participants to stay on track. It can also enable co-creation and guide facilitation processes. Conclusion: Engaging in mapping processes represents an approach that can contribute to a shift in thinking and help even out power imbalances between project participants, as well as influencing the working culture in a health service. Mapping can facilitate transformation of practice while simultaneously creating new knowledge about that transformation. [ABSTRACT FROM AUTHOR]

Background: In this article we reflect on the experience of the first author (Berit Margrethe Sandvik) of conducting seven qualitative research interviews with public health nurses trained in parenting guidance by the International Child Development Programme at the University of South-Eastern Norway. The interviews focused on how the nurses use a particular set of competencies in their daily work at the health centre. A person-centred practice framework was used to reflect on whether personcentred prerequisites and processes could be recognised in the completed interview processes, and how a greater focus on a person-centred approach could improve the quality of data collection. The results of this reflection are presented in this paper. Aim: To understand how a researcher can use person-centred principles to facilitate qualitative interviews. Findings: Being reflexive is essential to a person-centred approach in qualitative research interviews. It relates to the researcher's ability to facilitate an engagement that promotes authenticity, selfdetermination and reciprocity. Knowing oneself without letting conscious or unconscious values and perceptions overshadow the opportunities that arise in gaining an understanding of the participant's values and perceptions is essential. Through being vigilant in all senses, an holistic, mutually respectful dialogue can be created, through which new knowledge and understandings can be generated. Conclusion: It is important to consider person-centredness in the planning and undertaking of research methods. While there is an increasing evidence base about person-centredness in health and social care practice, there continues to be a dearth of publications that focus on its role in research methods. Implications for practice: •Developing the ability to facilitate mutually respectful dialogue in research interviews is important in researcher development programmes •Facilitating flow and creativity through engaging all senses in the dialogical situation has the potential to create a more person-centred approach to interview practices •Being open to and aware of the lifeworlds of others, and having the ability to adjust one's own pre-understanding, facilitates an engagement that promotes authenticity, self-determination and reciprocity •There is a need for more studies to use person-centred principles and practices explicitly in the conduct of research. This article provides a reflexive framework for doing that and suggests principles that can be applied in future research studies. [ABSTRACT FROM AUTHOR]

Background: Person-centred practice is advocated internationally across multiple healthcare contexts and professions. Originating in nursing and medicine, its enactment in physiotherapy requires careful consideration. Aim: To explore perceptions of person-centred practice within nursing and physiotherapy in online social media communities to gain insight into differences and similarities in how it can be enacted professionally. Methods: A large, online focus group was undertaken through an international tweetchat within the existing social media communities WeNurses and Physiotalk. Participants were fully informed before participation. Tweets from the tweetchat, which lasted for the planned hour plus an extra 15 minutes, were downloaded via the healthcare social media analytics platform Symplur. Analysis was conducted using an interpretative phenomenological approach, with consideration of group development of insight and meaning. Tweets were analysed if they were from nurses and physiotherapists, related to the research aim and interpretable. Results: A selected 233 of 504 tweets from 38 nurses and 23 physiotherapists were analysed. Four themes are discussed here: relationship between professionals and patients,perceptions of who holds the power,treating the condition not the person,and impact of organisational demands. Nurses and physiotherapists were seen to share many perceptions of person-centred practice, with the latter demonstrating a focus on informed decision making and education to empower. Discussion also showed that a biomedical approach was often taken by physiotherapists. Patient privacy was highlighted by nurses. Explanatory theory was produced to incorporate the views of physiotherapists alongside established perceptions of person-centred practice from the nursing literature, expanding insights into profession-specific applications. Conclusions: Perceptions of person-centred practice described by participants were generally supportive of existing frameworks. Insights suggested some physiotherapists might perceive their professional role in a way that is not completely consistent with person-centred practice,this would benefit from further exploration. The importance of education to empower patients within collaborative relationships was emphasised in relation to physiotherapy. Implications for practice: •Discussion supported many similarities in the perceptions of person-centred practice between nursing and physiotherapy online communities that resonate with existing frameworks, including prioritisation of what matters to the person and empowerment through relationship, and the barriers to this resulting from structures and cultures within workplaces •Participants from both professions emphasised the importance of focusing on the beliefs, values and priorities of the person in development of a collaborative relationship, with shared decision making •Physiotherapists involved in the tweetchat placed additional emphasis on the need to empower patients through education to enable greater participation in informed and shared decision making •Tweets suggested there are professional barriers to the enactment of person-centred practice among physiotherapists. Some may focus on the condition rather than the person, and view the professional as expert with greater power in the therapeutic relationship. [ABSTRACT FROM AUTHOR]

Background: Palliative and end-of-life care services need to be person centred. However, it cannot be assumed that such services are 'naturally' person centred as, in reality, they face the same pressures and challenges as any other service. This is the case in the practice development research reported in this article. While the service had good patient and family feedback/satisfaction, the context of care provision for staff did not reflect these same levels of satisfaction. This contrast poses challenges for organisations in the context of staff wellbeing and the sustainability of person-centred care. The work undertaken in this programme aimed to address this issue. Aim: To implement a programme of practice development to further the development of a culture of person-centred practice in the Marie Curie Edinburgh Hospice. Methods: The programme was theoretically informed by the Person-centred Practice Framework of McCormack and McCance (2017) and operationalised through the methodology of transformational practice development. Thirteen multidisciplinary team members formed a 'core group' and participated in 10 three-hour workshops of learning and development, spread over a 12-month period. Practice development activities were planned in between the workshops to be undertaken by the group members. Evaluation data were collected at the beginning of the practice development programme and as a continuous process throughout the 12 months. Data collected included patient and staff stories, practice observations, creative expressions and routinely collected data. These data were analysed through a participatory approach with the group members and theorised through the lens of human flourishing. Results: The findings are located within a framework exploring the conditions for human flourishing. They illustrate the tension between person-centred care and person-centred cultures. Key findings demonstrate the need for all persons to be 'known' in order for effective person-centred relationships to exist, the significance of shared values, the importance of addressing 'small' practice changes as well as the need to ensure the hearing of different voices. Findings from routine collected data further demonstrate the relationship between the development of a person-centred culture with patient and staff outcomes. Conclusions and implications for practice: This programme is one of the first explicitly to use a framework for human flourishing to analyse the relationship between person-centred culture and care provision. The programme demonstrates the importance of person-centred cultures for sustainable person-centred care. Implications for practice include: • Practice settings need to be clear about the difference between patient- and person-centredness • The engagement of a multidisciplinary team in interdisciplinary systematic transformational practice development has the potential to transform the culture and context of care, and produce sustainable outcomes • Human flourishing is an appropriate focus to adopt in exploring how practice settings embrace the principles of person-centredness for all persons [ABSTRACT FROM AUTHOR]

Context: Professional doctorates have been a part of the academic landscape for many years. Over this time, their focus, structure and mode of delivery have changed significantly as the terrain of professional practice has developed. In this paper we articulate this development over time through discussion of the evolution of first- and second-generation professional doctorates, and argue that there is a need for a third-generation doctorate with greater clarity regarding focus, structure and mode of delivery, in the context of advanced professional practice. Aims: A scoping review was undertaken of the development of professional doctorates in the discipline of nursing to inform thinking with regard to future design work for a post-masters (nurse practitioner endorsement) professional doctorate. Conclusion: In the context of the absence of any identified published outcome-based evidence of the value of first- or second-generation professional doctorates in general, and specifically in nursing, a third-generation evolution is proposed. This is based on the conclusion that the lack of identified outcomes is based not only on the axiomatic absence of research, but also that this may be symptomatic of a prevailing lack of clarity in programme design. A third-generation professional doctorate for nursing offers an opportunity to focus on congruence and internal consistency between the aims of the programme, learning outcomes, learning content and design, and the assessment. Implications for practice development: • The third-generation professional doctorate would no longer need to be distinguished from other degrees via an expression of what it is not, but rather would set out what it is • The educational product, with clear processes and content that are congruent with the course aims, could be clearly described as a self-contained entity more capable of producing measurable outcomes • Practice development is an integral part of the learning product through being a prescribed method in the research component of the course [ABSTRACT FROM AUTHOR]

Background: Engagement is being more frequently and widely referred to in person-centred practice research and scholarship, and likewise in practice development, without any clear definition. Aims and objectives: To present a summary discussion on engagement in the context of person-centred practice and research, and to offer a working definition. Methods: The critique in this paper was informed by a focused literature review of 30 publications from the field of positive organisational scholarship and a hand search of policy reports from the past five years. Findings/results: Engagement, as a predictor of effectiveness, is supported by various researchers’ theoretical and empirical work. The definition of engagement from positive organisational scholarship offers a complementary empirical starting point on which researchers in person-centred practice research can build. Current definitions have limitations for care settings as they only apply to workers rather than including service users, and they privilege cognitive knowledge and/or psychological processes. We therefore recommend a revised definition for use in person-centred practice research. Conclusions: A revised definition that balances different ways of knowing and can be used with all people is proposed in this paper. However, further research is needed to explore what engagement is, what it looks like in different types of workplace cultures and what it offers person-centred practice. Implications for practice: • Engagement requires and leads to enhanced vigour, dedication and absorption • Other outcomes of engagement are energy and vitality – necessary for personal, team/group and workplace culture development • Engagement is an intrapersonal, interpersonal and social/group process, and an outcome that promotes enhanced engagement, learning and transformation (that is, thriving and flourishing) • Engagement is a short-term process and outcome and needs continuous nurturing in all persons [ABSTRACT FROM AUTHOR]

Background: Person-centred practice is now firmly embedded in the nursing and healthcare discourse. While there is a growing body of development and research activity in the field, there is increased recognition of the need for further advances in the body of existing knowledge. This is reflected in the different approaches to person-centredness being adopted by healthcare systems internationally. Aims: To provide an overview of person-centredness and ways in which person-centred practice has been adopted in healthcare systems internationally. Methods: A summary review of the evidence underpinning the concepts and theory of personcentredness, incorporating an overview of national strategic frameworks that influence the development of person-centred practice in different countries. Findings: While there have been considerable advances in the development of person-centredness, there is a lot of work to be done in the adoption of more consistent approaches to its development and evaluation. In particular, a shared discourse and measurement tools are needed. Internationally, person-centredness is gaining momentum and many countries have strategic frameworks in place to direct its development and implementation. Conclusions: Significant developments in the theory and practice of person-centredness in nursing and healthcare have taken place. However, as evidenced by the accounts of in-country developments, internationally there is a need to develop more strategic multiprofessional approaches to the development/implementation and evaluation of person-centred practices. Implications for practice: • National developments in person-centred healthcare need to reflect the diversity of strategic approaches internationally • While a common language of person-centredness is emerging, there is a need for clarity over how this is operationalised in everyday practice situations [ABSTRACT FROM AUTHOR]

Background: As part of the launch of a new nursing strategic framework for the Division of Nursing at Queen Margaret University, Edinburgh, we decided to host a TEDx event with the theme of ‘Flourishing People, Spaces and Places’. This theme is the core of the vision for nursing in the division which focuses on flourishing people, spaces and places as the bases for inspiring nurses. Launching the strategy with this key phrase as the central theme of the TEDx event allowed students, staff, practitioners and our community to see, sense and be challenged about what flourishing means. In addition it enabled these different stakeholders to engage with and become part of the nursing vision as we move forward. Making the launch of the strategy a TEDx event and not a nursing conference offered an exciting and fresh way of engaging with stakeholders. We also discovered that, to date, there had been no TED talks on flourishing. The nursing team considered the TEDx formula to be a creative and meaningful way to engage with our key stakeholders. As nurse academics we recognise the need to continue to find new ways to engage in creativity and to use creative learning strategies in our practice (McCormack et al., 2015). The TEDx ethos/formula, which differs from the normal conference package, offered us this opportunity. This paper provides a reflective overview, using a variety of media, of our experiences of organising and delivering a TEDx event with the core theme of flourishing. Objectives of the TEDxQMU event: • To introduce the TEDx formula to a new audience and to deliver a new idea to students, staff and our community • To allow our audience to be challenged on a personal and professional level by a diverse set of speakers on what flourishing meant to them • To launch our strategy and vision for the future in an inclusive and creative way • To explore, through engaging with different media, what flourishing meant to individuals and groups Conclusions: This reflective paper has allowed us to share our experiences of a new and creative way of engaging with staff and colleagues across a university and our wider community, to not only share our strategy but to challenge and facilitate flourishing. [ABSTRACT FROM AUTHOR]

Background: Person-centred cultures have the capacity to make a significant difference in the care experiences of patients and staff. Contextual factors pose the greatest challenge to person-centredness and to the development of cultures that can sustain person-centred care, especially in the acute hospital setting. Aim of the study: To assess person-centred practice in acute hospital settings. Method: A cross-sectional survey using the person-centred practice inventory was used to measure current levels of person-centred practice within the acute care environment. A purposive sample of 2,825 registered nurses employed in acute hospital settings drawn from across four organisations was identified to participate in the study. Full ethical approval was obtained. Findings: A response rate of 24.9% (n=703) was achieved. There was a good spread of responses across demographic details. All 17 constructs of the inventory were scored positively. The lowest scored construct was ‘supportive organisational systems’ and the highest was ‘being committed to the job’. Staff experience and banding had a significant impact on the provision of person-centred practice, with higher banding and experience being associated with higher levels of person-centredness. Conclusion: The findings indicate that a high level of person-centred care is currently provided in acute hospital settings. They also indicate areas for potential improvement, particularly in the constructs of: clarity of beliefs and values; supportive organisation systems; and potential for innovation and risktaking. The significance of staff banding and time in role indicate that years of experience is important in terms of expertise in person-centred practice. Implications for practice: • Demographic details have a significant impact on the provision of person-centred practice in acute hospitals, indicating variability in practice that must be taken into consideration when designing practice development initiatives • The person-centred practice inventory helps to identify areas for potential practice development work, and to design targeted interventions and measure the impact of interventions [ABSTRACT FROM AUTHOR]

Background: A community of practice was formed to address the research output of academic staff. The community consisted of five critical care nurses and one midwife who collaboratively agreed to embark on a practice development journey involving 11 intensive care units, to address the issues faced by these nurses and move current workplace culture to person-centred care. Aims and objectives: The aim of this article is to reflect critically on the learning regarding facilitation experienced by the six members of a community of practice who participated as external facilitators during the first practice development school ever to be held in South Africa. The school was attended by 35 internal facilitators from 11 intensive care units in the public and private sectors. Conclusions and implications for practice: The practice development journey has had a profound impact on the external facilitators in their personal and professional capacities. We realised that external facilitation is about assisting internal facilitators to find their own solution to challenges, not about fixing the problems ourselves. [ABSTRACT FROM AUTHOR]

Background: The emancipatory practice development and evidence-based practice movements play significant roles in driving today's nursing and midwifery practice and knowledge development agendas. Often, however, they are characterised as philosophically opposed to one another. Aims and objectives: To provide an overview of the philosophical and epistemological background to these two movements and locate them in relation to today's overall nursing knowledge and practice development environment. Methods: Literature review, case study and model advance. Findings: The paper argues that a mutualised evidence-based emancipatory practice development (EBEPD) is today both practical and achievable, and proposes a convergent model. The EBEPD model is discussed with particular reference to contemporary philosophical debate in nursing, some of which positions positivism (a primary underpin to evidence-based practice) and critical realism (a primary underpin to emancipatory practice development) as epistemologically irreconcilable. Conclusion and implications for practice: Significant knowledge and practice development opportunities are likely to emerge from working to bring together these two fundamentally important and arguably symbiotic movements in healthcare. [ABSTRACT FROM AUTHOR]

In this paper we explore 'human flourishing', a concept that we articulate through embodied creative methods of inquiry. In contemporary organisations, the recognition that persons need to exist in contexts that enable their potential to be maximised and realised has promoted a greater focus on identifying conditions that can help people to flourish in the workplace. In helping relationships in a variety of health and social care organisations, we seek to create the conditions for human flourishing. We do this work in our transformational research, development and facilitated learning practices, which are located in a critical creativity worldview. For the past eight years, we have been exploring this worldview philosophically, theoretically and methodologically. In addition, we have been helping others to utilise methods that are consistent with a critically creative methodology and to reflect on the experiences of doing so. The goal of critical creativity is 'human flourishing' and so in this paper we present the results of an embodied and creative exploration of that concept. We set out the methods we used, the metaphors that have emerged through our creative inquiry and the meaning of these metaphors in the context of contemporary literature and perspectives. The paper is framed through a poem and photographs that, together with dialogue, offer an holistic and symbolic perspective of human flourishing. Each section of the paper explores a particular verse of the poem in order to unfold what we describe as an ecology of human flourishing with no beginning and no end. As an outcome of our inquiry so far, we offer a definition of human flourishing and invite readers to engage in inquiries of their own flourishing at work. [ABSTRACT FROM AUTHOR]

Background: Developing person-centred cultures is a key focus of practice development. To do so requires engagement with learning approaches that are creative and critical. In preparing students for a future as person-centred practitioners, educators need to engage with creative approaches to the facilitation of learning. National standards in nursing (for example) as well as the international literature on adult learning endorse the need for creativity in learning. Yet, educators continue to be challenged to engage in creativity and to use creative learning strategies in their practice. This paper provides a reflective overview of the experiences of a group of educators in one school of nursing who participated in a programme of creative engagements that focused on exploring 'self' as a key concept in person-centredness. Objectives: 1. Explore through different media, contrasting aspects of 'self' as an educator 2. Engage in playful activity in a safe space to explore own creativity and ways in which this creativity could be surfaced and integrated into everyday practice 3. Through engaging with different media explore the potential of creativity in person-centred approaches to teaching, learning and research 4. Experience 'risk taking' in a facilitated environment in order to develop potential for meaningful connections with others - students and colleagues Conclusions: Through a systematic process of creative engagement, this critical reflection highlights the challenges associated with integrating creative engagement strategies in teaching and learning. The paper highlights in particular the challenges associated with 'letting go' in learning situations and the importance of exploring 'self' in the context of person-centred learning processes. Implications for practice: Practice development depends on effective facilitation undertaken by facilitators who are critical and creative. Whilst there is an increasing literature on facilitation models and processes, there is less attention paid to 'understanding self' as a facilitator of person-centred cultures. Practice development methodologies need to make such exploration an explicit part of their work in order to engage in authentic facilitation of learning and development. [ABSTRACT FROM AUTHOR]

Purpose: To demonstrate that practice development is an effective strategy to enable an aged care team to embed a palliative approach to care of dying people into practice culture. Method: Practice development methodology was integrated with an action research evaluation framework, as a systematic and reflexive process of inquiry aimed at achieving innovative and transformative end of life care. Drawing on multiple sources of observational, group and interview data, evidence-based guidelines and the use of arts-informed active learning methods, a multidisciplinary aged care team explored personal and professional values and beliefs about principles of care delivery. These were creatively translated into meaningful expressions of evidence-informed end of life care and embedded into daily clinical practice. Results: Reflexive analysis of multiple sources of data, alongside the use of evidence-based guidelines, supported the collaborative development of a 'palliative care chest of drawers' (PCCOD). As an artefact and one outcome of using practice development in the implementation of a palliative approach to care, the PCCOD brought visible, shared meanings and new ways of working to support care of people who are dying, their families, other facility residents and staff. The PCCOD enabled the aged care team to embed practice innovations into normative patterns of care. Conclusion: Practice development strategies are effective in enabling practitioner-led innovation in clinical practice through integrated inquiry and transformative processes. Implications for practice: The use of a practice development, arts-informed approach: • Enables the creation of space for workbased learning and innovation, such as the development and use of the PCCOD to support the process of implementation of changes in practice • Makes visible changes to practice, based on shared meanings of a palliative approach to end of life care that reflects the culture of the workplace • Provides a creative strategic tool to engage others in the processes of transformation and collaboration, which takes initiatives from a small active learning group into the workplace • Enables what was previously a 'hidden' part of care to be a distinctive care package that engages residents, families and all members of the aged care team. [ABSTRACT FROM AUTHOR]

The article discusses the contribution of Professor Angie Titchen to practice development in Great Britain. It explores her experience in the field of physiotherapy, becoming the education officer in the Chartered Society of Physiotherapists. It also relates her work at the Institute of Nursing in Oxford and subsequently at the Royal College of Nursing Institute.