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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: 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]

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: Facilitation is vital for effective practice development and is viewed as an holistic means of enabling practitioner emancipation, development of self and effective workplace cultures. Personcentredness is a core value enacted in effective workplace cultures and focuses on enabling personhood, or the ‘coming into own’ and flourishing of self and others. Combining the concept of facilitation with person-centredness implies developing connected relationships in which both facilitator and those facilitated feel acknowledged and respected as persons who are able to develop and grow. This in turn implies that the facilitator is also in a constant state of being and becoming, which can be supported and guided by principles for action. Aims and objectives: The aim of this paper is to present principles for person-centred facilitation derived from a critical and creative reflective inquiry into the authors’ experiences of facilitating participatory action research. The four key principles for developing and sustaining person-centred facilitation are illustrated in this paper using a conversational narrative. Conclusion: Individuals and relationships are continuously subjected to constant intrapersonal, interpersonal and contextual influences, so being a person-centred facilitator in everyday healthcare practice is no mean feat. It is proposed that the four principles – being other-centred without losing self, valuing a constant state of becoming, maintaining relational connectedness and consciously working with context and cultures – help sustain balance in self and relational reciprocity while facilitating practice development in a person-centred way. Relevance to practice development: Reflection in action using the four principles can support personcentred facilitation of practice development. Those supporting (novice) facilitators may also find the principles useful in formulating critical questions to guide reflection on action. [ABSTRACT FROM AUTHOR]