Development of an Academic Course in Person-Centred Care

What is it about?

The aim of this study was to describe teachers’ experiences with developing an academic course in person-centred care (PCC). This results revealed 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.

Featured Image

Why is it important?

Teachers experience three types of challenges when developing interprofessional academic courses in PCC.The first challenges are cognitive and are related to unfamiliarity with the field of person-centred care, selected educational activities, and teaching skills. Second, partnerships are delayed because teachers do not know their peers as people, faculty members, and/or practising clinicians. The third type of challenge is related to limited experience working with other teachers to develop academic courses and considering the structures and routines of different institutes. However, these three types of challenges also work as motivators; teachers have the necessary knowledge and experience to develop courses through synergies(educational and/or content skills/knowledge) that focused on resources and skills related to the first, second, and third types of challenges.