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Aim: The aim of the study was to evaluate a person‐centred model of clinical supervision to enhance person‐centredness. Design: Experimental, quantitative. Methods: One hundred and three New Graduates were supported to reflect through a person‐centred lens (July–December 2020). Evaluation was undertaken at 6 months using: the Manchester Clinical Supervision Scale‐26 (effectiveness of supervision) and the Person‐centred Practice Inventory (measures attributes of the nurse/midwife, the care environment and person‐centred processes). Due to participation difficulties, scores were calculated by attendance rates using descriptive and inferential statistics. Results: Regular attendees scored higher on the supervision's effectiveness; however, this did not reach efficacy. 'Finding time' to attend contributed to low scores. Supervision scored well on its supportive function when attended. Many New Graduates perceived a decline in their care environment. Attendance aside, New Graduates averaged an increased in their person‐centred attributes and processes. Greater participation was found in those who scored higher at baseline on their person‐centred attributes and processes, and this higher scoring continued at 6 months than those who attended less. Conclusion: New Graduates who perceive themselves as person‐centred and reflective at baseline are more likely to attend a person‐centred clinical supervision and score higher at 6 months than those who attended less often. New Graduates found support within supervision during challenging times. Implications for Practice for Professional and/or Patient Care: For successful implementation of Person‐centred Clinical Supervision, New Graduates need support to attend, as attendance supports them to begin seeing value in the process. Impact: This intervention kept person‐centred practice at the forefront of New Graduates reflection, in a time of extreme change. The research has implications for nursing and midwifery management with the imperative to deliver person‐centred care and create the person‐centred cultures for staff to feel supported and empowered. Reporting Method: Transparent Evaluation of Non‐randomized Designs (TREND). Patient of Public Contribution: No patient or public contribution. Contribution to Wider Community: New Graduates grow their person‐centredness over their transitioning year; however, this can be enhanced with regular clinical supervision underpinned by person‐centred theory.Clinical supervisors can provide support to New Graduates when the environment is challenged. [ABSTRACT FROM AUTHOR]

Aims: To explore whether clinical supervision has an influence on person‐centred practice. Background: The ability to deliver person‐centred care and the ability to engage in reflective practice are two key skills expected of nurses. Person‐centred care shifts nurses thinking from the patient's disease state to their personhood. Clinical supervision has been proposed as a place to explore person‐centred care. Person‐centred practice extends person‐centredness to enhance healthful relationships between care providers, services users and their significant others. Methods: An integrative literature was conducted with the key words 'clinical supervision' and 'person‐centredness' within CINAHL, Medline, PsychInfo and Google Scholar. The PRISMA statement was used to report the identification, selection, appraisal and synthesis of articles and PRISMA diagram reports the selection process. The Mixed Methods Appraisal Tool was used to appraise the articles, followed by a thematic analysis. The Template for Intervention Description and Replication was used to explore the concept of clinical supervision. Results: Twelve articles met the inclusion criteria. Person‐centredness and clinical supervision are not universally defined concepts. Clinical supervision in this context was mainly an adjunct to educative programmes. Clinical supervision has a positive influence on participants' person‐centred attributes, but the influence on others is less clear. The clinical supervisor's qualities are pivotal to supervisions' success. Conclusions: Clinical supervision is a common reflective strategy used to explore nursing practice, yet as a strategy to enhance person‐centred practices, is under‐researched. Participants can experience person‐centredness when their supervisor has person‐centred attributes, an important aspect in delivering person‐centred care. Relevance to clinical practice: This review identified a gap in the literature between two common nursing concepts 'clinical supervision' and 'person‐centred care/practices'. There is a need to conduct further research into the combination of these concepts to seek ways to embed person‐centredness into health care and everyday nursing practice. [ABSTRACT FROM AUTHOR]

Background: Governments, health organisations and regulatory bodies across the world are making their expectations explicit: healthcare professionals and organisations should be providing personcentred care. Yet, it is still not common practice. Aims and objectives: This discussion article aims to explore some of the historical and current perspectives on the interrelated concepts of personhood and person-centred care, and to explain how the persistence of differing perspectives affects the way person-centred care is understood, implemented and evaluated. The article then aims to explain the need for person-centred cultures and practices, and to find a way to progress towards a person-centred agenda. Methods: To develop an understanding of the evolution of and current approach to these concepts, a literature search was undertaken. This included a broad search of the grey literature and the Medline and CINAHL databases, as well as review of articles published in the International Practice Development Journal, and a number of books and literature recommendations. Discussion: Multiple perspectives were found in relation to personhood and person-centred care. How personhood is viewed by healthcare staff and organisations has a direct impact on how person-centred care is delivered. Person-centred practice is a more inclusive concept as it advocates that staff should also experience person-centredness. However, to achieve sustainable person-centred practice, efforts may need to focus on investment in developing person-centred cultures at system and team levels. A person-centred framework can guide this change. Conclusion: Person-centred care is espoused within health policies, visions and mission statements. However, the focus should be on person-centred cultures and on how these can be developed and embedded. The Person-centred Practice Framework can aid understanding, implementation and evaluation of person-centred practice for all. Implications for practice: • A consensus on the meaning of 'person-centredness' in practice would be beneficial, as the lack of one impacts on who is accorded person-centredness, what it means and looks like in practice, and how to measure its impact • The Person-centred Practice Framework provides clarity and guidance to health professionals, teams and organisations on how to operationalise and evaluate person-centredness for all • It would be advantageous for policies, practices and care standards at a systems level to reflect the shift in thinking from person-centred care to enabling person-centred practices and cultures [ABSTRACT FROM AUTHOR]

Background: The Community of Practice Research was established as a new local health district service initiative. The community comprises novice and experienced multidisciplinary health researchers. Aims: This paper reflects our experience of being Community of Practice Research members and aims to explore the practice development principles aligned to the purpose, progress and outcomes of this community. Conclusions: The journey is compared to walking a tightrope from the beginning to the end. Success in moving forward is attributed to positive leadership and group dynamics enabling a supportive environment. This environment allowed for different types of learning: new research skills and new understandings about oneself. Competing demands such as fluctuating membership and leadership, and the selection of a large initial project were identified as barriers to the Community of Practice Research. Implications for practice: • As well as contributing to communities’ shared goals members should identify and make explicit their own learning goals to themselves, the community and their managers • Community of practice meetings should include regular facilitated reflection about the learning that is occurring, the challenges and assumptions being made by the group, and the way forward • A community of practice uses social processes to aid learning and collaboration across disciplines and organisations and therefore has potential to promote local culture change [ABSTRACT FROM AUTHOR]

The article discusses the development of fact sheets for nocturnal enuresis in children in Australia. It notes that the Continence Foundation of Australia (CFA) has received a grant to produce two fact sheets which provides assistance for parents, teachers, grandparents, and family friends of bedwetting children. It mentions that the fact sheets are available at the CFA national office and state resource centers.

Person-centred care is an international healthcare priority. Strategies are needed to support nurses and midwives to understand the meaning of person-centredness and support them to embed this philosophy into practice. Clinical supervision has been proposed as a strategy to support this but requires more evidence.The aim of this research was to evaluate a newly developed model of clinical supervision, underpinned by person-centred practice theory, to enhance the person-centred practices of new graduate nurses and midwives., Design: Qualitative study (embedded within a mixed methods study) using focus groupsMethods: Group, online clinical supervision (named C.A.R.E.) underpinned by the Person-centred Practice Framework was provided to 103 new graduate nurses and midwives once per month for one hour, over six months. The researchers used [Braun, V., & Clarke, V. (2022). Thematic analysis; A practical guide . SAGE]. Thematic Analysis to analyse data., Results: Twenty one participated in the qualitative evaluation. Four themes were identified (1) Person-centredness in Action (person-centredness experienced and delivered by the new graduates) (2) Enhancing the Transitioning Toolkit (professional and personal growth as an outcome of reflection and learning together) (3) The Transitioning Environment (care environment and C.A.R.E. environment) and (4) Challenges to C.A.R.E. (team and organisation, and personal)., Conclusion: This supportive safe space allowed new graduates to explore their and other's practices, in relation to person-centred practice theory. Through sharing their experiences, they increased their knowledge and confidence to incorporate new learning into their own practice. This clinical supervision model underpinned by the Person-centred Practice Framework provides person-centred benefits to the new graduates, patients and families. However, without organisational support the benefits will not be realised.