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<p>The aim of this scoping review was to examine and map the literature relating to the education of health professions students in person and family-centered practice (PFCP). The review was conducted in accordance with the PRISMA-ScR guidelines. After a systematic search of databases, screening for title, abstract, and full text was completed against a priori inclusion criteria. The Joanna Briggs Institute recommendations for data items created the framework for data extraction. These data were then summarized and rated for quality of educational intervention and reflexive thematic analysis was also applied. The literature search returned 3470 studies and following the screening process, 50 remained. A range of health professions were studied largely from medicine and nursing. Most studies were conducted in the university setting, examining changes in attitudes to PFCP rather than changes in behaviors or skills. In addition, most examined general clinical skills, rather than PFCP. Two themes were generated <i>(i) the patient/family is missing in PFCP education</i> and <i>(ii) all training is reportedly effective but not effectively studied.</i> Subthemes are explored. The findings of the scoping review indicate that PFCP education/training in health students requires a shift away from isolated clinical skills, and a focus on those that empower patients and families in their healthcare journey. Moreover, maintenance and transfer of skills to the workplace should be evaluated, and the patient/family should be included at points in the teaching and evaluation process. Finally, more studies utilizing control groups will assist in understanding effective teaching methods.</p>

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Are we empowering the students to empower the patient? Student education in person and family-centered practice: a scoping review

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月3日

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  • Maree Doble,
  • Alison Purcell

摘要

The aim of this scoping review was to examine and map the literature relating to the education of health professions students in person and family-centered practice (PFCP). The review was conducted in accordance with the PRISMA-ScR guidelines. After a systematic search of databases, screening for title, abstract, and full text was completed against a priori inclusion criteria. The Joanna Briggs Institute recommendations for data items created the framework for data extraction. These data were then summarized and rated for quality of educational intervention and reflexive thematic analysis was also applied. The literature search returned 3470 studies and following the screening process, 50 remained. A range of health professions were studied largely from medicine and nursing. Most studies were conducted in the university setting, examining changes in attitudes to PFCP rather than changes in behaviors or skills. In addition, most examined general clinical skills, rather than PFCP. Two themes were generated (i) the patient/family is missing in PFCP education and (ii) all training is reportedly effective but not effectively studied. Subthemes are explored. The findings of the scoping review indicate that PFCP education/training in health students requires a shift away from isolated clinical skills, and a focus on those that empower patients and families in their healthcare journey. Moreover, maintenance and transfer of skills to the workplace should be evaluated, and the patient/family should be included at points in the teaching and evaluation process. Finally, more studies utilizing control groups will assist in understanding effective teaching methods.