Inclusion of person-centred care in Kenyan undergraduate nursing training-a documentary analysis of Moi University School of Nursing curriculum

Abstract

Objectives: To understand how patient-centered care is represented in the undergraduate nursing curriculum b) To identify approaches to PCC  education in the undergraduate nursing curriculum.

Design: This work applied qualitative document analysis research method to analyze the published curriculum for undergraduate nursing training at Moi University. An electronic search of these keywords in the document was used to capture the phrases, their location noted, and the concept adopted. Since  the curriculum was developed in American and British English, words were searched in both lexes. An individual document analysis was adopted  before a critical filter of the components that make the person-centered care concept.

Results and conclusion: The curriculum acknowledges the  position of all parties in care, the healthcare provider, and the clients at all times. However, there is a need for emphasis on shared decision-making  among the parties and the inclusion of both parties equally in care delivery. The nursing curriculum applies a more subtle communication approach and  assumes nurse-only decision-making. Developing a patient-centered care-oriented curriculum is essential for increasing competency and skills during  teaching and assessing undergraduate students for most healthcare-related programs. Continued policy and curricula review to meet society's needs is  necessary for delivering high-level quality care in all settings. Future policy documents, therefore, should be conscious of the gaps highlighted.