Cover
Title Page
Contributors
Introduction
Foreword
Introduction to Section 1
1. PERSON‐CENTREDNESS AND FOUNDATIONS OF PERSON‐CENTRED RESEARCH
2. 1 Person‐Centredness in Healthcare Policy, Practice and Research
  1. INTRODUCTION
  2. PERSON‐CENTREDNESS IN HEALTHCARE
  3. THE EVOLUTION OF PERSON‐CENTREDNESS
  4. GLOBAL DEVELOPMENTS
  5. RESEARCH AND PERSON‐CENTREDNESS
  6. SUMMARY AND BOOK STRUCTURE
  7. REFERENCES
3. 2 Philosophical Perspectives on Person‐Centredness for Healthcare Research
  1. INTRODUCTION
  2. RESEARCH PARADIGMS
  3. PERSON‐CENTRED HEALTHCARE
  4. WHAT IS A PERSON?
  5. APPLYING CONCEPTS OF ‘PERSON’ IN PERSON‐CENTRED RESEARCH
  6. CONCLUSION
  7. REFERENCES
4. 3 The Knowing and Being of Person‐Centred Research Practice Across Worldviews: An Epistemological and Ontological Framework
  1. INTRODUCTION
  2. THE GLITTERING ARRAY
  3. OPENING THE TREASURE TROVE
  4. STIAN’S NARRATIVE: ON APPROACHING RESEARCH FROM AN INTERPRETIVE HERMENEUTIC PARADIGM
  5. SHAUN’S NARRATIVE: ON APPROACHING RESEARCH FROM A CRITICAL PARADIGM
  6. ANGIE’S NARRATIVE: ON APPROACHING RESEARCH FROM THE CRITICAL CREATIVITY PARADIGM
  7. A BEGINNING EPISTEMOLOGICAL AND ONTOLOGICAL FRAMEWORK FOR PERSON‐CENTRED RESEARCH
  8. CONCLUSION
  9. APPENDIX
  10. REFERENCES
5. 4 Being a Person‐Centred Researcher: Principles and Methods for Doing Research in a Person‐Centred Way
  1. INTRODUCTION
  2. VALUES OF PERSON‐CENTREDNESS
  3. PRINCIPLES OF PERSON‐CENTRED RESEARCH
  4. THE APPLICATION OF PERSON‐CENTRED PRINCIPLES IN RESEARCH: A CASE EXAMPLE
  5. CONCLUSION
  6. REFERENCES
6. 5 Research into Person‐Centred Healthcare Technology: A Plea for Considering Humanisation Dimensions
  1. INTRODUCTION
  2. TECHNOLOGY AND HUMANISATION
  3. TECHNOLOGY AND THE HEALTHCARE RELATIONSHIP
  4. EMPOWERMENT OF USERS AND RECOGNITION OF PERSONHOOD
  5. AUTONOMY, DIGNITY AND SAFETY
  6. CHARACTERISTICS OF PERSON‐CENTRED RESEARCH INTO TECHNOLOGY IN HEALTHCARE PRACTICES
  7. CONCLUSION
  8. REFERENCES
7. 6 A Participatory Approach to Person‐Centred Research: Maximising Opportunities for Recovery
  1. INTRODUCTION
  2. HOSPITAL OR COMMUNITY?
  3. PERSON‐CENTRED CLINICAL RESEARCH
  4. WHAT (ELSE) PERSONS IN RECOVERY CAN CONTRIBUTE
  5. CONCLUSION
  6. REFERENCES
8. 7 Co‐Creating Flourishing Research Practices Through Person‐Centred Research: A Focus on Persons Living with Dementia
  1. INTRODUCTION
  2. BEGINNING WITH THE VOICE OF PERSONS WITH DEMENTIA
  3. EVOLVING INCLUSION AND PARTICIPATION
  4. THE RESEARCH PARADIGM
  5. RELATIONSHIPS
  6. CAPACITY AND PROCESS CONSENT
  7. METHODS
  8. CONTEXTUAL FACTORS
  9. CONCLUSION
  10. REFERENCES
9. 8 Leadership Research: A Person‐Centred Agenda
  1. INTRODUCTION
  2. DEFINING PERSON‐CENTRED LEADERSHIP
  3. LEADERSHIP RESEARCH
  4. THE TWO DOMAINS OF PERSON‐CENTRED LEADERSHIP RESEARCH
  5. THE THREE LEVELS OF PERSON‐CENTRED LEADERSHIP RESEARCH
  6. RESEARCH AT THE SYSTEM LEVEL
  7. RESEARCH AT THE ORGANISATION LEVEL
  8. RESEARCH AT THE PRACTICE LEVEL
  9. TOWARDS A FRAMEWORK FOR LEADERSHIP RESEARCH
  10. REFERENCES
Introduction to Section 2
1. DOING PERSON‐CENTRED RESEARCH: METHODS IN ACTION
2. 9 Staffing Structures for Effectiveness in Person‐Centred Care: The RAFAELA® System
  1. INTRODUCTION
  2. OVERVIEW OF THE RAFAELA® SYSTEM
  3. THE THEORETICAL FOUNDATIONS OF THE RAFAELA® SYSTEM
  4. DEFINITION OF CENTRAL CONCEPTS
  5. COMPONENTS OF THE RAFAELA® SYSTEM
  6. THE BENEFITS OF THE SYSTEMATIC AND DAILYUSE OF THE RAFAELA® SYSTEM
  7. CONCLUSIONS AND REFLECTIONS ON BEING APERSON‐CENTRED NURSE LEADER WHEN DEALING WITH NURSE STAFFING ISSUES
  8. KEY LEARNING
  9. REFERENCES
3. 10 Giving Voice to ‘Hard To Reach Groups’ in Healthcare Research: A Narrative Approach
  1. OVERVIEW OF THE STUDY
  2. PRINCIPLES OF PERSON‐CENTREDNESS GUIDING THE STUDY
  3. PROCESS AND OUTCOME EVALUATION
  4. STUDY PROGRESS AND KEY FINDINGS
  5. REFLECTIONS ON DOING PERSON‐CENTRED RESEARCH AND BEING A PERSON‐CENTRED RESEARCHER
  6. KEY LEARNING
  7. REFERENCES
4. 11 Promoting Health Across the Lifespan: A Systems Approach
  1. OVERVIEW OF THE STUDY
  2. PRINCIPLES OF PERSON‐CENTREDNESSGUIDING THE STUDY
  3. PROCESS AND OUTCOME EVALUATION
  4. STUDY PROGRESS AND/OR KEY FINDINGS/IMPACTS ON PERSONS, PEOPLE, POPULATIONS
  5. REFLECTIONS ON DOING PERSON‐CENTRED RESEARCH AND BEING A PERSON‐CENTRED RESEARCHER
  6. REFERENCES
5. 12 How Knowledge Developed Through Ethnography May Inform Person‐Centred Healthcare Practices
  1. INTRODUCTION
  2. BACKGROUND
  3. THE TERM PCP – AND A TENSION CONCERNING A VIEW OF HUMANITY?
  4. OUR RESEARCH CONCERNING OLDER PEOPLE´SMENTAL HEALTH
  5. ETHNOGRAPHIC DATA ABOUT CARE CONTEXT – AND ABOUT OTHERWISE POSSIBLY HIDDEN NEEDS AND INTERESTS
  6. DISCUSSION
  7. CONCLUSION
  8. KEY LEARNING
  9. REFERENCES
6. 13 Person‐Centred Technology‐Supported Interventions
  1. INTRODUCING TECHNOLOGY‐BASEDHEALTHCARE SERVICES
  2. TECHNOLOGY‐SUPPORTED INTERVENTIONS: EXAMPLES FROM THREE STUDIES
  3. MY HIP: A WEB‐BASED INFORMATION AND SUPPORT TOOL FOR PERSONS WITH HIP OSTEOARTHRITIS
  4. DEVELOPING TECHNOLOGY‐SUPPORTED HEALTHCARE INTERVENTIONS IN A PERSON‐CENTRED WAY
  5. PRINCIPLES OF PERSON‐CENTREDNESS GUIDING THE THREE PROJECTS
  6. KEY LEARNING
  7. REFERENCES
7. 14 Learning to be an Effective Person‐Centred Practitioner
  1. OVERVIEW OF THE STUDY
  2. PRINCIPLES OF PERSON‐CENTREDNESS GUIDING THE STUDY
  3. PROCESS AND OUTCOME EVALUATION
  4. STUDY PROGRESS
  5. CONCLUSION
  6. KEY LEARNING
  7. REFERENCES
8. 15 Doing Eye and Vision Research in a Person‐Centred Way
  1. INTRODUCTION
  2. OVERVIEW OF EYE AND VISION RESEARCH IN A PERSON‐CENTRED CONTEXT
  3. PRINCIPLES OF PERSON‐CENTREDNESS GUIDING THE RESEARCH
  4. PROCESS AND OUTCOME EVALUATION
  5. KEY FINDINGS AND IMPACTS ON PERSONS, PEOPLE AND POPULATIONS
  6. REFLECTIONS ON DOING PERSON‐CENTRED RESEARCH AND BEING A PERSON‐CENTRED RESEARCHER
  7. KEY LEARNING
  8. REFERENCES
9. 16 Person‐Centred Communication Research: Systematic Observation of Real Life Practice
  1. INTRODUCTION
  2. OVERVIEW OF THE COMHOME STUDY IN HOME HEALTHCARE
  3. PRINCIPLES OF PERSON‐CENTREDNESS GUIDING THE STUDY
  4. METHODOLOGICAL APPROACH – USING SYSTEMATIC OBSERVATION
  5. VR‐CODES AS A PROCESS AND OUTCOME MEASURE – SOME REFLECTIONS
  6. VR‐CODES – CONTRIBUTION TO THEORY DEVELOPMENT AND METHODOLOGICAL DEVELOPMENT
  7. KEY LEARNING
  8. REFERENCES
10. 17 Introducing Sex and Gender‐Sensitive Person‐Centred Research
  1. INTRODUCTION
  2. CONCEPTUAL CLARITY
  3. SEX AND GENDER PERSPECTIVES AND PERSON‐CENTRED RESEARCH
  4. TOWARDS SEX AND GENDER‐SENSITIVE PERSON‐CENTRED RESEARCH
  5. A SEX AND GENDER‐SENSITIVE CONCLUSION
  6. KEY LEARNING
  7. REFERENCES
11. 18 Future Directions for Person‐Centred Healthcare Research
  1. INTRODUCTION
  2. WHERE WERE WE?
  3. WHERE ARE WE NOW?
  4. WHERE ARE WE GOING FROM HERE?
  5. CONCLUSION
  6. REFERENCES
Index
End User License Agreement

List of Tables

Chapter 02
1. Table 2.1 Ontological and epistemological assumptions from the critical paradigm.
Chapter 03
1. Table 3.A.1 Philosophical (i.e. epistemological and ontological) assumptions of the four worldviews.
2. Table 3.A.2 Implications of philosophical assumptions for person‐centred research(er).
Chapter 05
1. Table 5.1 Conceptual framework of the dimensions of humanisation.
Chapter 06
1. Table 6.1 ENGAGE intervention.
Chapter 16
1. Table 16.1 VR‐CoDES Cues and Concerns, with examples from home care visits.
2. Table 16.2 Overview of VR‐CoDES ‐ Provider Response.
3. Table 16.3 Example of sequence of cues and nursing assistant’s responses and VR‐CoDES coding categories.

List of Illustrations

Chapter 03
1. Figure 3.1 Work in progress: epistemological and ontological framework for person‐centred research.
2. Figure 3.2 Epistemological and ontological framework for person‐centred research.
Chapter 06
1. Figure 6.1 Total duration of services during first and second year post‐baseline. ENGAGE participants have a significantly greater increase in time spent in services from before baseline to the first year after baseline than Standard Care (est. = –765.26, P = 0.04) and Skills Training (est. = –1183.19, P<0.001).
2. Figure 6.2 Collaborative and culturally competent services (CCCS). ENGAGE participants demonstrated significantly greater improvement in CCCS scores from baseline to 9 months than Standard Care (est. = –16.36, P = 0.04) and Skills Training (est. = –19.04, P = 0.01).
3. Figure 6.3 Social functioning. ENGAGE participants have a significantly greater increase in social functioning from baseline to 9 months than Standard Care (est. = –0.43, P = 0.01) and Skills Training (est. = –0.31, P = 0.05).
4. Figure 6.4 Problems with alcohol in last 30 days. ENGAGE participants demonstrated a significantly greater reduction in problems with alcohol use in the past 30 days from baseline to 3 months than Standard Care (est. = 8.84, P < 0.001) and Skills Training (est. = 7.89, P < 0.001).
Chapter 08
1. Figure 8.1 The three levels of person‐centred leadership and leadership research. Leadership research may address both the relational and the organisational domain on each of these three levels. However, considering the overall aim of supporting and improving person‐centred healthcare practice, research at the macro level might have a main focus on policy and system factors; research at the meso level on organisational strategies, designs and change; while research at the micro level most naturally might include a combination of relational and organisational aspects.
2. Figure 8.2 The Dream Project – participating departments and services.
3. Figure 8.3 The Dream project – process development.
4. Figure 8.4 Person‐centred leadership research on micro level. In the centre of the model we find the patient or service, in order to visualise that the final aim of person‐centred leadership research is to create new knowledge in support of high quality, person‐centred healthcare practice development. The two domains of leadership research, the relational and the organisational, are illustrated with two circles around the centre. In the relational domain, the inner circle, a leader’s primary concern is the facilitation of associates, aiming to help them come into their own as person‐centred professionals.
5. Figure 8.5 Person‐centred leadership research – levels, areas and topics.
Chapter 09
1. Figure 9.1 The components of the RAFAELA® system.
2. Figure 9.2 Monthly report of the NI per nurse in relation to unit specific optimal NI level, established by means of the PAONCIL method, July 2011 on a surgical unit in Finland.
3. Figure 9.3 Sample, comparative database from RAFAELA®. The optimal NI level on 16 units in Finland, 2011.
Chapter 10
1. Figure 10.1 Framework of narrative practice.
2. Figure 10.2 Action planning themes.
Chapter 13
1. Figure 13.1 Modified version of the Intervention Mapping framework.
Chapter 14
1. Figure 14.1 Diagrammatic representation of the Critical Companionship Methodology.
2. Figure 14.2 Creative development of the ‘Being Person‐Centred’ domain.
3. Figure 14.3 Creative development of the ‘Being Intentional’ domain.
4. Figure 14.4 Creative development of the ‘Being Facilitative’ domain.
5. Figure 14.5 Creative development of the ‘Being Present’ domain.
6. Figure 14.6 The research operational framework.

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Library of Congress Cataloging‐in‐Publication Data

Names: McCormack, Brendan, editor. | Dulmen, A. M. van, editor. | Eide, Hilde, editor. | Skovdahl, Kirsti, 1964– editor. | Eide, Tom, editor.
Title: Person‐centred healthcare research / edited by Brendan McCormack, Sandra van Dulmen, Hilde Eide, Kirsti Skovdahl, Tom Eide.
Description: Hoboken, NJ : Wiley, 2017. | Includes bibliographical references and index.
Identifiers: LCCN 2017026324 (print) | LCCN 2017026723 (ebook) | ISBN 9781119099611 (pdf) | ISBN 9781119099628 (epub) | ISBN 9781119099604 (pbk.)
Subjects: | MESH: Patient‐Centered Care | Health Services Research
Classification: LCC R727.3 (ebook) | LCC R727.3 (print) | NLM W 84.7 | DDC 362.1–dc23
LC record available at https://lccn.loc.gov/2017026324

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Contributors

Rigmor C. Baraas PhD, BSc (Hons)
Professor
Faculty of Health and Social Sciences
University College of Southeast Norway
Drammen, Norway

Chyrell Bellamy PhD, MSW
Assistant Professor
Department of Psychiatry
Yale School of Medicine
New Haven, Connecticut, USA

Stian Biong DrPH, MPH, RN
Professor
Faculty of Health and Social Sciences
University College of Southeast Norway
Drammen, Norway

Marit Borg PhD
Professor
Faculty of Health and Social Sciences
University College of Southeast Norway
Drammen, Norway

Espen Brembo MA, RN
Assistant Professor/Lecturer
Department of Nursing and Health Sciences
University College of Southeast Norway
Drammen, Norway

Kristin Briseid MA (Political Science)
Assistant Professor
Faculty of Social Studies
VID Specialized University
Norway

Catherine Buckley PhD, MSc(Nursing), BSc (Hons), PGCert. Narrative Research, RGN
Practice Development Lecturer
Northridge House Education and Research Centre, St Luke’s Home
Cork, Ireland

Shaun Cardiff PhD, MSc, BEd, RGN
Senior Lecturer
School of People and Health Studies
Fontys University of Applied Sciences
The Netherlands

Larry Davidson PhD, MA(Psy), MA(Phil)
Professor of Psychology
School of Medicine and Institution for Social and Policy Studies
Yale University
New Haven, Connecticut, USA

Jan Dewing PhD, MA, MN, BSc, Dip Nurs Ed, Dip Nurs, RN
Sue Pembrey Chair in Nursing, Director of The Centre for Person‐Centred Practice Research
Queen Margaret University
Edinburgh, Scotland, UK

Janne Dugstad MSc, BSc(Hons)
Director, The Science Centre Health and Technology
Faculty of Health and Social Sciences
University College of Southeast Norway
Drammen, Norway

Sandra van Dulmen PhD
Programme Coordinator of Communication in Healthcare
NIVEL (Netherlands Institute for Health Services Research)
Utrecht, the Netherlands

Professor of Communication in Healthcare
Radboud University Medical Center
Nijmegen, the Netherlands

Professor II
Faculty of Health Sciences
University College of Southeast Norway
Drammen, Norway

Hilde Eide PhD, MA (Psy), RN
Professor in Communication and Health Counselling, Research Director, the Science Centre Health and Technology
Faculty of Health and Social Sciences
University College of Southeast Norway
Drammen, Norway

Tom Eide PhD
Professor of Leadership, Ethics and Literature, and affiliated with the Science Centre Health and Technology
Faculty of Health and Social Sciences
University College of Southeast Norway
Drammen, Norway

Lisbeth Fagerström PhD
Professor
Faculty of Health and Social Sciences
University College of Southeast Norway
Drammen, Norway

Åbo Akademi University
Vaasa, Finland

Elizabeth Flanagan PhD, MS
Research Scientist
Yale Program for Recovery and Community Health
Yale University
New Haven, Connecticut, USA

Elisabeth Fosse PhD
Professor
Faculty of Health and Social Sciences
University College of Southeast Norway
Drammen, Norway

University of Bergen
Norway

Jon V. B. Gjelle MSc, BSc
PhD Candidate
Faculty of Health and Social Sciences
University College of Southeast Norway
Drammen, Norway

Kimberly Guy CNA
Peer Support Supervisor and Trainer
Yale Program for Recovery and Community Health
Yale University
New Haven, Connecticut, USA

Linda Hafskjold MA (Clinical Health Care), BSc (Radiography)
PhD Student
Faculty of Health and Social Sciences
University College of Southeast Norway
Drammen, Norway

Lene A. Hagen MPhil, BSc
PhD Candidate
Faculty of Health and Social Sciences
University College of Southeast Norway
Drammen, Norway

Gaby Jacobs PhD, MSc, PGCE, BSc
Professor in Person‐Centred Practice
School of People and Health Studies
Fontys University of Applied Sciences
Eindhoven, the Netherlands

University for Humanistic Studies
Utrecht, the Netherlands

Famke van Lieshout PhD, MAsc, RN
Lecturer and Researcher
School of People and Health Studies
Fontys University of Applied Sciences
The Netherlands

Sylvia Määttä PhD, RN
Head, Department of Quality in Healthcare
Western Region/Associate Professor
Institute of Health and Care Sciences
University of Gothenburg
Sweden

Brendan McCormack DPhil(Oxon), RGN, RMN
Professor of Nursing/Head of The Division of Nursing and Associate Director
The Centre for Person‐Centred Practice Research
School of Health Sciences
Queen Margaret University
Edinburgh, Scotland, UK

Faculty of Health Sciences
University College of Southeast Norway
Drammen, Norway

Ottar Ness PhD
Professor
Faculty of Health and Social Sciences
University College of Southeast Norway
Drammen, Norway

Maria O’Connell PhD, MA
Associate Professor of Psychiatry and Director of Research and Evaluation
Yale Program for Recovery and Community Health
Yale University
New Haven, Connecticut, USA

Stina Öresland PhD, RNT
Associate Professor
Department of Nursing and Health Sciences
University College of Southeast Norway
Drammen, Norway

Hilde R. Pedersen MSc, BSc
PhD Candidate
Faculty of Health and Social Sciences
University College of Southeast Norway
Drammen, Norway

Astrid Skatvedt PhD
Assistant Professor
Faculty of Social Science, Department of Sociology and Social Work
University of Agder,
Norway

Kirsti Skovdahl PhD, MA, BSC, RN
Professor, Programme Director of the PhD Programme in Person‐Centred Healthcare
Faculty of Health and Social Sciences
University College of Southeast Norway
Drammen, Norway

Ingun Stang PhD
Associate Professor
Department of Health, Social and Welfare Studies
University College of Southeast Norway
Drammen, Norway

Vibeke Sundling PhD, MSc, BSc (Hons)
Associate Professor
Faculty of Health and Social Sciences
University College of Southeast Norway
Drammen, Norway

Angie Titchen DPhil(Oxon), MSc (Rehabilitation Studies), Visiting Professor
Institute of Nursing and Health Research
Ulster University
Northern Ireland, UK

Steffen Torp PhD
Professor
Faculty of Health and Social Sciences
University College of Southeast Norway
Drammen, Norway

Caroline Williams MSc(Nursing), PGDip(Facilitation), PGCE(FE), BSc(Nurse Practitioner), RN
Professional and Practice Development Nurse
Hywel Dda University Health Board
Wales, UK

Teatske van der Zijpp PhD, MSc
Programme Lead, Technology in Care
School of People and Health Studies
Fontys University of Applied Sciences
The Netherlands

Introduction

Person‐centred healthcare research is needed for service improvement and change. The world’s first PhD programme in person‐centred healthcare has run from autumn 2014 at the Faculty of Health Sciences at the University College of Southeast Norway (previously Buskerud University College). This was the start of a journey of international collaboration at our faculty, exploring different perspectives on what person‐centred research presupposes and implies.

Patients and service users can feel vulnerable as they journey through the health system. Persons living with long‐term health conditions, like mental health, substance abuse, dementia, stroke, chronic pain or diabetes have complex care needs that challenge health systems to respond in ways that keep the person at the centre of planning and decision‐making. This challenge to person‐centredness in healthcare is global. In Norway and beyond, the political vision is to create a health service that places the person, as the user of health services, in the centre of decision‐making. The slogan is: ‘No decision about me, without me’. In order to realise such a vision, our research needs to be interdisciplinary, informed by different perspectives and pluralistic regarding methodology, theory, and philosophy.

The Editors of this book reflect such a pluralistic approach to research. They are all leaders of and contributors to the PhD programme in person‐centred healthcare at the University College of Southeast Norway. They are each passionate about research and whilst they each bring different methodological perspectives to their writing, what they share in common is a passion for ‘the person’ in health services research. The Editors, having brought together researchers from different fields and environments, encouraged new joint authorships, and together they have turned the writing of the book into an innovation process. Marvellous!

Person‐centred healthcare research is a complex phenomenon. The book stimulates reflection and may serve as a guide for researchers at all levels. The PhD programme at the University College of Southeast Norway has a growing number of students studying person‐centred healthcare from different perspectives using different methodologies. We are confident that this programme will have a significant influence on the advancement of new approaches to person‐centred research and to our understanding of person‐centredness itself – what I am sure is the beginning of a global community of person‐centred doctoral researchers and post‐doctoral researchers of the future. I am sure this book will be of great benefit to them and to all other researchers aiming at creating new knowledge to improve person‐centredness in healthcare.

Dr Heidi Kapstad
Dean of the Faculty of Health and Social Sciences
University College of Southeast Norway

Foreword

International recognition is growing that person‐centred healthcare offers a remedy to a continuing crisis in healthcare – a crisis in which clinicians and patients struggle to co‐produce personalised and compassionate healthcare informed by, rather than based on, restricted scientific knowledge. Person‐centred healthcare responds positively to this problem. It puts persons first in healthcare that bridges humanism and the sciences, including research. This book shows how health research on person‐centred care can be person‐centred. The Editors – world leaders in postgraduate education on person‐centred healthcare – have unified international authors around the axial notion that research on person‐centredness is fundamentally important, yet is insufficient unless it takes place in a person‐centred manner.

Through conceptualising person‐centredness and its foundations, the book first makes the case for conducting research to rehumanise modern healthcare in ways that balance the different warrants for healthcare decision‐making. The book then suggests how to infuse this research – and, in turn, teaching, policy and practice – with assumptions, values and methodologies faithful to the philosophy of person‐centredness. Examples of person‐centred research are provided to bring to life this movement from research on person‐centredness to such research being person‐centred. Critical to the latter development is the guidance offered on using person‐centred research designs and methodologies to deepen understanding and respect the personhood of research participants and researchers alike. Thus, the book helps to fill a gap within literature on health research methods and person‐centredness. I enthusiastically commend this much‐needed and highly original volume as an interdisciplinary resource for everyone producing or using person‐centred research for health.

Associate Professor Stephen Buetow
Faculty of Medical and Health Sciences
University of Auckland
New Zealand
Associate‐Editor, European Journal for Person‐Centered Healthcare

PERSON‐CENTREDNESS AND FOUNDATIONS OF PERSON‐CENTRED RESEARCH