This thesis considers the provision of person-centred care (PCC) in acute healthcare. In recent years it has been increasingly recognised that healthcare should be delivered in a person-centred manner and that staff should receive training and support in relation to this. There is a growing body of literature investigating the potential benefits of PCC in relation to both patient and service level outcomes. Paper one of this thesis is a systematic review of the literature examining staff training interventions for improving PCC in acute healthcare settings. The findings offer preliminary support for the positive impact of such training interventions on patient and service level outcomes in hospital environments. The research in this area is not of a uniformly high standard and this paper concludes that further research in this area is required. Paper two is an examination of a modified version of Dementia Care Mapping (Care Mapping – Neurorehabilitation: DCM-NR), an observational tool for measuring and improving PCC. Results provide evidence of the feasibility and validity of DCM-NR in a range of Clinical Neuroscience settings. Future research should examine the impact of DCM-NR on person-centred practices over time.The critical reflection paper considers both the systematic review and the empirical study. It aims to consider both the strengths and limitations of the research, challenges encountered, clinical implications and highlights areas for future research.

Background: In clinical practice, the responsibilities of frontline registered nurses (RNs) include providing patient care as well as precepting students and new staff nurses. The role has been acknowledged as demanding and challenging in acute healthcare settings and the importance of the preceptor role for the ease of the new nurses’ transition to clinical settings has been discussed in the literature. However, less is known about the nurses’ experiences as preceptors in the pediatric acute clinical setting. The purpose of this research was to explore and describe the experiences of RNs as preceptors when they precept newly hired registered nurses in pediatrics settings. Method: An interpretive descriptive design was used to guide the research process. Semi-structured one-on-one interviews, both in-person and virtual, were carried out with five preceptors who are registered nurses in an Ontario hospital. The real-life experiences of these participants are reported using their rich descriptions of events. Data collection and analysis were conducted concurrently and informed by the Braun and Clark (2006) framework. Results: Findings were grouped under the following three themes: the duality role of pediatric nurses; experiences of preceptor pediatrics nurses; and pediatric nurse preceptors’ needs. Implications: This study demonstrates that the role of the registered nurse as a preceptor is diverse and demanding, and that preceptors need to be supported by various stakeholders to ensure that they can carry out their role effectively. Recommendations are made for future practice, education, and research. Keywords: Preceptor, preceptorship, precepting, registered nurses, newly hired registered nurses, newly graduated nurses, acute healthcare, pediatrics / Thesis / Master of Science (MSc) / In clinical practice, registered nurses play not only the bedside healthcare provider role but also, they play the preceptor role. This role can be both difficult and challenging. Therefore, it is important to understand registered nurses’ experiences as preceptors in clinical settings. The goal of this study was to gain an understanding of the registered nurses’ experiences as preceptors for newly hired registered nurses in pediatric healthcare settings. This study showed that preceptors were aware of their dual role, shared experiences of feeling awarded, and discussed challenges they encountered when precepting. Finally, they identified some of their needs that they believed may assist them when being involved in the preceptor-preceptee relationship. It is important to acknowledge the challenges that preceptors encounter when precepting new nurses into the clinical area. Furthermore, it is imperative to prepare nurses for the preceptor role to ensure effective preceptor-preceptee relationships and improve preceptees retention and competence in their role.

Aims and objectives: To describe newly graduated nurses’ experiences of the intervention practitioner training nurse.  Background: Newly graduated nurses need support to establish the profession. Several studies have shown that the first years in the profession, is the most challenging time. Method: The intervention practitioner training nurse was initiated to empower, and support newly graduates nurses in their professional role. Data were collected through semi-structured interviews with ten newly graduate nurses having experience of the intervention. The data were analysed using qualitative content analysis. Results: The analysis results in the overarching theme; “Organizational prerequisites” The theme consisted of three categories, "Activator" comprised the subcategories compiliating and attractive workplace. This involved that the practitioner training nurse were the activator creating a clear structure and the wards became more attractive workplaces. “Supportive nursing" comprised the subcategories present assistance, emotional support, and patient safety. This involved that practitioner training nurse constituted an important support function and helped to ensure patient safety. “Professional development” comprised the subcategories nurse's competence, feeling of security, and learning. This created the opportunity for professional development. Conclusion: The newly graduate nurses' experience of the intervention shows that the creation of an organisational structure enabled the practitioner training nurse to be an important support and to contribute to professional development. This was accomplished by strategic decision of the hospital management. Relevance to practice: The results of the current study can be transferred to other similar healthcare organizations and can be a support for managers who plan to initiate interventions to empower and support newly graduated nurses.