Person-centred care (PCC) is widely recognised as a foundation for high-

quality, equitable, and sustainable healthcare. Evidence suggests that person-

centred approaches can improve experiences of care, engagement, and, in

some contexts, health and cost outcomes. At the same time, research

highlights organisational and leadership-related barriers to implementation.

Within health research, person-centredness is often invoked as an ethical

aspiration rather than operationalised as a methodological component,

limiting clarity regarding mechanisms, fidelity, and impact on research

processes, outcomes, and system-level change.

This paper proposes a pragmatic framework to support the prospective

integration of person-centred principles across all phases of research,

including design, implementation, evaluation, and reporting. Grounded in

the GPCC-framework, operationalised through narrative, partnership, and

documentation, the framework links enabling structures, research activities,

mechanisms, and multi-level outcomes within a structured logic model.

Drawing on implementation science, structure–process–outcome reasoning,

and self-efficacy theory, the paper provides design-oriented guidance for

principal investigators, research teams, and managers across micro-, meso-,

and macro-levels. The framework supports explicit articulation of what is

done, how person-centred components are expected to generate change, and

how these processes can be evaluated.

The framework complements the accompanying reporting guidelines by

supporting alignment at the planning stage and is illustrated by case

descriptions within this volume. Together, these contributions strengthen

the methodological infrastructure for person-centred research and support

cumulative knowledge development within and beyond University of

Gothenburg Centre for person-centred care (GPCC).

The purpose of this scoping review was to map evidence on leadership education to support person-centred care. Specifically, the review aimed to identify the key content of such education, the educational methods used, the reported results, and gaps in the existing literature. The review was conducted using the Joanna Briggs Institute methodology for scoping reviews and reported in accordance with PRISMA-ScR guidelines. Peer-reviewed empirical literature on leadership education for people with leadership roles in health and social were included, without restrictions on publication year or study design. Qualitative, quantitative, and mixed-methods designs were eligible. Educational methods were summarised descriptively, and education content and results were iteratively synthesised and categorised. Methodological quality was not formally assessed, consistent with scoping review methodology. Of 2548 identified records, 22 publications met the eligibility criteria. Leadership education interventions were predominantly conducted in Northern Europe and mainly targeted registered nurses in leadership roles. Educational content commonly addressed leadership theories and styles, person-centredness, and facilitation skills. Educational methods were largely based on longitudinal, work-based learning approaches, and reported results primarily reflected perceived improvements in leadership practices, workplace culture, and care practice outcomes. However, outcomes were largely self-reported, context-specific, and seldom assessed using standardised or comparative measures. Interpretation of the findings is limited by the small number of publications, the predominance of qualitative and non-comparative designs, and the narrow geographical and professional focus of the evidence. These limitations restrict conclusions regarding effectiveness, generalisability, scalability, and sustained system-level impact. Despite these limitations, the findings suggest that leadership education may support leadership practices and care improvement. The review identifies substantial gaps in the global evidence base, highlighting the need for more diverse, theory-informed, and rigorously evaluated leadership education that engages multiple professional groups, incorporates patient and relative perspectives, and examines implementation and transferability across varied health and social care contexts.

Background

Global challenges call for more integrated and person-centered healthcare. Effective leadership is essential in enabling this shift, and leadership education plays an important supporting role. In Sweden, a leadership program focusing on person-centered leadership has been developed to facilitate the transition to person-centered and integrated care (PC-IC). However, despite increasing demand, such programs remain largely unexplored from a learning perspective. This study aims to explore learning processes among leaders participating in a leadership program designed to support the transition toward person-centered and integrated care.

Methods

A constructivist grounded theory approach was applied in data collection and analysis. Individual interviews were conducted with eleven leaders from diverse organizations and levels across Sweden who participated in the leadership program in either 2022 or 2023. Data from participants’ final graduation presentations on lessons learned were theoretically sampled.

Results

The program allowed leaders to adapt the educational content to professional contexts, personalizing their learning experience. This aspect is captured in the core category navigating a person-centered learning journey. Three parallel categories capturing processes (orienting on a person-centered inner journey, exploring person-centeredness with others, and operationalizing person-centeredness in practice), together with the contextual category challenged in different arenas provide insights into facilitators and barriers of learning person-centered leadership.

Conclusions

Taken together, the findings highlight that learning person-centered leadership is best understood as an ongoing, iterative journey. Three interconnected processes uniquely influenced this journey, through which leaders actively shaped and adapted their learning via reflection, shared exploration, and practical application. These processes were shaped by contextual conditions that both facilitated and constrained engagement, providing insights for designing leadership programs supporting PC-IC.

Background: In Portuguese healthcare contexts, despite the benefits of cardiac rehabilitation programs for recovery after a myocardial infarction, these programs remain undeveloped, with low patient participation. One contributing factor is the limited focus on a person-centred care practices, which prioritize recovery through patients’ experiences of their condition and aim to enhance their self-efficacy.

Approach: A person-centred care (PCC) intervention originally implemented in Sweden to enhance patient’s self-efficacy was adapted to the Portuguese healthcare context through a co-creation process involving stakeholders (providers and users) from a cardiology department, alongside researchers. Implementation outcomes (i.e., acceptability, appropriateness, and feasibility) were assessed through stakeholders’ personal narratives about the PCC intervention, collected via semi-structured focus group discussions. Data analysis was conducted using deductive content analysis.

Results: Focus group discussions were conducted with registered nurses, physicians, and patients who had experienced a myocardial infarction. Preliminary results indicated that the PCC intervention was well-accepted and deemed appropriate and feasible by both patients and healthcare professionals. Patients with myocardial infarction perceived that the Person-centred care intervention to promote self-efficacy in patients following a myocardial infarction (P2MIR) could increase their engagement in recovery and decrease unplanned healthcare, while healthcare professionals agreed it would support their clinical practice. Both considered that it would improve healthcare integration. Adaptations identified by both groups informed the co-design of the final Portuguese version of the selected PCC intervention. Patients joined the project advising council, with the aim of acting as co-researchers during the subsequent implementation and disseminating phases.

Implications: The P2MIR was successfully developed, preserving the core components of the original intervention while tailoring to the specificities of the new context, thus increasing its potential success in real-world implementation. A pilot study involving the advising council will be co-produced at the hospital setting to  evaluate P2MIR impact on PCC perspectives among both groups, as well as its effect on patient recovery following a myocardial infarction.

Background

Despite legislative support, PCC is not systematically practiced. An online facilitation training program targeting healthcare staff was developed in Sweden. This study aims to explore the acceptability, appropriateness, and feasibility of this facilitation training program, designed to support PCC implementation.

Methods

This interview study evaluates the FaciLitating Implementation of Person-centered care (FLIP) training program according to the implementation outcomes acceptability, appropriateness, and feasibility, using deductive qualitative content analysis. FLIP integrates the Building Implementation Capacity for Facilitation (BIC-F), which focuses on behavioral change, and PCC principles. FLIP included workshops and supervision sessions held online, led by external facilitators. Between these meetings, the FLIP participants worked with implementation plans in co-creation with their colleagues. Five healthcare units, with different healthcare contexts, in Sweden, participated over 12 weeks with two healthcare staff assigned the role as internal facilitators per unit, selected and supported by their managers. All internal facilitators, managers, and external facilitators were invited to participate in evaluating FLIP. A total of 17 participants, eight internal facilitators, five managers, and four external facilitators were interviewed in semi-structured individual and group interviews.

Results

FLIP was generally accepted among all participants, due to its emphasis on PCC, comprehensive content, and clear structure, as well as its blend of training, collaboration, and mutual support. Nevertheless, the acceptability was negatively affected by low attendance, low engagement due to the online format, and initial struggles with the systematic implementation model. The systematic implementation model used in FLIP was perceived as appropriate for implementing PCC in clinical practice; however, the training on PCC was viewed as insufficient, leading to challenges operationalizing PCC elements. The participants’ perceptions of FLIP’s feasibility varied; while delivery was manageable, busy schedules and technical disruptions negatively affected attendance and engagement.

Conclusions

Becoming a facilitator capable of supporting the implementation of PCC is demanding and requires an understanding of both implementation and PCC. The BIC-F model was found to be accepted and appropriate, but operationalizing PCC requires more focus. Managerial support is needed to increase feasibility. Further research is required to evaluate whether facilitation skills can be trained online for large-scale PCC implementation.

Purpose

This study aims to identify and summarize existing qualitative empirical research on children’s experiences of living with their mental ill-health.

Methods

A scoping review with a systematic search of the databases PubMed, CINAHL, and PsychINFO was conducted. The search generated 9,864 studies, which were screened by title, abstract, and full text.

Results

Forty articles were included comprising 826 children aged 8–19 years. The key findings were described in four themes: Identifying oneself with mental ill-health, Managing suffering and daily challenges, Seeking supportive and caring relationships and Navigating a complex school environment. Being identified with mental ill-health brought challenges for children’s everyday struggles. Their own coping strategies as well as supportive relationships with friends and adults were important. However, the balance between support and stress was complex.

Conclusions

Children have a desire to manage and comprehend their complex everyday lives of living with mental ill-health and wish for supported yet independent decision-making. Attitudes of friends, adults and professionals are important in providing understanding and non-judgemental support, valuable for children’s well-being. Open conversations about mental health and providing accessible, child-centred interventions based on the needs expressed by children are necessary. This study contributes to the literature by emphasizing the central role of children’s voices in matters of mental ill-health.