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As the need for and value placed on patient- and family-centered care (PFCC) has increased worldwide, the importance of nursing competency to perform PFCC has grown, and education on this topic is also emphasized. However, little is known about the components of educational programs for intensive care unit (ICU) nurses based on the person-centered nursing theoretical framework and outcome indicators. The aim of this systematic review was to determine how the educational components of PFCC for nurses were implemented based on the person-centered nursing theoretical framework and to identify educational outcome indicators for ICU nurses. We searched five electronic databases (PubMed, CINAHL, EMBASE, PsycINFO, and RISS) from 2001 to May 4, 2024, for studies of educational programs on PFCC for nurses in ICUs. The authors independently screened and extracted the data, and three authors appraised the results. The contents of educational programs of PFCC for nurses were examined. The quality of the included studies was evaluated using the Mixed Methods Appraisal Tool. Overall, 2162 records were identified, and 5 full-text articles were assessed. All studies included the professional competency of knowledge about PFCC or evidence-based practice as well as communication skill with families as an aspect of interpersonal skills. However, the domains of self-awareness and clarity of values and beliefs were not identified, and collaboration was lacking. Three studies evaluated the level of family nursing practice, and two of these reported improvements. This review suggests that a PFCC educational program may be effective in improving the PFCC competencies of ICU nurses. Further research is needed to address knowledge gaps related to self-awareness, clarity of beliefs and values, and collaboration. The results from this review can be used to inform future curriculum design and the content of PFCC educational programs for nurses in the ICU. • Patient-and Family-Centered Care (PFCC) educational program for ICU nurses is essential to improve competencies in delivering PFCC. • Future programs should integrate self-awareness, clear values and beliefs, and collaboration with patients and families. • Diverse pedagogical approaches are used in educational programs. Future studies need to integrate simulation-based learning to enhance PFCC competencies. • The outcomes indicators of the program need to encompass not only nurses’ competency but also patients or families.
Joo et al. (Wed,) studied this question.