IntroductionThe purpose of this essay is to reflect on the person-centered care I provided to a client in my Practice Learning Environment (PLE). I will demonstrate the practical application of Module 3 (Involving People) of the 10 Essential Sharing Skills and how they have influenced my delivery of person-centered care. The ten shared core capabilities were established to support the growing importance of person-centred care and value-based practice (NHS Education for Scotland (NES), 2012a). The key shared capabilities, which I will focus on, are partnership working and person-centred care. I chose Gibb’s (1988) framework to guide me through the thinking process. Additionally, to reinforce the Nursing and Midwifery Council (NMC) (2011) confidentiality guidelines, I have used the pseudonym “Thomas”. DescriptionThomas is a 29-year-old man living with Down syndrome (DS). DS is a learning disability (LD) caused by nondisjunction of chromosome 21 during cell division and is characterized by the presence of dysmorphic facial features; furthermore, it affects mental and social development (Evans-Martin, 2009). When working with individuals with LD, nurses must understand how to uphold the individual's legal and ethical rights as well as verify the individual's ability to understand choices and outcomes (NMC, 2008). The task I will consider is finalizing Thomas' admission. Thomas' arrival time was scheduled for 9:30 a.m., a busy time within the PLE; plus, he was fifth on the morning surgery list, which meant his operation wouldn't take place until noon. My journey with Thomas began when I received his case notes and was asked to admit him. Unfortunately I haven't had a chance to read ... middle of paper ... they are (Scottish Government, 2013). Therefore, I will strive to respect the diversity of all patients (NES, 2012c). As a student nurse, with supernumerary status, I am fortunately placed to offer support to people with LD; subsequently, I will make it my personal goal to ensure that a person with an LD, when their capacity allows, participates as much as possible in the provision of their own care. When capacity is reduced, I will ensure that I work in partner families and in the wider MDT. Additionally, student nurses are also able to minimize the anxiety experienced when people with LD are faced with unfamiliar and possibly upsetting situations. By taking the time to appreciate the person, while actively communicating, I can ensure that people with LD are included and have access to high-quality health care that will meet their needs..