IntroductionThe purpose of this essay is to reflect on the person-centred care I provided to a client in my Practice Learning Environment (PLE). I will demonstrate the practical application of Module 3 (Engaging People) of the 10 essential sharing skills and how these have influenced my provision of person-centred care. The ten essential shared capabilities have been established to support the growing importance of person-centred care and values-based practice (NHS Education for Scotland (NES), 2012a). The essential shared capabilities, which I will focus on, are partnership working and person-centred care. I selected Gibb's (1988) framework to guide me through the reflective process. Additionally, to enforce the Nursing and Midwifery Council (NMC) (2011) confidentiality guidelines, I have used the pseudonym 'Thomas'. Description Thomas is 29 years old and lives with Down syndrome (DS). DS is a learning disability (LD) caused by the lack of disjunction of chromosome 21 during cell division and is characterized by the presence of dysmorphic facial features; it also affects mental and social development (Evans-Martin, 2009). When working with people with ASD, nurses must understand how to support the individual's legal and ethical rights, as well as assess the individual's ability to understand choices and outcomes (NMC, 2008). The task I will reflect on is completing Thomas' admission. Thomas' arrival time was scheduled for 9.30am, a busy time within the PLE; plus, he was fifth on the morning theater list, which meant his surgery wouldn't happen until midnight. My journey with Thomas began when I was given his case notes and asked to admit him. Unfortunately, I wasn't given the opportunity to read... half the paper... that's it (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 in a position to offer support to people with ASD; subsequently, I will make it my personal goal to ensure that a person with DSA, where their abilities allow, is involved as much as possible in the provision of their own care. When capacity is limited, I will ensure I work in partnership families and the wider MDT. Furthermore, nursing students are also in a position to minimize the anxiety experienced when individuals with ASD are confronted with unfamiliar and possibly upsetting situations. By taking the time to appreciate the person and actively communicating, I can ensure that people with an ASD are included and have access to high-quality healthcare that will meet their needs.