Perceived Impact of a Relationship-Based Care Curriculum

Abstract

PurposeAuthentic client-centered practice is integral to positive health-care outcomes. This study examined facilitator perspectives of the See Me as a Person (SMAAP) relationship-based health-care curriculum.MethodsQualitative phenomenological interviews were conducted with five facilitators of the SMAAP curriculum. The principal question and sub questions explored the facilitation and teaching methods, perceived impact of the curriculum, and the impact on health-care practice.FindingsThe concepts in the SMAAP curriculum are translatable into practice and may improve health care; organizational culture, leadership, and time constraints influence impact.ConclusionRelationship-based practice training can positively affect health-care delivery. Practitioners must be dedicated to the learning process; implementation should go beyond short-term training.