Perceived Impact of a Relationship-Based Care Curriculum

Purpose: Authentic 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 curriculum. Methods Qualitative phenomenological interviews were conducted with five facilitators SMAAP The principal question and sub questions explored facilitation teaching methods, perceived impact curriculum, on healthcare practice. Findings concepts in curriculum are translatable into may improve health care; organizational culture, leadership, time constraints influence impact. Conclusion Relationship-based training can positively affect delivery. Practitioners must be dedicated learning process; implementation should go beyond short-term training.