Enhancing person-centred care through the development of a therapeutic relationship

Abstract

More than ever, district nurses require highly developed communication and interpersonal skills to enable and nurture a therapeutic relationship. The 'shift left'-whereby patients are being assessed and cared for in the community at a much earlier stage of their illness or recovery-has significant implications. The complexity of patient care and the need for collaborative working and shared decision making necessitates a focus on fostering person-centred care and improving the patient experience in practice. District nurses are adept communicators with a specialist body of knowledge and skills. In Northern Ireland, the single assessment tool (NISAT) is used by health professionals and follows a person-centred framework. This case study reflects on the assessment process used by a district nursing student in clinical practice and demonstrates how a therapeutic relationship is developed, thereby supporting person centredness.

The use of supportive communication when responding to older people’s emotional distress in home care – An observational study

“…Burleson [17] upholds that messages (comforting strategies) that legitimize and acknowledge the other’s emotions and perspective are more person centred and have a more supportive effect on the recipient compared with messages that deny the other’s emotions and perspective (criticizing, challenging or telling them what to feel). This is similar to how person-centred communication is described in literature relevant for nursing and different clinical settings [20–22]. …”

“…This supports the assumption that communicating verbally about emotional distress is necessary in order for nursing staff to perceive accurately the other person’s perspective. Sharing and acknowledging emotions can help strengthen the therapeutic bond between an older person and nursing staff if the staff respond in a way that builds trust and understanding [10, 20]. …”

Effects of the Application of Multimedia to Library Use Education on Learning Motivation and Learning Satisfaction

“…Learning satisfaction was not simply the evaluation indicator of learning results, but the major indicator to induce learning motivation and develop curricula. Doherty and Thompson (2014) found out the remarkably positive correlation between learning motivation and learning satisfaction. Sullivan (2015) pointed out notable correlations between students' learning motivation and learning satisfaction that the stronger motivation appeared the higher learning satisfaction.…”

“…Qi, Tian, and Shi (2013) also pointed out learning satisfaction as students' feelings and attitudes, during or after learning; when they felt happy or presented positive attitudes, it was satisfaction; on the contrary, they were dissatisfied when feeling unhappy or presenting negative behaviors. Doherty and Thompson (2014) proposed that learners acquiring satisfaction and finding out pleasure in the learning would remain the motivation for continuous learning. In this case, learning satisfaction was an important indicator to measure learning outcome and learner satisfaction with learning as well as the judgment standard to induce learners' motivation for course design or efficacy success.…”

One woman’s journey of recovery from mental illness—Hopes, back-up plans, rebuilding self and service support

“…Positive outcomes from therapy are strongly related to the therapeutic alliance between patient and therapist (Martin et al, 2000), with a need for trust (Farrelly and Lester, 2014;Fonagy and Allison, 2014), mutual respect, and shared decision-making (Farrelly and Lester, 2014) as key features of the relationship. The therapeutic relationship has been described as a form of therapy on its own (Priebe and McCabe, 2008), and is essential for clinicians wanting to focus on person-centred care (Doherty and Thompson, 2014). Support towards self-management of health and well-being was a powerful feature of the program, as Tabitha had not previously experienced this level of help to take some responsibility for her life and her health, nor the opportunity to actively participate in shared decision-making.…”