Relationship-centered Care. A Constructive Reframing

Beach, Mary Catherine; Inui, Thomas S.

doi:10.1111/j.1525-1497.2006.00302.x

Cited by 536 publications

(356 citation statements)

References 14 publications

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“…Interestingly, the concept of patient-centered care [15] or relationship-centered care [16] has emerged as a reaction against the conventional biomedical model of care [17]. According to Herbert [18], collaborative, patient-centred practice is: uous interaction of two or more professionals or disciplines organized into a common effort to explore common issues with the best possible participation of the patient.…”

Section: Introductionmentioning

confidence: 99%

The Development of Competencies in Interprofessional Health Care for Use in Health Science Educational Programs

Tashiro¹,

Byrne²,

Kitchen³

et al. 2011

JRIPE

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Background: The Health Education Technology Research Unit (HETRU) at the University of Ontario Institute of Technology (UOIT) has developed an interprofessional framework for use as a learning map to create computer-based simulations that can automatically assess interprofessional competencies of undergraduate health sciences students.Methods: Our interprofessional competency framework was developed through an iterative process of competency mapping. Each iteration involved: 1) a literature review of interprofessional competencies, 2) the mapping of these competencies within a meaningful taxonomy, and 3) the review of the mapping by an expert panel of educators and clinicians. Findings and Conclusions:After three iterations, the research team developed a competency taxonomy that mapped interprofessional competencies from our literature reviews into six competency domains and three cross-cutting themes for each domain. The competency matrix was then used as a learning map to define learning resources related to interprofessional education and learning activities associated with such resources to help students develop competencies in interprofessional healthcare planning and delivery. Interactive, computer-based clinical simulations were then developed to portray opportunities in which the learning resources and activities could be explored and to provide more realistic exposure to complexities in healthcare planning and delivery.Keywords: Interprofessional education; Health sciences; Competencies; Technology Introduction A broad base of recent work has provided new models for exploring the complexity of factors leading to the ineffective articulation of healthcare services [1][2][3][4][5][6]. Worldwide, healthcare services could be improved by providing interprofessional, collaborative, patient-centred care that improves patient outcomes while reducing healthcare costs [7][8][9][10][11][12][13][14]. Yet, despite the diverse and extensive literature on change management and human resources management, few empirically based models provide the breadth and depth necessary to deal with the complexities of transforming current healthcare systems into care planning and delivery systems that are interprofessional, evidence-based, and cost-effective.Interestingly, the concept of patient-centered care [15] Exploring new ways of providing care has led to the resurgence of interest in interprofessional healthcare collaboration. This interest is due to health system renewal, emerging health and human resource issues, and continuity and co-ordination of care [10]. The belief underlying the support for interprofessional care is that working with members of other professions will result in the provision of more highly integrated, patient-centred care; in addition, the complexity of most health problems requires a co-ordinated approach to understanding and management [19]. Although advocates for interprofessional education have tried to move forward in implementing this approach, one of the most difficult arenas to estab...

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Section: Introductionmentioning

confidence: 99%

The Development of Competencies in Interprofessional Health Care for Use in Health Science Educational Programs

Tashiro¹,

Byrne²,

Kitchen³

et al. 2011

JRIPE

View full text Add to dashboard Cite

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“…Social dimensions of care as described by Beach and Inui remain the standard of care. 7 This patient had too many disabilities to be aware of the remote video monitoring, but other patients near the end of life often choose human contact over mechanical intervention.…”

Section: Clinical Applicationmentioning

confidence: 99%

Remote video monitoring is another example of “dying on the machine” for critically ill patients

Mirza¹,

Christian²,

LaJeunesse³

2017

Clin. Res. Prac.

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“…Some researchers propose the idea of relationship-centred care (RCC), a model which focuses on the nature of relationships. Thus Beach et al (2006) highlight four types of relationships in RCC:…”

Section: Patient-centred Carementioning

confidence: 99%

Equigeneric and Intergeneric Translation in Patient-Centred Care

García-Izquierdo¹,

Montalt²

2017

HJLCB

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This article refl ects on the demands that the paradigm of PCC (patient-centred care) involves for medical translators and writers. We will review the notion of patient-centred healthcare, and will highlight the concept of empowerment of the patient in order to improve communication between patients and healthcare professionals, two discourse communities with different conceptual backgrounds and rules of communication, whose mutual understanding can signifi cantly improve the quality of healthcare (Jovell/Navarro 2009). In the area of written communication, medical writing and translation in general and the role of reformulating information to fi t expectations in particular may play an important role as a bridge between these communities. Whilst Translation Studies has traditionally been based on the notion of equifunctional and interlingual translation (a notion which is valid as a way of explaining many communication situations), in this article, we shall argue that the notion of intergeneric translation, both in intra-and interlingual contexts, also needs to be developed in order to respond to the requirements of written communication in very specifi c contexts such as that of healthcare. Following Mason (2000: 6), "while audience design will regulate the interpersonal dimension of meaning, socio-textual practices (genre, discourse and text type) will regulate the intertextual dimension". We therefore need to design genres in the domain of healthcare according to the nature of the audience and in the specifi c context we are examining, and only sound generic competence will help the writer/translator to appropriately combine the textual dimension with the interpersonal dimension so as to achieve the required skopos.

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Relationship-centered Care. A Constructive Reframing

Cited by 536 publications

References 14 publications

The Development of Competencies in Interprofessional Health Care for Use in Health Science Educational Programs

The Development of Competencies in Interprofessional Health Care for Use in Health Science Educational Programs

Remote video monitoring is another example of “dying on the machine” for critically ill patients

Equigeneric and Intergeneric Translation in Patient-Centred Care

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