Date of Paper/Work
Type of Paper/Work
Master of Arts in Occupational Therapy
Occupational Science/Occupational Therapy
The purpose of this study was to examine the impact of the See Me as a Person (SMAAP) curriculum from the facilitators’ perspectives. Therapeutic use of self (TUS) and client-centered practice have long been a part of many healthcare professions, including occupational therapy (OT). The SMAAP curriculum was developed based on the Relationship-Based Care model (RBC) to help foster a relationship-based care culture in organizations. This phenomenological qualitative study was designed using interviews and inductive and deductive analysis. The main research question and additional sub-questions aimed to explore the various impacts of the curriculum. A sample of five facilitators of the SMAAP curriculum was recruited through Creative Health Care Management (CHCM). Participants were interviewed about their perceptions of the impacts of the SMAAP workshop from the facilitators’ perspectives. The study found that components learned during the SMAAP workshop could be translated into practice, however, there are often barriers including variance in organizational culture, leadership transitions, and time constraints that make implementation difficult. The study also found that there are particular learning opportunities in the workshop that facilitators found most effective while also identifying ideas to enhance the curriculum. The SMAAP workshop is a valuable tool that can be used to help healthcare professionals re-awaken caring behaviors in practice. It is important because previous research shows the positive outcomes of implementing RBC including higher quality of care and cost effectiveness. Overall, the content of the SMAAP workshop appears to have a positive impact on organizations.
Hein, Alexandra L.. (2018). The Perceived Impact of the See Me as a Person Curriculum from the Facilitators’ Perspectives. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/ma_osot/16