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Journal articles on the topic 'Relationship-based practice'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Hedges, Cathleen C., Amy Nichols, and Lourdes Filoteo. "Relationship-Based Nursing Practice." Journal of Perinatal & Neonatal Nursing 26, no. 1 (2012): 27–36. http://dx.doi.org/10.1097/jpn.0b013e31823f0284.

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2

Bryan, Agnes, Helen Hingley-Jones, and Gillian Ruch. "Relationship-based Practice Revisited." Journal of Social Work Practice 30, no. 3 (July 2, 2016): 229–33. http://dx.doi.org/10.1080/02650533.2016.1215978.

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3

Turner, Denise. "Psychosocial and Relationship-Based Practice." British Journal of Social Work 45, no. 6 (June 25, 2015): 1935–37. http://dx.doi.org/10.1093/bjsw/bcv056.

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4

Archard, Philip John. "Psychosocial and Relationship-based Practice." Social Work Education 35, no. 2 (January 12, 2016): 238–40. http://dx.doi.org/10.1080/02615479.2015.1124493.

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5

Elliott, Nigel. "Psychosocial and relationship-based practice." Journal of Social Work Practice 33, no. 3 (September 14, 2017): 355–59. http://dx.doi.org/10.1080/02650533.2017.1373083.

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6

Sommers-Flanagan, John. "Evidence-Based Relationship Practice: Enhancing Counselor Competence." Journal of Mental Health Counseling 37, no. 2 (March 31, 2015): 95–108. http://dx.doi.org/10.17744/mehc.37.2.g13472044600588r.

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Defining mental health counselor competence is difficult. Unfortunately, professional definitions of competence often rely on abstract knowledge that is difficult for counselors to apply. This article highlights the history and terminology associated with the evidence-based movement in medicine, psychology, and counseling. Using this historical information as a foundation, a relationally-oriented, evidence-based practice model for achieving competence in mental health counseling is proposed. The model emphasizes such evidence-based relationship factors as (a) congruence and genuineness, (b) the working alliance, (c) unconditional positive regard or radical acceptance, (d) empathic understanding, (e) rupture and repair, (f) managing countertransference, (g) implementing in- and out-of-session (homework) procedures, and (h) progress monitoring. The purpose of the model is to articulate a distinctive and practical evidence-based approach that mental health counselors can wholeheartedly embrace.

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7

Forman, Harriet. "Do We Really Practice Relationship-Based Care?" JONA: The Journal of Nursing Administration 34, no. 1 (January 2004): 9. http://dx.doi.org/10.1097/00005110-200401000-00004.

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8

Trevithick, Pamela. "Effective relationship-based practice: A theoretical exploration." Journal of Social Work Practice 17, no. 2 (November 2003): 163–76. http://dx.doi.org/10.1080/026505302000145699.

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9

Shellner, Pamela. "Relationship-Based Care: A Model for Transforming Practice." Critical Care Nurse 27, no. 1 (February 1, 2007): 66. http://dx.doi.org/10.4037/ccn2007.27.1.66.

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10

Wheeler, Kathleen. "A Relationship-Based Model for Psychiatric Nursing Practice." Perspectives in Psychiatric Care 47, no. 3 (December 14, 2010): 151–59. http://dx.doi.org/10.1111/j.1744-6163.2010.00285.x.

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11

Howe, David. "Relationship-based thinking and practice in social work." Journal of Social Work Practice 12, no. 1 (May 1998): 45–56. http://dx.doi.org/10.1080/02650539808415131.

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12

Dingman,, Sharon K. "A Dialogue on Relationship-Based Care: Reflection on Practice." International Journal of Human Caring 9, no. 2 (March 2005): 136. http://dx.doi.org/10.20467/1091-5710.9.2.136.

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13

Kim, Yunhee. "Relationship-based developmentally supportive approach to infant childcare practice." Early Child Development and Care 186, no. 5 (June 29, 2015): 734–49. http://dx.doi.org/10.1080/03004430.2015.1057579.

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14

Creaney, Sean. "The position of relationship based practice in youth justice." Safer Communities 13, no. 3 (July 8, 2014): 120–25. http://dx.doi.org/10.1108/sc-04-2014-0006.

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Purpose – The purpose of this paper is to consider the position of relationship-based practice in youth justice by looking at how “effective programmes” seem to have been given heightened importance over “effective” young person-worker relationships. Design/methodology/approach – By critically reviewing the literature on the topic, the paper promotes debate on the position of relationship-based practice in youth justice. Findings – It is argued that the young person-worker relationship is very important. A genuine and empathetic relationship can reduce the chances of re-offending and improve the child's personal, social and emotional development. By being respectful and listening attentively to children's “life stories”, barriers can be overcome, potentially resulting in lifestyle, social and behavioural change. However, although there is evidence that developing a trusting relationship is “effective” and that it is a key component of effective practice, what is less clear is how to practically secure the engagement of a child. Originality/value – In comparison to the emphasis on effective programme intervention, there has been less research done on the “characteristics” of effective staff practice in youth justice.

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15

Cheng, Carl Yuk-tin. "Relationship-based research in social work: understanding practice research." China Journal of Social Work 11, no. 2 (May 4, 2018): 206–8. http://dx.doi.org/10.1080/17525098.2018.1537087.

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16

Bambrough, Steve. "Relationship-based research in social work: understanding practice research." Journal of Social Work Practice 32, no. 4 (August 3, 2017): 479–82. http://dx.doi.org/10.1080/02650533.2017.1359780.

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17

Stange, K. C. "In this Issue: The Patient-Clinician Relationship and Practice-Based Network Research." Annals of Family Medicine 2, no. 5 (September 1, 2004): 386–87. http://dx.doi.org/10.1370/afm.234.

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18

Albadareen, Ghaleb Salman. "Identifying evidence based teaching strategies that instructors use and practice in their classroom and their relationship with academic performance." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 563–73. http://dx.doi.org/10.18844/prosoc.v4i1.2302.

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19

Ruch, Gillian. "Relationship-based practice and reflective practice: holistic approaches to contemporary child care social work." Child Family Social Work 10, no. 2 (May 2005): 111–23. http://dx.doi.org/10.1111/j.1365-2206.2005.00359.x.

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20

Greenhalgh, Trish. "Future-proofing relationship-based care: a priority for general practice." British Journal of General Practice 64, no. 628 (October 27, 2014): 580. http://dx.doi.org/10.3399/bjgp14x682357.

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21

Rooney, C. "Youth Leaving Foster Care: Developmental, Relationship-Based Approach to Practice." British Journal of Social Work 43, no. 3 (April 1, 2013): 623–24. http://dx.doi.org/10.1093/bjsw/bct068.

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22

Mellott, Jean, Karen Richards, Lianne Tonry, Anne Marie H. Bularzik, and Mary Palmer. "Translating Caring Theory into Practice: A Relationship-Based Care Experience." Nurse Leader 10, no. 5 (October 2012): 44–49. http://dx.doi.org/10.1016/j.mnl.2012.02.006.

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23

Gahleitner, Silke Birgitta. "Relationship-based Social Work: Getting to the Heart of Practice." European Journal of Social Work 16, no. 2 (May 2013): 301–3. http://dx.doi.org/10.1080/13691457.2013.785691.

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24

Hingley-Jones, Helen, and Gillian Ruch. "‘Stumbling through’? Relationship-based social work practice in austere times." Journal of Social Work Practice 30, no. 3 (July 2, 2016): 235–48. http://dx.doi.org/10.1080/02650533.2016.1215975.

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25

Parrow, Kimberly K., John Sommers-Flanagan, J. Sky Cova, and Hugo Lungu. "Evidence-Based Relationship Factors: A New Focus for Mental Health Counseling Research, Practice, and Training." Journal of Mental Health Counseling 41, no. 4 (October 1, 2019): 327–42. http://dx.doi.org/10.17744/mehc.41.4.04.

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Counselor educators and mental health counselors often have a lukewarm attitude toward counseling research and evidence-based practice. This attitude may be because of a perceived mismatch between evidence-based technical procedures and the relational orientation that most counselors value. To warm up mental health counselors' attitudes toward evidence-based research and practice, we propose a relationally oriented research agenda that focuses on integrating evidence-based relationship factors (EBRFs) into counselor training and practice. Eight EBRFs are defined and operationalized, and specific counselor behaviors are described. Reframing and refocusing counseling research on relational variables has the potential to support current counseling practices and inspire development of a counseling-specific research base. Recommendations for a rapprochement between counselor education research and mental health counseling practice are offered, including a list of brief measures that mental health counselors could introduce into their counseling practice.

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26

Newhouse, Robin, Ha Do Byon, Emily Storkman Wolf, and Meg Johantgen. "Multisite Studies Demonstrate Positive Relationship Between Practice Environments and Smoking Cessation Counseling Evidence‐Based Practices." Worldviews on Evidence-Based Nursing 15, no. 3 (March 12, 2018): 217–24. http://dx.doi.org/10.1111/wvn.12277.

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27

Urra Medina, Eugenia, and René Mauricio Barría Pailaquilén. "Systematic Review and its Relationship with Evidence-Based Practice in Health." Revista Latino-Americana de Enfermagem 18, no. 4 (August 2010): 824–31. http://dx.doi.org/10.1590/s0104-11692010000400023.

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Systematic reviews (SR) have gained relevance in the world and Latin America because of their credibility in the search, compilation, arranging and analysis of the information obtained from research about health interventions, during a period of time. Consequently, evidence-based practice uses SR as a way to capture the best evidence of clinical effectiveness. This article reviews SR methodology, process, and its usefulness in health professions like nursing and medicine.

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28

Reimer, Elizabeth C. "The Service Environment in Relationship-based Practice: “It's Like a Community”." Children Australia 39, no. 1 (February 11, 2014): 25–33. http://dx.doi.org/10.1017/cha.2013.37.

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The family service work environment has been linked to the parent–worker relationship (relationship) for many years. However, there is still much to understand about how the working environment and these relationships are connected. This paper reports on a small-scale qualitative study exploring the story of eight relationships between parents and family workers in four rurally based family services in New South Wales (NSW), Australia. Hermeneutics provided a way of examining the dynamics of the relationships, as it enabled an in-depth exploration and interpretation of the participants’ perspectives of how they experienced and understood the relationship. It became apparent that the work environment is an important influence on the relationship. New insights that emerged include the important role that staff not directly involved in the relationship (such as other family workers, supervisors, and administration and other professional staff) may play in assisting relationships. They also include the way in which flexible service delivery options support parent feelings of comfort, readiness to change, reciprocity, a sense of ownership to the service and need for support outside of planned appointments (both during and after intervention has ceased). These all support the development and maintenance of such relationships.

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29

Holmström, Malin Rising, Kenneth Asplund, and Lisbeth Kristiansen. "Promoting a relationship-based health practice: A challenge for school nurses." British Journal of School Nursing 8, no. 1 (February 2013): 30–38. http://dx.doi.org/10.12968/bjsn.2013.8.1.30.

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30

FORCHUK, C., M. L. MARTIN, E. JENSEN, S. OUSELEY, P. SEALY, G. BEAL, W. REYNOLDS, and S. SHARKEY. "Integrating an evidence-based intervention into clinical practice: ‘transitional relationship model’." Journal of Psychiatric and Mental Health Nursing 20, no. 7 (July 25, 2012): 584–94. http://dx.doi.org/10.1111/j.1365-2850.2012.01956.x.

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31

Klinner, C., S. M. Carter, L. Rychetnik, V. Li, M. Daley, A. Zask, and B. Lloyd. "Integrating relationship- and research-based approaches in Australian health promotion practice." Health Promotion International 30, no. 4 (May 6, 2014): 891–902. http://dx.doi.org/10.1093/heapro/dau026.

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32

Lewis, Kate. "Youth Leaving Foster Care: A Developmental, Relationship-based Approach to Practice." Child Care in Practice 18, no. 4 (October 2012): 422–24. http://dx.doi.org/10.1080/13575279.2012.716262.

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33

DePanfilis, Diane. "Youth Leaving Foster Care: A Developmental, Relationship-based Approach to Practice." Australian Social Work 67, no. 1 (January 2, 2014): 151–52. http://dx.doi.org/10.1080/0312407x.2013.857635.

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34

Hoffman, Louis, Lisa Vallejos, Heatherlyn P. Cleare-Hoffman, and Shawn Rubin. "Emotion, Relationship, and Meaning as Core Existential Practice: Evidence-Based Foundations." Journal of Contemporary Psychotherapy 45, no. 1 (August 17, 2014): 11–20. http://dx.doi.org/10.1007/s10879-014-9277-9.

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35

Becker, Erin A., Erin J. Easlon, Sarah C. Potter, Alberto Guzman-Alvarez, Jensen M. Spear, Marc T. Facciotti, Michele M. Igo, Mitchell Singer, and Christopher Pagliarulo. "The Effects of Practice-Based Training on Graduate Teaching Assistants’ Classroom Practices." CBE—Life Sciences Education 16, no. 4 (December 2017): ar58. http://dx.doi.org/10.1187/cbe.16-05-0162.

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Evidence-based teaching is a highly complex skill, requiring repeated cycles of deliberate practice and feedback to master. Despite existing well-characterized frameworks for practice-based training in K–12 teacher education, the major principles of these frameworks have not yet been transferred to instructor development in higher educational contexts, including training of graduate teaching assistants (GTAs). We sought to determine whether a practice-based training program could help GTAs learn and use evidence-based teaching methods in their classrooms. We implemented a weekly training program for introductory biology GTAs that included structured drills of techniques selected to enhance student practice, logic development, and accountability and reduce apprehension. These elements were selected based on their previous characterization as dimensions of active learning. GTAs received regular performance feedback based on classroom observations. To quantify use of target techniques and levels of student participation, we collected and coded 160 h of video footage. We investigated the relationship between frequency of GTA implementation of target techniques and student exam scores; however, we observed no significant relationship. Although GTAs adopted and used many of the target techniques with high frequency, techniques that enforced student participation were not stably adopted, and their use was unresponsive to formal feedback. We also found that techniques discussed in training, but not practiced, were not used at quantifiable frequencies, further supporting the importance of practice-based training for influencing instructional practices.

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36

Canada, Amanda N. "Probing the Relationship Between Evidence-Based Practice Implementation Models and Critical Thinking in Applied Nursing Practice." Journal of Continuing Education in Nursing 47, no. 4 (April 1, 2016): 161–68. http://dx.doi.org/10.3928/00220124-20160322-05.

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37

Goldberg, Simon B., Cara Knoeppel, Richard J. Davidson, and Lisa Flook. "Does practice quality mediate the relationship between practice time and outcome in mindfulness-based stress reduction?" Journal of Counseling Psychology 67, no. 1 (January 2020): 115–22. http://dx.doi.org/10.1037/cou0000369.

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38

Popaitoon, Patchara, and Bruce A. Rayton. "Employment Relationship in Context: Commitment-Based HR Practices in the UK and Thailand." Journal of General Management 37, no. 3 (March 2012): 21–37. http://dx.doi.org/10.1177/030630701203700302.

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This paper examines the role of institutional and cultural differences in the link between employees' satisfaction with HR practices and their affective commitment by focusing on counter clerks in financial services workplaces in the UK and Thailand. The results show that while the connection between satisfaction and commitment is of similar magnitude in the UK and Thailand, that level of commitment is linked with different HR practices. The results are consistent with cultural and institutional differences between the two countries and serve as a reminder that managers should consider the specific conditions in which they operate rather than simply adopting a best-practice approach to HRM.

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39

Roberts, Bridget R. "Doctor of Nursing Practice: Integrating Theory, Research, and Evidence-Based Practice." Clinical Scholars Review 6, no. 1 (2013): 4–8. http://dx.doi.org/10.1891/1939-2095.6.1.4.

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A strong relationship exists between theory, research, and evidence-based practice; and these three entities are necessary to guide practice and contribute to the body of nursing knowledge. Doctor of nursing practice graduates can serve as leaders as they enter into their respective clinical practice areas. Through education of peers, along with translation and evaluation of current theoretical literature and empirical data, these advanced practice nurses can positively influence nursing practice and patient care.

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40

Meline, Timothy, and Teri Paradiso. "Evidence-Based Practice in Schools." Language, Speech, and Hearing Services in Schools 34, no. 4 (October 2003): 273–83. http://dx.doi.org/10.1044/0161-1461(2003/023).

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This article examines the clinician/researcher relationship, suggests directions for improving the relationship, and discusses avenues for transferring information from research to clinical practice. An eight-step model for transferring research studies to practice is adopted, and three of the eight steps are targeted for discussion and illustration. To illustrate the use and interpretation of effect size measures for practical significance, as well as the transfer of research results to practice (evidence-based practice [EBP]), a case study from the contemporary literature is presented. Speech-language pathologists in schools and other work settings were surveyed to evaluate barriers to EBP. The survey suggested several possible barriers to EBP. For example, the speech-language pathologists surveyed agreed that there is not enough time on the job for research and other EBP activities. Collaborations between clinicians and researchers are recommended as a good avenue for applied research. The methods illustrated for critically evaluating research are useful for engaging EBPs. Further, clinicians in schools are encouraged to adopt EBPs with active involvement in research collaboration whenever possible.

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41

Gallison, Barry, and W. Thomas Kester. "Connecting Holistic Nursing Practice With Relationship-based Care: A Community Hospital's Journey." Nurse Leader 16, no. 3 (June 2018): 181–85. http://dx.doi.org/10.1016/j.mnl.2018.03.007.

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42

Brown, Teresa, Karen Winter, and Nicola Carr. "Residential child care workers: Relationship based practice in a culture of fear." Child & Family Social Work 23, no. 4 (April 16, 2018): 657–65. http://dx.doi.org/10.1111/cfs.12461.

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43

Arnd-Caddigan, Margaret, and Richard Pozzuto. "The Politics of “Twoness”: Policy, Clinical Judgment, Relationship, and Evidence-Based Practice." Social Work in Mental Health 9, no. 2 (March 2011): 122–36. http://dx.doi.org/10.1080/15332985.2010.522916.

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44

Camacho, Fabian, Roger Anderson, Anne Safrit, Alison Snow Jones, and Peter Hoffmann. "The Relationship between Patient’s Perceived Waiting Time and Office-Based Practice Satisfaction." North Carolina Medical Journal 67, no. 6 (November 2006): 409–13. http://dx.doi.org/10.18043/ncm.67.6.409.

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45

Reimer, Elizabeth Claire. "Relationship-based Practice with Families Where Child Neglect is an Issue: Putting Relationship Development under the Microscope." Australian Social Work 66, no. 3 (September 2013): 455–70. http://dx.doi.org/10.1080/0312407x.2013.814694.

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46

Mooney, Suzanne, Lisa Bunting, and Stephen Coulter. "Incorporating ACEs in relationship-based social work practice: The Family Life Stories workbook." Scottish Affairs 29, no. 4 (November 2020): 564–81. http://dx.doi.org/10.3366/scot.2020.0345.

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This article describes the development of the ‘Family Life Stories’ practice workbook. The initiative emerged from a pilot social work strategy in Northern Ireland to utilise the Adverse Childhood Experiences (ACEs) research in frontline practice. ACEs research is currently having a significant impact on health and social care policy and practice across the UK. This article proposes that ACEs-awareness has potential benefits for child welfare social work, encouraging consideration of parent/caregivers’ and children's lives beyond presenting referral concerns, with many parents involved with child welfare services known to have experienced multiple adversities themselves. However, when applied in a reductionist manner, ACEs-informed practice risks amplifying parental powerlessness, exacerbating feelings of shame and blame, and rendering structural inequalities invisible to assessment. Based on systemic and narrative therapeutic principles, the Family Life Stories workbook and guidance seeks to address concerns by using participative mapping activities. These assist practitioners to have purposeful conversations with parents in ways that promote engagement. The workbook aims to provide opportunities to consider with parents how previous experiences have influenced their life stories, the impact on their current situation, and their wishes for their children – maximising the benefit for parental wellbeing and engagement, while maintaining a focus on child safety. Although lacking a rigorous independent evaluation, feedback from social workers involved in the pilot demonstrates provisional acceptability to practitioners and parents. This novel practice approach provides one example of how to use the ACEs research to promote sensitive relationship-based practice within a social justice framework.

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47

Daniels, Julia R., and Manka Varghese. "Troubling Practice: Exploring the Relationship Between Whiteness and Practice-Based Teacher Education in Considering a Raciolinguicized Teacher Subjectivity." Educational Researcher 49, no. 1 (September 24, 2019): 56–63. http://dx.doi.org/10.3102/0013189x19879450.

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In this essay, we argue that teacher education is increasingly marginalizing the relevance of teacher subjectivity and recentering Whiteness, especially in its uptake of practice-based teacher education. Whereas teacher subjectivity has been pushed to the margins of recent conversations about teacher education—and has therefore narrowed our understanding of the ideological and practical affordances and constraints of practice-based teacher education—we show that it must be centered in teacher education and understood as fundamental to all teachers’ embodied practice. We draw from literature exploring critical Whiteness studies, raciolinguistics, poststructural understandings of teacher subjectivity, the experiences of teachers of Color and practice-based teacher education. By showing how a raciolinguicized teacher subjectivity has been marginalized, we simultaneously argue for the centrality of the role of subjectivity in shaping teaching and, therefore, in defining critical dimensions of what and how novice teachers need to learn.

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48

Reilly, Janet, Kristy Krause, Carleen Vande Zande, and Barbara Knutzen. "Implementing Relationship-Based Care as a Professional Practice Model: Promoting Nurses' Understanding and Confidence to Apply in Practice." Creative Nursing 25, no. 4 (November 1, 2019): e36-e43. http://dx.doi.org/10.1891/1078-4535.25.4.e36.

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Professional practice models (PPMs) guide nursing practice, professional behaviors, and clinical leadership. Health care continues to evolve (e.g., through health system mergers), and nurses may need to adopt and understand new PPMs to confidently align their interventions and professional nursing practice accordingly. The purpose of this project was to create an educational module about a new PPM based on the model of relationship-based care (RBC), which was adopted following a health system merger. The module was presented to a sample of nursing staff and leaders, who subsequently evaluated how it changed their confidence in and understanding and application of RBC in their professional nursing practice. Quantitative data showed that the module was an effective method to increase nurses' understanding of, and confidence in providing care utilizing, the RBC model. Qualitative data analysis generated themes (team building, need for self-care, being present, lack of time and resources, and resistance to or fear of change) about how implementation of RBC as the organization's PPM would change professional nursing practice, and barriers related to its implementation.

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49

Faber, Kathy. "Relationship-Based Care in the Neonatal Intensive Care Unit." Creative Nursing 19, no. 4 (2013): 214–18. http://dx.doi.org/10.1891/1078-4535.19.4.214.

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At St. Joseph’s Regional Medical Center in Paterson, New Jersey, implementation of the Relationship-Based Care (RBC) model of care delivery and enculturation of the philosophy of care embodied in Jean Watson’s Theory of Human Caring (Watson, 2007) improved patient outcomes and supported quality nursing care across the continuum of care in our organization. The ability of staff nurses to create an atmosphere of professional inquiry that places patients and families at the center of practice supported implementation of RBC in our neonatal intensive care unit (NICU).

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50

Majasic, John, Jeryl Benson, and Kimberly Szucs. "The Teacher–Occupational Therapist Relationship in School-Based Practice: Perspectives of the Teachers." American Journal of Occupational Therapy 69, Supplement_1 (July 1, 2015): 6911505034p1. http://dx.doi.org/10.5014/ajot.2015.69s1-po2117.

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