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| Overall adherence | Appointment adherence | Lifestyle advice adherence | Remedy adherence |
|
| (Patients feeling comfortable) | (Patients feeling comfortable) | | (Patients feeling comfortable) |
| Opening patients up about themselves | Opening patients up about themselves | | Opening patients up about themselves |
|
| (Patients feeling valued as individuals) | (Patients feeling valued as individuals) | (Patients feeling valued as individuals) | (Patients feeling valued as individuals) |
| Tailoring treatment | | Tailoring treatment | Tailoring treatment |
| Checking treatment | Checking treatment | Checking treatment | Checking treatment |
|
| (Patients feeling understood) | (Patients feeling understood) | (Patients feeling understood) | |
| Empathising | | | |
| (i) Taking concerns seriously | | | |
| Empathising | Empathising | Empathising | |
| (ii) Touching appropriately | (i) Touching appropriately | (i) Touching appropriately | |
|
| (Patients feeling known) | (Patients feeling known) | (Patients feeling known) | (Patients feeling known) |
| Presenting in a manner suited to the patient | Presenting in a manner suited to the patient | Presenting in a manner suited to the patient | Presenting in a manner suited to the patient |
| (i) Enthusiastic | (i) Enthusiastic | (i) Enthusiastic | (i) Enthusiastic |
|
| Patients feeling supported in the management of their health | Patients feeling supported in the management of their health | Patients feeling supported in the management of their health | Patients feeling supported in the management of their health |
| Example: making a plan of action (not part of the model) | | Example: making a plan of action (not part of the model) | |
| Educating | Educating | Educating | Educating |
| (i) Explaining in a way that makes sense to the patient (2 of 3 items) | (i) Explaining in a way that makes sense to the patient (2 of 3 items) | (i) Explaining in a way that makes sense to the patient (2 of 3 items) | (i) Explaining in a way that makes sense to the patient (2 of 3 items) |
| Helping as much as possible | Helping as much as possible | Helping as much as possible | Helping as much as possible |
| Helping as much as possible | Helping as much as possible | Helping as much as possible | Helping as much as possible |
| (ii) Knowing limits | (ii) Knowing limits | (ii) Knowing limits | (ii) Knowing limits |
| | | Helping as much as possible | |
| | | (iii) Adopting role required, for example, wise healer (not part of the model) | |
|
| Patients trusting in their practitioner | Patients trusting in their practitioner | | Patients trusting in their practitioner |
| Example trait: well qualified (not part of the model) | Example trait: well qualified (not part of the model) | | Example trait: well qualified (not part of the model) |
| Example trait: competent (not part of the model) | Example trait: competent (not part of the model) | | Example trait: competent (not part of the model) |
| Example trait: expert (not part of the model) | Example trait: expert (not part of the model) | | |
| Example trait: knows how to treat the patient’s health problem (not part of the model) | Example trait: knows how to treat the patient’s health problem (not part of the model) | | |
| Example trait: of the same culture as the patient | Example trait: of the same culture as the patient | | |
|
| Patients having a therapeutic relationship with their practitioner | | (Patients having a therapeutic relationship with their practitioner) | Patients having a therapeutic relationship with their practitioner |
| Sharing the same views and values on health | | Sharing the same views and values on health | |
| Perception of therapist (not part of the model) | Perception of therapist (not part of the model) | Perception of therapist (not part of the model) | Perception of therapist (not part of the model) |
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