Dellasega Cheryl, Milone-Nuzzo Paula, Curci Katherine M, Ballard J O, Kirch Darrell G
Humanities and Women's Studies, Penn State Milton S. Hershey Medical Center and The Pennsylvania State University, USA.
J Prof Nurs. 2007 May-Jun;23(3):174-9. doi: 10.1016/j.profnurs.2007.01.006.
In the 1970s, the field of medical humanities developed and included ethics, literature, history, integrative medicine, and other topics, most often described from a physician's perspective. During this same period of revolutionary changes in health care, nursing curricula did not seek to emphasize content in humanities, perhaps because stereotypical views of nursing as the "caring profession" made such coursework seem redundant. In 2001, as a result of the Institute of Medicine's call for all health professionals to be educated in interdisciplinary teams, there was a new focus on the importance of interdisciplinary education. Collaborative experiences in the humanities can foster professional relationships that lead to professional growth, promote collaboration, and enhance patient-centered care. The purpose of this article is to describe the relevance of humanities to the interdisciplinary education and practice of health care providers. This article extends the thinking about the value of interdisciplinary education beyond the traditional dimensions of evidence-based practice, quality improvement, and informatics to humanities. Ways to provide nurses and physicians with interdisciplinary humanistic experiences are illustrated through an overview of projects jointly developed by the School of Nursing and the College of Medicine at The Pennsylvania State University.
20世纪70年代，医学人文学科领域得以发展，涵盖了伦理学、文学、历史、整合医学及其他主题，这些内容大多是从医生的视角进行描述的。在医疗保健发生变革的同一时期，护理课程并未着力强调人文学科的内容，这或许是因为护理被刻板地视为“关怀职业”，使得此类课程显得多余。2001年，由于医学研究所呼吁对所有卫生专业人员进行跨学科团队教育，人们开始重新关注跨学科教育的重要性。在人文学科方面的合作经历能够培养有助于职业发展的专业关系，促进协作，并加强以患者为中心的护理。本文旨在阐述人文学科与卫生保健提供者的跨学科教育及实践的相关性。本文将对跨学科教育价值的思考从基于证据的实践、质量改进和信息学等传统维度拓展至人文学科。通过对宾夕法尼亚州立大学护理学院和医学院联合开展的项目进行概述，说明了为护士和医生提供跨学科人文体验的方法。
