Graber David R, Mitcham Maralynne D, Coker-Bolt Patty, Wise Holly H, Jacques Paul, Edlunc Barbara, Annan-Coultas Dusti
Department of Healthcare Leadership and Management, Medical University of South Carolina, Charleston, SC 29425, USA.
J Allied Health. 2012 Summer;41(2):90-6.
Caring attitudes and empathic behaviors are considered by most Americans to be an essential and intrinsic element of appropriate health care, yet little attention is given to this in the curricula of most healthcare professional training programs. This paper describes an ongoing educational intervention to develop healthcare professionals with caring attitudes and empathic behaviors that will be sustained in their professional practice environments. The Caring Professionals Program was designed to enhance and redesign existing learning experiences in four academic programs: physical therapy, occupational therapy, physician assistant, and nurse practitioner. Students entering in the summer of 2009 were engaged in the initial program and study. Six educational elements were employed in the Caring Professionals Program: experience, reflection, problem-solving, didactic, active participation, and role modeling. Educational interventions were designed to be appropriate to the students' temporal progress through their programs, specifically the early, middle or late stages. The Caring Professionals Program may serve as a model for other allied health schools and also contribute to a college culture that supports caring and humanism.
大多数美国人认为关爱态度和共情行为是适当医疗保健的基本和内在要素，但大多数医疗保健专业培训项目的课程对此关注甚少。本文描述了一项正在进行的教育干预措施，旨在培养在专业实践环境中能够持续保持关爱态度和共情行为的医疗保健专业人员。关爱专业人员项目旨在加强和重新设计四个学术项目中的现有学习体验：物理治疗、职业治疗、医师助理和执业护士。2009年夏季入学的学生参与了初始项目和研究。关爱专业人员项目采用了六个教育要素：体验、反思、解决问题、讲授、积极参与和榜样示范。教育干预措施的设计适合学生在其课程中的不同阶段，特别是早期、中期或后期。关爱专业人员项目可以作为其他联合健康学校的典范，也有助于营造一种支持关爱和人文主义的大学文化。
