Presence Foundation, Grebbeberglaan 15, 3527 VX, Utrecht, The Netherlands.
University Medical Center Utrecht, PO Box 85500, 3508 GA, Utrecht, The Netherlands.
Med Health Care Philos. 2022 Dec;25(4):587-602. doi: 10.1007/s11019-022-10104-0. Epub 2022 Aug 27.
Learning to work as a relational caring professional in healthcare and social welfare, is foremost a process of transformative learning, of Building, of professional subjectification. In this article we contribute to the design of such a process of formation by presenting a structured map of five domains of formational goals. It is mainly informed by many years of care-ethical research and training of professionals in healthcare and social work. The five formational domains are: RELATIONAL CARING APPROACH, PERCEPTION, KNOWLEDGE, INTERPRETATION, and PRACTICAL WISDOM. The formation process, described as the recurring detour of a continuing practice, requires 'exposure', in-depth learning and learning communities. Relational caring-care consequently resulting from and structured by relational thinking, exploring, and steering-requires 'inquiry' as a continuous learning process in practice. The process is ultimately aimed at fostering mature, competent, and practically wise professional caregivers who are able to relationally connect with and attune to care receivers, and adequately navigate existential, moral, and political-institutional tensions in relational caring in complex organizations in Late-Modern society.
学习成为医疗保健和社会福利领域的关系型关爱专业人士，首先是一个变革性学习的过程，是一个构建、专业主体化的过程。在本文中，我们通过呈现一个形成过程的结构化图谱，为这种形成过程的设计做出了贡献。该图谱主要来源于多年的关爱伦理研究以及对医疗保健和社会工作者的培训。这五个形成领域是：关系型关爱方法、感知、知识、解释和实践智慧。描述为持续实践的反复迂回的形成过程，需要“接触”、深入学习和学习社区。关系型关爱——关怀源于并由关系型思维、探索和引导来构建——需要将“探究”作为实践中的持续学习过程。该过程最终旨在培养成熟、有能力、有实践智慧的专业护理人员，他们能够与护理接受者建立关系并协调一致，并在复杂组织中的关系型关怀中应对存在、道德和政治制度方面的紧张关系，而这些组织存在于后现代社会中。
