在息治疗中向医疗保健提供者教授同理心和同情心:一个范围审查
Seema Rajesh Rao1,2,3, Mithili Narayan Sherigar1, Michelle Normen4,5
1BHT-Karunashraya Institute for Palliative Care Educ ation and Research, 40 Varthur Road, Marathahalli, Bengaluru 560037, Karnataka, India.
Ecancermedicalscience
|April 2, 2025
概括
向照顾癌症患者的医疗保健提供者 (HCP) 教授同情心和同情心显示出积极的结果. 然而,在定义这些技能和在临床实践中测量长期保留能力方面仍然存在挑战.
科学领域:
- 医学教育 医学教育
- 抚慰性护理是一种缓解性护理.
- 在瘤学瘤学.
背景情况:
- 对于医疗保健提供者 (HCP) 管理危及生命的疾病,如癌症,同理心和同情心至关重要.
- 这些核心竞争力往往含糊不清地定义,并互换使用.
- 医学教育已经转向基于能力的方法.
研究的目的:
- 审查有关在低中等收入国家癌症环境中为息治疗提供同情护理的教学证据.
- 探索有效的培训模式,并确定当前教育干预措施的局限性.
主要方法:
- 在Scopus数据库的系统搜索中,发现了1502个记录,其中包括54篇同行评审文章.
- 培训形式包括在线,面对面和混合学习.
- 模式包括教学,体验和反思的方法,经常结合在一起.
主要成果:
- 教育干预报告了积极的结果,增强了同情和慈悲的行为.
- 培训通过各种格式和方式进行.
- 在同情和富有同情心的行为方面有所改善.
结论:
- 教育干预措施对医疗保健工作者的同情和同情行为产生了积极影响.
- 局限性包括定义不良的构造,依赖自我报告的措施,以及对长期技能保留和临床应用的不确定性.
- 多模式,以学习者为中心的干预措施对于发展知识,态度,技能和行为至关重要,除了更清晰的定义和验证的结果措施外.
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