Examining nurses' humanistic behaviour ability and empathy levels in clinical practice: A descriptive and exploratory study.

BACKGROUND: It is critical for nurses to provide healthcare services to healthy/sick individuals with a humanistic approach and with empathy. AIMS: This research aimed to determine nurses' humanistic behaviour ability, empathy levels and related factors in clinical practice. DESIGN: A descriptive cross-sectional and exploratory study. METHODS: Probability sampling method was used, and 337 nurses working in two public hospitals were included in the study. Data was collected using the Humanistic Practice Ability of Nursing Scale and the Empathy Level Determination Scale. Structural equation model analysis and descriptive statistics were used to evaluate the hypothesised model. This study adhered to the STROBE checklist for reporting. RESULTS: Nurses' humanistic ability and empathy level in nursing practices were found to be above average. Both the ability to act humanely in nursing practices and their empathy levels were found to be significantly higher in nurses who were married and had children. A significant relationship was found between empathy levels and humanistic behaviours. Accordingly, nurses' empathy levels positively affected their humanistic care behaviours, and the model established between the two concepts was found to be statistically appropriate. CONCLUSIONS: Nurses' empathy levels positively affect their ability to act humanistically. The result of the model established between the two concepts also supports this. Care strategies should be developed that consider factors that will improve empathetic and humanistic behaviours in nurses and maximise individualised care practices. IMPLICATIONS FOR THE PROFESSION: Increasing the awareness of nurses about the factors affecting humanistic behaviours and empathic attitudes while caring for individuals in clinical practice, will contribute to improving the quality of nursing care.

Teaching suffering: the testimonial-commentary method.

Attempts to define professionalism and humanism suggest that qualities such as compliance to values, patient access, doctor-patient relationship, demeanor, professional management, personal awareness, and motivation are prominent thematic components. In this communication, we present a method for instruction in the values of humanism that may help to overcome the "curricular inertia that plagues medical education." Our approach is structured around a technique of testimonial-commentary as a novel approach to teaching humanism that does not rely upon the traditional role-modeling format. To develop effective medical school curricula for teaching humanism, we cannot rely upon the textbooks of normal and abnormal human anatomy and physiology. We must delve into the "unscientific" realms of human identity ranging from sensuality to brutality: self-preservation to sacrifice. Underneath it all, we must acknowledge that there are the ties that bind us together as people. The Seminar on Human Suffering challenges medical school educators to work with the community at large to insure that physicians will be able to serve those that seek their counsel.

[The humanization of care in the education of health professionals in undergraduate courses]. / A humanização do cuidado na formação dos profissionais de saúde nos cursos de graduação.

This literature review was performed for the purpose of surveying and analyzing the scientific production in health in Brazilian journals regarding the teaching of health care humanization in undergraduate programs. The bibliographic survey was performed on the LILACS database using the term humanization, including texts published between 2000 and 2010 and examining 42 articles. The analysis of these articles revealed the following central themes: Humanization: some thoughts on its concepts; University and the National Curriculum Guidelines for Undergraduate Programs in Healthcare: relations with the teaching of humanization; Curricular changes, contents and teaching-learning strategies regarding humanized care; and Subjects of the teaching-learning process: students and faculty learning the humanization of care. Some theoretical and practical elements have been created about the teaching of humanization in the context of health; however, it is essential to make greater investments to effectively develop new ways of providing care.

Nursing Students and Nurses' Recommendations Aiming at Improving the Development of the Humanistic Caring Competency.

BACKGROUND: Most nursing education programs prepare their students to embody humanism and caring as it is expected by several regulatory bodies. Ensuring this embodiment in students and nurses remains a challenge because there is a lack of evidence about its progressive development through education and practice. PURPOSE: This manuscript provides a description of nursing students' and nurses' recommendations that can foster the development of humanistic caring. METHODS: Interpretive phenomenology was selected as the study's methodological approach. Participants (n = 26) were recruited from a French-Canadian university and an affiliated university hospital. Data was collected through individual interviews. Data analysis consisted of an adaptation of Benner's (1994) phenomenological principles that resulted in a five-stage interpretative process. RESULTS: The following five themes emerged from the phenomenological analysis of participants' recommendations: 1) pedagogical strategies, 2) educators' approach, 3) considerations in teaching humanistic caring, 4) work overload, and 5) volunteerism and externship. CONCLUSION: The findings suggest the existence of a challenge when using mannikins in high-fidelity simulations with the intention of developing humanistic caring. The findings also reaffirm the importance of giving concrete and realistic exemplars of humanistic caring to students in order to prevent them from making "communication" synonymous to "humanization of care".

[Divergent approaches to medicine: a bioethical reflection]. / Enfoques divergentes de la medicina: una reflexión bioética.

Based on the elements that constitute the bases of Western Medicine and a distinction made by Pedro Laín Entralgo from Homeric work, two possible approaches to medical practice are reflected, which could be characterized as ″palliative″ medicine and ″medicine without palliative″. The relationships that these two approaches may have with Philosophy, Ethics and Bioethics are mentioned; the main characteristics and some of the dangers of each one. It shows how the presence, in clinical practice, of palliative care in itself leaves several lessons on the two approaches. It concludes by showing the importance of person-centered medical education with humanistic components. Some ideas are given so that the curricular contents lead to the training of doctors capable of acting with humanism and professionalism, being agents of a cultural change in favor of life.

A Parsesciencing Inquiry on Hope.

Hope is a universal humanuniverse living experience. The author engaged in the Parsesciencing inquiry as a mode of inquiry unique to the humanbecoming paradigm. The inquiry stance was: What is the discerning extant moment of the universal humanuniverse living experience of hope? Historians were 10 individuals, living in the community, who were age 18 and above. The major discovery of this Parsesciencing inquiry was the discerning extant moment: Hope is envisioning possibilities with contentment, as tenacious forbearance amid the arduous arises with treasured affiliations.

On the arts and humanities in medical education.

This paper aims to position the birth of the Medical Humanities movement in a greater historical context of twentieth century American medical education and to paint a picture of the current landscape of the Medical Humanities in medical training. It first sheds light on the model of medical education put forth by Abraham Flexner through the publishing of the 1910 Flexner Report, which set the stage for defining physicians as experimentalists and rooting the profession in research institutions. While this paved the way for medical advancements, it came at the cost of producing a patriarchal approach to medical practice. By the late 1960s, the public persona of the profession was thus devoid of humanism. This catalyzed the birth of the Medical Humanities movement that helped lay the framework for what has perpetuated as the ongoing incorporation of humanistic subjects into medical training. As we enter a time in medicine in which rates of burnout are ever-increasing and there are growing concerns about a concomitant reduction in empathy among trainees, the need for instilling humanism remains important. We must consequently continue to consider how to ensure the place of the Medical Humanities in medical education moving forward.

All EARS: Medical Students Embrace Humanism in Medicine.

All EARS is a medical student run organization that provides social, mental, and emotional support to critically ill patients, including those on palliative care, in an urban hospital setting. Our aim is not only to help patients, but foster the next generation of humanistic physicians.

Nursing students' experiences and perspectives on institutional care for elderly in totally dependent persons / Experiencias y perspectivas de estudiantes de enfermería sobre cuidado geriátrico institucionalizado en personas con dependencia total

ABSTRACT Objective: To learn the perspectives of nursing students on geriatric care provided in a public home for the aged. Method: Qualitative study - grounded theory. Nineteen students who performed social service at a home for the aged between 2020 and 2021 in the state of San Luis Potosí, Mexico, were interviewed based on the criteria of theoretical saturation. The analysis was based on Strauss and Corbin's proposal and was triangulated with the field diary records. Results: the central emerging category was "Non-humanistic care", the organization and implementation of care obey more to administrative issues and protocols developed from the biomedical medicalizing paradigm. Conclusion: the perspectives dehumanize care, there is no recognition of people's autonomy, and the nursing staff shows weaknesses in psychosocial competences to relate to this population.

RESUMEN Objetivo: conocer las perspectivas de estudiantes de enfermería, sobre el cuidado geriátrico que se brinda dentro de un asilo público. Método: estudio cualitativo-teoría fundamentada. Se entrevistó con base en el criterio de saturación teórica a 19 estudiantes que realizaban servicio social en el asilo entre 2020 y 2021 en el estado de San Luis Potosí, México. El análisis se hizo desde la propuesta de Strauss y Corbin, y se trianguló con los registros en diario de campo. Resultados: la categoría central emergente fue "El cuidado no humanístico", la organización e implementación de los cuidados obedecen más a cuestiones administrativas y protocolos desarrollados desde el paradigma biomédico medicalizante. Conclusión: las perspectivas deshumanizan el cuidado, no hay reconocimiento de la autonomía de las personas y el personal de enfermería muestra debilidades en competencias psicosociales para relacionarse con esta población.

The ethics of nurse migration: an evolution of community change.

International nursing migration, or the movement of people across international boundaries, has enormous implications for the discipline of nursing. This column focuses on ethical assumptions and possible implications for community change as individual or group. Discussion follows with the illumination of community change paradoxes, implications for policy development, nursing education, and nursing practice from the nursing theoretical perspective of the humanbecoming school of thought.

[Technology and humanization: managed challenges by the nurse in behalf of complete assistance]. / Tecnologia e humanização: desafios gerenciados pelo enfermeiro em prol da integralidade da assistência.

This essay approaches the technology and humanization of Hospital organizations, focusing on conceptual and strategic aspects of both areas in the realm of nursing, where the strong presence of technological elements needs to be jumpstarted by giving value to human nature, both in the use of a product or in a caregiving process, placing further integrating emphases, since both elements historically faced a dichotomy and at present are unseverable and complementary, posing challenges to be dealt with by the nurse on behalf of complete assistance.

Humanismo, como valor esencial en la formación del estudiante de las ciencias médicas / Humanism, as an essential value in the formation of the student of medical sciences

Las carreras de las ciencias médicas, requieren que sus educandos en primer lugar tengan vocación de servir, de ayudar al enfermo, del que requiere cuidados, de quien necesite amor, en el contexto globalizado de un mundo que se va deteriorando en lo espiritual, donde los valores se van destruyendo, y donde la tecnología del primer mundo va sustituyendo el pensamiento médico, el análisis particularizado de cada paciente, con el objetivo de lograr curación, alivio o comprensión de su enfermedad. Se reflexiona sobre la necesidad de la formación humanística en la Universidad Médica, como el eje fundamental espiritual para lograr el profesional que necesita la sociedad. El humanizar el actuar médico requiere de enseñar ética y bioética en pre, post grado y educación continua, pero sin olvidar el ejemplo personal, ese que no está en los libros ni revistas para cosechar una alta sensibilidad humana del médico y en sentido general de los profesionales y trabajadores de la salud(AU)

Medical science careers require that their students first of all have a vocation to serve, to help the sick, those who require care, those who need love, in the globalized context of a world that is deteriorating spiritually, where values are being destroyed, and where the technology of the first world is replacing medical thinking, the individualized analysis of each patient, with the aim of achieving a cure, relief or understanding of their illness. It reflects on the need for humanistic training in the Medical University, as the fundamental spiritual axis to achieve the professional that society needs. Humanizing medical action requires teaching ethics and bioethics in undergraduate, postgraduate and continuing education, but without forgetting the personal example, the one that is not in books or magazines to harvest a high human sensitivity of the doctor and in general sense of the health professionals and workers(EU)

Transforming Nursing Education and the Formation of Students: Using the Humanbecoming Paradigm.

Transforming nursing education is a current focus across the country, the result of recent national reports that have made significant contributions for evaluating and changing curricula and ways students are taught. However, the need to ground these strategies for change within our discipline's ontological foundation through nursing theory must be addressed. The purpose of this article is to use Parse's Humanbecoming Paradigm to provide educators with exemplars of discipline-specific theory-based changes across educational levels. The exemplars are situated within the important tensions that educators face today in undergraduate, advanced practice, and doctoral programs. Conclusions are drawn regarding continuing efforts to ensure that nurse educators incorporate discipline-relevant theories when transforming nursing education.

[Baccio Baldini (1517-1589), protomedicus on the medical court between humanism and experimentalism]. / Baccio Baldini (1517-1589), protomedico alla Corte Medicea tra umanesimo e sperimentalismo.

The article aims to shed light on some particular aspects of the activity and the scientific thought of Baccio Baldini, Director of the Laurentian Library and Court physician of the Medici family in Florence. The analysis of his work as a humanist and the recovery of some unpublished documents enable to define the figure of Baldini as a paradigmatic example of the court physicians of modern age in Italy, highlighting the complementarity between humanism and experimentalism in the Renaissance medicine.

Nurse education and the impact of professionalisation.

This article asks what kind of educational process nurse education can follow. Educational theory offers two views; the rationalist and the humanist perspectives. Both involve problems for nurse education. Professionalisation is identified as the major force determining the educational process in nurse education. It prevents progressive humanist education and reinforces traditional rationalist education. This process continues with integration into higher education. Professionalisation must be abandoned as an occupational strategy, if an alternative educational process is to be developed in nurse education.