Harnessing the Humanities to Foster Staff Resilience: An Annual Arts and Humanities Rounds at a Children's Hospital.

IF 1.2 0 HUMANITIES, MULTIDISCIPLINARY

Journal of Medical Humanities Pub Date : 2024-03-01 Epub Date: 2023-06-09 DOI:10.1007/s10912-023-09804-2

Wynne Morrison, Elizabeth Steinmiller, Sofia Lizza, Todd Dillard, Patrick Lipawen, Stephen Ludwig

引用次数: 0

Abstract

Working in healthcare can be fulfilling, meaningful, and sometimes exhausting. Creative endeavors may be one way to foster personal resilience in healthcare providers. In this article, we describe an annual arts and humanities program, the Ludwig Rounds, developed at a large academic children's hospital. The event encourages staff to reflect on resilience by sharing their creative work and how it had an impact on their clinical careers. The multidisciplinary forum also allows staff to connect and learn about each other. We discuss the development of the program, its format and logistics, and lessons learned over the past 15 years.

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利用人文科学培养员工的应变能力：儿童医院年度艺术与人文巡回讲座。

从事医疗保健工作可以是充实的、有意义的，有时也会让人精疲力竭。创造性的努力可能是培养医疗服务提供者个人抗压能力的一种方式。在本文中，我们将介绍一家大型儿童学术医院开展的年度艺术与人文项目--路德维希巡回讲座。该活动鼓励员工通过分享他们的创意作品以及这些作品如何对他们的临床职业生涯产生影响来反思抗逆力。这个多学科论坛还能让员工相互联系、相互了解。我们将讨论该计划的发展、其形式和后勤工作，以及过去 15 年中的经验教训。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Medical Humanities HUMANITIES, MULTIDISCIPLINARY-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Journal of Medical Humanities publishes original papers that reflect its enlarged focus on interdisciplinary inquiry in medicine and medical education. Such inquiry can emerge in the following ways: (1) from the medical humanities, which includes literature, history, philosophy, and bioethics as well as those areas of the social and behavioral sciences that have strong humanistic traditions; (2) from cultural studies, a multidisciplinary activity involving the humanities; women''s, African-American, and other critical studies; media studies and popular culture; and sociology and anthropology, which can be used to examine medical institutions, practice and education with a special focus on relations of power; and (3) from pedagogical perspectives that elucidate what and how knowledge is made and valued in medicine, how that knowledge is expressed and transmitted, and the ideological basis of medical education.