在姑息关怀环境中使用沉思医学来激发同情心:经验教训。

IF 1.1 Q4 HEALTH CARE SCIENCES & SERVICES
Palliative medicine reports Pub Date : 2024-12-04 eCollection Date: 2024-01-01 DOI:10.1089/pmr.2024.0020
Milagros D Silva, Brigit C Palathra
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引用次数: 0

摘要

背景:倦怠是常见的姑息治疗临床医生照顾病人与严重疾病。冥想医学是一种新兴的方法,旨在利用佛教的正念,洞察力和同情心的概念来解决临床医生无言的痛苦。目的:向参加纽约两个学术项目的安宁疗护缓和医学(HPM)研究员介绍和分享冥想医学实践。方法:冥想医学的试点教育课程按照冥想医学奖学金的以关系为中心和基于队列的课程进行。对7名HPM研究员进行了一项简短的调查,以评估HPM研究员对冥想医学核心能力的态度。结果:参与者一致认为,与那些遭受痛苦的人在一起是他们自己的治疗行为,冥想医学可以补充HPM研究员在为重病患者提供护理时的技能。参与者在会议期间讨论了“保持清醒”和“低自我同情”等常见主题。研究发现,暂停和有意识呼吸等技巧有助于在繁忙的工作日中练习。讨论:将冥想医学实践纳入HPM奖学金可能提供机会:(1)促进学习者的情感发展;(2)教会学习者自我意识到困难的情绪如何影响与患者的沟通。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Using Contemplative Medicine to Harness Compassion in the Palliative Care Setting: Lessons Learned.

Background: Burnout is common among palliative care clinicians caring for patients with a serious illness. Contemplative medicine is an emerging approach that aims to utilize Buddhist concepts of mindfulness, insight, and compassion to address unspoken suffering in clinicians.

Objectives: To introduce and share contemplative medicine practices with Hospice Palliative Medicine (HPM) fellows participating in two academic programs in New York.

Methods: Pilot educational sessions in contemplative medicine were conducted following a Contemplative Medicine Fellowship's relationship-centered and cohort-based curriculum. A short survey assessing HPM fellows' attitudes toward core competencies in contemplative medicine was administered to seven HPM fellows.

Results: Participants agreed that being present with those who are suffering are healing acts by themselves and that contemplative medicine can complement HPM fellows' skillsets when providing care to patients with serious illnesses. Common themes like "being awake" and "low self-compassion" were discussed by participants during the sessions. Techniques like pausing and mindful breathing were found helpful to practice throughout a busy workday.

Discussion: Incorporating contemplative medicine practices into an HPM fellowship may provide opportunities to (1) promote learner emotional development and (2) teach learners self-awareness of how difficult emotions can affect communication with patients.

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CiteScore
1.20
自引率
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