Instructional design to develop humanistic care competencies: Experiences from teaching in the humanized care paradigm

Abstract

         Determination of identity with a Humanized Care is an important point of education for graduates of Praboromarajchanok Institute that focuses on learning how to lead to lifelong learning, leading to the achievement of learning change (transformative learning) in terms of knowledge, attitudes and minds, as well as understanding of the outside world which leads to the transition of the teacher and learner's internal state ¹. Therefore, the educational management of the institute focuses on making students aware of the importance of caring for patients who come to receive services in hospitals with holistic care that uses heart, love, compassion, and desires the clients without any suffer². The strength of a humanized care is that it values ​​the client as a unique human being, focusing on the context of life that may influence the decision-making process of the client, accepting individual differences, valuing the experience and context of the client's life³.  The author found that the Instructional design to develop humanistic care competencies consist of 5 steps: 1) attitude adjustment to change point of view 2) Recruiting knowledge from role models 3) holistic approach in real life. 4) Knowledge sharing in the classroom and 5) learning development through reflection