Elizabeth A Rider1, Suzanne Kurtz2, Diana Slade3, H Esterbrook Longmaid4, Ming-Jung Ho5, Jack Kwok-hung Pun6, Suzanne Eggins7, William T Branch8. 1. Department of Pediatrics, Harvard Medical School, Boston, USA; Institute for Professionalism & Ethical Practice, and Department of Medicine, Boston Children's Hospital, Boston, USA; International Research Centre for Communication in Healthcare, Hong Kong Polytechnic University, HK and University of Technology Sydney, NSW, Australia. Electronic address: elizabeth_rider@hms.harvard.edu. 2. International Research Centre for Communication in Healthcare, Hong Kong Polytechnic University, HK and University of Technology Sydney, NSW, Australia; College of Veterinary Medicine, Washington State University, Pullman, USA; University of Calgary (Professor Emerita), AB, Canada. 3. International Research Centre for Communication in Healthcare, Hong Kong Polytechnic University, HK and University of Technology Sydney, NSW, Australia; Department of English, Hong Kong Polytechnic University, Kowloon, Hong Kong; Faculty of Arts and Social Sciences, University of Technology Sydney, New South Wales, Australia. 4. International Research Centre for Communication in Healthcare, Hong Kong Polytechnic University, HK and University of Technology Sydney, NSW, Australia; Department of Radiology, Beth Israel Deaconess Hospital-Milton, Milton, USA. 5. International Research Centre for Communication in Healthcare, Hong Kong Polytechnic University, HK and University of Technology Sydney, NSW, Australia; Department of Social Medicine, National Taiwan University College of Medicine, Taipei, Taiwan. 6. International Research Centre for Communication in Healthcare, Hong Kong Polytechnic University, HK and University of Technology Sydney, NSW, Australia; Department of Education, St Antony's College, Oxford University, Oxford, UK. 7. International Research Centre for Communication in Healthcare, Hong Kong Polytechnic University, HK and University of Technology Sydney, NSW, Australia; Faculty of Arts and Social Sciences, University of Technology Sydney, New South Wales, Australia. 8. International Research Centre for Communication in Healthcare, Hong Kong Polytechnic University, HK and University of Technology Sydney, NSW, Australia; Department of Medicine, Emory University School of Medicine, Atlanta, USA.
Abstract
OBJECTIVES: The human dimensions of healthcare--core values and skilled communication necessary for every healthcare interaction--are fundamental to compassionate, ethical, and safe relationship-centered care. The objectives of this paper are to: describe the development of the International Charter for Human Values in Healthcare which delineates core values, articulate the role of skilled communication in enacting these values, and provide examples showing translation of the Charter's values into action. METHODS: We describe development of the Charter using combined qualitative research methods and the international, interprofessional collaboration of institutions and individuals worldwide. RESULTS: We identified five fundamental categories of human values for every healthcare interaction--Compassion, Respect for Persons, Commitment to Integrity and Ethical Practice, Commitment to Excellence, and Justice in Healthcare--and delineated subvalues within each category. We have disseminated the Charter internationally and incorporated it into education/training. Diverse healthcare partners have joined in this work. CONCLUSION: We chronicle the development and dissemination of the International Charter for Human Values in Healthcare, the role of skilled communication in demonstrating values, and provide examples of educational and clinical programs integrating these values. PRACTICE IMPLICATIONS: The Charter identifies and promotes core values clinicians and educators can demonstrate through skilled communication and use to advance humanistic educational programs and practice.
OBJECTIVES: The human dimensions of healthcare--core values and skilled communication necessary for every healthcare interaction--are fundamental to compassionate, ethical, and safe relationship-centered care. The objectives of this paper are to: describe the development of the International Charter for Human Values in Healthcare which delineates core values, articulate the role of skilled communication in enacting these values, and provide examples showing translation of the Charter's values into action. METHODS: We describe development of the Charter using combined qualitative research methods and the international, interprofessional collaboration of institutions and individuals worldwide. RESULTS: We identified five fundamental categories of human values for every healthcare interaction--Compassion, Respect for Persons, Commitment to Integrity and Ethical Practice, Commitment to Excellence, and Justice in Healthcare--and delineated subvalues within each category. We have disseminated the Charter internationally and incorporated it into education/training. Diverse healthcare partners have joined in this work. CONCLUSION: We chronicle the development and dissemination of the International Charter for Human Values in Healthcare, the role of skilled communication in demonstrating values, and provide examples of educational and clinical programs integrating these values. PRACTICE IMPLICATIONS: The Charter identifies and promotes core values clinicians and educators can demonstrate through skilled communication and use to advance humanistic educational programs and practice.
Keywords:
Communication skills; Compassion; Healthcare education; Human dimensions of care; International Charter for Human Values in Healthcare; Medical ethics; Physician-patient relationship; Professionalism; Relationship-centered care; Values
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