Monthly Archives: October 2022

Our Team – Kind Care Animal Hospital

Dr. Robin Livingston

Veterinarian

Dr. Livingston is a graduate of the University of Georgia Veterinary School and also did her undergraduate work there. She is a native of the D.C. area, but has resided in the North Myrtle Beach area since her high school days. She opened Kind Care Animal Hospital in June 1996. Dr. Livingston and her husband have 3 children.

Dr. Kim Stengel

Veterinarian

Dr. Stengel, a Myrtle Beach native, graduated with a BS in animal industries from Clemson University in 1992. She attended Tuskagee University School of Veterinary Medicine and received her DVM in 1997. She joined the Kind Care family in 1999. She completed the International Veterinary Acupuncture Society (IVAS) course in 2001 and is happy she can add this modality to help her patients. Dr. Stengel enjoys camping with her husband, Glenn, children (Jake and Abby), and their dog, Zeke.

Dr. Alison Carroll

Veterinarian

Dr. Carroll grew up in Richardson, Texas, near Dallas. She received her DVM from Texas A&M University Veterinary School in 2005. She has been coming to the Myrtle Beach area to visit her grandparents since she was a little girl and always loved the Grand Strand. Therefore, after she graduated veterinary school she moved down and joined the Kind Care family in June 2005. Dr. Carroll’s goal as a veterinarian is to treat all of her patients like she would her own pets and to the best of her ability. She loves all aspects of veterinary medicine, but particulrly enjoys internal medicine. In her spare time, Dr. Carroll enjoys reading and spending time with her husband, Bo, their two sons Mikey and Keegan, their daughter Kinsey, and their loving dog Ernie.

Dr. Mike Marino

Veterinarian

Dr. Mike was born and raised in Pennsylvania (GO EAGLES!). He attended West Chester University, where he earned a bachelor’s degree in biology with a concentration in microbiology in 1997. He then worked for several years in research, where he eventually met his wife, Carolyn. Dr. Mike felt God calling him in a different career path and in 2005 he was admitted into Kansas State University College of Veterinary Medicine. Dr. Mike and Carolyn married two months prior to school starting, and moved away from all of their friends and family. It was worth it in the end. Dr. Mike achieved his goal of becoming a veterinarian in 2009, and is looking forward to a long career in veterinary medicine. He joined the Kind Care family in July of 2015. He and his wife have two daughters, Bethany and Tiffany, and one son, Joshua. They also have three cats: Maggie, Stitch and Chewy and one dog: Loki.

Dr. Rachel Carey

Veterinarian

Dr. Carey is originally from Charleston, West Virginia. She has always wanted to live in a beach town, so after graduating the Virginia-Maryland College of Veterinary Medicine in May 2018, she moved to the Grand Strand. After completing her internship with Kind Care in early 2018, she knew she was in the right field and couldn’t wait to start seeing patients at Kind Care as a full-time DVM in June 2018. Dr. Carey is a cat lover, and enjoys spoiling her three at home. She has two domestic shorthair cats named Dale and Brennan (named after the movie Stepbrothers), and a Devon Rex named Tula. In her spare time, Dr. Carey enjoys going to the beach, reading, and going back up north for snowboarding.

Dr. Leslie Mucci

Veterinarian

Dr. Mucci joined Kind Care Animal Hospital as a relief veterinarian in 2015 and came on board as a part-time veterinarian in September 2019. She grew up in Greenville, South Carolina, attended undergrad at Clemson and then the College of Veterinary Medicine at Tuskegee University. She practiced veterinary medicine in Las Vegas, Nevada for 2 years and in Houston, Texas for 4 years before returning to the East Coast. She and her husband moved to Myrtle Beach, SC in 2015 and together enjoy Clemson football games, traveling, hiking, and surfing with their daughter. Her family pets include Tilly, a black labrador retriever mix, and Mojo, a gray domestic shorthair.

Dr. Adri Casagrande

Veterinarian

Dr. Adri was born and Ft. Lauderdale, Florida. Growing up, she split her time between the beach and the barn before heading to undergraduate training at the University of Finlay in Ohio. She then headed west and graduated from the University of Missouri College of Veterinary Medicine in 2015. After graduating vet school, she practiced at a small animal hospital in the upstate of South Carolina. Dr. Adri is happy to return to the beach and join the team at Kind Care. When she is not working, she enjoys watching E-sports, attending car shows, and caring for her large menagerie of pets.

Sam Maloni

Practice Manager

Sam Maloni, our practice manager, also a Horry County native, joined the Kind Care family in 2015. She earned her degree in communications from the College of Charleston and came to us with Veterinary management experience from a previous clinic. Her creativity and innovative ideas have been an excellent addition! She works hard to keep up with not only the schedules of all of our support staff but also the doctors, on top of creating interesting and interactive content for our Facebook page. She is always striving for excellence with her innovative ideas and ways of promoting the KCAH family. Sam enjoys photography, good books and traveling. She has three fur-children, Bentley, a Shih-Tzu mix, Shelby Ann, a Chocolate Labrador, and Eloise, a sassy calico.

Lauren DiTore

Assistant Manager

Lauren DiTore, our assistant manager, joined the Kind Care family in 2017. She is originally from Old Bridge, New Jersey and moved down to our area in 2015 to be closer to her family. She is excellent at getting to know clients and making sure they are happy with their experience. She comes to us with previous management experience in the dental field and wanted to apply her skills in the veterinary field. She enjoys spending time with her daughter, Ryleigh and her two pit bulls, Duke and Duchess. She likes beach days and binge watching Netflix!

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Kindcare Pediatric Center

Why choose Kindcare Pediatrics for your child?

For over a decade, Kindcare Pediatrics has been one of the most respected names in pediatric care in New Jersey.
With two centrally located, state-of-the-art medical facilities, Kindcare Pediatric Center continues deliver high quality, comprehensive primary care to infants, children, and adolescents. We offer a wide array of services:

Emergency Care

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Welcome!

Our mission is to provide quality, comprehensive care to all pediatric patients that come through our doors, whether it’s for well or sick visits, simple or complex cases. We will give you individualized care to meet the specific needs of your child.

Our experienced staff of physicians and physician assistants deliver high quality, comprehensive primary care to infants, children, and adolescents.

Locations

63 Central Ave, Passaic, NJ 07055


424 River St, Paterson, NJ 07524

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Please note the times are subject to change depending on the day to day recommendations from sources such as the CDC. In addition we ask for a limit of one parent per patient so that we may better adhere to the social distancing recommendations

We have been featured by Univision!

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Gobierno busca cambios en programa de almuerzos escolares y expertos advierten sobre los peligros

Las actuales reglas de nutrición escolar que requieran porciones considerables de frutas y vegetales y fueron impulsadas por la ex primera dama Michelle Obama, muy pronto podían ser retiradas. Esto daría paso al aumento de hamburguesas, pizzas y papas fritas en los planteles, advierten los críticos del plan. Esta pediatra que imparte programas de nutrición en el centro KindCare, dice que dejar elegir a los estudiantes sus alimentos no es recomendable. “Van a coger las papas, las galletas, los jugos en vez del agua, granos o algo así. Por supuesto ellos se van a ir a lo que es más dulce,” advierte la pediatra Mariana Boscán. “Nosotros aquí en nuestra oficina vemos niños de 10, 12 años ya con pre diabetes, aumento de la presión arterial y todo eso a largo plazo trae complicaciones de salud,” explica.

For the safety of everyone, please call the office, in advance, to schedule an appointment (even the same day) for your child. Do not bring your child to the office without speaking to the triage staff for the proper directives, especially when one of the following are present:

Fever or symptoms of lower respiratory (cough or shortness of breath without an alternative diagnosis

Recent travel from any of the affected heavily areas (China, Iran, Italy, Japan or South Korea)

Laboratory confirmed COVID-19 infection or contact with someone who has COVID 19 infection within 14 days of symptom onset

Our hours of operation are:

Monday thru Friday: 9 am to 8 pm

Saturday: 9 am to 3 pm

Please note the times are subject to change depending on the day to day recommendations from sources such as the CDC. In addition we ask for a limit of one parent per patient so that we may better adhere to the social distancing recommendations

TELEMEDICINE IS NOW AVALIABLE

For more information on coronavirus, please click here

Quick facts about our center

See what we provide for your child’s health

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Our physicians are board certified pediatricians and active members of the American Academy of Pediatrics

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Same-day appointments.

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Most insurance plans accepted. Please get in touch with us to see if we accept your insurance provider

Caring staff

Our experienced and caring office staff is always ready to help with the needs of your child

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For your convenience, we have great locations in Passaic and Paterson with easy access. See map

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Leadership for careful and kind care

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Leadership for careful and kind care

1. Dominique Allwood1,2,
2. Sreenivas Koka2,3,
3. Ryan Armbruster2,4,
4. Victor Montori2,5

1. ¹
   Department of Primary Care and Public Health, Imperial College London, London, UK
   
2. ²
   The Patient Revolution, Rochester, Minnesota, USA
   
3. ³
   School of Dentistry, The University of Mississippi Medical Center, Jackson, Mississippi, USA
   
4. ⁴
   Division of Health Policy and Management, University of Minnesota System, Minneapolis, Minnesota, USA
   
5. ⁵
   Knowledge and Evaluation Research Unit, Mayo Clinic Rochester, Rochester, Minnesota, USA
   

1. Correspondence to
   Dr Dominique Allwood, Department of Primary Care & Public Health, Imperial College London, London, UK; dominique. allwood1{at}nhs.net

http://dx.doi.org/10.1136/leader-2021-000451

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• clinical leadership
• organisational effectiveness
• patient-centred care

The fundamental role of healthcare organisations ought to be to care for patients. The care of patients is a human activity by which people with the capacity to care notice and respond well, with compassion and competence, to people who seek this care.1 This article describes how, instead, healthcare has industrialised care; with care degraded, care has become transactional. It has overwhelmed the capacity of both the people called to care and those that receive care, and has rendered care unsustainable. 2 We propose that leaders can restore care by turning their organisations away from industrial healthcare and asserting their organisation’s purpose to enact careful and kind care. This article describes that turning away and invites healthcare leaders to pioneer it from within their organisations. First, we explain the pathologies of care and an alternative to them, and then what leaders might do to turn this new strategy into action.

The industrialisation of healthcare and the pathologies of care

The public expects healthcare organisations to enable care by supporting the work of people responding to the problematic situations of their patients. Yet, healthcare organisations respond to their external environment and to the policies and structures—austerity, greed, poverty—that condition the kind of healthcare that clinicians give and patients receive.3 4 Extrinsic motivators encoded in healthcare policies determine what is measured,5 how organisations are benchmarked and how organisations behave. 6 Organisations have prioritised improving their financial position and sustainability, monitoring performance, characterising flow, stemming demand and counting beds and appointment slots. Increasingly often, the core purpose of healthcare, to care, has become side lined or postponed as organisations focus on prioritising operational and financial goals and pursuing reputation-burnishing targets.

In adapting to these determinants of industrial care, pathologies of care have emerged. These pathologies include hurry, blur, cruelty and burden (figure 1). As fewer resources are available to care, healthcare learns to process patients, clinical interactions become transactional, and processes focus on ‘efficiency’. Patients receive hurried care as clinicians barely look up from notes or from the computer.7 Clinicians with limited time interrupt the patient and fail to notice the problematic human situation of this patient.8 Patients are seen as objects of care,9 but their situation remains nothing but a blur. Instead of cocreating a response specific to that patient’s situation,10 clinicians offer recommended care for patients like this.

Figure 1

Industrial versus careful and kind care.

Care plans become complex and burdensome as they are assembled in uncoordinated fashion from all of the therapies recommended for patients with this and that diagnosis; this is particularly true for people with multiple chronic conditions.11 Waiting, and the delegation of boring and unimportant administrative and medical errands to patients and caregivers, add to the work of being a patient, wasting scarce time, energy and attention of patients and caregivers.12 Nearly 40% of patients living with ongoing chronic conditions, one of the largest and growing groups seeking healthcare, report feeling overwhelmed by the demands of healthcare.13 When overwhelmed, patients and caregivers implement care plans with poor fidelity which reduces healthcare effectiveness and wastes precious resources.

As patients are processed through the system, professionals working in healthcare in general, and clinicians (We use the term ‘clinician’ to refer to any health care professional—eg, nurse, physician, pharmacist, therapist—with the privilege of the bedside and there to care for patients) in particular, lose sight of their role, become unable to respond with compassion towards each patient, and eventually turn into depersonalised cogs in the wheel.14 They must comply with standards and meet targets, metrics and overcome documentation requirements. Fear of violating standard operating procedures and narrowing role specialisation prevent these professionals from responding to the particular needs of the people seeking their care. Due to these cruelties, nearly 40% of clinicians report symptoms of burnout, with many leaving patient care, and others, perhaps more disconcerting, continuing in care roles.

An alternative: careful and kind care

There is an alternative to this unsustainable industrialisation of care. In our 2017 book, Why We Revolt, we called for a patient revolution, turning away from industrial healthcare towards careful and kind care.15 Here, the words careful—attentive concern, solicitude and error avoidance—and kind—exhibiting a gentle, sympathetic, or helpful nature relating to kindness and compasison16—acquire particular meaning when used to describe care. Careful care demands an evidence-based, safe and sensible response formulated to address the problematic situation of this patient not of patients like this. Careful care requires that clinicians see the whole patient, notice their problems in their biology and biography, and respond with compassion and competence by cocreating plans of care that make intellectual, emotional, and practical sense to each patient. Kind care involves humanity, recognising in each patient a member of the clinician’s kin, a fellow human, one of us rather than one of them. Kind care recognises that patients have limited attention, time and energy, and that they should use their limited resources to fulfil their lives and loves rather than to complete the homework that healthcare assigns to them.

We propose that elements of careful and kind care include elegance, high definition, responsiveness and minimally disruptive care (figure 1). Hurry is not avoided simply by creating longer consultation time slots; these may waste the time of patient and clinician and reduce access to care. Hurried conversations may come across as highly efficient but are not; effective care has its own rhythm. Rather than efficient, healthcare must be elegant: there ought to be no waste and no haste. Elegance involves protecting the ability of patients and clinicians to set the tempo of their interaction, a tempo that encourages noticing what is the matter and responding in a way that reflects what matters.17 This does not always require more time, which would reduce access to care. Rather smarter scheduling, elimination of distractions, and presence and participation from clinicians and patients can promote that each visit takes place in the tempo of care. 17

To respond well, clinicians must notice the patient’s human need and problematic situation in high definition, in all its relevant biology and biography. This cannot be fully represented by test results and diagnostic labels in the medical record. This is particularly critical for patients living with multiple chronic conditions. For these patients, the biology of diseases and treatments interact with each other and with the stressors of living. To cope, they must weave care plans with the demands of their daily routines. While guidelines recommend care that is considered safe and effective, these recommendations should be a starting point for the cocreation of feasible and sensible care plans for and with this patient.18 Healthcare professionals must be empowered to recognise when to apply or break rules, policies, role descriptions, and standard operating procedures to be responsive to the problems of this patient.19 This responsiveness requires a culture fostering safety and integrity and a supportive emotional environment for healthcare professionals to be at their best. Ultimately, care must be minimally disruptive, that is, treatment must pursue the goals and priorities of the patient while minimising the demands it places on the patient’s time, energy, and attention.20 21

A fundamental change: asserting that the core purpose of healthcare is to care

Healthcare organisations align with the external environment, responding to its policies, urgencies, and incentives. Organisations are motivated by how they and their leaders are evaluated, and their performance rewarded (ie, rewarded for operational efficiency rather than to respond well to their patients’ problems). Given these complexities, leaders may judge that acting in dissonance with these demands is neither possible nor sensible or too costly. Yet, healthcare organisations must play a pivotal role in leading change.

Leaders can choose to oppose, reinterpret and correct their organisation’s alignment19 by fostering careful and kind care. Leaders have led pioneering transformations such as electronic health records, open notes, continuous quality improvement, lean, or value-based healthcare despite facing barriers to their adoption and long before there were policies and incentives for such initiatives. Their actions contributed to subsequent policy reforms. From these lessons, leaders can draw the necessary courage to shift their gaze away from industrial healthcare and embrace bold experiments to shift policy and change to the culture needed to achieve careful and kind care.

We turn our focus now to that urgent shift in gaze. We believe that leaders should assert that the sole purpose of their organisations is to care. This means that organisations must support the work of those who make care possible so that they can optimally notice each patient’s problem and respond with compassion. Asserting this core purpose requires leaders to change both culture and strategy.

Culture

The organisational and leaders’ language plays a central role in placing the care of the patient as the organisation’s sole purpose. Language—the way the organisation expresses its culture through words, signs, symbols, and actions—both reflects and shapes the culture of the organisation. Preferring the language of care over the language of business will change how leaders and others in the organisation think and act. 15 Too often, leadership speech that emphasises administrative and financial urgencies and promotes value to the organisation or to payers, can end up treating patients, clinicians, and staff as workers or commodities, and caring as merely throughput.22 Only people can care, and yet people easily disappear behind ‘service lines’ and ‘population segments’.

When business language pervades the organisation, it manifests at the point of care where, jarringly, it is used to justify clinical actions as some care and some patients—such as those judged to be ‘high utilizers’—are considered wasteful, inefficient or low-value. Leaders should instead draw from the language of care. Although medicine and nursing have a long tradition of care, these disciplines have also evolved word habits that are uncaring, such as ‘noncompliance’, and objectify the patient, for example, ‘the diabetic’ or ‘bed 24’. Care, however, has a long cultural tradition with its own language. Rather than push out business speak from the boardroom and the back office to the point of care, leaders should imbue their organisation with a language consistent with the organisation’s purpose. They must draw words from the dictionary of care.

Stories written with the lexicon of care draw attention to the effect of policies on people and on their ability to care and vice versa. Stories can help uncover the efforts people must make to overcome organisational barriers to collaborate on behalf of a patient or to make meaningful human connections. Stories about existing pathologies of care and stories about the ability (or inability) of the organisation to foster careful and kind care can complement practice-based evidence. A core competency of caring and learning organisations is to tell these stories and learn from them, using them to drive improvements in care.1 23

Mission and strategy

Leaders judge clinical care on how clinicians and patients use resources, for the safety of their processes, and for their impact on organisational results, reputation and patient outcomes. Yet, when the primary aim is to care, an organisation should be judged by the extent it enacts and supports careful and kind care and its leaders should hold themselves accountable for achieving this result.

Because achieving careful and kind care demands collaboration and cocreation at all levels of the organisation,24 new forms of mutual accountability must be fostered at all levels. At the level of the organisation, leaders must focus their analyses primarily on the ability, at every level, of supporting, enabling and enacting careful and kind care. These analyses will draw from stories from the point of care and carefully selected metrics describing the care groups of patients have received. ‘Is this the most careful and kind response we can muster?’ and ‘did we offer careful and kind care today?’ are questions that clinicians and patients will ask leaders about their work, professionals will ask of each other at every level seeking to improve and innovate, and clinicians and patients will use to reflect together about their own joint achievements.

In industrial healthcare, leaders have become used to focusing on the organisation’s reliability, effectiveness, safety, profit and efficiency. In recalibrating to careful and kind care, leaders must become champions of the ‘other’ domains of quality: patient centeredness, timeliness (with elegance), and equity. Accountability should also address ‘the triple aim’25 26 but reframed to emphasise patient and staff well-being, care experience (eg, tempo, burden of treatment, satisfaction with responsiveness of care by clinicians and patients), and resource use (eg, appropriateness of place of care (online or in person, at clinic or at home, synchronous or asynchronous, unhurried conversations, engagement of community assets)).

Aligning the organisation’s strategy and policies and principles and practice to its purpose to care is an ongoing and multifaceted endeavour. For example, mutual accountability must start with sharing decision making equitably—with stakeholders in the administration and with ‘patients as partners’ who, together, define the outcome measures. Disseminated decision making requires a culture and systems that distribute autonomy, authority, and information. 27 As the purpose, the ‘why’ of the organisation, turns away from industrial healthcare and towards careful and kind care, leaders must also use the organisation’s evolving capabilities to innovate and improve their care processes. Industrial healthcare has developed these capabilities to address defects in reliability.28 Going further, these capabilities need deployment not just to improve organisational reliability but also to improve caring responsiveness. All this work and the resources needed to achieve it must reflect care as the purpose of the organisation, even as healthcare expands its mission to contribute to address the social determinants of health and improve population health.29

Translating strategy into action

Organisational leaders must develop and enable cultures, policies, practices, structures, processes, behaviours and motivators that make up the daily routines and operations at the level of teams and individuals to achieve care as the primary organisational purpose.

To enact these changes is no small feat and many leaders will understandably wonder where to start. We encourage leaders to identify examples of where they see the most industrial care and where they see careful and kind care already happening within their organisations. They can shine a light on these and in doing so encourage others to notice where these are occurring, draw learning from those, and identify opportunities for ‘bold experiments’ of change that affirm the purpose, advance the culture and realise the strategy of pursuing careful and kind care for all. Table 1 highlights areas that leaders could consider exploring in their endeavour.

Table 1

Realising the strategy

Organisational leaders also have a role in cultivating interdependencies and systems thinking. Simply addressing each pathology of care as a ‘defect’ subject of a targeted quality improvement effort, risks exacerbating other pathologies. Without transformative change towards a culture of care, an improvement in one area may lead to failure in another. For example, addressing blur and improving the ability of clinicians to see the patient in high definition by completion of comprehensive questionnaires ahead of an outpatient visit could lead instead to a burdensome practice for clinicians as they spend time reviewing the questionnaire answers, to hurried visits as less time is allocated to explore the patient’s situation in person since the task was delegated to the questionnaire, and to unresponsive care for patients since the true nature of the patient’s situation may have been missed by the questionnaire. A significant portion of the documentation that interrupts care and burdens the clinician, for example, can be delegated to a scribe. Subsequent gains in efficiency afforded by the scribe could be translated into either an increase in the number of patients seen or an increase in the proportion of unhurried consultations.30 Therefore, innovation and improvement to address the interrelated pathologies of industrial healthcare will be less impactful without a concomitant shift in the organisational purpose towards care.

Leaders have to realise that the call for careful and kind care that we have emphasised for patient care also applies to the organisation’s professionals and staff. Organisations cannot care, only people care. The transformation towards careful and kind care requires that organisations hire and retain people able, skilled and ready to care. Leaders can attract new healthcare professionals by fostering an organisation focused on care. This change in demand would signal to training entities what kind of professionals are needed, who should be admitted into training, and what kind of training they should receive.2 Powerfully, turning towards careful and kind care in practice will change the ‘hidden curriculum’,31 transmitting different language, values and norms that shape trainees’ attitudes and behaviours. Healthcare professionals fully adapted to industrial healthcare will need to be nurtured into forms of working that kindle their compassion and elevate their care competence. Problems in their work must be noticed in high definition and responded with competence and compassion, cocreating improvements that make sense to those who will live and work with their consequences. And leaders must realise the humanity of each of the professionals who work in the organisation, that their lives are not all focused on healthcare, and that other joys may very well lie outside the workplace. Beyond mutual respect, organisations must enable mutual care. Caring for and about each other, mutual care across and between leaders and staff, will beget careful and kind care for patients.

Conclusion—a call to leaders

Healthcare organisations must turn away from the efficient and sometimes cruel processing of patients according to standards of care for patients like them and towards cocreated, sensible, and minimally disruptive care for this patient. We suggest that leaders can pioneer a movement towards careful and kind care from within their organisations.

As we have outlined, leaders will need to assert care as the core purpose of healthcare and then work to align the critical enablers: culture and strategy. They must orient the caring and learning capabilities of their organisation to enact careful and kind care for all while holding each other accountable. ‘Is this the most careful and kind care we can muster?’ will spur curiosity, analysis, learning and continuous improvement and innovation.

Next steps

This article has outlined some initial and fundamental steps. Embryonic learning communities are developing to further some of these ideas,32 and we welcome others to contribute to this body of knowledge and practice. There are many issues requiring attention.

Professionals in leadership and administrative positions may need to develop additional leadership capabilities to advance their potential contribution to enable and foster careful and kind care. As leaders translate strategy into action, it is important to align tactics, for example, how best to improve reliability in organisational processes while paying attention to the effect of these protocols on care; hiring of people with the ability to notice and response sensibly and with integrity; how to ensure better capabilities to notice and respond through policies of diversity and inclusion in hiring and developing staff; how to align incentives and recognitions with the organisation’s core purpose. Examples of these tactics and case studies can bring additional clarity to the effort while enhancing the training of the next generation of leaders.

While a focus on care expands the relative importance of the different resources necessary for care, namely the intellectual and emotional availability of clinicians and time available to care, budgets play an oversized role as a determinant of industrial healthcare and as a potential barrier towards careful and kind care. Resources to sustain the organisation and advance its mission must be subject to careful stewardship.

We hope this article offers leaders the inspiration to undertake the journey towards achieving careful and kind care for all. Healthcare leaders, professionals and activists who use this article to take their first steps towards a culture of care are invited to share the lessons they learn from their experiments and contribute to a patient revolution.

Acknowledgments

The ideas discussed in this paper emerged from discussions among the authors and with the Patient Revolution Fellows. We are grateful for their ideas as well as for the thoughtful critique and feedback on earlier drafts of Göran Henriks, Juan Pablo Brito, Bob Klaber, and Nish Manek. The authors take responsibility for the final draft, that represents their own views and not the views of their employers.

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Footnotes

• Twitter @DrDominiqueAllw

• Contributors DA and VM conceived the idea for the paper and wrote the original draft. All four authors (DA, SK, RA, VM) were involved in drafting and editing the work and all give approval of the version published and agreement to be accountable for all aspects of the work. This work reflects the views of the individual authors and not their affiliated organisations.

• Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

• Competing interests None declared.

• Provenance and peer review Not commissioned; externally peer reviewed.

• Author note Twitter: @vmontori @DrDominiqueAllw @patientrev

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The Kind Care Bundle: A Curriculum to Teach Medical Students the Behaviors of Kind, Compassionate Care

MedEdPORTAL. 2021; 17: 11141.

Published online 2021 Apr 14. doi: 10.15766/mep_2374-8265.11141

, MD¹ and , MD^2,∗

Author information Article notes Copyright and License information Disclaimer

Supplementary Materials

Introduction

Patients’ hospital experiences can be adversely affected by clinicians’ negative behaviors. Simple positive behaviors, however, can have a dramatic impact on patient-clinician relationships. Medical students starting clinical training are ideal educational targets for learning good behavioral habits that promote kind, compassionate care.

Methods

We developed the Kind Care Bundle, a collection of concrete verbal and nonverbal behaviors for showing compassion in patient interactions. The curriculum was taught in 3-hour small-group interactive sessions to first-year students. Students reflected on personal experiences of compassionate care and role-played the use of the Kind Care Bundle. In pairs, students interviewed patients about their experiences of kind, compassionate care while practicing the Kind Care Bundle. Students completed a postsession evaluation with Likert scales and free-text responses.

Results

Thirty-seven of 40 students (92%) completed postsession evaluation forms. Session organization was considered excellent (27 of 37 students, 73%) or very good (nine of 37, 27%). Session relevance was rated as excellent by 30 of 37 students (81%) and very good by six of 37 students (16%). Students believed the bundle filled an educational gap. Qualitative themes included appreciation of concrete behaviors in the bundle, importance of empathy, and opportunity to reflect on one’s own experience of compassion.

Discussion

Students appreciated learning about specific behaviors for improving patient interactions. Targeting preclinical medical students has the potential to promote kinder and more compassionate patient interactions during subsequent clinical training. The long-term impact on students’ behavior and on their personal and professional development requires further study.

Keywords: Professionalism, Humanism, Compassionate Care, Person-Centered Care, Communication Skills, Reflection/Narrative Medicine, Well-Being/Mental Health, Burnout

By the end of this activity, learners will be able to:

• 1.

  Reflect on their own personal experiences of kind and compassionate care, as well as examples of kind and compassionate care observed in the clinical setting.

• 2.

  Identify specific verbal and nonverbal behaviors associated with compassionate care and understand the components of the Kind Care Bundle.

• 3.

  Practice the Three E’s during a patient encounter and interview a patient about their experiences of kind and compassionate care in the hospital.

• 4.

  Reflect on the experience of providing and discussing kind and compassionate care and identify opportunities to incorporate this into their clinical practice in the future.

Patient experiences during hospitalizations may be adversely affected by clinician behaviors of brusqueness, overformality, or ignoring patients’ and families’ cues to ask for more time.¹ A few interventions have been shown to improve patients’ experiences, namely, sitting down during encounters² and, to variable success, performing new patient rounds at the patient’s bedside.³ These interventions, however, have been inconsistently adopted. At some academic hospitals, patient experience departments have been developed to try to address this gap,⁴ which is now tied to hospital performance and quality-based reimbursement through measures such as Hospital Consumer Assessment of Healthcare Providers and Systems survey scores.⁵

Unhelpful behaviors in practicing clinicians are often learned and adopted during medical training through observation and mimicry of senior mentors and near-peers in the clinical setting. This hidden curriculum permeates the education medical students and residents receive as they progress in their training. ⁶ Even in early medical education—during students’ first exposure to history taking and physical exam skills—traditional teaching approaches often explicitly stress thoroughness and accuracy but not warmth and kindness. Attitudes and behaviors demonstrating compassion and respect, found in abundance among first-year medical students,⁷ are inconsistently reinforced through training and may even be devalued in the clinical arena in exchange for efficiency. This devaluing of early idealistic traits of compassion may play a role in the high levels of feelings of depersonalization and burnout reported by both medical students⁸ and clinicians⁹ and in the increasing levels of cynicism and erosion of empathy in each successive year of medical training.¹⁰ There is some encouraging news. Acts of kindness and empathy can be taught,¹¹ and compassion may improve both student wellness and clinical care.¹² In the face of a crisis of burnout among students⁸ and physicians,¹³ focusing on compassion may offer a way forward. ¹⁴

A person-centered and engaged bedside encounter, augmented with a bundle of specific behaviors stressing etiquette, respect, kindness, and compassion as essential components, may significantly increase both patient satisfaction with care and clinician satisfaction with the caregiving experience.¹⁵ We created the Kind Care Bundle of specific behaviors promoting kind, compassionate care and developed a curriculum to teach it to first-year preclinical medical students. Our intention was to target students prior to their formal clinical teaching in order to establish good habits of kind, compassionate care and to signal universal principles applicable to every single patient encounter. The Kind Care Curriculum addressed knowledge, skills, and attitudes: By having students examine their own experiences and speak with patients about kind and compassionate care, our intention was to promote empathy and shift attitudes. By providing students with a bundle of specific language and concrete behaviors for patient interactions, we aimed to close gaps in knowledge and skills regarding compassionate care.

In a review of the literature and similar topic areas in MedEdPORTAL, we found examples of effective curricula promoting humanism and professionalism in residents^16,17 and fellows,¹⁸ as well as a creative simulation-based curriculum promoting empathy in anesthesiology residents.¹⁹ Indeed, there is a strong need for curricula that promote empathy, kindness, and compassionate care, as residents indicate they often do not have opportunity to discuss empathy or receive formal communication skills training following the first two years of medical school.¹⁹ One critique is that all of these curricula target clinical providers at the resident and fellow levels. Thus, the curricula target individuals already in clinical training rather than instilling knowledge and skills for compassionate care earlier in undergraduate medical education. Among studies of medical students specifically, such as those using professionalism flash cards during clerkships²⁰ and reflective narratives²¹ to build empathy, most curricula target advanced clerkship students rather than preclinical ones. Also, the studies reviewed here utilize educational methods such as written case-based learning,¹⁷ simulation,¹⁸ and reflective writing,²² but none provide opportunities to work with patients directly. One curriculum involves training residents to lead family goals of care discussions,¹⁶ while another, developed by Kesselheim and colleagues, uses case vignettes to highlight challenges in humanism and professionalism and promote discussion among residents¹⁷ and fellows.¹⁸ In a simulation-based curriculum, anesthesiology residents role-play being a patient requiring an emergent C-section in order to build skills in empathy.¹⁹ While reflective practice promotes empathy²³ and reinforces learning,²⁴ these curricula do not offer concrete skills that can be learned to practice kind, compassionate care. In our review, we did not find a curriculum teaching concrete, simple behaviors that could be utilized in addition to communication strategies to demonstrate empathy in every patient encounter.

Our curriculum has the advantage of offering a bundle of verbal and nonverbal behaviors that can be used universally in all patient encounters. The curriculum is also different in that it targets first-year medical students at the earliest stage of their training before they have begun their clinical experiences. Finally, our intervention follows an experiential learning approach and involves an opportunity for medical students to interact with patients directly to build empathy and practice new language and behaviors for kind, compassionate care.

Development of the Kind Care Bundle

We developed a bundle of concrete verbal and nonverbal behaviors for showing attention, consideration, and compassion in patient interactions, naming it the Kind Care Bundle (Appendix A). The bundle consisted of specific behaviors that could be incorporated into any patient encounter, organized into the Three E’s, namely, entry into a patient’s room, the encounter with the patient, and exit from the room.

The Kind Care Bundle was developed using behaviors informed by evidence-based practices² as well as best practices from our own experience, such as offering an extra blanket, bringing water or other items to the bedside, and readjusting the patient’s position to ensure comfort at the conclusion of an inpatient visit. Following its development, the Kind Care Bundle was reviewed both by clinicians and by patients and families. The bundle and pilot design were presented at a meeting of the Center for Educational Innovation and Scholarship at Massachusetts General Hospital (MGH) in Boston, Massachusetts, and reviewed by medical education research colleagues. The Kind Care Bundle was presented to the Patient and Family Advisory Council at MGH in June 2018 and modified based on feedback from patient and family representatives to ensure it captured the patient experience.

The Kind Care Curriculum

We then developed a 3-hour curriculum with the goals of introducing students to the Kind Care Bundle, allowing them an opportunity to practice the bundle in real time, and helping them reflect on their own personal experiences and those of patients with kind and compassionate care. Guided by adult learning theory²⁵ and Kolb’s experiential learning cycle,²⁶ we designed the session to include an experiential component and structured reflection in order to influence a change in students’ knowledge, skills, and attitudes.

Setting and Participants

We delivered this curriculum over five morning sessions at MGH in August-September 2018. Participants were 40 first-year students at Harvard Medical School, assigned to groups of eight to 10 students per session. The educational session was incorporated into the transition-to-clerkships course, which immediately preceded the start of clinical clerkships. The sessions were facilitated by author Cynthia M. Cooper. No prior knowledge or experience was necessary for the students. No prior knowledge was necessary for facilitators other than reviewing materials in the facilitator guide (Appendix B).

Session Outline

Before the session

Prior to each session, the facilitator identified hospitalized inpatients who were willing and able to participate in an interview about their experience in the hospital and their definition of compassionate care. Typically, one patient was selected for each pair of students. The facilitator obtained verbal consent from patients (generally on the medical service) and wrote down the patients’ room numbers, including approximately two to three backup options in case one of the patients was no longer available or willing to participate. Patients were informed that students would come later in the day to complete a 30- to 45-minute interview. Patients were also told that this was voluntary, that they could withdraw their participation at any time, and that the students were not part of their formal medical team.

As prework, we asked students to read an article entitled “Etiquette-Based Medicine”¹ ahead of the session. We also asked students to wear white coats and professional dress in the session as they would be meeting patients.

During the session

All teaching notes for the facilitator, including appropriate timing for the session are included in Appendix B. The first hour was spent in a small-group-size classroom (eight to 10 students) with a large whiteboard. The facilitator began the session by prompting students to discuss the prework article. The facilitator then asked students to break into small groups of two to three and pair-share (i.e., share their experiences in pairs) about a time in their lives when they felt particularly cared for. We encouraged students to specifically think through verbal and nonverbal ways that caring and compassion were conveyed at that time. The facilitator next brought the group back together and facilitated a discussion of these experiences, capturing common themes on the whiteboard. Then, students were asked to share any clinical experiences in which they had observed compassionate care. The facilitator pointed out similarities between the experiences of being cared for themselves and of seeing compassionate care on the wards and helped students to develop common definitions of compassionate care.

Next, the facilitator introduced the Kind Care Bundle (Appendix A) and discussed the Three E’s format of entry, encounter, and exit. The facilitator demonstrated the application of the Three E’s to the group with one student volunteer acting as a patient (alternatively, two students might be asked to role-play an encounter, with the group discussing what went well in the encounter and what could be improved). The students were then divided into pairs and each pair went to the bedsides of the recruited patients to interview these individuals about their care experience using specific question prompts and to practice the behaviors of the Kind Care Bundle. Students were instructed to introduce themselves to the patients, apply the skills of the Kind Care Bundle, and work through the guiding interview questions (Appendix C). Students worked in pairs, taking turns asking patients questions and jotting down notes. Approximately 1 hour was allocated for students to find their patient’s room, interview the patient, and return to the group setting.

In the final hour of the session, after the patient interviews had been completed, students returned to the classroom, where they were guided by the facilitator in debriefing their experiences. Following questions in the guide (Appendix B), the facilitator asked students what they had learned from their patients about how they perceived caring and compassionate care. Students also reflected on their experience using the Kind Care Bundle in their interaction with the patient in addition to the usual patient-bedside experience. To close the session, every student was asked to share one thing they had learned and one thing they would like to incorporate into their care going forward.

After the session

Following this debrief, students were allocated 10 minutes to complete the end-of-session evaluation (Appendix D) and give any feedback they had on the bundle or the curriculum.

Session Evaluation

We surveyed students at the end of the session to assess their personal interest in compassionate patient care, whether they felt there was value to this as a topic of medical education, and when they thought the curriculum should be taught to students. We also asked students to rate their satisfaction with the session and their likelihood of using the Kind Care Bundle again in the future.

We developed the postsession survey de novo for this pilot project, based on our specific objectives. We had two intentions for this survey. The first was to assess students’ reactions to the session in terms of its value, organization, and clarity. Second, we were interested in students’ suggestions for improvement given the pilot nature of the session and our aim to improve the experience iteratively for future students. The survey included both quantitative Likert scales and open-ended qualitative responses. The survey was administered on paper by the session leader (Cynthia Cooper), who left the students alone to complete it anonymously. Surveys were collected at each session but not analyzed until after the completion of all five sessions.

Data Analysis

Surveys were voluntary and anonymized with no identifiable information. We summarized quantitative data in Microsoft Excel and tabulated results from the survey for workshop organization and relevance. We also determined students’ level of interest in the topic and intention to use the bundle again in the future.

We analyzed qualitative data from the free responses using Microsoft Word. Using mixed inductive-deductive qualitative content analysis,²⁷ Cynthia M. Cooper organized qualitative responses into key themes. Themes were derived deductively from our objectives and hypothesis about how the session could influence medical students and also arose inductively from the data.²⁸ Key themes were combined into major categories reviewed by Galina Gheihman and agreed upon by consensus.²⁹ Our analytical approach was exploratory rather than theory-driven given the pilot nature of this study.

Ethical Approval

Ethical approval was obtained from the Harvard Medical School Academy, which reviewed the proposal and approved the study. The study was deemed quality improvement and waived from formal institutional review board evaluation.

Thirty-seven of 40 participating first-year students (93%) completed the voluntary evaluation survey.

Session organization was evaluated as excellent by 27 of the 37 respondents (73%) and as very good by nine of them (27%). Session relevance was rated as excellent by 30 of the respondents (81%) and as very good by six (16%). Personal interest in the topic was rated as high by 24 of the respondents (65%) and as moderate by nine of them (24%). The majority of students either strongly agreed (28 of 37, 76%) or agreed (five of 37, 14%) that the curriculum should be taught to all first-year medical students.

Students reported that the bundle filled an educational gap. Some of the major qualitative themes included (1) an appreciation of the sessions’ emphasis on concrete behaviors, (2) the importance of practicing the bundle and the guiding questions, and (3) the personal impact of reflecting on one’s own experience of compassion. The lists all the key themes and includes supportive quotations for each theme.

Table.

Key Themes and Representative Quotations From Participants’ (N = 37) Free-Text Responses Evaluating the Kind Care Bundle

Open in a separate window

A majority of students reported that they could imagine using the Kind Care Bundle in their future clinical clerkships almost always (30 of 37, 81%). Students’ motivations for using the bundle again in the future included (1) impact on patient experience, (2) clinical success, (3) fulfilling professional ideals, and (4) self-care. Students did not suggest any major changes to the curriculum, and the pilot was not significantly altered between sessions.

We developed the Kind Care Bundle—a collection of concrete verbal and nonverbal behaviors for showing compassion in patient interactions—and taught it to preclinical medical students as part of the Kind Care Curriculum. This curriculum invited students to reflect on personal experiences of compassionate care, recall examples observed in the clinical setting, and interview hospitalized patients about their experiences with compassionate care. We also taught students a bundle of concrete verbal and nonverbal behaviors they had the opportunity to try out during the session. Students rated the experience as well organized and highly relevant to their current and future training. They believed the bundle filled an educational gap and helped them to reconnect to the importance of empathy and compassion in medical care, as well as to practice concrete behaviors for showing kindness to patients.

While medical educators implicitly value the importance of professionalism and kindness in patient interactions, rarely are compassionate behaviors explicitly discussed, formally taught,¹¹ or evaluated in medical school³⁰ or subsequent clinical training.³¹ The Kind Care Curriculum offers an innovative educational activity that prompts students to draw on their own experiences of compassionate care, teaches and reinforces compassionate instincts by providing a bundle of concrete behaviors to improve student-patient interactions, and gives students an opportunity both to test-drive this bundle during a patient encounter and to reflect on the experience.

In this educational intervention, we targeted students prior to their formal clinical training in order to establish good habits of compassionate care. Many students noted that they would use the Kind Care Bundle again in their upcoming interactions with patients and felt that it offered a universal approach for treating all patients with compassion. We wanted not only to give students the knowledge why this was important but also to start modifying their attitudes and equip them with skills for kind, compassionate care. Thus, the curriculum offered opportunities for reflection on students’ own prior experiences,¹⁸ as well as on the impact of using the bundle with patients. Students’ free responses indicated they were connecting with values of empathy, professional fulfillment, and personal well-being as a result of the personal reflection prompted during the session.¹⁹ Furthermore, we wanted students to develop concrete skills to utilize. The session provided an opportunity for students to observe the bundle in action (in the role-play in the first hour), to practice engaging in the behaviors (with patients in the second hour), and to reflect on this experience, thereby connecting their new learning with its impact on patients. The curriculum’s combination of knowledge, skills-based practice, and reflection^25,26 was highly rated by preclinical students and may have use in other trainee populations, clinical settings, and institutions.

We learned several additional lessons from our experience with the implementation of this pilot curriculum. First, learners may be reluctant to reflect on past experiences of vulnerability and compassion in front of their peers. To create a safe psychological space, it may be necessary for the session leader to have personal narratives of compassionate care at the ready to share at the start of the session. In our implementations, the facilitator thought ahead of time about examples to mention and drew upon them if the students were reluctant to share. We also found that students were more forthcoming in the larger group if they first had a chance to interact in a smaller, intimate setting. We asked students to share their thoughts with a partner prior to opening the discussion to the larger group for this reason. For the brainstorming related to Educational Objective 2 (i.e., when learners were recalling their clinical experiences with compassionate care), we found that the facilitator could organize the whiteboard in real time into columns of verbal and nonverbal behaviors corresponding to the Three E’s of entrance, encounter, and exit. This allowed a smooth transition from group brainstorming to the introduction of the Kind Care Bundle that followed. A central component of the success of this intervention is the opportunity for students to interview patients. We found that selecting patients ahead of time was necessary. Patients were chosen from among the general medical floors at the hospital, were informed about the session, and provided consent. This made it easier for first-year students to visit with them subsequently and facilitated deeper discussion. The richness of individual patients’ responses to the guiding questions varied significantly. A brief introduction to the aims of the session during patient recruitment enhanced patients’ subsequent comfort and willingness to share openly with learners. Through the course of the five sessions, learners identified additional behaviors for demonstrating care, ranging from finding a patient’s remote control to adjusting the shades on a bedside window. Future iterations of the Kind Care Curriculum could be adapted to include these caring behaviors.

Limitations of this pilot study include the small sample size, limited scope of the evaluation, and restriction to a single clinical site and medical school. Despite a small sample, we had a high response rate and received feedback from almost the entire cohort of participants. It is unclear whether these results generalize to other clinical sites at our institution, other medical schools, or other trainee populations (e.g., residents and fellows). Both the generalizability of this intervention and its longer-term impact on students’ behaviors and patient interactions require further study. A strength is that the session was mandatory for all students rather than elective, limiting the potential bias of interested students self-selecting into receiving the curriculum. We did not validate our survey formally to ensure students’ accurate interpretations of our questions. Future studies can help validate our survey tool or be repeated using validated survey instruments measuring empathy in medicine. ³²

Patients recruited for the sessions were a convenience sample of medicine inpatients chosen for being English speaking, oriented, conversant, and willing to participate. A broader sampling of patients could have altered students’ experiences; patients not meeting these criteria might have different experiences of compassionate care. We did not formally survey patient participants about their experiences with students’ use of the bundle. Informal interviews indicated that patients appreciated the opportunity to speak with students and share their experiences.

This pilot initiative was proof-of-concept that preclinical medical students could learn and appreciate a bundle of concrete behaviors for demonstrating kind, compassionate care at the bedside. Further study could involve the effect of this intervention on students’ well-being,¹² on their sense of connectedness with patients, on the persistence of their sense of compassion over time, and, ultimately, on patients’ care experiences. We believe emphasizing kindness and compassionate care in trainees can augment patients’ experience of care. This in turn may help reconnect students with the values that brought them to medicine, reducing burnout and bolstering career satisfaction and joy in work among trainees and practicing clinicians alike.³³ Indeed, teaching kindness in the clinical setting could have a reverberating and reinforcing effect, promoting kindness in all types of interactions across a medical school or other clinical institution,³⁴ as well as empathy and wellness.

Next steps for this project include completing follow-up longitudinal surveys to determine the durability of the curriculum and students’ use of the Kind Care Bundle over time in their clinical training. We are also expanding the pilot to all preclinical students at the medical school and will be able to assess its reproducibility within other clinical settings at our institution. Future work could include adapting the intervention to populations at different levels of clinical training (e. g., residents, fellows, and attending physicians) and at other institutions.

1. Kind Care Bundle.docx

2. Facilitator Guide.docx

3. Guiding Interview Questions.docx

4. Evaluation Survey.docx

Click here to view.^{(173K, zip)}

All appendices are peer reviewed as integral parts of the Original Publication.

Drs. Cynthia M. Cooper and Galina Gheihman contributed equally to this work and are co-primary authors.

The original idea for this pilot was presented at a meeting of the Center for Educational Innovation and Scholarship at Massachusetts General Hospital—we thank our colleagues for this discussion and their contributions. The Patient and Family Advisory Council at Massachusetts General Hospital also provided valuable feedback on the design of the Kind Care Bundle and this study. We acknowledge and thank Dr. Arabella Simpkin Begin for her mentorship and advising throughout the development of the project and for her review of earlier versions of the manuscript.

None to report.

None to report.

Cooper CM, Gheihman G. Teaching the “Kind Care Bundle” to medical students—a transition towards compassionate care. Poster presented at: Harvard Medical School Academy Medical Education Day; December 11, 2018; Boston, MA.

Gheihman G, Cooper CM. Teaching the “Kind Care Bundle” to medical students—a transition towards compassionate care. Poster presented at: 79th Annual Soma Weiss Medical Student Research Day; March 12, 2019; Boston, MA.

The Harvard Medical School Academy approved this study.

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GOOD ZABOTA.RF – a project to develop the creative abilities of children

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“GOOD CARE. RF” is a non-commercial project to develop creative abilities and teach labor skills to children, as well as to provide social and psychological assistance to children in difficult life situations.

The GOOD CARE.RF project has existed since 1999 and is currently being implemented by public organizations – ANO Art Studio Violet Summer and ANO Center for Social Initiatives Energy of Life with the active assistance of partners, sponsors and volunteers.

Project goal:
to develop in children the desire and skills to take care of themselves and others, as well as the desire for a successful independent life.

Objectives of the project:
1. Social adaptation of children aimed at success in studies, work and creating a family;
2. Intellectual development of children, promoting the identification and development of talents;
3. Teaching children about peaceful and kind emotional relationships;
4. Formation in children of the desire and skills for socially useful work, as well as instilling an interest in a healthy lifestyle.

The tasks of the project are solved by the following methods and tools:

– creative interactive author’s meetings,
– concerts, holidays and festivals and competitions,
– master classes, seminars, trainings,
– as well as training with children and teachers of various cultural and educational activities.

Our team also implements other charitable, social and cultural projects.

We organize cultural and mass events for children and adults, master classes, seminars and creative meetings, holidays, concerts, festivals of the city, regional and regional levels, and also take part in competitions, forums and festivals of various levels and directions.

Our news and events

10 of 125

Congratulations to the pupils of orphanages in Russia on the holiday “Children’s Day – June 1” in 2022 as part of the GOODZABOTA.RF project

I would like to thank all the partners and volunteers who took part in the congratulations of children from orphanages in Russia on the holiday “Children’s Day – June 1”.

This time we congratulated the children and employees of orphanages with congratulatory letters and attached video greetings, and everything turned out to be sincere and sincere.

I invite everyone to join our project GOODZABOTA.RF and give and receive good things together.

All the best.

June 1, 2022, 12:05

• dobrayazabota.rf,
• violet-summer.rf,
• glory dal,
• lara dal,
• lara and glory dal,
• all the best,
• June 1,

Event for children on April 21, 2022 within the framework of the GOOD CARE.RF project for students of the MAOU “School No. 18 for students with disabilities” in Perm

Our next event was wonderful – the author’s online educational interactive meeting – in the form of a video bridge between Sochi and Perm – a concert on the topic of interest in a healthy and peaceful lifestyle for children and youth for students of the school for children with developmental disabilities – MAOU “School No. 18 for students with disabilities” Perm

I thank all the participants for the organization and preparation, and especially the school teacher Ekaterina Sukhanova.

I invite you to our project GOOD CARE. The RF of all who like to give and receive good things – because together it is easier and more pleasant to do this.

All the best.

April 21, 2022, 10:20

• kind care,
• purple summer,
• Slava Dal,
• Alexander Sobolev,
• good care . rf

Creative online learning – master – class from students of the Moscow Institute of Culture for children from the orphanage in Barnaul

Educational master class and performance of a cheerful author’s song “School rock – n – roll” in ONLINE format within the framework of the GOODZABOTA.RF project for pupils of the orphanage in Volzhsky

At the invitation of the Russian Orthodox Church, an author’s educational interactive meeting was held for children.

Due to technical and other difficulties, there was a delay in posting our events on the site.

We continue to publish our news with a delay, adhering to the chronology of the seasons and we would appreciate your understanding.

In this photo, we are with children after our author’s educational interactive meeting – a concert, held by us at the invitation of the Russian Orthodox Church.

It was an interesting experience and unusual energy.

My assistant, musician Oleg Zubtsov and I were worried.

Everything went well – the children listened with pleasure and answered questions, we enthusiastically communicated all together and made discoveries for ourselves, gaining new knowledge and vivid emotional experience of communication in an unusual environment.

After the event, the children were awarded our commemorative medals – who for ATTENTION, who for the BEST ANSWER, and who for COURAGE,

At the end of the meeting, the inviting party arranged a friendly tea party, which made us even more friends.

I express my deep gratitude to everyone who shares and supports our important work of helping children.

Sincerely yours, the author of the project Slava Dal.

Online event – author’s creative interactive meeting – producer and art – psychologist Slava Dal for pupils of the orphanage in Gornozavodsk.

CLICK ON THE PHOTO ABOVE TO SEE THE ENTIRE IMAGE.

In connection with the quarantine announced in the country, children from orphanages found themselves in social and emotional isolation.

We managed to accept this challenge and quickly master the options for social assistance to children in a remote Internet format.

And for the first time in 15 years we created events within the framework of our GOOD CARE project. RF On April 2, 2020, in the orphanage in the city of Gornozavodsk, with which we have long-term business, creative and warm friendly relations, we held an interactive creative workshop. multimedia author’s meeting.

The head of the orphanage, Tatyana Borisovna, suggested that we reveal to children the topic of shaping the desire and ability of children to take care of themselves and their neighbor, harmoniously combining their rights and obligations in relation to others.

The meeting turned out to be interesting and exciting, both for children and teachers and organizers.

I express my sincere gratitude to the staff of the orphanage in Gornozavodsk for the quick response and help in organizing events in a new format for us.

We invite media volunteers, hand-made craftswomen, experts and trainers, artists and musicians, and everyone who can hold an online event and a creative master class for children to join us.

Call +79128818929 MTS, Viber, Vats Ap, Telegram.

Slava Dal.

FEEDBACK ABOUT THE MEETING AT THE CHILDREN’S HOME, GORNOZAVODSK.

Art Director of ANO “Art Studio” Violet Summer”.

Dear Slava Dal!
We are happy to be convinced again and again that there are many talented people! And even happier that they are not just colleagues, but also our friends !

Thank you for the fire of emotions and impressions for the new format of communication)))

Everything was great, singing live, fire!!!

Thank you for your ideas, for your tricks, for your humor and good mood)))
Yulia Nikolaevna Vologdina, social work specialist at the orphanage in Gornozavodsk.

April 2, 2020, 10:00

• violet summer,
• good care.,
• Orphanage Gornozavodsk,
• online meetings and concerts,
• Slava Dal,
• remote events in orphanages,
• we invite media volunteers,
• media volunteers,
• purple summer ask the internet

Shrovetide – SEEING OFF WINTER MARCH 1, 202 IN THE CHILDREN’S CENTER

March 1, 2020, 12:43

• WELCOME,
• PURPLE SUMMER,
• Slava Dal,
• Good Care,
• HOLIDAYS,
• CONGRATULATIONS,
• MASTER – CLASSES,
• MEDIA VOLUNTEERS,
• WE INVITE MEDIA VOLUNTEERS,
• SPONSORS INVITED,
• WE INVITE VOLUNTEERS,
• CHARITY PROJECT

An event with the participation of our volunteers in the recreation center of the village.

Frola.

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We are glad that we managed to take part in the festive event – a big anniversary reporting concert – the anniversary of our longtime friend and participant in our festivals and concerts, arranger and director of our songs and events, longtime creative partner and just wonderful A man named Igor Meshchurov. The event took place in the Palace of Culture of the village. Frola.

April 1, 2020, 12:08

• good care,
• purple summer,
• Maslenitsa,
• Slava Dal,
• holidays,
• congratulations,
• good deeds,
• kind care,
• purplesummer

Master class “Soft toy” in the social rehabilitation center

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SRCN Rainbow, master class “Christmas tree toys”

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Video

Creative master classes in Dobryanka

School rock and roll. Author Slava Dal

Day of the City of Sochi – Art Studio “Purple Summer”

Children’s Help Center, Department No. 2, Perm

Purple Summer – 10 years. Unpress-Perm report.

Project “Purple Summer” at the Festival “White Nights in Perm 2014”

Orphanage in Solikamsk. Video review of the computer science teacher about the master class Good care

Letter of thanks from the SRTSN Kungur

Business and charity. Live broadcast with Slava Dal

Making BOUQUETS FROM CANDIES with the participants of the Good Care project

About business trust in public organizations

“How to avoid child aggression at school” – psychologist’s recommendations

Photo gallery

good work – Traducción al español – ejemplos ruso

Su búsqueda puede llevar a ejemplos con expresiones vulgares.

Su búsqueda puede llevar a ejemplos con expresiones coloquiales.

Otros resultados

That’s what they call old, good job clerk.

Bueno, esa es la gerencia de los viejos tiempos.

And I would certainly recommend to the Chairs not to weaken this good work in the expectation that in the course of extensive discussions we can find a way to a breakthrough.

Por supuesto, aliento a los Presidentes a que prosigan el buen trabajo que han venido realizando, con la esperanza de que, en medio de las prolijas discusiones, podamos encontrar un camino por el que avanzar.

Dr. House is an ardent supporter of the good old diligent work .

House es un ferviente creyente de la vieja escuela del trabajo duro.

He did a worthy, deserving of the most good words work in the interests of humanity and environmental protection.

Había realizado un notable servicio en interés de la humanidad y de la protección del medio ambiente.

It’s just good old police work .

Es trabajo de policia a la antigua .

As you can see guys, in the end good old police work always wins.

Ya ven, chicos, al final del día el bueno y traditional trabajo policial siempre gana.

Right, so we’re relying on good old police work .

Bien, así que confiamos en viejo trabajo policial.

Then let’s do the good old police work .

Entonces volvemos al antiguo trabajo policial .

It looks like kind doctor will not finish work .

Parece que el buen doctor no pudo acabar el trabajo .

You were given the go-ahead for work on our territory and we worked quietly and peacefully with you.

Has podido operar en nuestro territorio y hemos trabajado juntos en paz todo el tiempo.

The prevailing spirit of cooperation and compromise serves a good omen in the work of the Special Committee in 1997.

El espíritu de cooperación y conciliación que ha imperado es un buen presagio para las deliberaciones del Comité Especial en 1997.

This bodes well for the Commission’s work in the coming years, and we look forward to next year’s debate.

Es un buen augurio para la labor de la Comisión en los años venideros, y esperamos con interés las deliberaciones del año próximo.

In the meantime, be kind do your job , and do it well.

Hasta ese dia, hará su trabajo y lo hará bien.

We wish him all the very best good in his future work .

Le deseamos lo mejor en sus empresas futuras.

The commission gave the go-ahead to continue the work .

El comisionado ya nos ha otorgado el permiso .

Welcome Welcome to job with Ben Faulkner.

Bienvenida al salón de actos de Ben Faulkner.

The commission gave the go-ahead to continue the work .

El Comisionado ya nos dio su aprobación .

When something goes wrong, there’s nothing better to relieve stress than good old handmade handmade

Cuando las cosas van mal, no hay nada como un pasado de moda para aliviar el stress.

Now I have to explain to the group that we lost good night work because I was trying to get through to my … my boyfriend.

Ahora tengo que explicar a mi equipo que hemos perdido una noche de trabajo porque estaba tratando de llamar a mi… a mi novio.

The Secretary-General welcomes and supports the constructive role played by Myanmar’s neighbors and ASEAN member States in supporting his good offices and the work of his Special Adviser.

El Secretario General acoge con satisfacción y alienta el papel constructivo desempeñado por los vecinos de Myanmar y los Estados miembros de la ASEAN en apoyo de sus buenos oficios y la labor de su Asesor Especial.

Posible contenido ina propiado

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Resource circle with parents in the middle group. Topic: “Good care”

Tasks:

1. To unite the efforts of educators and parents in the spiritual and moral development of children.
2. To analyze the existing experience of educating children in a caring attitude towards the environment.
3. Provide an opportunity to learn about the positive experiences of other families.
4. To reveal the need to form the ability to show compassion and mercy to people and the environment.

Resource circle in progress

Parent greeting.

Today we continue our work on the program “Origins, Education on Socio-Cultural Experience”. And the topic of our meeting is “Good Care”.

The main task is to reveal for the child the importance of a kind, caring attitude of a person towards “our smaller brothers”, let’s try to answer the question, how the book will help teach children to show compassion and mercy?0003

Mercy – compassion, sympathy, love in deeds, willingness to do good to everyone, mercy, softness of heart.

Compassion is a special quality of the human soul, readiness to help one’s neighbor without hesitation.

Let’s play the game “Animal care” now, the children will tell us what they know about how a person takes care of pets (children are given illustrations depicting pets, the host names the animal, the child tells, parents can to help). The goal is to develop in children ideas about how a person takes care of animals.

At home, together with your children, you had the opportunity to get to know the book in more detail, read it, look at the illustrations, discuss the content of this or that work, for this, the book contains questions, answering which the child thinks, reflects, analyzes. Tell me, please, which piece did you like the most? What caused “stormy” discussions with the children? (Answers from parents.)

Nechaev’s story “How to ride a horse” tells in an accessible form how to take care of pets. Thinking together after reading the story will help children understand the need for caring human behavior towards pets.

Round dance game “Who Grazes in the Meadow” reinforces children’s knowledge about domestic animals, what they eat, what benefits they bring to people.

Ushinsky’s story “The Cockerel with the Family” reveals to children the bright colorful image of the cockerel, his caring attitude towards hens and chickens, and his ability to put things in order in the family. As they reflect on human care for pets, the children also add their own little life experience by talking about how they care for pets.

The Russian folk song “Burenushka” emotionally tells children about a cow, reveals a caring attitude of a person towards her.

The book contains proverbs, let’s discuss their content:

• A good owner has a good horse;
• Milk on the tongue of a cow;
• Where there is care, there is joy.

Let’s go back to Nechaev’s work “How to Ride a Horse” and think about how it affects the formation of such feelings in children as mercy and compassion.

I would like to bring to your attention a presentation on cultivating a caring attitude towards our smaller brothers, on cultivating mercy and compassion (view). How did you feel while watching this presentation? Why do you think it is important to cultivate mercy and compassion? (Answers of parents.)

The age of 4-5 years is most favorable for the formation of the ability to show compassion and mercy to people and the environment. It is necessary to cultivate such qualities as sympathy, compassion, empathy (examples from the life of a group). It is necessary to bring children to the understanding that mercy is a desire to benefit other people, without thinking about rewards, to encourage them to show these feelings to others, peers, to give them attention, help, to do it kindly, sincerely (we ask you to help Petya fasten his sandals , cut something, draw, assemble a puzzle …). It is necessary to teach children to distinguish between good and evil, to analyze the results of their words, thoughts, and deeds. To cultivate the ability to consciously make a choice in favor of good, to follow the good inclinations of the heart.

Within the framework of this theme, at home together with the children, you have made baby books on the theme “Kind care for our little brothers”. Please tell us about your work, what feelings did this type of activity cause for you and your children? Did it help children develop a sense of mercy and compassion? (Answers from children and parents.)

Thus, in conclusion, I would like to say that the development of mercy and compassion begins in the family from early childhood. It is the example of an adult that forms a certain model of behavior in the mind of a child (example: if an adult kicks a dog, then the child will do the same). If parents take part in the fate of those in need, then these qualities begin to manifest themselves in the child, only in a simplified form, and with the further development of the personality, a desire to help in trouble is formed, i.e. mercy. If a person is brought up in anger and ignorance, then he is indifferent to the grief of others.

Now the world is more and more like the dark realm of Ostrovsky, where morality is being eradicated, but still, each of us can become a ray of light in the dark realm if we preserve morality and multiply goodness.

Nursing home “Good hands” in Kharkov – care and comfort for the elderly

Home Blog of Izhevsk Medicine. Beauty Nursing home “Good Hands” in Kharkov – care and comfort for the elderly

Author: iforget • Publication date: 07/26/2021

Kharkiv Nursing Home “Good Hands” https://dom-pansion.com.ua/ provides comprehensive care for the elderly, the disabled, bedridden patients. Each guest is guaranteed comfort, safety, care and attention.

Services for pensioners

Elderly people need comfort and positive emotions. They receive everything they need for a carefree, eventful life in a boarding house. Guests are provided with cozy rooms in a country cottage with home furnishings, modern furniture and appliances. All issues related to the organization of life are taken over by the staff of the center, so pensioners can simply relax and communicate.

Special attention is paid to the nutrition of the guests. The senile body needs light, fortified food. At the same time, many older people suffer from a lack of appetite, so the diet must be tasty and varied. The menu for pensioners is compiled by a nutritionist who, in addition to medical recommendations, also takes into account the wishes and preferences of the guests themselves.

Equally important is the monitoring of the health of the elderly. The guests of the boarding house are under round-the-clock medical supervision, undergo daily preventive examinations and receive the necessary treatment. The next moment is communication, because most of the old people suffer from loneliness. In the boarding house, guests make new friends and acquaintances, find interesting hobbies for themselves.

Various celebrations and cultural events, sections on interests, numerous leisure activities make the life of pensioners interesting, rich, full of bright colors and positive emotions.

Care for the handicapped and seriously ill

Guests suffering from serious illnesses and impaired motor function require special attention. They are provided with separate rooms with medical furniture, various devices that make everyday life easier.

In addition to treatment, this category of guests is provided with the services of nurses, comprehensive hygiene care. It is important that in the boarding house even disabled and seriously ill people can communicate with their peers, walk in the fresh air, and participate in various events.

Often, patients who are unable to move, suffering from incurable diseases, are prone to depression, gloomy thoughts. Professional psychologists help them stabilize their psycho-emotional state and learn to enjoy life again. In addition, psychological assistance is provided to the relatives of such patients.

Our advantages

The indisputable advantages of the boarding house include:

• comfortable living conditions;
• provision of professional medical and psychological assistance;
• caring and sincere attitude of the staff towards their wards;
• close cooperation with relatives of the guest;
• reasonable prices.

More information about the work and services of the center can be obtained by contacting the Kharkov private nursing home “Good Hands”.

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Protracted spring is resisted by initiative and kind care

Politics

May 7, 2004, 19:20
days, allowed the Meleuz people to take the initiative into their own hands and take
one of the leading positions in the republic in the spring field schedule
works. This was said by the SPK “Ashkadarsky” who stopped at the edge of the field
Prime Minister of the Government of the Republic of Bashkortostan Rafael
Baydavletov…

A few warm days released by nature in the first days of May
days, allowed the Meleuz people to take the initiative into their own hands and take
one of the leading positions in the republic in the spring field schedule
works. This was said by the SPK “Ashkadarsky” who stopped at the edge of the field
Prime Minister of the Government of the Republic of Bashkortostan Rafael
Baidavletov, who today made a working trip to Meleuzovsky
district. He was accompanied on the trip by the Minister of Agriculture
Grigory Gorobets.

Vadim Shayakhmetov, the chairman of the Ashkadar SPK, introduced
arrived with the state of affairs in the economy, which has already sown
grain and industrial crops about 6 thousand hectares.
Rafael Ibrahimovic noted the quickness of the farm workers,
saying that it is necessary to weed out before the predicted rains. Chapter
administration of the Meleuzovsky district and the city of Meleuz Malik Vakhitov,
having entered into a conversation, he said that the Ashkadar people and farmers
district high hopes for a good harvest, and noted the great help
rural workers of the government of the republic. Rafael Baidavletov
inquired about the availability of machinery, fertilizers, fuels and lubricants
materials. All these are the components of the harvest, and their deficit today
is not felt in this economy. Vadim Shayakhmetov spoke about this.
Rafael Baidavletov talked with the seeders, looked at how
the technique works, what kind of grain falls into the ground. Really
elite wheat seeds “Kharkovskaya” that have passed the preliminary
processing looked great. The next field, which already
a working revival reigns for several days, these are the lands of the SPK them. Salavat.
This is where potatoes are being planted. Farm manager Sibagat
Gainullin said that 60 tons of seeds were imported from Germany
potatoes of elite varieties “Agria”, “Rosalint”, “Vinetta”, “Colette”.
250 hectares will be occupied for tubers. Expect to collect at least
200 centners per hectare. Rafael Ibrahimovic noted the excellent quality
winter crops, which survived despite the snowless winter, and
today, a flat green field delights the eye, promising a full-fledged
harvest. And this also shows the business approach of the government:
prices for herbicides, mineral fertilizers,
concessional loans were allocated, and the farms were able to carry out
the whole range of activities. Only SEC named after Salavat acquired
900 tons of fertilizers. There is an active feeding of winter crops with urea,
which will give them strength.

Profitability of all economic activities of SPK “Trudovik”
last year was 15%. And the current field season
economy began without long buildups. Completed on May 7th
grain sowing on an area of ​​1,124 hectares, of which 815 hectares are wheat,
309 – barley. Sunflower sowing has begun. Head of SPK Talgat
Vakhitov said that the farm had acquired six tractors under leasing.
People worked around the clock and coped with the assigned task.
The fields are well fertilized. Livestock is being restored
dairy herd, the number of which reached 250 heads, and today
cattle are already being transferred to summer keeping. Current electricity bills,
gas is paid on time. And people are optimistic.

Next stop – at the building of the sports and recreation center
complex, the construction of which is scheduled to be completed by June 15.
R.I. Baidavletov inquired about the progress of work, which is
completion, and assured that all work will be financed by the government,
although the cost is much higher than the original design parameters.

And at the construction site of the House of Culture in Meleuz
interest in the provision of materials,
progress of work and completion dates. R.I. Baidavletov highly appreciated
the course of field work among the Meleuz workers and conveyed congratulations on the upcoming
Victory Day.

Rafael Baidavletov visited the Yumaguzinsky hydroelectric complex,
where the water level reached 240 meters.

Author: Asiya Akhmetshina Alim Faizov

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Pediatrician Lyudmila Vasilyeva (left) and nurse Alevtina Basova always have a bunch of toys for little patients at hand.

Three-year-old Styopa rarely gets sick, but when he still needs to go to the doctor, he does it willingly: after all, his beloved doctor, Lyudmila Vasilyeva, meets him in the office.

Head of the department Lyubov Bessonova

“Who came to us?”, “How are Vasya (Petya, Masha) doing?” The doctor smiles. This is how pediatricians meet the kindest, most ingenuous and trusting patients – children. Their work is special: it is necessary not only to prescribe treatment, but also to be able to examine the child, reassure him if he is afraid of something; find out the cause of the disease, if he is so small that he cannot tell, show where it hurts. This article is about those who treat children, about the “pediatrician and nurse” team.

The neighbor was a doctor

Who should I look into the office? The choice fell on Lyudmila Vasilyeva. Her candidacy in the polyclinic was proposed because Lyudmila Petrovna’s work experience is one of the longest – 40 years. But the main thing, of course, is professionalism and warm relations with young patients and their parents.

Our heroine comes from the Krasnochetaisky district and has been working as a physician since 1975. He says: his parents had nothing to do with medicine, and the neighbor was a doctor. Perhaps her example influenced the choice of the profession of our interlocutor.

“In those days, the neighbors were like family,” Ludmila Petrovna explains. – If someone baked pies, then he treated everyone in the entrance. The profession of a neighbor has always aroused great interest in me, besides being a doctor was then very prestigious. So I decided to enter the medical faculty. I have always loved to read and learn, and still do. I love to read books to my grandchildren and gain new knowledge.”

She also tries to lead a healthy lifestyle, for example, move more, actively participates in various events. He buys equipment to load different muscle groups, massage balls, works with them, gives colleagues so that they can also do it.

Our patients are kind, cheerful, good

Lyudmila Vasilieva would go skiing and swimming, and much more useful, if not for the work, fortunately, dearly loved. She gives almost all her time to her, works from 7 am to 7 pm, then answers calls again.

Our pediatrician can’t even imagine being a therapist, just give her kids.

“Children are so kind, sincere, interesting. We are always young, because only positive energy comes from our patients. They charge us: they smile, grow before our eyes, change, we love them, they love us. And for doctors who work with adults, this is not always the case.”

But there are some difficulties, for example, how to find out from a baby what is bothering him? The stories of parents help to make the correct diagnosis, and, of course, studies and analyzes.

And sometimes you have to spend time and energy persuading moms and dads of kids that this is the kind of treatment their child needs. “Sometimes they come and say: “I won’t, then I won’t.” It’s hard with such people, but we try to find an approach here too, ”says our heroine.

Likes when children get well

“I treat my children only with Lyudmila Petrovna,” joins our conversation with the right hand of the doctor, nurse Alevtina Basova, , who has been working in the same team with her for two years. – She has a huge experience, her treatment always helps. He tries not to stuff children with drugs, often finds another way out, and, as it turns out, more effective. So, a two-year-old baby had a runny nose for a long time, the doctor examined her and said: “Do not drip for a couple of days.” Today, my mother came and said that everything was over.”

“She loves when children get well. She is very happy, she has so much energy, – continues Alevtina. – He looks at life with a positive, even when everything is bad, he says: “I’m doing well!” Everywhere she looks for the positive: if it’s cold outside, she rejoices at how beautifully her eyelashes are covered with frost.”

The pediatrician’s right hand

“A lot depends on the nurse,” the pediatrician says warmly. “75% of the success in our work, I believe, is the merit of the nurse.”

Alevtina has been working as a nurse for 10 years: “When I was in high school, my sister said to me: “Let’s learn to be a nurse. ” I told her: “Come on!”

I still like it, you can’t sit still here and there is no time for boredom. And how many times have I been sent to study as a doctor, but I still have no time, and this is too much responsibility. ”

Children’s doctor’s toys and other secrets

One of the main features of the work of a pediatrician is the ability to win over little patients: there are those who are afraid of “aunt in a white coat.” In this case, doctors have their own secrets and “heavy artillery” in the form of toys.

Lyudmila Petrovna demonstrates a gray rubber wolf cub and a fox that can squeak amusingly. Our heroine also takes out a bag with key chains in the form of animals, cars that can glow and make different sounds, these are her little gifts for patients.

“It is necessary to caress, entice, carry away,” Lyudmila smiles. – There is one boy, he is now seven years old, he always cried, was afraid,

did not allow himself to be examined. I became friends with him through drawings. Once I saw a piece of paper in his hands, I asked: “What did you draw? How beautiful! Will you give me?” Until now, he prepares drawings for me, brings each visit. Recently, my mother called a doctor, but another one came, since I was on vacation. So he cried that it was not me. Children never tire.”

Other people’s own children

The doctor admitted that other people’s children become like family: “They grow up, bring their children. Sometimes a child comes, you look at him and wonder: “How, do you already go to school? After all, recently I went to kindergarten. ” We remember everyone by name and address.

Children should be touched and smile in response to their smiles to children’s doctors, sitting in a warm office, but you also need to go on calls. Previously, during outbreaks of seasonal colds, one doctor had up to 45 calls per day. Recently, work has become easier, as pediatricians have assistants, and one doctor now has an average of about 15 calls. The site, which is served by Lyudmila Petrovna and Alevtina, is the largest in our children’s clinic – 1500 children.

For complete happiness, our heroes would like the children to be evenly distributed among the districts and that there would be more narrow specialists. Thus, it is possible to unload pediatricians somewhat, give them the opportunity to devote more time to small patients, without collecting large queues in the corridor.

And Lyudmila Vasilyeva also dreams of building a rehabilitation center for children in Novocheboksarsk with a swimming pool and physiotherapy.

Beloved Lyubov Bessonova

After leaving the office of the 16th precinct, we stopped by , the head of the department, Lyubov Bessonova. And no matter how Lyubov Sergeevna denied the interview, we managed to talk with her.

“My idol was the pediatrician Valentina Tikhonovna Volkova,” our legendary children’s doctor tells her story, who is known, perhaps, by the whole of Novocheboksarsk, “I still remember her.