A conversation starter for arts in health education and professional development
More and more artists, healthcare professionals, and educators are working together in arts in health. This calls for professionals who can work at the intersection of the arts, health care, and social care. But what knowledge, skills, and attitudes does that require?
To explore this question, members of the Education Working Group of Arts in Health Netherlands drafted an initial competency framework for arts in health professionals. The document is based on practical experience and conversations with professionals from the arts, healthcare, social care, creative arts therapies, and education. Rather than serving as a definitive professional profile, it is intended as a shared guide to support conversations about education and professional development
Why a competency framework?
Arts in health is a young and rapidly evolving field in the Netherlands. More and more educational programs are exploring the connection between the arts, healthcare, and social care, and the practice of arts in health is creating a growing demand for professionals who understand both worlds.
Yet, there is no shared language for describing the competencies that arts in health professionals need. This framework identifies competencies that practitioners consider most important, and provides a starting point for the further development of education and professional development.
How was the framework developed?
The competency framework was developed by researchers using qualitative methods to analyse three national roundtable discussions with Dutch professionals working in arts in health, the arts, healthcare, social care, creative arts therapies, and education. An initial analysis of the data was conducted, then shared with the Education Working Group of Arts In Health Netherlands for expert panel review and comment.
The framework is grounded in professional experience and reflects what practitioners across the Netherlands have identified as essential to their work.
How can you use this framework?
The framework is intended as a practical resource and a starting point for discussion for anyone involved in arts in health, whether in education, practice, or research.
It can be used to:
- inform development of new educational programs or to strengthen existing ones
- reflect on individual or collective professional development
- support future research on arts in health professionals
These competencies are meant as a conversation starter rather than a checklist or a definitive profile for arts in health professionals. They provide a shared foundation that will continue to evolve as the field itself develops.
What competencies does an arts in health professional need in practice? Below, we explore the five interconnected competency domains, illustrated with examples from practice.
What competencies does an arts in health professional need?
Working at the intersection of the arts, healthcare, and social care requires more than artistic or clinical expertise alone. It calls for professionals who can move between different worlds, collaborate across disciplines, and see the person behind the patient or participant.
To provide greater guidance, the Education Working Group of Arts in Health Netherlands drafted a competency framework. The framework is intended as a conversation starter rather than a definitive professional standard, and it will continue to evolve with the field.
The competencies are organized into five interconnected domains that together describe what the profession requires:
1. Put people first
An arts in health professional does not start with a method or art form, but with the person. This requires curiosity, careful attention, and the ability to respond to another’s needs. Ethics, relational practice, empathy, and a broad understanding of health form the foundation of the arts in health profession.
2. Make space for the creative process
Working with the arts in healthcare contexts means embracing uncertainty. Situations can change quickly in healthcare contexts, and so a creative session cannot be planned to the last detail. Professionals should be prepared to improvise and respond to what emerges during the process. That openness can be a strength, creating space for new insights and more meaningful professional encounters.
3. Self-care is part of professional practice
Working with people who are ill, vulnerable, or facing life-changing experiences can be emotionally demanding. That is why self-reflection is just as important as creativity. Knowing your own boundaries, reflecting on your practice, and seeking support from colleagues are not optional - they are essential for sustaining your work over time.
4. Working safely and responsibly
Arts in health often takes place in healthcare settings. This means professionals need more than artistic skills; they also need to understand how to work safely and responsibly. This includes respecting privacy, making ethical decisions, understanding any relevant healthcare protocols, and recognizing when situations require additional care and caution.
5. Help build the field
Arts in health is a rapidly evolving field. Professionals therefore contribute not only to practice, but also to the continued development of the field itself. This requires collaboration with others, curiosity, an inquiring mind, a sense of entrepreneurship, and understanding of the strengths and limits of arts in health practice.
A shared language
The five competencies above are not intended as a checklist or a definitive professional profile. Instead, they are offered as the basis for a professional language to be shared across arts in health education, research and practice, and in healthcare and the social domain. As the field continues to evolve, these competencies will evolve along with it.
Interested in arts in health education and training? Explore the available programmes and courses for students and professionals.