MSN 5550 Health Promotion: Prevention of Disease Case Study Module 12 Instructions: Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to provide citations/references for your answers in APA format. Deadline: Due by Sunday at 23:59 p.m. CASE STUDY: Drug-Facilitated Sexual Assault: Jessica Sexual assault includes any type of sexual activity to which an individual does not agree. Because of the effects of some drugs, commonly called date rape drugs, victims may be physically helpless, unable to refuse, or even unable to remember what happened. Jessica, a 16-year-old high school sophomore, expresses concern to the school nurse practitioner that she knows someone who might have had sex “without knowing it.” How can the nurse practitioner answer these common questions? Reflective Questions 1. What are date rape drugs and how can a person be unaware that such a drug has been ingested? 2. What can you do to protect yourself? 3. What do you do if you think you have been sexually assaulted? 4. What can you do when someone you care about has been sexually assaulted? 5. What role does a nurse practitioner play in the care of sexually assaulted patients, particularly in the adolescent age group? 

 

Personal Knowing

In research from Thorne (2020), Barbara Carper defined personal knowing as a fundamental way of knowing in our nursing discipline. Through reflection, perceptions, and connecting with knowledge, the discovery of self-and-other is attained. Personal knowing sets the context for the nurse to become open to and engaged with processes of practice. Our text from Chinn and Kramer (2017, pp. 117-123) describes personal knowing as the base for expressing an authentic and genuine self. It requires the nurse to be in touch with who they are and understand that fact affects behaviors, attitudes, and values. 

Personal knowing affects personal and professional development in every capacity, as personal knowing is Self. How a person reacts to and interprets situations, what a person sees as valuable, the conscious and unconscious perceptions of experiences; these all encompass Self and, therefore, personal knowing (Chinn & Kramer, 2017, p. 123). 

Strengths and Weaknesses

As I try to discover my personal knowing, empathy and patience are strengths that I see in myself. I know that I am a compassionate person and feel empathetic towards the patients in my care. I have always been told patience is a virtue, and that sentiment is especially true in the nursing profession. When reflecting on weaknesses in my career, the very same strengths can be considered weaknesses. Too much empathy leads to emotional attachments, which can be devastating over time. Another weakness is not considering myself confident in my skills, which leads to self-doubting in high-pressure situations.

Application of Theory

To further develop my strengths in my current role as a nurse at a medical spa, the Comfort Theory comes into play. As clients come in for procedures and treatments, addressing their needs, designing interventions to address those needs, and assessing the interventions’ efficiency would fully display empathy and patience to have the clients feel understood (Kolcaba, 2019). Jean Watson’s Human Caring Science theory is beneficial for myself as well as patients in my practice. The theory encourages nurses to cultivate sensitivity to Self and others and to use problem-solving for decision-making. This attribute would allow my self-doubt to decrease as I recall my teachings and use them in a systematic approach. Creating healing environments at all levels, within Self included, is prominent teaching of the theory that would enable me to have empathy without attachment (Chinn & Kramer, 2017, p. 179). 

References

Chinn, P., & Kramer, M. (2017). Knowledge Development in Nursing: Theory and Process (10th ed.). Mosby.

Kolcaba, K. (2019). Comfort Line | Comfort Targets and Interventions. Comfort Line. https://www.thecomfortline.com/comfort-targets-and-interventions

Thorne, S. (2020). Rethinking Carper’s personal knowing for 21st century nursing. Nursing Philosophy, 21(4), 1–7. https://doi.org/10.1111/nup.12307

 

Topic: Chronic psychosocial Stress and Hypertension

“Genetic and behavioral factors do not fully explain the development of hypertension, and there is increasing evidence suggesting that psychosocial factors may also play an important role. Exposure to chronic stress has been hypothesized as a risk factor for hypertension, and occupational stress, stressful aspects of the social environment, and low socioeconomic status have each been studied extensively” (Spruill, 2010, p.10).

• Describe the participant protections provided by the researchers for participants. Participant protection provided was presenting the stressors in a lab, and not the real world.  The participants were then taught ways to cope.
• How were the participants selected? How might this impact ethical principles within the study? A cross sectional analysis of 2612 participants from 495 neighborhoods was done to choose the participants. The participants were chosen from people who were included in the multi-ethnic study of atherosclerosis. The participants were people experiencing low socioeconomic status, racial discrimination, and occupational stress which could impact ethical principles.
• Would the participants in this study be considered “vulnerable”? Why or why not? Yes, because the participant with bp issues is forced to confront stressors in a lab.   For example, African Americans living in the US suffer from higher rates of hypertension than whites and reasons remain poorly understood, (Spruill, 2010, p.12).  One aspect is that African Americans demonstrate elevated bp to race related lab stressors such as listening to audiotapes and watching videotapes of racist scenarios or recall of personal experiences.  Evidence showed that reactivity is influenced the degree to which the subjects attribute to race-related discrimination, (Spruill, 2010, p.12).
• Were participants subjected to any physical harm or discomfort or psychological distress as part of the study? What efforts did the researchers make to minimize harm and maximize good? Yes, they were forced to confront the stressor being studied, whereas in real life, they probably tried their best to avoid certain stressors. The participants were taught interventions to help reduce blood pressure such as muscle relaxation, biofeedback, meditation, and other coping mechanisms.
• Does the report discuss steps that were taken to protect the privacy and confidentiality of study participant? There is a disclosure note: Disclosure No potential conflicts of interest relevant to this article were reported.

“Much of the work to date regarding effects of rumination on BP has used laboratory stressors; though this approach is useful and important, the artificiality of the situation limits the generalizability of results to the real world. Response to laboratory stressors may be a poor indicator of the degree to which people ruminate about real-life stressors. Further, in the laboratory, the participant is forced to confront the stressor being studied, whereas in the field, the person may use various strategies (eg, distraction) to avoid such engagement. Thus, an important next step in evaluating rumination as a possible mechanism by which stress contributes to hypertension is to observe the effects of naturally occurring stressors on ruminative thoughts and BP outside the laboratory” (Spruill, 2010, p.14).

Spruill, T. M. (2010). Chronic psychosocial stress and hypertension. Current Hypertension Reports, 12(1), 10-6. doi:http://dx.doi.org/10.1007/s11906-009-0084-8

(2refences required)

 A newly married couple has just moved into your neighborhood and would like to start a family soon. They currently have no health insurance offered at their places of employment. You meet at a local coffee shop and they share this information with you knowing you are a registered nurse. They ask you “Any idea on what we should do to try and get affordable health insurance coverage?”. What questions might you ask to begin assisting? What information and resources might you give this couple to guide them in finding health insurance in your state? 

 

One Minute paper

Replying to this post will count toward your participation credit. This is optional but will help you to see if you have a good grasp of understanding the concepts of this class. In a “One Minute Paper” please tell me what was the most important aspect you learned in class? Do you have any questions which remain unanswered?

(It does not have to be set up like a paper, just simply reply).

 

Objectives:

1. Discuss characteristics of successful students.
2. Propose strategies to support successful completion of a program of study.
3. Discuss the effect of plagiarism on the nursing profession.

Objectives:

Compare practice competencies between associate and baccalaureate nursing education.

Define the scope of practice for a baccalaureate-prepared nurse.

Discuss how the general public is educated about the role of nursing.

 

Objectives:

1. Describe how historical events and nursing leaders have influenced the practice of nursing.
2. Evaluate the use of nursing theory in nursing practice.
3. Evaluate the use of conceptual models in nursing practice.

My specialty registered nurse in Hospice healthcare.Texas