After completing 16
hours of service learning at the Saint Vincent de Paul free medical clinic and
reflecting on the words of Peter-Hans Kovenbach (2000) concerning service
learning education in a Jesuit Education, I must agree that, without experiential
learning, an education on social justice and societal contributions cannot be
fully appreciated in the learning domains of empathy, observation, and
reflection. Using experiences to open one’s senses—sight, smell, and
hearing—allows a learner to experience the grittiness
of reality to understand poverty, suffering, despair, and hopelessness that we
all know as empathy and compassion. Through reflection, one can critically
think and act accordingly to assist, motivate, advocate, and collaborate with
others in decreasing the suffering while increasing the advantages of the
vulnerable populations. The DNP service learning experience enhances my
learning through experiences which affect the population health, inter-professional
collaboration, ethical decision-making, political advocacy, health care policy
making, leadership, and systems thinking (Chism, 2013). The roles will help
ameliorate suffering and create empathy for the underserved, vulnerable, and
disadvantaged populations within my community.
Description:
74 y/o Greek woman
presents to the St Vincent de Paul Free Medical Clinic (SVDPFMC) with an
infected right index finger. The tip of her index is inflamed, swollen,
erythematous, and has a purulent white discharge when expressed. Her vital
signs are as follows: BP 148/80 mmHg; HR
130 b/m (regular); R 22 (regular); T 102.8 ° F. Additionally, her FSBG is 350
mg/dL, BMI 30, and has a history NIDDM. She is homeless and has been diagnosed
with schizophrenia with bipolar features.
Examination:
A vulnerable older woman,
who has an untreated psychiatric condition, now has a life-threaten infection
in my community that needs my intervention in order to survive. Without
treatment, this individual will eventually develop severe sepsis and diabetic
ketoacidosis (DKA) requiring amputation of her finger and prolonged
hospitalization. Synthesizing observation and evaluation of evidence based
clinical practice is paramount in this environment. Advocacy for the
underserved and vulnerable population is the key in developing trust and
understanding in the community that SVDEFMC serves. Accessing community health
programs through networking allowed me to assist the patient to be admitted in
a nearby county hospital with specialists to manage the patient appropriately
(surgical, medical, and psychiatric). All these processing rely on systems
thinking and integration while using inter-professional collaboration to
improve outcomes.
Articulate
Learning:
Articulate learning
of my experiences:
What did I learn?
Complex medical health issues coupled with a psychiatric
disorder requires continuous reassurance and an environment of trust. This
patient was in crisis and needed help. With nowhere to turn, this patient came
to the facility despite her paranoia because she had no knowledge of where to
find healthcare.
How did I learn it?
I learned this through observation by delivering the
healthcare directly and empathizing with the patients. I take time to actively
listen to patients and be their advocate throughout the healthcare process.
Why does it matter?
Part of social justice is providing underserved and vulnerable
populations equitable access to care. By being the advocate, being transparent,
and concerned, one gains trust and appreciation. Additionally, being responsive
and efficient during the triage process creates an environment of caring,
increases access to care for more patients within my community, and increases
the probability of patient compliance to treatment.
What will I do in
light of this?
I will continue to provide my services in an efficient and
reliable manner. I will continue to advocate for the poor and disenfranchised
by increasing my efforts in the SVDPFMC. Furthermore, the DNP role in in health
promotion will require improving health outcomes; inter-professional
collaboration; advocacy; designing preventative services such as screening, counseling,
and public policy intervention.
References
Kovenbach,
P. (2000, October). The service of faith
and the promotion of
justice in American Jesuit higher education. Symposium
conducted at Santa Clara University, Santa Clara, CA.
Chism,
L. (2013). The doctor of nursing practice:
A guidebook for role
development and professional issues.(2nd
ed.). Burlington, MA:
Jones
& Bartlett.
