"Tomorrow's 'whole person' cannot be whole without an educated awareness of society and culture with which to contribute socially, generously, in the real world" (Kolvenbach, 2000)

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.(2^nd ed.). Burlington, MA:

Jones & Bartlett.