NRS 428 Topic 5 DQ 1,2 AND ASSIGNMENT PATIENCE Essay

NRS 428 Topic 5 DQ 1,2 AND ASSIGNMENT PATIENCE Essay

Topic 5 DQ 1

Natural and manmade disasters such as earthquakes, hurricanes, terrorist attacks, and flooding can cause traumatic stress. Disasters affect survivors’ physical, mental, social, and spiritual health and well-being (Deloso, 2018). Individuals and communities’ religious and spiritual orientations can promote resilience or exacerbate crisis during disasters. It is thus essential to consider the spiritual well-being of disaster victims. Human beings are spiritual, and most belong to religious affiliations. Consequently, spiritual issues tend to transpire during a disaster. Religions have different justifications for natural disasters (Deloso, 2018). Some religions perceive natural disasters as a way of punishing their creator for their wrong deeds. For instance, the Christians’ scriptures narrate how God punished human beings with floods for their sins and sent sulfur and fire as punishment for sinful sexual behavior (Deloso, 2018). However, natural disasters can make individuals more spiritual as they believe that it is a way of their creator manifesting and that the creator will save them and better their lives.

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Natural disasters such as floods and hurricanes can negatively impact individuals’ spirituality and religious beliefs and make them have less faith in their superior spiritual being. During disasters, communities face enormous losses of lives and properties, which makes them question their spiritual beliefs and how their protector allowed it to occur on them (Weinberg, 2020). Besides, health providers are spiritually affected when attending to disaster victims as they also question their spiritual faith and beliefs.

A community health nurse (CHN) can assist in the spiritual care of individuals, community, self, and colleagues during a disaster by promoting confidentiality and safety in relation to the individuals’ vulnerability and suffering. The CHN should demonstrate respect for individuals’ different cultural and spiritual backgrounds and empathy (Lalani et al., 2021). Besides, the CHN should be open to individuals and the community’s spiritual and religious strengths and resources and practice active listening and creative involvement with individuals’ worldview and existential questions to promote spiritual growth and transformation. In addition, the CHN can introduce expressive therapies, including music, art, and bibliotherapy, as alternative modes of spiritual exploration, communication, assessment, and intervention when caring for disaster victims (Lalani et al., 2021). The CHN can assist herself and colleagues through regular spiritual self-reflective journal keeping, which is meaningful in distinguishing the impact of a disaster and creating a spiritual autobiography.

References

Deloso, L. (2018). Spirituality in survivors of natural disasters: Understanding the needs and improving the care.

Lalani, N., Drolet, J. L., McDonald-Harker, C., Brown, M., Brett-MacLean, P., Agyapong, V., Greenshaw, A. J., & Silverstone, P. H. (2021). Nurturing Spiritual Resilience to Promote Post-disaster Community Recovery: The 2016 Alberta Wildfire in Canada. Frontiers in public health, 9, 682558. https://doi.org/10.3389/fpubh.2021.682558

Weinberg, M. (2020). Differences in the association of spirituality, forgiveness, PTSD and stress among social workers and social work students treating trauma survivors. Social work in health care, 59(6), 430-444. https://doi.org/10.1080/00981389.2020.1781739

 

Community Teaching Experience

Students must submit this form as part of the assignment submission.

Student Name:__________________						Course Section & Faculty Name:_____________________________
Date of Presentation:_____________
Provider Information
Provider Name :
Last								First			M.I.
Credentials:						Title:
(i.e., MS, RN, etc.)
Organization:
Phone Number:
E-mail Address:
Student Presentation Information
Type of Presentation:
PowerPoint Presentation				Pamphlet Presentation				Audio Presentation		Poster Presentation
D
Provider Acknowledgement

 

I __________________________acknowledge that ____________________________

(Provider Name)                                                         (Student Name)

 

has requested approval to participate in a community teaching experience at the location listed on this form. The organization / agency does not endorse the university or the student however, the teaching plan developed by the student is considered appropriate and of benefit to the community of interest.

______________________________                                                _________________

Provider Signature                                                                                Date Signed