Demonstrated analysis of others’ posts. Continues a meaningful discussion throughout the discussion by building on previous post with further comments or observations supported by evidence and examples.
Posts early in the week allowing time for the full opportunity for others to respond. Maintains ongoing
with multiple colleagues.
References/citations(APA) are used correctly (as appropriate) without errors.
Correct use of writing format and grammar/spelling without errors.
PEER 2
Tessa is a 28-year-old female who gave birth to her first daughter, Liana, 6 weeks ago via induced vaginal delivery. She is presenting for her 6-week follow up appointment at her mid-wife’s office. Tessa had pre-eclampsia during pregnancy, prompting an induction at 37 weeks gestation. Tessa’s blood pressures have been normal since delivery. Tessa is of Italian descent and moved to the U.S. at age 5 with her parents and her older sister, Elisa. Tessa’s mother breastfed both her and her sister until age 2. Tessa’s older sister has successfully breastfed her oldest son and is currently exclusively breastfeeding her younger son. Tessa has been having difficulty breast feeding and must supplement Liana’s feedings with formula as a result.
Tessa is presenting to her appointment tearful and expressing frustration regarding feeding difficulties. She described frequent bouts of sadness where she feels overwhelmed by motherhood and hopeless. She discusses difficulty sleeping and a loss of appetite. Tessa identifies activities which she used to enjoy, including hiking, and riding her exercise bike but stated that she has not been engaging in these activities due to low energy and loss of interest.
Aesthetic knowledge is important in my scenario. Aesthetic knowledge has to do with the art of nursing and allows the nurse to derive meaning from human interaction with (Zander, 2007). An understanding of aesthetic knowledge on the part of the nurse can have a positive impact on the patient/family. Through transformative art/acts, nurses can convey understanding and support to patients specific to their situation (Chinn & Kramer, 2015). They allow the nurse to connect with their patients on a deeper, humanistic level and to approach the provision of care from perspective of the patient. Aesthetic knowledge allows the nurse to consider factors contributing to Tessa’s condition. For example, it helps the nurse approach Tessa from a place of understanding and empathy while providing a safe place for Tessa to voice her thoughts and feelings about being a new mother.
Emancipatory knowing is another pattern of knowing evident for Tessa. Emancipatory knowing requires critical reflection on the part of the nurse when thinking about patient conditions and how they are affected by the social, cultural, and political systems in which they exist (Butts & Rich, 2022; Chin & Kramer, 2015). Emancipatory knowing is important when considering Tessa’s position on feeding difficulties. Tessa’s difficulty with feeding have likely impacted her mood. The nurse must understand the cultural context that Tessa is coming from when considering interventions to mitigate the impact of the feeding difficulties on Tessa’s wellbeing.
Emancipatory knowledge is the pattern of knowing that I find most difficult. In the past, I have become overwhelmed with the big picture when considering how my patients are impacted by their surrounding environment. I find it difficult to take larger action with what feels like little return for my patient in the moment. It is important for me to think about context when working with my patients and I hope to increase my level of comfort with action by working closely with other providers to address these issues together. There is power in numbers and when I think I can have a better understanding of emancipatory knowledge when I work with others to tackle community level issues.
References
Butts, J.B., Rich, K.L. (2022). Philosophies and Theories for Advance Nursing Practice
Fourth Edition. Jones and Bartlett Learning.
Chinn, P.L., Kramer, M.K. (2015). Nursing’s Fundamental Patterns of Knowing. In
P.L. Chinn & M.K. Kramer, Integrated theory and knowledge development in
nursing (9th ed. Pp. 1-23). Moby Elsevier.
Zander, P. (2007). Ways of knowing in nursing: The historical evolution of a concept.
The Journal of Theory Construction & Testing, 11(1), 7-11
Last Completed Projects
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