One Of The Primary Roles Of A Nurse Is To Advocate

One Of The Primary Roles Of A Nurse Is The Role Of Advocate Teenagers

One of the primary roles of a nurse is the role of advocate. Teenagers' needs are best met through emotional support and advocacy. The Christian worldview supports compassionate care as does the American Nurses Association (ANA) Code of Ethics located in the topic Resources. Provision 1 states that "the nurse practices with compassion and respect for the inherent dignity, worth and unique attributes of every person." As nurses, our calling is to support the needs and vulnerabilities of our patients, regardless of our own personal beliefs. Teenagers today who may be questioning their sexuality and gender identity are entitled to and deserving of our support.

You are a nurse at a School-Based Health Center where a teenager disclosed that they are struggling with an LGBTQIA+ issue. Discuss how you would respond to this student. Explain what research has shown about the potential outcomes for teenagers who are not supported when in this difficult questioning period of "who they are." Explain how you, as a nurse, can demonstrate compassion and support for this student. Provide two resources that you could offer this student, either locally or online. Be specific with the contact information for your resources.

Paper For Above instruction

As a nurse working within a school-based health center, it is crucial to serve as a compassionate advocate for teenagers navigating questions related to their sexual orientation and gender identity. The disclosure of an LGBTQIA+ issue by a student poses an opportunity to demonstrate empathy, provide emotional support, and facilitate access to relevant resources. Recognizing the profound impact that social support has on the mental health outcomes of LGBTQIA+ adolescents is supported by extensive research. Studies indicate that teenagers who receive affirming support are significantly less likely to experience depression, anxiety, and suicidal ideation (Ryan, Russell, Huebner, Diaz, & Sanchez, 2010). Conversely, the absence of support or experiences of rejection correlates with increased risks of self-harm and mental health issues (Kosciw et al., 2018). Therefore, as a nurse, responding with validation and support is vital to fostering resilience and well-being during such critical periods of identity development.

In responding to the student, I would first acknowledge their bravery in sharing their feelings and affirm their worth, emphasizing a non-judgmental, accepting stance. I would reassure them that their feelings are valid and that they are not alone. I would also clarify my role as an advocate and supporter, emphasizing confidentiality and the importance of seeking safe, affirming environments. To demonstrate compassion, I would listen attentively, maintain eye contact, and use affirming language, reinforcing that their identity is respected and valued.

Furthermore, I would provide information about supportive resources accessible locally and online. One local resource I could refer the student to is the Seattle LGBT Center, which offers counseling, support groups, and educational programs. Their contact information is (206) 323-1131 and their website is https://seattlelgbtcenter.org. An online resource is The Trevor Project, a national organization dedicated to crisis intervention and mental health support for LGBTQ+ youth. They offer a 24/7 helpline, chat services, and online resources. The contact number is 1-866-488-7386 and their website is https://www.thetrevorproject.org. Providing these resources affirms the student's safety and demonstrates a committed, empathetic approach that aligns with the ANA Code of Ethics and core nursing competencies.

References

• Kosciw, J. G., Greytak, E. A., Zongrone, A. D., Clark, H. M., & Skiba, R. J. (2018). The state of LGBTQ youth: Youth, education, and mental health. Journal of School Violence, 17(3), 308-324.
• Ryan, C., Russell, S. T., Huebner, D., Diaz, R., & Sanchez, J. (2010). Family acceptance in adolescence and the health of LGBT young adults. Journal of Child and Adolescent Psychiatric Nursing, 23(4), 205-213.
• American Nurses Association. (2015). Code of Ethics for Nurses with Interpretive Statements. American Nurses Association.
• American Association of Colleges of Nursing. (2021). The Core Competencies for Professional Nursing Education. AACN.
• McKinney, C., Plummer, S. B., Goad, J., & Robbins, R. (2017). Supporting LGBTQ youth in school settings. Journal of School Nursing, 33(6), 417-425.
• Marshal, M. P., Dietz, L. J., Bossio, J. A., & Sucato, G. S. (2019). Identification and management of LGBTQ youth health issues. Pediatrics in Review, 40(8), 376–386.
• Ryan, C., Huebner, D., Diaz, R., & Sanchez, J. (2009). Family rejection as a predictor of negative health outcomes in LGBTQ youth: A systematic review. American Journal of Orthopsychiatry, 79(2), 216-230.
• World Professional Association for Transgender Health. (2017). Standards of Care Version 7. WPATH.
• Hatzenbuehler, M. L., & Pachankis, J. E. (2016). Stigma and minority stress as social determinants of health for LGBTQ youth: Advances and challenges. Annual Review of Clinical Psychology, 12, 149-174.
• Hatzenbuehler, M. L. (2011). The social environment and suicide attempts in lesbian, gay, and bisexual youth. American Journal of Public Health, 101(5), 895-901.