Entering Into Suffering: Becoming a Transformed and Transforming Healer
- Read the article. The test for this CE activity can be taken online at www.NursingCenter.com/CE/CNJ. Find the test under the article title. Tests can no longer be mailed or faxed. You will need to create a username and password and login to your free personal CE Planner account before taking online tests. Your planner will keep track of all your Lippincott Williams & Wilkins online CE activities for you.
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CE TEST QUESTIONS
To present a research-based model of compassionate intervention that can be used by nurses to relieve the suffering of others.
Learning Objectives/Outcomes After completing this educational activity, you should be able to:
- Describe the phenomenon of suffering among patients and caregivers.
- Discuss the suffering interview project conducted with nursing students.
- Describe the Pedagogy of Suffering Model and its relationship to Jesus' encounter with a suffering woman.
- Physical encounters with suffering may occur through
- loss of a job.
- chronic illness and injury.
- interpersonal conflict.
- Cassell (1991) described suffering as
- the result of life's errors.
- episodic and transient.
- a threat to personal integrity.
- Individuals who feel the greatest effect from suffering are those who experience
- a health event with pre-existing suffering.
- the death of a loved one.
- a traumatic event at a young age.
- Pask (2001) and Rudolfsson & Berggren (2012) wrote that feelings of powerlessness and isolation experienced by caregivers unable to relieve another person's suffering can lead to
- guilt feelings.
- avoidance behaviors.
- acts of compassion.
- Rowe (2012) suggested that encounters with suffering and distress lead caregivers to question their integrity as healing persons, which contributes to
- moral distress.
- depression and anxiety.
- caregiver attrition.
- Barriers to compassionate caregiving identified in the article include
- cultural differences between the patient and caregiver.
- a lack of confidence and coping skills by the caregiver.
- a caregiver's multiple experiences of life-impacting events.
- The goal of the interview project was to
- help students process the meaning of suffering for themselves and patients.
- identify caregivers who were not demonstrating compassionate care.
- relieve experienced nurses of burnout and moral distress.
- To implement the project, students were asked to interview a
- member of the clergy.
- person other than a patient.
- Students were asked to explore how suffering relates to the
- nursing process.
- known theories of suffering.
- mind, body and spirit.
- What method was used to determine the impact the assignment had on the students' understanding of and response to suffering?
- quantitative analysis of questions answered by the students
- anecdotal recording of the students' overall experiences
- review of the students' grades on a written test
- Students rated “highly” the assignment's ability to
- identify specific instances of suffering in others.
- help them understand their role in working with suffering.
- focus on the patient's suffering and remain objective.
- What method was used to expand on the students' interview experiences?
- open-ended survey questions
- recorded debriefing sessions
- a rank ordering questionnaire
- One theme that emerged was that, regarding suffering, students gained an understanding of the role of
- The first component of the Pedagogy of Suffering Model is
- responding to others.
- knowing the self.
- reflecting on the impact of suffering.
- The Pedagogy of Suffering Model demonstrates that, through witnessing suffering, one is able to reflect on the impact the suffering of others has on oneself and to move to
- understanding of self.
- compassionate care of self and others.
- understanding human connectedness.
- Listening for Meanings is an element of which component of the Pedagogy of Suffering Model?
- responding to the suffering other
- knowing the self
- seeing the suffering other
- The four Gospels provide examples of Jesus as he exemplified the role of Healer by
- teaching others how to provide care to the suffering.
- encouraging suffering individuals to trust God.
- entering into the suffering of others.
- What action by the Syrophoenician woman indicates that she knew she was asking help from Jesus who possibly might not have compassion on her?
- She brought her daughter to him to ask for healing.
- She bowed down at his feet and begged for help.
- She asked him to come to her home and heal her daughter.
- The transforming element of the story is what Bae (2004) described as the
- creative relationship between Jesus and the woman.
- opportunity for both to acknowledge and move beyond enmity.
- vulnerability and desperation of the Syrophoenician woman.
- Which step of the suffering model emerges when there is an understanding of one's own suffering and the suffering of others?
- understanding human connectedness
- knowing the self
- seeing the suffering others
- When Jesus chooses to become engaged with the family's suffering, he is demonstrating the suffering model step of
- seeing the suffering other.
- understanding human connectedness.
- responding to the suffering other.
- The model indicates that becoming an effective caregiver for those who suffer is grounded in
- Through the interview project, the authors found that when students worked on different aspects of the model, they
- were able to provide more objective care to the suffering.
- felt more confident interacting with suffering patients and their families.
- came to a deeper understanding of themselves and of those who were suffering.