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Stress and Health PromotionDawn A. PlattFerris State UniversityAbstractThe object of this paper is to describe how stress can impact anyone at any time in their life and offer strategies to manage stress that an individual may encounter. Stress is something that can happen to anyone and sometimes is unavoidable. Nurses have the ability to teach individuals how to manage their stress; but this can be more effective if the nurse is also actively engaged in health promotion behaviors that support stress management. Information of a study performed involving registered nurses and their stress perception is provided.Keywords: stress, stress management, symptoms of stress, stress across the lifespanStress and Health PromotionNurses have the distinct and unique position to provide education, encouragement, and resources to patients regarding their health, including health affected by stress. Stress can have a very powerful influence on a person’s health and can cause physical, emotional, and spiritual symptoms. Stress can affect anyone at any time and does not differentiate or single out any one individual, including nurses. In order for nurses to provide health promotion in relation to stress to their patients, they must examine their own stressors, stress management techniques, and health promotion to control stress.Definition of StressAccording to Frey and Davidson (2011), “stress is defined as an organism’s total response to environmental demands or pressures” (Definition section, para. 1). However, according to The American Institute of Stress (AIS) (n.d.), “there has been no definition of stress that everyone accepts” (Home/Daily Life section, para. 1). Nevertheless, AIS gave two suggested definitions of stress that are commonly used: 1) “physical, mental, or emotional strain or tension” and 2) “a condition or feeling experienced when a person perceives that demands exceed the personal and social resources the individual is able to mobilize” (Home/Daily Life section, para. 1). However, the most applicable definition of stress quoted by Tucker, Weymiller, Cutshall, Rhudy, and Lohse (2012) was “stress is generally defined by both the individual’s perception of the demands being made on them and their appraisal of their capability and resources available to meet those demands” (p. 282).Causes of StressStress can be caused by a multitude of different events or situations and can be perceived as either positive or negative. According to AIS, eustress is “stress in daily life that has positive connotations [sic] [such as] 1) marriage, 2) promotion, [or having a] 3) baby” and distress is defined as “stress in daily life that has negative connotations [sic] [such as] 1) divorce, 2) punishment, 3) injury, [or] . . . financial problems” (Home/Daily Life section para. 4, 5). In addition, AIS states that “during both eustress and distress, the body undergoes virtually the same non-specific responses to the various positive or negative stimuli acting upon it. However, eustress causes much less damage than distress” (Home/Daily Life Section, para. 6). Therefore, the way the different types of stress affect an individual is based on how the individual perceives the stress.Stress Across the LifespanStress also differs across the lifespan of individuals. The causes and symptoms of stress in children are different from that of adolescents and adults. It is very important that nurses differentiate these differences so they can recognize the symptoms of stress at different stages in a person’s life. According to Pender, Murdaugh, and Parsons (2011), “some factors known to be related to stress in children are self-esteem, personality characteristics . . . , gender, social support, parental child-rearing patterns, pervious stressful experiences, and illness. Children are mostly concerned about daily events that relate to school, peers, parents, and self” (p. 199). In addition, “adolescents’ most common stressors are family-related, such as quarrels in mid-adolescence, peer stressors across early and mid-adolescence, and academic concerns in high school-aged youths” (Pender, Murdaugh, & Parsons, 2011, p. 199). Furthermore, “the stresses often experienced in young and middle-age adulthood relate to establishing oneself in a productive career, nourishing enduring relationships in a dyadic unit, childbearing and child rearing” (Pender, Murdaugh, & Parsons, 2011, p. 200). As one travels along in life and enters the elderly years, one may become “vulnerable to negative life events such as the death of a spouse, death of a close family member, personal injury or illness, change in one’s financial status, and retirement” (Pender, Murdaugh, & Parsons, 2011, p. 201). Even though the causes and symptoms may vary across the lifespan, Pender, Murdaugh, and Parsons (2011) state that “individuals use the same types of coping skills to manage stressors identified with each developmental stage” (p. 199). The key is to recognize symptoms of stress so that the proper interventions can be made.Symptoms of StressStress can cause both short-term and long-term symptoms which can be either minute and not cause any severe damage or can be extremely severe and cause serious physical, emotional, or psychological damage. “Physical symptoms may include problems sleeping, indigestion, stomach pains, chest pains, fatigue, headache, back or neck pain, and many others. Psychological signs of stress include anxiety, frustration, irritability, and even depression” (Frey & Davidson, 2011, Symptoms section, para.11). Symptoms that are short-lived and resolve fairly quickly do not necessarily require medical attention; however, symptoms that last for an extended period of time and do not resolve may require medical attention. Efficient assessment is a key component in identifying unresolved stress as the physical symptoms that can occur with stress may lead the healthcare provider to a diagnosis that does not reveal the root cause. Nurses have the training and knowledge to be able to identify stress-related symptoms; however, nurses do not always recognize these in their own lives.Stress and Health Promotion in NursesThe results of a study performed by Tucker et al. (2012) revealed the following regarding nurses’ perceptions of health and health-promotion behaviors: Although nurses as a group may tend to rate their stress levels as average, it appears they may also engage in lifestyles that lack sufficient attention to health-promotion strategies that help manage stress including physical activity, thereby increasing their risks for elevated stress levels and overall health problems. (p. 289)The importance of this finding revolves around the nurses’ ability to encourage and provide education to their patients regarding stress management. Nurses need to assess their own stress and stress management before they can provide accurate or effective teaching to their patients. According to Tucker et al. (2012), “nurses have opportunities and increasing responsibility to teach patients about health and wellness regardless of setting or population. Nurses who themselves participate in health-promoting behaviors are more likely to teach patients about health-promotion strategies” (p. 290-291). In addition, “nurses who address their own health are likely to be better role models and teachers for their patients” (Tucker et al., 2012, p. 291). Nurses are innate caregivers and have a tendency to put the needs of the patient in front of their own. However, the ability to successfully teach the patient effective stress-management techniques may depend on the nurse’s own health-promotion behaviors.Stress ManagementThe most important aspects of stress are how to prevent stress through healthy lifestyle and health promotion or how to effectively manage stress when the situation is unavoidable. The goals for stress management should include the following: “1) minimize the frequency of stress-inducing situations, 2) increase resistance to stress, [and] 3) avoid physiologic arousal resulting from stress” (Pender, Murdaugh, & Parsons, 2011, p. 201). Some of the suggested stress management strategies include getting regular exercise, eating healthy, having an optimistic attitude, utilizing support systems such as friends and family, and relaxation techniques such as yoga or meditation (NIH, 2012, Assessing Stress section). While the symptoms of stress are individualized to each person so are the management strategies. Some strategies will be effective for one patient and ineffective for another patient. Therefore, it is important that when the nurse provides the teaching about stress management, this is conveyed to the patient so they do not get frustrated when one method is ineffective. In addition, because long-term stress can cause serious health issues, more aggressive treatment, such as medication, may be necessary. Furthermore, it is also important that nurses understand and internalize this concept, as well.ConclusionEveryone is going to experience stress at some point in their life; it is unavoidable. However, an individual’s perception of the stress is the determining factor of how they react to the stressors. Having the knowledge and resources to be able to manage stress is a key component in dealing with the stressors that one may encounter. Nurses have a very important role in providing their patients with the knowledge and resources for stress management. Nurses also have the ability to participate in healthy stress management to set a positive example to their patients. Nurses who actively participate in their own health promotion behaviors to manage stress will only become better, more effective teachers to their patients.ReferencesFrey, R. & Davidson, T. (2011). Stress. In L. J. Funkukian (ED.), Gale encyclopedia of medicine, Vol. 5. (4th ed.). Detroit: Gale. Retrieved November 10, 2012, from NRCX vial Gale: Institutes of Health (NIH), U. S. National Library of Medicine. (2012). Stress management. Medline Plus. Retrieved from , N., Murdaugh, C., & Parsons, M. A. (2011). Health promotion in nursing practice (6th ed.). Upper Saddle River, NJ: Pearson.The American Institute of Stress (AIS). (n.d.). Home/daily life. Retrieved from daily-life/Tucker, S. J., Weymiller, A. J., Cutshall, S. M., Rhudy, L. M., & Lohse, C. M. (2012). Stress Ratings and Health Promotion Practices Among RNs: A Case for Action. Journal Of Nursing Administration, 42(5), 282-292. doi:10.1097/NNA.0b013e318253585fNURS 310 Health PromotionResearch PaperPurpose:Each student will write a research paper in a selected area of health promotion.The purpose of this assignment is to investigate an area of health promotion of interest in depth.It may be related to any area of health promotion. Any of the weekly discussion topics are possible topics for the focus of the paper.It is a paper that will report and analyze a specific area of health promotion. It is a scholarly paper and requires full use of APA format including abstract and professional references from nursing and health promotion literature. It may include references from public health and epidemiology. Paper should not exceed 8 pages, including the title page, abstract, and references. Content Criteria Points AvailablePoints AwardedQuestion at issue: Is the topic clearly identified? Can the reader readily identify the focus of the paper?1010Information: Is the key information for the topic included and adequately sourced?1010Point of view: Are the key viewpoints articulated and examined?1010Assumptions: What underlying assumptions are foundational to this issue? What does the reader need to understand about the issue?1010Concepts: Are the key concepts of the topic identified? Is their relevance clear? 1010Purpose: What is the purpose in examining this topic? Why is it important to nurses and nursing? To clinical populations?1010Inference: What is the logical interpretation of the data about this issue?1010Implications/consequences: What are the likely outcomes of the various positions on this issue?1010FormatCriteriaAPA considerations, Intellectual Standards, Format (abstract, introduction, references, etc)2020Total100100Headings within the paper should reflect the content of the paper and not the elements of reasoning or intellectual standards. The grading will take into account acceptable writing standards. Comments:Excellent research and presentation of findings to address topic. See paper for comments. ................
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