Benchmark – Human Experience Across the Health-Illness Continuum
All individuals are recommended to regard their careers as a vocation. This is well-discussed in a GCU’s article titled “Statement on the Integration of Faith and Work” (n.d.). More so, the report highlights that this act eventually contributes to the common good. In the nursing practice, the common good can be achieved by viewing the profession as a vocation and using models like the illness-wellness continuum.
Fig. 1: Illness-wellness Continuum
Part I
Illness-wellness continuum was introduced by John Travis, a medical practitioner and author, in 1972. The model posits that an individual’s well-being comprises of whether he is ill or not (the left side) or with mental and emotional health (found in the neutral point). The model also recognizes that a person’s health condition changes with time; through the life of an individual, one shifts to different positions of the illness-wellness continuum, from being healthy to having a health condition. Therefore, examining the model and placing it in a human experience context reveals the significance of maintaining health to achieve a high level of wellness. Overall, the model highlights that healthcare sectors should not only offer treatment paradigms to an illness but also should control mental and emotional conditions to realize the highest level of wellness.
Part II
The illness-wellness continuum promotes the delivery of quality patient care, thus facilitating human flourishing. A perfect understanding of the model helps healthcare providers be aware that the absence of an illness is not a sufficient measure for wellness. The developer of the model notes that medicine habitually treats symptoms, disabilities, and symptoms, which brings an individual to the “neutral point.” An individual can be at this point or lack a physical health condition but be suffering from emotional and mental conditions like anxiety and depression. Therefore, for the maximum health and well-being, the phases of awareness, education, and growth must be cultivated. Awareness and education are some of the roles a competent nurse can handle. Judge (2005) attests to this idea of nursing roles by stating that nurses have been taking on increasingly advanced roles due to their adequate assessment skills and knowledge. To better understand how the concept is used to promote the quality of care, an example will be provided of a patient suffering from an eye problem. The patient has corneal abrasions, which is an injury that leads to the distraction of corneal epithelium’s outer layer (Brady, n.d.). It makes the person be on the left side of the model; however, when the injury is treated, he moves to the neutral point. For the patient to realize great wellness, the nurse should utilize the model and make the patient aware and educate him on the causes such as fingernail scratch, chemical burns, or foreign body.
Part III
I am well aware that wellness entails physical, mental, and emotional development. Therefore, to achieve the whole package, I eat healthily, workout, and maintain a positive attitude. Further, I keep educating myself to avoid contracting diverse conditions and diseases. Nevertheless, a couple of months ago, I was diagnosed with type II diabetes, with the root cause being highly linked to family history. I have incorporated other measures on top of the ones named above, like consuming foods with high fiber content and low carbohydrates and fats. In addition, I avoid being sedentary for lengthy periods. I know that my wellness can be enhanced with appropriate knowledge, and hence I consult frequently and boost my knowledge through reading credible health articles. With a positive mindset, treatment, a healthy lifestyle, and knowledge, I know I will overcome the condition and reach a high level of wellness. On top of being motivated towards wellness, I want to motivate my family members suffering from the same disease. I want to show them that type II diabetes is reversible through hard work.
In the context of the illness-wellness continuum, I can place myself in the right side because I have an illness. However, I have a strength of maintaining a positive attitude of self; therefore, once the condition ceases to exist, I will quickly attain a high level of wellness. I will be able to prevent myself from contracting mental issues, and I am fully aware and educated.
Part IV
There are numerous dimensions of wellness that dictate the resources and options needed to move to the right-most part of the illness-wellness continuum (Bezner, 2015). The dimensions include emotional, physical, social, intellectual, and psychological. In the emotional aspect, I use a positive sense of self-regard. In the physical aspect, I perform moderate exercises. In the social and intellectual aspects, I use my family and health education resources, correspondingly. Lastly, I remain positive as I know the high blood level condition will end, which is in the psychological aspect.
Conclusion
Nurses should view their profession as vocations as this will assist them in realizing their personal and healthcare goals. In achieving the goals, they will need to advocate a high level of wellness on individuals using different strategies, notably illness-wellness continuum. This model emphasizes the promotion of preventive treatment before a person presents with symptoms and signs of a disease by using education and creating awareness. Doing this makes them avoid risk factors to safeguard against pathology and attain a high level of wellness.
References
Bezner, J. R. (2015). Promoting health and wellness: implications for physical therapist practice. Physical Therapy, 95(10), 1433-1444.
Brady, M. (n.d.). Foreign body sensation: Slideshow. Medscape Drugs & Diseases – Comprehensive peer-reviewed medical condition, surgery, and clinical procedure articles with symptoms, diagnosis, staging, treatment, drugs and medications, prognosis, follow-up, and pictures. https://reference.medscape.com/features/slideshow/foreign-body-sensation
GCU (n.d.) “Statement on the Integration of Faith and Work” ttps://www.gcu.edu/sites/default/files/media/Documents/Statement-IFLW.pdf
Judge, N. L., & Fernandes, T. (2007). Assessing and managing patients with musculoskeletal conditions. Nursing Standard (through 2013), 22(1), 51.