Reducing HIV Stigma Among Nursing Students

Reducing HIV Stigma Among Nursing Students 1 The journal article being critiqued is a study of HIV stigma and a study’s intervention at reducing that stigma among nursing students. First, stigma is introduced, the type of stigma’s seen with HIV, and then how those are interpreted in nursing practice. The purpose of the study was to reduce HIV stigma in nursing students through a dynamic course given at a nursing school. The article will be reviewed, analyzed, and critiqued in its significance as a research source and implementation value. A study was carried out by the University of California in India, at a nursing school in a city where HIV prevalence was high. This study consisted of a curriculum, and 91 nursing students. The class was focused on educating and reducing different stigma-influencing measures of HIV. The sample received a pre and posttest that served as the main set of data for how the class influenced the student’s HIV stigma. Statistics was used to evaluate student response data in its measures of standard deviation and confidence intervals. These measures helped the study in deciding whether student answers were significant, or how effective their class was on reducing HIV stigma. An HIV stigma is something that can alters one’s view of a person with HIV that is based on some cultural or social belief. The study believes that stigma can devalue or interfere with care for a person with HIV. This commonly effects people who are drug users, sex workers, or of the male homosexual population. It not only affects a nurse’s care, but also the patient’s motivation to seek care. The study states, â€Å"HIV stigma is considered to be among the greatest impediments to effectively combating the global HIV epi- demic.† There is instrumental and symbolic stigma, which includes misconceptions about transmission and attitudes or beliefs towards the previously stated populations commonly believed to have HIV. The method of this study was at a nursing school in India, St John’s College of Nursing. Second year, English speaking students were the sample group. They were given information about what the study was going to test and signed informed consent to participate. The control group was 46 people, and the intervention group was 45 people. The course was focused on the two types of stigmas previously mentioned and offered on session on instrumental stigma, which included knowledge, fears, epidemiology, transmission, prevention and proper use of PPE. The second session was on symbolic stigma and had a speaker come and talk about their experience with HIV and HIV stigmas. The control received no intervention. A questionnaire was given before and after the interventions that assessed student’s symbolic and instrumental stigmas. They were asked questions like their gender and age, prior care for a person with HIV, their attitudes, misconceptions, fears, discrimination, and so fo rth. The topics of the questionnaires tested demographics, experience with persons with HIV, knowledge of HIV, endorsement of coercive measures, worry about HIV infections, blame, and intent to discriminate. This is included true or false, with different right and wrong misconceptions or truths about HIV. They were tested on whether they agreed with certain statements like mandatory testing, right to refuse an HIV patient, to marry, have children, etc. One question asked if the student blamed people with HIV for their disease or thought they deserved it. There were multiple-choice questions about medication administration and blood draws and precautions to take that tested the student’s intent to discriminate. Each section had a few questions that was intended to test the students aptitude in that subject area. All participants were female and between 18 and 29 years old. Results were found to be significant. Post-intervention found many changes from the baseline that showed a reduction in stigma based on previous definitions. There was a lower percentage of misconceptions in the intervention group compared to the control group. Participants who had preexisting discrimination among people with HIV lowered with a question regarding medication administration, but did not lower with regard to drawing blood. There were a slightly lower number of people who worried about transmission of HIV but were not statistically significant when compared to the control group. On average about 95% of students believed the session was helpful and would change their care towards a person with HIV. About 40% of students were embarrassed to reveal their opinions about it. The questionnaire taken before the intervention showed that the students had a fairly high HIV stigma. Compared the post questionnaire, control group, and preceding results, a conclusion that the course â€Å"showed promise† in lowering stigma of people with HIV was perceived. The questionnaire showed that students had high levels of â€Å"intent to discriminate while performing nursing duties.† In the study it says this may be because of lack of experience. Also students said that people with HIV were blamed for their disease if it was through drugs or sex and believed mandatory testing of sex workers and male homosexuals was called for. One of the biggest findings of this questionnaire was that there was seen to be a lack of knowledge among nursing students in transmission of HIV, blame of persons with HIV, discrimination in a professional workplace, and calling of coercive measures. This shows high stigma levels, which were akin to high discrimination levels of peopl e with HIV. After the course however, it was shown to be effective in giving students more knowledge base for HIV stigma across many dynamics. The post questionnaire showed fewer misconceptions, less blame, and decreased discrimination. Not all data deemed to be statistically significant, but the data that was significant still deemed the course in reducing HIV held promise. It might be more effective with a larger sample that also included male nurses, varying ages, and varying schools. It is significant that this study used a â€Å"convenience sample† of people that were readily available and in a high prevalence HIV area. Taking the study to various states, cities, and people of different cultural and moral values would make this study more significant in it’s actual effectiveness in reducing HIV stigma. Future continuation of this study should look at various population content and high numbers of people, mainly. All measures used to define stigmas, assess stigma levels, and test prejudice was based on a previously developed theoretical model of HIV that had been formulated in India. The definitions and guidelines of the curriculum seemed to be well defined and showed a good possibility of being standardized for larger sample size testing. They were also easy to understand and interpret. The questionnaire was a successful evaluation too l for this study (with 29 questions) and was well defined in the article. It might also benefit this study to try different methods of evaluation other than only using a questionnaire survey technique. It may even be interesting to compare the nursing students results with already registered nurses, experienced nurses, doctors, UAP’s, and patients/civilians. This study is very important to nursing care today. HIV stigma is prevalent and something that is seen daily. Marginalized groups such as homosexual populations, female sex workers, and drug users should not be stigmatized from the moment they enter a hospital or become a patient, that is something they do experience as not only a marginalized group, but also the select few with HIV. Nurses are the basis of these patients’ care and need to be able to give care without bias or discrimination. This requires evaluating ones own beliefs of this stigma. A course that helps nurses through this process while also giving them a dynamic educational and experiential background of stigma’s, transmission, and persons with HIV would be extremely helpful to that patients care. Anything that can help nurses become better, give more effective care, and be more sensitive to others cultures, beliefs and illness is helpful to the medical field, and more importantly, helpful to the patient s healing and disease process. Personally, I believe that people with HIV are stigmatized well beyond due cause. Yes they have an incurable disease, and it can be transmitted through blood, which we deal with a lot as a nurse. But we still need to be professional and give proper care. A person with HIV is something that has been very popular to stigmatize, especially in our social and cultural society in the United States. Even I realized I hold some of these beliefs as I read this study. It is important as a professional, and as a nurse, to make sure we hold everyone to the same standard of care and give continuity in our nursing process. If this course was available to me it is definitely something I would be interested in taking. It can only help me to become a more effective and sensitive nurse to a patient with HIV and it is something that could easily be added into hospital orientation. It would be great to make it available to all staff and be more knowledgeable and less discriminatory against those with HI V and the marginalized population we target when we have an HIV stigma. This study is really just the tip of the iceberg on the subject of reducing HIV stigma, but I feel it’s the step in the right direction and could be vital in finding a way to resolve prejudices against HIV. Citation List 1. Shah, S., Srinivasan, K., Perumpil, S., Ekstrand, M. (2014). Reducing HIV Stigma Among Nursing Students: A Brief Intervention. Western Journal of Nursing Research, 36(10), 1323-1337. Retrieved October 19, 2014, from Sagepub.

Slave Trading Essay -- Slavery

â€Å"African slavery is the corner-stone of the industrial, social, and political fabric of the South; and whatever wars against it, wars against her very existence. Strike down the institution of African slavery and you reduce the South to depopulation and barbarism.† –Lawerence Keitt, South Carolina Congressman, 1860 Slave trading dates back to ancient times, but it did not become popular until the fifteenth century when the Portugese began engaging in slave trading for profit. The colonization of the Americas brought about a new wave of slave importation in the late seventeenth century. A large percentage of the indentured servants and Native Americans were dying from diseases bought to the land by Europeans, and the American colonists were forced to look elsewhere for laborers. They discovered that African Americans were virtually immune to tropical diseases, cheap to import, and were experienced agrarians, so they championed slavery under the premise that African Americans were inferior to their own race. Because slaves were cheap, it was much easier for a planter to work a slave to his death and replace him with another than to treat him well. By the end of the seventeenth century, African American were being imported to the Americas and sold to planters by the thousands. Slavery, indeed, bec ame the â€Å"cornerstone† of America’s economic success. Without the grueling labor of the slaves, the booming sugar, rice, cotton, and tobacco industries would have ceased to exist in the New World. As the Americas evolved from a simple farming society into an agricultural stronghold, settlers became more and more dependent on slavery. By the mid-eighteenth century, slaves vastly outnumbered colonists. During the seventeenth, eight... ...audah Equiano or Gustavus Vassa, the African, Written by Himself, volume 1, 70-88. Thomas Clarkson, The History of the Rise, Progress, and Accomplishments of the African Slave Trade by the British Parliament. Ibid. Ibid. Equiano, 70-88. Ibid. Solomon Northup, Twelve Years A Slave, 78-82. Equanio, 70-88. Ibid. â€Å"Management of Slaves, &c,† The Farmer’s Register: A Monthly Publication Devoted to the Improvement of the Practice and Support of the Interests of Agriculture 5, 10 May 1837, 32-33. Ibid. Samuel G. Howe, in John W. Blassingame, Slave Testimony, American Freedmen’s Inquiry Commission Interviews, 386. Ibid. Howe, 385. Ibid. Howe, 386. Joint Select Committee Chairman, Testimony Taken by the Joint Select Committee to Inquire Into the Condition of Affairs in the Late Insurrectionary States, volume 1, 1862, 411-412. Ibid. Ibid.

Gillette Case Essay

President, new business development, Gillette Safety Razor Division (SRD) Problem: Ralph needs to achieve company targets for earnings growth for his division by developing a new business product. Ralph has commissioned an extensive investigation into the blank cassette tape market and he views this market as poised for substantial growth and opportunity over the long-term range of ten to fifteen years. Ralph feels that his division is well positioned to enter the market through utilization of its many core strengths. Market Overview The current blank tape market segment has many weaknesses, such as, lack of widespread distribution, lack of media coverage, poor product display and packaging, and lack of a true market leader. These weaknesses in the blank cassette tape market are all areas where Gillette has developed strong core competencies in their Safety Razor Division. The blank cassette tape market is segmented into three distinct product markets: Professional quality, Standard Quality, and Budget Quality and within those segments there are recording lengths of 30, 60, 90 and 120 minute cassette tapes. Bingham’s consultants have focused on the 60-minute cassette tape market in particular. Gillette Safety Razor Division Decisions Gillette has four product options: 1. ) do not enter market. 2. ) enter professional tape market 3. ) enter standard tape market. 4. ) enter the budget tape market. The professional quality market offers the greatest margin on products, but it is also the smallest segment in the market. The professional segment will also have the most competition as more established tape makers enter the market. As such, the fierce competition may potentially saturate the market and decrease the margins on these tapes and make it less appealing in the long run. Alternatively, standard tape market has moderate margins, but is a highly growing segment and is ready for a market leader, such as a company like Gillette. Lastly, the budget market has the lowest profit margins, the highest volume sales, but also requires a high volume of sales in order to be profitable due to the significant fixed costs associated with manufacturing. Gillette’s manufacturing constraints make it difficult for Gillette to enter the budget product market and Gillette would not want to damage its brand name by affiliating with a lower end product such as the budget quality tapes. (See appendix for quantitative analysis) Recommendations & Conclusions The Gillette Safety Razor division should enter the Standard Quality 60-minute cassette tape market and target the teenager and student market as it is a growing segment and offers much potential. Gillette should distribute the tapes using their established channels and wholesalers. Gillette should promote this new line through an aggressive advertising program as a high standard quality tape free from the defects of budget cassette tapes and with greater quality than the average standard tape. Gillette should leverage its brand name to promote the quality and value of these tapes. Gillette’s pricing for the standard quality tapes should be priced at the regular retail price with the design that consumers will choose Gillette’s product and pay more than the discounted brands due to Gillette’s high quality and brand name. In this scenario, Gillette’s monthly break-even quantity would be 518,758 units and it would make a monthly profit of $92,867 if it conservatively sells 750,000 units/mo. in year one. Annualized, the company’s net profit would be $1,114,400 at 9,000,000 units sold. Â  

Essay about 80s Music - 890 Words

Music and the Eighties One of the best known decades for music was the eighties. During this generation, there were a number of landmark events. This decade set a standard for music to evolve from for years to come. One of the most recognized advancements was Mtv. It was first debuted on August 1, 1981. This gave way to the first video jockey (VJ). A video jockey was someone who announced videos and told a brief synopsis of the band. Mtv was an outlet for music videos and a gateway for musicians to get their music to the fans. When it first aired at 12:01 am, the first words were, â€Å"Ladies and Gentlemen, rock and roll†. The first video played by Mtv was, â€Å"Video Killed the Radio Star† by The Buggles. The digital phase wasn’t†¦show more content†¦Mtv has been going strong for almost 30 years. In the beginning, they were told they played too many videos, now they are known for not playing enough videos. Mtv also made way for many music shows. Because of its recognition, more music videos were being played by other stations. Some of these were HBO’s Video Jukebox, WTBS aired Night Tracks, ABC came out with ABC Rocks and VH1 got its start. There was a lot of history making events in the eighties with music. In 1980, the legendary John Lennon of the Beatles was murdered. On May 11, 1981, the popular Reggae music star, Bob Marley died. In 1982, Michael Jackson’s album, Thriller is released. In 1983, the first music CD is sold. In 1984, Marvin Gaye dies, Prince’s first film, Purple Rain is debuted, Michael Jackson gets burned in a Pepsi commercial and Tina Turner makes a comeback. In 1985, Whitney Houston releases her first album and the popular song, â€Å"We Are the World† is produced. In 1988, music CDs outsells vinyl records. In 1989, Milli Vanilli wins the Best New Artist Grammy and then has it taken away because they were caught lip synching. It’s hard to talk about music today without bri nging up music from the eighties. 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At the end of the 1980s 60% of the population had cable TV. Movies such as E.T., Back To The Future and The Breakfast Club all debuted in the 1980s. One major contribution to TV being so popular was MTV because it went against the â€Å"norm† and showed all kinds of music. MTV had a large span

Wound Care Sterile Dressing Changes Essay - 1121 Words

Objectives According to Bastable and Doody (2007) an objective is a specific, single one-dimensional behavior. Objectives are used to form a map to provide directions on how to achieve a particular goal. In this lesson the students will have two goals. The first is for the student nurses to be able to identify all the supplies necessary to change a sterile dressing and to be able to correctly assess when a dressing needs changed or reinforced. The lesson plan will contain the following objectives: 1. Following classroom lecture, the student will identify all the supplies needed to change a sterile dressing. 2. Following a small group session, the student will be able to recognize the eight signs of when a sterile dressing needs to be†¦show more content†¦In this theory it is believed that activities are needed in order to reinforce the information that the student has been given. This is what reinforces the learning that has taken place in the classroom. Activities make learners think and thinking motivates learning O’Neil, Fisher, Newbold, 2009). In this lesson the material that is presented in the classroom lecture will be reinforced during the small group sessions when the learners are given activities to do in regards to the information that they have been given. The biggest difference between student-centered education and traditional education is that with student-centered education a variety of teaching methods are used (Blumberg, 2008). People all learn in different ways and at different levels and using just one standard teaching method does not always work for everyone. Learner-centered education is beneficial to both the teacher and the student in that it provides the perfect environment for hands on learning. It allows for the instructor to tie the material to real work examples and situations while allowing the learner to relate the learning to their own experiences. 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I showed the supernumerary nurse the proper way of preparing an NPWT using a non-touch sterile technique, started by slowly cleaning the surrounding skin prior to the application of the pressure dressing. Since it was the first time of the preceptee to perform a pressure dressing, I have provided my precepteeRead MoreAn Evaluation Of A Nursing Nurse At A Surgical Ward977 Words   |  4 Pagesher on a negative pressure wound therapy dressing or NPWT. The wound clinical nurse consultant and the doctors during their ward round suggested it, since this would allow the fast healing of her wound. I showed the supernumerary nurse the proper way of preparing for an NPWT using a non-touch sterile technique, and slowly cleaned the surrounding skin prior to the application of the pressure dressing. Since, it was the first time of the mentee to perform a pressure dressing. 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Death and Suicide in Hamlet by William Shakespeare

Suicide, originating from the Latin phrase sui cadere, â€Å"to kill oneself†, is one of the top leading causes of death worldwide. Every year, more than a million people commit suicide, successfully ending whatever feelings of despair, pressure, or suffering they felt when alive. Yet statistics show that the number of nonfatal suicide attempts exceeds that of actual completed suicides. Failed attempts of taking one’s own life reveal the deep, undermining uncertainties humans have about death. Such inquiries as to whether life or death is better stream into human perception. Fear of the unknown often paralyzes the courses of action one sets out to accomplish. Likewise, fear of death and the afterlife frequently results in people postponing†¦show more content†¦The use of enjambments by Shakespeare in Hamlet’s soliloquy further emphasizes the apprehension of death. The ending of a flow of thought onto the next line allows the reader to feel a sense of dis order. As Hamlet considers death to contain many confusing elements, the reader can identify more with the feelings of discomfort Hamlet tries to convey about the prospects of death. The feelings of timidity toward the afterlife inhibit plans of ample preparation as they â€Å"lose the name of action† (III.i.89). Believing that this trepidation that lingers in the conscience of human minds makes â€Å"cowards of us all† (III.i.84), Hamlet professes his own cowardice and inner frustration in his inability to take quick, affirmative action. Instead of instantly avenging his father, Hamlet thinks through every detail in a careful, logical way. Hamlet’s procrastination in killing Claudius foreshadows his own downfall as his slow actions give Claudius the opportunity to dispose of Hamlet, as the prince is now a threat to the throne and power Claudius holds in possession. Similarly, Hamlet has thoughts on suicide, yet he does not take his own life. 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However, Hamlet is unsure of what course of action he wants to take to exact his revenge. He discusses the idea of suicide as a possible option in his â€Å"To be or not to be† soliloquy. In this soliloquy, Shakespeare uses metaphors, rhetorical questions, and repetition to express Hamlet’s indecision regarding what he should do. Shakespeare uses metaphorsRead MoreDeath theme In the play Hamlet by Shakespeare1418 Words   |  6 PagesDeath has always been the most debated subject regarding humans belief. It is part of life, yet a mystery nobody has experienced to tell. It is said to drive peoples actions, however Death is still a mystery as the whole human race still wonders how it acts on peoples lives and what is next after Death. In the play Hamlet, Shakespeare uses the theme of Death to drive the characters actions, and portrays the tragedy through their dialogues and significant symbols to create a tragic atmosphere. Read MoreHamlet, By William Shakespeare996 Words   |  4 PagesHamlet, written by William Shakespeare, with out a doubt holds the most famous soliloquy in English history spoken by Hamlet in Act III, scene i, lines 57-90. This soliloquy holds much importance to the play as a whole because it ties together the reoccurring themes of suicide and Hamlet’s inaction portrayed by Shakespeare. Hamlet poses a problem, which is the driving force of the play: â€Å"To be or not to be?†(III.i.57). Shakespeare uses this logical question asked by Hamlet to drive out his underlyingRead MoreThe Thematic Elements Of William Shakespeare s Hamlet1031 Words   |  5 Pagesmany of William Shakespeare’s plays are numerous. Such themes further develop the plot of the story and help explain a universal purpose the story has. Imagination seeps through every crevice in the reader’s mind as to what a theme can be alluding to. 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Trauma Informed Care Consumers and Providers

Question: Discuss about theTrauma Informed Carefor Consumers and Providers. Answer: Introduction Trauma informed care is the new approach to deliver quality care to the patients suffering with mental illness. Trauma Informed Care can be considered as an organizational structure and framework of the treatment that involves understanding, recognizing, and responding to the effects of all types of trauma. Trauma Informed Care also emphasizes physical, psychological and emotional safety for both consumers and providers, and helps survivors rebuild a sense of control and empowerment (Muskett, 2014). The people who have suffered traumatic events in their life may go through distress and anxiety. They may also be re-traumatized due to the procedure of the treatment. To save the patient from any kind of distress, Trauma informed care is used. Thus, trauma informed care is seen as the fundamental value that could be very effective for the current mental health nursing practice. This essay aims towards discuss the various pieces of literature to trace the importance of trauma informed car e in mental health settings. The essay will also discuss the relevance of the various principles of trauma informed care. Analysis of Trauma Informed Care Trauma informed care can be very effective in increasing the knowledge and skills of the nurses working in the mental healthcare settings. The nursing practice in such setting is focused on reducing the post traumatic effect and impact of trauma from the patients life and current mental health. The main focus of the Trauma Informed Care is to prevent the episodes of re-traumatizing, which could occur during the process of providing care (Brown et al, 2014). Thus, there is an increased emphasis on using the framework of the trauma informed care in the mental health setting. The focus of such framework is to understand the neurological, biological, social and psychological impacts of trauma and alleviating such effects. Trauma can lead a very harmful effect on the mental and physical health of a person. People may suffer with distress, depression, and post traumatic stress disorder or maniac attacks. Traumatized individual can also become violent and aggressive. According to Horowitz, Guyer, and Sanders (2015), trauma informed care is used to reduce the stressors that can trigger the old traumatic memories and escalate the level of violence and aggression in the mental health patients. Such behavior of the patient can increase the risk of self harm and harm to others. For such behavior restrictive interventions are applied. These restrictive interventions may include seclusion, physical restraint, or mechanical restraint and are known to exacerbate symptoms of past trauma for people with mental illness (Moran et al, 2009). However, the use of trauma informed care states to reduce the use of restrictive interventions. The nurses may have to face various issues due to vulnerability of the patients and such austere and punitive setting (Maumus and Conrad, 2016). Translating the values of such framework can also be difficult. The major theme of the trauma informed care is to reduce seclusion, physical and mechanical restraint, however in the Emergency Departments; it becomes difficult to control the patient, for which such restraints are used (Gerace et al, 2014). Seclusion and restraints are also used when mental health crisis may risk the psychological outcomes. Trauma informed care policy restricts the use of restrictive interventions, yet in Victoria such interventions are used despite of the policy that states that such episodes must be reduce in order to eliminate it completely in future (Gerace et al, 2014). Thus, framework has been provided to reduce the use of the restrictive interventions, yet it is being used in various mental healthcare setting. Such frameworks include trauma informed care, yet there is challenge to educate the nurses about it and apply suck skills and knowledge in the nursing practice in mental healthcare settings (Reeves, 2015). There is a research available for the mental health nurses providing trauma informed care to the patients. But, nurses in the Emergency departments have not been provided with multidisciplinary environment. Such nurses require specific education and knowledge before applying this framework (Stokes, 2016). Trauma informed care focuses on reducing the re-traumatizing events; this concept is explained effectively through the research study of Muskett (2014). According to his study, it is explained that applying the trauma informed care framework in Australia is mainly about reducing, whenever possible, the use of restraints and seclusion. The constant churn of the admission and readmission of the patient in the metal health settings it becomes very difficult to eliminate restraints and seclusions completely (Reeves, 2015). This means that elimination seclusion and restraint is not the only purpose of trauma informed care, but it can also be used to enhance the skills and knowledge of nurses towards other important factors. Muskett (2014) further explains that exposure to traumatic events in childhood can result in adverse effects for the mental health. This could be the compelling base for the nurses in inpatient mental health settings. Trauma informed care includes the concepts of neurological, biological, psychological and social concepts. Thus according to neurological concept or neuroscience explains that when a child goes through a trauma, the structure and functioning of the brain are changed (Horowitz, Guyer, and Sanders, 2015). The experience of the child in infancy will determine the growth and functioning of his brain in childhood. Negative experiences can disturb the development and integration of the neural pathway. This results in mood and behavior impairment in children and adverse health outcome in the adulthood (Azeem et al, 2011). Thus trauma informed care can be used to reduce the neurological impact of trauma. So trauma informed care is not just to control the symptoms and disorders, but it is about providing the sensitive and quality services to reduce re- traumatization and increasing quality of life. Principles of Trauma Informed Care The basic and most essential component of the trauma informed care is that the treatments and intervention used for the patient by the healthcare services must not inflict any kind of additional trauma for the patient that could trigger their traumatic memories and may disturb them. Different principles are included in the Trauma Informed Care framework. The first principle is the physical and emotional safety of the patients (Brown et al, 2014). This principle can help nurses to provide harmless and sensitive environment and care to the patients. It also underlines the ethical principle of autonomy. Evidence based study and tools must be use to endure safety at every step. Autonomy of the patient allows that patients should be informed about what is going on and why it is happening. Second principle is trustworthiness, which inflicts that system and services will provide the care that would be less risky for re-traumatization. This includes maintaining the professional boundaries and keep transparency with consumers. This principle reflects the administrative and organizational commitments of trauma informed care. This principle will help to change the approach of the healthcare professionals towards people with mental health issues, as it prevents any kind of treatment or intervention that may be problematic for the consumers and can hinder informed care (Hodas, 2006). Third principle is the about valuing choice. The choices of the patients about treatment must be valued, as it support autonomy and informed decision making. It helps to maintain the ethical practice of nursing. Collaboration is the next principle that values the collaboration and participation of service providers and consumers. It incorporates trauma awareness and trauma related practices. This will help the nursing professional to shift from the pathology mindset and develop flexibility in nursing practice. Fifth value principle of trauma informed care is empowerment, which promotes resilience, and understanding that every individual is competent and can heal (Roberts and Boardman, 2014). This principle use the strength focused perspective and provide hope to the patients. All these principles explain that trauma informed care is a broad framework that focuses on various aspects of nursing practice. The principles can help in enhancing the skills and knowledge of the nurses and also supports that trauma informed care is not just to eliminate seclusions and restraints, but to promote overall well-being of the patients (Anyikwa, 2016). These are the strength based principles that help to develop resilience. These principles also support autonomy of the patients and consider them as competent individuals. Conclusion Trauma informed care is the new and vital approach towards providing quality care to the patients in mental health settings. This kind of approach is considered to be very effective, as it values evidence based study and competence. The essay demonstrated the understanding of the trauma informed care through a definition. Trauma Informed care is basically focused on applying the treatments and interventions that may not inflict any further trauma. This kind of approach is based on various value principles that could be sometime confusing for the nursing professionals in understanding that how they can support these values. Essay also explained the challenges that can arise while providing trauma informed care. Some of the studies focused on reducing seclusions and restraints, but trauma informed care must be looked in a broader sense. There are other principles and tangible practices that nurse can use to improve the health outcomes in patients. Bibliography Anyikwa, V.A., 2016. Trauma-informed approach to survivors of intimate partner violence.Journal of evidence-informed social work, pp.1-8. Azeem, M.W., Aujla, A., Rammerth, M., Binsfeld, G. and Jones, R.B., 2011. Effectiveness of six core strategies based on trauma informed care in reducing seclusions and restraints at a child and adolescent psychiatric hospital.Journal of Child and Adolescent Psychiatric Nursing,24(1), pp.11-15. Brown, V.M., Strauss, J.L., LaBar, K.S., Gold, A.L., McCarthy, G. and Morey, R.A., 2014. Acute effects of trauma-focused research procedures on participant safety and distress.Psychiatry research,215(1), pp.154-158. Gerace, A., Pamungkas, D.R., Oster, C., Thomson, D. and Muir-Cochrane, E., 2014. The use of restraint in four general hospital emergency departments in Australia.Australasian Psychiatry, p.1039856214534001. Hodas, G.R., 2006. Responding to childhood trauma: The promise and practice of trauma informed care.Pennsylvania Office of Mental Health and Substance Abuse Services, pp.1-77. Horowitz, D., Guyer, M. and Sanders, K., 2015. Psychosocial approaches to violence and aggression: contextually anchored and trauma-informed interventions.CNS spectrums,20(03), pp.190-199. Maumus, M. and Conrad, K., 2016. Hospital Systems Management. InAbsolute Hospital Medicine Review(pp. 149-193). Springer International Publishing. Moran, A., Cocoman, A., Scott, P.A., Matthews, A., Staniuliene, V. and Valimaki, M., 2009. Restraint and seclusion: a distressing treatment option?.Journal of psychiatric and mental health nursing,16(7), pp.599-605. Muskett, C., 2014. Trauma?informed care in inpatient mental health settings: A review of the literature.International Journal of Mental Health Nursing,23(1), pp.51-59. Reeves, E., 2015. A synthesis of the literature on trauma-informed care.Issues in mental health nursing,36(9), pp.698-709. Roberts, G. and Boardman, J., 2014. Becoming a recovery-oriented practitioner.Advances in psychiatric treatment,20(1), pp.37-47. Stokes, Y., 2016.Exploring Nurses' Knowledge and Experiences Related to Trauma-Informed Care(Doctoral dissertation, Universit d'Ottawa/University of Ottawa).