Research Paper. The effects of stress PDF

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THE EFFECTS OF STRESS

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The Effects of Stress on Physical Health Many diseases have been link to the stress people are enduring; if stress remains chronic there are consequences that it disrupt human physiological homeostasis (Soufer, 2004, pp.17101713). In this paper, I will examine the effects of stress on physical health, using the four research articles presented to provide answers to the question as whether stress results to poor physical health . Stress and Coronary Artery disease Soufer, R. studied the effects of stress, mental stress, and negative emotions and the connection to Coronary Artery Diseases (2004). Affective Domain This is the receiving and responding level and learning is considered hierarchical. It includes receiving and responding to phenomena, valuing, organizing, and internalizing values (Clark, 2015b). It deals with emotions, including appreciation. John will learn to discuss his feelings about the teaching provided regarding his diagnosis, as well as his frustrations or motivations towards changing his lifestyle. He will learn to ask questions, which is a healthy concept of the affective domain (Macdonald, 2004), on how to maintain a healthy lifestyle, including exercise and diet change. John will ask questions about the types of meals he should prepare and how many days a week he will need to spend for his 30 minutes walk to attain his weight loss plan. John’s readiness and willingness to meet his goal of losing 10 kg will be assessed by his responses and feedback (World Health Organisation, 2012). I will share with John some successful stories of people that have achieved their goals of losing weight by following a similar plan. This will help him identify with positive changes and

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boost his confidence about making positive lifestyle changes (Rimer & Glanz, 2005, as cited in the WHO, 2012). The social cognitive theory suggests that motivation becomes strengthened as a modelled behaviour produces positive results and confidence that results in behavioural changes (Bandura, as cited in Zhou & Brown, 2015). This theory is connected to the actions highlighted in the objectives of this case study. With specific reference to John, I will advise him to start with a 30 minutes walk, 3 times a week, and to increase to 5 times a week after 2 weeks, and to everyday as tolerated after another 2 weeks. Doing it this way will cause John to not feel overwhelmed. I will provide him with simple recipes of healthy meals. This will clarify any misunderstanding and stimulate his motivation. Psychomotor Domain This domain involves the use of coordination, motor skills and physical movement (Simpson, 1972, as cited in Clark, 2015c). John will utilize the psychomotor domain by describing in a three-minute section some examples of how he plans to carry out his new meal plan or exercise regime. The psychomotor learning ranges from a basic to the complex stage that includes perception, guided response, set mechanism, complex overt response, adaptation and origination (Simpson, 1972, as cited in Clark, 2015c). To achieve his learning objective, John must be able to plan healthy meals independently, using portioning for his meals, and manage his exercise regime to relate to the learning of physical movements. John would continue to exercise according to his exercise plan independently within two weeks of our meeting. The short-term goal will be for John to lose at least 5 Kg in the next three months.

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It is important to provide hands on simulations between the patient and the educator. This will provide the opportunity for John and myself to decide if the education provided is sufficient or whether more teaching is needed. John will begin to see changes in his health/weight loss once his psychomotor skills are refined to his learning plan. Conclusion In a three-minute teaching section, John learned how he could reach his goal of losing at least 10 Kg, by eating healthy, portion control, and exercising. John’s understanding of his diagnosis, readiness to change his life style and the importance to lose weight was determined by letting him summarize the risk of developing complications of diabetes and how to prevent it, his readiness to change his diet by following a healthy meal plan, and the importance of exercise. This way, the teaching and learning objectives, which was to educate John on losing weight as advised by the doctor was achieved. The education John received on his diagnosis was specific, measurable, attainable, realistic and timely. The goals included understanding the value of health maintenance, identifying his risk factors, and independently planning his walking exercise and meals to reach his utmost goal of losing at least 10 Kg using the three domains of teaching and learning.

References Canadian Diabetes Association. (2020). Basic meal planning. Retrieved Aug 06, 2020, from https://www.diabetes.ca/managing-my-diabetes/tools---resources/basic-meal-planning

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Canadian Diabetes Association. (2020). Body Mass Index. Retrieved Aug 06, 2020, from https://www.diabetes.ca/managing-my-diabetes/tools---resources/body-mass-index-(bmi)calculator

Clark, Donald. (2015). Bloom's Taxonomy of Learning Domains. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html#intro

Clark, Donald. (2015a). Bloom’s Taxonomy of Learning Domains: The Cognitive Domain. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html

Clark, Donald. (2015b). Bloom’s Taxonomy: The Affective Domain. Retrieved from http://www.nwlink.com/~donclark/hrd/Bloom/affective_domain.html

Clark, Donald. (2015c). Bloom’s Taxonomy: The Psychomotor Domain. Retrieved from http://www.nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.html

Health education: theoretical concepts, effective strategies and core competencies. (2012). World Health Organization. Retrieved from http://applications.emro.who.int/dsaf/EMRPUB_2012_EN_1362.pdf

Macdonald, H. (2004). Geological puzzles: Morrison Formation, Starting point. Retrieved from http://serc.carleton.edu/introgeo/interactive/examples/morrisonpuzzle.html

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Schaefer, Dirk & Panchal, Jitesh. (2009). Incorporating Research into Undergraduate Design Courses: A Patent-Centered Approach. International Journal of Mechanical Engineering Education. 37. 98-110. 10.7227/IJMEE.37.2.2

Wood, J., & Schweitzer, A. (2010). Everyday Encounters: An Introduction to Interpersonal Communication (4th Canadian ed.). Toronto: Nelson

Zhou, M. & Brown, D. (2015). Educational Learning Theories. Galileo: University System of Georgia. Retrieved from https://oer.galileo.usg.edu/education-textbooks/1

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