RESIDENT/ STUDENT NAME: Jane
D. Smart
NHSC SEARCH Program for West Virginia
Resident/Student Application
APPLICATION
MUST BE SUBMITTED ELECTRONICALLY TO THE SITE OF INTEREST
& RECEIVED
BY THE SITE COORDINATOR TWO WEEKS BEFORE DEADLINE DATE
RESIDENT/STUDENT NAME: Jane Doe
Smart
PERMANENT
ADDRESS:
825 Riverview Drive
Cameron, WV 26033
(PARENTS OR OTHER RELATIVES
IF NECESSARY) parents address
COUNTY OF PERMANENT ADDRESS: Marshall
County
CURRENT ADDRESS:
4631 Paulina Street Apt. 506
Huntington, WV 25755
EMAIL: janedsmart@aol.com
CURRENT PHONE NUMBER: 304-816-5032
RELATIVES/FAMILY TIES IN RURAL WEST VIRGINIA
(INCLUDING LOCATION(S)): Mother, brother, nieces, nephew, grandnephews: Marshall County; Brother: Lewisburg; and close family relatives in Washington and
Logan Counties. Our family ancestors date
back over 100 years in Marshall County.
ARE YOU A NHSC RECIPIENT? No
IF
YES, PLEASE ATTACH A LETTER FROM THE NHSC OR PAYMENT RECEIPT VALIDATING STATUS. N/A
CURRENT EDUCATIONAL STATUS:
You
must be considered a full time resident or student in good standing with your
program.
University/College: Marshall University
Current year in program or residency: Final year
Field of study: NP
Area of interest (must be primary care): Family Nurse
Practitioner/Primary Care/Community Health
Matriculation date: 8/04
RESIDENT/ STUDENT NAME: Jane D.
Smart
Graduation date: 5/07
Year of residency completion: N/A
EXPERIENCE/GOALS
What are your career goals, including practice
location preference(s)?
My intended future practice
location preference would be the northern panhandle, but I am willing to locate
in any rural and underserved area of West Virginia. I have been provided exceptional professional learning opportunities
during my 22 year tenure as a Registered Nurse. It is my strong desire to stay in my home state of West Virginia
and share the professional knowledge and skills acquired with those who stand
to benefit the most. I have been
working closely with Martha Endres at the West Virginia Division of Recruitment
for the past several months and have contacted seven health care organizations
in the state to set up interviews for a Nurse Practitioner position. These interviews will be conducted during my
rural rotations.
As a professional nurse,
health promotion and disease prevention strategies are a fundamental part of my
daily practice. In my preparation as a
Family Nurse Practitioner these strategies have been extensively emphasized to
include interventions aimed at improving the health of the broader community
and of populations. I have spent many
hours contemplating innovative ideas.
Whether it entails developing a domestic violence primary prevention
program targeting high school aged persons or coordinating a walking trail for
seniors in areas where health care resources/funding is limited, I am confident
that my formal teaching and program development experience would be beneficial
in developing and implementing population-focused, health-related programs for
any community within West Virginia.
In addition to my future
practice as a primary care, mid-level provider, I have multiple professional
interests that I’d like to pursue. One
of my passions is to more fully actualize my NP role as a political activist,
advocating for the health care needs of the most vulnerable and underserved
populations. It is my strong conviction
that there should always be an equitable distribution of benefits and burdens. It is my belief that the people of West Virginia
have an excess of social and economic burdens, many of which have negative
consequences on health. In conjunction
with my anticipated participation in the state legislature in Charleston, I
plan to travel to Washington, DC where I can collaborate with my peers and
professional organization in influencing National Health Care Policy that
ensures quality health care at a reasonable cost and improves access.
Why are you interested in rotating with health care
professionals at a rural site(s) in West Virginia?
I am interested in Cameron
Community Health Clinic for my rural rotation as I hope to secure a permanent
position with them following graduation.
In addition to gaining knowledge from the rotation and the preceptor, I
will be treating the experience as an extended job interview.
RESIDENT/ STUDENT NAME: Jane D.
Smart
Please describe your work or community service
experience within your home community or other rural community. Discuss rural health experience as a health
professional or health professions student.
(Medical students please include the exact dates and locations of the
two months of required rural experience.)
Completed a 20 hours
volunteer training program through the Snohomish County Center for Battered
Women and have begun work at the shelter.
Winter, 2004—Coordinated a
Health Fair on the Everett Community College Campus, Everett, WV
Winter, 2004—Coordinated a
Blood Pressure Clinic held at Providence General Medical Center, Everett, WV
1996-2002—Volunteer program
advisory committee member for the Nursing Assistant Training Program, one of
many programs preparing high school students for service jobs/positions.
Made financial contributions
to community organizations such as the local police departments who provide crime
prevention and drug awareness community education programs. Donated used clothing and household items to
local self-help organizations.
Rural health experience as a
Family Nurse Practitioner student included Planned Parenthood in rural eastern
West Virginia—PAP smears, STD screening and counseling, and contraceptive
counseling to economically and culturally diverse population.
Please refer to the attached
Curriculum Vitae for a more detailed description of my professional
experiences/activities throughout my career.
COMMUNITY PROJECT
Please respond to the following with
regards to your proposal for a community project at the rural site: (Residents and students must consult
with the site coordinator before completing this section. Your project could involve a role in a new
community project, or research project, and/or and ongoing community project at
the site.)
This portion of the application must
read as an essay with an introduction, body and conclusion. For example, if the project includes working
with elementary schools, include how many times this presentation will take
place, what grade level(s), what teaching aids needed, brochures from organized
groups (cancer society, etc.) have been obtained, etc. etc. Most importantly you need to discuss how the
project will be evaluated and measured.
The essay must address these
points: Is your project based on
community need? Is it an ongoing site
project? What is the target population? What intervention or education do you
propose? How will the project be
evaluated?
Project Title: When
Love Hurts: Perspectives on Teen Dating
Violence
Community Project Essay: (1 page minimum—no maximum…..)
RESIDENT/ STUDENT NAME: Jane D. Smart
At best, the transition from
childhood to adulthood is frequently one of awkwardness and trepidation. When this transition is marked with danger
and teen dating violence, the journey into adulthood becomes even more
overwhelming and complicated. Given the
complex and sometimes conflicting and ambiguous social, cultural, and family
messages about intimacy and relationships, many teens fins themselves unsure of
what to expect and how to behave in dating or intimate relationships. For many adolescents their anticipated joy
in entering an intimate relationship is overshadowed by danger and violence.
In addition to the growth
and developmental factors placing teens at risk for relationship violence,
teen-dating violence poses special legal challenges that have contributed to
inadequate community resources. Many
domestic violence shelters throughout the country are turning teenagers away
unless they are legally married, emancipated from their parents, have received
parental consent or have a child. Teens
who do not meet these requirements are often referred to shelters for the
homeless or runaways or are forced to remain with a parent or guardian, who may
be unsupportive or unable to provide safety.
In addition, many schools depend overwhelmingly on rape crisis centers,
shelters, and other outside services to offer programming on issues pertaining
to teen dating violence.
Injury and violence are
combined as a leading health indicator in Healthy People 2010 with injury and
violence prevention as a major national goal.
Studies indicate that dating violence affects at least one in ten
couples and is one of the major sources of violence in adolescence (Levy, 1991;
Lee, 1991).
Other alarming statistics
include:
1.) Data from a study of 8th and 9th
grade male and female students indicated that 25% had been victims of nonsexual
dating violence and 8% had been victims of sexual dating violence (Foshee, et
al, 1996).
2.) A comprehensive National Crime Victimization
survey found that women were 6 times more likely than men to experience
violence at the hand of an intimate partner (Bachman & Saltzman, 1995).
3.) 40% of teenage girls between the ages of 14
and 17 report knowing someone their age who has been hit or beaten by a
boyfriend (Children Now/Kaiser Permannente poll, December, 1995).
4.) Young women between the ages of 16 and 24
experience the highest rates of violence by current or former intimate partners
(U. S. Department of Justice, 1998).
Between October 1995 and
February 1996 the National Coalition Against Domestic Violence Teen Dating
Violence Project (TDVP) conducted an informal qualitative national survey that
was completed by 582 teens. The
following are selective, yet significant, findings that illuminate perceptions
and experiences of teens in relationship to dating violence:
60% of those surveyed had
experienced some type of abusive behavior in a dating relationship. The most frequent behavior indicated by
teens was “jealousy” (45%) followed by “verbal abuse” (28%). Additional behaviors included: “controlling who you spend time with (27%),
and “shoving” (25%).
RESIDENT/ STUDENT NAME: Jane D. Smart
When asked whom the teen
would turn to for help the most frequent response was “friends” (75%). This might indicate the importance of
training “peer counselors” about teen dating violence and including them in
dating violence prevention and intervention programs.
Fear, misconceptions about
the problem or about the relationship, lack of services, low self-esteem,
control by the abuser, peer pressure, and concern about family response all
combine to keep battered teens trapped in silence and secrecy.
While younger and older
teens demonstrated a relatively sophisticated understanding of violence in
general and dating violence in particular, both groups evidenced uncertainty
about the accountability for violence.
For some teens, violence was something that merely happened in a
relationship, rather than something one person consciously chose to do to
another.
In addition, to the
prevalence of teen dating, violence and the perception and experiences of teens
related to the same, rural communities display particular characteristics when
it comes to aiding victims of domestic violence in general and to providing
community education about the problem in rural areas. Attitudes regarding “healthy country” versus “violent city”,
tendency toward reliance on the family (even when dysfunctional) for problem
solving, enforced isolation and lack of anonymity are central to the majority
of individuals residing in rural areas.
Furthermore, barriers in
communication and police response, as well as limited access to transportation
and inadequate social and medical services pose challenges to the development
of effective strategies to deal with this issue in rural areas.
The high incidence and
prevalence of teen dating violence, the developmental and experiential
vulnerability of the teen population in general and, more specifically, the
environmental challenges faced by rural communities support the development and
implementation of a teen dating violence prevention program in the Marshall/Ohio
Counties of West Virginia. While there
are domestic violence resources in this area such as the Family Violence
Prevention Program, there are no known formal programs that target teens and
that are preventative in focus.
WHEN LOVE HURTS:
PERSPECTIVES ON TEEN DATING VIOLENCE
Overview:
This topic has received
support and approval for development by Debra Riggs, Coordinator for the Region
One Northern WV Rural Health Education Consortium. This program was developed based upon the findings in the
literature and will be conducted in a presentation format for teen women and
men (ages 13-18) at three local high schools and four junior high schools. Due to the geographic distance (I am at
school in Huntington at the moment), Debra Riggs is assisting me in the
coordination of this program with the target sites.
The National Coalition
Against Domestic Violence Teen Dating Violence Manual provided the framework by
which the objectives and content were developed and are consistent with the
information found in the literature (see attached summary of objectives,
content and teaching/evaluation methods).
RESIDENT/ STUDENT NAME: Jane D. Smart
Scope:
The presentation covers the
following: pre/post testing; defining
the problem; recognizing abuse; roots of violence; prevention; and giving and
seeking help.
Purpose:
To educate teens about the
dynamics and consequences of teen dating violence, and the elements of abuse as
well as healthy relationships.
Teaching Methods:
Video: Rough Love, 1994, 47 minutes,
Endorsed by the National Coalition on Domestic Violence. Appropriate for grades 6-12. This video is hosted by Gabrielle Cateris,
star of the tv program “Beverly Hills 90210”.
Ms. Cateris creates a lively and provocative dialogue with her studio
audience, including teens, family members, friends and professionals, about the
dynamics and consequences of teen dating violence. The video is broken down into 5 segments. The following topics are included:
1.) Verbal, emotional, physical, and sexual
abuse.
2.) Discussions of jealously and disrespect in
relationships.
3.) Generational patterns of violence and abuse.
4.) Danger signals of abusive relationships.
5.) How you can help if you are a peer, parent,
or teacher.
6.) Elements of a healthy relationship.
7.) How to break the cycle of violence.
After each video segment
there will be a brief (5-10 minute) facilitated discussion/questions.
Handouts will be provided in
a packet for each participant and includes:
Checklist of warning signs
Guidelines for friends and
peer responses
Unhealthy vs healthy
relationships
Information sheet for teen
men
Information sheet for teen
women
Peer activism
Teens’ voices and visions
Local resources
EVALUATION OF PRESENTATION
--Pre/post test will
determine the degree of participant achievement of the learning objectives
--Participants will complete
a presentation evaluation
--An advocate from the
Family Violence Prevention Program in Marshall County will evaluate the
presentation
--A written analysis of the
program’s effectiveness as well as recommendations for future program
development will be compiled from the evaluation methods above and submitted to
the Consortium within 60 days of program completion
RESIDENT/ STUDENT NAME: Jane D. Smart
ATTACHMENT--summary of objectives, content and
teaching/evaluation methods
5 OBJECTIVES:
1.) Discuss the cycle of violence and 3 warning
signs of dating violence.
CONTENT—Review and
discussion of warning signs that lead to and indicate the escalation of an
abusive relationship, the difficulties often involved in ending an abusive
relationship, and the healing work needed after a violent relationship ends.
TIME FRAME—16 minutes
TEACHING—Videotape, Group
Discussion, Handout Pre/Post Test
2.) Identify the significance of victim blaming
vs responsibility of the perpetrator.
CONTENT—Strongly reinforce
the perpetrator’s responsibility for behavior and that there is never any
excuse or provocation for violence.
TIME FRAME—14 minutes
TEACHING-- Videotape, Group
Discussion, Pre/Post Test
3.) Describe how feelings of jealousy could lead
to someone’s use of violence against a partner.
CONTENT—Discuss how jealousy
is often seen as a positive or complimentary element in a relationship, but in
reality is potentially a very controlling and dangerous dynamic.
TIME FRAME—25 minutes
TEACHING-- Videotape, Group
Discussion, Pre/Post Test
4.) Identify 2 aspects of healthy and unhealthy
relationships.
CONTENT—Explore the
importance of respect in a healthy relationship. The impact of culture and media messages about men, women, sex
roles, and respect are discussed.
TIME FRAME—16 minutes
TEACHING-- Videotape, Group
Discussion, Pre/Post Test
5.) Identify 2 resources where teens can turn
for help if they are caught up in the cycle of dating violence.
CONTENT—Identify significant
resource persons and agencies within the local community. Discuss empowerment strategies by which
teens can get involved in stopping relationship violence in situations with
other teens, in school and the community.
TIME FRAME—12 minutes
TEACHING-- Videotape, Group
Discussion, Pre/Post Test
PLEASE ATTACH LETTERS OF RECOMMENDATION, RESUME, ETC. ANY INFORMATION TO SUPPORT YOUR APPLICATION.