Teaching Nurse Practitioner Students: Adolescents from Counter-Cultures
Rita Klahr, MSN, RN, BSN, Micah Scott, MSN, RN, BSN, Carolyn Rutledge, PhD, CFNP, Laurel S. Garzon, DNSc, CPNP, and Richardean Benjamin, PhD, MPH. School of Nursing, Old Dominion University, Norlolk, VA, USA
The growing prevalence of adolescents involved in counter cultural practices is a concern for families and more recently health care providers. Goth, as a modern movement, started as one component of the punk rock scene. As the latter faded, Goth survived by creating its own subculture. The use of extreme black clothing, light colored makeup and unusual hair styles is typical dress. Additionally, fascination with medieval, Victorian and Edwardian history, Goths tend to be non-violent, pacifistic, passive, and tolerant. Many in the media have mistakenly associated Goth with extreme violence and hatred of minorities, white supremacy, etc. Some students have been known to turn to the Gothic subculture after having a hard time in school, feeling alienated, and looking for a way to express themselves that mirrors those feelings. Others find the scene through literature, still others want to be shocking, and some people just find black clothing slimming. This program provides an educational opportunity for nurse practitioner students to assess and manage adolescents that represent a counter-culture, specifically the Gothic culture. The patients are dressed in authentic Gothic attire and respond to questions using language typical of the culture. The standardized patient case enables students to work with a culture many find intimidating in a safe environment. The cases are appropriate for students from all learning styles (visual, auditory, sensory and kinesthetic). In our society, many adolescents are becoming involved in practices based on counter-cultures. It is imperative for providers to determine whether the adolescents are simply rebelling, are seeking to find themselves, or are indeed dangerous to themselves or others. Using the standardized patient format, the student is able to respond to both verbal and nonverbal cues. By learning to manage such patients, the student will have the skills needed to assess other diverse populations.