Tag: Clinical-Nursing

Jarvis, C. (2016).
Physical examination & health assessment
(7th ed.). St. Louis, MO: Elsevier.

Fred is an 83-year-old male who is being admitted to the medical-surgical unit status post fall. He is alert and oriented and reports that while visiting a local casino with his wife Margaret earlier this evening, he tripped over a curb and fell landing on his right side. After receiving morphine in the emergency room prior to transfer to your unit, Fred is rating his pain at 6/10. He has multiple bruises from his jawbone to his knee as well as a slight rotation of his right leg. Physical examination & health assessment.

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Past medical history includes: myocardial infarction (MI) x 2, peripheral vascular disease (PVD) with bilateral iliac stents, non-insulin-dependent diabetes mellitus (NIDDM), sleep apnea, and degenerative joint disease. Physical examination & health assessment.

Medications include: aspirin, Plavix, Lopressor, Lisinopril, and Metformin.

After reviewing the above scenario please answer the following questions.

Based on the information provided, how will you prioritize your care, what assessments will you include and in what order? Please provide rationale for your response. Physical examination & health assessment.

Considering this patient’s age, injury, past medical history, and list of current medications, what, if any, concerns do you have related to his potential need for surgery?

Should surgery to repair his right femur be required; what type of clearance and pre-op orders would you anticipate receiving related to his diet, meds, lab work, and so on? Physical examination & health assessment.

General Appraisal Overview for All Studies – PICOT question

the “General Appraisal Overview for All Studies,” available in Appendix B in the textbook. You should save this tool and use it throughout the development of the PICOT question, problem description, and literature review.

Begin the development of your PICOT question, using the following resources:

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“Appendix A: Template for Asking Clinical Questions,” available in the textbook appendix

Text readings

Formulate your PICOT question and post it to the main forum. Review your statements to see if the clinical issue is clearly defined and that all aspects are identified. Also refer to the “PICOT: Components of an Answerable, Searchable Question” table, located in chapter 2 of the text. General Appraisal Overview for All Studies – PICOT question.

.These are the key elements that are required for a solid PICOT question.

The table below outlines the how to break down the elements of your clinical question.

You should consider five elements when developing a good clinical research question:

P–Patient/Problem–Describe as accurately as possible the patient or group of patients of interest.

I–Intervention—what’s the main intervention or therapy you wish to compare.

C–Comparison intervention–Is there an alternative treatment to compare?

O–Outcome–What is the clinical outcome?

T—Time–Time it takes to demonstrate a clinical outcome. General Appraisal Overview for All Studies – PICOT question

Online Learning Success Essay

While the essay below deals a bit more with the characteristics of a successful online learn
er, and yes, I understand you have now seen three different teaching tools regarding success, the essay is also an example of the format, tone, appropriate citation use, and level of writing that will be expected of you in this course. Lev Vygotsky, a proponent of Constructivism, believed that our learning only expands if we feel comfortable leaving our comfort zone. He called this our Zone of Proximal Development (ZPD), and he called the support structure used to expand our ZPD – scaffolding (Ertmer & Newby, 1993).

Asynchronous Project Management Course: Characteristics of Successful Online Learners

I doubt that anyone signs up for a class with the expectation to fail and drop out. However, according to the US Department of Education (n.d.) evidence shows that over 50% of students drop out of college before graduating. The online, for-profit dropout rate is even higher. In 2008, the non-profit advocacy group, Education Trust, found “only 22 percent of the first-time, full-time bachelor’s degree students at for-profit colleges over all graduate within six years” (Lewin, 2010). This information is not meant to discourage you from pursuing online learning, but rather, it is meant to show that success in online learning is not common. In fact, there are many outside influences that make dropping out of online programs easy: competing priorities like work and families, crushing debt, and seemingly no accountability. To be successful, you must want to be successful. What follows are characteristics that you, as an online learners, must develop in order to be successful.

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                First, you need to learn to manage time and your course load. There is a misconception that online learning will be easier than face-to-face learning. While online learning may be more convenient, it is not easier. In fact, it may be harder since there is no set time the course meets. With a face-to-face course, you are required to attend a course at a college which means a structured schedule. The first characteristic you need to develop is time management.  I-Seek Solutions (2014) suggests that online students read the course syllabus completely, and then plan out the complete semester including a checklist that can be ticked off as assignments are completed. Fairmont State University (n.d.) takes this a step further and suggests that students set aside a specific amount of time each day, at the same time each dedicated to completing coursework. Another suggestion in regards to managing time and course load is to make sure you create a good study environment that is free of distractions and facilitates learning (i-Seek Solutions, 2014).

Planning for success will only get you started. Success will only happen if you can execute your plan. Simonson, Smaldino, Albright, and Zvacek (2012) found, “one pervasive characteristic of the distance learner is an increased commitment to learning” (p. 218). Do you have the motivation to push yourself to your desired success? You need to answer the following questions before you start an online class or program. Why am I doing this? What do I expect to gain? Let the answers to these questions be your motivation. Print out the answers and tape them to your screen, do something so that you are constantly reminded as to why you are taking online learning. While an instructor or fellow student might reach out to you, only you are responsible for your own learning. Dabbagh (2007) found “students in online learning environments must possess ‘self’ behaviors such as self-discipline, self-monitoring, self-initiative, and self-management, which are characteristics of self-regulated or self-directed learning.” So what happens when you lose motivation, do you drop out? No, you co

mmunicate.

Michael Moore’s Theory of Transactional Distance states that the distance between students and instructors is diminished as communication increases (Kang & Gyorke, 2008). If you are going to be successful, you will need to have the appropriate level of netiquette (Fairmont State University, n.d.), which is the ability to communicate effectively via the internet. Dabbagh (2007) suggests that online learners now possess greater experience with collaborative learning. You should be prepared to share your work, comment on the work of others, and actively participate. I would personally suggest that you network with your fellow students and create a “friends” network with which you can communicate with when you feel overwhelmed and need help.

While there are other characteristics that can help you succeed as an online learner, they all fall under one of the three discussed here: planning, execution/motivation, and communication. The last piece of advice that I can give you for developing a successful online learning strategy is this: identify problems early and seek help to solve them. If you don’t understand an assignment, ask for clarification. If you begin to fall behind, take to your instructor (me). I cannot help you if I do not know what you are dealing with. If you feel as though the course is not delivering the learning you need, communicate this before you drop out. I have found in my own experience, as an online learner, that I only succeed in executing my learning plan when I have the knowledge needed to do so, and this knowledge keeps me motivated. Remember, I will always be happy to provide you with more information, all you need to do is ask. Online Learning Success Essay.

References

Dabbagh, N. (2007). The online learner: Characteristics and pedagogical implications.
Contemporary Issues in Technology and Teacher Education
 [Online serial], 
7
(3). Retrieved from http://www.citejournal.org/vol7/iss3/general/article1.cfm
 (Links to an external site.)
Links to an external site.

iSeek Education. (2014). What makes a successful online learner? Retrieved from http://www.iseek.org/education/successonline.html
 (Links to an external site.)
Links to an external site.

Fairmont State University. (n.d.) Characteristics of a successful online student. Retrieved from http://www.fairmontstate.edu/academics/distancele

arning/successful_student.asp
 (Links to an external site.)
Links to an external site. Online Learning Success Essay.

Kang, H., Gyorke, A.S. (2008). Rethinking distance learning activities: a comparison of transactional distance theory and activity theory. 
Open Learning
. Vol. 23, No. 3, 203-214. Retrieved from http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/

pdfviewer?sid=ca95cf32-ac49-471d-a564-76f553d8c61c%40sessionmgr115&vid=4&hid=121
 (Links to an external site.)
Links to an external site.

Lewin, T. (2010, November 23). Report finds low graduation rates at for-profit colleges. 
The New York Times
.Retrieved from http://www.nytimes.com/2010/11/24/education/24colleges.html?_r=0
 (Links to an external site.)
Links to an external site.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). 
Teaching and learning at a distance: Foundations of distance education
 (5th ed.) Boston, MA: Pearson. Online Learning Success Essay.

US Department of Education. (n.d.). Graduation rates. Retrieved from http://nces.ed.gov/fastfacts/display.asp?id=40
 (Links to an external site.)
Links to an external site.

Reference

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6(4), 50-71. Online Learning Success Essay

Traits of a Successful Online Learner

What are your expectations for online learning and how do you know if it is right for you? Answering these questions involves doing your research about the options available and making some decisions about your plans for the future. In addition to assessing your skills and readiness you need to consider the financial obligation, draft an education and career plan, and evaluate your options to find a high quality program. Online Learning Success Essay.

As a student, online or traditional, it will be your responsibility to actively pursue your educational goals. You may have heard the expression: “
You get out of it what you put into it.
” This is true of higher education! The experience you have and the learning you achieve are the results of not only the curriculum and faculty, but also of the efforts you make along the way. What must the online student bring to the table to foster a successful experience?

Interest in learning:
 This may sound obvious, but what are your learning habits? Learning is a continuous process and online programs involve learning about technology in addition to the subjects covered in the courses themselves. Are you willing to continue learning new technologies, ways to communicate, problem-solving skills, and troubleshooting techniques?

Inquisitive nature:
 Are you willing to speak up and ask questions? In an online course it is important to reach out to your instructor and classmates when you have questions and need clarification, as soon as the need arises. Look for opportunities, both in and outside of class, to find out more about the topics you are studying.

Ability to adapt well to change:
 Higher education is going through a lot of changes and online programs are no exception. You may find yourself having to deal with and adapt to growing pains within your school and program, as well as changes in technology requirements. The process can be frustrating at times and a positive approach will take you a long way.

Focus on personal and professional goals
: Completing an online program can be a long process. Why did you decide to become a student? Whatever your reasons may be, remember why you are there and keep your education and career plan handy. Refer to it often to maintain your motivation throughout your program.

Persistence:
 You will find that some courses are more difficult than others. Some courses will be more interesting to you than others. It’s not always convenient to be a student and juggle the rest of life’s demands. Be persistent and keep in mind that there will be challenges along the way. Work through the tough times and engage your support network when you need to do so.

Self-direction and Self-efficiency:
 An independent approach to learning, self-direction in getting started in each course, and staying on schedule with assignments will be helpful as you begin your online experience. Start developing good habits with time management and study techniques. Take the initiative to search for answers through all of the services available from your program. These resources are there to support your efforts!

An open mind:
 You will encounter a world of ideas and perspectives that are new to you. Whether you are enrolled online or in a face-to-face course, embrace the diversity represented by your classmates and instructors. Take a professional approach to class discussions that include thoughts that may be different from your own. Online Learning Success Essay.

Confidence and humility: 
While this may sound like a contradiction, both of these traits, working in balance with each other, will positively impact your online learning experience. After you have done your research and chosen your program, be confident in your decision. Put your best food forward, but don’t be afraid to ask for help when you need it. Often, your instructor won’t know you are frustrated or confused unless you reach out.

An online presence:
 Develop a comfort level sharing information about who you are with your instructors and classmates online. You may already have some experience creating an online profile, and may be asked to share similar information about yourself in your courses. This provides a way for distance students to get to know each other, and for your instructor to get to know you as well. Consider sharing some of your story along the way. Online Learning Success Essay.

Respect for the educational process
: The process of completing a degree or certificate program in higher education is filled with benefits and challenges. You can do a lot to prepare in advance – know what to expect and be ready to get involved. Be an active participant in your own learning!

Take the time to assess your readiness and reflect on the traits listed above. While you may be a natural at some, others will require your attention and efforts to improve. Allow yourself time to acclimate to the online learning environment and expect to make a few mistakes in the process. These lessons learned will move your forward in your higher education journey.

More Characteristics of a Successful Online Learner

Self-motivated

Students can direct their own learning environment and methods to fulfill course requirements and achieve individual academic success. Good online students can develop techniques to stay involved and interested in their online course. This is important because if a student does not drop his or her NCVPS course by the tenth day of class, the student will receive a grade for the course that will go on his or her transcript. Online Learning Success Essay.

Independent Learner

The online environment enables students to learn at their own pace, relieving the stress of feeling rushed or pressured and providing enjoyment in the learning process. Online courses are not an easy way out, though. You will have the same amount of work as you do in a traditional course, but you have the option to log in and work 24/7.

Computer Literate

Although it is not necessary to have advanced computer skills, students should possess a working knowledge of electronic e-mail, the Internet, as well as basic keyboarding skills. Successful online learners do have easy access to computers and the Internet. Even if you have a computer at school, you will be more successful if you have additional access elsewhere.

Good Time Management

Students must be able to organize and plan their own best “time to learn.” There is no one best time for everyone, but the key to learning is to make the time to learn.

Effective Communicator

Students must use electronic e-mail and discussion forums to communicate with their peers as well as the instructors. The ability to write clearly to communicate ideas and assignments is essential. This method provides the learner with rapid feedback as well as a means to inform instructors of any concerns or problems that they may be experiencing. In addition, a good online student will ask for help when there is a problem. For instance, if your password does not work, ask for help immediately. Do not wait for two or three days. It might take a day to fix the problem, and you cannot miss a week of work in your online course. Online Learning Success Essay.

Personal Commitment

Because there are no bells that begin and end classes, students must have a strong desire to learn and achieve knowledge and skills via online courses. Making a commitment to learn in this manner is a very personal decision and requires a strong commitment to perform in order to achieve academic success. Remember that an NCVPS course is much like a traditional course at school. You will receive a grade at the end of the course that will go on your transcript. Online Learning Success Essay.

Academic Readiness

The student should have the basic reading, writing, math and computer literacy skills to succeed in the class.

Technologically Prepared

A successful online learner knows how to open, create and/or save a document; use various technology tools (e.g., dictionary, thesaurus, grammar checker, calculator); and identify various file formats (e.g., doc, xls, pdf, jpg). Online Learning Success Essay.

FNP vs EDU Role Analysis Essay

Compare and contrast the role of the the family nurse practitioner and the nurse educator in a minimum of 300 words APA formatted paper using credible and scholarly resources.

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1. Post to this Discussion Forum

2. Please click on the rubric below for detailed expectations

ECPI MSN Discussion Rubric

FNP vs EDU Role Analysis Essay

Initial Discussion Post 50% of Point Total

Student thoroughly addresses required content and all questions posed in the discussion prompt. The post demonstrates a solid understanding

of the topic, incorporates supporting information from the assigned readings and other outside research.

Points. FNP vs EDU Role Analysis Essay.

Excellent: The submitted work demonstrates a comprehensive understanding of the discussion topic. The information provided is accurate, indepth,

meets word number requirement, synthesizes information from the course materials and includes a minimum of three scholarly references. FNP vs EDU Role Analysis Essay.

50

Proficient: The submitted work demonstrates an adequate understanding of the discussion topic. The information provided is adequate, meets

word number requirement, synthesizes information from the course materials and includes a minimum of two scholarly references; however, all

concepts of the discussion may not be fully developed.

40

Poor: The submitted work demonstrates a basic or incomplete understanding of the discussion topic. The information provided is inadequate,

does not meet word number requirement, does not focus on the assignment’s topic, and insufficient number of references to support content of discussion. FNP vs EDU Role Analysis Essay.

30

Not Met: Either no work was submitted (0 points) or the submitted work does not meet any of the minimum criteria and demonstrates no

understanding of the material; no supporting references provided. 0

Peer Responses 25% of Point Total

Student responds to at least two of their peers’ initial discussion posts; posts build upon the ideas and information posed with supporting

scholarly references.

Excellent: Responds to two or more peers’ initial posts; responds to instructor’s comments (if applicable); responses demonstrate an analysis

of the peers’ comments that extend and deepen the conversation, supported by a minimum of two scholarly references. 25

Proficient: Responds to two or more peers’ initial posts; responds to instructor’s comments (if applicable); responses provide reflection and insight into the posts, supported by a minimum of one scholarly reference. FNP vs EDU Role Analysis Essay.

Poor: Responds to peers’ initial posts; responses lack clarification or addition of new information into the posts; insufficient scholarly

references to support content of discussion. 15

Not Met: Either no peer responses were submitted (0 points) or the responses do not meet any of the minimum criteria; no supporting

references provided. 0

Frequency of Distribution of Posts 10% of Point Total

Student is active in the weekly discussion forum by posting on at least two separate days.

Participation in the discussion forum on two separate days of the week. 10

Participation in the discussion forum on one day of the week. 5

No participation in the discussion forum. FNP vs EDU Role Analysis Essay.

Academic Writing and Format 15% of Point Total

Posts are organized in a logical, clear, and concise manner. Writing is free of spelling and grammatical errors. All references are correctly cited

in APA format.

Excellent: Posts are very organized, well written, and references are correctly cited; no errors in spelling or grammar. 15

Proficient: Posts are adequately organized and satisfactorily written; contains one to two errors in spelling, grammar, or APA formatting of

references. 10

Poor: Posts are inadequately organized and poorly written; contains three to four errors in spelling, grammar, or APA formatting of references. 5

Not Met: Either no posts were submitted for evaluation (0 points) or posts are unorganized, poorly written, and contain a substantial number of

errors in spelling, grammar, or APA formatting of references. 0

Total Score. FNP vs EDU Role Analysis Essay

Please respond to the following: “Strategy Map”

Per the text, the health care industry is known as one of the most complex operational environments, placing a premium on excellence in strategic planning and management. Determine the key reasons why health care marketing professionals should realize such complexity. Provide an example to support your rationale.

Appraise the value offered by Ries and Trout’s Marketing Warfare Strategies in assisting in the understanding and implementation of competitor-oriented marketing strategies that can be employed to increase market share. Provide at least two (2) specific examples of the Ries and Trout’s Marketing Warfare Strategies Model that apply within a health care organization with which you are familiar. Strategy Map.

Write a formal nursing educational preparation essay paper of 750-1,000 words that addresses the following:

Discuss the differences in competencies between nurses prepared at the associate-degree level versus the baccalaureate-degree level.

Identify a patient care situation in which you describe how nursing care or approaches to decision-making may differ based upon the educational preparation of the nurse (BSN versus a diploma or ADN degree).

For additional help finding research on this topic, refer to the GCU Library tutorial located at in the Student Success Center.

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Refer to the ”American Association of Colleges of Nursing (AACN) Fact Sheet: Creating a More Highly Qualified Nursing Workforce” as a resource.

Refer to the assigned readings for concepts that help support your main points. Nursing educational preparation essay.

Refer to ”
Grand Canyon University College of Nursing Philosophy
.” This is an informational resource to assist in completing the assignment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. nursing educational preparation essay .

This assignment uses a rubric. Students should review the rubric prior to beginning the assignment to become familiar with the criteria and expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. nursing educational preparation essay .

Nursing educational preparation essay

In concert with the mission of the University, the College of Nursing and Health Care Professions faculty affirms our belief in educating nurses within a dedicated and supportive community of Christian nurse scholars. The nursing programs prepare graduates to provide excellent, holistic care while encouraging a passion for achievement, a lifelong curiosity for knowledge, and pursuit of advanced professional degrees.

The AACN
Essentials of Baccalaureate Education for Professional Nursing Practice
guides the curriculum for the baccalaureate program. The AACN’s
The Essentials of Master’s Education for Advanced Nursing Practice, Advanced Nursing Practice: Curriculum Guidelines and Program Standards for Nurse Practitioner Education
, NONPF and AACN
Nursing Practitioner Primary Care Competencies in Specialty Areas, NONPF Domains and Competencies of Nurse Practitioner Practice,
and NACNS
Statement on Clinical Nurse Specialist Practice and
incorporates
Education
provide structure for the curriculum content of the master’s program. The College of Nursing and Health Care Professions curriculum is designed to facilitate the students’ abilities to creatively respond to continuously changing health care systems throughout the world. Educational experiences are planned to meet the needs of and to empower both students and clients. Professionalism, ethical decision making, accountability, critical thinking, and effective communication are emphasized. This is achieved through the application of liberal arts constructs, science, health and nursing theories, and the values of the Christian faith within the scope of nursing knowledge and evidence-based practice. Nursing practice promotes human dignity through compassionate caring for all human beings, without consideration of their gender, age, color, creed, lifestyle, cultural background, and other visible or invisible boundaries between students, faculty, and clients. Nursing educational preparation essay.

The faculty of the College of Nursing and Health Care Professions is accountable for the quality of the educational programs and for the promotion of safe and effective nursing through teaching, service, and collaboration with other professionals and consumers of care. The following statements reflect the philosophical beliefs of the faculty in relation to the concepts of health, environment, person, and nursing:

HEALTH

Health is the central focus of nursing. Health is a dynamic aspect of being that incorporates physical, emotional, intellectual, spiritual, and social dimensions. Nursing educational preparation essay.

ENVIRONMENT

All humans interact with the physical, emotional, intellectual, spiritual, and social environments in which they work, play, and live. The nursing role is to help provide healthy and safe environments so that persons may live in optimal health.

 

PERSON

We believe that all people are accepted and loved unconditionally as children of God. In the baccalaureate program, clients are considered to be individuals, families, groups, communities, and populations. In the master’s program, clients include in addition organizations/systems. Human diversity is cherished. Spirituality is conceived as vertical and horizontal relationships with God and humanity. These relationships give hope and meaning to life now and in the future.

NURSING

Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading. The caring professional approach includes the values of autonomy, altruism, human dignity, integrity, and social justice with unconditional regard for all people. Nursing practice includes health promotion, disease prevention, early detection of health deviations, prompt and adequate treatment of the human response to acute and chronic illness, and compassionate care for those experiencing death. Nursing educational preparation essay.

 

Master’s nursing practice expands upon baccalaureate nursing concepts to include clinical practice knowledge, coaching/mentoring/teaching, consulting/collaborating, advanced leadership, and nursing education with a focus on research and quality assurance, critical thinking, spirituality, diversity, caring, and life-long learning. The advanced professional nursing role relies on best practices and evidence-based research with a focus on evaluation of health, outcomes, and processes.

 

Nursing education is theory driven. Theories are derived from the humanities, sciences, and Biblical concepts. Nursing knowledge, theory, research, and health promotion are influenced by spiritual perspectives, and ethical, legal, political, historical, and social influences. The faculty values excellence in teaching with an individual focus on the learner. Teaching includes a variety of methods, learning modalities, and practice situations. Faculty provide opportunities for students to give comprehensive care to diverse client populations, and the learning environment is created and arranged to meet individual learning outcomes that are consistent with the College of Nursing and Health Care Professions program outcomes. The College of Nursing and Health Care Professions supports life-long learning endeavors and fosters an appreciation of diversity among traditional and nontraditional learners. Students are educated to provide, direct, and evaluate client-centered care while focusing on the person as an integrated whole. Nursing educational preparation essay.

Substance-Related and Addictive Disorders

Week 4: Substance-Related and Addictive Disorders

I can’t believe that stupid horse lost! My inside man told me it was a sure bet at 20:1 odds. I thought for sure that I would be able to make back the money I lost yesterday. What am I going to tell my wife? That was the money for the mortgage payment…well, the last three mortgage payments. She does not know I have been spending my days at the track. I lost my job at the company because a few hundred dollars went missing. I just need a break. I know this next horse will be my winner! Substance-Related and Addictive Disorders.

Michael, age 37

Substance abuse and addiction affects persons in all walks of life; every ethnic and economic group is affected in some way by addiction or substance abuse. In your practice as a PMHNP, you will encounter patients with substance abuse and dependence. Some of the people who present for treatment are at a low point in their lives and want to turn things around. They may present for other conditions such as depression or bipolar disorder, anxiety, PTSD, or personality disorders. One of the most common ways of self-medicating a mental illness is with alcohol and illicit drugs. Marijuana is a common substance used by clients to treat various symptoms. To effectively treat clients with addictive disorders and substance use disorders, the provider needs to examine their own values and thoughts about the use of substances. Substance-Related and Addictive Disorders.

This week, you will analyze clients presenting for treatment of substance-related and addictive disorders and evaluate effectiveness of therapeutic approaches for clients diagnosed with substance-related and addictive disorders.

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Learning Resources

Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus. Substance-Related and Addictive Disorders.

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014).
Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
(11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 20, “Substance Use and Addictive Disorders” (pp. 616–693)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.

Note:
You will access this book from the Walden Library databases.

Stahl, S. M. (2014).
Prescriber’s Guide: Stahl’s Essential Psychopharmacology
(5th ed.). New York, NY: Cambridge University Press. Substance-Related and Addictive Disorders.

 

Note:
All Stahl resources can be accessed through the Walden Library using the link below. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear. http://ezp.waldenulibrary.org/login?url=http://stahlonline.cambridge.org/

 

To access information on specific medications, click on
The Prescriber’s Guide, 5th Ed
. tab on the Stahl Online website and select the appropriate medication. Substance-Related and Addictive Disorders.

Alcohol abstinence

Alcohol dependence

Alcohol withdrawal

Nicotine addiction

Opioid dependence

Reversal of benzodiazepine effects

acamprosate

disulfiram

nalmefene

naltrexone

chlordiazepoxide

clonidine

clorazepate

diazepam

lorazepam

oxazepam

bupropin

varenicline

buprenorphine

naltrexone

flumazenil

Note:
For more information about buprenorphine, see https: //www.samhsa.gov/medication-assisted-treatment/qualify-nps-pas-waivers

Required Media

Ashwood, D. (Producer). (n.d.-a).
Mindfulness-based relapse prevention for addictions: Volume I
[Video file]. Mill Valley, CA: Psychotherapy.net. Substance-Related and Addictive Disorders.

 

Note:
The approximate length of this media piece is 69 minutes. You will access this video through the Walden Library databases.

Ashwood, D. (Producer). (n.d.-b).
Mindfulness-based relapse prevention for addictions: Volume II
[Video file]. Mill Valley, CA: Psycotherapy.net.

 

Note:
The approximate length of this media piece is 126 minutes. You will access this video through the Walden Library databases.

Optional Resources

Gabbard, G. O. (2014).
Gabbard’s treatment of psychiatric disorders
(5th ed.). Washington, DC: American Psychiatric Publications.

Chapter 46, “Alcohol-Related Disorders”

Chapter 47, “Sedative-, Hypnotic-, or Anxiolytic-Related Disorders”

Chapter 48, “Opioid-Related Disorders: Opioid Detoxification”

Chapter 49, “Opioid-Related Disorders: Antagonist Treatment”

Chapter 50, “Opioid-Related Disorders: Agonist Maintenance Treatment”

Chapter 51, “Hallucinogen-Related Disorders

Chapter 52, “Cannabis-Related Disorders”

Chapter 53, “Club Drug Addiction”

Chapter 54, “Stimulant-Related Disorders”

Chapter 55, “Nicotine-Related Disorders”

Chapter 56, “Individual Therapy for Substance Use Disorders”

Chapter 57, “Cognitive, Behavioral, and Motivational Therapies for Substance Use Disorders”

Chapter 58, “Group Therapy for Substance Use Disorders”

Chapter 59, “Family Therapy in Substance Abuse Treatment”

Chapter 60, “Network Therapy for Substance Use Disorders”

Chapter 61, “Pain and Addiction”

Chapter 62, “Gambling Disorder”

Substance-Related and Addictive Disorders

Note:
You will access this textbook from the Walden Library databases.

Bechtold, J., Simpson, T., White, H. R., & Pardini, D. (2015). Chronic adolescent marijuana use as a risk factor for physical and mental health problems in young adult men. Psychology of Addictive Behaviors, 29(3), 552–563. doi:10.1037/adb0000103

Note:
You will access this article from the Walden Library databases. Substance-Related and Addictive Disorders.

Substance Abuse and Mental Health Services Administration (SAMHSA). (2013b).
TIP 48: Managing depressive symptoms in substance abuse clients during early recovery
. Retrieved from http://store.samhsa.gov/product/TIP-48-Managing-Depressive-Symptoms-in-Substance-Abuse-Clients-During-Early-Recovery/SMA13-4353

Note:
This document is available as free download.

Substance Abuse and Mental Health Services Administration (SAMHSA). (2013b).
TIP 42: Substance abuse treatment for persons with co-occurring disorders
. Retrieved from http://store.samhsa.gov/product/TIP-42-Substance-Abuse-Treatment-for-Persons-With-Co-Occurring-Disorders/SMA13-3992

Note:
This document is available as free download.

Borchardt, D. (2017).
National Academy of Sciences pushes for rescheduling of marijuana. Forbes
. Retrieved from https://www.forbes.com/sites/debraborchardt/2017/01/18/national-academy-of-sciences-suggests-removing-barriers-to-cannabis-research-basically-deschedule/#22269c753f76

Discussion: Clinical Supervision – Kaltura

Substance use disorders are complicated psychiatric and medical conditions that involve physical addiction as well as psychological or emotional dependence. Substance use disorders are some of the most difficult to treat. It takes a great deal of patience on the part of the provider and the client. It may take several attempts before a client is successfully able to “kick the habit.” Your guidance and patience can help the client to persevere through difficult times during the journey to recovery. Substance-Related and Addictive Disorders.

Clinical Supervision is an essential component of your development as a psychiatric mental health nurse practitioner. It provides an opportunity for professional collaboration as you share experiences with and gain insights from colleagues. For this Clinical Supervision, consider a client with a substance abuse disorder whom you do not think is adequately progressing according to expected clinical outcomes. Substance-Related and Addictive Disorders.

Learning Objectives

Students will:

Analyze clients presenting for treatment of substance-related and addictive disorders

Evaluate effectiveness of therapeutic approaches for clients diagnosed with substance-related and addictive disorders

Recommend treatment plans

Note:
For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking
Submit
!

To prepare for this Discussion:

Review this week’s Learning Resources concerning treating patients with substance-related and addictive disorders.

Reflect on a client you are currently counseling or have previously counseled at your practicum site who has been diagnosed with substance-related and addictive disorders. Substance-Related and Addictive Disorders.

By Day 3

Post
a 3- to 5-minute Kaltura video in which you do the following:

Describe the client. Note: Do not use the client’s actual name.

Explain your therapeutic approach with the client, including the perceived effectiveness of your approach.

Identify any additional information about this client that may potentially impact expected outcomes.

Provide specific recommendations for the client to help them in determining why they are not progressing and what your suggested treatment plan consists of. It is useful to consult the Prochaska and DiClement model.

Note:
Nurse practitioners must have strong oral communication skills. This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner.

View
a selection of your colleagues’ responses.

By Day 6

Respond
to at least
two
of your colleagues by suggesting an alternate therapeutic approach. Support your feedback with evidence-based literature and/or your own experiences with clients. Substance-Related and Addictive Disorders.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 4 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 4 Discussion

Assignment 1: Week 1 Practicum Journal Entry: Certification Plan

By Day 7

Submit
your Assignment. Refer to Week 1 for additional guidance.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK4Assgn1+last name+first initial.(extension)” as the name.

Click the
Week 4 Assignment 1 Rubric
to review the Grading Criteria for the Assignment. Substance-Related and Addictive Disorders.

Click the
Week 4 Assignment 1
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the
Browse My Computer
button. Find the document you saved as “WK4Assgn1+last name+first initial.(extension)” and click
Open
. Substance-Related and Addictive Disorders.

If applicable: From the Plagiarism Tools area, click the checkbox for
I agree to submit my paper(s) to the Global Reference Database
.

Click on the
Submit
button to complete your submission. Substance-Related and Addictive Disorders.

Grading Criteria

To access your rubric:

Week 4 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment 1

Assignment 2: Week 2 Practicum Journal: Safe Prescribing

By Day 7

Submit
your Assignment. Refer to Week 2 for additional guidance.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK4Assgn2+last name+first initial.(extension)” as the name.

Click the
Week 4 Assignment 2 Rubric
to review the Grading Criteria for the Assignment.

Click the
Week 4 Assignment 2
link. You will also be able to “View Rubric” for grading criteria from this area. Substance-Related and Addictive Disorders.

Next, from the Attach File area, click on the
Browse My Computer
button. Find the document you saved as “WK4Assgn2+last name+first initial.(extension)” and click
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for
I agree to submit my paper(s) to the Global Reference Database
.

Click on the
Submit
button to complete your submission. Substance-Related and Addictive Disorders.

Grading Criteria

To access your rubric:

Week 4 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment 2

Assignment 3: Week 3 Practicum Journal: Decision Tree

By Day 7

Submit
your Assignment. Refer to Week 3 for additional guidance.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK4Assgn3+last name+first initial.(extension)” as the name.

Click the
Week 4 Assignment 3 Rubric
to review the Grading Criteria for the Assignment.

Click the
Week 4 Assignment 3
link. You will also be able to “View Rubric” for grading criteria from this area. Substance-Related and Addictive Disorders.

Next, from the Attach File area, click on the
Browse My Computer
button. Find the document you saved as “WK4Assgn3+last name+first initial.(extension)” and click
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for
I agree to submit my paper(s) to the Global Reference Database
.

Click on the
Submit
button to complete your submission.

Grading Criteria

To access your rubric:

Week 4 Assignment 3 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 3 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 4 Assignment 3

Assignment 4: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Substance-Related and Addictive Disorders.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Practicum Reminder

Time Logs:
You are required to keep a log of the time you spend related to your practicum experience
and enter every patient you see each day
. You can access your time log from the Welcome Page in your Meditrek account. You will track time individually for each patient you work with. Please make sure to continuously input your hours throughout the term. Substance-Related and Addictive Disorders.

Making Connections

This week, you analyzed clients presenting for treatment of substance-related and addictive disorders and evaluated effectiveness of therapeutic approaches for clients diagnosed with substance-related and addictive disorders. Substance-Related and Addictive Disorders.

Next week, you will, once again, become “captain of the ship” as you take full responsibility for a client with a bipolar disorder by recommending psychopharmacologic treatment and psychotherapy, identifying medical management needs and community support, and recommending follow-up plans. You will use the decision tree format to justify your rationale for diagnosis, pharmacological treatment, and psychotherapy of a patient with a mental illness. You also will evaluate the results of your Fitzgerald University Exit Comprehensive Exam and, based on those results, develop a plan of action to prepare for the certification exam. Substance-Related and Addictive Disorders.

NRS-430V: Professional Dynamics – Grand Canyon University College of Nursing and Health Care Professions Philosophy

In concert with the mission of the University, the College of Nursing and Health Care Professions faculty affirms our belief in educating nurses within a dedicated and supportive community of Christian nurse scholars. The nursing programs prepare graduates to provide excellent, holistic care while encouraging a passion for achievement, a lifelong curiosity for knowledge, and pursuit of advanced professional degrees.

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The AACN
Essentials of Baccalaureate Education for Professional Nursing Practice
guides the curriculum for the baccalaureate program. The AACN’s
The Essentials of Master’s Education for Advanced Nursing Practice, Advanced Nursing Practice: Curriculum Guidelines and Program Standards for Nurse Practitioner Education
, NONPF and AACN
Nursing Practitioner Primary Care Competencies in Specialty Areas, NONPF Domains and Competencies of Nurse Practitioner Practice,
and NACNS
Statement on Clinical Nurse Specialist Practice and
incorporates
Education
provide structure for the curriculum content of the master’s program. The College of Nursing and Health Care Professions curriculum is designed to facilitate the students’ abilities to creatively respond to continuously changing health care systems throughout the world. Educational experiences are planned to meet the needs of and to empower both students and clients. Professionalism, ethical decision making, accountability, critical thinking, and effective communication are emphasized. This is achieved through the application of liberal arts constructs, science, health and nursing theories, and the values of the Christian faith within the scope of nursing knowledge and evidence-based practice. Nursing practice promotes human dignity through compassionate caring for all human beings, without consideration of their gender, age, color, creed, lifestyle, cultural background, and other visible or invisible boundaries between students, faculty, and clients. NRS-430V: Professional Dynamics – Grand Canyon University College of Nursing and Health Care Professions Philosophy.

The faculty of the College of Nursing and Health Care Professions is accountable for the quality of the educational programs and for the promotion of safe and effective nursing through teaching, service, and collaboration with other professionals and consumers of care. The following statements reflect the philosophical beliefs of the faculty in relation to the concepts of health, environment, person, and nursing:

HEALTH

Health is the central focus of nursing. Health is a dynamic aspect of being that incorporates physical, emotional, intellectual, spiritual, and social dimensions.

ENVIRONMENT

All humans interact with the physical, emotional, intellectual, spiritual, and social environments in which they work, play, and live. The nursing role is to help provide healthy and safe environments so that persons may live in optimal health. NRS-430V: Professional Dynamics – Grand Canyon University College of Nursing and Health Care Professions Philosophy.

PERSON

We believe that all people are accepted and loved unconditionally as children of God. In the baccalaureate program, clients are considered to be individuals, families, groups, communities, and populations. In the master’s program, clients include in addition organizations/systems. Human diversity is cherished. Spirituality is conceived as vertical and horizontal relationships with God and humanity. These relationships give hope and meaning to life now and in the future.

NURSING

Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading. The caring professional approach includes the values of autonomy, altruism, human dignity, integrity, and social justice with unconditional regard for all people. Nursing practice includes health promotion, disease prevention, early detection of health deviations, prompt and adequate treatment of the human response to acute and chronic illness, and compassionate care for those experiencing death. NRS-430V: Professional Dynamics – Grand Canyon University College of Nursing and Health Care Professions Philosophy.

Master’s nursing practice expands upon baccalaureate nursing concepts to include clinical practice knowledge, coaching/mentoring/teaching, consulting/collaborating, advanced leadership, and nursing education with a focus on research and quality assurance, critical thinking, spirituality, diversity, caring, and life-long learning. The advanced professional nursing role relies on best practices and evidence-based research with a focus on evaluation of health, outcomes, and processes.

Nursing education is theory driven. Theories are derived from the humanities, sciences, and Biblical concepts. Nursing knowledge, theory, research, and health promotion are influenced by spiritual perspectives, and ethical, legal, political, historical, and social influences. The faculty values excellence in teaching with an individual focus on the learner. Teaching includes a variety of methods, learning modalities, and practice situations. Faculty provide opportunities for students to give comprehensive care to diverse client populations, and the learning environment is created and arranged to meet individual learning outcomes that are consistent with the College of Nursing and Health Care Professions program outcomes. The College of Nursing and Health Care Professions supports life-long learning endeavors and fosters an appreciation of diversity among traditional and nontraditional learners. Students are educated to provide, direct, and evaluate client-centered care while focusing on the person as an integrated whole. NRS-430V: Professional Dynamics – Grand Canyon University College of Nursing and Health Care Professions Philosophy.

Community-level interventions to prevent drug use, abuse and addiction

Discussion Questions

 

Evaluate community-level interventions to prevent drug use, abuse and addiction. 

Select one of the following prevention programs
.

Central San Diego County

 

Mid-City for Youth

Social Advocates for Youth (SAY)

4275 El Cajon Blvd, Suite 101

San Diego, CA 92105

Tel:
(619) 283-9624

Fax:
(619) 582-9057

North City Prevention Coalition

Social Advocates for Youth (SAY)

8755 Aero Dr, Suite 100

San Diego, CA 92123

Tel:
(858) 565-4148 ext 205

Fax:
(858) 565-4178

 

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East San Diego County

 

East County Community Change Project

Institute for Public Strategies

131 Avocado Avenue

El Cajon, CA 92020

Tel:
(619) 476-9100 x109

Fax:
(619) 476-9104

 

North San Diego County

 

North Inland Community Prevention   Program (NICPP)

Mental Health Systems, Inc.

12344 Oak Knoll Road, Suite C-1

Poway, CA 92064

Tel:
(858) 391-9303

Fax:
(858) 391-9302

North Coastal Prevention   Collaborative

Vista Community Clinic

465 La Tortuga

Vista, CA 92081

Tel:
(760) 407-1220 x7150

Fax:
(760) 414-3736

 

South San Diego County

 

South Bay Community Change Project

Institute for Public Strategies

2615 Camino del Rio South, Ste. 300
Tel:
(619) 476-9100, x127

 

County-Wide Services

 

Countywide Media Advocacy Project

Institute for   Public Strategies         2615 Camino del Rio South,   Suite 300

San Diego, CA 92108

Tel:
(619) 476-9100, ext 307

Fax:
(619) 476-9104

Methamphetamine Strike Force & Prescription Drug Task Force

Center for Community Research (CCR)

8885 Rio San Diego Drive, Suite 111

San Diego, CA 92108

Tel: (619) 684-5108

Fax: (619) 919-0027

 

Prevention Evaluation Project   Center for Community Research (CCR)

8885 Rio San Diego, Suite 111           San Diego, CA 92108

Tel:
(619) 684-5108

Fax:
(619) 919-0027

Responsible Hospitality Coalition

Institute for Public Strategies

2615 Camino del Rio South, Suite 300

San Diego, CA 92108

Tel:
(858) 793-1585

Fax:
(858) 793-1585

Prescription Drug Abuse Task Force   (PDTF)

Center for Community Research

8885 rio San Diego, Ste 111

San Diego, CA 92108

Tel:
(760) 749-8792

Fax:
(760) 749-9486

San Diego County Office of   Education

Friday Night Live (High School youth)

6401 Linda Vista Road

San Diego, CA 92111

Tel:
(619) 777-6365

Fax:
(619) 682-5252

 

Binge/Underage Drinking Initiative Alcohol Policy Panel

Institute for Public Strategies

2615 Camino del Rio South, Suite 300

San Diego, CA 92108

Tel:
(619) 476-9100, x125

Marijuana Initiative Facilitation

Center for Community Research

8885 Rio San Deigo, Ste 111

San Diego, CA 92108

Tel:
(619) 528-2235

Fax:
(619) 528-2297

 

http://www.ochealthinfo.com/phs/about/promo/tupp

http://www.ochealthinfo.com/phs/services/healthlive/adpcp

http://www.ochealthinfo.com/phs/about/promo/adept

Home

http://www.thewalllasmemorias.org/substance_abuse

https://www.montebello.k12.ca.us/date

Use the following headings for your post: (See sample post – a separate document)

1.

ORGANIZATION/PROGRAM

· The name of the program/organization

· Location (city/county)

· Distance from where you live

· Funding sources

· Is it a primary or secondary prevention program?

2.
MISSION/GOALS –
Describe
in your own words
their mission and goals

3.
PROGRAMS & STRATEGIES 

Use
YOUR OWN WORDS
to describe:

a. All of the programs it conducts.

b. What specific activities the programs conducts. Provide details and specifics.

c. Which of the following strategies do they use? (See Chapter 16 for more information)

o Teach peer-refusal skills, assertiveness skills, social skills, decision making skills?

o Teach stress reduction and anxiety management skills?

o Teach critical thinking about the influence of media and how to resist the power of advertising?

o Provide information about short-term effects of alcohol, tobacco and drugs?

o Offer alternative activities – e.g. after-school sports

o Provide mentoring? community-level interventions to prevent drug use, abuse and addiction.

o Use role models?

o Provide incentives to change behavior?

o Offer family or social support?

o Consider cultural factors of different groups?

o Strive to change laws or regulations or policies in their community?

o Use media messaging such as ads, billboards or social media?

o Create environments that reduce drug-taking behavior by getting laws passed to prohibit smoking in restaurant patios or in multi-family dwellings? Or to prohibit drinking alcohol in parks, or other?

o Strive to reduce availability of alcohol, tobacco and other drugs by doing the following types of activities: getting local policy makers to restrict the # of alcohol licenses for new businesses, getting law enforcement to fine businesses who sell cigarettes to minors, getting laws passed to fine parents who allow underage drinking parties in their homes, or other? community-level interventions to prevent drug use, abuse and addiction

o Conduct drug-testing?

o Other?

4.

RECOMMENDATIONS

o Which of these strategies are most effective and why?

o Provide your recommendations for improvement or growth or to address concerns or unmet services. Base your suggestions on YOUR research, and what you learned in the class.

SOURCES

· The program/organization website, brochures and reports will provide your information as well as the textbook.

· Do NOT use any quotations.
Paraphrase
(use your own words) to report the information and do not cut and paste from a report or article.

·
Use at least THREE sources
from the program/organization website and documents.

·
Use at least ONE other source
from peer-reviewed journals, government reports or textbooks. You can use the course textbook but it will not count as one of the two required sources.

·
Use in-text citations.
Write the source of your information at the end of the applicable sentences using APA 6th Edition format.

· List all your references (a TOTAL of FOUR) in APA 6th Edition format at the end of your post in a References list.

READ THE DISCUSSION RUBRIC
BEFORE
YOU START. COMPARE WHAT YOU WRITE WITH THE RUBRIC. READ THE SAMPLE POST BEFORE YOU START.

IMPORTANT: Do NOT submit your first draft. First, read what you wrote out loud. Check for:

– Missing words or letters

– Missing or misplaced periods, apostrophes, commas

– Incomplete sentences. community-level interventions to prevent drug use, abuse and addiction.

– 2 or more sentences strung together that should be made into separate sentences

– Putting something is past tense that should be in present tense or vice versa

– Plural words that should be singular or singular words that should be plural

– Making the verb and subject match (plural or tense)

Discussion 4 sample

 

Organization/Program

Social Advocates for Youth (SAY), is located in San Diego, CA approximately 30 minutes from my home. After reviewing their financial statements of 2015 and 2016, it seems like a lot of their income is generated through grants. The County of SD, First-5 SD, CA Department of Public Health, and more are listed under grants receivable. Alternatively, there are some programs in which they charge, because there is a Program Service Revenue portion of their Form 990 FYE16 (SAYSanDiego, 2016). They also have investment income. community-level interventions to prevent drug use, abuse and addiction.

Many of their programs would be primary since there are programs for preschool and school readiness to prevent youth from using, as well as services for adults to be better role models for their children. This facility treats the child and the family. There are other programs within the organization which are secondary, but I will go over the primary programs. community-level interventions to prevent drug use, abuse and addiction.

 

Mission/Goals

SAY involves the entire community to aid in preventing drug and alcohol abuse, and to be allotted all advantages possible regardless of disability or socioeconomic status. By recruiting the family and community in a child’s success, the community as a whole can grow advantageously, according to SAY.

 

Programs/Strategies

Programs consist of alcohol, tobacco, and other drug prevention, behavioral therapy, community services for families, delinquency prevention, First-5 steps, preschools, and vacation programs for families.

Through after school events, and programs which utilize services from SD police department, UCSD department of Family Medicine and Public Health, and Training, Research, and Education for Driving Safety (TREDS), SAY allows for education of drugs and alcohol from outside services to inform the youth what outcomes can arise from substance abuse. There is also a youth group who has been involved with SAY, who are trained to speak to fellow peers regarding substance abuse. This can be utilized as community service hours, and the young children can become more comfortable with the material they are speaking about. This will give them courage through knowledge, to say no when asked to try a substance.

Another program known as Delinquency Prevention and Youth Development, aids families of youth which may have a higher rate of anger, and may be predestined through family history, and community stigma to move into the direction of substance abuse. They aid by providing individual and family counseling, and by teaching what positive choices are in group settings and one on one. Crisis intervention is also available if necessary to prevent the child from straying from the positive path due to uncontrollable circumstances. Stress reduction and anger management is assessed here, as well as providing group therapy sessions for parents, to help them guide their children together. A similar program is KEEP, which aids foster parents and children directly with stress and anger management. community-level interventions to prevent drug use, abuse and addiction.

FLEX is a program which particularly works with young boys to make them better men. They take them on field trips, college campus visits, and prepares them for success in school, graduation, life skills, and improves their self-esteem.

CAT Plus, provides information regarding teen pregnancy and STDs. They provide skills for decision making, and confidence improvement.

The main goal is to make the family and community members, role models for the children. For this reason, SAY has programs for adults to better themselves as well as for youth development. They strive to make residential areas and housing smoke-free, and the Cinco De Mayo Con Orgullo Coalition, is a Latin-driven community program which is promoting drug-free communities, by informing and educating the community, and by strengthening the relationship between law enforcement and citizens. Other programs under SAY hold youth town hall meetings, and monitor important issues such as illegal marijuana dispensaries, and on-and-off sale liquor code compliance. There is even a sub-program of this program called the Meth Strike Force. community-level interventions to prevent drug use, abuse and addiction.

In keeping with their mission, Extended Day is a program for children with hard working parents, where the children can stay and have assistance with homework, be involved in sports, arts and crafts, and education on self-esteem with skills to resist peer pressure.

Drug testing was not listed in any of the programs, but they may be required for some of the adult classes or secondary programs. community-level interventions to prevent drug use, abuse and addiction.

 
Recommendations

Keeping the mind and body active at a young age can be most effective when attempting to keep children away from substance abuse. The more knowledge they have, the better they can rationalize a decision. If children can be educated at a young age, and also gain skills to move forward in life, drugs and alcohol abuse may not be as tempting. Treating the family as well as the child helps for mutual understanding and growth regarding the topic. I have not seen a lot of advertisement for this organization. It is not even a place that pops up on a Google search quickly, so advertisement should increase to reach more families. As a whole, their prevention methods seem well constructed and thought out, with percentages in every program explaining their success rate. Illegal dispensaries were closed due to the work the Central Region Prevention Coalition, which is positive (SAY, n.d.). community-level interventions to prevent drug use, abuse and addiction.

I would like to see a FLEX for young girls to make them strong women as well, rather than just for boys. My only recommendation is to see if there are outreach programs that can be added which can help with career paths. Providing pathways for careers, may stimulate a goal to reach, to help keep the youth focused. I did not notice any incentives except for assistance and community service. Usually this is not enough of an incentive for children. Perhaps commitment to the program can be rewarded with a raffle drawing for family tickets to an amusement park or a family vacation at the end of every year. With incentives like these, the whole family can be excited to commit.

What I would also like to see is a prevention program in this organization which assists youth after injury. It has been stated throughout our discussions, that the opioid epidemic can sometimes stem from a childhood injury and prescription narcotics. There should be some implementation of this form of abuse education. This education should include the parents as well. The FDA is still attempting to find a way to treat children with extreme pain effectively, knowing that the introduction of opioids on a developing mind can have lasting effects (Califf, Woodcock, & Ostroff, 2016). community-level interventions to prevent drug use, abuse and addiction.

 

References:

Califf, R., Woodcock, J., & Ostroff, S. (2016). A Proactive Response to Prescription Opioid Abuse. 
New England Journal of Medicine
, 
374
(15), 1480-1485. http://dx.doi.org/10.1056/nejmsr1601307

SAYSanDiego. 
Program List – SAY San Diego
. 
Saysandiego.org
. Retrieved 22 November 2017, from https://www.saysandiego.org/programs/program-list/

SAYSanDiego. 
Form 990 FYE16
. (2016). 
Saysandiego.org
. Retrieved 22 November 2017, from https://www.saysandiego.org/wp-content/uploads/SAY-San-Diego-Form-990-FYE16.pdf. community-level interventions to prevent drug use, abuse and addiction.

Nursing Leadership Health Care Organizations Practicum

Journaling provides a valuable tool for recording, reflecting on, and reviewing your learning. This approach provides an opportunity for you to “connect the dots” and observe the relationships between and among activities, interactions, and outcomes.

Unlike a personal journal of thoughts and feelings, this Leadership Journal is a record of your activities, assessments, and learning related to this academic experience.

Journal entries should include a record of the number of hours spent with your nurse leader each week.

Write a journal entry of 1,000-1,500 words on the subject of
power
, including the following:

1. Provide observations and thoughts on the activities in Weeks 1-2. Nursing Leadership Health Care Organizations Practicum.

· Why all nurses should be considered leaders and the secular approach to leadership in comparison to servant leadership

2. Identify your given “power” at your workplace or in your professional life. What is your greatest contribution in the lives of others? Nursing Leadership Health Care Organizations Practicum.

3. Find three people with whom you interact professionally and ask them to affirm the influence you bring to their lives. How and why did you choose the individuals? What pearls of wisdom did they share that you had not considered?

4. Reflect on at least two things you learned from the “Issue of Power” video. Nursing Leadership Health Care Organizations Practicum