To Prepare:

• Assume that you are leading a staff development meeting on regulation for nursing practice at your healthcare organization or agency.
• Review the NCSBN and ANA websites to prepare for your presentation.

The Assignment: (9- to 10-slide PowerPoint presentation)

Develop a 9- to 10-slide PowerPoint Presentation that addresses the following:

• Describe the differences between a board of nursing and a professional nurse association.
• Describe the geographic distribution, academic credentials, practice positions, and licensure status of members of the board for your specific region/area.
  • Who is on the board?
  • How does one become a member of the board?
• Describe at least one federal regulation for healthcare.
  • How does this regulation influence delivery, cost, and access to healthcare (e.g., CMS, OSHA, and EPA)?
  • Has there been any change to the regulation within the past 5 years? Explain.
• Describe at least one state regulation related to general nurse scope of practice.
  • How does this regulation influence the nurse’s role?
  • How does this regulation influence delivery, cost, and access to healthcare?
• Describe at least one state regulation related to Advanced Practice Registered Nurses (APRNs).
  • How does this regulation influence the nurse’s role?
  • How does this regulation influence delivery, cost, and access to healthcare?

Role of Opioid Education for the Youth

Discussion:Results

Opioid misuse is decreasing. For example, among high school seniors, the year past misuse of pain medication, heroine excluded, went down from a peak of 9.5 in the year 2004 to 3.4 percent in the year 2018. In the past year, the use misuse of Vicodin went down from peak of 10.5 percent in the year 2003 to a percentage of 1.7 in 2018, lastly the misuse of OxyContin has dropped from a peak rate of 5.5 percentage in the year 2005 to 2.3 percent in the year 2018. In addition, students in the 12th grade believe that it is harder to obtain opioid now than in the past. In 2010, 54% of 12th grade students believed that it was easy to access opioids as compared to 32.5% in 2018 (Hubbell & Reid, 2018). In this case this can be attributed to the awareness that has been created by educating youths about these substances and their effects towards someone. Commercials in the media also work very well in creating an awareness.

Adolescence is a critical stage of life for one to become addicted to a substance. This is due to a lot of factors that were mentioned by some students. This is a stage of self-realization and to some may be confusing and containing mixed emotions. This is due to a teenager trying to understand themselves and what they are meant to become in future, at the same time trying to keep up with the current trends as well as blending with his/her age mates. This can lead to a teenager to take the drugs to escape reality or to fit in with other teenagers who are using opioids for recreational purposes (McDONOUGH, 2016). 

The brain’s reward center, matures rapidly during the years preceding adolescence. During this period, children begin to discriminate more carefully between less and more meaningful rewards, a capacity that underlies goal driven behaviors and internal motivation. As much as kids are easily rewarded, even using abstract tokens, as they get to their adolescence, they become more selective in terms of the goals they think are worth pursuing. This phenomenon gets to its peak when children get to their adolescence, at which time presentation of small and meaningless reward will result into deactivation of the brain’s reward center (Reid, Wild, & Bozarth, 2020). This means that, adolescents are developmentally conditioned to look for high stimulating behavior so as to acquire a large neurologic reward, this trait is recognizable in the risk taking behaviors that are often associated with people in this stage of life. Unlike the rewards that happen naturally, psychoactive substances trigger signaling in the reward center through the direct receptor binding (Bain & Kornetsky, 2020). Although this is unhealthy, substance use fills a developmental drive for stimulation in this particular area of the brain effectively. As one would predict, the peak ages of substance use initiation occurs during adolescence and early childhood.

At the end of the behavioral control hardware, the prefrontal cortex, that is responsible for executive functions which are crucial to decision making, this are functions such as self-monitoring, impulse control and error correction and thus this serves as a behavioral brake system, it does not mature to its full potential until the middle of the third decade of living. As a result of this, adolescents are unable and unskilled to conduct these functions and deterred by risk than the adults. In addition to this, immaturity of the prefrontal cortex during this developmental stage appear to leave the brain’s reward center more vulnerable and prone to developing the changes which might result into a neurologic disorder of addiction (Knopf, 2017). 

Relatively fewer exposures result in substance use disorder symptoms among teenagers compared to adults, and also the risk of developing a substance use disorder (SUD) is in a way related with age of initiation. For example, children who are initiated into drinking alcohol before the age of 14 years are 5 times more likely to develop an addiction as compared to those that started drinking from the age of 19.this pattern is similar to one seen with both marijuana and the misuse of prescription opioid medication (Satterley & Anitescu, 2015). Indeed, delayed substance use initiation into adulthood is associated with a reduced risk of one ever developing an SUD. This is one of the reasons and importance for the government early interventions and prevention strategies that are designed to delay initiation as well as a reduced use in this group.

Psychologic vulnerability to substance use is aggravated by environmental factors, these include the availability, promotion and modeling of substance use behaviors (Bain & Kornetsky, 2020). Through science it has been said that teenagers are particularly sensitive to the influence of cultural messaging. The three most used substances by the adolescents are marijuana, alcohol and tobacco. The three choices are driven by either the availability and also cultural acceptability, this includes the perceived harm they bring. In the late 1990s, availability of prescription pain medications served as a perfect invitation to start using opioids for recreational purposes by teenagers as well as developing its addiction. The combination of the promotion of opioid medication to be safe with easy access through diverted prescription (McDONOUGH, 2016). They can be found in family medicine cabinet. Unlike heroin in the 1970s, which was induced by injection, opioid pills could be swallowed or snorted after being crushed into a powder, this further lowering the bars of invitation.

What the Professor said: “You should not interpret the findings in the Results Section! Please fix!”

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Role of Opioid Education for the Youth 2

Discussion:Limitations & Implication/Conclusion

Limitations & Conclusion

Creating awareness of these substances and how they are abused has had its dark sides too. For instance through raising awareness many teenagers have gained information about the opioids and due to teenagers and young adults curiosity, they might get tempted to try them out without having considered the consequences. The TV commercials might be the best way for students finding out where and how to acquire the substance (Knopf, 2017). This has seen the media make the use of opioids for their euphoric feel more acceptable and common in people’s minds. This is opposite to what is usually the case with marijuana, cocaine and heroin. Due to them not being televised against, the society still holds them with the same perspective as they did in the past. Opioids on the other hand have grown to being more acceptable thanks to the media.

In schools it is hard for every school to talk about the subject. This is because teachers cannot control what happens outside the school compound and most students will still use their free time from school to use all these substances for their euphoric feel despite having taught against opioids in class (Bain & Kornetsky, 2020). This has been supported by just how available the opioids are and the nature of conditions they are used to treat, this is to mean that they are basic drugs and can be found in almost all chemists and can be used to ease pain which might mean a lot of different pain. This is to say that the reason for one to go and buy an opioid is common and this supports the continued usage of opioids (McDONOUGH, 2016).

Conclusion

Opioid abuse has become a national disaster and requires more intense methods of stopping it to the ones that are being used at the moment. This should be inclusive of teaching youths on the adverse effects that using the drug might bring to them as well as their health. The approach towards the youths too should change a little too (Drake, 2017). This is because experts should understand that they are dealing with young, creative minds with a lot of energy and this should influence their way of delivery. Finding ways that will capture youth’s attention and use it to administer the kind of learning that the youths will find most effective and can relate to. This will make their listening skills better. A lot of young lives are being wasted or even die due to addiction to opioids. This is sad and needs to be addressed with a lot of vehemence. The government should continue teaching about the substances and advising against them too. The availability of opioids needs to be cut and made a little more complicated for anyone to get the drugs with or without a prescription (Pfeiffer, 2019). The government has been really trying to work their course of eliminating the opioid abuse by youths. As it is, more and more youths have developed an addiction towards opioids. The role of opioid education in the youth is most needed now.

What the professor said: “Incomplete! You need to provide detailed explanation on all limitations and their corresponding implications. “

 Instructions – A Personal Reflection on Disasters or Mass Casualty Incidents

Course Objective met

1. Describe the human impact created by different types of disasters. 

Assignment Objectives met

-Describe possible effects on victims, families,   

     neighborhoods & communities

-Recognize societal factors that increase loss to

     life & property

-Describe possible effects on Healthcare

     providers & responders

-Recall nursing implications

OVERVIEW

Reflection is a method of thinking deeply. It allows us to ponder not only that which is obvious to our senses, but all layers of the event, even to the possible intangibles. At least three (3) of the following aspects of the event, should be used for the best possible grade: 

• physical [injuries, death],
• emotional [fear, loneliness, helplessness, etc.],
• spiritual [corporate worship, individual],
• environmental [human diversity, structures, access, etc.],
• various obligations [school, work, family care, etc.],
• and financial

 (Bogo, etal., 2011).

Option 1: Recollect a disaster or mass casualty incident that personally affected you (ie: you, your family, or your friends). If this is too painful for you to revisit, you may choose option two.

Option 2: If this has never occurred in your life, please consider a disaster or mass casualty incident that you are aware of by way of significant media/news exposure.

The subject matter may be recent or in the past. To refresh your memory, feel free to read old newspaper or internet reports. You must respond to all six (6) points below, and you must include at least 3 of the aspects mentioned in the Overview.

1. Describe what happened.

2. What were your thoughts and feelings as you lived the situation? (actual or vicariously)

3. What three (3 or more) aspects emerged throughout the event? (refer to the Overview above)

4. What did you learn about yourself or the event? (or those directly affected)

5. Why was the experience important to you?

6. Choose one thing you think would be helpful to those involved in the experience.

DIRECTIONS:

This Discussion Forum (DF) differs from what you are used to in the RN-BSN program. No references are ‘required’ (unless they apply), for this ‘one’ DF (see below). Something that has not changed is the skillful construction of your sentences, spelling, grammar, punctuation, and how well you spoke to the six (6) points above, and interjected at least three (3) of the possible aspects of the event (also shown above). 

This is a personal reflection and therefore, citations and references are not required. (However, citations and references are required “if” you are actually referring to someone else’s ideas. Ie: If you “quote” someone or use their “thoughts” about the event even in a newspaper, it is their idea.) Your response must be typed or copied and pasted directly into the discussion thread.  The maximum word limit is 400 (this is also different from a regular Discussion Forum). Please double space between paragraphs but do NOT use double spacing or indentions throughout your writing. No file can be uploaded. APA format “will” be graded if it exists.

      The same criteria concerning a personal reflection from the above paragraph, applies to the secondary posting. Your postings in response to your peers should be concise but facilitate a lively dialogue on the topic being discussed. Do NOT simply repeat information from your initial posting or your peer’s posting. The maximum word limit is 200. Please double space between paragraphs but do NOT use double spacing or indents throughout. APA format “will” be graded if it exists.

This activity is worth 10% of your total grade.  You can expect individual feedback within a week of the due date/time.

Reference:

M. Bogo, C. Regehr, E. Katz, C. Logie & M. Mylopoulos (2011).  Developing a tool for assessing students’ reflections on their practice. Social Work Education. 30 (2), 186-194.  DOI: 10.1080/02615479.2011.540392

 Competency

This project allows you to demonstrate your mastery of visual communication concepts discussed in this course.

Scenario

You are newly appointed to the communication team for a reputable philanthropic organization. The current task is for your team to create a global campaign that visually conveys a social message both here in the United States, as well as globally. This visual campaign message will use strategic visual communication to appeal to these differing audiences to reduce and potentially eliminate racial prejudice. Your visual communication campaign will be directed toward audiences from both the United States and another country of your choice.

The board of directors has asked you to assemble four video presentations and one instructional document to submit for their review. They have asked that the total video presentations’ length be under three minutes, and that you present visual examples while verbally explaining the main points of the analysis. You are reminded that four separate links need to be submitted for their review, along with your instructional document for the communication team.

Visual Campaign Elements:

1. Create two ideas for promotional documents (flyers, pamphlets, etc.) to appeal to both your targeted U.S. viewers and to your targeted viewers from the other global country of your choice.
   Both of these documents should strategically utilize the following visual communication elements:
   1. color
   2. lines
   3. balance
   4. contrast
   5. Create your video presentation for the board members clearly explaining how the visual communication elements on each of the two promotional documents strategically convey the message and meaning to viewers. Be sure to compare and contrast how the viewers from the U.S. and the other country might interpret these differing visuals elements, and how you used them strategically to please each targeted audience.
2. Find two different images to be used on the organization’s website page. One will be for the U.S. website, and one for the website in the country of your choice. Be sure that each of these images visually appeals to these two targeted audience viewers, and that the visual enhances the message to help eliminate racial prejudice. In your video presentation for the board of directors, identify and analyze the visual elements of cultural familiarity, semiotics, and emotional appeal (cognitive). Additionally, explain how each of those visual elements visually persuades the U.S. and global viewers in different ways.
3. Design two logos for this anti-racism campaign. One logo should be designed for U.S. audiences, and the other should be designed for the other country of your choice. Design your video presentation to explain how each of these logos can clearly be seen on both small and large settings (example: cell phone app size and billboard size), as well as a comparison of how the color, lines, and visual elements are specifically designed to visually appeal to each of these different countries
4. Create two social media posts, one for the United States and one for the other country of your choice. The posts should include text, images, and the logo matching the country where the social media post will appear. In your video presentation to the board members, compare and analyze how these visual elements (the images and the logo) emotionally engage and persuade each specified target audience (the United States and the country of your choice) to reduce and eliminate racial prejudice.
5. Create a one-page instructional document for your communication team members outlining the ethical concepts regarding finding and using visuals in communication. Within your instructional document, use images and/or clip art to enhance each of your points in the document, and address the following items:
   1. How might the organization properly obtain and use images from outside sources?
   2. What are the dangers and problems that arise when altering and digitally enhancing images?

Instructions

The presentation must include a visual and an audio recording using Screencast-O-Matic®, a free audio recording software compatible with PC and MAC computers. Follow these instructions to download and use this software to create your presentation.

1. Access the Screencast-O-Matic® homepage by clicking on the box in the upper right-hand corner titled, “Sign Up” to create your free account.
2. Create a free account (be sure to write down the email and password created for account access.)
3. Once logged in, click on the “Tutorials” link at the top of the homepage and view Recorder Intros.
4. Create your presentation by clicking on the “Start Recorder” box.
5. Once finished recording click on the “Done” button.
6. Next, choose, “Upload to Screencast-O-Matic®”.
7. Select “Publish”.

PLEASE PAY ATTENTION TO THE CASE STUDY and CHAPTERS ATTACHED

PLEASE FOLLOW THE PROMPTS OF THE WAY THE QUESTIONS WERE ASKED.

ZERO PLAGIARISM

FIVE REFERENCES

The Assignment

Examine Case Study: A Middle-Aged Caucasian Man With Anxiety. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

• Decision #1
  • Which decision did you select?
  • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
  • Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
• Decision #2
  • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
  • Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
• Decision #3
  • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
  • Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients.