In drug addicted patients how does non-pharmacological pain intervention compared with pain management with opioids affect relieving pain and preventing relapse?

/in /by

Identify a theory that can be used to support your proposed solution.

Write a summary (250-500 words) in which you:
1.Describe the theory and your rationale for selecting the theory.
2.Discuss how the theory works to support your proposed solution.
3.Explain how you will incorporate the theory into your project.

Refer to the “Topic 2: Checklist.”

Prepare this assignment according to the APA guidelines. You are not required to submit this assignment to Turnitin.

Due Date: Feb 01, 2015 17:00 EST

**Please remember to write this assignment according to the PICO topic identified. I have included this in an attachment along with other material identifying the problem I want researched and written about. Remember to follow guidelines in the checklist and make the assignment nursing related.

Topic 2: Checklist

Review of Literature and Incorporating Theory

Instructions:

This checklist is designed to help students organize the weekly exercises/assignments to be completed as preparation for the final capstone project proposal. This checklist will also serve as a communication tool between students and faculty. Comments, feedback, and grading for modules 1-4 will be documented using this checklist.

TopicTaskCompletedComments / FeedbackPoints
Review of Literature Analyze and appraise each of the 15 articles identified in module 1. (15 articles).  _____ / 90
 Analysis organized using the sample provided in “Sample Format for Review of Literature.”   _____ / 10
   Total_____/100
Incorporating TheoryIdentified a theory that can be used to support proposed solution.  _____ / 10
 Main components of theory described.  _____ / 10
Rationale for selecting theory provided.  _____ / 10
  Discussed how theory works to support proposed solution.  _____ / 5
 Explained how theory will be incorporated into project.  _____ / 5
   Total_____/40

NRS-441V: Capstone Project

Developing a Question

Recall the components of PICOT from your research course:

(P) Population of Focus

(I)   Intervention

(C) Comparison

(O) Outcome

(T)   Time

Identify each of the components in relation to your topic.

In drug addicted patients how does non-pharmacological pain intervention compared with pain management with opioids affect relieving pain and preventing relapse?

“According to the recent Institute of Medicine Report on Pain, 100 million Americans suffer from pain” (American academy of pain medicine, 2013). Pain is the most sought out reason to see a physician and costs the united states more than half a trillion dollars a year, and it is still frequently treated incorrectly. In recent years healthcare professionals and lawmakers have been interested in developing better pain therapy to reduce drug diversion and addiction.

Then, develop a PICO question/statement.

P –In drug addicted patients

I –how does non-pharmacological pain intervention

C –compared with pain management with opioids

O –affect relieving pain and Preventing relapse?

Reference:

American academy of pain medicine. “Use of opioids for the treatment of chronic pain”. 2013. www.painmed.org

Evaluate these practices with respect to critical and anti-oppressive social work and your developing personal framework

/in /by

Design and Facilitation of a Learning Activity

The objective of the learning activity is to engage the group in an experiential exercise, and in critical reflection, related to some aspect of social work practice. There are two sample learning activities that has been uploaded for this work. please have a look at them.

PART A: Options for online learning activities include:

  • Interactive activity based on a specific reading(s) or website(s) assigned in the

unit

  • Interactive activity based on a reading (preferably brief) or web resource

introduced by the student facilitator

  • Interactive activity based on a case study developed by the student facilitator
  • Online role play developed by the student facilitator (e.g. facilitation of a

simulated group, family or organizational meeting)

  • Online poetry slam initiated and guided by the student facilitator
  • Online debate moderated by the student facilitator
  • Any other ideas for engaging group members in experiencing and reflecting on

critical practice

  • Try something new!

The facilitator will post the instructions for the learning activity on Monday of the designated week. The learning activity should present a clearly defined task, for example:

  • Read the following article(s) and answer these questions…
  • Visit this website and reflect on the following…
  • Read the case study and answer these questions…
  • Read the scenario and take the role of … in a discussion and debriefing
  • The learning activity should give students the opportunity to respond to critical questions related to the weekly topic. You are encouraged to integrate the Unit’s posted Learning Activities and questions as part of the design of your Activity.

As facilitator, your role is to:

  • Clearly outline the task
  • Share your own thoughts and invite group members to respond
  • Encourage and moderate group discussion ( for me to do)
  • Encourage critique of the framework and concepts presented

PART B Should be done after i send some response from the group of the task i put up which will be few days after this is due.)

Wrap up the learning activity with a summary of the discussion, including your

critical reflections on the process (what you learned from the experience) on Monday of the following week

Grading Criteria:

  • Ability to design a learning activity that engages students and demonstrates creativity, clarity and critical thinking
  • Ability to demonstrate group facilitation skills, including stimulating and encouraging participation, addressing the group’s learning needs, being willing to consider other viewpoints/positions and to challenge ideas
  1. Ability to demonstrate timeliness, dependability and regularity, in facilitating the learning activity and in providing a summary that reflects the themes of the discussion, makes specific connections with the Unit topic, and comments on how the activity has influenced your thinking and learning

Unit Readings and Articles

(Please read in the following order after reading the Unit Notes)

  • Brun, C. & Rapp, R. (2001). Strengths-Based Case Management: Individuals’ Perspectives on Strengths and Case Manager Relationship. Social Work, 46(3). 278-288. (this article has been uploaded)
  • Lietz, Cynthia. (2007). Strengths-based group practice: Three case studies. Social Work With Groups, 30(2). 73-87. (This article has been uploaded)
  • Edwards, S. & Turnell, A. (n.d.). The signs of safety approach to child protection casework. (has been uploaded)

Websites

Solution Focused Brief Therapy Association

http://www.sfbta.org/

Working with strengths and solutions:Unit 4

Introduction

A strengths perspective on social work practice is based on the assumption that people and communities inherently possess strengths, abilities and inner resources that can be identified, mobilized and used to create growth and change. This unit will consider examples of direct practice from this perspective in various contexts. The construction of solution-oriented questions will also be explored.

Objectives

By the end of this unit, you will be able to:

  • Describe strengths-based social work and solution-oriented practice
  • Evaluate these practices with respect to critical and anti-oppressive social work and your developing personal framework
  • Formulate collaborative and solution-oriented questions

Discuss the mechanism of action and side effects of drug therapy.

/in /by

Disease Focus
Focus on drug therapy for multiple-drug resistant Pseudomonas aeruginosa. Identify likely sites of infection and describe the therapeutic options for this bacterium. Discuss the primary choice and a secondary choice for drug therapy. Discuss the mechanism of action and side effects of drug therapy. Cite any sources using the APA format on a separate page.
Assignment 3 Grading Criteria Maximum Points
Identified and described Pseudomonas infection and likely sites. 10
Described accurately therapeutic options including primary and secondary choices. Incorporated the recommendations of The Sanford Guide to Antimicrobial Therapy. 10
Described the mechanism of action and side effects of drug therapy. 15
Used correct spelling, grammar, and professional vocabulary. Cited all sources using the APA format. 5
Total: 40

What are the actions of carbonic anhydrase inhibitors, osmotic diuretics, loop diuretics, thiazide diuretics, and spironolactone?

/in /by

Order Details/Description
Discussion Question 1 This question is for Peer # 1 and Peer # 2
Discussion Question 1
Diuretics have long been a part of drug therapy and are found in products consumed everyday.
• What is the role of diuretics in modern medicine?
• What are the basic processes of kidney filtration?
• What are the actions of carbonic anhydrase inhibitors, osmotic diuretics, loop diuretics, thiazide diuretics, and spironolactone?
• What are the associated toxicities of the above mentioned diuretics?
• Thiazide diuretics are considered first-line therapy for hypertension. What are the advantages and disadvantages of this therapy?
Justify your answers using examples and reasoning. Comment on the postings of at least two peers.