Week 1 Nursing

1. Identify one person from the illness group you chose in Week 1 (please see attached/illness group used in week 1). The person should not be a patient at the facility in which you work. You can use friends, family members, or coworkers. Do not use the person’s name in the paper but only initials. Administer the questionnaire you created in Week 1 to that person. Compile the data and analyze the responses to better illustrate where this person, his or her family, and friends are in relation to accepting the diagnosis in relation to the standard health or illness definitions. The analysis should also include coping skills, treatment, and support aspects of the illness. Identify how this will direct care plan development for the chosen illness group.

   Compile a report of your interview with the questions you created, the responses you received, your analysis, and your interpretation of how it will affect planning care for the group in a 4- to 5-page Microsoft Word document.

   Support your responses with examples

2. Golics, C. J., Basra, M. K. A., Finlay, A. Y., & Salek, S. (2013). The impact of disease on family members: A critical aspect of medical care. Journal of the Royal Society of Medicine, 106(10), 399–407.

   After reviewing the article, which factor do you feel has the most impact on family members? Please support your response with examples from readings. What are some of the reasons it is important to include the support persons in the plan of care?

3. Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally.

   You are required to post one scholarly activity while you are in the BSN program, which should be documented by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis.

   Submit, as the assignment, a summary report of the scholarly activity, including who, what, where, when and any relevant take-home points. Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment.

4. Choose a substance described in your readings from the first few weeks of the class.

Choose a year or decade in United States history within the past 175 years. (See below for a list of suggested years if you need help to get started, but you can choose other years or decades).

Cocaine – 1860’s, 1885s, 1906 or 1914

Amphetamines – 1932 or 1967

Opium – 1890’s

Heroin – 1890 or 1920’s

Hallucinogens – 1960’s

Marijuana – 1920’s, 1937 or 1960’s

Anabolic steroids – 1960’s, 1970’s

Alcohol – 1920’s

Tobacco – 1930’s, 1960’s

Anti-psychotic drugs – 1955

Barbiturates – 1960’s, 1070’s

Benzodiazepines – 1960’s

Tobacco – 1880’s, 1920’s or 1060’s

Caffeine – 1860’s

Answer the following questions about the substance, using your sources:

Choose a substance described in your readings from the first few weeks of the class.

• Compare to today. (cite your source)
• How easily available was it then?
• Compare to today. (cite your source)
• How widespread was its use then?
• Compare to today. (cite your source)
• Did certain ethnic, religious, cultural, racial, age, etc. groups tend to use it more then? Compare to today. (cite your source)
• Were there regulations or laws restricting its use?
• Compare to today. (cite your source)
• In your opinion, what has improved since then? What has not improved? (no citation needed)
• What were the attitudes towards the substance in that year/decade?
• What surprised you the most about your findings? (no citation needed)