Locate a peer-reviewed article – 2 years ago
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– 2 years ago
[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) See Attachment – 2 years ago **files (1)** – ## 434WritingII.docx **## 434WritingII.docx** Topic: Write a response in support of removing functional immunity for prosecutors. Discuss both the reasons for such immunity as well …
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See Attachment
– 2 years ago
**files (1)**
– ## 434WritingII.docx
**## 434WritingII.docx**
Topic: Write a response in support of removing functional immunity for prosecutors. Discuss both the reasons for such immunity as well as the abuses that can occur as a result.
· ONE page only
· 12 font Times New Roman
· Double spaced
· 100% no plagiarism
· If reference is used, use on one!
**## 434WritingII.docx**
Topic: Write a response in support of removing functional immunity for prosecutors. Discuss both the reasons for such immunity as well as the abuses that can occur as a result.
· ONE page only
· 12 font Times New Roman
· Double spaced
· 100% no plagiarism
· If reference is used, use on one!
As part of your learning experience, active participation in discussions is essential. An important part of the final grade will be based on your participation. You will be evaluated on the quality and quantity of your participation in the discussion forum that corresponds to the grading rubric. The…
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Order on TutorsGallery →As part of your learning experience, active participation in discussions is essential. An important part of the final grade will be based on your participation. You will be evaluated on the quality and quantity of your participation in the discussion forum that corresponds to the grading rubric.
The initial post and responses should be in your own words and demonstrate critical thinking, analysis, and the expected level of knowledge. Initial posts and replies should be in complete sentences and paragraph form. You should not have bullet points as they are not in complete sentences or paragraph form. Copy-pasting may result in a zero.
To address the chosen prompt fully, you will refer to the topical outline of the course syllabus that corresponds with the prompt you select. This will help guide you in demonstrating your understanding of the content while providing a thorough and detailed discussion post. Each prompt or response to a prompt should be more than a few sentences to demonstrate critical thinking. Initial posts must include a minimum of one APA 7th edition style in-text citations and full matching references of appropriate reading to support your responses.
Select **two** of the unit student learning outcome (USLO) prompts below to respond to in this week's reflection.
– USLO 1.1 Recognize the role of the endocrine system.
– USLO 1.2 Differentiate between the classes of hormones and interactions with membrane or intracellular receptors.
– USLO 1.3 Identify the locations, functions, and stimuli for releasing hormones of the pituitary gland.
– USLO 1.4 Identify the locations, functions, and stimuli for releasing hormones of the thyroid and parathyroid glands.
– USLO 1.5 Identify the locations, functions, and stimuli for releasing hormones of the adrenal gland.
– USLO 1.6 Identify the locations, functions, and stimuli for releasing hormones of the pancreatic gland.
– USLO 1.7 Identify the locations, functions, and stimuli for releasing hormones of the gonads.
– USLO 1.8 Identify organs and their secondary endocrine functions.
– USLO 1.9 Identify types of stimuli that control secretion of hormones.
– USLO 1.10 Describe 4 hormonal interactions at the target cell. Give examples for each interaction.
– USLO 1.11 Describe 4 homeostatic imbalances of the endocrine system and explain what is occurring from a physiological perspective.
– 2 years ago
– Revisit the Congress.gov website provided in the Resources and consider the role of RNs and APRNs in policy-making. – Reflect on potential opportunities that may exist for RNs and APRNs to participate in the policy-making process. – [\ \ WEEK8DISCUSSION.docx](https://www.sweetstudy.com/files/wee…
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– Reflect on potential opportunities that may exist for RNs and APRNs to participate in the policy-making process.
– [\
\
WEEK8DISCUSSION.docx](https://www.sweetstudy.com/files/week8discussion-docx-10253475 "WEEK8DISCUSSION.docx")
– 2 years ago
Reply for the following discussion, APA style, NO AI, 200 words or more, 2 references or more less tha 5 years ago. Promoting Secure Attachment in Nursing Practice Attachment theory highlights the bond between caregiver and child. A nurse should promote eye contact between parents and infants. Holdi…
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Promoting Secure Attachment in Nursing Practice
Attachment theory highlights the bond between caregiver and child. A nurse should promote eye contact between parents and infants. Holding the baby skin-to-skin enhances early emotional bonding. Encouraging gentle touch supports trust and comfort development. Nurses should model calm responses to infants' distress cues. Parents learn to respond consistently to meet emotional needs. Supporting rooming-in helps strengthen closeness and familiarity. Quiet environments foster better recognition of infant cues. These strategies support secure attachment development (Sroufe et al., 2020).
Teaching Responsive Parenting Techniques
Nurses educate parents about recognizing and responding to cues. A baby's cry signals a need, not misbehavior or manipulation. Teaching parents to soothe infants builds emotional security. Responsive parenting promotes calm, regulated behavior over time. Nurses can demonstrate swaddling, feeding, and holding techniques. Modeling positive interactions reassures uncertain or new caregivers. Routine consistency builds child trust and parent confidence. Promoting these skills boosts strong and secure parent-child bonds. Responsive caregiving supports healthy attachment (Zeegers et al., 2022).
Encouraging Positive Verbal and Nonverbal Communication
Nurses should teach verbal reassurance with gentle tone. Babies learn through facial expressions and sound of voices. Smiling and cooing are early bonding communication tools. Nurses encourage parents to talk to their infants often. Even simple narration helps infants feel seen and safe. Reflective listening helps parents interpret nonverbal infant cues. Modeling face-to-face time boosts bonding and emotional growth. These interactions teach infants trust and security. Communication enhances healthy attachment development (Schore, 2021).
Promoting Parental Sensitivity to Infant Needs
Parental sensitivity predicts secure attachment and social development. Nurses should observe parent-infant interactions during care routines. Gentle feedback helps parents improve responsiveness and confidence. Teaching to watch for hunger, sleep, or discomfort cues helps. Parents gain skills to meet infants' emotional needs. Supportive, nonjudgmental guidance builds caregiver self-efficacy and attunement. Creating space for questions promotes trust in nurse-parent relationship. This engagement enhances family-centered care outcomes and bonding. Parental sensitivity fosters healthy attachment (Sroufe et al., 2020).
Supporting Emotional Regulation and Comforting Techniques
Nurses help parents recognize stress and calm in babies. Teaching how to soothe without overstimulation is essential. Rocking, gentle touch, and calm tones comfort distressed infants. When parents comfort, infants feel secure and valued. A secure child explores more and learns confidently. Nurses can teach breathing techniques to calm parents. Calm parents help infants regulate feelings through co-regulation. Providing examples enhances learning and parental confidence. Emotional regulation supports healthy attachment (Zeegers et al., 2022).
Creating Supportive Environments for Attachment
Nurses should foster calm, warm settings during patient care. Low noise levels help infants bond and feel safe. Flexible visiting policies promote parent-infant interactions and bonding. Providing privacy for feeding and holding encourages closeness. Comfortable seating supports long-term skin-to-skin holding. Nurses advocate for parental involvement in decision-making processes. Inclusive care environments promote confident, engaged parenting. Supportive settings help form secure and lasting attachments. Environment plays a key role in attachment (Schore, 2021).
– 2 years ago
– 2 years ago **files (2)** – ## ATTACH4.doc – ## NR394_W6_EXPECTATIONS_REGARDING_AGING__Survey.pdf **## ATTACH4.doc** **MUST BE ORIGINAL WORK.** **MY ERA-12 SCORE WAS 63.8 (don’t need to do the ERA-12 test, I just attached so you can see it).** **Directions:** Explore the Week 6 lesson, then …
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**files (2)**
– ## ATTACH4.doc
– ## NR394_W6_EXPECTATIONS_REGARDING_AGING__Survey.pdf
**## ATTACH4.doc**
**MUST BE ORIGINAL WORK.**
**MY ERA-12 SCORE WAS 63.8 (don’t need to do the ERA-12 test, I just attached so you can see it).**
**Directions:** Explore
the Week 6 lesson, then complete your Aging Reflection using this template.
· Complete the
[Expectations Regarding Aging (ERA-12) Survey using this PDF](https://cdn.brandfolder.io/74235FBJ/at/2zppppgf5ftn34xztwcn59k/NR394_W6_EXPECTATIONS_REGARDING_AGING__Survey.pdf) and obtain a numerical score. The ERA-12 is not submitted, only used to generate a numerical score.
· Reflect on your perspectives on aging and answer the questions under each section below with explanation and detail.
· Correctly cite and reference at least one scholarly source from outside the lesson.
· You may use a first-person perspective.
**Section 1: Aging Reflection Questions**
1. Consider your overall score on the ERA-12 Survey and the interpretation. Are you surprised by your score? Why or why not? Explain your answer using at least 1 paragraph.
2. Consider how your personal experiences, upbringing, or cultural background may have influenced your views on aging. Do you think that those influences have impacted your score? Why or why not? Explain your answer using at least 1 paragraph.
3. Reflect on common stereotypes and assumptions about aging in Western cultures. Did completing the ERA-12 Survey help you identify any personal biases about older adults? Why or why not? Explain your answer using at least 1 paragraph.
**Section 2: Applying Insights to Practice**
1. Consider your ERA-12 Survey results and reflect on how you can apply your insights to clinical practice. What strategies could help you provide culturally competent care for older adults personally or professionally? Include support from a scholarly source using an in-text citation.
**Ensure the scholarly source is not from the lesson or assigned reading materials.** Explain your answer using at least 2 paragraphs.
2. What actions can you take to continue to learn about cultural perspectives on aging that will support ongoing self-reflection and practice improvement? Explain your answer using at least 1 paragraph.
3. Before completing the ERA-12 Survey, consider how aging biases may have impacted your interactions with older adults. Did the survey help you recognize these biases? Explain your answer using at least 1 paragraph.
**## NR394_W6_EXPECTATIONS_REGARDING_AGING__Survey.pdf**
Note to Students: This document is for you to use for the assignment but will not be submitted or
graded.
EXPECTATIONS REGARDING AGING
(Short Version, Physical Health, Mental Health, and
Cognitive Function Scales)
This survey has questions about what you expect about aging.
Please check the ONE box to the right of the statement that best corresponds with how you feel
about the statement. If you are not sure, go ahead and check the box that you think BEST
corresponds with your feelings.
Definitely
True
Somewhat
True
Somewhat
False
Definitely
False
1. When people get older, they need to
lower their expectations of how
healthy they can be. 1 2 3 4
2. The human body is like a car: when it
gets old, it gets worn out. 1 2 3 4
3. Having more aches and pains is an
accepted part of aging. 1 2 3 4
4. Every year that people age, their
energy levels go down a little more. 1 2 3 4
5. I expect that as I get older I will spend
less time with friends and family. 1 2 3 4
6. Being lonely is just something that
happens when people get old. 1 2 3 4
7. Quality of life declines as people age.
1 2 3 4
8. It's normal to be depressed when you
are old. 1 2 3 4
9. I expect that as I get older I will
become more forgetful. 1 2 3 4
10. It's an accepted part of aging to have
trouble remembering names. 1 2 3 4
11. Forgetfulness is a natural occurrence
just from growing old. 1 2 3 4
12. It is impossible to escape the mental
slowness that happens with aging. 1 2 3 4
Scoring:
Directions: Calculate your score by completing the following steps.
Sum the numbers at the bottom of each box for items 1-12.
Take the sum and subtract 12.
Then multiply by 25.
Then divide it by 9.
Total ERA-12 Score: _____
Score Calculation Example:
4+2+1+3+2+2+4+1+1+3+1+2=26
26-12 = 14
14 x 25 = 350
350 / 9 = 38.89
Interpretation:
Expecta on regarding aging (ERA) describes a person's belief in how one will maintain their physical and
cogni ve health as they age. ERA is an indicator of how successfully someone an cipates aging. The ERA-
12 Survey examines the rela onship between percep ons of aging, health behaviors, and outcomes. The
score will be 0-100 range score. There are no cut points for an op mal score. A higher score indicates
higher overall expectations regarding aging and maintenance of high physical and mental functioning
with age for self and others. Lower scores indicate an expected decline with age.
Reference
Adapted from:
Sarkisian, C. A., Hays, R. D., Steers, W. N., & Mangione, C. M. (2005). Development of the 12-item
Expecta ons Regarding Aging (ERA-12) Survey. The Gerontologist, 45(2), 240-248.
h ps://doi.org/10.1093/geront/45.2.240
**## NR394_W6_EXPECTATIONS_REGARDING_AGING__Survey.pdf**
Note to Students: This document is for you to use for the assignment but will not be submitted or
graded.
EXPECTATIONS REGARDING AGING
(Short Version, Physical Health, Mental Health, and
Cognitive Function Scales)
This survey has questions about what you expect about aging.
Please check the ONE box to the right of the statement that best corresponds with how you feel
about the statement. If you are not sure, go ahead and check the box that you think BEST
corresponds with your feelings.
Definitely
True
Somewhat
True
Somewhat
False
Definitely
False
1. When people get older, they need to
lower their expectations of how
healthy they can be. 1 2 3 4
2. The human body is like a car: when it
gets old, it gets worn out. 1 2 3 4
3. Having more aches and pains is an
accepted part of aging. 1 2 3 4
4. Every year that people age, their
energy levels go down a little more. 1 2 3 4
5. I expect that as I get older I will spend
less time with friends and family. 1 2 3 4
6. Being lonely is just something that
happens when people get old. 1 2 3 4
7. Quality of life declines as people age.
1 2 3 4
8. It's normal to be depressed when you
are old. 1 2 3 4
9. I expect that as I get older I will
become more forgetful. 1 2 3 4
10. It's an accepted part of aging to have
trouble remembering names. 1 2 3 4
11. Forgetfulness is a natural occurrence
just from growing old. 1 2 3 4
12. It is impossible to escape the mental
slowness that happens with aging. 1 2 3 4
Scoring:
Directions: Calculate your score by completing the following steps.
Sum the numbers at the bottom of each box for items 1-12.
Take the sum and subtract 12.
Then multiply by 25.
Then divide it by 9.
Total ERA-12 Score: _____
Score Calculation Example:
4+2+1+3+2+2+4+1+1+3+1+2=26
26-12 = 14
14 x 25 = 350
350 / 9 = 38.89
Interpretation:
Expecta on regarding aging (ERA) describes a person's belief in how one will maintain their physical and
cogni ve health as they age. ERA is an indicator of how successfully someone an cipates aging. The ERA-
12 Survey examines the rela onship between percep ons of aging, health behaviors, and outcomes. The
score will be 0-100 range score. There are no cut points for an op mal score. A higher score indicates
higher overall expectations regarding aging and maintenance of high physical and mental functioning
with age for self and others. Lower scores indicate an expected decline with age.
Reference
Adapted from:
Sarkisian, C. A., Hays, R. D., Steers, W. N., & Mangione, C. M. (2005). Development of the 12-item
Expecta ons Regarding Aging (ERA-12) Survey. The Gerontologist, 45(2), 240-248.
h ps://doi.org/10.1093/geront/45.2.240
**## ATTACH4.doc**
**MUST BE ORIGINAL WORK.**
**MY ERA-12 SCORE WAS 63.8 (don’t need to do the ERA-12 test, I just attached so you can see it).**
**Directions:** Explore
the Week 6 lesson, then complete your Aging Reflection using this template.
· Complete the
[Expectations Regarding Aging (ERA-12) Survey using this PDF](https://cdn.brandfolder.io/74235FBJ/at/2zppppgf5ftn34xztwcn59k/NR394_W6_EXPECTATIONS_REGARDING_AGING__Survey.pdf) and obtain a numerical score. The ERA-12 is not submitted, only used to generate a numerical score.
· Reflect on your perspectives on aging and answer the questions under each section below with explanation and detail.
· Correctly cite and reference at least one scholarly source from outside the lesson.
· You may use a first-person perspective.
**Section 1: Aging Reflection Questions**
1. Consider your overall score on the ERA-12 Survey and the interpretation. Are you surprised by your score? Why or why not? Explain your answer using at least 1 paragraph.
2. Consider how your personal experiences, upbringing, or cultural background may have influenced your views on aging. Do you think that those influences have impacted your score? Why or why not? Explain your answer using at least 1 paragraph.
3. Reflect on common stereotypes and assumptions about aging in Western cultures. Did completing the ERA-12 Survey help you identify any personal biases about older adults? Why or why not? Explain your answer using at least 1 paragraph.
**Section 2: Applying Insights to Practice**
1. Consider your ERA-12 Survey results and reflect on how you can apply your insights to clinical practice. What strategies could help you provide culturally competent care for older adults personally or professionally? Include support from a scholarly source using an in-text citation.
**Ensure the scholarly source is not from the lesson or assigned reading materials.** Explain your answer using at least 2 paragraphs.
2. What actions can you take to continue to learn about cultural perspectives on aging that will support ongoing self-reflection and practice improvement? Explain your answer using at least 1 paragraph.
3. Before completing the ERA-12 Survey, consider how aging biases may have impacted your interactions with older adults. Did the survey help you recognize these biases? Explain your answer using at least 1 paragraph.
**## NR394_W6_EXPECTATIONS_REGARDING_AGING__Survey.pdf**
Note to Students: This document is for you to use for the assignment but will not be submitted or
graded.
EXPECTATIONS REGARDING AGING
(Short Version, Physical Health, Mental Health, and
Cognitive Function Scales)
This survey has questions about what you expect about aging.
Please check the ONE box to the right of the statement that best corresponds with how you feel
about the statement. If you are not sure, go ahead and check the box that you think BEST
corresponds with your feelings.
Definitely
True
Somewhat
True
Somewhat
False
Definitely
False
1. When people get older, they need to
lower their expectations of how
healthy they can be. 1 2 3 4
2. The human body is like a car: when it
gets old, it gets worn out. 1 2 3 4
3. Having more aches and pains is an
accepted part of aging. 1 2 3 4
4. Every year that people age, their
energy levels go down a little more. 1 2 3 4
5. I expect that as I get older I will spend
less time with friends and family. 1 2 3 4
6. Being lonely is just something that
happens when people get old. 1 2 3 4
7. Quality of life declines as people age.
1 2 3 4
8. It's normal to be depressed when you
are old. 1 2 3 4
9. I expect that as I get older I will
become more forgetful. 1 2 3 4
10. It's an accepted part of aging to have
trouble remembering names. 1 2 3 4
11. Forgetfulness is a natural occurrence
just from growing old. 1 2 3 4
12. It is impossible to escape the mental
slowness that happens with aging. 1 2 3 4
Scoring:
Directions: Calculate your score by completing the following steps.
Sum the numbers at the bottom of each box for items 1-12.
Take the sum and subtract 12.
Then multiply by 25.
Then divide it by 9.
Total ERA-12 Score: _____
Score Calculation Example:
4+2+1+3+2+2+4+1+1+3+1+2=26
26-12 = 14
14 x 25 = 350
350 / 9 = 38.89
Interpretation:
Expecta on regarding aging (ERA) describes a person's belief in how one will maintain their physical and
cogni ve health as they age. ERA is an indicator of how successfully someone an cipates aging. The ERA-
12 Survey examines the rela onship between percep ons of aging, health behaviors, and outcomes. The
score will be 0-100 range score. There are no cut points for an op mal score. A higher score indicates
higher overall expectations regarding aging and maintenance of high physical and mental functioning
with age for self and others. Lower scores indicate an expected decline with age.
Reference
Adapted from:
Sarkisian, C. A., Hays, R. D., Steers, W. N., & Mangione, C. M. (2005). Development of the 12-item
Expecta ons Regarding Aging (ERA-12) Survey. The Gerontologist, 45(2), 240-248.
h ps://doi.org/10.1093/geront/45.2.240
**## ATTACH4.doc**
**MUST BE ORIGINAL WORK.**
**MY ERA-12 SCORE WAS 63.8 (don’t need to do the ERA-12 test, I just attached so you can see it).**
**Directions:** Explore
the Week 6 lesson, then complete your Aging Reflection using this template.
· Complete the
[Expectations Regarding Aging (ERA-12) Survey using this PDF](https://cdn.brandfolder.io/74235FBJ/at/2zppppgf5ftn34xztwcn59k/NR394_W6_EXPECTATIONS_REGARDING_AGING__Survey.pdf) and obtain a numerical score. The ERA-12 is not submitted, only used to generate a numerical score.
· Reflect on your perspectives on aging and answer the questions under each section below with explanation and detail.
· Correctly cite and reference at least one scholarly source from outside the lesson.
· You may use a first-person perspective.
**Section 1: Aging Reflection Questions**
1. Consider your overall score on the ERA-12 Survey and the interpretation. Are you surprised by your score? Why or why not? Explain your answer using at least 1 paragraph.
2. Consider how your personal experiences, upbringing, or cultural background may have influenced your views on aging. Do you think that those influences have impacted your score? Why or why not? Explain your answer using at least 1 paragraph.
3. Reflect on common stereotypes and assumptions about aging in Western cultures. Did completing the ERA-12 Survey help you identify any personal biases about older adults? Why or why not? Explain your answer using at least 1 paragraph.
**Section 2: Applying Insights to Practice**
1. Consider your ERA-12 Survey results and reflect on how you can apply your insights to clinical practice. What strategies could help you provide culturally competent care for older adults personally or professionally? Include support from a scholarly source using an in-text citation.
**Ensure the scholarly source is not from the lesson or assigned reading materials.** Explain your answer using at least 2 paragraphs.
2. What actions can you take to continue to learn about cultural perspectives on aging that will support ongoing self-reflection and practice improvement? Explain your answer using at least 1 paragraph.
3. Before completing the ERA-12 Survey, consider how aging biases may have impacted your interactions with older adults. Did the survey help you recognize these biases? Explain your answer using at least 1 paragraph.
**## NR394_W6_EXPECTATIONS_REGARDING_AGING__Survey.pdf**
Note to Students: This document is for you to use for the assignment but will not be submitted or
graded.
EXPECTATIONS REGARDING AGING
(Short Version, Physical Health, Mental Health, and
Cognitive Function Scales)
This survey has questions about what you expect about aging.
Please check the ONE box to the right of the statement that best corresponds with how you feel
about the statement. If you are not sure, go ahead and check the box that you think BEST
corresponds with your feelings.
Definitely
True
Somewhat
True
Somewhat
False
Definitely
False
1. When people get older, they need to
lower their expectations of how
healthy they can be. 1 2 3 4
2. The human body is like a car: when it
gets old, it gets worn out. 1 2 3 4
3. Having more aches and pains is an
accepted part of aging. 1 2 3 4
4. Every year that people age, their
energy levels go down a little more. 1 2 3 4
5. I expect that as I get older I will spend
less time with friends and family. 1 2 3 4
6. Being lonely is just something that
happens when people get old. 1 2 3 4
7. Quality of life declines as people age.
1 2 3 4
8. It's normal to be depressed when you
are old. 1 2 3 4
9. I expect that as I get older I will
become more forgetful. 1 2 3 4
10. It's an accepted part of aging to have
trouble remembering names. 1 2 3 4
11. Forgetfulness is a natural occurrence
just from growing old. 1 2 3 4
12. It is impossible to escape the mental
slowness that happens with aging. 1 2 3 4
Scoring:
Directions: Calculate your score by completing the following steps.
Sum the numbers at the bottom of each box for items 1-12.
Take the sum and subtract 12.
Then multiply by 25.
Then divide it by 9.
Total ERA-12 Score: _____
Score Calculation Example:
4+2+1+3+2+2+4+1+1+3+1+2=26
26-12 = 14
14 x 25 = 350
350 / 9 = 38.89
Interpretation:
Expecta on regarding aging (ERA) describes a person's belief in how one will maintain their physical and
cogni ve health as they age. ERA is an indicator of how successfully someone an cipates aging. The ERA-
12 Survey examines the rela onship between percep ons of aging, health behaviors, and outcomes. The
score will be 0-100 range score. There are no cut points for an op mal score. A higher score indicates
higher overall expectations regarding aging and maintenance of high physical and mental functioning
with age for self and others. Lower scores indicate an expected decline with age.
Reference
Adapted from:
Sarkisian, C. A., Hays, R. D., Steers, W. N., & Mangione, C. M. (2005). Development of the 12-item
Expecta ons Regarding Aging (ERA-12) Survey. The Gerontologist, 45(2), 240-248.
h ps://doi.org/10.1093/geront/45.2.240
[>American history homework help](https://www.sweetstudy.com/fields/history-american-history) – 2 years ago **files (1)** – ## attach2.doc **## attach2.doc** [removed] **## attach2.doc** [removed]
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– 2 years ago
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psychedelic drugs – 2 years ago
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– 2 years ago
Reply the following discussion, 150 words or more, 2 references or more, APA style, No AI, Turnitin less than 20 % The history of the discovery of the first antipsychotic medication is very interesting and marked a milestone in the history of medicine. In the 1950s, a patient was being treated surgi…
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Order on TutorsGallery →Reply the following discussion, 150 words or more, 2 references or more, APA style, No AI, Turnitin less than 20 %
The history of the discovery of the first antipsychotic medication is very interesting and marked a milestone in the history of medicine. In the 1950s, a patient was being treated surgically and was given chlorpromazine as a tranquilizer to induce anesthesia. The patient was showing symptoms of psychosis, with a history of maintaining positive symptoms, however, after coming out of anesthesia, it was noted that the individual remained free of hallucinations and delusions for several days. This is how the first-generation of antipsychotics were born. Four years later, Clozapine emerged with great benefits due to its few side effects and much less action on dopamine receptors. (Saloni Dattani & Roser, 2024)
But as more generations of antipsychotic medications emerged to treat disorders as complex as schizophrenia, we also had to deal and understand all the adverse side effects that accompany these medications. Some of these effects can be life-threatening. (9 Side Effects of Antipsychotic Medications, n.d.)
To begin, we must mention one of the most frightening side effects of antipsychotics, the neuroleptic malignant syndrome (NMS). It is a complex number of symptoms, such as motor, autonomic, shift in cognitive function, and fever. Fever may be variable, low-grade or present as true hyperpyrexia. NMS can lead to severe complications, such as muscle rupture, severe acute kidney failure and death. That's why it's important for the practitioner to be familiar with this type of side effect, know how to recognize it and how to intervene immediately. First, it is imperative to discontinue the medication that caused the side effect. The most often offending drugs are the dopamine receptor interrupters as haloperidol, fluphenazine, chlorpromazine, however, it may also happen with other antipsychotics as risperidone, olanzapine and clozapine. The provider should know that it is a true emergency, which sometimes requires cardiovascular and respiratory support. It is crucial to curve the symptoms as soon as possible. Medications of choice to treat this horrific side effect are dantrolene or bromocriptine. The patient and authorized family should be educated by the provider about these possible side effects, whenever and wherever treatment with these medications begins. (Berman, 2021)
Other possible life threating side effect can be tardive dyskinesia (TD). It is a condition of repeated involuntary movements that can become irreversible and disabling for the individual with long-term use of antipsychotic medications. The most related medications to this disorders are older antipsychotics previously mentioned. It is important for the health care provider to know how to immediately recognize TD and treat it promptly. In most cases, the medication causing the side effect must be discontinued.
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