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Conduct a phone or video call interview with a real person in your community who has a chronic illness or disability to discover the impact this has on their life

ASSESSMENT INFORMATION
Assessment Title Assessment Task Two – Written Assignment
Purpose This assessment will provide students with an opportunity to engage with a health consumer, to gain insight into the impact chronic illness and/or disability has on the consumers life, and to plan person-centered care in partnership with a consumer. Students will have the opportunity to apply specific frameworks to demonstrate critical thinking, clinical reasoning and the principles of caring for people with a chronic illness or disability. Written consent from your interviewee to conduct your interview is required.
Due Date Wednesday 18th May 2022
Time Due 09:00
Weighting 50%
Length 1750 words (+/- 10%; includes intext citations, excludes reference list)
Assessment Rubric Appendix B of the NRSG372 unit outline
LEO Resource A National Q&A Session will be held during week seven (7) of the semester. The Q&A session will unpack the assessment task requirements. Students will have the opportunity to ask the National LICs any questions or clarifications they require. The recording of this will be made available for students following the session. All students are recommended to attend this session. A link for this will be made available on the Assessments page of the LEO unit.
LOs Assessed LO1, LO2, LO3, LO6
Task You are required to conduct a phone or video call interview with a real person in your community who has a chronic illness or disability to discover the impact this has on their life. You will need to prepare for your interview. McGrath, Palmgren & Liljedahl (2019) suggest twelve steps for conducting research interviews; this article is linked on the NRSG372 reading list.
Identify two (2) relevant care priorities for your interviewee. Present each priority and link this to the same health behaviour theory you chose in Assessment Task One.
For each priority, identify and rationalise where the person sits on the Roper-
Logan-Tierney (RLT) model of nursing independence to dependence continuum.
For each identified care priority, outline one (1) health education topic relevant for the person. It is expected that appropriate evidence-based literature will be used to support your assignment.
Consent Form You will need to gain written consent from your interviewee PRIOR to conducting your interview and inform your interviewee they may be called at random by the LIC to confirm consent. There must be evidence that you have interviewed (via phone or video call) a real person in your community, demonstrated by the consent form and unique circumstances outlined in your essay. If there is evidence that students have not conducted a genuine interview an NN grade for the assessment will be awarded.
Safety Confidentiality must be maintained. You must de-identify your interviewee in your paper, by use of a pseudonym, and state this clearly in your paper. Any identifiable location, organisation, or workplace must be deidentified.
This assessment does not encourage you to diagnose conditions or suggest treatments to your interviewee.
Those under 18 years of age, carers, or currently enrolled students at Australian Catholic University, are not to be interviewed.
Students are not to approach strangers for interviews, or to put themselves into situations of risk. Please be aware of the impact of conducting an interview on your interviewee. Should your interviewee become upset, please finish the interview at that point, and contact the LIC for further advice.
Paragraph Structure Written Assignment should follow the below paragraph structure
Introduction: Introduce the interviewee with a pseudonym (and clearly state it is a pseudonym), their health status and condition(s). introduce your heath behaviour theory, the two (2) relevant care priorities, and the education area relevant to each care priority. (max 10% of word count).
Para 1: Provide an overview of the health behaviour theory you are using to base your interview on.
Para 2: What is your first priority? What information have you used to arrive at this? Where on the RLT dependence/independence continuum (by way of equipment, treatments, or interventions) Be specific and explain the priority in depth here.
Para 3: What will the consequences be if you do not address this as your priority?
This is where you need to justify this being your priority- use evidence to support.
Para 4: As the nurse what is the relevant health education you will provide in relation to the identified care priority? You will need to provide specific information about what exact education you will provide. This needs to be more than “provide brochures” or “how to access information on the internet”. The content of the education needs to be specific and relevant to the person you are interviewing
Para 5: What is your second priority? What information have you used to arrive at this? Where on the RLT dependence/independence continuum (by way of equipment, treatments, or interventions) Be specific and explain the priority in depth here.
Para 6: What will the consequences be if you do not address this as your priority?
This is where you need to justify this being your priority- use evidence to support.
Para 7: As the nurse what is the relevant health education you will provide in relation to the identified care priority? You will need to provide specific information about what exact education you will provide. This needs to be more than “provide brochures” or “how to access information on the internet”. The content of the education needs to be specific and relevant to the person you are interviewing.
Conclusion: What have you discussed throughout the paper? What are the next steps? Evaluation of the education provided will demonstrate what? (max 10% of word count).

  1. Consent Form is to be submitted to the “Assessment Two Consent Form” LEO dropbox on your campus tile. Please ensure you submit to the dropbox assigned to your stream.
  2. Written assignment is to be submitted to the “Assessment Two Written
    Assignment” LEO dropbox on your campus tile. Please ensure you submit Submission to the dropbox assigned to your stream.
    FORMATTING
    File format .doc or .docx (Do not submit .pdf files or pages files)
    Margins 2.54cm, all sides
    Font and size 11-point Calibri or Arial
    Spacing 1.5 spacing including the reference list
    Paragraph Aligned to left margin, indent first line of each paragraph 1.27cm
    Title Page Not to be used
    Level 1 Heading Centered, bold, capitalize each word (14-point Calibri or Arial)
    Level 2 Headings Not to be used
    Structure Introduction, main paragraphs, conclusion, reference list
    Direct quotes Always require page number. No more than 10% of word count in direct quotes
    Header Page number top right corner (9 point Calibri or Arial)
    Footer Name – Student Number – Ax1 – NRG372 – 2020 (in 9 point Calibri or Arial)
    REFRENCING
    Referencing Style APA 7th Please refer to the APA7 resource tile on the NRSG372 LEO site
    Minimum References A minimum of 17 high quality resources are to be used.
    Age of References Published in the last 5 years as this area of knowledge is rapidly developing
    List Heading “References” is centered, bold, on a new page. (in 14 point Calibri or Arial)
    Alphabetical Order References are arranged alphabetically by author family name
    Hanging Indent Second and subsequent lines of a reference have a hanging indent
    DOI Presented as functional hyperlink
    Spacing Double spacing the entire reference list, both within and between entries
    ADMINISTRATION
    Late Penalties Late penalties will be applied from 9:01a
    of the maximum marks available up to a maximum of 15%. Assessment tasks
    received more than three calendar days after the due or exten receive feedback but will not be allocate
    Penalty Timeframe
    09:01am Wednesday to 9am Thursday
    09:01am Thursday to 9am Friday
    09:01am Friday to 9am Saturday
    Received after 09:01 Saturday
    Example:
    An assignment is submitted 12 hours la
    100 receives 55 out of 100 as a final mark.
    m on the due date
    d a mark.
    Penalty
    5% penalty
    10% penalty
    15% penalty
    No mark allocated
    te and is initially mark , incurring 5% penalty ded date will
    Marks Deducted
    5 marks
    10 marks
    15 marks
    ed at 60 out of
    Return of Marks Marks will be generally returned in three weeks; if this is not achievable, you will be notified via your campus LEO forum.
    Final Assignment Marks for the final assessment (assessment two) of NRSG372 will be withheld until after grade ratification and grade release.
    Assessment template project informed by ACU student forums, ACU Librarians and the Academic Skills Unit

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What is the pathophysiological basis of hypertension in a patient with chronic kidney disease?

SBI241
Assessment 2:
A 49-year-old male farmer presents to the emergency department with intractable nausea and vomiting, dyspnoea on exertion, and dizziness. The nausea began about two weeks prior to admission. There is no history of medication or toxin exposure. He has lost some weight recently and his current body weight is 52 kg. His past medical history is positive for hypertension diagnosed 4 years ago with no follow-up. He has smoked 1 packet per day for 20 years.
The attending nurse in the emergency department reports his blood pressure to be 160/120
mmHg, temperature 36.7°C, pulse 93/min. His skin is pale with numerous areas of
spontaneous bruising. Chest x-ray shows increased pulmonary vascular markings and hazy obliteration of the lower lung bases. Abdominal ultrasound examination shows a right kidney size of 7 cm and a left kidney size of 6.8 cm (normal kidney size approx. 10 cm).
Laboratory evaluation reveals:
Urinalysis
Protein 1+
Blood 1+
Glucose Neg
Casts Neg
Bacteria
Blood report Reference range
WBC 10.7 x 109/L 4.5-11 x 109/L
Platelets 245 x 109/L 150-400 x 109/L
Haematocrit 0.31 0.40-0.54 (adult male)
Creatinine 540 umol/L 60-110 umol/L (adult male)
Urea 35.2 mmol/L 3.0-8.0 mmol/L (adult)
Calcium 1.75 mmol/L 2.10-2.60 mmol/L
Uric Acid 0.68 mmol/L 0.20-0.45 mmol/L (male)
He’s admitted to the nephrology ward for further evaluation and management of his condition.
Please answer the following TWO questions:
QI. What is the pathophysiological basis of hypertension in a patient with chronic kidney disease?
(350-400 words)
Q2. Based on the clinical picture and laboratory investigations provided, what stage of chronic kidney disease this patient is in and what will be the main management approach at this stage?
(100-150 words)
Support your answers with appropriate evidence (references). This assignment tests your ability to search scientific literature and present your answer in a scientific language. CDU library has heaps of resources to support you. Please make full use of these helpful resources:
Tips on academic/scientific writing:
General Guidelines on how to write your assignment
.. The word limit for this assignment is 450 to 550 words, this does not include references. Please stick to word limit, failing to do so will result in losing marks.
:• Only word and pdf formats are acceptable. Do not copy the case study questions in your file, just write QI, Q2 and provide your answer.
. This assignment must be submitted via Safe Assign/Turitin on Learnline. No other form of submission is acceptable including email, hand delivery or post.
. It is advised to have a foot note on your assessment containing your name, student
number and unit code. No COVER PAGE REQUIRED.
Please note there is NO DRAFT SUBMISSION for this assignment. Once you upload your file and click submit, it will be submitted for grading.
All the information about the assignment is available on Learnline; please take time to locate the necessary documents prior to sending an email to me enquiring about the assignment details.

  1. Proof reading or feedback of any kind of ASSIGNMENT QUESTIONS will not be provided prior to submission.
  2. Please contact the Learnline technical support if you have problems submitting the assignment.
    FORMAT:
  3. Font size 12; Font type: preferably Calibri or Arial.
  4. Line spacing 1.5 to 2.
    REFERENCING:
    Please use APA referencing style (7th edition). Number of references: between 5-10. Please refer to CDU library for referencing guide.
    EXTENSION:
    You will have to submit an official extension request with supporting documents at least 5 days before the deadline.
    ASSIGNMENT MARKS RELEASE:
    It is expected to take around 2 weeks or more to get your assignment marks being released after submission

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Chronic illness impacts the life of more than just the person who was diagnosed with the illness.

DQ1 
1)  T.A   Re: Topic 5 DQ 1

Class,
Chronic illness impacts the life of more than just the person who was diagnosed with the illness. Those who suffer from asthma often have disruptive lives due to the impaired breathing. Making it difficult to enjoy activities such as sports and outdoor living, especially during times of high pollen count and when inflicted by secondhand smoke. It is common for those who experience asthma to also experience anxiety disorders (Sarafino & Smith, 2017). When a child has asthma, a parent can be overwhelmed by stress, due to the fear of an asthma attack occurring. The cost of medicine, treatments, and loss of work can become costly for those who suffer from chronic asthma. Another chronic illness is epilepsy. Those afflicted with this chronic illness can have difficulties maintain a job, because it is no uncommon for them to sustain motor and cognitive impairments (Sarafino & Smith, 2017). People with epilepsy are easily targeted with stigmas and discriminated against, which is not only morally wrong, but it can also cause a person to feel a sense of worthlessness, feeling ashamed and lonely. Many people are caught in the middle of having to be on disability or relying on a caretaker to provide extra care. This can be both costly and degrading, especially as an adult. The medical treatment of surgery and medication, both of which are very expensive can deliver the financial stress and burden on the entire support network. The emotional difficulties a patient bares often overcomes the desire to attend counseling or seek further support care (Sarafino & Smith, 2017). Spinal cord injuries can be mentally, emotionally, physically, and spiritually debilitating. Regardless of damage, there is a lot of time and financial obligation that goes into the care and treatment of someone who has a spinal cord injury. Patients have to learn a new normal of living, which some are not able to cope with. The same is for family members and caregivers to these patients. Coming to terms their loved one will never be the same is sometimes very difficult to handle. The rehabilitation process is long, difficult, expensive, and never guaranteed (Sarafino and Smith, 2017). Quadriplegics often face health problems such as kidney infections and often kidney failure due to constant infections of the bladder. Those who suffer from being a quadriplegic are often discriminated against and live with depression. Social support can often deteriorate, leaving their support network weak and challenging. They also have challenges with relationships, finding employment, chronic pain (which can lead to addiction to meds), financial burdens, and lack of resources to allow them to live independently (Sarafino & Smith, 2017). Family, friends, and caregivers must learn to adapt to the new lifestyle of their loved one. The adjustments they endure can cause stress, emotional difficulties, financial burdens due to losing work to care for the injured, and the fact the injured can no longer bring in income. Stress within the relationship can become overwhelming while recovery happens. Sometimes the inability to have sex can cause tension and stress between partners. Making sure the house is accessible for a wheelchair can be both expensive, time consuming, and stressful. Not to mention making it possible to travel becomes difficult and demands proper planning, which can also be time consuming.
The list can go on and on, such as those who suffer from diabetes, arthritis, Alzheimer’s, and other chronic illnesses such as migraines. The entire support network endures level of stress, financial burdens, emotional difficulties, physically overwhelming, lifestyle changes that are hard to cope with, and sometimes death. When a loved one’s life chances, it affects the entire family.
Have a great week! This weeks reading material is full of informative material. (I took the weekend the read ahead. Ha!) 
Reference
Sarafino, E., & Smith, T. (2017). Health psychology: Biopsychosocial interactions (9thed.). Hoboken, NJ: Wiley. ISBN-13: 9781119299486 http://www.gcumedia.com/digital-resources/wiley-and-sons/2016/health-psychology_biopsychosocial-interactions_9e.php

2) M.C  Re: Topic 5 DQ 1

The impact that a chronic illness can cause in the patient, caregiver, and their families can become physically and emotionally overwhelming. I’m going to speak from a very personal and close case. My husband’s granny who was diagnosed with Alzheimer’s. I was able to witness how difficult it was not only for the diagnosed person (my husband grandmother), but for the caregiver and family members as well. It this case the caregiver was my mother-in-law who did a great job planning, organizing, supervising, coordinating, and attending for her own mother. This lasted a period of about ten years, from the first signs until she started to lose more and more of her cognitive function and show inability to do simple tasks and remember everyday things, up until her death when she was getting worse to the point of forgetting how to eat. In the early stages of the disease, I remember she had a lot of anger because she was brought from Guadalajara to the United States with lies and deceit, because she was already showing signs of dementia.
 The impact that this illness had in the beginning on the patient was bursts of verbal anger. She would often lash out for no reason. There wasn’t a trigger that could be pinned for the anger episodes. Afterwards in the ladder stages of the illness the impact was generally childlike behavior and attitude. She would act like a little girl and play with dolls and plush animals. There were also times when she old get sad and seem depressed.
 As far as for the caregiver, my mother-in-law, the impact of her mother’s illness was an overwhelming felling of responsibility. Even though she has 7 other siblings, no one was willing to take on such a difficult challenge. As time went by, the impact was also affecting her daily energy, as she was in her late 60s. It also affected her in her finances, for she wanted to make sure that her mother had all her needs met. It affected her emotionally as well, due to the fact that it was simply difficult to understand the illness as she witnessed her mother deteriorate as time went by. It was not an easy task not to take the insults personally and to forgo a social life.
 The family’s impact was similar to that of the caregivers, even though the time spent with the patient was not the same. When they would visit her there was a sense of frustration and sadness to see the deterioration in her health. There was also a notable preference of the patient towards the caregiver than with anyone else which impacted the family members with great sadness when they were either not recognized or simply ignored by the grandmother.

3) J.M   Re: Topic 5 DQ 1

Chronic illnesses, diseases and cancer are all detrimental to the human body, mind and spirit. Most illnesses that are not acute, take on a toll to those suffering but also their loved ones. Longterm chronic illnesses can become “normal” and loved ones can develop a sense of homeostasis with their loved ones needs and care. Chronic illness can change the dynamic of a family unit and often times the family members become caretakers and take on more responsibilities to make up for their sick family member. This can lead to resentment and if a child is taking on this role, it can change the trajectory of their own life. The patient may undergo physical pain, depression, feelings of hopelessness, guilt and changes in the the physical sense that can alter their self-esteem. Family members may be put in difficult situations where they have to make life-changing decisions on behalf of their loved one and this can be extremely stressful. Communication is vital and everybody needs a support system in these matters. The patient and the caregivers. Things like therapy, groups, and relaxation techniques are great tools to distress and help cope. 

DQ 2 

4) T.A       e: Topic 5 DQ 2

Class,
Many cancers are associated with the same lifestyle choices such as, diet, exercise, alcohol consumption, and maintaining a proper body weight. Cancers such as esophageal, colon, breast, liver, ovarian, pancreas, and uterine all mention the importance of a healthy lifestyle to reduce your risk (Liebman, 2019). Maintaining a proper healthy weight has the ability to reduce the stress on your heart and give your body overall health. Exercise is a great way to reduce stress and providing the body with oxygen-rich blood supply, and means of keeping your body active. Eating healthy foods gives your body all the nutrition to build healthy cells and repair the body when injured or sick. It also allows the body to build a strong immune system to fight bacteria and illnesses when you do get sick. Choosing not to smoke and staying away from secondhand smoke can reduce your chances of heart damage, as well as lung damage. The carcinogens found in cigarettes are known to be deadly to the body. Limiting alcohol can reduce your risk of cancers as well. The damage to kidneys and liver can occur causing cirrhosis, cancers and even death. We cannot stop from aging, which is a factor for many cancers such as prostate, breast, colon, and esophageal, but we can make better choices on how we live. Being proactive in our health can prevent cancers or perhaps get early diagnosis, so we have a better chance of survival after diagnosis. Our environment we live in also plays a factor in getting cancer. Working in a mining industry, rubber manufacturing building, Agriculture and forestry careers, or those who are exposed to carcinogens such as formaldehyde, arsenic, or carbon monoxide. People who have higher exposure to the suns UV light are also at higher risk, such as pilots and lifeguards. 
Having a family history of some cancers cause family members to be at higher risk of being diagnosed, such as colon cancer, breast cancer, pancreas, and prostate cancers (Sarafino & Smith, 2017). There are also some people who are born with mutations of the genes. It is possible that a mutation of the gene can make that gene stop working, and cause cancer. Again, living a healthy lifestyle and having a relationship with a primary doctor can reduce your chances of cancer, or could increase your risk of survival if you do get cancer (Karavasiloglou, Pestoni, Wanner, Faeh, & Rohrmann, (2019). Those who were diagnosed with cancer and maintained a healthy weight, maintained an exercise regiment, and ate a well-balanced diet had a less chance of mortality over those who did not life a healthy lifestyle with cancer (Karavasiloglou, Pestoni, Wanner, Faeh, & Rohrmann, (2019). Even if your family has a history of cancer, there are many ways to prevent it. Avoid risky behaviors, get regular care from a physician, eat a well-balanced diet (reduce red meat intake), stay away from tobaccos, be active and maintain a healthy weight.
Tracy
References
Karavasiloglou, N., Pestoni, G., Wanner, M., Faeh, D., & Rohrmann, S. (2019). Healthy lifestyle is inversely associated with mortality in cancer survivors: Results from the Third National Health and Nutrition Examination Survey (NHANES III). PLoS ONE, 14(6), 1–11.https://doi-org.lopes.idm.oclc.org/10.1371/journal.pone.0218048
LIEBMAN, B. (2019). HOW TO LOWER YOUR RISK OF CANCER. (cover story). Nutrition Action Health Letter, 46(3), 3–7.
Sarafino, E., & Smith, T. (2017). Health psychology: Biopsychosocial interactions (9thed.). Hoboken, NJ: Wiley. ISBN-13: 9781119299486 http://www.gcumedia.com/digital-resources/wiley-and-sons/2016/health-psychology_biopsychosocial-interactions_9e.php

5)  T.E     Re: Topic 5 DQ 2

Hello, Class.
Lifestyle or behavior choices associated with cancer include smoking, diet, obesity, and physical activity (Sarafino & Smith, 2017). Some lifestyle choices can cause stress, which can also play a role in the development and course of cancer (Sarafino & Smith, 2017). People can prevent some cancers by having a balanced, nutritional diet, keep a healthy weight, and exercise at three to four times a week (Sarafino & Smith, 2017). If someone is smoking, completely stopping can begin to show improvement in the lungs. There are people that consider themselves sun worshippers, but too much sun can cause skin cancer. The way to prevent this type of cancer is to limit exposure to the sun’s UV rays, use a sun block with a high SPF, wear a wide-brim hat, and if possible, long sleeves and pants.
References:
Sarafino, E., & Smith, T. (2017). Health psychology: Biopsychosocial interactions (9th ed.). Hoboken, NJ: Wiley. ISBN-13: 9781119299486 http://www.gcumedia.com/digital-resources/wiley-and-sons/2016/health-psychology_biopsychosocial-interactions_9e.php

6)   Missing come back later

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Addiction is a chronic relapsing disorder, thereby making the prevention of relapse one of the critical elements of effective treatment for alcohol and other drug (AOD) abuse

Introduction

“Addiction is a chronic relapsing disorder, thereby making the prevention of relapse one of the critical elements of effective treatment for alcohol and other drug (AOD) abuse” (U.S. Department of Health and Human Services, 1994).

It is important for addiction counselors to understand the necessity of planning appropriate treatment and relapse prevention to provide addicts with a successful path to recovery.

This week, you will analyze relapse prevention treatment, as well as the risks of relapse. You will also apply relevant knowledge to develop a treatment plan.

Required Resources

Readings

  • U.S. Department of Health and Human Services. (1994). Treatment for alcohol and other drug abuse: Opportunities for coordination. Technical Assistance Publication (TAP) Series 11. Retrieved from http://162.99.3.213/products/manuals/taps/11.htm
  • Holleran, L. K., Taylor-Seehafer, M. A., Porneroy, E. C., & Neff, J. (2005). Substance abuse prevention for high-risk youth: Exploring culture and alcohol and drug use. Alcoholism Treatment Quarterly, 23(2/3), 165–184.
  • Perkinson, R. R. (2002). Chemical dependency counseling: A practical guide (2nd ed.). Thousand Oaks, CA: Sage Publications. (pp. 67–78)
    Chemical Dependency Counseling: A Practical Guide, 2nd Edition by Perkinson, R.R. Copyright 2001 by Sage Publications, Inc. Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.
  • Document:Treatment Plan Template (Word document)
  • Document: Missouri Department of Social Services (2010). Sample treatment plan. Retrieved from http://dss.mo.gov/mhd/cs/psych/pdf/trxplan_sample.pdf

Media

  • Laureate Education, Inc. (Executive Producer). (2012). In their own words. Baltimore, MD: Author.

    Note: The approximate length of this media piece is 23 minutes.

    Review this media from Week 2. The addicts discuss topics including addiction, relapse, and recovery.

Relapse and Recovery

This week’s Learning Resources explore the contributing factors to relapse, principles, and procedures of relapse prevention, and the ways in which culture and diversity may affect relapse and recovery behaviors. Think about how the addiction treatment models you have explored complement the principles and procedures of relapse prevention. Also, consider how the addiction treatment models effectively manage the contributing factors to relapse.

To prepare for this Discussion, proceed as follows:

  • Reflect on the video program In their own words, and consider the issues the addicts discuss, including addiction, relapse, and recovery.
  • Then, review the article “Treatment for Alcohol and Other Drug Abuse: Opportunities for Coordination,” and think about the contributing factors to relapse, as well as principles and procedures of relapse as outlined in the article. 
  • Next, based on the “Substance Abuse Prevention for High-Risk Youth: Exploring Culture and Alcohol and Drug Use” article, consider the multicultural and diversity issues that might affect relapse.  
  • Finally, select at least one additional resource that explores the relationship between culture and addiction relapse.

Postby Day 4 your response to the following:

Does an addict ever recover? Provide an informed argument to support your perspective. Include in your response factors that may affect relapse, including multicultural and diversity issues. Be sure to support your postings and responses with specific references to the Learning Resources.

…………………………………………………………………………………………………

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Psychology: Relapse and Recovery

(Course Instructor)

(University Affiliation)

Does an Addict Ever Recover?

An addict is said to have recovered fully if there is total substance abuse abstinence. However, most substance abuse addicts suffer from relapse, making relapse treatment a premise for effective recovery (U.S. Department of Health and Human Services, 1994). Although it is hard for addicts to attain full recover, addicts can fully recover upon effective relapse management. Addiction recovery is a lifelong process that requires effective management of relapse to attain full abstinence.           According to (U.S. Department of Health and Human Services, 1994), most addicts who complete their treatment often experience relapse. An addict who abstains from substance abuse for several years does not mean they are fully recovered. According to the author, about a third of addicts attain complete abstinence on their first attempt to recovery, another third experience brief relapses that lead to long-term abstinence and the final third have chronic relapses upon their attempts to treatment. The author consents that…………………………………………………………………………………………………………………………………………………………………………………………………………………………….

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Chronic obstructive pulmonary disease (COPD)

  • From the list below, select a disorder of interest to you:
    • Alzheimer’s disease
    • Asthma in children
    • Chronic obstructive pulmonary disease (COPD)
    • Congestive heart failure
    • Hepatic disease (liver disease)
    • Hypertension
    • Hyperthyroidism and hypothyroidism
    • Seizures
    • Sepsis
  • Identify alterations associated with your selected disorder. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.
  • Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder. 
  • Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder.

To Complete

Develop a 5- to 10-slide PowerPoint presentation that addresses the following: