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PRN0098C Chapter Notes - Chapter Chapter 17: Substance Use and Addictive Disorders: Mental Disorder, Dual Diagnosis, Mental Substance

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alexandrasearle
31 Jan 2023
School
SJRSC, St Johns River Community College
Department
Nursing And Allied Health
Course
PRN0098C
Professor

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Document Summary

Psychoactive drugs: any drug that alters mood, perception, and/or behavior. Taken in large amounts, these substances activate the brain"s reward system - can lead to neglect of normal activities in favor of seeking out the substance again and again. Relief of physical and emotional pain, relaxation, elevation of mood, enhancement of socialization, improved alertness, and alteration in perception of reality. A cluster of cognitive, behavioral, and physiological symptoms indicating the person continues to use the substance despite significant substance-related problems. A state of disturbance in cognition, perception, and other functions directly attribute to the effects of the substance. The body"s readjustment that accompanied the discontinuation of a substance. Those with psychiatric disorders commonly abuse alcohol and drugs to self medicate to: Reduce anxiety, insomnia, depression, loneliness, rapid thoughts, frightening hallucinations, and other distressing symptoms. Co-occurring disorder (dual diagnosis): the rule rather than the exception for psychiatric patients. Prolonged use of substances increases the underlying risk for mental illness.

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Related Questions

Jennifer Williams is a 43-year-old recently divorced female who has two teenage daughters aged 18 and
16 years. Her 16-year old daughter is 7 months pregnant. Jennifer's ex-husband is an alcoholic and is
involved with her daughters but cannot be relied on for financial assistance. She lives in an older home
in a low-income neighborhood. Her aging and widowed mother, who lives a few blocks away, is in the
early stages of Alzheimer's disease and needs regular assistance. Ms. Williams is the main caregiver for
her mother. She is employed full-time as an office assistant and regularly has difficulty making ends
meet financially.

A number of recent events have been challenging for Jennifer. Her pregnant daughter recently broke up
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is now trying to meet the increasing care her mother needs.

All these events have been weighing heavily on Jennifer's mind. She is feeling highly anxious and is
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leading to arguments at work with her coworkers. Jennifer also began experiencing headaches. Fearing
she had something seriously wrong with her, she went to an urgent care clinic. After a brief visit focusing
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and was a little hypertensive, and she was advised to see her primary care physician. Jennifer was
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        ZOOM         Case Analysis Template:
Select your case and use this format to analyze the important Concepts you identify.
Remember, there are likely more than 3, but use 3 as your maximum.
1.) Identify relevant data from the present problem/ situation:
- Summarize the current situation and factors
2.) Personal/ Social history:
- Summarize: familial, occupational, and recreational aspects of the patient's personal life
that have the potential to be clinically significant.
3.) What are the interrelated Concepts for this case that you have identified and choose to
focus your paper? Discuss the principles within the Concept/s selected, apply those
principles to the case.
Ex/ Adherence Case and Class Activity Example
1) Adherence
2) Health Promotion
3) Patient Education
4.) Bring in a research article to further support your case, how can the research support further
investigation of the concepts you are looking at, how as a nurse can the research help you
support (ie. Education, collaboration, communication) a patient/ family.
5.) Conclusion: What outcomes would be important to include for this patient/ case?
What is your conclusion (wrap -up) and key elements of the case?              

Does anyone know how to do the template with the lab?

Template (with some advice) for NAA 2
 
Step 1
Image 1: food item with student's name affixed somewhere on the container
Image 2: food item's nutrition label with the values clearly visible
 
Step 2
Carbohydrates: #g
Lipids: #g
Protein: #g
 
Step 3
Macronutrient kcals: #g * #kcals/g (this information requires reading the book/slides, it is not on the food label)
As there are three macronutrients to calculate, there should be three lines of macronutrient calculations
Total kcals per serving: sum of macronutrient kcals
 
Step 4
Total kcals consumed: total kcals per serving * number of servings consumed in one sitting (do NOT use the number on the package unless you actually consume the entire package in one sitting, as this does not accurately reflect your real-life scenario, obviously excessive calculations will be marked as incorrect, such as eating 28 servings of peanut butter in one sitting)
 
If only one serving of the food item is actually consumed, do not omit this step, make it clear and provide the calculation (whether you are lying or not is your problem, as this assignment is to help you actually understand what you are putting into your body, energy-wise, so my advice is to not be lary and take the time to measure the serving size for this one assignment, as depending on the food you actually eat, you may learn something that may save your health in the future)
 
Step 5
Difference = (kcals calculated * serving size) - (kcals on label * serving size)
This step is to help you understand how many "hidden calories" you are actually eating based on any misrepresentation of the label
 
 
Step 6
What did you learn? Are you making any changes based on the info? Will you eat more/less/no more of the food?
 
Note: fiber, a subcategory of carbohydrates, is a substance that may yield between 0 to 2 kcals/g, depending on the type of fiber in the food, microflora activity, and GI transit time. As most food labels currently do not distinguish between insoluble and soluble fiber, asking students to calculate an EXACT value would be ludicrous. As such, understand that this assignment is to provide an appropriate approximation based on the information provided, and students will not be asked to calculate fiber (for those that wish to know, understand that you would subtract the grams of fiber from the total grams of carbohydrates before multiplying by its kcal value [and this is only if the fiber is totally "unusable"] to get a more accurate number of total kcals from carbohydrates).
 
For students that wish to delve deeper and understand the disparity in caloric values, further investigation into topics far beyond the level of this class would be required, such as methods of measurement, types of transporters in the gut, conflicting and diminishing absorption rates, etc. In short, do not crack your head on this assignment trying to understand WHY there may be such a disparity between the food label and what you calculated, but rather, simply understand that there is typically a disparity, and that it does play a role in the current paradigm of energy balance in the body.
 
 
Step 1: Select a food item that has at least 1 gram of each macronutrient.
On the same document that will contain the rest of the steps completed, provide two images: the first image should display the name of the food item with a clearly visible view of the students name attached (or written) somewhere on the food container (post-it notes should suffice as long as the name is clearly visible), and the second image should display the nutritional data (total calories and grams of carbohydrates, lipids and protein at a minimum) of the food from the same container.
 
The images are to NOT originate from the web, the student is to actually possess the food item and take an image of it. Do NOT insert text into the picture, actually use a writing utensil and either arhe on the food container, or use a sticky note (do not cover the important information, such as the name of the food tem, or the food label).
 
Step 2: Identity the total number of grams of carbohydrates, lipids, and proteins per serving of the food
 
Step 3: Multiply the grams for each macronutrient by the appropriate calorie value, these are the "per serving" values. Add these values to obtain the calories per serving.
 
Do not use the calories provided on the label as a calculated answer without demonstrating that the values on the food label indeed calculates to the value provided. This will be considered wrong as the point of the exercise is to analyze the total caloric count utilizing the values given per macronutrient on the nutrition label.
 
Step 4: Multiply the "per serving" values obtained above by the total number of servings that is typically consumed when eating this food in one meal. If only one serving of the food is consumed, demonstrate this, do not simply think that one should presume this. Provide the total at the end.
 
Step 5: Compare the calculated value of the total kcals consumed to the value provided on the label multiplied by the same serving size. Note if there is a caloric difference.
 
Step 6: Briefly (two to three sentences will suffice) discuss the potential future of this food being consumed after analyzing its caloric information, and why it will still be a part of the diet or why it will be omitted.