scholarly journals It’s not Okay! The Importance of Educating our Population Taking Prescribed Controlled Substances, Regarding the Risks for Dependency and Addiction

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Davies CM ◽  
Franzese PF
Keyword(s):  
New York ◽  
New York State ◽  
Signs And Symptoms ◽  
Human Beings ◽  
Self Administration ◽  
Opioid Prescription ◽  
Nursing Educators ◽  
Doctor Of Nursing Practice ◽  
Controlled Substances ◽  
Family Nurse Practitioner

This article will focus on the major narcotic, and opioid prescription epidemic that is overpowering our nation destroying lives, families, and resulting in death. As healthcare professionals, nursing educators, family nurse practitioner, and Doctor of Nursing Practice with prescription privileges in New York State, in our scopes of practice we always inform and educate all individuals we care for concerning all medications they are prescribed. While we have sought to achieve this educational goal in our professional capacity, as human beings with medical issues like anyone else, we have also been the patients. Our life altering experiences resulted in extensive hospital stays and physical rehabilitation therapy, which required the need of opiate, controlled medications during our inpatient and outpatient recoveries. What we found alarming about the state of our care was not the management of the injuries we sustained, but the lack of education that should have been directed towards us and our families, regarding the use and discontinuance of prescribed opioids upon discharge. We personally observed that there is an overall lack of education in this area. As healthcare practitioners, we are all on the front line and serve to ensure safety of all individuals and the diverse populations we serve. Everyone in healthcare beginning with prescribers, medical staff, and nursing staff, must have the knowledge to explain to the patient and family what a controlled substance is, as well as the inherent risk of becoming addicted, tapering methods, signs and symptoms of withdrawal, and a basic understanding of the dangers that become apparent with self-administration of controlled substances upon discharge. Without proper education, many community populations are at risk for harm. Education is indeed the key and a priority at the forefront of medicine and nursing that ensures patients and their families have a thorough understanding of all the risks associated with these potent narcotics.

Past as Prologue

Love Canal ◽  
2016 ◽  
Author(s):  
Richard S. Newman
Keyword(s):  
New York ◽  
Birth Defects ◽  
New York State ◽  
Local Environment ◽  
Spring Water ◽  
Human Beings ◽  
Love Canal ◽  
Left Behind ◽  
Activist Group ◽  
Erie Canal

In 1978, Love Canal resident Anne Hillis sarcastically explained the “recipe” for the chemical disaster taking shape in her neighborhood: take “approximately 16 acres” of land, add “22,000 tons of toxic wastes, mix with spring water, snow, etc …” Then, she wrote, add “human beings.” The “yield” would be “miscarriage … birth defects … suicide and death.” For people wondering just how the chemicals ended up in Love Canal in the first place, Hillis wrote that the whole saga began not in the recent past but in “the late 1800s, [when] a canal had been dug” by a starry-eyed industrialist who then abandoned the altered landscape. The groove of earth he left behind was “filled in with chemicals in the … 1940s,” covered over and forgotten. Only later would “these chemicals” migrate from the dump into the local environment. For Hillis, as for other residents, Love Canal’s troubled environmental present was a product of its toxic past. But how far back did that troubled past go? New York State health officials asserted that the “seeds” of Love Canal were sown in Niagara’s “highly industrialized” history, which stretched from the late 19th century onward. Similarly, the Niagara Gazette created a “Love Canal Chronology” that began in 1894, when entrepreneur William Love began excavating a power canal that never materialized but whose remains formed a perfect burial pit later on. An activist group pushed Love Canal’s chronology back further. Although “Love Canal became a household word in 1978,” the group claimed, “the idea for the place that was to carry the name originated in 1836,” when an engineer stamped out the route of an artificial river that would be even grander than the Erie Canal. No matter how far back they went, all of these commentators saw history as a key lens through which to view the modern Love Canal disaster. Yet few traced the area’s toxic history back to colonial times.

New York Lutheran Abolitionists. Seeking a Solution to a Historical Enigma

1989 ◽  
Vol 58 (1) ◽  
pp. 52-65
Author(s):  
Paul P. Kuenning
Keyword(s):  
New York ◽  
New York State ◽  
The United States ◽  
Montgomery County ◽  
Main Body ◽  
Human Beings ◽  
Lutheran Church ◽  
Corporate Body ◽  
History Of ◽  
New Association

Among nineteenth-century North American Lutherans the only corporate body to take an early, serious, and vigorous stand on behalf of the abolition of human slavery was a small group in upper New York State called the Franckean Evangelic Synod.1 On 25 May 1837, at a meeting held in a small country chapel in Minden township, Montgomery County, four Lutheran clergymen and twenty-seven lay delegates broke with the Hartwick Synod and formed the new association. It was named after the German Lutheran Pietist cleric and humanitarian August Hermann Francke (1663–1727). The abolitionist convictions of the Franckean Synod were embedded in the main body of its constitution. No minister who was a slaveholder or engaged in the traffic of human beings or advocated the system of slavery then existing in the United States could be accepted into the synod nor could a layperson practicing any of the above serve as a delegate to synodical meetings.2 By 1848 these restrictions were increased to include laity who “justified the sin of slavery” and clergy “who did not oppose” it.3 Such precise constitutional requirements in opposition to human slavery remain without precedent in the history of the Lutheran church.

Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

2015 ◽  
Vol 22 (2) ◽  
pp. 64-76 ◽  
Author(s):  
Catherine J. Crowley ◽  
Kristin Guest ◽  
Kenay Sudler
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Cultural Competence ◽  
York City ◽  
Cultural Sensitivity ◽  
Graduate Program ◽  
Language Disorder ◽  
New York State ◽  
Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

New York State Assisted Outpatient Treatment Program Evaluation

2009 ◽  
Author(s):  
Marvin S. Swartz ◽  
Jeffrey W. Swanson ◽  
Henry J. Steadman ◽  
Pamela Clark Robbins ◽  
John Monahan
Keyword(s):  
New York ◽  
Program Evaluation ◽  
Treatment Program ◽  
Outpatient Treatment ◽  
New York State ◽  
York State ◽  
Assisted Outpatient Treatment
Sign in / Sign up

Export Citation Format

Share Document