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NRSG 138 Percentage of Music Attendee Consuming Illicit Drugs: Article Review Assessment 3 Answer

GENERAL INFORMATION ABOUT

NRSG 138 ASSESSMENT TASK 3: Written Reflection


Task 3 is a reflective piece of writing about your learning experience through this semester and how it has contributed to your professional philosophy and your intention to practice Person Centred Care.

Consider how your understanding of Roper, Logan and Tierney’s domains of Biological, Psychological, Socio-cultural, Politico-economic and Environmental factors will assist you in your future practice when you will be practicing person-centred care. How does the experience of learning about these domains influence your personal philosophy of nursing and person-centred care?

Structuring your assignment

Firstly, it is important that your submission is structured using Gibbs reflective cycle.

Please review the exemplars that have been written by the lecturers and provided for you on the WIKI page on the NRSG 138 LEO site. Reflective writing is a way of being proactive in your everyday learning and practice.

A reflective piece is all about YOU. It is expected that it be written in the first person. So, this way of writing is unlike other forms of academic writing and “I” and “me” and “I found” etc. are all not only acceptable butexpected.

The structure of the assignment should include:

An introduction including a coherent description of what you learned about the RLT domains (biological, psychological, socio- cultural, politico- economic and environmental factors)
Recognition of how you felt and your reactions to this new information -consider your own development in the unit
An evaluation of the learning experience
A critical analysis of what made sense to you – link this with academic literature
A description of your personal philosophy of nursing as an outcome of your reflective learning - link this with current nursing literature
Link your stated personal philosophy with person-centred care, and how you will implement this in future practice


Writing your assignment

The writing will demonstrate a reflection on your learning experience. You can use your writing from the unit content as a basis for this reflection. Refer to these pieces of writing and review, refine, reference and extend them to develop a cohesive reflection that represents your understanding of the Roper Logan and Tierney model of care and how this has informed your (beginning) personal philosophy of nursing

Please remember that the submission for the reflective piece needs to be a cohesive piece of writing.

References

You have been asked to provide references in your reflection and this will also be good practice for future academic writing and reflection. Please include intext references and a Reference List.

To support your writing, you can use:

  • research articles
  • policy documents from relevant nursing professional groups
  • text books
  • articles from peer reviewed nursing journals on nursing education, academia or theory.

References are useful to support your stance on

  • why you might have felt a certain way
  • why we use a model ofnursing
  • to explain why the concept under discussion is important
  • discuss what could have been done differently
  • why something workedwell
  • to justify your plans

It is expected that for 1200 words you will have around a minimum of 10 different references. FAQ

How old can the references be?

The convention for writing about dynamic clinical information is 5 years or less (as knowledge changes so rapidly). In some areas however, older knowledge is considered fundamental and contemporary for longer. You should use the most recent available. So, if you find two articles from 1991 and then 2006, you should use the most recent. You should be able to source all your material from 2008 onwards.

How do I get help with APA?

Not knowing how to use APA will cost you valuable marks. The library and LEO (OSS) have excellent resources on APA. Not using referencing at all is considered academic misconduct and is not allowable.

Can I use the Gibb’s cycle as headings in myessay?

Gibbs’ headings are a great idea as you write your draft, because they help you organise your ideas. However, academic writing requires a coherent, well-flowing piece of writing so before submission, you need to remove any draft headings and make sure you link your paragraphs so ideas flow throughout the paper.

Do I reference Roper Logan andTierney?

You will need to cite your source for the domains you discuss, and any material from RLT that is not your own original thought. However, you need to include a broad range of references to support your writing.

Can I reference my lecturer / lectures?

No – while we are flattered that you have found our information valuable, you need to always use authoritative, published sources in academic writing. Using our material means you are simply repeating our words instead of researching for yourself.

What is an authoritative source…or why can’t I just Googlethis?

Please see the Assessments tabs for an explanation of authoritative sources. Google and similar search engines are public - they provide information at public level and you are completing a complex tertiary degree. We are aware of the existing material available on Google for these topics and there is a significant loss of marks associated with using material designed for the ‘person on the street’ rather than the beginning clinician such as yourselves.

A ‘How To’ guide for Gibbs’ Reflective Cycle

Gibbs’ reflective cycle is a theoretical model used by students as a framework for reflective writing it is also a tool for you to take forward into your practice as a healthcare professional.

Gibbs Reflective Cycle has several aims some of the important ones are to enable you to:

  • challenge the assumptions and bias you may have regarding nursing and healthcare.
  • explore new ideas
  • evaluate effectiveness of approaches
  • develop a conscience of self-improvement
  • link practice and theory

The model was created by Graham Gibbs in 1988, it has 6 stages.

  1. Description
  2. Feelings
  3. Evaluation
  4. Analysis
  5. conclusions
  6. Action Plan

Gibbs reflective cycle

Retrieved from: https://blogs.glowscotland.org.uk/glowblogs/uodsseportfolio/2015/10/25/gibbs-reflective-cycle/ Accessed: 6th of May 2018

Follow through the steps outlined below You will not needto use all the questions

Description

This part of the cycle is not analytical or reflective it is descriptive. You are required to provide an outline of the event or what happened. For this assessment task you will be describing the learning you participated in during week 5, 6 and 7.

Remember: Be specific relevant and concise a good description is the basis for the rest of the reflection, so it needs to be crafted well.

Feelings

This part of the cycle involves connecting with why you responded the way you did, and the following are a few cues to help you identify this. Answer those that you think are relevant to you.

  • How did I feel and what did I expect, anticipate or think before starting NRSG 138 week 5, 6 & 7?
  • How did I feel and what did I think during the weeks 5, 6 and 7 tutorial?
  • How did I feel after week 7?
  • Was there a change or a shift in my feelings?

Remember: This is also a descriptive section and involves your personal feelings emotions and views; we expect to see the word ‘I’ here.

Evaluation

Answer any of the following cues that you think are relevant to your learning experience in weeks 5, 6 & 7.

  • What part of the learning experience worked well for me?
  • What did not work as well as I expected?
  • What difficulties did I have (if any)?
  • Which concepts did I grasp easily?

Remember: This part identifies positive and negative perceptions about the learning experiences. If there are lots of things you want to say prioritise the most important ones, or those that best represent your experience.

Analysis

In the analysis part you are seeking to make sense of the events see how they integrate together - what were the advantages of learning these concepts?

To help you decide what you want to write about, consider the following and select those that are relevant to your learning experience

  • What were the aspects that did not go so well and why were they difficult?
  • What aspects went well and why were they effective in building your learning?
  • Consider your own contributions to class discussions Ask yourself Did I feel confident to contribute why / or why not?
  • What improvements could I have made?
  • Consider other learning experiences and compare earlier learning experiences to this one.

Remember: This section is analytical it is focused on explaining the reasons as to why things happened. In this section you identify what were the contributing factors to making this a good or bad experience.

Conclusion

Look back on your learning experience and consider the following questions

  • What were my learnings from this experience (positive and/or negative)?
  • Did the experiences fill any learning gaps or enable me to identify learning needs and areas of focus?
  • Was I able to identify personal strengths and/or weaknesses from these learning experiences?

Remember: The conclusion pulls it all together and summarizes what you have learnt and what your desired outcome is. This is a summary - Please be specific and concise. Avoid generalized statements such as” I don’t know enough yet

Action Plan

Ask yourself the following questions to help build a plan

  • What do I need to do so that I can implement person centered care in the future?
  • Even if the learning was great what can I do to make my learning more efficient?
  • What are my priorities for my learning?
  • What am I specifically going to do to make these things happen: what activities will I undertake, what resources will I examine? who will I speak to?

Remember: This part of the reflection is focused upon a plan of action it is not descriptive or analytical but states the actions required to achieve your desired outcome

Answer

ARTICLE REVIEW


Introduction:

Use of illicit is always considered as extremely for the users and in the recent years, consumption of illicit drugs has increased significantly among the youths of Australia (Degengardt et al., 2016). In the article, authors have cited the problems regarding the high percentage of music attendee in the country who are involved in consuming illicit drugs. Although, the country, there has been provisions of drug testing during the music festival, however, their effectiveness is under doubts. The drug testing is done mainly to make the addicts aware about the presence of harmful chemicals in their drugs and in the process of harm reduction. 

Authorship:

Although all the authors of this article are from medical background, however, except the first author, others do not have the expertise in the field of harm reduction. Therefore, even if their article has been justified with the quantitative data, yet proper methods of harm reduction have not been discussed in the article (Day et al., 2018). This article is mainly based on the research about the analysis on the perception of the music festival attendee on the drug testing. The strengths come in the fact that due to their knowledge in the medical field, they have been able to provide details about the presence of harmful chemicals in the cannabis and other drugs.

In this article, focus has been only given on the issues of the music attendee who are involved in intake of drugs. However, the perceptions of other general people who are involved in intake of drugs have not been collected. This can result in the conflicts on the results that have been identified through the research.

Research questions:

The research questions that can be analyzed from this paper are as following:

  • What are the purposes of drug testing in the musical festivals in Australia?
  • How does the drug addict get benefited with the drug testing?
  • What are the perceptions of the drug addicts on the drug testing in music festivals in Australia?
  • How can the policies of drug testing can be changed and improved in Australia?

Research aim or hypothesis:

The aim of the research is to conduct the investigation on the use of drugs among the attendees of music festival in Australia, their perception on the drug checking conducted at the music festivals and the impact of the drug checking on the behaviour of the users (Day et al., 2016).

Justification:

According to the perception of the authors, this research can be extremely useful to contribute on the debate about the role of drug checking and its contribution for the young drug addicts in Australia. 

Research design:

 This research made use of the both primary and secondary data. In case of primary data, quantitative method has been used to collect the perception of the target groups of people on the drug checking (Brunt et al., 2017). This research design can be justified from the fact that the participations have been taken based on the research and the quantitative data have helped in finding the actual differences on their perception on the topic.

Data collection:

In the process of data collection, the data was taken in a musical festival of 2 days and the participants were between the ages of 18 to 30. The data was collected with the help of survey questions and the surveys were made at the daytime to avoid the perception from the participants in their intoxicated state. This can be justified as the research required original perception of the participants. Along with this, the age group that was selected for the data collection is apt with the research. However, the limitation can be in the form of the quantity of the participants. The data were mostly collected from the female group whereas, in Australia, the male population are much more addicted to drugs compared to female. Therefore, the quality of the data can be doubtful for the research (Roxburgh et al., 2017). 

Results and limitations:

The results that have collected from the surveys are based on the perception of the particular groups of drug addicts. There are many drug addicts who are not attendees of the music festivals and their perceptions have not been collected about the service of drug testing (Gjerde et al., 2019). However, the limited data that have been analyzed have helped in providing quality results and show the inefficiency in the present processes of drug testing in the country. 

The limitations impact the result in the fact that if more data could have been collected then the justifications would have been done in a better way. 

Part B:

BACKGROUND:

 A team of future health professionals, the interest has been generated to learn about the drug testing at music festivals. It has been learnt that the music festivals are used as medium of circulate illegal drugs and the Emily’s mother is concerned about her when she has desired to attend a music festival in Melbourne. The festival is being held this weekend. The survey is being conducted by three persons namely myself, Robert and Jackson.

Action: 

The team members approach various teenagers, the music festival managers and other persons present there in order to know about the circulation of illicit drug among the teenagers. It has also been learnt that some drug testing is carried out at such festivals (Groves, 2018). For the purpose of collecting the evidence, the team prepares a questionnaire containing the age, sex, attitude towards drugs, its harms and testing etc. The team approaches any person at random from the crowd and presents the questionnaire for obtaining responses. The responses are recorded in writing and after collection of about 100 sample responses, the same are analysed to find the result. 

Results:

It has been found that there are chances of more use of illicit drug by the persons who attend the music festivals. It has also been found that the especially teenagers have been affected due to hyperthermia, hyponatraemia, seizures, rhabdomyolysis etc. and the deaths are also not uncommon (Liamis, Flippatos & Elisaf, 2016). The survey found that there more chances of festival goers to get affected with the drug abuse. For the purpose of preventing harms there are also provisions for on-site checking of drug interventions and this practice is valid in various parts of the country. It has further found that the drug checking creates the awareness among the masses and circulation of drugs gets reduced to some extent. The survey found that people of age group 16-25 were interested for the drug checking. It is matter of fact that female has been more susceptible to the drugs and they have disclosed the use of cannabis, cocaine, etc. In response of attitude questions, the respondent replied that the drug testing at music festivals should be free of cost. It has been intended for unintentional use of illicit drugs. It is strongly said that there is great controversy among the respondents due to their upbringing or other reasons and but it is can be strongly said the all the measure should be adopted to bring the awareness among the teenagers and reduce the harmful effects of the drugs. 

Conclusions:

Authors through the survey conducted in the research, identified that drug dealers make use of the drug testing to have control in the quality of drugs and on the other hand, many drug addicts are reluctant on participating in drug testing due to the costs that they have to bear.

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