Developing Smoking Interventions in Nursing

Developing Smoking Interventions in Nursing Hannah Burrell-Davis Regulatory and legal documents are essential for appropriate nursing practice and influences the way nurses work on a daily basis. The Nursing council of New Zealand’s code of conduct and the smoke-free environments act 1990 are examples of these, having huge impacts on the way nurses practice today. It is important to reflect on how these may influence the nursing practice in New Zealand. The Smoke-free Environments Act 1990 was established to aid in the protection of those individuals who do not want to smoke or be around second hand smoke in order to prevent any detrimental effects to their health. The smoke-free environments act solidifies this by ensuring that those that do smoke do not inflict any health implications on those who do not smoke themselves, this is ensured by reducing the amount of tobacco substances exposed to non-smokers, and adequate regulation and control of the marketing and advertising and promotion of tobacco products. This can be successfully achieved through the sponsoring of other products, events or services and/or directly. Another purpose of the smoke-free environments act is to ensure that the presence of harmful constituents in tobacco products and tobacco smoke is monitored and regulated. Finally, a health sponsorship council needs to be established, which will aid in promoting health and encourage healthy lifestyles (Smoke-free Envi ronments Act, 1990). The smoke-free environments act is broken into 2 parts to aid the amount of tobacco use and its harmful effects, these parts include having smoke-free workplaces and public areas, and control of smoking products. These two parts are centred on the protection of individual’s health and reducing the amount of youth that is impacted by second hand smoke. The Nursing Council New Zealand (NCNZ) holds the responsibility for the registration of nurses; it acts by protecting the safety and health of the community and public by ensuring that nurses are competent and fit to practice. The NCNZ has many methods and rules set in place to maintain this and fulfil this function, one of these being the NCNZ Code of Conduct. The Code of Conduct should be used by nurses to uphold appropriate behaviour, not only in the professional role, but must also continue to have a high standard of behaviour in their personal lives. This is primarily because nurses must gain the trust of the public. The Code of Conduct has a set of values and principles that are essential for nurses to understand, they also aid in the understanding of professional practice and can be applied in association with the Smoke-Free Environments act. The values in the NCNZ Code of Conduct include respect, trust, partnership and integrity. Respect is a major value that should be very a pparent in nursing practice, as the code of conduct suggests, treating others with respect means behaving towards individuals with worth and respect for their health and wellbeing (NCNZ, 2012), this is essential for a nurse to understand. Not only is it essential for the nurse to understand during nursing practice, it is important to understand in personal life situations, in regards to smoking a smoker must have respect for those who do not smoke or wish to be around second hand smoke, this includes the health professionals that do smoke. Encouraging the decreased use of tobacco is a skill that can be very effective in the nursing practice, with smoking cessation however support from the nurse is very important. Along with trust, respect, integrity and partnership, as the code of conduct implements, support is another very powerful intervention that must be applied in nursing practice, in particular when it comes to successful smoking cessation. Nicotine addiction will be a major contributor to most of the withdrawal symptoms, these can be hard to deal with and fear of the unknown is paramount, hence the importance for support. At this stage a referral to nicotine patches, lozenges and gum will help the withdrawal symptoms. Support can include providing reassurance to the patient, reinstating that there is help available and reminding them that this is the first step of treatment to benefit the health of them and their family/whanau surrounding them. It is also important that the nurse considers the age, gender, disab ilities/disorders and ethnic group of the individual attempting to quit smoking. Here the nurse would implement the values and principles in the code of conduct, doing so by ensuring that their practice is culturally safe. The code of conducts principle, partnership, can be utilised at this stage as nurses must also work alongside patients during the smoking cessation process, it is important that patients are given adequate information about quitting in a manner that they can understand in order to make an informed choice about their care and treatment(NCNZ, 2012). This can be applied to nursing situations, as the act outlines that smoking in workplaces is prohibited, this includes health care settings, such as hospitals, community health services, hospices, dental surgeries, aged care services etc. However although smoking in workplaces is prohibited, as stated in the smoke-free environments act (Smoke-free Environments Act, 1990), people, including health professionals continue to smoke in such areas. The Waikato Times author Maryanne Twentyman documented an article in which the Te Aroha District Community Hospital was scrutinised for such anti smoke-free behaviour. Te Aroha 69 year old man was a patient when he spent two days at Te Aroha District Community Hospital, and although he could not fault the nursing care he received, he was shocked and disgusted with the lack of smoke-free policies on the hospital grounds. He states â€Å"I was appalled to see the staff puffing up a storm close to the hospital entranceways† (Twentyman, 2012) . Smoking close to the entranceways can be harmful to the patients, people can walk through the smoke and the smoke can waft into the rooms, putting the patients at risk, which is an example of nurses not following through on the NCNZ Code of Conduct’s values and principles and the smoke-free environments act by not having the patients’ health at best interest. To prevent this from occurring the act states that there must be dedicated smoking rooms in hospital care institutions and these must be equipped with a mechanical ventilation system. Appropriate and acceptable nursing practice must always be aware of the impacts they or others have on a patient’s health. Another key requirement of the smoke-free environments act is to prevent young people from being influenced by seeing other people smoke, particularly in homes and schools. (Smoke-free Environments Act, 1990). This can strongly be impacted by nursing practice, in particular by community nurses. Rowa-Dewar and Ritchie (2014), suggest that children are particularly sensitive to second-hand smoke (SHS) and the risk associated with it, due to their faster breathing rate, they inhale more pollutants per their weight than adults. What some parents may not be aware of is that SHS lingers in the air long after the cigarette has been extinguished, and children will still be exposed to the risk it entails. Community nurses are uniquely placed to intervene in such health behaviours in the home setting. Community nurses can use such useful strategies as to educate and build upon the importance of parental desires to protect their children. It is hopeful that this desire will emphasize the interd ependence of their health behaviours and how this may impact their childs health. According to Rowa-Dewar and Ritchie (2014) most parents are shocked by the levels of SHS in their own homes and want to protect their children. Although the smoke-free environments act has no influence over the smoking environment of the home, it certainly stretches to the alternative young people’s environments, such as schools, early childhood education and care centres. According to the act no persons are to smoke in any parts of these premises at any time of any day, including the entrances. Smoking cessation is without a doubt a major factor that nurses can have a strong influence over, not only does it affect the health of themselves and their surrounding family/whanau, it can have a huge impact on disabilities, illnesses and even such injuries as bone fractures. When a fracture occurs, it is vital that the healing process begins as soon as possible; this is because delayed fracture healing can have a significant effect on a patient’s wellbeing. However such factors that could result in a potential delay includes smoking. All the elements that are in cigarette smoke are associated with the impairment of fracture healing, as a combination they inhibit the conditions required for a timely fracture healing, with nicotine being recognised as a risk factor for reduced bone density. (Miller, 2014). The smoke-free environments act has a purpose to reduce the harmful effects of tobacco use on people, nurses have the power to influence smoking habits and the continuance and encouragement of smoking cessation should be present. Smoking is implicated in numerous detrimental health impacts and many illnesses and disabilities. Nurses have a major role in aiding in the decreased use of tobacco smoking and therefor an increase in health worldwide. Such pieces of legislation as the Smoke-free Environments Act and the New Zealand Nursing councils code of conduct, continue to develop and impact on the nursing care that is received today, encouraging nurses to offer their best nursing practice to decrease serious health complications. References Miller, S. (2014). How Smoking can Hinder Fracture Healing. Journal of Emergency Nursing,22(4), 28-30. Rowa-Dewar, N., Ritchie, D. ( 2014). Protecting Children from Smoking in the Home: An Ethics of Care Perspective. British Journal of Community Nursing, 19(5), 214-218. Smoke-Free Environments Act, No. 108. (1990). Retrieved from http://www.legislation.govt.nz/act/public/1990/0108/latest/DLM223191.html The Nursing Council of New Zealand. (2012). Code of Conduct for Nurses. Wellington, New Zealand: Nursing Council of New Zealand. Twentyman, M. (2012, January 25). Smoking near hospital doors disgust patient. Waikato Times, p.24.

Book review: Drew Magary’s PostMortal Essay

The Postmortal starts with whispers that an anti-aging cure has been discovered. This is similar to the human capacity enhancement proposal speculated in chapter 3 of Dickenson’s bioethics. Also, we see similar proposal play out in the chapters of More and Vita-More’s Transhumanist Reader, where technology is speculated to be used to stop aging process, enhance human intelligent, capability and agility. More even goes a step further to propose ‘the Posthumanist’ – overcoming the limitations that describe the less desirable aspects of human condition – a life devoid of disease, aging and death. However, the Postmortal cure does not prevent someone from getting sick, diseases or even dying from accident, rather it merely stops the body from ageing. That means a 27 year old that gets the treatment will have the same body and physical appearance and fitness until the day they die. The United States government instantly prohibits it for three decad es, providing them an ample opportunity to research it and comprehend the effects better. At this time, pro-cure and pro-death protesters were fighting more and more aggressively for and against the cure respectively. Just like the religious right fought against the stem cell research in chapter 6 of Dickenson’s bioethics in 2001, the religious devotees’ fight against the anti-aging cure and the Vatican issues a condemnation against it. Underground treatments known as black market cure were being perpetuated. Eventually John Farrell, the narrator got the cure at one of these underground markets. Within two weeks or there about, he convinced his friend to get the treatment and thereafter encountered a couple of tragic events associated with a mysterious woman that influenced his emotions throughout the story. Finally, the cure was legalized. The novel includes how things regarding love, marriage, and the law and government changes overtime. Marriage became endangered because the fundamental premise of marriage â€Å"till death do us part† has been considerably altered. John’s law firm devised a new form of marriage called ‘cyclical marriage,’ – a 40-year term marriage which involves an obligation to live together as husband and wife for 40 years, with an option to  separate (with evenly split assets) or to renew the marriage for another 40 years at the end of the contract. The cure nearly brought marriage to a halt and love undermined as most people believe there is a greater chance of separation for a new lover. Mr. Farrell prefers not getting married to his lover who is pregnant with his baby but only choses to take care of the child. As things change around the world, he continues to document his life experiences. A new form of worship is discovered whereby man is seen as the god of his own and ruler of the earth. A lot of people become outlaws and selfish; others become religious enthusiasts; while some others chose to refrain from getting the cure. Throughout the course of the book, the government gradually loses control over her citizens. Different laws are passed to expand death penalty to include giving â€Å"lee-way† to people who wish to die in a legal way without the need of committing suicide but which is of course morally wrong. The other detailed problems consist of jails, how to provide housing to people and basic necessities, as well as how to deal with countries that have become military powerhouses. Similar moral violation was seen in bioethics where executed Chinese prisoners’ kidneys are harvested for sale to wealthy westerners; the Tuskegee and Guatemala experiments by the US Public Health in chapter 7; and the surrogate motherhood and egg selling in chapter 2. All these practices, in one way or the other violate morality at the very least.  As the story continues to unfold in the book, Mr. Ferrell falls in love again which also results in another tragic incident. Over and over again he tries to find joy but has his hopes dashed, signifying the fact that the ‘cure’ for ageing is not really a great thing in many ways. As the United States becomes unsafe, Russia and third-world nations assume control of surrounding nations and Chinese starts acquiring nuclear weapons to get rid of certain populations. Pregnant woman are punished because people hate the idea of conception and child birth. A war over Antarctica begins and chaos sets in. Meanwhile in totalitarian societies like China and Russia, the government takes undue advantage of the looming prospect of an exploding and forever  young world population in the face of diminishing resources. Russia forms a strong and formidable army with eternally young soldiers; China cuts herself off from the rest of the world, while the United States plummets into widespread class warfare while terrorism is on the high side as people kill at will. It’s baffling how much of these are conceivable. At the end of the story, nuclear weapons are dropped on the coast of California where Mr. Farrell tries to elude the attack with his lover. But unfortunately the man is stabbed as they try to make their way to a safer ground. The injury is so severe that he bleeds so immensely and regrettably the end is here for him. Meanwhile as he gradually makes an inroad to a new world, he releases that there is no such thing as immortality. However, his lover is expected to survive. Nicholas Agar in his book, Humanity’s End, objected similar enhancement proposal. From my understanding of the chapters, many of his objections are based on the premise that, for any action whose outcome is uncertain and perhaps bad, we ought to presume that the worst could happen, and work to address all conceivable exigencies before proceeding further. Thus, going by the fantasy (the story), we have seen how a cure that is rather an everlasting treasure in the hearts of many has turned out to be the greatest nightmare of all time to the society. Perhaps, if the world had applied due diligence (as noted in Agar’s book) before legalizing such cure, these problems could have been avoided. The book is an awesome read because it raises one’s curiosity as you go further. You are eager to know what happens next and how things will unfold. It is a story that could very well happen. Most of the events in the book are also plausible reactions that the world could very well experience. The first two parts of the book are intriguing as the world goes through a dramatic change with the recognition of the cure, and I admired the tension that arose between pro-death and pro-cure groups. Again, similar religious protest was seen in Chapter 3 of Dickenson’s bioethics where religious movements fought against stem cell research and funding to a halt. Although the ban on its funding was later rescinded by President Obama, but the issue  is still contested in courts. However, one minor issue that I hope to point out is: for a story that started out in 2019 and runs through 2079, technology did not advance that much. Apart from a few inventions like plug-in cars mentioned in the book and which even has same level of sophistication as today’s plug-ins (charging duration of 48 hours), technological innovation seems to be frozen for several decades. One would expect that the significant population explosion expressed in the book would be accompanied by a robust ‘capacity building’ and technological development that is aimed at addressing the problems of a few extra billion population of people around the world, rather technology seems stagnant in this book.

Voting Rights Background for Students

In any presidential election year, the months before the election afford middle and high school teachers a great opportunity to engage students in the new  The College, Career, and Civic Life (C3) Framework for Social Studies State Standards  (C3s)These new frameworks  center on guiding students in activities so that they can see how citizens apply civic virtues and democratic principles and have the opportunity to see actual civic engagement in the democratic process. Principles such as equality, freedom, liberty, respect for individual rights, and deliberation [that] apply to both official institutions and informal interactions among citizens. What Do Students Already Know About Voting in the United States?   Before launching an election unit, poll students to see what they already know about the voting process. This can be done as a KWL,  or a chart that outlines what students already Know, Want to know, and what they Learned  after the unit is completed. Using this outline,  students can prepare to research a topic and use it to track information gathered along the way: â€Å"What do you already ‘know’ about this topic?†Ã‚   â€Å"What things do you ‘want’ to learn about the topic, so you can focus your research?† and   â€Å"What did you ‘learn’ from doing your research?† An Overview of K-W-L This KWL begins as a brainstorming activity. This can be done individually or in groups of three to five students. Generally, 5 to 10 minutes individually or 10 to 15 minutes for group work is appropriate. In asking for responses, set aside enough time to hear all responses. Some questions could be (answers below): How old must you be to vote?  What requirements are there for voting other than age?  When did citizens get the right to voteWhat are your state’s voting requirements?  Why do you think people vote?  Why do you think people choose not to vote? Teachers should not correct the responses if they are wrong; include any conflicting or multiple responses.  Review the list of responses and note any discrepancies which will let the teacher know where more information is needed. Tell the class that they will be referring back to their responses later in this and in upcoming lessons. History of Voting Timeline: Pre-Constitution Inform students that the highest law of the land, the Constitution, mentioned nothing about voting qualifications at the time of its adoption. This omission left voting qualifications up to each individual state and resulted in widely varying voting qualifications. In studying the election, students should learn the definition of the word  suffrage: Suffrage (n) the  right  to  vote,  especially  in  a  political  election. A timeline  of the history of voting rights is also helpful to share with students in explaining how the right to vote has been connected to citizenship and civil rights in America. For example: 1776: Only people who own land can vote when the Declaration of Independence signed.1787: No federal voting standard -- states decide who can vote when the U.S. Constitution is adopted. Voting Rights Timeline: Constitutional Amendments In preparation for any presidential election, students can review the following highlights that show how voting rights have been extended to different groups of citizens through six (6) suffrage amendments to the Constitution: 1868: 14th Amendment:  Citizenship is defined and granted to former slaves, but voters are explicitly defined as male.1870: 15th Amendment:  The right to vote cannot be denied by the federal or state governments based on race.1920: 19th Amendment:  Women have the right to vote in both state and federal elections.  1961: 23rd Amendment:  Citizens of Washington, D.C. have the right to vote for U.S. president.  1964: 24th Amendment:  The right to vote in federal elections will not be denied for failure to pay any tax.1971: 26th Amendment:  18-year-olds are allowed to vote. Timeline for Laws on Voting Rights 1857: In the landmark case Dred Scott v. Sandford, the US Supreme Court rules that â€Å"a black man has no rights a white man is bound to respect.† African Americans are further deprived of the right to citizenship and, by extension, the right to vote.1882: Congress passes the Chinese Exclusion Act, which establishes restrictions and quotas on Chinese immigration while legally excluding Chinese persons from citizenship and voting.  1924: The Indian Citizenship Act declares all non-citizen Native Americans born in the USA to be citizens with the right to vote.1965: The Voting Rights Act is signed into law, prohibiting any election practice that denies the right to vote to citizens on the basis of race and forces jurisdictions with histories of voter discrimination to  submit any changes to its election laws to the government for federal approval prior to taking effect.1993: The National Voter Registration Act requires states to permit mail-in registration, and make registr ation services available at DMVs, unemployment offices, and other state agencies. Questions About Researching Voting Rights Once students are familiar with the timeline of the Constitutional Amendments and the laws that provided the right to vote to different citizens, students can research the following questions: What were ways states denied certain people the right to vote?Why was each of the different laws on voting rights created?Why were specific Constitutional Amendments on voting necessary?Why do you think it took so many years for women to attain the right to vote?Which historical events contributed to each of the Constitutional Amendments?Are there any other qualifications necessary to vote?Are there citizens today that are denied the right to vote? Terms Associated With Voting Rights Students should become familiar with some of the terms associated with the history of voting rights and the language of the Constitutional Amendments: poll tax:  A poll or head tax is one imposed equally on all adults at the time of voting and is not affected by property ownership or income.literacy test: Literacy tests were used to keep people of color -- and, sometimes, poor whites -- from voting, and they were administered at the discretion of the officials in charge of voter registration.grandfather clause:  (or grandfather policy) A provision in which an old rule continues to apply to some existing situations while a new rule will apply to all future cases.  residency: Voting residence is within the state of legal residence or domicile. It is the true, fixed address that is considered a permanent home and a physical presence.  Jim Crow Laws:  The segregation and disenfranchisement laws known as Jim Crow represented a formal, codified system of racial apartheid that dominated the American South for three-quarters of a century beginning in the 1890s.  Equal Rights Amendment: (ERA) a proposed amendment to  the  Un ited  States  Constitution  designed to guarantee  equal rights for women.   In 1978, a joint resolution of Congress extended the ratification deadline to June 30, 1982, but no further states ratified the amendment. Several organizations continue to work for the adoption of the ERA. New Questions for Students Teachers should have students return to their KWL charts and make any necessary corrections. Teachers can then have students use their research on laws and specific Constitutional Amendments to answer the following new questions: How does your new knowledge of suffrage amendments change or support your earlier answers?After nearly 150 years of voting rights being added to the Constitution, can you think of any other group that has not been considered?What questions do you still have about voting? Review Founding Documents   The new C3 Frameworks encourage teachers to look for civic principles in texts such as the founding documents of the United States. In reading these important documents, teachers can help students understand different interpretations of these documents and their meanings: What claims are made?What evidence is used?  What language (words, phrases, images,  Ã‚  symbols) is used to persuade  the documents audienceHow does the documents language indicate  a particular point of view?   The following links will take students to founding documents associated with voting and citizenship. Declaration of Independence: July 4, 1776.  Ã‚  The Second Continental Congress, meeting in Philadelphia in the Pennsylvania State House (now Independence Hall), approved this document  severing the colonies ties to the British Crown. United States Constitution: The Constitution of the United States of America is the supreme law of the United States. It is the source of all government powers, and also provides important limitations on the government that protect the fundamental rights of United States citizens.  Delaware was the first state to ratify, December 7, 1787; the Confederation Congress established March 9, 1789, as the date to begin operating under the Constitution.   14th Amendment:  Passed by Congress June 13, 1866, and ratified July 9, 1868,   extended liberties and rights granted by the Bill of Rights to former slaves. 15th Amendment:  Passed by Congress February 26, 1869, and ratified February 3, 1870,   granted African American men the right to vote. 19th Amendment:  Passed by Congress June 4, 1919, and ratified on August 18, 1920,   granted women the right to vote. Voting Rights Act:  This act was signed into law on August 6, 1965, by President Lyndon Johnson. It outlawed the discriminatory voting practices adopted in many southern states after the Civil War, including literacy tests as a prerequisite to voting. 23th Amendment:  Passed by Congress June 16, 1960. Ratified March 29, 1961;  giving residents of the District of Columbia (DC) the right to have their votes counted in presidential elections. 24th Amendment:  ratified on January 23, 1964, was passed to address the poll tax, a state fee on voting. Student Answers to Questions Above How old must you be to vote?   In the United States,  twenty-one states permit 17-year-olds to vote in  primary elections  and caucuses if they will be 18 by election day.   What  requirements  are there for voting other than age?   You are a U.S. citizen.You meet your state’s residency requirements. When did citizens get the right to vote? The  United States Constitution  did not originally define who was eligible to vote; Amendments have extended rights to various groups. Student answers will vary on the following questions: What are your state’s voting requirements?  Why do you think people vote?  Why do you think people choose not to vote?

Limitless Movie - 662 Words

1. The main characters progress or change throughout the film: Eddie Morra lives in New York, and is an author suffering from writers block. He is stressed by the approaching deadline for his book, and his girlfriend Lindy also stresses him, because of the frustrations gained by his lack of progress and financial dependence. Eddie randomly runs into his ex girlfriend’s brother, who is a successful man with a nice suit and obviously a lot of money. He introduces Eddie to this â€Å"legal† drug NZT, which turns out to be a decisive feature in relation to his future. He finishes his book within a couple of days, and starts trading with stocks. Eddie manages to create a good reputation of himself among business related people, but otherwise he†¦show more content†¦But in the end, they are both pretty happy. Lucy - The movie Lucy is also about increasing brain capacity to the limit. And that the person begins too access more knowledge, and become much more smarter than other people. 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