Are Adolescents more Vulnerable to Drug Addiction than Adults? Evidence from Animal Models Introduction The article used animal experiments to establish whether adolescents are more vulnerable to drug addiction than adults using adolescent rodents. In the experiment, adolescent rodents were introduced to a place with the rewarding effects of induced drug sensations.Research Article. The animals are then left alone and their behaviors observed, if the animal on its own approaches the place with drugs, the conclusion is that the drug is rewarding (Schramm-Sapyta et al., 2009). Both animals and human beings are believed to seek rewarding drugs more than non-rewarding drugs among other factors.Research Article.

Are Adolescents more Vulnerable to Drug Addiction than Adults? Evidence from Animal Models Introduction The article used animal experiments to establish whether adolescents are more vulnerable to drug addiction than adults using adolescent rodents. In the experiment, adolescent rodents were introduced to a place with the rewarding effects of induced drug sensations.Research Article. The animals are then left alone and their behaviors observed, if the animal on its own approaches the place with drugs, the conclusion is that the drug is rewarding (Schramm-Sapyta et al., 2009). Both animals and human beings are believed to seek rewarding drugs more than non-rewarding drugs among other factors.Research Article.

An unstructured interview is a type of qualitative self-report that researchers use when there are no indications of what the collected data might be (Woo, 2019). For that reason, they start by asking a “grand tour question” and move on from there. Peer posts.

The interviews were rather conversational, as each subsequent question had to be based on the previous answer. Peer posts. Furthermore, my partner and I are very good friends, and we regularly see each other outside of school, so the whole experience felt very natural. We had to focus on completing this assignment, as I sometimes went off-topic and simply forgot that we were not casually catching up.

I really enjoyed interviewing my partner, although she reported feeling a little nervous. She reported that her anxiety was part of not knowing what to expect and what the interview might entail. Still, she could look over her experiences and recognize the extent of progress that happened along the way.

I found it easy to come up with questions since I could deeply relate to her answers. As for my role as the interviewee, I had to ponder some engaging questions. Along the way, I got reminded of several significant events that impacted my approach to psychiatric nursing. Both my partner and I felt more uneasy when being interviewed as opposed to being the interviewer.

We discussed quite a few stages of our education during the assignment, from start to present. In the beginning, we both found it a challenge to balance our personal lives and school obligations. As time went on, we finally felt like we had a handle on a healthy school/life balance. Peer posts.

At that point – we had our first clinical, and it got even more difficult to adapt to school, life, and the clinical. Still, we felt motivated and excited to learn more, enhance our skills and perform better in clinical settings.

Qualitative Content Analysis Process

Upon gathering the information that I provided as the interviewee, we proceeded to the next step of organizing and managing narrative data. We carefully reviewed the information in order to develop a coding scheme, which is meant to help us access classified information without having to read the entire interview over and over again (Woo, 2019).

The main challenge was to capture the themes or abstract categories within the content. We started with a thorough analysis of the collected data, which we then classified into small units, coded, named, and grouped based on shared concepts.

The main themes that emerged during the review were captured as “1. Struggling to Balance School and Personal Life”, “2. Starting to Have a Sense of Accomplishment”, and “3. Excitement about becoming a registered psychiatric nurse”.

The first theme was divided into smaller labels, precisely: “A. Feeling overwhelmed by the new obligations”, and “B. Using all free time to study”. At the beginning of my educational program, I had to learn the basics of psychiatric nursing and familiarize myself with a broad spectrum of psychiatric symptoms, conditions, and treatment options.

I was overwhelmed and overly focused on school obligations and studying. When I was supposed to take part in the first clinical, it became even harder to have a good school/life balance.

In regard to the second theme captured, the sense of accomplishment emerged after a few months of constant studying and taking part in clinicals. More specifically, we labelled “A. Being able to answer the professors’ questions”, “B. Being able to assess the client and come up with the right nursing diagnosis”, and “C. Learning how to approach clients and build a therapeutic relationship”. I felt that I could utilize my theoretical knowledge in practical settings and approach patients better.

Finally, the third theme was consistently present throughout the interview and labelled as “A. Wishing to engage in independent work” and “B. Being eager to explore options for future career”. I believe most psychiatric student nurses feel an urge to start working with clients, enrich their skills and find joy in helping people.

Themes of Content (Gillian Interview, Gurjot Interviewer)

1. Struggling to Balance School and Personal life
A. Feeling overwhelmed by the new obligations
B. Using all free time to study
2. Starting to Have a Sense of Accomplishment
A. Being able to answer the professors’ questions
B. Being able to assess the client and come up with the right diagnosis C. Learning how to approach clients and build a therapeutic relationship
3. Excitement about Becoming a Registered Psychiatric Nurse
A. Wanting to engage in independent work
B. Bein