Nursing & Allied Health. At West Shore Community College, several exciting health career programs are available. LPN& RNWSCC offers a nursing ladder program, in which student are able to take the national licensing exam for Licensed Practical Nurse (LPN) after the first level courses, and then progress to courses enabling licensure as a Registered Nurse (RN). Graduates are prepared to take the national examination to become a Registered Nurse. For information about applying to WSCC’s Nursing Program, click here nursing admissions page. Nurse Assistant/Multi- Skilled Health Care West Shore provides nurse aide education which allows someone who completes the necessary course (NUR 1. Certified Nurse Assistant (Ce. NA).* One course (NUR 1. Certified Nurse Assistant.* One year certificate as a Nursing Assistant - Nurse Assistant one- year certificate curriculum guide.* Associate of Applied Sciences Multi- Skilled Health Care Nurse Assistant degree - AAAS degree in Multi- skilled health care Nurse Assistant curriculum guide. For information about these educational options for Nurse Assistant, click here Nurse Assistant curriculum guide. Respiratory Care Technician. West Shore joins with Ferris State University to provide education in Respiratory Care. ![]()
![]() For additional information about this career, click here Respiratory Care home page. Specific courses for this major are listed here Respiratory Care curriculum guide. Radiologic Technician A radiology technician performs many radiologic procedures and in helps patients get diagnosed and treated properly. West Shore offers a cooperative program with Mid- Michigan Community College which leads to an associate degree in Radiology Technology. For more information about this career, please click here Radiologic Technician home page. Specific courses required can be found here Radiologic Technician curriculum guide. LPN Program in New Jersey- NJ . Box 4. 50. 10. Newark, New Jersey 0. Mission The mission of SIERRA ALLIED HEALTH ACADEMY school of Practical Nursing is to provide entry level nursing education to men and women from diverse backgrounds and cultures; upon completion of the practical nursing program, the community and the. NJ 07601 Phone: (201) 645-1777 Social Scape School Info General Information About Center for Allied Health & Nursing Education Institutional statistical data was gathered from the U.S. Department of Education - Institute of Education Sciences, National. ![]()
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![]() Peer Mediation Program 1. INTRODUCTION The Los Angeles Mission College Peer Mediation Program is a voluntary program available to all faculty and staff to assist in. Peer Mediation Program: A Parent’s Guide to. Conflict Resolution & Peer Mediation. What is peer mediation? The Mediation Center of Savannah. Cutting the Emotional and Financial Costs of Disputes. Peer Mediators is a complete school curriculum to help students constructively address. When the infractions are minor, teachers often arbitrate (“The pencil belongs to Mary. Jane, be quiet and sit down.”) or cajole students to end hostilities (“Let's forgive and forget. Shake hands and be friends.”). If such strategies don't work, students may be sent to the principal's office for a stern but cursory lecture about the value of getting along; a threat that, if the conflict continues, more drastic action will ensue; and a final admonition to “go and fight no more.” If that does not work, time- out rooms might be tried. Eventually, some students are expelled from school. Peer Mediation Programs ElementaryPeer Mediation Program For Elementary SchoolSuch programs teach students that adults or authority figures are needed to resolve conflicts. The programs cost instructional and administrative time and work only as long as students are under surveillance. This approach does not empower students. While adults may become more skillful in controlling students, students do not learn the procedures, skills, and attitudes required to resolve conflicts constructively in their personal lives at home, in school, at work, and in the community. At the other end of the continuum are programs aimed at teaching students self- responsibility and self- regulation. Self- regulation is the ability to act in socially approved ways in the absence of external monitors. Quick Guide to Implementing a Peer Mediation Program by Richard Cohen Peer Mediation: A form of conflict resolution in which trained student leaders. It is the ability to initiate and cease activities according to situational demands. Self- regulation is a central and significant hallmark of cognitive and social development. To regulate their behavior, students must monitor their own behavior, assess situations, make judgments as to which behaviors are appropriate, and master the procedures and skills required to engage in desired behavior. In interaction with other people, students have to monitor, modify, refine, and change how they behave in order to act appropriately and competently. If students are to learn how to regulate their behavior, they must have opportunities to (1) make decisions regarding how to behave and (2) follow through on the decisions made. Allowing students to be joint architects in matters affecting them promotes feelings of control and autonomy. Students who know how to manage their conflicts constructively and regulate their own behavior have a developmental advantage over those who do not. Ideally, students will be given the responsibility for regulating their own and their classmates' behavior so that teachers can concentrate on instruction rather than control. Empowering Students To Be Peacemakers. In order to decide which type of discipline program will work best, it helps to know what types of discipline problems are occurring. Typically, most discipline problems involve either conflicts among students, conflicts between students and teachers, or conflicts between students and standards of acceptable conduct. By training students to manage conflicts constructively, a discipline program can empower students to solve their own problems and regulate their own and their classmates' behavior. Although such programs have been suggested for years (Johnson 1. For the past two years we have implemented a peer mediation program at Highlands Elementary School in Edina School District, Edina, Minnesota. In 3. 0 minutes of training per day for 3. The curriculum Teaching Students to be Peacemakers (Johnson and Johnson 1. Step 1: Negotiation. The first step in the Peacemaker Program is to teach all students to negotiate constructive resolutions to their conflicts. The negotiation procedure and skills need to be over- learned so that they are available for use when emotions run high and feelings of fear and anger are intense. To negotiate solutions, students need to define their conflict, exchange positions and proposals, view the situation from both perspectives, invent options for mutual gain, and reach a wise agreement. Students are taught the following procedure (Johnson and Johnson 1. State what you want: “I want to use the book now.”State how you feel: “I'm frustrated.”State the reasons for your wants and feelings: “You have been using the book for the past hour. If I don't get to use the book soon, my report will not be done on time. It's frustrating to have to wait so long.”Summarize your understanding of what the other person wants, how the other person feels, and the reasons underlying both. Invent three optional plans to resolve the conflict. Choose one plan and shake hands. Students need to learn the negotiation procedure and become skillful in its use in relatively easy situations before they can be expected to use it to resolve real conflicts. Mediation is easier, and more effective, when students have previously been trained in the negotiation procedure. Step 2: Conflict Mediation. The second step is to teach all students how to mediate constructive resolutions of their classmates' conflicts. Mediation is the utilization of the services of another person to help settle a dispute. The purpose of mediation is to help classmates negotiate a constructive resolution to their conflicts. Mediation is usually contrasted with arbitration. Arbitration is the submission of a dispute to a disinterested third party (such as a teacher or principal), who makes a final and binding judgment as to how the conflict will be resolved. Following is the mediation procedure the students are taught (Johnson and Johnson 1. Introduction: When mediating a conflict, the class mediator first introduces him- or herself. The mediator asks students if they want to solve the problem and does not proceed until both answer “yes.”Guidelines: The mediator explains: “Mediation is voluntary. My role is to help you find a solution to your conflict that is acceptable to both of you.”“I am neutral. I will not take sides or attempt to decide who is right or wrong. I will help you decide how to solve the conflict.”“Each person will have the chance to state his or her view of the conflict without interruption.”Rules: The rules students must agree to are: Solve the problem. Do not resort to name calling. Do not interrupt. Be as honest as you can. If you agree to a solution, you must do what you have agreed to do. Anything said in mediation is confidential. Step 3: The Peacemaker Program. After students are introduced to negotiation and mediation skills, the teacher selects two class members to serve as official mediators each day. Any conflicts students cannot resolve themselves are referred to the class mediators. The mediators wear official T- shirts, patrol the playground and lunchroom, and are available to mediate all conflicts. The role of class mediator is rotated throughout the class so that each student serves as a class mediator an equal amount of time. Mediating classmates' conflicts is perhaps the most dramatic way of teaching students the need for the skillful use of each step of the negotiation procedure. Refresher lessons are taught once or twice a week. The processes of negotiation and mediation allow students to practice joint decision making within a structure that emphasizes a solution/settlement that is acceptable to all parties involved and is, therefore, fair. Students are given the power to decide the outcome (within the constraints of the school policy and the law). Negotiation and mediation are self- empowering. They enable students to make decisions about issues and conflicts that affect their own lives rather than having a decision imposed on them by teachers and administrators. Results at Highlands Elementary. At Highlands Elementary School we initially gathered data on the need for a Peacemaker Program. We found that even in a suburban, middle- class school such as Highlands, most students were involved in conflicts daily. The conflicts reported (in terms of frequency) were put- downs and teasing, playground conflicts, access or possession conflicts, physical aggression and fights, academic work conflicts, and turn- taking problems. Before training, students often referred the majority of their conflicts to the teacher. One of the teachers stated in her log, “Before training, students viewed conflict as fights that always resulted in a winner and a loser. To avoid such an unpleasant situation, they usually placed the responsibility for resolving conflicts on me, the teacher.”If students did not bring the conflict to the teacher, they typically used destructive strategies (such as repeating their request and trying to force the other person to give in) that would escalate the conflict. Negotiating an agreement that both students liked was never an option. Students had no idea how to do so. From these findings, we concluded that students were not being taught negotiation procedures and skills in the home or community at large and, therefore, that all students needed to be trained in how to manage conflicts constructively. Once it was established that conflict training was needed, the question investigated was whether or not the Peacemaker Program worked. Conflict training works if it: reduces the number of student- student conflicts referred to teachers and the principal,results in students mastering the negotiation and mediation procedures and skills taught, andresults in students using these procedures and skills in settings other than the classroom. Manuals - Peer Mediators. Manuals. The Peer Mediators core curriculum includes a set of comprehensive, customizable manuals designed to guide you through the implementation and administration of the Peer Mediators program. The resources include the following manuals: Program Implementation Guide. The Peer Mediators Implementation Guide provides an overview of the key questions to consider, resources to identify, and strategies to put in place as you develop your Peer Mediators program. Regardless whether you are setting up a program from scratch, already have some of the suggested mechanisms in place, or are building upon a currently existing program, this guide serves as an accessible, instructive quality assurance resource for your program. The Peer Mediators Trainer. It provides the trainer valuable training tips including information about curriculum delivery, training logistics, the trainer. The training curriculum itself is presented in twelve modules. The first three modules are designed to introduce students to each other, to conflict, and to the peer mediation process. Modules 4- 1. 2 are focused on very specific skill sets within peer mediation. These modules are designed for a 1. For your convenience, an overview of each module's training objectives is included in Appendix A of the Manual. The Peer Mediators Student Workbook is a collection of all of the handouts corresponding to each training module. We encourage the trainer to customize the training activities that best suit your group, and to add in any additional worksheets or pages that s/he feels would assist students in the learning process. To help ensure constructive conflict programming is accessible to all schools and students, free electronic versions of these resources are available! You may request your free digital copies using the form below. Note: Once downloaded, please refrain from embedding or hosting the Peer Mediator curriculum on other websites. If you are interested in further sharing these resources with your networks, please feel free to link directly to this page or Peer. Mediators. org. Thank you. Printed Manuals & DVD Purchases. For those who may be interested, professionally bound copies of these manuals may also be available depending on current stock. Each Peer Mediators curriculum set includes one copy each of the Program Implementation Guide, Trainer's Manual, and Student Workbook, a DVD of all the Peer Mediators training videos, and a CD containing electronic versions of the three manuals. Curriculum sets may be ordered for $5. Orders inquiries, including bulk pricing options and pre- purchase invoice requests, are accepted via email. An Unquiet Mind has 39,422 ratings and 2,225 reviews. An Unquiet Mind, Kay Redfield Jamison changed the way we think about moods. Kay Redfield Jamison (1995). Como explica Kay en su libro. Get for free una mente inquieta kay redfield jamison espanol ebook in pdf/epub/online. 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Schedule II controlled substance. ![]() The patch is fentanyl the strongest family of opiates we have.It will blow away oxycontin and percocet.The patch will take a little while to get in to your system. Learn about indications, dosage and how it is supplied for the drug Duragesic (Fentanyl Transdermal). Q: I was prescribed fentanyl patch (25) for excruciating back pain, but after reading all of the side effects from the included pamphlet, I am actually afraid to use it. I've been on a Fentanyl patch for the past 9 years. I went from 175mcg/hr down to 12.5 mcgs then 5 days ago I stopped cold turkey. I don't take any other drugs except. As an opioid, DURAGESIC exposes users to the. As. modified- release products such as DURAGESIC deliver the opioid over an extended. Although the risk of addiction in any individual is. DURAGESIC and in. Addiction can occur at recommended doses. Assess each patient's risk for opioid addiction, abuse. DURAGESIC, and monitor all patients receiving. DURAGESIC for the development of these behaviors or conditions. Risks are. increased in patients with a personal or family history of substance abuse. Patients at increased. DURAGESIC. but use in such patients necessitates intensive counseling about the risks and. DURAGESIC along with intensive monitoring for signs of addiction. Abuse or misuse of DURAGESIC by placing it in the mouth. Consider these risks when prescribing or dispensing DURAGESIC. Contact local state. Life- Threatening Respiratory Depression. Serious, life- threatening, or fatal respiratory. Respiratory depression from opioid use, if not immediately. Management of. respiratory depression may include close observation, supportive measures, and. While serious. life- threatening, or fatal respiratory depression can occur at any time during. DURAGESIC, the risk is greatest during the initiation of therapy or following. Closely monitor patients for respiratory depression when. DURAGESIC. To reduce the risk of respiratory depression, proper. DURAGESIC are essential . Overestimating the DURAGESIC dose when converting patients. Accidental exposure to DURAGESIC, especially in children. Accidental Exposure. A considerable amount of active fentanyl remains in. DURAGESIC even after use as directed. Death and other serious medical problems. DURAGESIC. Placing DURAGESIC in the. Improper disposal of. DURAGESIC in the trash has resulted in accidental exposures and deaths. Advise patients about strict adherence to the recommended. DURAGESIC . Neonatal opioid withdrawal syndrome, unlike. If opioid use is required for a prolonged period in a. Neonatal opioid withdrawal syndrome presents as. The onset, duration, and. Interactions With Central Nervous System Depressants. Hypotension, profound sedation, coma, respiratory. DURAGESIC is used concomitantly with. CNS) depressants (e. When considering the use of DURAGESIC in a patient taking. CNS depressant, assess the duration use of the CNS depressant and the. CNS. depression. Additionally, evaluate the patient's use of alcohol or illicit. CNS depression. If the decision to begin DURAGESIC is made. CNS depressant . Consider. Head Injuries And Increased Intracranial Pressure. Avoid use of DURAGESIC in patients who may be. CO2 retention such as. In addition, opioids may obscure. Monitor patients with brain. CO2 retention for. DURAGESIC, as DURAGESIC may reduce respiratory drive and CO2. Hypotensive Effects. DURAGESIC may cause severe hypotension including. There is an. increased risk in patients whose ability to maintain blood pressure has already. CNS depressant drugs (e. Monitor these patients for signs of hypotension. DURAGESIC. Interactions With CYP3. A4 Inhibitors And Inducers. Since the CYP3. A4 isoenzyme plays a major role in the. DURAGESIC, drugs that alter CYP3. A4 activity may cause changes in. The concomitant use of DURAGESIC with a CYP3. A4 inhibitors. (such as ritonavir, ketoconazole, itraconazole, troleandomycin, clarithromycin. Carefully. monitor patients receiving DURAGESIC and any CYP3. A4 inhibitor for signs of. CYP4. 50 inducers, such as rifampin, carbamazepine, and. If co- administration is necessary, caution is advised. DURAGESIC treatment in patients currently taking, or. CYP3. A4 inhibitors or inducers. Evaluate these patients at. Warn patients to avoid. DURAGESIC to avoid the risk of potential overdose and death. Cardiac Disease. DURAGESIC may produce bradycardia. Monitor patients with. DURAGESIC. Hepatic Impairment. A clinical pharmacology study with DURAGESIC in patients. Because of the long half- life of fentanyl when administered as. DURAGESIC and hepatic metabolism of fentanyl, avoid use of DURAGESIC in. Insufficient information exists to. DURAGESIC in patients. Therefore, to avoid starting patients with mild. DURAGESIC. Closely monitor for signs of sedation and. Because of the long. DURAGESIC, avoid the use of. DURAGESIC in patients with severe renal impairment. Insufficient information. DURAGESIC in. patients with impaired renal function. Therefore, to avoid starting patients. DURAGESIC. Closely monitor for signs of sedation. DURAGESIC may cause increases in the serum amylase. Avoidance Of Withdrawal. Avoid the use of mixed agonist/antagonist (i. DURAGESIC. In these patients, mixed. Driving And Operating Machinery. Strong opioid analgesics impair the mental or physical. Warn patients not to drive or operate. DURAGESIC. Patient Counseling Information. Advise the patient to read the FDA- approved patient labeling (Medication Guide and Instructions for Use). Addiction, Abuse, And Misuse. Inform patients that the use of DURAGESIC, even when. Instruct. patients not to share DURAGESIC with others and to take steps to protect. DURAGESIC from theft or misuse. Life- Threatening Respiratory Depression. Inform patients of the risk of life- threatening. DURAGESIC or when the dose is increased, and that it can occur even at. Advise patients how to. Accidental Exposure. Inform patients to keep DURAGESIC in a secure place out. Instruct patients to contact their healthcare provider if they. Instruct patients to: avoid strenuous exertion that can increase body. DURAGESIC application site and. Driving Or Operating Heavy Machinery. DURAGESIC may impair mental and/or physical ability. Instruct patients to refrain from any potentially. DURAGESIC or when their dose is being adjusted. Pregnancy. Advise women of childbearing potential who become, or are. DURAGESIC. Additive Effects Of Alcohol And Other CNS Depressants. Instruct patients not to use alcohol or other CNS. To properly dispose of a used patch, instruct. Unused patches should be removed. Instruct patients to dispose of any patches remaining. Nonclinical Toxicology. Carcinogenesis, Mutagenesis, And Impairment Of Fertility. Carcinogenesis. In a two- year carcinogenicity study conducted in rats. In the. male fertility study, male rats were treated with fentanyl (0, 0. In the female fertility study, female rats were. Analysis of fertility parameters in both studies. In a separate study, a single daily bolus dose of fentanyl. Use In Specific Populations. Pregnancy. Clinical Considerations. Fetal/neonatal Adverse Reactions. Prolonged use of opioid analgesics during pregnancy for. Observe newborns. DURAGESIC should be used during. The potential effects of fentanyl on embryo- fetal. Published. literature reports that administration of fentanyl (0, 1. There was no clear evidence of teratogenicity noted. Pregnant female New Zealand White rabbits were treated. Fentanyl produced a slight decrease in the body weight of. Transient neonatal muscular. The potential effects of fentanyl on prenatal and. Female Wistar rats were treated. Fentanyl treatment (0. Both the mid- dose and high- dose of fentanyl animals. The. mid- dose and the high- dose are 0. DURAGESIC is not for use in women during and. Opioid analgesics can prolong labor through actions. However, this effect is not consistent and may be offset by an. Nursing Mothers. Fentanyl is excreted in human milk; therefore, DURAGESIC. Pediatric Use. The safety of DURAGESIC was evaluated in three open- label. Starting doses of 2. Initiation of DURAGESIC therapy in pediatric. The safety and effectiveness of DURAGESIC in children. To guard against excessive exposure to DURAGESIC by young. DURAGESIC. application and disposal instructions . Other reported clinical experience has not. In. general, dose selection for an elderly patient should be cautious, usually. Data from intravenous studies with fentanyl suggest that. A study conducted with the DURAGESIC patch in elderly. A clinical pharmacology study with. DURAGESIC in patients with cirrhosis has shown that systemic fentanyl exposure. Because there is in- vitro and in- vivo evidence of. DURAGESIC, hepatic impairment. DURAGESIC. A clinical pharmacology study with. Avoid the use of DURAGESIC in patients with severe renal impairment. FENTANYL Transdermal System. WARNING: ADDICTION, ABUSE, and MISUSE; LIFE- THREATENING RESPIRATORY DEPRESSION; ACCIDENTAL EXPOSURE; NEONATAL OPIOID WITHDRAWAL SYNDROME; CYTOCHROME P4. A4 INTERACTION, and EXPOSURE TO HEATSee full prescribing information for complete boxed warning. Fentanyl transdermal system exposes users to risks of addiction, abuse, and misuse, which can lead to overdose and death. Assess each patient’s risk before prescribing, and monitor regularly for development of these behaviors or conditions. Serious, life- threatening, or fatal respiratory depression may occur. Monitor closely, especially upon initiation or following a dose increase. Accidental exposure to fentanyl transdermal system, especially in children, can result in fatal overdose of fentanyl. Prolonged use of fentanyl transdermal system during pregnancy can result in neonatal opioid withdrawal syndrome, which may be life- threatening if not recognized and treated. If opioid use is required for a prolonged period in a pregnant woman, advise the patient of the risk of neonatal opioid withdrawal syndrome and ensure that appropriate treatment will be available. Initiation of CYP 3. A4 inhibitors (or discontinuation of CYP 3. A4 inducers) can result in a fatal overdose of fentanyl from fentanyl transdermal system. Avoid exposing the fentanyl transdermal system application site and surrounding area to direct external heat sources. Temperature dependent increases in fentanyl release from the system may result in overdose and death. Fentanyl transdermal system patches are for transdermal use, only. Proper handling and disposal of fentanyl transdermal system is necessary in order to prevent serious adverse outcomes, including death, associated with accidental secondary exposure to fentanyl transdermal system. Contraindications. Fentanyl transdermal system is contraindicated in the following patients and situations due to the risk of fatal respiratory depression. Severe hypersensitivity reactions, including anaphylaxis have been observed with fentanyl transdermal system. Interactions with Central Nervous System Depressants Hypotension, profound sedation, coma, respiratory depression, and death may result if fentanyl transdermal system is used concomitantly with alcohol or other central nervous system (CNS) depressants (i. Use in Elderly, Cachectic, and Debilitated Patients Respiratory depression is more likely to occur in elderly, cachectic, or debilitated patients as they may have altered pharmacokinetics due to poor fat stores, muscle wasting, or altered clearance. Therefore, monitor these patients closely, particularly when initiating therapy with fentanyl transdermal system and when given in conjunction with other drugs that depress respiration. Chronic Pulmonary Disease Monitor patients with significant chronic obstructive pulmonary disease or cor pulmonale, and patients having a substantially decreased respiratory reserve, hypoxia, hypercapnia, or pre- existing respiratory depression for respiratory depression, particularly when initiating therapy with fentanyl transdermal system, as in these patients, even usual therapeutic doses of fentanyl transdermal system may decrease respiratory drive to the point of apnea. Consider the use of alternative non- opioid analgesics in these patients if possible. Head Injuries and Increased Intracranial Pressure Avoid use of fentanyl transdermal system in patients who may be particularly susceptible to the intracranial effects of CO2 retention as fentanyl transdermal system may reduce respiratory drive and CO2 retention can further increase intracranial pressure. Opioids may obscure the clinical course of patients with head injury. Hypotensive Effects Fentanyl transdermal system may cause severe hypotension including orthostatic hypotension and syncope in ambulatory patients. There is an increased risk in patients whose ability to maintain blood pressure has already been compromised by a reduced blood volume or concurrent administration of certain CNS depressant drugs (i. Monitor these patients for signs of hypotension after initiating or titrating the dose of fentanyl transdermal system. Cardiac Disease Fentanyl transdermal system may produce bradycardia. Monitor patients with bradyarrhythmias closely for changes in heart rate, particularly when initiating therapy with fentanyl transdermal system. Hepatic Impairment. Avoid use of fentanyl transdermal system in patients with severe hepatic impairment. To avoid starting patients with mild to moderate hepatic impairment on too high of a dose, start with one half of the usual dosage of fentanyl transdermal system. Closely monitor for signs of sedation and respiratory depression, including at each dosage increase. Renal Impairment Avoid the use of fentanyl transdermal system in patients with severe renal impairment. To avoid starting patients with mild to moderate renal impairment on too high of a dose, start with one half of the usual dosage of fentanyl transdermal system. Closely monitor for signs of sedation and respiratory depression, including at each dosage increase. Use in Pancreatic/Biliary Tract Disease Fentanyl transdermal system may cause spasm of the sphincter of Oddi. Monitor patients with biliary tract disease, including acute pancreatitis for worsened symptoms. Fentanyl transdermal system may cause increases in the serum amylase concentration. Avoidance of Withdrawal. Opioid withdrawal symptoms (such as nausea, vomiting, diarrhea, anxiety, and shivering) are possible in some patients after conversion to another opioid or when decreasing or discontinuing fentanyl transdermal system. Gradual reduction of the dose of fentanyl transdermal system is recommended. Driving and Operating Machinery Warn patients not to drive or operate dangerous machinery unless they are tolerant to the effects of the fentanyl transdermal system. Adverse Reactions Most common adverse reactions (. Drug Interactions Mixed agonist/antagonist and partial agonist opioid analgesics: Avoid use with fentanyl transdermal system because they may reduce analgesic effect of fentanyl transdermal system or precipitate withdrawal symptoms. Avoid use of fentanyl transdermal system in the patient who would require the concomitant administration of a monoamine oxidase (MAO) inhibitor, or within 1. MAO inhibitors has been reported with opioid analgesics. Use In Specific Populations Pregnancy: Based on animal data, may cause fetal harm. Nursing Mothers: Breast- feeding is not advised in mothers treated with fentanyl transdermal system. Pediatric Use: Safety and efficacy in pediatric patients below the age of 2 years have not been established. To guard against accidental ingestion by children, use caution when choosing the application site for fentanyl transdermal system. Geriatric Use: Administer fentanyl transdermal system with caution, and in reduced dosages in elderly patients. Hepatic or Renal Impairment: Administer fentanyl transdermal system with caution. Monitor for signs of fentanyl toxicity and reduce dosage, if necessary. Click here for full Prescribing Information, including Boxed WARNING, Instructions for Use and Medication Guide. Bachelor's Degrees & Programs . Schools with bachelor's degree programs offer a variety of learning choices, including part- time options and online coursework, making this level of education more accessible than ever. How to get your bachelor's degree. In the past, earning a bachelor's degree may have meant putting your life on hold and living on or near a campus for several years. However, today's schools offer online degrees and hybrid programs in addition to their on- campus courses. These options allow busy students the opportunity to study at convenient times and around their family and work obligations. Bachelor's degrees are conferred by both private and public colleges and universities. Many students looking for more budget- friendly education options might wonder whether they can earn a bachelor's degree at a community college. The answer is no, though students can typically fill core curriculum and prerequisite requirements at a community college before transferring to a four- year institution. Online Bachelor’s Degree Program. If you are looking for a degree that is considered qualification for many entry-level careers, Online Bachelors Degree Programs offer many options. Whether you are interested in fine arts.Although a bachelor's degree is often called a four- year degree, it may take anywhere from three to six years or more to earn, depending on the degree an dhow much time a student has to devote to it. According to the latest data from the National Center for Education Statistics, the median time for 2. What are some of the best bachelor's degrees to get? Bachelor's degree jobs can be found in virtually any field, although students may find they get a higher return on investment with some degree programs. A 2. 01. 1 study completed by the Georgetown Center on Education and the Workforce found the following degree areas were most likely to result in jobs with the highest median earnings. Petroleum engineering. Pharmaceutical sciences and administration. Mathematics and computer science. Aerospace engineering. Chemical engineering. These fields may result in high incomes, but money isn't the only reason to get a bachelor's degree. Many occupations in the field of health care, computer science and business require a four- year degree for entry- level positions, so getting one can also open more doors when it comes to career possibilities. Even in occupations for which a bachelor's degree isn't required, many professionals prefer to gain the expertise provided by a four year degree. For example, even though nurses only need a specialized diploma or associate degree, a 2. Health Resources and Services Administration found 4. Deciding how much education is enough. Before enrolling in any program, students should have a firm grasp of their career goals and the education needed to meet those goals. Once they know what field they'd like to enter, the next step is to contact schools with bachelor's degree programs. Bachelor degrees (undergraduate programs) The USC experience; Undergraduate (my first degree) Postgraduate coursework. Undergraduate degree and Honours programs. Bachelor of Animal Ecology; Bachelor of Arts; Bachelor of. At Capella, you’ll find flexible, online bachelor’s degrees in business that deliver the knowledge and skills you need to get ahead. College admissions representatives can provide information regarding the degree requirements and often can connect students with a career counselor as well. This counselor can review job opportunities in the field as well as discuss the possibilities of advanced education. While a bachelor's degree may be sufficient for entry level positions, students may benefit from a graduate degree depending on their goals. For example, some state and professional certifications may only be available to those with master's degrees. Requesting information from several different schools can be an easy, no- obligation way to learn more about bachelor's degree jobs and programs from both traditional and online colleges. Sources: Census Bureau Releases National- Level Data on Education Levels, Bachelor's Degree Attainment Tops 3. Percent for the First Time. Department of Commerce: Feb. Fast Facts: Time to Degree. National Center for Education Statistics, http: //nces. Nursing Workforce: Trends in Supply and Education.
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