Author: Quality Essays

The neuron is made up of the cell body (soma) that contains the nucleus and various appendages that extend from the soma to form branches referred to as dendrites, as well as the axon, which is longer than the dendrites. Neurons lie close to each other but have no direct connection as there is a synapse gap between them. The role of the neurons is to transmit nerve impulses from one individual neuron to the next through the synaptic gap, and this is made possible by the diffusing of chemicals (neurotransmitters) between the two neurons (Evans, 2023). The electrical impulse or action potential activates the release of the neurotransmitters from the synaptic vesicles, after which it binds to the special receptor cells, thereby triggering an impulse in the adjacent neuron. An example is that the sensory neurons carry the relevant impulse from the receptors and transmit this information through the nervous system to the brain, where termination involves translating into sensations such as touch, hearing, or vision.

What are the major components that make up the subcortical structures?

• Thalamus – The thalamus is the largest component of the subcortical structure and is used to relay sensory information that emanates from the periphery and toward the cortex.
• Epithalamus – The component is located on the posterior section of the diencephalon and is the region where the pineal gland that controls the circadian rhythm is located.
• Hypothalamus – Located on the inner anterior of the thalamus, the role of this component is to maintain autonomic and endocrine functions. It controls functions associated with survival and maintaining the body’s homeostasis.
• Hippocampus – The component plays an important role in storing long-term memory as well as spatial navigation.
• Basal ganglia – located in the telencephalon, this part helps control motor functions in humans.

Which component plays a role in learning, memory, and addiction?

The hippocampus is the component associated with learning, memory, and addiction. Through the fimbria that acts as the major output, the hippocampus is able to communicate with different parts of the brain. The connections created form the basis of creating long-term memory, and the injury to this region affects learning and memory. With its role in creating memories, the hippocampus allows for the storage of drug-related cues such as taste, and this is what leads to cravings.

What are the two key neurotransmitters located in the nigra striatal region of the brain that play a major role in motor control?

The two neurotransmitters that play a role in motor control are glutamate and dopamine. Glutamate has several receptors in the central nervous system, and physical exercise is one of the activities that leads to its release (Pal, 2021). In its contribution to motor control, glutamate is responsible for the learning and memory of motor skills in individuals. Damage to the nigra striatal region is one of the contributing factors to the development of Parkinson’s disease due to the loss of memory on motor control. Dopamine is the other neurotransmitter and is associated with the reward for learning and motivation as well as the control of motor skills. Through this neurotransmitter, the individual learns and forms memories on motor skills.

Explain how glial cells function in the central nervous system. Be specific and provide examples.

The glial cells in the central nervous system act as a glue that supports typical brain functions and this facilitates communication between the different neurons while also supporting plasticity and homeostasis. By regulating ion homeostasis, with an example being through the removal of potassium ions from the extracellular space, the glial cells can influence neuronal excitability (Allen & Lyons, 2018). The implication is that the glial cells in the central nervous system have the ability to influence circuit function. Beyond regulating neurotransmission, the glial cells also help in cleaning up the dead neurons, regulating the brain’s metabolism, and synchronizing nerve impulses.

The synapse is an area between two neurons that allows for chemical communication. In 3 or 4 sentences, explain what part of the neurons are communicating with each other and in which direction this communication occur.

In the communication between neurons through the synapse cleft, the axon and axon terminals become the parts that allow for the receipt and processing of incoming information. The communication usually takes place from the presynaptic neuron to the postsynaptic neuron through the facilitation of neurotransmitters that act as chemical messengers (Evans, 2023). The messengers/neurotransmitter molecules move from the presynaptic neuron and bind themselves to the receptor membrane in the postsynaptic cell, and this results in an inhibiting or exciting signal. The excess neurotransmitter that was not passed down to the axon terminals is received by the terminal buttons. 

Explain the concept of “neuroplasticity.” Be specific and provide examples.

Neuroplasticity refers to the adaptive functional and structural aspects of the brain, and this implies the ability of the central nervous system to change its functioning in response to extrinsic or intrinsic stimuli. Functional neuroplasticity is dependent on learning and memory, whereby there is an influence on the synaptic relationship between neurons as a result of the intracellular biochemical processes or structural adjustments (Puderbaugh & Emmady, 2023). An example of this is the learning of a new skill that becomes embedded in the brain, thereby allowing the individual to access such functional capacities, and this relates to the element of learning and relearning. Structural neuroplasticity is the ability of the brain to change its neuronal connections due to the constant production and integration of neurons into the central nervous system. An example of this neuroplasticity is through the brain’s ability to change the synaptic strength or the proportion of the grey matter.

References

Allen, N. J., & Lyons, D. A. (2018). Glia as architects of central nervous system formation and function. Science (New York, N.Y.), 362(6411), 181–185. https://doi.org/10.1126/science.aat0473

Evans, O. (2023). An Easy Guide To Neuron Anatomy With Diagrams. https://www.simplypsychology.org/neuron.html

Pal M. M. (2021). Glutamate: The Master Neurotransmitter and Its Implications in Chronic Stress and Mood Disorders. Frontiers in Human Neuroscience, 15, 1-4. https://doi.org/10.3389/fnhum.2021.722323

Puderbaugh, M., & Emmady, P.D. (2023). Neuroplasticity. Treasure Island (FL): StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK557811/

Everyone deserves a second chance because nobody is inclined to one behavior forever; people change with time. During my early years in high school, I experienced hardships from a couple of bullies who liked hanging around the restroom in the evening areas. All the bullies were in their final year and thought we, the freshers, deserved some torture to harden enough for high school life. What followed after the experience left me dumbfounded, realizing that people change with time.

On the third day of my first week in high school, I encountered a group of bullies around the washroom. Being new to the school, I considered everyone kind and friendly. So, I greeted the four boys on my way into the restroom, but none of them answered. I assumed they were busy, so I proceeded in. However, while coming out of the washrooms, the boys blocked my way out, and one held me by the neck. As I gasped for breath, the rest were mumbling and laughing teasingly. I struggled by pushing away the guy holding me down until he released me after what seemed forever. After getting loose, I tried running away but got a sweep that left me struggling to get up. After falling, the boys jabbed and kicked me until I could not hold back tears. I swore to report the incident immediately.

Unfortunately, the school head had left when I walked to his office. Therefore, I decided to report the matter to my teacher the next day. I remember crying alone on my way home but had no courage to say the case to my parents. They used to come home late, and we barely got time together on weekdays. So, early the following day, I saw my class teacher about the matter. He let me explain everything in detail while recording in a notebook. I tried as much as possible to describe the appearance of the bullies and narrated the entire experience I had with the bullies. After reporting, the teacher sent me back to class and said we would go to the washrooms later that day to see if we could trace any perpetrators. Unfortunately, none were there when we looked in the evening. 

I remember living in perpetual fear after being unable to trace the bullies. I could not go to the washrooms alone because I feared the boys would be there waiting for me. The fear even made me spend most of the time alone in class. Finally, I decided to form a group of friends to watch over one another. Not long after finding a few friends, I reencountered the bullies, but my friends fled, leaving me confused and shaking. The memories of my first encounter with that group gave me shivers and drained out all my energy, such that I could not even walk away. One bully approached and slapped me, and others said, “Let us do it, David. Let us teach him a lesson.” David was apparently from my home area but did not know about that. He held me as the rest jabbed and slapped me. The next thing I knew, I was in the hospital crying in pain.

This was the first time I fainted, which worried everyone, including the offenders. It was surprising to see David, one of the bullies at the hospital. David had called for help and got me to the hospital after they beat me up until I lost my conscience. So, his sight made me scream, and everyone came asking what had made me so frightened. After explaining, David’s parents were called and planned a meeting with the school about his misbehavior. The following week, the school met with the bullies and dismissed them after failing to explain the reason for their misconduct. From then on, I never came to see David or any other bully until I joined campus. 

David was changed into an excellent young man, willing to help a stranded first-year student on the campus. I had been on campus for a week when I met David again. Everyone was walking home after school when I heard someone tap my shoulder. I turned back and got the shock of my life after seeing David standing behind me. “Calm down,” He said with a broad smile. I trembled as he talked, thinking he would smack my face hard for reporting him earlier. However, David spoke calmly and requested me to have coffee with him as he explained something. As we sipped coffee, David explained that he had decided to change when I fainted. He started attending church and even began a small group with his friends to support the needy students. David showed me to his friends and offered to help me find an excellent place to stay while schooling.

It is sometimes easy to judge a person from their past deeds and experiences. However, time brings new lessons that keep shaping behavior and personality, making it wrong to condemn someone for their past actions without considering what they have experienced. My biggest bully turned out to be my best friend and legend, but I could not have guessed any of that when they used to beat me up during my first year in high school. Learning that a person’s character is dynamic and everyone deserves a second chance took time.

Ethics of Pediatric Care

Pediatric care is a complex and challenging area of medicine that raises several ethical concerns. Healthcare providers must consider children’s unique needs and ensure that their care is guided by informed consent principles, the child’s best interests, privacy, and confidentiality in end-of-life care.

informed consent

Firstly, it is noteworthy that informed consent is a fundamental principle of medical ethics that requires healthcare providers to ensure that patients or their legal guardians have enough information to make an informed decision about their care. This principle can be particularly challenging in pediatric care, as children may need help understanding the risks and benefits of medical treatment or procedures. In these cases, healthcare providers must ensure that parents or legal guardians have enough information to make an informed decision on behalf of the child.

On a similar note, the principle of the child’s best interests requires healthcare providers to put the child’s needs first when making decisions about their care. This approach means considering the child’s physical, emotional, and developmental needs and cultural and religious backgrounds. For example, a healthcare provider should consider a child’s age and developmental level when deciding whether to perform a procedure that may cause pain or discomfort.

principle of privacy and confidentiality

Consequently, the principle of privacy and confidentiality requires healthcare providers to protect a child’s personal information and respect their privacy. However, in pediatric care, parents or legal guardians may need to be involved in some aspects of the child’s care, such as decision-making. In these cases, healthcare providers must balance the child’s right to privacy with the need to involve parents in decision-making.

end-of-life care

On the other hand, end-of-life care requires healthcare providers to provide compassionate care to children nearing the end of their lives. The privacy and confidentiality principle can be particularly challenging, as parents and healthcare providers must weigh the benefits and burdens of life-sustaining treatment against the child’s quality of life. It is essential to involve the child, to the extent possible, in decisions about their care and to provide emotional support to both the child and their family.

Overall, the ethics of pediatric care require healthcare providers to balance individual children’s needs with the broader population’s needs. On the same note, it is imperative that this care is guided by the principles of informed consent, the best interests of the child, privacy and confidentiality, and end-of-life care.

The Social Media World and Mental Health

Social media has a complex and often controversial relationship with mental health. On the one hand, social media platforms can provide a sense of connection and support for individuals struggling with mental health issues. On the other hand, social media can also contribute to the spread of misinformation about mental health, leading to stigma and misunderstanding of mental health issues. Thus imperative to address the problems arising in using social media platforms such as Twitter, Facebook, Instagram, and Snap Chat.

Social Media Impact on Mental Health

One way social media can impact mental health is through the comparison and self-evaluation that can occur when individuals view the carefully curated and often idealized versions of others’ lives on social media. This impact can lead to feelings of inadequacy, low self-esteem, and depression. Studies have shown that the more time people spend on social media, the more likely they are to experience symptoms of depression and anxiety.

spreading misinformation and false claims about mental health

One critical way social media can negatively impact mental health is through spreading misinformation and false claims about mental health. For example, some influencers or celebrities may promote unproven or dangerous treatments for mental health issues. This misinformation can lead to individuals seeking out ineffective or harmful therapies or even avoiding seeking professional help altogether. Similarly, social media platforms contribute to the spread of harmful messages or stigmatizing attitudes toward mental illness. For example, memes or jokes about mental illness can trivialize or minimize the experiences of those struggling with mental health issues, contributing to the stigma and misunderstanding of mental health.

Nevertheless, social media can also have positive impacts on mental health. These platforms provide community and support for individuals struggling with mental health issues, particularly those who may not have access to in-person support groups or therapy. Social media can also provide a platform for mental health advocacy and education, allowing individuals to share their experiences and raise awareness of mental health issues.

In recent years, social media companies have taken steps to address the impact of social media on mental health. For example, some platforms such as Twitter and Facebook have implemented features such as crisis response tools and mental health resources, and others have limited the spread of harmful content or false information about mental health. However, there is still much debate about the role of social media in mental health, and more research is needed to fully understand the impacts of social media on mental health and develop effective strategies for promoting mental health and well-being in the digital age.

Impacts of COVID-19 on Nursing Profession

The COVID-19 pandemic has had a profound impact on the nursing profession, both in terms of the workload and working conditions of nurses, as well as the role of nursing in healthcare systems. One of the most significant impacts of the pandemic has been the increased workload and stress on nurses. Nurses have been on the front lines of the pandemic, providing care for COVID-19 patients and working long hours under challenging conditions. The pandemic has also led to staffing shortages and increased demand for nurses, particularly in areas with high rates of COVID-19 transmission.

Pandemic and Increased Workload in Nursing Profession

Consequently, the pandemic considerably contributed to the increased workload while highlighting longstanding issues within the nursing profession, such as inadequate pay, lack of resources, and limited opportunities for career advancement. The pandemic exacerbated these issues, leading to burnout and high nurse turnover. The pandemic has also highlighted the critical role of nurses in responding to public health crises. Nurses have played a key role in COVID-19 testing and vaccination programs and in educating the public about the importance of public health measures such as wearing masks and social distancing.

Conversely, the pandemic has also exposed disparities in healthcare access and outcomes, particularly among marginalized and underserved communities. Nurses have been at the forefront of addressing these disparities, advocating for equitable access to healthcare and promoting health literacy and education among vulnerable populations.

In a nutshell, the COVID-19 pandemic has significantly impacted the nursing profession, highlighting both the challenges and the critical importance of nursing in healthcare systems. As the impacts of the COVID-19 pandemic continue to be felt, it remains essential to address the issues facing nurses and to support the nursing profession in responding to the ongoing challenges of the pandemic. Looking ahead, the nursing profession will continue to play a critical role in responding to the ongoing challenges of the COVID-19 pandemic and addressing broader public health issues such as chronic disease management and population health.

Nursing Communication in the 21st Century

            The 21st Century brings many innovations transforming performances across major industries, including the medical sector. Notably, technological advancements and communication patterns have greatly influenced nursing communication in the 21st Century. With the advent of technological nursing programs such as genomics electronic health records (EHRs), telehealth, and mobile devices, communication has become more varied and complex. One of the critical changes in nursing communication in the 21st Century is the widespread use of EHRs. EHRs allow nurses to access patient information quickly and easily and to communicate with other healthcare professionals about patient care. This advent and nursing genomics have streamlined communication and improved patient safety by reducing the risk of errors due to miscommunication.

21st nursing communication

            The seamless health information exchange evidences the immediate breakthrough in 21st nursing communication. The 21st-century health information exchange systems such as EHRs enable the secure sharing of patient data between healthcare organizations, promoting seamless communication and continuity of care. Nurses can access relevant patient information from different healthcare settings, such as lab results, imaging reports, and care summaries, ensuring accurate and timely communication across care transitions. Accordingly, telehealth allows nurses to communicate with patients and provide care remotely, using video conferencing and other digital tools. This innovation has been significant for patients living in remote areas or with mobility issues. Similarly, nurses assess patients’ health literacy levels, tailor communication to individual needs, and provide educational materials and resources to empower patients to make informed decisions about their health.

nursing communication in the 21st-century leverages technology, emphasizes collaboration and prioritizes patient-centered care

            Consequently, the 21st Century is marked widespread use of social media and other online platforms for communication. While these tools can help share information and engage with patients and communities, they raise ethical and professional issues. For example, nurses must be careful about maintaining patient privacy and confidentiality when using social media and be aware of the potential risks associated with online communication, such as cyberbullying and misinformation.

            Overall, nursing communication in the 21st century leverages technology, emphasizes collaboration and prioritizes patient-centered care. Practical communication skills aided by technological advancements, both verbal and written, are crucial for nurses to provide safe, efficient, and compassionate care in today’s healthcare landscape.

Document-Based Analysis Essay

Studying the history of the original inhabitants of the New World is crucial in cementing the understanding of American heritage. Studies indicate that the history of Native Americans in the United States is marked by a two-pronged policy of physical and cultural genocide pursued by the US government. This policy aimed to eradicate Native American populations and forcibly assimilate them into mainstream American society. The move was driven by a combination of factors, including a desire for land and resources and the belief in the superiority of Western culture. The desire for land and cultural conformity drove the US government to physical and cultural genocide against the Indians while targeting the assimilation of these tribes who pushed back against these policies through legal action, political activism, and cultural revitalization.

US government pursued a two-pronged policy of physical and cultural genocide toward Native Americans.

Driven by the desire for land and natural resources on the one hand and the belief in the need for cultural conformity on the other, the US government pursued a two-pronged policy of physical and cultural genocide toward Native Americans. As it appertains to physical genocide, the government sought to acquire Native American lands and resources through various means, including military force, broken treaties, and forced removals[1] (Chapter 16). Additionally, the government embraced the cultural ideology that expanding white settlers across the continent was justified and inevitable (Chapter 18)[2]. This ideology fueled a belief in the superiority of Western culture and led to the devaluation and erasure of Native American traditions and ways of life. The pursuit of cultural genocide is evident in the Native American boarding school system, as depicted in the PBS documentary “Unspoken: America’s Native American Boarding Schools.”[3] These schools aimed to assimilate Native American children into mainstream American culture by forcibly removing them from their families and communities and suppressing their Native identity. The harsh conditions, strict discipline, and prohibition of Native languages and cultural practices in these schools were all part of a deliberate effort to eradicate Native cultures. It is, therefore, clear that the US government’s policy of physical and cultural genocide toward Native Americans was driven by a desire for land and resources and a belief in the superiority of Western culture. By eradicating Native American populations and suppressing their cultural practices, the government aimed to clear the way for westward expansion and the dominance of American ideals.

assimilating Indians into the American culture

Meanwhile, assimilating Indians into the American culture was particularly important compared to other ethnic minorities, given the government’s belief in the possibility of integration and the perception of Native Americans as obstacles to progress. While other ethnic minorities faced segregation, Native Americans were targeted for assimilation. The 1896 speech titled “Cross of Gold” by William Jennings Bryan highlights the government’s perception of Native Americans as impediments to progress[4]. Bryan argues that Native Americans should be assimilated into American society, stating that they needed to learn the customs and manners of civilization. The government believed assimilation would bring progress and modernization, aligning Native Americans with the dominant white culture (Locke & Wright, Chapter 15)[5]. Unlike Native Americans, other ethnic minorities faced segregation due to racial and cultural differences. For example, African Americans endured Jim Crow laws that enforced racial segregation, while Chinese immigrants faced the Chinese Exclusion Act, which restricted their immigration and denied them citizenship rights. Therefore, it is evident that the government viewed Native Americans as potential candidates for assimilation, as they were seen as obstacles to progress rather than fundamentally different races. Assimilation was considered a way to “uplift” Native Americans and bring them into the fold of American society.

Native Americans pushed back against policies of genocide

Native Americans pushed back against policies of genocide and assimilation through various forms of resistance, including legal action, political activism, and cultural revitalization. Connelley (1928 p 1167) describes how Native tribes like the Osage fought legal battles to protect their lands and sovereignty[6]. Leaders and activists like Chief Joseph and Red Cloud engaged in political activism and diplomacy to defend their rights and challenge oppressive policies (Locke & Wright, Chapter 17)[7]. Cultural revitalization movements also played a crucial role in Native American resistance. The American Yawp mentions the rise of the Ghost Dance movement, which sought to restore Native American traditions and bring about spiritual and political renewal (Locke & Wright, Chapter 17). These cultural movements served as acts of resistance against the forced assimilation and cultural suppression imposed by the US government. In analysis, it is evident that Native Americans responded to the policies of genocide and assimilation through legal action, political activism, and cultural revitalization. These acts of resistance aimed to preserve their lands, protect their sovereignty, and reclaim their cultural identities.

The US government pursued a policy of physical and cultural genocide toward Native Americans driven by a desire for land, resources, and a belief in cultural superiority. Assimilation was deemed important concerning Native Americans, contrasting with the segregation faced by other ethnic minorities, due to the government’s belief in the possibility of assimilation and the perception of Native Americans as obstacles to progress. However, Native Americans resisted these policies through legal action, political activism, and cultural revitalization. Understanding the motivations behind these policies and the strategies employed by Native Americans to fight them helps learners gain insight into a complex and often tragic chapter of American history.

            Impacts of COVID-19 on Nurse Turnover

While nursing has always been stressful and highly demanding, the emergence of COVID-19 caused additional stressors that increased nurse turnover. Besides the heavy workload, nurses were vulnerable to the risk of infection, contributing to emotional and physical challenges. Owing to significant factors like increased workload and stress, as well as safety concerns, the coronavirus pandemic had a consequential impact on the increase in nurse turnover rate.

             Increased workload and stress influence the decision to leave work; dealing with increasing patients, extended working hours, and emotional labor may pressure nurses to quit or change their profession. Nashwan contends that such work-related stress can cause burnout, dissatisfaction, and unwillingness to work, hence nurse turnover (para. 2-3). The high number of patients and shortage of nurses caused a heavy workload for the nursing staff. Due to the rising demand for patient care, the nurses had to work longer hours, which led to physical and mental labor. Tolksdorf et al. claims that a nurse’s psychological decline may cause work reluctance, leading to turnover (2). The assertion proves that the surging stress levels during the pandemic governed the nurses’ decision to leave work. Amid the pandemic, the soaring demand for patient care, longer working hours, and emotional fatigue contributed to the increased workload and stress, notably affecting the nurse turnover rate.

            Safety concerns like the risk of exposure to the virus and inadequate Personal Protective Equipment (PPE) availability contributed to the pressure of quitting or changing jobs.  During the pandemic, nurses with experience and those working in the COVID-19 divisions had a high rate of exposure to the virus, which incentivized them to leave work (Falatah, 807) intentionally. Close contact with coronavirus patients for long durations increases the chances of contracting the virus. Additionally, the scarce supply and use of low-quality PPE contributed to the risk of exposure. Shortage of protective equipment intensified the nurses’ fear and anxiety, hence the hesitation to care for the patients (Sharif, 123). Shortage of PPE, for instance, masks caused much trauma because COVID-19 is transmitted chiefly through the air. Most importantly, the intense focus on the quality and quantity of the PPEs and the frequent changes caused anxiety and burnout, which further led to elevated concerns. Hence, the risk of virus exposure and the scarcity of PPEs were significant safety concerns that may have influenced the nurses’ decisions to leave their work.

            Among the numerous impacts of COVID-19, increased workload, stress, and safety concerns highly affected the nursing staff, further governing their turnover intention. The surging patient numbers, extended working hours, and emotional labor led to increased workload and stress. Moreover, the risk of exposure and insufficient PPEs were key safety concerns while providing care to COVID-19 patients. Lack of protective gear reduced the nurses’ motivation to care for the patients and escalated fear and anxiety; these factors militated the healthcare providers’ mental well-being, whereby most nurses preferred leaving their profession.

Works Cited

Falatah, Rawaih. “The Impacts of the Coronavirus Disease (COVID-19) Pandemic on Nurses’ Turnover Intention: An Integrative Review.” Nursing Reports, vol. 11, no. 4, 2021, pp. 787-810. https://doi.org/10.3390/nursrep11040075. Accessed 13 May 2023.

Nashwan, Abdulqadir, et al. “Comparing the Impact of COVID-19 on Nurses’ Turnover Intentions before and during the Pandemic in Qatar.” Journal of Personalized Medicine, vol. 11, no. 6, 2021, p. 456. https://pubmed.ncbi.nlm.nih.gov/34073655/. Accessed 13 May 2023.

Sharif, Saeed, et al. “Retaining Nurses via Organizational Support and Pay during COVID-19 Pandemic: The Moderating Effect between Intrinsic and Extrinsic Incentives.” Nursing Open, vol. 10, no. 1, 2023, pp. 123-134, https://doi.org/10.1002/nop2.1286. Accessed 13 May 2023.

Tolksdorf, Katharina, et al. “Correlates of turnover intention among nursing staff in the COVID-19 pandemic: a systematic review.” BMC Nursing, vol. 21, no. 174, 2022, https://doi.org/10.1186/s12912-022-00949-4. Accessed 13 May 2023.

Annotated Bibliography

Falatah, Rawaih. “The Impacts of the Coronavirus Disease (COVID-19) Pandemic on Nurses’ Turnover Intention: An Integrative Review.” Nursing Reports, vol. 11, no. 4, 2021, 787-810. https://doi.org/10.3390/nursrep11040075. Accessed 13 May 2023.

This article focuses on identifying the impacts of the COVID-19 pandemic. Rawaih aims at analyzing the effects of COVID-19 before and after the pandemic, using the integrative review method. To explore the predictors of the pandemic, the author splits the works into two subgroups, the pre-and post-COVID-19 studies. The findings reveal that nurses engaged in intention turnover based on varied needs. Pre-COVID-19, nurses left due to satisfaction and commitment issues while post-COVID-19, psychological factors like stress and anxiety cause voluntary turnover. The author uses the integrative review method because it is extensive and bias-free. This article is relevant to the research as it provides a clear collation between the pre-and post-COVID-19 impacts. The article informs the research topic on how stress and anxiety from COVID-19 workload contribute to nurse turnover.

Nashwan, Abdulqadir, et al. “Comparing the Impact of COVID-19 on Nurses’ Turnover Intentions before and during the Pandemic in Qatar.” Journal of Personalized Medicine, vol. 11, no. 6, 2021, p. 456. https://pubmed.ncbi.nlm.nih.gov/34073655/. Accessed 13 May 2023.

                        In this article, the authors scrutinize the impacts of COVID-19 on the nurses’ turnover intentions, before and during the pandemic in Qatar. The study intends to explore the major challenges that dominate nurses to leave their professions. To meet the demands of the study, the researchers use a cross-sectional structured survey, further distributing the survey links to nurses in Qatar. By analyzing the responses and the answered questionnaires, the researchers identified the varied impacts on nurse turnover before and during the pandemic. Per the study findings, the authors discover that the nurses’ turnover intention increased during the pandemic, hence noting that the healthcare leaders should create approaches that may lessen the rate of turnover intention. The purpose of the study is applicable in this article as it provides a clear conception of the influence that the COVID-19 pandemic has had on nurses in Qatar. The increase in turnover was a result of more stressors influenced by the pandemic.

Sharif, Saeed, et al. “Retaining Nurses via Organizational Support and Pay during COVID-19 Pandemic: The Moderating Effect between Intrinsic and Extrinsic Incentives.” Nursing Open, vol. 10, no. 1, 2023, pp. 123-134, https://doi.org/10.1002/nop2.1286. Accessed 13 May 2023.

                        The article mainly focuses on using organizational support and pay to retain nurses during the COVID-19 pandemic through intrinsic and extrinsic incentives. The authors seek to explore how supporting and paying the nurses influence the nurses’ endurance despite the challenges. Based on such demands, the researchers conducted an online survey among the nurses and then analyzed their insights concerning organizational support, pay, and how the incentives enhance retaining the workers. The findings of the study acknowledge that organizational support has a powerful influence on retaining nurses. As well, intrinsic and extrinsic incentives can mitigate the nurses’ intention to leave their work. The article relates to the research topic as it portrays the benefits of organizational support and pay toward retaining nurses. Supporting and motivating the nurses through intrinsic and extrinsic incentives reduced their intention to leave work.

Tolksdorf, Katharina, et al. “Correlates of turnover intention among nursing staff in the COVID-19 pandemic: a systematic review.” BMC Nursing, vol. 21, no. 174, 2022, https://doi.org/10.1186/s12912-022-00949-4. Accessed 13 May 2023.

                        In this article, the authors investigate the correlates of turnover intention among nurses during the COVID-19 pandemic. The study focuses on identifying and evaluating the factors that may have contributed to nurses’ turnover intention amid the pandemic period. As such, the researchers performed systematic literature research, basing their review on individual and organizational factors. Among these factors, stress, workload, and job satisfaction highly contributed to the nurses’ intention to quit their job. The article is relevant to the study because it aids in identifying the main factors associated with nurses’ turnover intentions. The review can further aid healthcare organizations in developing policies that may lessen nurse turnover.

Works Cited

Falatah, Rawaih. “The Impacts of the Coronavirus Disease (COVID-19) Pandemic on Nurses’ Turnover Intention: An Integrative Review.” Nursing Reports, vol. 11, no. 4, 2021, 787-810. https://doi.org/10.3390/nursrep11040075. Accessed 13 May 2023.

Nashwan, Abdulqadir, et al. “Comparing the Impact of COVID-19 on Nurses’ Turnover Intentions before and during the Pandemic in Qatar.” Journal of Personalized Medicine, vol. 11, no. 6, 2021, p. 456. https://pubmed.ncbi.nlm.nih.gov/34073655/. Accessed 13 May 2023.

Sharif, Saeed, et al. “Retaining Nurses via Organizational Support and Pay during COVID-19 Pandemic: The Moderating Effect between Intrinsic and Extrinsic Incentives.” Nursing Open, vol. 10, no. 1, 2023, pp. 123-134, https://doi.org/10.1002/nop2.1286. Accessed 13 May 2023.

Tolksdorf, Katharina, et al. “Correlates of turnover intention among nursing staff in the COVID-19 pandemic: a systematic review.” BMC Nursing, vol. 21, no. 174, 2022, https://doi.org/10.1186/s12912-022-00949-4. Accessed 13 May 2023.

            Technology benefits emergency response by boosting the effectiveness of all emergency services by ensuring coordination in the preparedness, responsiveness, and recovery process. Technology assists emergency responders in responding to disasters and getting all individuals away from danger. Technology plays a major role in emergency response in various ways, such as communication and information sharing, remote sensing and aerial surveillance, social media and crowdsourcing, and telemedicine and telehealth.

Communication and Information Sharing

            Technology is a significant factor in communication and information sharing; it involves transferring data among people and emergency responders through mobile phones, internet-based communication platforms, and emergency alert systems. Mobile phones have enabled interconnectedness through entertainment and when responding to emergencies. Most phone users share information via various forms, such as messaging, broadcasting, and other emergency communications apps. Internet-based communication platforms have also made it easier to share information. Robbins (2022) writes that emergency responders may access information from social networks and posts, which aids them in identifying the source of the disaster. As such, evaluating a crisis enables prompt responsiveness to the crisis. In cases of national crisis, the authorities use wireless emergency notifications, which only provide warnings like Presidential, imminent, and amber alerts.  Moreover, sharing reliable information is essential as it allows emergency responders to act effectively and make sound decisions. Sharing erratic information may cause uncertainty to the responders (Musheke and Phiri, 2021), leading to misjudgment in the decision-making process during a crisis. Technology makes communication and information sharing easier through mobile phones, internet-based communication platforms, and emergency alert systems by ensuring responders acknowledge evolving situations and provide safety guidelines.      

Remote Sensing and Aerial Surveillance

            Remote sensing is essential during emergency response due to its ability to provide visual data and acumens from higher grounds. Mohd Daud et al. (2022) note that most researchers and organizations prefer these technologies because they survey large areas of the earth in less time. Remote sensing plays a vital role in emergency response through aerial imagery and mapping, search and rescue operations, hazard monitoring, and early warning. Aerial imagery and mapping primarily utilize drones and satellites equipped with imagery sensors. These devices give the responders information on the ground’s situation; for example, drones are preferable while capturing high-resolution images of areas under crisis. Drones and satellites also play a key role in search and rescue operations as they consume less time to locate victims (Mohd Daud et al., 2022). The technological devices also provide accurate information on routes rescuers should take. Thus, emergency responders find technology in remote sensing helpful because it provides the earth’s insights from above the ground.

Technology is resourceful in aerial surveillance systems as it aids in monitoring hazards and providing early warnings. Hermle et al. (2021) state that early warnings enable the responders to take timely action, prevent risks, and respond effectively. Early warning information provides preparedness and allows emergency responders to evacuate the victims in advance. Aerial surveillance systems also help monitor the environment and assess probable dangers like oil spills. For instance, research by Majid et al. (2020) illustrates that using Unmanned Aerial Vehicles (UAV) is advantageous because the sensors capture vivid videos and stream pictures of the environment surrounding the refineries. The images are later inspected, providing critical information on clearing the oil spillage. Conclusively, aerial surveillance plays a crucial role in emergency response by providing visual data and instantaneous situations, hence allowing decision-making and emergency operations.

Social Media and Crowdsourcing

            As time passes, most people are embracing social media, and this factor has made the media a powerful tool in emergency response because social media enables rapid spread of information within a short period. Social media and crowdsourcing platforms allow fast transmission of information and provide updates on real-time situations. As a result, victims and emergency responders can communicate effectively. According to the U.S. Department of Health and Human Services (2023), some planners use social media to identify threats and communicate with the residents about their concerns. Crowdsourcing intensifies messaging and provides critical information regarding any situation’s urgency. Although using the media has negative effects like posting irrelevant messages and rumors, the responders have created ways of identifying disasters; for example, by using hashtags (Vongkusolkit & Huang, 2020). The responders analyze the public’s perception, filter their emotions and opinions, then use the information to make objective decisions and counter-efficient emergency operations. Using technology in social media and crowdsourcing has benefited emergency responders through copious ways like real-time situation awareness and convenience in assessing information and public perception.

Telemedicine and Telehealth

            Technology has an enormous role in telemedicine and telehealth; it has enhanced the integration between individuals and emergency responders, leading to easy access to health facilities in remote communities. Taha et al. (2022) contend that although people have practiced telemedicine for ages, the emergence of COVID-19 advanced its use. Using telemedicine during the pandemic mitigated the burden of building more healthcare facilities because most patients preferred home care. Virtual communication between the patients and responders accelerated medical care in remote areas, reducing mortality cases. Similarly, technology has been helpful in telehealth because patients can use various platforms to manage their health. In particular, patients can use phone apps to check their blood pressure, while others use portals to book appointments and view reports. In emergency cases, the responders and patients can utilize video consultations to receive medical services and prescriptions (Burmeister et al., 2019). In addition to providing fast medical care, telehealth is advantageous as it is cost-effective. Hence, technology benefits telemedicine and telehealth since it quickens communication and consultation between patients and responders, thus providing safety to humans during emergencies.

Conclusion

Communication and information sharing, remote sensing and aerial surveillance, social media and crowdsourcing, and telemedicine and telehealth are some benefits technology contributes to emergency response. Technology expedites flawless communication and sharing of information, which ensures prompt response to emergencies. Remote sensing and aerial surveillance provide visual information on real-time situations, further aiding in decision-making to improve crisis management and save lives. Social media and crowdsourcing enable real-time transmission of information between individuals under critical situations and the responders, hence quick emergency responses. Lastly, telemedicine and telehealth have hastened the coordination between responders and patients, thus increasing healthcare even in remote areas.

Reference List

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Majid, M.I., Chen, Y., Mahfooz, O. and Ahmed, W. (2020) ‘UAV-based smart environmental monitoring.’ Employing Recent Technologies for Improved Digital Governance, pp. 317-335, IGI Global.

Mohd Daud et al. (2022) ‘Applications of drone in disaster management: a scoping review.’ Science & Justice, 62, pp. 30-42. Available at: https://doi.org/10.1016/j.scijus.2021.11.002. (Accessed on: 11 May 2023).

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Taha, A. R. et al. (2022) ‘The integration of mHealth technologies in telemedicine during the COVID-19 era: A cross-sectional study.’ PLOS ONE, 17(2), e0264436. Available at: https://doi.org/10.1371/journal.pone.0264436. (Accessed on 12 May 2023).

U.S. Department of Health and Human Services. (2023) Topic Collection: social media in Emergency Response. Available at: https://asprtracie.hhs.gov/technical-resources/73/social-media-in-emncy-response/77. (Accessed on: 11 May 2023).

Vongkusolkit, J. and Huang, Q. (2020) ‘Situational awareness extraction: a comprehensive review of social media data classification during natural hazards.’ Annals of GIS, 27(1), pp. 5-28. Available at: https://doi.org/10.1080/19475683.2020.1817146. (Accessed on: 11 May 2023).