NARCOTICS Anonymous

My experience: I attended a Narcotics Anonymous meeting and had the opportunity to listen to several individuals share their stories—some who have made progress in overcoming their active addiction. Many spoke about leaving their families for drugs and combining drug use with alcohol. One individual shared how they had become dependent on the drug just to function. The experience was an eye-opener and reminded me of how resilient a person can be.

Objectives After your one-day clinical experience, you will be able to: 1. Identify and briefly describe purpose of the support group and/or services offered to the clients. 2. Identify types of clients, problems and issues discussed, education provided, and role of the group leader. 3. Describe the needs of the group. 4. Explain the effect of substance abuse on the client. 5. The recovery model is an important component of substance abuse treatment. Why is the model so challenging for the client(s)? 6. Describe your experience and/or concerns after having attended the group.

Using the College’s format (APA – 6th edition) for typed written assignments, the assignment is to be 2 pages (not counting title page and reference page and no abstract is needed) and address the objectives stated above. If you used an article, please attach the first page of article to the end of the assignment.

My experience: I attended a Narcotics Anonymous meeting and had the opportunity to listen to several individuals share their stories—some who have made progress in overcoming their active addiction. Leaving their family for the drugs and also combining the drugs with alcholic. One has become dependent on the drug to function. The experience was an eye opener and it reminds me on how resilient an indicual could be

Objectives
After your one-day clinical experience, you will be able to:
1. Identify and briefly describe purpose of the support group and/or services offered
to the clients.
2. Identify types of clients, problems and issues discussed, education provided, and
role of the group leader.
3. Describe the needs of the group.
4. Explain the effect of substance abuse on the client.
5. The recovery model is an important component of substance abuse treatment.
Why is the model so challenging for the client(s)?
6. Describe your experience and/or concerns after having attended the group.

Using the College’s format (APA – 6th edition) for typed written assignments, the assignment is to be
2 pages (not counting title page and reference page and no abstract is needed) and
address the objectives stated above. If you used an article, please attach the first page of
article to the end of the assignment.

My experience: I attended an Alcoholics Anonymous meeting and had the opportunity to listen to several individuals share their stories—some who have made progress in overcoming alcoholism, someone currently struggling and waiting to be accepted into rehab, and another who is currently experiencing homelessness.

Differences in Language Between Public and Academic/Professional Audiences

      When communicating research findings, the language used must be tailored to effectively reach the intended audience. Speaking to a public audience versus an academic or professional audience requires distinct approaches, though certain techniques remain consistent across contexts (Melo & Bishop, 2020). Understanding these differences is crucial for nursing professionals seeking to bridge the research-practice gap through effective knowledge translation. When addressing a public audience, nursing researchers must prioritize accessibility by using everyday language that avoids jargon and technical terminology. Complex research concepts need to be translated into relatable examples and narratives that connect with listeners’ lived experiences. For instance, rather than discussing “decreased mortality rates associated with early intervention protocols,” a presenter might say, “patients who received early care were more likely to survive and recover faster” (Brownson et al., 2018). The emphasis is on clarity and relevance, helping the public understand why the research matters to their health and wellbeing.

     In contrast, academic and professional audiences expect and understand specialized terminology. Presentations to these groups typically maintain greater technical precision, statistical detail, and methodological rigor. When presenting to fellow nursing professionals, a researcher might specify that “implementation of standardized early warning scoring systems resulted in a statistically significant 27% reduction in ICU admissions.” This precision provides the evidence-based foundation that professional audiences require to evaluate and potentially implement findings in their practice (Shato et al., 2023). Despite these differences, several communication techniques remain similar across audience types. Both contexts benefit from strong storytelling elements that frame the research within a meaningful narrative. For example, beginning a presentation with a compelling patient case study can engage both public and professional audiences by establishing the real world significance of the research question. The difference lies in how the subsequent information is presented with technical detail for professionals or accessible explanations for the public. Another similarity is the importance of visual communication. Effective presenters use visuals strategically for both audience types, though the complexity and information density may be different. A public presentation might feature simplified infographics showing general trends, while a professional presentation would include more detailed data visualizations. However, both benefit from thoughtful visual design that reinforces key messages and maintains audience engagement (Woloshin et al., 2023).

       The growing availability of diverse presentation technologies from webcasting to podcasting has expanded opportunities for reaching both public and professional audiences. This technological evolution requires nurses to develop versatility in their communication approaches, adapting content appropriately while maintaining scientific integrity. As the nursing profession continues to increase the number of doctorally prepared practitioners, the ability to communicate effectively across different contexts becomes increasingly valuable for transforming patient care through the dissemination of evidence-based practices. Understanding these communication differences and similarities helps nursing professionals become more effective knowledge translators, ultimately contributing to reducing the persistent gap between research findings and clinical implementation.

References

Brownson, R. C., Eyler, A. A., Harris, J. K., Moore, J. B., & Tabak, R. G. (2018). Getting the Word Out: New Approaches for Disseminating Public Health Science. Journal of Public Health Management and Practice, 24(2), 102–111. https://doi.org/10.1097/phh.0000000000000673

Melo, S., & Bishop, S. (2020). Translating healthcare research evidence into practice: The role of linked boundary objects. Social Science & Medicine, 246, 112731. https://doi.org/10.1016/j.socscimed.2019.112731

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Shato, T., Kepper, M. M., McLoughlin, G. M., Tabak, R. G., Glasgow, R. E., & Brownson, R. C. (2023). Designing for Dissemination among Public Health and Clinical Practitioners in the United States. Journal of Clinical and Translational Science, 1–26. https://doi.org/10.1017/cts.2023.695

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Woloshin, S., Yang, Y., & Fischhoff, B. (2023). Communicating health information with visual displays. Nature Medicine, 29(5), 1085–1091. https://doi.org/10.1038/s41591-023-02328-1