substance use prevention


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prevention

 [pre-ven´shun]
the keeping of something (such as an illness or injury) from happening.
fall prevention in the nursing interventions classification, a nursing intervention defined as instituting special precautions with the patient at risk for injury from falling.
pressure ulcer prevention in the nursing interventions classification, a nursing intervention defined as the prevention of pressure ulcers for a patient at high risk for developing them.
primary prevention the first level of health care, designed to prevent the occurrence of disease and promote health.
religious addiction prevention in the nursing interventions classification, a nursing intervention defined as prevention of a self-imposed controlling religious lifestyle. See also addiction.
secondary prevention the second level of health care, based on the earliest possible identification of disease so that it can be more readily treated or managed and adverse sequelae can be prevented.
shock prevention in the nursing interventions classification, a nursing intervention defined as detecting and treating a patient at risk for impending shock.
sports-injury prevention: youth in the nursing interventions classification, a nursing intervention defined as reducing the risk of sport-related injury in young athletes.
substance use prevention in the nursing interventions classification, a nursing intervention defined as the prevention of an alcoholic or drug use lifestyle. See also substance abuse.
suicide prevention in the nursing interventions classification, a nursing intervention defined as reducing risk of self-inflicted harm with intent to end life. See also suicide.
tertiary prevention the third phase or level of health care, concerned with promotion of independent function and prevention of further disease-related deterioration.
References in periodicals archive ?
These social system characteristics representing the degree of slack, complexity, and urbanicity have been associated with district-level implementation of school-based substance use prevention curricula.
This paper examines which substance use prevention curricula are most commonly used at each school level, and then whether characteristics of the social system are associated with the extensive use of evidence-based substance use prevention curricula in North Carolina public school districts.
First, coordinators were asked: "During a typical week, how many hours do you spend on substance use prevention?" To indicate the full-time equivalent hours the coordinator was devoting to substance use prevention, this number was divided by 40.
Frequencies were calculated to assess the social system characteristics and to determine which substance use prevention curricula were used by school districts.
School districts maintained relatively low staffing levels, both when measured by the number of hours coordinators spent on substance use prevention each week, and proportion of school districts with additional district-level staff working on substance use prevention.
Deviance and deviants: Why adolescent substance use prevention programs do not work.
California has produced and disseminated a state health education framework that provides anyone involved in curriculum development with a comprehensive resource for providing current health education curricula capable of promoting "best practice" for substance use prevention.
Comparison of postulated mediators of school-based substance use prevention in adolescents: a longitudinal examination.
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