Independent Learning For Nursing Nursing Essay

Independent Learning For Nursing Nursing Essay Reflection is a way to look back on what a person experienced on a certain event. The purpose of this reflective essay is for me to mull over on what I have learned from my direct experience on placement. I opt to utilise on this reflective essay A Model of Structured Reflection by Driscoll (2007). This Model has three questions, what, so what and now what for me to answer and at the same time to ponder about my practice experience; hence I chose to take advantage on Driscolls model as it is very handy to apply even with or without a paper and pen, as all I need to bring to mind is the above aforementioned three questions. I will tackle what I think it matters to me most from my two weeks practice placement, share some learning needs from the learning plan and analysing whether I gained knowledge and understanding that can be applied in a new situation (Howatson-Jones, 2010). I was in the ward on my two weeks introductory period of practice experience. On my first day, the Ward Manager introduced me to her team. She had told me that my mentor was not around at that time; hence she handed me over to one of the nurses in-charge. As I came on an early shift, I have observed the patients hand over from night staff (Wywialowski, 2003). They printed out a handover sheet for each one of us. At first, I was a bit muddled up on how the night nurse was endorsing the patient, maybe because I am new, and not use to it. There are acronyms that they usually use, and I was telling myself that I have to familiarise the medical terms used so I could understand and comprehend, even I am supernumerary I want to be part of the team whilst learning (Jelphs and Dickinson, 2008). After the handover, the nurse asked me to be with the Health Care Assistant (HCA) at the moment, for me to be acquainted with the patients and adapt with the daily routine. I am fortunate that the HCA was helpful, and she taught me a lot about how to assist patient on personal hygiene. She showed me how to use the Blood Glucose monitor and plot it down on patients chart (The Global Diabetes Community, 2013). In addition, she taught me that they usually take the observation every four hourly if the patient is not on close observation. The days have gone by so quick; I was productive on my day to day experience as a student nurse. I never wasted my time just standing there without accomplishing anything at the end of my shift. With my passion of caring to patients, I become accustomed on dealing with the patient, assisted to go to the toilet, gave a hand to those who are not able to care for themselves, especially the immobilised patients. I became certain on writing down the nursing care plan of a patient (Lloyd, 2010), observed the Nasogastric tube (NGT) (Macmillan Cancer Support, 2013) and Electrocardiogram (ECG) procedures done by the staff nurse and HCA respectively (British H eart Foundation, 2013). I volunteered myself as well to get the take away medication of the patient in the Pharmacy. Furthermore, I have learned how to fill up the Nursing Assessment forms for a new patient admitted; I have done the said forms by means of communicating with the patient and family. I have mentioned the word communicating as there was a non-spoken English patient admitted because of back pain. In complying with the Nursing and Midwifery Council (NMC) Code of Professional Conduct (2010) about confidentiality, I will be using a false name for her. It was hand over to the day staff that English is not her first language; hence, Mrs. C cannot speak and comprehend well. When I went to her bedside to take her vital signs, I asked if she has any pain at the moment, she nodded her head and touched her back (White, 2005). I have seen the grimace caused of pain on her back. I reported to the nurse right away that Mrs. C is in pain, and she is due for another dose of pain killer based on her Drug Chart; as a result, Mrs. C has taken the said medication. I informed Mrs. C with the use of verbal and non-verbal gestures that she will undergo Colonoscopy to check whats causing her pain (Sully and Dallas, 2010). We waited for her nephew before accompanying them in the Gastroenterology Department as she needs somebody to translate the conversation on her behalf. Since it was my first time to watch a patient doing the procedure, I grabbed the opportunity to request from the Specialist Nurse if I can go inside and observe the procedure which she willingly accepted. I also asked permission from Mrs. C through her nephew; I was grateful when he told me his aunt wanted me to come with her in the colonoscopy room. During the procedure, I sat next to Mrs. C whilst holding her hand as she was feeling uneasy with the endoscope inserted into her anus. The Specialist Nurse has given me a few insights in relation to what she was trying to look inside the colon of Mrs. C. I was privileged for having an exquisite time of basic understanding about Colonoscopy (BUPA, 2011). After the procedure, Mrs. C has given me a hug and was thankful. I smiled and responded that it was my pleasure to help her. We went back to the ward, and before I leave Mrs. C on her bed with the assurance that she was comfortable and safe, her nephew expressed his appreciation for looking after his aunt whilst he was not around. Moreover, Mrs. C told him about me being there rubbing her back when she was in agony. I was overwhelmed on how they recognised my presence of comforting her for a short span of time and without much verbal communication. On the above scenario, I have achieved one of my learning needs, the effective communication between patient and me as a student nurse. Despite the inability of Mrs. C to express herself verbally, I was so sensitive observing her gestures and actions thus I can extend the appropriate care and assistance she needed. By intently looking at her countenance, I can interpret what she was trying to convey to me; henceforth I was able to address her needs. I have realised how vital is verbal and non-verbal communication in nursing. As a student nurse, I should be sensitive to the patients nonverbal message. I should not let language be a hindrance in giving the nursing intervention for the patient to recover and return in optimal health (Andrews and Boyle, 2008). Care of people is the priority of all nurses; this is one of the four principles of NMC Code (2010). The provision of care for the patient should be done in a holistic approach that includes the activities of their daily living (Ne wton, 1995). A simple act of care means a lot to the patient; consequently, I will put into practice again what I have learned from this in the future. Another learning need that I partially accomplished was being able to observe how to perform the Colonoscopy procedure. I partially achieved it because we have no time to explore the method used to find any abnormalities or inflammation from the patient; however, I did some informative readings about the procedure. To summarise what I have learned on my placement, I was able to see the nurses responsibilities. How they manage to give the best nursing interventions in a busy ward. How they collaborate to other health professionals for updating the patients care plan. I have proved to myself that most patients usually depend on nurses as they are the one who provide direct care on them (Altman, 2010). I do believe that nursing is a never ending process of learning; thereby ensuring that nurses are up to date with their trainings and education; otherwise the highest possible care for the patients will not be met. As a student, I have to be dedicated, motivated and inspired to achieve my ambitions in life (Maslow, 1954); continually accepting any challenges for my personal development. For the meantime, I will set my goals on what I want to learn; recognising any learning outcome on my learning plan as this will draw me closer to my aspiration, to be a Qualified Nurse (Peate, 2006). My two weeks pr actice experience was superlative. The Faculty of Nursing in the hospital provided teaching sessions that will develop us to be competent (McNiff, 1993). All the staff in the ward where I worked with were supportive and compassionate. I am looking forward for my next placement, for me to implement what I have learned from my previous one, and be able to identify new learning opportunities. In conclusion, practice placement is a day of experience, a day of new learning.

The Workings of Destiny, Fate, Free Will and Free Choice in Oedipus the

Fate in Oedipus Rex    Sophocles' tragic tale of Oedipus presents the reader with a very bleak view of mankind and the world in general. According to the story, every person is predestined to enact a role scripted by fate, a "mysterious power" that rules even the greatest of Greek gods (Hamilton, 27). In this tale, the source of this fate is not as clear as its function.   Ã‚  Ã‚  Ã‚   The first of many allusions to fate in Oedipus the King comes from the chorus, which calls upon the gods Athena, Artemis, and Phoebus (Apollo), "three averters of Fate," (Sophocles 163) to save Thebes.   The phrase implied that the gods could help man avoid the dictates of fate, but that they cannot alter fate.   Sharing the terrible facts of Laius' death, Teiresias tells Oedipus:   "It is not fate that I should be your ruin, Apollo is enough; it is his care/to work this out" (Sophocles 376-378).   The prophet's pronouncement links fate and Apollo, yet he suggest... ... the Sphinx in its puzzling presence and ruthless punishment of the innocent.   If Oedipus the King does not define fate, it aptly demonstrates its workings.    Works Cited: Greene, David and Richmond Lattimore, Eds.   Greek Tragedies.   2nd ed. Vol. 1. Chicago:  Ã‚  Ã‚   U of Chicago P, 1991. Hamilton, Edith.   Mythology.   New York:   Penguin, 1969. Sophocles.   "Oedipus Rex."   An Introduction to Literature, 11th ed.Eds. Sylvan Barnet, et al.   New York: Longman, 1997.

Walden questions

Thoreau reasons for leaving Walden Pond and how does he relate them to the habits people develop? Thoreau initial reason for coming to Walden was to live as many lives as possible. He left stating â€Å"l left the woods for as good a reason as I went there. † (933) This means that Thoreau left because he had other experiences to live through. He was done with this segment of his life, and he did not want to live a routine life like many people are stuck in. He wanted to see the oral in many different lifestyles, staying in Walden would not help him achieve this. ) What is and is not important to Thoreau based on what he says? Thoreau believes that doing all these trivial, small things in unimportant. There is not much to gain from getting small new objects or completing small tasks. All it does is over complicate life and turn it into a mess. â€Å"In proportion as he simplifies his life, the laws of the universe will appear less complex, and solitude will not be solitude, no r poverty poverty, nor weakness weakness. (933) Simplicity, as ironic as it sounds, is important.Simplicity makes life look clear, it does not clog up thoughts or shroud dreams like a complicated life would. A person's brain is clear to make a path of their own with a simple life, nothing Is In the way. 3) What did Thoreau hope to learn from his experience? What did he actually learn? Thoreau went to Walden to live a different life, In no rush to find economical success unlike most men. At Walden, he reflects to people In such a hurry to achieve heir dreams while losing track of It because of their rush. The life In us Is Like the water in the river. It may rise this year higher than man has ever known It, and flood the parched uplands; even this may be the eventful year, which will drown out all our muskrats. † (938) When going for an achievement In a less forced and more natural way, the Individual has potential to go further, Like water. Thoreau realizes this from his stay at Walden. Everyone has a light Inside them, and their Jobs Is to keep It alive and breathing by not forcing through life.

Compare and Contrast Early Years Foundation Stage...

The Early Years Foundation Stage (EYFS) curriculum in England differs greatly in structure and content to the Te Whariki curriculum in New Zealand; this therefore makes for an interesting comparison. The EYFS was introduced in England, in 2008, by the DfE as a framework that ‘sets the standards for learning, development and care of children from birth to five’ (DfE, 2012). Alternatively, Te Whariki was founded in New Zealand, in 1996, based on the aspirations for children ‘to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society’ (Ministry of Education, 1996). Throughout this essay, the EYFS†¦show more content†¦Furthermore, this means that children could be provided with an inadequate range of literacy experiences. Many studies have found that children’s literacy experience, before they start sch ool, has a significant impact on later progress in learning to read and write (National Early Literacy Panel, 2008). Therefore, in relation to New Zealand’s Te Whariki curriculum this could have detrimental effects on their pupils. As highlighted, it is clear to see that literacy experiences are of great value and importance in a child’s early and later development (National Early Literacy Panel, 2008). The EYFS curriculum framework clearly displays this information for all Early Year practitioners to follow, demonstrating its importance. Moreover, the DfE (2012) believes it is important for all young children to receive the same Early Years education, despite the child’s background and the EYFS curriculum framework accommodates this. Additionally, the EYFS curriculum is linked to the National Curriculum in primary schools, and its framework helps to ensure that the child is ready to enter primary school (Soler and Miller, 2010). In contrast, the Te Whariki curriculum focuses moreShow MoreRelatedInternational Perspectives on Early Childhood Education1070 Words   |  4 PagesAn increased awareness of the implications of quality experiences in the early years has resulted in a growing interest in early childhood education. Subsequently, this has generated an interest in differing examples of early childhood curriculums. The following essay will critique the international approach, Te Whà £riki and compare the New Zealand educational system to the Early Years Foundation Stage Curriculum of the United Kingdom. The essay will include reflection upon the similaritiesRead MoreEarly Childhood Curriculum2755 Words   |  12 PagesDiscuss Early Childhood Curriculum approaches: Compare and Contrast of High/Scope, Reggio and Te Whariki Introduction: Early Childhood is an important stage of children’s life. By interacting with people around (each other and the adults), children explore and make sense of the world around them. A successful early childhood curriculum should fulfill children’s need to give children rich experience at the most important developmental stage of their lives. This paper will critically discuss, compareRead MoreEarly Childhood Curriculum2748 Words   |  11 PagesDiscuss Early Childhood Curriculum approaches: Compare and Contrast of High/Scope, Reggio and Te Whariki Introduction: Early Childhood is an important stage of children’s life. By interacting with people around (each other and the adults), children explore and make sense of the world around them. A successful early childhood curriculum should fulfill children’s need to give children rich experience at the most important developmental stage of their lives. This paper will critically discuss, compareRead MoreThe Importance Of Play Development Of Children1821 Words   |  8 Pagesplay in the development of children, in terms of physical, social, intellectual and emotional growth. This essay also compares and contrast the different socio-cultural perspective of play between the Philippines and New Zealand. In addition, this essay connects to Urie Bronfenbrenner and Jean Piaget theories on play and link it to the New Zealand early childhood curriculum – Te Whariki. The play is an important part of the development of a child. As children play, it is substantially more essential

Geometry in Everyday Life - Free Essay Example

Sample details Pages: 2 Words: 574 Downloads: 2 Date added: 2017/09/16 Category Statistics Essay Type Argumentative essay Did you like this example? Geometry in everyday life Geometry was thoroughly organized in about 300bc, when the Greek mathematician, Euclid gathered what was known at the time; added original work of his own and arranged 465 propositions into 13 books, called Elements. Geometry was recognized to be not just for mathematicians. Anyone can benefit from the basic learning of geometry, which is to follow the lines reasoning. Geometry is one of the oldest sciences and is concerned with questions of shape, size and relative position of figures and with properties of space. Geometry is considered an important field of study because of its applications in daily life. Geometry is mainly divided in two ; Plane geometry It is about all kinds of two dimensional shapes such as lines,circles and triangles. Solid geometry It is about all kinds of three dimensional shapes like polygons,prisms,pyramids,sphere and cylinder. Role of geometry in daily life Role of geometry in the daily life is the foundation of physi cal mathematics. A room, a car, a ball anything with physical things is geometrically formed. Geometry applies us to accurately calculate physical spaces. In the world , Anything made use of geometrical constraints this is important application in daily life of geometry. Example: Architecture of a thing, design, engineering, building etc. Geometry is particularly useful in home building or improvement projects. If you need to find the floor area of a house, you need to use geometry. If you want to replace a piece of furniture, you need to calculate the amount of fabric you want, by calculating the surface area of the furniture. Geometry has applications in hobbies. The goldfish tank water needs to have a certain volume as well as surface area in order for the fish to thrive. We can calculate the volume and surface area using geometry. Geometry is an important field of study because of its applications used in daily life. For example, a sports car runs in a circular path and it uses the concepts of geometry. One more example is , Stairs are built in your homes in consideration to angles of geometry and stairs are constructed at 90 degrees. When you throw a round ball in the round basket, it is also a role of geometry. Moreover, geometry is widely applied in the field of architecture. The very most interesting example is that nature shows of geometry shapes in all nature things. Geometry is also applied in modern day Astronomy. Astronomy are used to form many pattern using points, lines, and angles formed through stars. The role of Geometry can also help you find coordinates within a map. Whenever you build something, you will encounter geometry. Professions such as carpentry and engineering make regular use of geometry problems. Computer aided drafting and computer graphics for video games and video clips use geometry extensively. The computer do a lot of the maths for us now, but the calculations they use to do their work is deeply rooted in geomet ry. Geometry is used in the medical field for imaging, modelling, and more. Everywhere in the world there in geometry, mostly made by man. Most man made structures are in the form of geometry. How you ask? Well some examples would be a CD, that is a 3D circle and the case would be a rectangular prism, when we throw a round ball in a round basket, it is a concept of geometry, buildings, cars, rockets, planes, are all great examples. Don’t waste time! Our writers will create an original "Geometry in Everyday Life" essay for you Create order

The First Observation I Had The Opportunity At Attend...

The first observation I had the opportunity to attend was during a fifth grade language arts class. Mrs. Kartanowicz introduced Quizlet Live! to her students in order to review vocabulary words they have been learning in class. The behavior in the classroom was stellar as Mrs. Kartanowicz used Whole Brain Teaching with her class. In particular, these students knew exactly when to give their full attention to the teacher, as well as how to use their time wisely in class. They were engaged in the lesson for the entire class period, excited to see what the lesson entailed. Correspondingly, the children worked together while the teacher gave out a clear and concise explanation of how to play the game. Using Quizlet Live! allows the teacher to augment the material of the lesson in order to have functional improvement in the classroom. Although students are learning in a rote manner, they are able to use the technology in a competitive, collaborative way. Additionally, the students were active in their own learning, but they did not need to use the entire class period to play the game. Furthermore, the instructor used many effective teaching strategies in order to keep her students interested in the objectives of the class. The use of whole brain teaching really helped to keep the students on task throughout the entire class period, even when the novelty of the lesson wore off. One of the most effective phrases was â€Å"If I see your hands on your computer, I will hit the lid†.Show MoreRelatedLibrary Teacher Observation Report1729 Words   |  7 PagesFor my first school library teacher observation, I observed Ms. Gallo-Toth at Brookline Public School’s John D. Runkle Elementary School. According to the Brookline Public Schools website (PSBMA) Website- Runkle School, para.3) is a K-8 school that has about 615 students. The Runkle School is also a host to many Spanish English Language Learner students as well as the Reaching Independence through Stru ctured Education program for children on the autistic spectrum (PSBMA) Website- Runkle School, paraRead MoreBiographical Information And Sociopolitical Contexts Of Participant s Life Essay1989 Words   |  8 Pagesa home health aide. Mrs. Bravo mother has a third-grade education level. Mrs. Bravo attended school in Guatemala from Kindergarten to 5th grade. In Guatemala students attend elementary school from 1st to 6th grade. Then you attend three more years of middle school. After completing middle school students have different schooling options such as attending technical school to learn a trade, and or attending high school, and later students can attend university to pursue a profession. 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However, now Preslee has begun to feed heartily and gain some weight back. A: You try to make feeding time as pleasant and relaxing as possible and feed her only as much as sheRead MoreMultiple Intelligences Seminar and Workshop14464 Words   |  58 PagesTeaching and Learning through Multiple Intelligences Seminar/Workshop Content Outline: PART I – Explanation 1. What is the theory of multiple intelligences (M.I.)? 2. How does this theory differ from the traditional definition of intelligence? 3. What do multiple intelligences have to do with my classroom? 4. How has M.I. theory developed since it was introduced in 1983? 5. Who are the critics of this theory and what do they say? 6. What are some benefits of using theRead MoreReading Comprehension Case Study14945 Words   |  60 Pagesshe walked, making comments on the art in the hallways. Lucy pointed out her friends’ pictures that were hanging on the wall outside of a classroom and spoke of their summer adventures to the swimming pool and horseback riding. Upon sitting down, she asked the administrator, â€Å"Am I going to help you?† The administrator responded by stating the purpose of the series of surveys that would be completed that day and emphasizing that they would not count towards her grade. Lucy was happy to participate andRead MoreGuidance and Counseling Program Needs11909 Words   |  48 PagesSpecial Topic Submitted to the Faculty of the Cavite State University In Partial Fulfilment Of the Requirements for the degree of Master of Arts in Education (Major in Guidance and Counseling) RIO MAY A. DEL ROSARIO September 2011 TABLE OF CONTENTS Page Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.. Acknowledgement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦. Chapter I Introduction†¦Ã¢â‚¬ ¦....†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Statement of the Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Objectives of the Study†¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦

Crime and Justice Drug Courts in NSW †MyAssignmenthelp.com

Question: Discuss about the Crime and Justice Drug Courts in NSW. Answer: Introduction The Drug Courts in NSW are established in order to take actions against the people who have an addiction towards the drugs. These people are presented in Court and are sometimes punished or sent to medical facilities to reduce their addiction. This report is created to discuss the fact that Drug Courts are not that effective towards the Drug adductors in terms of the health of participants, justice, etc. How Drug Courts s are not effective It is a fact that Drug Courts s in NSW held up a progressive alternative to incarceration for the drug crimes, however, they do not decrease criminal justice involved in fact they actually make the system more punitive towards the drug addiction in terms of drug offenders. They also raise the significant constitutional and privacy concerns (Mitchell et al. 2012). In order to carry on with the process, the participants have to sign a waiver which makes them compliance to share the medical information related to substance abuse treatment to all the members that are involved in the Drug Courts team. Drug Courts not effective in terms of health Drug Courts s in NSW provides the participants with the service that they need but they often fail to live up to their promises. They inadequately access the needs of people and place them with inappropriate treatment (McPherson and Sauder 2013). Moreover, in a treatment setting, the relapse is also met with various intensive services, however, in the Drug Courts setting it is met with the temporary or permanent removal of the services which is very harmful to the health of the participants. Drug Courts not effective regards to cost In order to take part in the Drug Courts, it becomes costly for the participants who have spent a lot to come to the Courts and also hire a lawyer to represent those (Sheidow et al. 2012). The drug (Opioid) cost addiction savings for the participants in NSW are based on the assumed reductions in terms of the pre-trial detention and recidivism but it is unclear to what extent. Even if some of the drug (Opioid) cost addiction savings are initiated in the pre-trial, these savings do not matter when the program cost is accounted for which are always overlooked. The cost includes the drug test, incarceration for detoxification, net widening, etc. Drug Courts not effective in supervision of participation The Drug Courts might not be effective in terms of supervision as the monitoring is done but it is not that frequent. There is no option for the auditing for the drug offenders in NSW as after the justice of Court, everything is left for the third parties to monitor (Bruns et al. 2012). In some of the cases, due to poor treatment, people have been found to develop serious illness as the court prohibits the trial of new kind of medicines to decrease this addiction and continue with standard treatments which sometimes is not effective. Drug Courts not effective in influencing other states Due to the various pitfalls of the Drug Courts s in terms of the unreliability, less successful outcomes, limited access towards treatments, increase in costs, public safety and many more, the other states do not find it appropriate to take efforts in order to set-up a special court like NSW did for the drug offenders (Messina et al. 2012). The states will have to lay down different policies especially for the Drug Courts, find the judges, set up structures for the justice which is not yet effective. Drug Courts not effective in multi-disciplinary cooperation The Drug Courts in order to provide proper justice and handle a case require the participation from the different parties like the government, local police, participants, doctor, medical team, lawyers, etc. However, the collaboration between all of them in NSW is not yet established and no one is aware of their exact duty if the case arrives (Alarid et al. 2012). Drug Courts not effective in stopping re-offending It has also been analyzed that the Drug Courts s at NSW are not successful in stopping the offenders to re-offend (Guastaferro 2012). Once the punishment is given, there is no supervision in terms of the monitoring the treatment or to check whether the offender is actually taking the medicines to reduce the drug addiction. Sometimes, offenders get released soon and start using the drugs again. 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Mitchell, O, Wilson, DB, Eggers, A. MacKenzie, DL 2012, Assessing the effectiveness of Drug Courts s on recidivism: A meta-analytic review of traditional and non-traditional Drug Courts s.Journal of Criminal Justice,Vol. 40 no. (1), pp.60-71. Sheidow, AJ, Jayawardhana, J, Bradford, WD, Henggeler, SW and Shapiro, SB, 2012. Money matters: Cost-effectiveness of Juvenile Drug Courts with and without evidence-based treatments.Journal of child adolescent substance abuse,Vol. 20 no. (1), pp.69-90.