This document provides information and guidance for staff education on chest pain. It discusses the target audience which includes ER nurses, student nurses, and other hospital staff. Generational differences in communication and learning styles are reviewed. Diversity among staff in terms of language, skills, beliefs, and other factors is addressed. Teaching methods like demonstrations, discussions of EKG rhythms, and skills practice are proposed. Evaluation of learning objectives can involve observations, student/instructor feedback, and skills assessments. Consideration of diverse learners and effective instructional design is emphasized.
Organizing the course outline edited with new templateadrian_agulto_rn
The document discusses organizing and sequencing a nursing course. It provides 6 approaches to sequencing objectives: chronological, topical, whole to part, part to whole, known to unknown, and step-by-step linear. It also discusses course blocking, content, types of knowledge, and unit blocking. Unit blocking examples are provided showing how topics in an existing nursing fundamentals course could be revised and reorganized into new units focused on historical, professional, and fundamental aspects of nursing.
The document outlines an instructor's agenda for a lecture on anatomy. The agenda includes an introduction of the instructor, an explanation of the lecture methodology, the lecture itself, and a question and answer period. The lecture will cover major themes of anatomy, including the study of structure through gross anatomy and microscopic anatomy. It will also discuss physiology, the study of function, and will review the origins of biomedical science through several historical figures. The scientific method, including inductive and hypothetico-deductive approaches, will also be discussed.
Digital Marketing proposal for a new luxury medical centre in Qatar. It includes campaign and marketing ideas for day to day marketing use. Social Media and other Digital Media channels
THE PR CLINIC is a full-service communications agency based in Dubai.
We are here to raise and shape the profile of individuals and brands.
• Promotion and publicity • Communications • Digital marketing • Media consultancy • Contract print
From shipping container to medical clinic: The new 20 ft. Clinic In A Can Clinic In A Can
Clinic In A Can is an innovative, self-contained medical clinics that is built in shipping containers. These container clinics are converted in the US and deployed, ready to use, anywhere in the world, providing an important resource for medical disaster relief or in areas with poor infrastructure.
Clinic In A Can is an innovative approach to improving health care in underserved areas. By building and customizing these container clinics, we seek to enable organizations to provide sustainable medical services in underdeveloped regions and disaster areas and bring hope to those who need it the most.
Find out more information about us at www.clinicinacan.org
The document provides a business plan for a proposed Community Health Clinic (CHC) operated by 2BWell, Inc. The plan outlines the problem of needing to increase patient volume at the current clinic to become self-sustaining. It then analyzes the target market, competitors, and identifies opportunities to increase revenue and reduce costs for the CHC, including maintaining the status quo, establishing an associateship practice for recent graduates, donating space to a local naturopathic college, operating the CHC on Saturdays, or integrating CHC patients into the private practice. Financial projections are provided for several of the opportunities. The overall goal is for the CHC to operate independently from 2BWell and be financially self-
Medical Diagnostic Centre, Medical diagnosis Services, Pathology Laboratory, ...Ajjay Kumar Gupta
A diagnostic centre provides a wide scope for detection of ailments and affords facilities for a detailed medical check-up through diagnostic procedures. To accomplish this objective a modern diagnostic centre is well equipped with most modern instruments, which help in following the requisites measures for diagnostic purposes.
Quite a number of tests are carried out including pathological tests viz.: - Hematological test, sputum test, semen test, Urological test, stool test etc. Besides, other tests are also carried out such as: - Radiological Test (X-rays), Ultrasound Test, Electrocardiographic and Electro Encephalographic Tests, IVP Test, Gynecological Test, Endoscopic test, BP Test, Koch syndrome Test (For Tuberculosis), MMR Test, Pregnancy Test, cardiological test etc.
Tags
Business consultancy, Business consultant, Business guidance to clients, Business guidance, Business Plan for a Startup Business, Business plan for diagnostic centre, Business plan for medical lab, Business start-up, Detailed Project Report on Diagnostic Center, Diagnostic Center Based Profitable Projects, Diagnostic Center Based Small Scale Industries Projects, Diagnostic Center Industry in India, Diagnostic Center Profitable Small Business Opportunity, Diagnostic Center Projects, Diagnostic centre business plan, Diagnostic Centre open Medical Imaging Centre, Diagnostic centre project report in India, Diagnostic centre project report, Diagnostic Medicare Detailed Project Report, Diagnostic Medicare, Download free project profile on Medical Diagnostic Centre, Feasibility report on Diagnostic Center, Free Project Profile on Diagnostic Center, Great Opportunity for Startup, How to make wealthy returns in diagnostics sector, How to Start a Diagnostic Center Business, How to Start a Medical and Diagnostic Center, How to Start a Medical Diagnostic Centre, How to Start a Medical Diagnostic Services Business, How to start a successful Medical Diagnostic Centre business, How to Start Diagnostic Center Industry in India, How to start Medical Diagnostic Centre, Medical diagnosis Services, Medical Diagnostic Centre Business, Medical Diagnostic Centre Detailed Project Report, Medical Diagnostic Centre, Medical laboratory setup, Medical Testing Laboratory, Most Profitable Diagnostic Center Business Ideas, New small scale ideas in Diagnostic Center industry, Pathology Laboratory, Prefeasibility Report for Setting up of Diagnostic Centre, Pre-Investment Feasibility Study on Diagnostic Center, Process technology books, Profitable Medical Diagnostic Centre business, Project consultancy, Project consultant, Project for startups, Project identification and selection, Project profile on Diagnostic Center, Project report format for diagnostic centre, Project report medical diagnostic centre, Project report on Diagnostic Center industries, Project Report on Diagnostic Center, Project Report on diagnostic centre
This document discusses needs assessment for a media center collection. It provides definitions of needs assessment and how it is used to identify the needs of a local population to help plan and deliver appropriate services. It also discusses how needs assessment involves both formal and informal processes to understand gaps between current and desired states of a collection, programs, or services. Quantitative and qualitative methods are used to assess how well a library meets user needs to help improve performance.
Organizing the course outline edited with new templateadrian_agulto_rn
The document discusses organizing and sequencing a nursing course. It provides 6 approaches to sequencing objectives: chronological, topical, whole to part, part to whole, known to unknown, and step-by-step linear. It also discusses course blocking, content, types of knowledge, and unit blocking. Unit blocking examples are provided showing how topics in an existing nursing fundamentals course could be revised and reorganized into new units focused on historical, professional, and fundamental aspects of nursing.
The document outlines an instructor's agenda for a lecture on anatomy. The agenda includes an introduction of the instructor, an explanation of the lecture methodology, the lecture itself, and a question and answer period. The lecture will cover major themes of anatomy, including the study of structure through gross anatomy and microscopic anatomy. It will also discuss physiology, the study of function, and will review the origins of biomedical science through several historical figures. The scientific method, including inductive and hypothetico-deductive approaches, will also be discussed.
Digital Marketing proposal for a new luxury medical centre in Qatar. It includes campaign and marketing ideas for day to day marketing use. Social Media and other Digital Media channels
THE PR CLINIC is a full-service communications agency based in Dubai.
We are here to raise and shape the profile of individuals and brands.
• Promotion and publicity • Communications • Digital marketing • Media consultancy • Contract print
From shipping container to medical clinic: The new 20 ft. Clinic In A Can Clinic In A Can
Clinic In A Can is an innovative, self-contained medical clinics that is built in shipping containers. These container clinics are converted in the US and deployed, ready to use, anywhere in the world, providing an important resource for medical disaster relief or in areas with poor infrastructure.
Clinic In A Can is an innovative approach to improving health care in underserved areas. By building and customizing these container clinics, we seek to enable organizations to provide sustainable medical services in underdeveloped regions and disaster areas and bring hope to those who need it the most.
Find out more information about us at www.clinicinacan.org
The document provides a business plan for a proposed Community Health Clinic (CHC) operated by 2BWell, Inc. The plan outlines the problem of needing to increase patient volume at the current clinic to become self-sustaining. It then analyzes the target market, competitors, and identifies opportunities to increase revenue and reduce costs for the CHC, including maintaining the status quo, establishing an associateship practice for recent graduates, donating space to a local naturopathic college, operating the CHC on Saturdays, or integrating CHC patients into the private practice. Financial projections are provided for several of the opportunities. The overall goal is for the CHC to operate independently from 2BWell and be financially self-
Medical Diagnostic Centre, Medical diagnosis Services, Pathology Laboratory, ...Ajjay Kumar Gupta
A diagnostic centre provides a wide scope for detection of ailments and affords facilities for a detailed medical check-up through diagnostic procedures. To accomplish this objective a modern diagnostic centre is well equipped with most modern instruments, which help in following the requisites measures for diagnostic purposes.
Quite a number of tests are carried out including pathological tests viz.: - Hematological test, sputum test, semen test, Urological test, stool test etc. Besides, other tests are also carried out such as: - Radiological Test (X-rays), Ultrasound Test, Electrocardiographic and Electro Encephalographic Tests, IVP Test, Gynecological Test, Endoscopic test, BP Test, Koch syndrome Test (For Tuberculosis), MMR Test, Pregnancy Test, cardiological test etc.
Tags
Business consultancy, Business consultant, Business guidance to clients, Business guidance, Business Plan for a Startup Business, Business plan for diagnostic centre, Business plan for medical lab, Business start-up, Detailed Project Report on Diagnostic Center, Diagnostic Center Based Profitable Projects, Diagnostic Center Based Small Scale Industries Projects, Diagnostic Center Industry in India, Diagnostic Center Profitable Small Business Opportunity, Diagnostic Center Projects, Diagnostic centre business plan, Diagnostic Centre open Medical Imaging Centre, Diagnostic centre project report in India, Diagnostic centre project report, Diagnostic Medicare Detailed Project Report, Diagnostic Medicare, Download free project profile on Medical Diagnostic Centre, Feasibility report on Diagnostic Center, Free Project Profile on Diagnostic Center, Great Opportunity for Startup, How to make wealthy returns in diagnostics sector, How to Start a Diagnostic Center Business, How to Start a Medical and Diagnostic Center, How to Start a Medical Diagnostic Centre, How to Start a Medical Diagnostic Services Business, How to start a successful Medical Diagnostic Centre business, How to Start Diagnostic Center Industry in India, How to start Medical Diagnostic Centre, Medical diagnosis Services, Medical Diagnostic Centre Business, Medical Diagnostic Centre Detailed Project Report, Medical Diagnostic Centre, Medical laboratory setup, Medical Testing Laboratory, Most Profitable Diagnostic Center Business Ideas, New small scale ideas in Diagnostic Center industry, Pathology Laboratory, Prefeasibility Report for Setting up of Diagnostic Centre, Pre-Investment Feasibility Study on Diagnostic Center, Process technology books, Profitable Medical Diagnostic Centre business, Project consultancy, Project consultant, Project for startups, Project identification and selection, Project profile on Diagnostic Center, Project report format for diagnostic centre, Project report medical diagnostic centre, Project report on Diagnostic Center industries, Project Report on Diagnostic Center, Project Report on diagnostic centre
This document discusses needs assessment for a media center collection. It provides definitions of needs assessment and how it is used to identify the needs of a local population to help plan and deliver appropriate services. It also discusses how needs assessment involves both formal and informal processes to understand gaps between current and desired states of a collection, programs, or services. Quantitative and qualitative methods are used to assess how well a library meets user needs to help improve performance.
Course Syllabus Course Title Advanced Pathophysiology CruzIbarra161
Course Syllabus
Course Title: Advanced Pathophysiology
Course Code: NU621
Credit hours: 3
Prerequisites: NU 500 - Theoretical Foundations for Nursing and NU 560 -
Research Methods and Evidence-Based Practice
Course Description:
The course examines scientific concepts of pathophysiology essential to
diagnostic reasoning and clinical management of common disease states. The
dilemma of cost and need for laboratory and radiographic evidence to support
diagnosis is examined.
Program: Graduate Nursing
Program Outcomes:
1. Integrate scientific evidence from nursing and biopsychosocial disciplines,
genetics, public health, quality improvement, and organizational sciences
when designing and implementing outcome measures in diverse settings
and through the lifespan.
2. Demonstrate leadership skills that emphasize ethical and critical decision-
making, fiscal responsibility, inter-professional relationships that promote
safe, quality care within a systems framework.
3. Apply methods, tools, performance measures, and evidence-based
standards when evaluating quality indicators within an organizational
system.
4. Synthesize theories, models and research findings inherent to nursing
practice, education, and management to guide an organization or
healthcare system towards achieving successful outcomes.
5. Apply client/patient care technologies and informatics to coordinate and
ensure safe quality care and promote effective communication among
members of the interprofessional healthcare team.
6. Analyze ethical, legal and sociocultural factors to influence policy
development and healthcare delivery systems that promote the health of
individuals and populations.
7. Articulate a leadership role within interprofessional teams through
effective communication, collaboration and consultation with other
professionals to manage, coordinate care and provide safe, quality family-
centered and population based care.
8. Incorporate organizational and culturally sensitive client and population
centered concepts in the planning, delivery, management and evaluation of
direct and indirect evidence-based health promotion care and services to
specified individuals, families and populations.
9. Implement scholarly activities in selected individuals, populations, and
systems.
FNP Program Outcomes:
1. Critical Thinking: Demonstrate critical thinking and holistic caring as an
advanced practice nurse.
2. Scientific Literature Analysis: Analyze scientific literature for application to
selected diagnosis and treatment plans.
3. Ethical Principles: Synthesize ethical principles into the management and
evaluation of healthcare delivery concerns in culturally diverse care settings
4. Competencies: Articulate a personal philosophy and framework
acknowledging professional and accrediting agency competencies relating
to the role and scope of practice of the family nurse practitioner.
5. Role of FNP: Implement ...
GUIDELINEPURPOSE As you learned in NR302, before any nursing.docxshericehewat
GUIDELINE
PURPOSE
As you learned in NR302, before any nursing plan of care or intervention can be implemented or evaluated, the nurse conducts an assessment, collecting subjective and objective data from an individual. The data collected are used to determine areas of need or problems to be addressed by the nursing care plan. This assignment will focus on collecting both subjective and objective data, synthesizing the data, and identifying health and wellness priorities for the person. The purpose of the assignment is twofold.
• To recognize the interrelationships of subjective data (physiological, psychosocial, cultural and spiritual values, and developmental) and objective data (physical examination findings) in planning and implementing nursing care
• To reflect on the interactive process that takes place between the nurse and an individual while conducting a health assessment and a physical examination
COURSE OUTCOMES
CO1: CO1. Explain expected client behaviors while differentiating between normal findings, variations and abnormalities. (PO1)
CO 2: Utilize prior knowledge of theories and principles of nursing and related disciplines to integrate clinical judgment in professional decision-making and implementation of nursing process while obtaining a physical assessment. (POs 4, 8)
CO 3: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO 1)
CO 4: Utilize effective communication when performing a health assessment. (PO 3)
CO5: Demonstrate beginning skill in performing a complete physical examination using the techniques of inspection, palpation, percussion, and auscultation. (PO 2
CO 6: Identify teaching/learning needs from the health history of an individual. (POs 2, 5)
CO 7: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO 6, 7)
PREPARING THE ASSIGNMENT
There are four graded parts to this assignment: (1) Obtain a health history and conduct a physical examination on an individual of your choosing (not a patient), (2) compile a health education needs assessment, (3) self-reflection, and (4) writing style and format.
Health History Assessment and Physical Assessment (50 points)
Using the following subjective and objective components, as well as your textbook for explicit details about each category, complete a health history and physical examination on an individual. You may choose to complete portions of this assignment as you obtain the health history and perform the physical examination associated with the body systems covered
NR304. Please be sure to avoid the use of any identifiers in preparing the assignment. Students may seek input from the course instructor on securing an individual for this assignment. Keep notes on each part of the health history and physical examination as you complete them so that you can refer to the notes as you write the paper ...
This document provides an introduction to evidence-based practice (EBP) in athletic training. It defines evidence-based medicine (EBM) and EBP, explaining that EBP integrates the best research evidence with clinical expertise and patient values. The history of EBM in athletic training is discussed, noting it began gaining momentum in the early 2000s and is now mandated in athletic training education and clinical practice. The 5-step EBP process is outlined as asking questions, acquiring evidence, appraising evidence, applying to practice, and assessing outcomes. Various EBP resources are also introduced.
Panel Discussion at the Building Research Collaborations retreat, Aug. 23, 2012
Panelists were Julie Honaker, Namas Chandra, Fred Luthans, Debra Hope, Scott Stoltenberg, Mario Scalora and Timothy Carr
PAC 5000 Physical Diagnosis I SyllabusSteven Sager
This 3 sentence summary provides the key information about the Physical Diagnosis I course syllabus:
The Physical Diagnosis I course teaches physician assistant students to obtain comprehensive medical histories and perform full physical examinations through lectures, labs, and skills assessments. Students must pass quizzes, written exams, practical exams, and a final skills demonstration to pass the course, which is a prerequisite for the Physical Diagnosis II course. The syllabus outlines the course objectives, learning goals, policies, evaluation procedures, textbooks, and contact information for the course director.
Physical%20 Assessment %20 Pdf Course%20syllabusrabukon007
This document outlines the course description, objectives, units, and content for a Nursing Health Assessment course. The course covers concepts, principles, and techniques for conducting a comprehensive health assessment, including taking a health history, performing a physical exam, and interpreting diagnostic tests and lab results. The course aims to teach students how to differentiate normal from abnormal findings and appropriately assess clients across the lifespan using established assessment procedures and tools. Key topics covered include guidelines for assessments, collecting subjective and objective health data, performing focused assessments of various body systems, and required forms, equipment, and diagnostic tools for health assessments.
This document outlines the curriculum for a Health Assessment-2 course. The course is part of the 2nd year, 4th semester of a Generic-BSN program. The course aims to teach students how to systematically assess health status by obtaining a health history and performing physical examinations of various body systems. The curriculum covers assessment of multiple body systems, including the musculoskeletal, neurological, cardiovascular, respiratory, eyes and ears systems. It also has units focused on assessing elderly and pediatric patients. Students will be evaluated based on midterm, performance, and final exams.
This document presents a proposed thesis that will assess the level of awareness and acceptance of the human papillomavirus (HPV) vaccine among female call center agents. The introduction provides background on HPV and the need to increase vaccination rates. The study will examine awareness levels of physiological and psychological symptoms of HPV. Survey data will be collected from call center agents and statistically analyzed to determine awareness levels. Based on the results, the researcher aims to formulate an instructional plan to increase awareness of HPV vaccination.
Chamberlain College of Nursing NR304 Health Assessment II .docxsleeperharwell
This document provides guidelines for a required uniform assignment in a health assessment course. Students are instructed to obtain a health history and conduct a physical examination on an individual, identifying at least two health education needs based on the assessment. They must also locate two peer-reviewed articles supporting the identified needs. Finally, students must write a reflection describing their experience completing the assignment. The assignment will be graded based on thoroughness of the health history and physical exam, appropriateness of the identified needs and supporting evidence, and quality of the written reflection.
What if we never agree on a common health information model?Koray Atalag
In this talk I will touch on some hard problems in health informatics around working with structured data and why we can’t link and reuse them with ease. The essence of the problem is that, while clinicians can perfectly understand each other, IT systems can’t. Traditional IT requires formally defined common terminology, meta-data, data and process definitions. While Medicine is mostly accepted as positive science, yet the great variation in the body of knowledge and practice is often seen as ‘Art’. Ignoring this bit, IT people tend to develop all-inclusive common information models (almost always too complex to implement) and expect everybody adhere to that. Clinicians love to do things a bit differently and of course don’t buy into that! Maybe they are right! Maybe we don’t have to agree on a uniform model at all. This is the basic assumption of the openEHR methodology which I will describe by giving clinical examples. The main premise of this approach is to effectively separate tasks of healthcare and technical professionals. Clinicians can easily define their information needs as they like using visual tools – called Archetypes which are essentially maximal data sets. These computable artefacts, built using a well defined set of technical building blocks, are then fed into the technical environment to integrate data or develop software. Lastly the free web based openEHR Clinical Knowledge Manager portal provides collaborative Archetype development and ensures semantic consistency among different models.
The document discusses medical detectives and careers in healthcare. It describes how medical detectives use patient medical histories and vital signs to diagnose illnesses. The top growing careers in healthcare require at least an associate's degree, and employers value continued education. The document outlines lessons on medical detectives, the human body systems, genetic diseases, and using evidence to solve a murder mystery.
NR 304 RUA Grading Rubric and Grading Criteria V2.docx 10_16 S.docxvannagoforth
This document provides guidelines for a required uniform assignment in an undergraduate nursing course. The purpose of the assignment is for students to conduct a health history and physical examination on an individual to collect subjective and objective health data. This will allow students to identify health priorities, recognize relationships between different types of health data, and reflect on the assessment process.
The document outlines the specific components that must be included in the health history and physical exam, such as demographic information, medical history, and examination of body systems. It also provides instructions on compiling a health education needs assessment, writing a reflection, and formatting the written report. The grading rubric emphasizes thorough collection and documentation of all required health history and exam elements, accurate identification of teaching needs
This document outlines the course details for Nursing Foundation and Health Assessment courses at the University of Eastern Africa Baraton School of Nursing. The Nursing Foundation course is a 4 credit course that introduces students to nursing philosophy, roles, ethics, communication, and basic skills. It aims to develop critical thinking through the nursing process. The Health Assessment course is 2 credits that teaches students to perform health histories and physical exams, identifying normal and abnormal findings. It includes lectures, skills labs, assignments, and exams over 14 weeks to evaluate students' knowledge and competency in basic nursing practices and assessments.
This document outlines a semester unit in physical education covering exercise physiology and sports medicine. The unit is split into two 0.5 unit terms, with exercise physiology covered in term 1 and sports medicine in term 2. The goals of the unit are to develop students' understanding of exercise physiology concepts like energy systems and training adaptations, as well as sports medicine topics such as injury classification, assessment, treatment, prevention, and rehabilitation. Students will be assessed through in-class exercises, exams, and case studies. Costs may include required booklets. Regular attendance and participation are expected.
The document discusses various career pathways in the health field. It identifies 5 popular health careers: nurse, chiropractor, guidance counselor, dietician/nutritionist, and health educator. For each career, it provides a brief description of the job duties and responsibilities. The document encourages learning tasks to help readers further explore these options and determine which health career best aligns with their values, interests, and goals. It suggests considering factors like skills, fulfilling current and future ambitions, and creating a lifestyle they love through their chosen work.
This document provides an overview of a Health Assessment course, including its objectives, content, and requirements. The course focuses on concepts, principles, and techniques for comprehensive health history taking and physical examination across the lifespan using appropriate assessment tools. Students will learn to differentiate normal from abnormal findings and utilize bioethical principles in client care. The course involves 2 units of lecture, 1 unit of required supervised practice, and covers topics like health history guidelines, physical exam preparation and techniques, diagnostic tests, and nursing diagnoses.
Development and validation of psychic energyMalika Sharma
This document describes the development and validation of a Psychic Energy Assessment Scale for gymnasts. It began with generating statements to measure psychic energy based on a literature review. An initial 7-item scale was administered to 120 gymnasts and exploratory factor analysis identified a 2-factor model explaining 57.98% of variance. A 5-item scale was then administered to 65 gymnasts and factor analysis supported a 1-factor model explaining 47.39% of variance. The scale aims to measure arousal awareness and regulation as important psychological factors for gymnast performance. Establishing validity and reliability indicated the 5-item scale is a valid and reliable measure of psychic energy for use in training and identifying strengths and weaknesses.
Lecture on Professionalism in Medicine, prepared and presented by Dr. Mohamed Alrukban and Dr. Ghaiath Hussein for 4th year medical students in the Medical Ethics Course on Monday Febraury 5, 2012.
Osvaldo Bernardo Muchanga-GASTROINTESTINAL INFECTIONS AND GASTRITIS-2024.pdfOsvaldo Bernardo Muchanga
GASTROINTESTINAL INFECTIONS AND GASTRITIS
Osvaldo Bernardo Muchanga
Gastrointestinal Infections
GASTROINTESTINAL INFECTIONS result from the ingestion of pathogens that cause infections at the level of this tract, generally being transmitted by food, water and hands contaminated by microorganisms such as E. coli, Salmonella, Shigella, Vibrio cholerae, Campylobacter, Staphylococcus, Rotavirus among others that are generally contained in feces, thus configuring a FECAL-ORAL type of transmission.
Among the factors that lead to the occurrence of gastrointestinal infections are the hygienic and sanitary deficiencies that characterize our markets and other places where raw or cooked food is sold, poor environmental sanitation in communities, deficiencies in water treatment (or in the process of its plumbing), risky hygienic-sanitary habits (not washing hands after major and/or minor needs), among others.
These are generally consequences (signs and symptoms) resulting from gastrointestinal infections: diarrhea, vomiting, fever and malaise, among others.
The treatment consists of replacing lost liquids and electrolytes (drinking drinking water and other recommended liquids, including consumption of juicy fruits such as papayas, apples, pears, among others that contain water in their composition).
To prevent this, it is necessary to promote health education, improve the hygienic-sanitary conditions of markets and communities in general as a way of promoting, preserving and prolonging PUBLIC HEALTH.
Gastritis and Gastric Health
Gastric Health is one of the most relevant concerns in human health, with gastrointestinal infections being among the main illnesses that affect humans.
Among gastric problems, we have GASTRITIS AND GASTRIC ULCERS as the main public health problems. Gastritis and gastric ulcers normally result from inflammation and corrosion of the walls of the stomach (gastric mucosa) and are generally associated (caused) by the bacterium Helicobacter pylor, which, according to the literature, this bacterium settles on these walls (of the stomach) and starts to release urease that ends up altering the normal pH of the stomach (acid), which leads to inflammation and corrosion of the mucous membranes and consequent gastritis or ulcers, respectively.
In addition to bacterial infections, gastritis and gastric ulcers are associated with several factors, with emphasis on prolonged fasting, chemical substances including drugs, alcohol, foods with strong seasonings including chilli, which ends up causing inflammation of the stomach walls and/or corrosion. of the same, resulting in the appearance of wounds and consequent gastritis or ulcers, respectively.
Among patients with gastritis and/or ulcers, one of the dilemmas is associated with the foods to consume in order to minimize the sensation of pain and discomfort.
Course Syllabus Course Title Advanced Pathophysiology CruzIbarra161
Course Syllabus
Course Title: Advanced Pathophysiology
Course Code: NU621
Credit hours: 3
Prerequisites: NU 500 - Theoretical Foundations for Nursing and NU 560 -
Research Methods and Evidence-Based Practice
Course Description:
The course examines scientific concepts of pathophysiology essential to
diagnostic reasoning and clinical management of common disease states. The
dilemma of cost and need for laboratory and radiographic evidence to support
diagnosis is examined.
Program: Graduate Nursing
Program Outcomes:
1. Integrate scientific evidence from nursing and biopsychosocial disciplines,
genetics, public health, quality improvement, and organizational sciences
when designing and implementing outcome measures in diverse settings
and through the lifespan.
2. Demonstrate leadership skills that emphasize ethical and critical decision-
making, fiscal responsibility, inter-professional relationships that promote
safe, quality care within a systems framework.
3. Apply methods, tools, performance measures, and evidence-based
standards when evaluating quality indicators within an organizational
system.
4. Synthesize theories, models and research findings inherent to nursing
practice, education, and management to guide an organization or
healthcare system towards achieving successful outcomes.
5. Apply client/patient care technologies and informatics to coordinate and
ensure safe quality care and promote effective communication among
members of the interprofessional healthcare team.
6. Analyze ethical, legal and sociocultural factors to influence policy
development and healthcare delivery systems that promote the health of
individuals and populations.
7. Articulate a leadership role within interprofessional teams through
effective communication, collaboration and consultation with other
professionals to manage, coordinate care and provide safe, quality family-
centered and population based care.
8. Incorporate organizational and culturally sensitive client and population
centered concepts in the planning, delivery, management and evaluation of
direct and indirect evidence-based health promotion care and services to
specified individuals, families and populations.
9. Implement scholarly activities in selected individuals, populations, and
systems.
FNP Program Outcomes:
1. Critical Thinking: Demonstrate critical thinking and holistic caring as an
advanced practice nurse.
2. Scientific Literature Analysis: Analyze scientific literature for application to
selected diagnosis and treatment plans.
3. Ethical Principles: Synthesize ethical principles into the management and
evaluation of healthcare delivery concerns in culturally diverse care settings
4. Competencies: Articulate a personal philosophy and framework
acknowledging professional and accrediting agency competencies relating
to the role and scope of practice of the family nurse practitioner.
5. Role of FNP: Implement ...
GUIDELINEPURPOSE As you learned in NR302, before any nursing.docxshericehewat
GUIDELINE
PURPOSE
As you learned in NR302, before any nursing plan of care or intervention can be implemented or evaluated, the nurse conducts an assessment, collecting subjective and objective data from an individual. The data collected are used to determine areas of need or problems to be addressed by the nursing care plan. This assignment will focus on collecting both subjective and objective data, synthesizing the data, and identifying health and wellness priorities for the person. The purpose of the assignment is twofold.
• To recognize the interrelationships of subjective data (physiological, psychosocial, cultural and spiritual values, and developmental) and objective data (physical examination findings) in planning and implementing nursing care
• To reflect on the interactive process that takes place between the nurse and an individual while conducting a health assessment and a physical examination
COURSE OUTCOMES
CO1: CO1. Explain expected client behaviors while differentiating between normal findings, variations and abnormalities. (PO1)
CO 2: Utilize prior knowledge of theories and principles of nursing and related disciplines to integrate clinical judgment in professional decision-making and implementation of nursing process while obtaining a physical assessment. (POs 4, 8)
CO 3: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO 1)
CO 4: Utilize effective communication when performing a health assessment. (PO 3)
CO5: Demonstrate beginning skill in performing a complete physical examination using the techniques of inspection, palpation, percussion, and auscultation. (PO 2
CO 6: Identify teaching/learning needs from the health history of an individual. (POs 2, 5)
CO 7: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO 6, 7)
PREPARING THE ASSIGNMENT
There are four graded parts to this assignment: (1) Obtain a health history and conduct a physical examination on an individual of your choosing (not a patient), (2) compile a health education needs assessment, (3) self-reflection, and (4) writing style and format.
Health History Assessment and Physical Assessment (50 points)
Using the following subjective and objective components, as well as your textbook for explicit details about each category, complete a health history and physical examination on an individual. You may choose to complete portions of this assignment as you obtain the health history and perform the physical examination associated with the body systems covered
NR304. Please be sure to avoid the use of any identifiers in preparing the assignment. Students may seek input from the course instructor on securing an individual for this assignment. Keep notes on each part of the health history and physical examination as you complete them so that you can refer to the notes as you write the paper ...
This document provides an introduction to evidence-based practice (EBP) in athletic training. It defines evidence-based medicine (EBM) and EBP, explaining that EBP integrates the best research evidence with clinical expertise and patient values. The history of EBM in athletic training is discussed, noting it began gaining momentum in the early 2000s and is now mandated in athletic training education and clinical practice. The 5-step EBP process is outlined as asking questions, acquiring evidence, appraising evidence, applying to practice, and assessing outcomes. Various EBP resources are also introduced.
Panel Discussion at the Building Research Collaborations retreat, Aug. 23, 2012
Panelists were Julie Honaker, Namas Chandra, Fred Luthans, Debra Hope, Scott Stoltenberg, Mario Scalora and Timothy Carr
PAC 5000 Physical Diagnosis I SyllabusSteven Sager
This 3 sentence summary provides the key information about the Physical Diagnosis I course syllabus:
The Physical Diagnosis I course teaches physician assistant students to obtain comprehensive medical histories and perform full physical examinations through lectures, labs, and skills assessments. Students must pass quizzes, written exams, practical exams, and a final skills demonstration to pass the course, which is a prerequisite for the Physical Diagnosis II course. The syllabus outlines the course objectives, learning goals, policies, evaluation procedures, textbooks, and contact information for the course director.
Physical%20 Assessment %20 Pdf Course%20syllabusrabukon007
This document outlines the course description, objectives, units, and content for a Nursing Health Assessment course. The course covers concepts, principles, and techniques for conducting a comprehensive health assessment, including taking a health history, performing a physical exam, and interpreting diagnostic tests and lab results. The course aims to teach students how to differentiate normal from abnormal findings and appropriately assess clients across the lifespan using established assessment procedures and tools. Key topics covered include guidelines for assessments, collecting subjective and objective health data, performing focused assessments of various body systems, and required forms, equipment, and diagnostic tools for health assessments.
This document outlines the curriculum for a Health Assessment-2 course. The course is part of the 2nd year, 4th semester of a Generic-BSN program. The course aims to teach students how to systematically assess health status by obtaining a health history and performing physical examinations of various body systems. The curriculum covers assessment of multiple body systems, including the musculoskeletal, neurological, cardiovascular, respiratory, eyes and ears systems. It also has units focused on assessing elderly and pediatric patients. Students will be evaluated based on midterm, performance, and final exams.
This document presents a proposed thesis that will assess the level of awareness and acceptance of the human papillomavirus (HPV) vaccine among female call center agents. The introduction provides background on HPV and the need to increase vaccination rates. The study will examine awareness levels of physiological and psychological symptoms of HPV. Survey data will be collected from call center agents and statistically analyzed to determine awareness levels. Based on the results, the researcher aims to formulate an instructional plan to increase awareness of HPV vaccination.
Chamberlain College of Nursing NR304 Health Assessment II .docxsleeperharwell
This document provides guidelines for a required uniform assignment in a health assessment course. Students are instructed to obtain a health history and conduct a physical examination on an individual, identifying at least two health education needs based on the assessment. They must also locate two peer-reviewed articles supporting the identified needs. Finally, students must write a reflection describing their experience completing the assignment. The assignment will be graded based on thoroughness of the health history and physical exam, appropriateness of the identified needs and supporting evidence, and quality of the written reflection.
What if we never agree on a common health information model?Koray Atalag
In this talk I will touch on some hard problems in health informatics around working with structured data and why we can’t link and reuse them with ease. The essence of the problem is that, while clinicians can perfectly understand each other, IT systems can’t. Traditional IT requires formally defined common terminology, meta-data, data and process definitions. While Medicine is mostly accepted as positive science, yet the great variation in the body of knowledge and practice is often seen as ‘Art’. Ignoring this bit, IT people tend to develop all-inclusive common information models (almost always too complex to implement) and expect everybody adhere to that. Clinicians love to do things a bit differently and of course don’t buy into that! Maybe they are right! Maybe we don’t have to agree on a uniform model at all. This is the basic assumption of the openEHR methodology which I will describe by giving clinical examples. The main premise of this approach is to effectively separate tasks of healthcare and technical professionals. Clinicians can easily define their information needs as they like using visual tools – called Archetypes which are essentially maximal data sets. These computable artefacts, built using a well defined set of technical building blocks, are then fed into the technical environment to integrate data or develop software. Lastly the free web based openEHR Clinical Knowledge Manager portal provides collaborative Archetype development and ensures semantic consistency among different models.
The document discusses medical detectives and careers in healthcare. It describes how medical detectives use patient medical histories and vital signs to diagnose illnesses. The top growing careers in healthcare require at least an associate's degree, and employers value continued education. The document outlines lessons on medical detectives, the human body systems, genetic diseases, and using evidence to solve a murder mystery.
NR 304 RUA Grading Rubric and Grading Criteria V2.docx 10_16 S.docxvannagoforth
This document provides guidelines for a required uniform assignment in an undergraduate nursing course. The purpose of the assignment is for students to conduct a health history and physical examination on an individual to collect subjective and objective health data. This will allow students to identify health priorities, recognize relationships between different types of health data, and reflect on the assessment process.
The document outlines the specific components that must be included in the health history and physical exam, such as demographic information, medical history, and examination of body systems. It also provides instructions on compiling a health education needs assessment, writing a reflection, and formatting the written report. The grading rubric emphasizes thorough collection and documentation of all required health history and exam elements, accurate identification of teaching needs
This document outlines the course details for Nursing Foundation and Health Assessment courses at the University of Eastern Africa Baraton School of Nursing. The Nursing Foundation course is a 4 credit course that introduces students to nursing philosophy, roles, ethics, communication, and basic skills. It aims to develop critical thinking through the nursing process. The Health Assessment course is 2 credits that teaches students to perform health histories and physical exams, identifying normal and abnormal findings. It includes lectures, skills labs, assignments, and exams over 14 weeks to evaluate students' knowledge and competency in basic nursing practices and assessments.
This document outlines a semester unit in physical education covering exercise physiology and sports medicine. The unit is split into two 0.5 unit terms, with exercise physiology covered in term 1 and sports medicine in term 2. The goals of the unit are to develop students' understanding of exercise physiology concepts like energy systems and training adaptations, as well as sports medicine topics such as injury classification, assessment, treatment, prevention, and rehabilitation. Students will be assessed through in-class exercises, exams, and case studies. Costs may include required booklets. Regular attendance and participation are expected.
The document discusses various career pathways in the health field. It identifies 5 popular health careers: nurse, chiropractor, guidance counselor, dietician/nutritionist, and health educator. For each career, it provides a brief description of the job duties and responsibilities. The document encourages learning tasks to help readers further explore these options and determine which health career best aligns with their values, interests, and goals. It suggests considering factors like skills, fulfilling current and future ambitions, and creating a lifestyle they love through their chosen work.
This document provides an overview of a Health Assessment course, including its objectives, content, and requirements. The course focuses on concepts, principles, and techniques for comprehensive health history taking and physical examination across the lifespan using appropriate assessment tools. Students will learn to differentiate normal from abnormal findings and utilize bioethical principles in client care. The course involves 2 units of lecture, 1 unit of required supervised practice, and covers topics like health history guidelines, physical exam preparation and techniques, diagnostic tests, and nursing diagnoses.
Development and validation of psychic energyMalika Sharma
This document describes the development and validation of a Psychic Energy Assessment Scale for gymnasts. It began with generating statements to measure psychic energy based on a literature review. An initial 7-item scale was administered to 120 gymnasts and exploratory factor analysis identified a 2-factor model explaining 57.98% of variance. A 5-item scale was then administered to 65 gymnasts and factor analysis supported a 1-factor model explaining 47.39% of variance. The scale aims to measure arousal awareness and regulation as important psychological factors for gymnast performance. Establishing validity and reliability indicated the 5-item scale is a valid and reliable measure of psychic energy for use in training and identifying strengths and weaknesses.
Lecture on Professionalism in Medicine, prepared and presented by Dr. Mohamed Alrukban and Dr. Ghaiath Hussein for 4th year medical students in the Medical Ethics Course on Monday Febraury 5, 2012.
Osvaldo Bernardo Muchanga-GASTROINTESTINAL INFECTIONS AND GASTRITIS-2024.pdfOsvaldo Bernardo Muchanga
GASTROINTESTINAL INFECTIONS AND GASTRITIS
Osvaldo Bernardo Muchanga
Gastrointestinal Infections
GASTROINTESTINAL INFECTIONS result from the ingestion of pathogens that cause infections at the level of this tract, generally being transmitted by food, water and hands contaminated by microorganisms such as E. coli, Salmonella, Shigella, Vibrio cholerae, Campylobacter, Staphylococcus, Rotavirus among others that are generally contained in feces, thus configuring a FECAL-ORAL type of transmission.
Among the factors that lead to the occurrence of gastrointestinal infections are the hygienic and sanitary deficiencies that characterize our markets and other places where raw or cooked food is sold, poor environmental sanitation in communities, deficiencies in water treatment (or in the process of its plumbing), risky hygienic-sanitary habits (not washing hands after major and/or minor needs), among others.
These are generally consequences (signs and symptoms) resulting from gastrointestinal infections: diarrhea, vomiting, fever and malaise, among others.
The treatment consists of replacing lost liquids and electrolytes (drinking drinking water and other recommended liquids, including consumption of juicy fruits such as papayas, apples, pears, among others that contain water in their composition).
To prevent this, it is necessary to promote health education, improve the hygienic-sanitary conditions of markets and communities in general as a way of promoting, preserving and prolonging PUBLIC HEALTH.
Gastritis and Gastric Health
Gastric Health is one of the most relevant concerns in human health, with gastrointestinal infections being among the main illnesses that affect humans.
Among gastric problems, we have GASTRITIS AND GASTRIC ULCERS as the main public health problems. Gastritis and gastric ulcers normally result from inflammation and corrosion of the walls of the stomach (gastric mucosa) and are generally associated (caused) by the bacterium Helicobacter pylor, which, according to the literature, this bacterium settles on these walls (of the stomach) and starts to release urease that ends up altering the normal pH of the stomach (acid), which leads to inflammation and corrosion of the mucous membranes and consequent gastritis or ulcers, respectively.
In addition to bacterial infections, gastritis and gastric ulcers are associated with several factors, with emphasis on prolonged fasting, chemical substances including drugs, alcohol, foods with strong seasonings including chilli, which ends up causing inflammation of the stomach walls and/or corrosion. of the same, resulting in the appearance of wounds and consequent gastritis or ulcers, respectively.
Among patients with gastritis and/or ulcers, one of the dilemmas is associated with the foods to consume in order to minimize the sensation of pain and discomfort.
Giloy in Ayurveda - Classical Categorization and SynonymsPlanet Ayurveda
Giloy, also known as Guduchi or Amrita in classical Ayurvedic texts, is a revered herb renowned for its myriad health benefits. It is categorized as a Rasayana, meaning it has rejuvenating properties that enhance vitality and longevity. Giloy is celebrated for its ability to boost the immune system, detoxify the body, and promote overall wellness. Its anti-inflammatory, antipyretic, and antioxidant properties make it a staple in managing conditions like fever, diabetes, and stress. The versatility and efficacy of Giloy in supporting health naturally highlight its importance in Ayurveda. At Planet Ayurveda, we provide a comprehensive range of health services and 100% herbal supplements that harness the power of natural ingredients like Giloy. Our products are globally available and affordable, ensuring that everyone can benefit from the ancient wisdom of Ayurveda. If you or your loved ones are dealing with health issues, contact Planet Ayurveda at 01725214040 to book an online video consultation with our professional doctors. Let us help you achieve optimal health and wellness naturally.
Nano-gold for Cancer Therapy chemistry investigatory projectSIVAVINAYAKPK
chemistry investigatory project
The development of nanogold-based cancer therapy could revolutionize oncology by providing a more targeted, less invasive treatment option. This project contributes to the growing body of research aimed at harnessing nanotechnology for medical applications, paving the way for future clinical trials and potential commercial applications.
Cancer remains one of the leading causes of death worldwide, prompting the need for innovative treatment methods. Nanotechnology offers promising new approaches, including the use of gold nanoparticles (nanogold) for targeted cancer therapy. Nanogold particles possess unique physical and chemical properties that make them suitable for drug delivery, imaging, and photothermal therapy.
The skin is the largest organ and its health plays a vital role among the other sense organs. The skin concerns like acne breakout, psoriasis, or anything similar along the lines, finding a qualified and experienced dermatologist becomes paramount.
How to Control Your Asthma Tips by gokuldas hospital.Gokuldas Hospital
Respiratory issues like asthma are the most sensitive issue that is affecting millions worldwide. It hampers the daily activities leaving the body tired and breathless.
The key to a good grip on asthma is proper knowledge and management strategies. Understanding the patient-specific symptoms and carving out an effective treatment likewise is the best way to keep asthma under control.
Know the difference between Endodontics and Orthodontics.Gokuldas Hospital
Your smile is beautiful.
Let’s be honest. Maintaining that beautiful smile is not an easy task. It is more than brushing and flossing. Sometimes, you might encounter dental issues that need special dental care. These issues can range anywhere from misalignment of the jaw to pain in the root of teeth.
- Video recording of this lecture in English language: https://youtu.be/Pt1nA32sdHQ
- Video recording of this lecture in Arabic language: https://youtu.be/uFdc9F0rlP0
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Travel Clinic Cardiff: Health Advice for International TravelersNX Healthcare
Travel Clinic Cardiff offers comprehensive travel health services, including vaccinations, travel advice, and preventive care for international travelers. Our expert team ensures you are well-prepared and protected for your journey, providing personalized consultations tailored to your destination. Conveniently located in Cardiff, we help you travel with confidence and peace of mind. Visit us: www.nxhealthcare.co.uk
5-hydroxytryptamine or 5-HT or Serotonin is a neurotransmitter that serves a range of roles in the human body. It is sometimes referred to as the happy chemical since it promotes overall well-being and happiness.
It is mostly found in the brain, intestines, and blood platelets.
5-HT is utilised to transport messages between nerve cells, is known to be involved in smooth muscle contraction, and adds to overall well-being and pleasure, among other benefits. 5-HT regulates the body's sleep-wake cycles and internal clock by acting as a precursor to melatonin.
It is hypothesised to regulate hunger, emotions, motor, cognitive, and autonomic processes.
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
Breast cancer: Post menopausal endocrine therapyDr. Sumit KUMAR
Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
Diagnosis and Staging
The diagnosis of HR+ breast cancer begins with clinical evaluation, imaging, and biopsy. Imaging modalities such as mammography, ultrasound, and MRI help in assessing the extent of the disease. Histopathological examination and immunohistochemical staining of the biopsy sample confirm the diagnosis and hormone receptor status by identifying the presence of estrogen receptors (ER) and progesterone receptors (PR) on the tumor cells.
Staging involves determining the size of the tumor (T), the involvement of regional lymph nodes (N), and the presence of distant metastasis (M). The American Joint Committee on Cancer (AJCC) staging system is commonly used. Accurate staging is critical as it guides treatment decisions.
Treatment Options
Endocrine Therapy
Endocrine therapy is the cornerstone of treatment for HR+ breast cancer in postmenopausal women. The primary goal is to reduce the levels of estrogen or block its effects on cancer cells. Commonly used agents include:
Selective Estrogen Receptor Modulators (SERMs): Tamoxifen is a SERM that binds to estrogen receptors, blocking estrogen from stimulating breast cancer cells. It is effective but may have side effects such as increased risk of endometrial cancer and thromboembolic events.
Aromatase Inhibitors (AIs): These drugs, including anastrozole, letrozole, and exemestane, lower estrogen levels by inhibiting the aromatase enzyme, which converts androgens to estrogen in peripheral tissues. AIs are generally preferred in postmenopausal women due to their efficacy and safety profile compared to tamoxifen.
Selective Estrogen Receptor Downregulators (SERDs): Fulvestrant is a SERD that degrades estrogen receptors and is used in cases where resistance to other endocrine therapies develops.
Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
Endocrine Therapy with CDK4/6 Inhibitors: Palbociclib, ribociclib, and abemaciclib are CDK4/6 inhibitors that, when combined with endocrine therapy, significantly improve progression-free survival in advanced HR+ breast cancer.
Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
Chemotherapy
Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
1. Chest Pain: What the Staff
Needs to Know
Angie Rotert, Brooke Piper,
Dorothy Alford, Kathryn Taylor
University of Phoenix
NUR 588
2. Audience and Demographic
Information
• local community hospital emergency
department
• emergency room nurses
• student nurses
• nursing assistants/technicians
• ancillary staff including volunteers,
housekeeping, and registration
7. Population Diversity
• Factors to consider when developing educational material for diverse populations of
healthcare workers: (Walsh, 2004)
– Language
– Knowledge and skill level
– Physical and mental challenges
– Social beliefs
– Economic factors
– Spirit and psychosocial values
• Nondiscriminatory environment
• Healthcare worker to identify their own biases
• Develop a multicultural perspective (Scott, 2001):
– Requires dialogue between individuals
– Respecting different points of views
– Reorganization of different experiences
– Respect for diverse opinions
9. Teaching Methods
• Needs assessment
• Development of objectives
• Constraints and capabilities
• Planning the instructional program
activities
• Implementing the instructional program
• Evaluation of instructional program
effectiveness
10. Teaching Methods
• Identify instructional problems and specify goals for designing an
institutional program.
• Examine learner characteristics that should receive attention during
planning.
• Identify subject content and analyze task components related to
stated goals and purposes.
• State instructional objectives for the learner.
• Sequence content within each institutional unit for logical learning.
• Design instructional strategies so that each learner can master the
objectives.
• Plan the instructional message and delivery.
• Develop evaluation instruments to access objectives.
• Select resources to support instruction and learning activities.
11. Topic Outline: Chest Pain: What
the Staff Needs to Know
I. Introduction I. Psychomotor Skills
II. Definition of terms 1. Demonstration on EKG
1. Chest pain 2. Practice for audience
2. Electrocardiogram II. Understanding Rhythm
III. Understanding chest pain Strips (for RNs and nursing
1. Physiology students)
2. Who are at risk 1. Present samples of the different
rhythms one by one and define
3. Signs and symptoms
each.
4. Initial assessment
2. Underlying physiology behind
5. Continuous monitoring abnormal rhythms.
IV. Electrocardiogram (EKG) III. Summary of topics
1. What is EKG
IV. Evaluation
2. What is the purpose of an EKG
1. Written
3. How to perform an EKG
2. Psychomotor skills check off
4. How to interpret an EKG
12. Tools for Evaluation of Objectives
– Direct observation of interactions between healthcare worker
and chest pain patient.
- Mini Clinical Evaluation Exercise (mini-CEX) (Nair, 2008, p. 159)
• Skills evaluated:
Patient interview
Physical examination
Professionalism/humanistic qualities
Counseling
Clinical judgment
Organization and efficiency
Overall clinical competence
- Student’s evaluation of program
- Instructor’s evaluation of program
13. References
Abrums, M. E., & Leppa, G. (2001). Beyond cultural competence: Teaching about race,
gender, class and sexual orientation. Journal of Nursing Education, 40(6), 270–275.
Retrieved October 11, 2008 from ProQuest.
American Heart Association. (2008). Heart attack and angina statistics. Retrieved
October 5, 2008, from http://www.americanheart.org.
Blythe, J., Baumann, A., Zeytinoglu, I., Denton, M., Akhtar-Danesh, N., Davies, S.,
Kolotylo, C. (2008). Nursing Generations in the Contemporary Workplace. Public
Personnel Management 37(2), 137-159. Retrieved October 11, 2008 from
EBSCOhost.
Brown, S., Kirkpatrick, M., Mangum, D., Avery, J. (2008). A review of narrative pedagogy
strategies to transform traditional nursing education. Journal of Nursing Education,
47(6), 283-286. Retrieved October 11, 2008 from EBSCOhost.
Farwell, T. (2008). Visual, auditory, kinesthetic learners. Retrieved October 5, 2008, from
http://school.familyeducation.com/intelligence/teaching-methods/38519.html
Leininger, M. (1997). Overview of the theory of culture care with the ethnonursing
research method. Journal of Transcultural Nursing, 8(2), 32-52. Retrieved October
11, 2008 from SAGE Journals.
Hiemstra, R. (2008). The process of the design of instruction. Retrieved October 23,
2008, from http://home.twcny.rr.com/hiemstra/instproc.html
14. References
Nair, B., Alexander, H., McGrath, B., & Parvathy, M. (2008). The mini clinical evaluation
exercise (mini-CEX) for assessing clinical performance of international medical
graduates. Medical Journal of Australia, 189(3), 159. Retrieved October 23, 2008,
from http://proquest.umi.com.ezproxy.apollolibrary.com/pqdweb?
did=1527823561&sid=1&Fmt=2&clientId=13118&RQT=309&VName=PQD.
Rae, L. (2004). Evaluation of training and learning. Retrieved October 20, 2008, from
Businessballs.com: http://www.businessballs.com/trainingevaluationtools.pdf.
Russell, S. (2006). An overview of adult-learning processes. Urologic Nursing, 26(5),
349-370. Retrieved October 11, 2008 from EBSCOhost.
Scott, J. (2001). Meeting the diverse needs of all students. Retrieved October 23, 2008,
from Houghton Mufflin Company:
http://www.eduplace.com/science/profdev/articles/scott.html
Strickland, A. (2008). Idaho State University College of Education. Instructional systems
design models. Retrieved October 23, 2008, from
http://ed.isu.edu/depts/imt/isdmodels/index.html
Vanga Teachers College. (2005). Learn by doing. Student workbook module B. Teaching
skills. Retrieved October 23, 2008, from http://www.schoolnet.net.sb/courses/Vanga/
Vanga_%20Module_%20B/unit_b5__methods_of_learning__teaching.html
15. References
Walsh, S. (2004). Formulation of a plan of care for culturally diverse patients.
International Journal of Nursing Terminologies and Classifications, 15(1), 17.
Retrieved October 23, 2008, from http://proquest.umi.com.ezproxy.apollolibrary.com/
pqdweb?did=637344341&sid=5&Fmt=2&clientId=13118&RQT=309&VName=PQD.
Wehrwein, E., Lujan, H., & DiCarlo, S. (2007). Gender differences in learning style
preferences among undergraduate physiology students. Advances in Physiology
Education, 31, 153-157. doi:10.1152
Editor's Notes
Good day. The members of Team C are going to present a Power Point presentation on the learning needs of the staff for a local community hospital regarding Chest Pain: What the Staff Needs to Know.
The hospital is located in a small retirement community. The emergency center of the hospital has 24 beds. The staffs vary from emergency room nurses, nursing assistants/technicians, and ancillary staff including volunteers, housekeeping, and registration clerks. The hospital also provides opportunities for the nursing students to rotate in the different department for the clinical rotation. Numerous patients present to emergency rooms around the country for signs and symptoms related to chest pain; therefore, continuing education regarding chest pain is beneficial to all emergency room staff. More than 40 percent of the cases brought in the emergency center of the community hospital are related to chest pain. Every staff has different responsibilities in how to handle patients that seek treatment for chest pain. Chest pain occurs in over 1,000,000 people in a single year and almost 40% of those will die from it (American Heart Association, 2008). The importance of time in dealing with patients that come in with complaints of chest pain should be stressed. Chest pain can be life threatening therefore, immediate medical attention needs to be obtained and prompt action from the healthcare providers is deemed necessary.
As an educational consultant for a local community hospital’s emergency room, curriculum objectives have been identified for emergency room nurses, student nurses, nursing assistants/technicians, and all ancillary staff including volunteers, housekeeping, and registration. The ancillary staff will be provided with a brief overview in case they encounter a patient who presents with chest pain and no nurse is available. The hospital staff needs to be educated according to their learning requirements in order to recognize effectively and treat those that are experiencing chest pain in a timely manner. Learning methods that provide effective staff education should take into consideration the varying learning types such as auditory, visual, and kinesthetic. By identifying these types of learners among emergency room staff the hospital will be able to take full advantage of the staffs’ potential (Farwell, 2008).
When it comes to developing an educational program for learning, cultural sensitivity specifically gender related issues becomes an important aspect of the process. With this in mind, the educator needs to be sensitive to the needs of both the female and male learning needs. In order to understand what culture is we need to characterize it. Culture as defined by Madeline Leininger, a nursing theorist, is “the lifeways of an individual or group with reference to values, beliefs, norms, patterns, and practices that are learned, shared, and transmitted intergenerationally” (Leininger, 1997, p. 50 ). This definition proves that every staff member that will be a part of this learning program will have differences in one way or another. DeYoung (2003) discusses the differences in gender to be that of experiences and socialization as well as social status. To provide a learning environment that is conducive in sharing and socializing is a good idea. Most men are fond of multiple learning styles and transition easily between them whereas most women prefer one learning style (Wehrwein et al, 2007). With this in mind, the educator needs to be willing to incorporate all learning styles while teaching. Men are more direct whereas women talk around a topic (Wehrwein et al). Men like to get to the point where women like to provide all the details (Wehrwein et al). Men are competitive in nature and women enjoy working with others (Wehrwein et al). Men are rational and women are socially focused. Men like to surpass their personal goals whereas women like to see how they are currently doing (Wehrwein et al). Men base their performance on outward experiences such as the educator and how they did where as women as critical of themselves and what they did wrong (Wehrwein et al).
Today there is a wide gap of generations working together. In the past people were use to working with others that had the same generational values, perspectives and historical life experiences. These common experiences are what bound the working group together. (Blythe et al, 2008). Today there are actually four different generations working together and with this comes difficulty in education attempting to provide each generation their specific learning needs. (Blythe et al) The four generations currently working together include the Veterans, the Baby boomers, Generation X-ers, and Generation Y-ers or Generation Next (Blythe et al). The Veterans are the oldest generation in the current workforce with birthdays starting in 1925 to 1945. The Baby Boomers are the second oldest group with Birthdays starting in 1946 to 1964. Generation X is the third oldest born between 1963 to 1984. The youngest generation is that of the Generation Y and their birthdays start in 1980-1999 (Blythe et al, 2008). The Veterans value rules and are seen as very conservative. They tend to be more loyal especially to employment institutions and enjoy team work with leadership already established. This generation favors communication in person and values hard work which they feel should be compensated for accordingly (Blythe et al, 2008). The Baby Boomers are the largest part of the current staff with a very different approach to life than that of the Veterans. Baby Boomers believe in sharing their opinion even if it is different from others and at times can be harsh on those that believe differently. Baby Boomers have a lack of respect especially when it comes to authority figures. They are known as workaholics that are ambitious and have high career goals (Blythe et al). The Generation X-ers value risk taking and because of this they are use to change, they see education as a means to continue to compete in the work force. Their outlook in life is more pessimistic and has no problem leaving a company if their circumstances change. They are self absorbed and they are deliberate with commitments. They feel their personal life is just as important as their career. Generation X-ers are fond of technology and are able to make use of the technology in their professional life. Generation X-ers also value diversity (Blythe et al). Generation Y-ers coexist with technology. They love to learn and are always looking to better themselves. Generation Y-ers or Generation Next are independent, sociable, optimistic, and value honesty. They focus on achieving personal and professional goals and are very confident. Generation Y-ers love teamwork and value positive criticism. Generation Y-ers value hard work, but feel they should be compensated for doing so (Blythe et al). Blythe et al (2008) recognizes that these generational gaps cause conflict amongst the staff. They found that this conflict is evident through topics such as work ethic, seniority, and behavior (Blythe et al). Knowing these conflicts before attempting to educate one can attempt to recognize the needs of the staff and plan accordingly to create cohesiveness amongst the staff. Knowing the specific educational needs of each generation will provide the utmost learning experience allowable. The use of technology will be much easier to incorporate into an educational program for those that come from the Generation X and Y, but will be more difficult for the Baby Boomers and especially difficult for the Veterans. The educator will need to plan appropriate time intervals if technology will be used to be able to appropriately intervene for the older generations. The Veteran generation values personal forms of communication, making lectures and class discussions more understandable, rather than e-learning options that is available. If change is what is needed to bring about a new educational program than using the latter two generations for assistance is a good idea. Learning comes in different forms and because of this generational issues need to be assessed so that the education being given will reach its full potential.
Learning barriers are important to identify before attempting to teach a concept. Adults in particular have many barriers that can cause a lack of participation. Russell (2006) identifies seven barriers including “lack of time, lack of confidence, lack of information about opportunities to learn, scheduling problems, and environmental, emotional, and hearing or visual impairments” (p. 352). In order to prevent or set aside these barriers, the staff needs to be motivated to learn and the educator must be aware of these to support the learning process. If the staff does not recognize these barriers, the learning of a new topic will be hindered (Russell). The educator and the institution can ensure that the environmental barriers are non-existent by providing a facility accommodating to learning. The temperature and lighting of the room can have an impact on the learning that does or does not take place (Russell, 2006). The institution and educator can also make sure that there are limited distractions such as other noises that would impact the learning process (Russell). For the hearing and visually impaired, the educator can guarantee a spot for the staff in the front of the classroom making it possible for learning to take place (Russell). The institution must also provide only those educators that are knowledgeable and trained to teach specific material to ensure that the staff will respect the educator (Russell).
By the year 2050, Caucasians will account for less than 50% of the U.S. population (Walsh, 2004, p. 19). Providing education and training based upon the culturally diverse needs among all healthcare levels challenges healthcare educators of today. “Designing educational process includes… the physical, cognitive, cultural, social and economic characteristics of the [individual] being taught with … educational resources are available in a form based on learning needs” (Walsh, p. 20). Understanding and respecting the diverse needs of the student population of a teaching session allows the educator to become actively aware and flexible with the lesson plan for the material being presented. Additionally, the instructor needs to provide education to a diverse population of healthcare workers in a nondiscriminatory environment that is conducive to a supportive environment where the student feels at ease to seek further clarification without judgmental preconceptions based on the suggested diverse factors outlined: language; knowledge and skill level; physical and mental challenges; social beliefs; economic factors; sprit and psychosocial values. More importantly is the ability of the healthcare worker to identify and work through their own individual biases. “This means that one has to focus on developing the ability to negotiate cultural diversity” (Scott, 2001, p. 1). Recognizing preconceived thoughts and judgments by the individual student allows the student to break down any barriers that may inhibit them from being completely open to the learning experience. By developing a multicultural perspective, the educator is cultivating experience through perceiving, evaluating, believing, and doing (Scott, p. 1).
Adults learn in very different ways so in order to educate one’s staff the educator must know how to best incorporate the teaching process to maximize the benefits of learning for all that are involved. Providing a wide range use of these teaching principles can almost guarantee that each staff member will walk away learning something. The first step in creating a new educational program for staff is to assess the learning style of the learners to determine the level of effectiveness of the education (Russell, 2006). Three types of learning styles are noted and most staff will fall into one or a combination of these styles. These learning styles consist of visual, auditory, and kinesthetic learning. Visual learning is the first type learning style where these learners make use of their eyes to assist in the learning process. They favor pictures and charts as well as written materials. Suggestions for the educator are to present the information making full use of charts, graphs, and pictures. Handouts that are organized and attractive visually will also benefit the visual learner. Another way to assist in the learning process of a visual learner is by using the computer, videos, and PowerPoint (Russell, 2006). The second type of learning style is that of an Auditory style. These types of learners listen to others well and learn by repetition and discussion. The educator can assist this learning style by rewording the key concepts and questions asked in order to pass on understanding. The educator can also use music and speech tones and pitches to offer a variety of sounds. Knowing who is an auditory learner is a good idea so that suggestions for sitting near the front of the class can be made in order to ensure that hearing is not an issue (Russell, 2006). The third type of learning style is that of the kinesthetic learner. These learners use the sense of touch to help them in their learning process. They prefer to learn hands on with new machinery or materials and after learning the new concept; will never have to learn it again. The kinesthetic learner is coordinated and prefers to keep moving rather than sitting still. The best intervention an educator can provide in assisting this type of learning style is allowing numerous breaks throughout the learning session. These types of learners also learn well by moving around or even walking around in the room during the session. Kinesthetic learners enjoy presentation by teachers and other staff members and especially like using computers and other types of machines or products to learn what they are teaching (Russell, 2006). The educational program will be developed based upon the learning needs of the staff. Since three types of learning styles are present, all materials will include details so that all learners will be appealed to. The visual learners will be attracted to the lecture notes provided by the educator that include many colors and organized information. Handouts of PowerPoint presentations will be given as well as copies of the PowerPoint lecture slides. The educator will use their voice in a way that appeals to the auditory learner with lack of monotony. Videos and music will also be used to integrate the concepts. For the kinesthetic learner, the educator will use return demonstrations and computer to assist in the teaching of the material.
Needs assessment: Define goals to be reached and functions to be performed with the learners or program needs. Development of objectives: Needs and constraints suitable for ongoing and product analysis. Constraints and capabilities: Various types of constraints with the program and resources and new approaches that may be needed to implement the program. Planning the instructional program activities: Develop a plan based on environment and learner needs and interests. Examine learners by who are they, what brings them to the learning setting, how do they learn? Examine content plans by what is being studied, why is it being studied, the importance of the subject? Examine educational resources as to what is available or need to assist in the learning experience. Examine method by what are the needed or required patterns of the organization, how many learners there are, how much time is available, and what are the physical restraints. Implementing the instructional program: Using a lecture with knowledge, skills and needs to be learned. How much time is needed for the preparation of the lecture should be evaluated. Being in command of the instructors’ nonverbal cues and how to develop interest with the subject within the lecture. When and what appropriate audio-visual tools are to be used. Development of a handout to go along with the lecture material. Provide an outline of the important parts of the lecture. Be able to summarize regularly in the lecture and pose questions to the learners throughout the lecture. Creating demonstrations to emphasize the material being taught especially if the learners need to see the process. By using demonstration method with lecture can develop a tell and show method. There must be the tools needed to do the demonstration at hand and ready. With the demonstration, instructors need to ask questions and allow question by learners to clarify what is being demonstrated. Demonstrations should have practice time for the learners to ensure learners can easily identify steps demonstrated. Handouts of the demonstration and concepts should be handed out. Evaluation of instructional program effectiveness: Evaluation can be done by post tests and having learner demonstrates what has been shown to them. An evaluation form at the end of the class will be handed out to learners to access how the program was effective.
Kemp Design Model: An oval shaped model that gives the designer the sense that the model is a continuous cycle that requires constant planning, design, development, and assessment to insure effective instruction. It encourages designers to work in all areas. By using the nine elements of the Kemp Design Model, the needs for the implementation of the lecture and demonstration methods will be met in all aspects for an effective learning presentation.
A learning need regarding education about chest pain has been identified. The topic outline presented is the suggested guide in the staff education about chest pain. Variations on how the topic is presented will depend on the audience presented to and the level of care the audience is responsible. A hand out regarding the topic will be provided to the audience before the class starts to guide the audience.
Immediate evaluation of outcomes for any educational experience provides insight for both the teacher and the student for which objectives were or were not met. The most effective tool or evaluation of objectives is the use of direct observation of a clinical interaction between the healthcare worker and a patient. The teacher can provide immediate feedback to the student on matters that may need improvement as well as positive feedback for interactions completed correctly. One tool used for evaluating direct observation of interactions between the healthcare worker and the patient is a mini clinical evaluation exercise (mini-CEX) (Nair, 2008, p. 159). “The mini-CEX involves direct observation of a trainee in a focused clinical encounter, followed by immediate feedback” (Nair, p. 159). In evaluating the skills listed, the evaluator rates the trainee based on met expectations, borderline, or did not meet expectations (Nair, p. 159). This particular evaluation tool is found to be beneficial due to the immediate feedback presented during the observation experience. In addition to evaluating the student, the educator should be evaluating their perception of meeting the objectives and how they will apply the learned information. Questions that can aid in the student in evaluating outcomes include (Rae, 2004, p. 2): To what extent do you feel you have learned from the program? What have you not learned that you needed to and/or expected to learn? List three action plan items you intend to implement from the content of the educational lesson provided? Thirdly, the instructor should evaluate their perception of how the lesson plan was presented and received. The following are queries to allow for such an assessment: Did our pre- and post-assessments of students show that they learned? Explain why or why not. Did our lesson plan allow ALL staff to learn? Explain why or why not. Did our lesson increase or reduce prejudices in the classroom? Explain why or why not. What would we do differently next time?