This document discusses Continuum, the continuing education platform of the Spanish Association of Paediatrics. Continuum is based on a competency matrix and uses a competency-based education (CBE) approach. CBE focuses on learning outcomes and developing skills/competencies rather than only transmitting content. The key aspects of CBE discussed are identifying required competencies, structuring training modules around competencies, and using assessments to provide feedback. Continuum's competency matrix is based on the Global Pediatric Education Consortium training program and structures content into modules mapped to competencies. This allows healthcare professionals to develop the knowledge and skills needed for their practice through online distance learning activities on the Continuum platform.
This document contains a resume and application for a Charge Nurse or Staff Nurse position in a Neonatal Intensive Care Unit from a Filipino nurse. The applicant has over 6 years of experience working in NICUs in Kuwait and the Philippines. She holds a Bachelor's degree in Nursing and several certifications including Neonatal Resuscitation Program and Pediatric Advanced Life Support. Her objective is to obtain a nursing position where she can provide compassionate care to critically ill infants using her skills and experience.
Kelly Ann Salman has extensive experience as a registered nurse, having worked at Hamilton Health Sciences since graduating from Queen's University in 2014 with a Bachelor of Nursing Science. She has a background in life sciences and has conducted research on topics like osteoporosis and falls prevention. Her clinical experience includes working with patients in areas like stroke care, surgery, mental health, cystic fibrosis, and paediatrics. She has received several academic awards for her work at Queen's University.
Paola Pederzoli Carrillo is a pediatric nurse practitioner with over 20 years of experience in hematology and oncology. She received her MSN from UCLA in 2001 and is certified as a pediatric nurse practitioner. She currently works at Children's Hospital Los Angeles as a nurse practitioner and care manager in the hematology program. Her responsibilities include providing nursing care to hematology patients, managing patients with various blood disorders, and educating families. She has extensive experience coordinating care for patients with cancers like leukemia and various blood disorders.
El documento habla sobre un evento sobre el cáncer donde participan varios expertos como médicos, autores y directores de fundaciones y revistas relacionadas con el cáncer. El evento discute temas como cómo las pacientes afrontan la enfermedad, la importancia del apoyo social, y un artículo periodístico sobre la reacción de una paciente al enterarse que iba a morir de cáncer.
I Taller de Lactancia Materna para Residentes de Pediatría y PediatrasCristobal Buñuel
Este documento proporciona información sobre un taller de lactancia materna para residentes de pediatría y pediatras que se llevará a cabo el 16 y 17 de mayo de 2016 en la Universidad de La Laguna. La Dra. Marta Díaz Gómez coordinará el evento. Habrá sesiones por la tarde el lunes 16 y por la mañana el martes 17 con un máximo de 30 plazas cada grupo. Los interesados deben enviar el boletín de inscripción antes del 10 de mayo a virginia.perez@aepedes. La cuota es
Este documento lista varios signos de alerta potenciales de cáncer infantil, incluyendo palidez, moretones, dolor óseo, pérdida de peso, fiebre, tos persistente, dolor de cabeza, masas o inflamaciones que aumentan de tamaño y hinchazón abdominal. Se recomienda acudir al médico para un examen más exhaustivo si se presenta cualquiera de estos síntomas.
Os dejamos el ranking de hospitales del año 2015 en España y en Estados Unidos, medidos con dos herramientas diferentes: en el caso de España con el Monitor de Reputación Sanitaria (a través la empresa independiente KPMG: encuesta a 2.700 médicos, enfermeros, pacientes, periodistas y sanitarios; y también se han evaluado hasta 900 indicadores objetivos de calidad) y en el caso de Estados Unidos con U.S. News & World Report (a través de la Empresa Best US Rankings: encuesta sobre 5.000 hospitales de USA divididos en 16 especialidades de adultos y 10 especialidades de pediatría)
This document contains a resume and application for a Charge Nurse or Staff Nurse position in a Neonatal Intensive Care Unit from a Filipino nurse. The applicant has over 6 years of experience working in NICUs in Kuwait and the Philippines. She holds a Bachelor's degree in Nursing and several certifications including Neonatal Resuscitation Program and Pediatric Advanced Life Support. Her objective is to obtain a nursing position where she can provide compassionate care to critically ill infants using her skills and experience.
Kelly Ann Salman has extensive experience as a registered nurse, having worked at Hamilton Health Sciences since graduating from Queen's University in 2014 with a Bachelor of Nursing Science. She has a background in life sciences and has conducted research on topics like osteoporosis and falls prevention. Her clinical experience includes working with patients in areas like stroke care, surgery, mental health, cystic fibrosis, and paediatrics. She has received several academic awards for her work at Queen's University.
Paola Pederzoli Carrillo is a pediatric nurse practitioner with over 20 years of experience in hematology and oncology. She received her MSN from UCLA in 2001 and is certified as a pediatric nurse practitioner. She currently works at Children's Hospital Los Angeles as a nurse practitioner and care manager in the hematology program. Her responsibilities include providing nursing care to hematology patients, managing patients with various blood disorders, and educating families. She has extensive experience coordinating care for patients with cancers like leukemia and various blood disorders.
El documento habla sobre un evento sobre el cáncer donde participan varios expertos como médicos, autores y directores de fundaciones y revistas relacionadas con el cáncer. El evento discute temas como cómo las pacientes afrontan la enfermedad, la importancia del apoyo social, y un artículo periodístico sobre la reacción de una paciente al enterarse que iba a morir de cáncer.
I Taller de Lactancia Materna para Residentes de Pediatría y PediatrasCristobal Buñuel
Este documento proporciona información sobre un taller de lactancia materna para residentes de pediatría y pediatras que se llevará a cabo el 16 y 17 de mayo de 2016 en la Universidad de La Laguna. La Dra. Marta Díaz Gómez coordinará el evento. Habrá sesiones por la tarde el lunes 16 y por la mañana el martes 17 con un máximo de 30 plazas cada grupo. Los interesados deben enviar el boletín de inscripción antes del 10 de mayo a virginia.perez@aepedes. La cuota es
Este documento lista varios signos de alerta potenciales de cáncer infantil, incluyendo palidez, moretones, dolor óseo, pérdida de peso, fiebre, tos persistente, dolor de cabeza, masas o inflamaciones que aumentan de tamaño y hinchazón abdominal. Se recomienda acudir al médico para un examen más exhaustivo si se presenta cualquiera de estos síntomas.
Os dejamos el ranking de hospitales del año 2015 en España y en Estados Unidos, medidos con dos herramientas diferentes: en el caso de España con el Monitor de Reputación Sanitaria (a través la empresa independiente KPMG: encuesta a 2.700 médicos, enfermeros, pacientes, periodistas y sanitarios; y también se han evaluado hasta 900 indicadores objetivos de calidad) y en el caso de Estados Unidos con U.S. News & World Report (a través de la Empresa Best US Rankings: encuesta sobre 5.000 hospitales de USA divididos en 16 especialidades de adultos y 10 especialidades de pediatría)
1. El documento describe diferentes exantemas vesículo-ampollosos, clasificándolos según su localización, etiología, edad de aparición y manifestaciones cutáneas. 2. Incluye tablas que detallan el diagnóstico diferencial de varias enfermedades que pueden causar exantemas, como el síndrome de piel escaldada estafilocócica, el síndrome de Stevens-Johnson y la enfermedad de Lyell. 3. También proporciona información sobre el tratamiento de la varicela y el
Web Servicio de Pediatría como herramienta de información, formación y gestiónJavier González de Dios
El futuro de la sanidad del siglo XXI se enfoca hacia varios puntos clave, como son la humanización, la seguridad, el empoderamiento de los pacientes y sus familias y las Tecnología de la información y comunicación (TIC). Todo ellos se conjuga perfectamente con la idea de caminar hacia un hospital “líquido” (dejando atrás conceptos de hospitales “gaseosos” o “pétreos”), un hospital que sale de sus paredes y se expande como un fluido por la sociedad. Y para ello utiliza los recursos de la red social para hacerse visible y presente y servir al ciudadano (al usuario, al paciente) y a la sociedad más allá de su estructura física. Y cuando nos hacemos visibles, siempre mejoramos: es una ley inexorable.
Y como ejemplo de todo lo anterior presentamos la Web del Servicio de Pediatría del Hospital General Universitario de Alicante, como herramienta de información, formación y gestión.
El documento describe el asma, una enfermedad crónica de las vías respiratorias que causa episodios recurrentes de sibilancias, tos y dificultad para respirar. Involucra un proceso inflamatorio que implica varias células y linfocitos. El asma puede ser tratada de forma efectiva y la mayoría de pacientes pueden evitar síntomas y crisis graves con el tratamiento adecuado.
This document provides a summary of the 2015 Global Strategy for Asthma Management and Prevention report published by the Global Initiative for Asthma (GINA). It outlines the methodology used in developing the report, lists the key changes from the previous version, and provides the table of contents. The report aims to provide evidence-based recommendations for asthma diagnosis and management to help improve patient care worldwide. It is developed by international experts on GINA committees and is updated annually based on the latest scientific evidence.
El documento proporciona información sobre el asma. Define el asma como un trastorno inflamatorio crónico reversible de las vías respiratorias que causa obstrucción del flujo de aire. Describe la epidemiología, etiología, patogenia, clasificación, signos y síntomas, diagnóstico y tratamiento del asma. Explica que el asma se debe a la hiperreactividad de las vías respiratorias ante factores de riesgo y la inflamación que ocurre cuando entran en contacto con un alergeno.
Este documento presenta varias propuestas para el uso de tabletas en el aula. Brevemente describe las expectativas de tabletas para alumnos, profesores y familias. Luego detalla nueve niveles de uso de tabletas en el aula, desde la lectura de libros digitales hasta la programación y diseño de aplicaciones. Finalmente, recomienda 18 aplicaciones para el aprendizaje constructivo con tabletas, incluyendo editores de texto, audio y video, así como herramientas para mapas conceptuales, realidad aumentada y programación básica.
El asma es una enfermedad inflamatoria crónica de las vías respiratorias que causa dificultad para respirar y es más común en niños. Puede ser causada por alérgenos, contaminación ambiental u otros factores. Existen varios tipos de asma clasificados según la gravedad y frecuencia de los síntomas, y se trata generalmente con medicamentos para aliviar síntomas y controlar la inflamación a largo plazo.
Este documento resume la asma bronquial, incluyendo su concepto, epidemiología, etiología, patogenia, patología, fisiopatología, clínica, diagnóstico, complicaciones y tratamiento. La asma es una enfermedad inflamatoria de las vías respiratorias que causa obstrucción bronquial reversible. Se caracteriza por hiperreactividad bronquial e inflamación de las vías respiratorias, causada por diversos estímulos. Su tratamiento incluye broncodilatadores, corticosteroides y otros f
El asma es un trastorno inflamatorio crónico de las vías respiratorias que causa broncoconstricción reversible. Se diagnostica mediante pruebas de función pulmonar y provocación bronquial. Se clasifica según su gravedad y control con tratamiento, el cual incluye medicamentos antiinflamatorios y broncodilatadores. Un plan escrito y educación del paciente son fundamentales para un adecuado manejo del asma.
This document discusses innovation in nursing education. It begins by defining innovation as implementing creative ideas successfully to renew or change systems. It emphasizes the need for dramatic reform and innovation in nursing education programs to prepare nurses for 21st century healthcare. The document then covers different aspects of innovation in nursing practice, education, care, and management. It provides examples of innovative approaches in nursing education programs and discusses the goals and process of implementing new innovations.
A Successful Faculty Development Program For Implementing A Sociocultural EPo...Angel Evans
This document describes a faculty development program to train faculty in using an ePortfolio assessment tool (SePAT) to evaluate medical students' progress in sociocultural competence. Key points:
- Three faculty development workshops were held to teach faculty how to use the new ePortfolio technology and provide structured, mentored feedback to student essays through the ePortfolio.
- Workshops included hands-on practice with the ePortfolio, developing criteria for effective feedback, reviewing sample student essays, and practicing providing written feedback.
- The workshops aimed to give faculty skills in assessing less tangible competencies like cultural awareness, and in providing individual feedback to large numbers of students through the ePortfolio system.
Current trends and issues in nursing educationJavedSheikh20
The document discusses current trends and issues in nursing education. It outlines several trends, including changes to curriculum to be more flexible and competence-based, greater reliance on technology for teaching and learning, and an emphasis on preparing global nurses. It also notes potential issues like a shortage of nursing educators and the need for continued standardization and uniformity across nursing programs.
Continuing education in nursing aims to keep nurses up to date as the profession and technologies advance. While the idea of lifelong learning for nurses began with Florence Nightingale, continuing education programs have developed slowly over time. Rapid changes in healthcare knowledge and technologies have increased the need for nurses to continuously learn. The purposes of continuing education include developing nursing skills and knowledge to meet patient and population needs, facilitating career development and advancement into specialized roles, and maintaining competence. Effective continuing education considers the adult learner, involves qualified educators, and evaluates learning outcomes to improve nursing practice and provide quality patient care.
This document provides information on continuing nursing education (CNE). It defines CNE and discusses its purposes, aims, need, functions, features, principles, elements, forms, process and evaluation. The key points are:
- CNE helps nurses maintain and improve skills and knowledge to provide better patient care. It includes educational activities after initial training.
- The purposes of CNE include gaining new knowledge/skills, professional growth, relicensure requirements, and better job performance.
- CNE needs to be developed by nurses and conducted within nursing education to ensure it meets community health needs.
- Evaluation of CNE programs is important to assess the impact on nurses' learning, behavior, and patient outcomes
This document discusses continuing nursing education. It begins by defining continuing nursing education as experiences that help healthcare workers maintain and improve existing competencies or acquire new ones relevant to their responsibilities. These experiences should reflect community health needs and improve community health.
The document then outlines several principles of continuing nursing education. Planning is essential to meet nursing needs using available resources without duplication of efforts. Advisory committees that include various stakeholders can provide input into programming. Continuing education can be decentralized within departments or centralized in separate divisions. Careful planning is needed to establish goals and determine learning needs and priorities. Programs should be evaluated at intervals to assess effectiveness.
In closing, the document emphasizes that a successful continuing nursing education program results from careful,
The document discusses continuing nursing education. It begins by defining continuing education and listing its objectives such as keeping nurses updated and improving patient care. It then examines the needs for continuing education and its functions like maintaining healthcare standards. The document outlines various methods of continuing education and principles such as decentralization. It describes the roles of nurses, educators, and the planning process in continuing education to conclude that the seminar will help students understand this topic.
continue nursing education unit 1st.docxkanwark781
This document provides information on continuing nursing education. It begins with definitions of continuing nursing education from various sources, emphasizing that it builds upon previous education. The document then lists several needs for continuing nursing education, such as keeping up with advances, career advancement, and meeting changing population needs. It also discusses features, functions, principles, and the planning process of continuing nursing education programs. In summary, the document outlines what continuing nursing education entails and its importance for nurses to enhance their practice and provide quality care.
*Introduction
Curriculum it is the blue print of an any educational programme.
*Definition
Curriculum development is the multi-step process of creating and improving a course taught at a school or university. While the exact process will vary from institution to institution, the broad framework includes stages of analysis, building, implementation, and evaluation.
*uses
1.Curriculum development allows teachers to take a thoughtful and methodical approach to determine what students will be required to learn.
2.Curriculum development takes care of the big-picture strategy required to successfully teach a course.
*Different Curriculum Process
Are there different curriculum development processes or models?
First, there are generally two types of curriculum models: the product model and the process model. The model you choose to follow will influence the steps you'll take to develop the course.
Entire textbooks have been written on these long-standing models, but here's a brief explanation of each to make sure everyone is on the same page:
Product model:
Also known as the objectives model, this model focuses on evaluations, outcomes, and results. It determines what learning has occurred. If you need to develop a curriculum that prioritizes standardized test scores, you'll need to adhere to the product model. Generally, this model is thought to be more rigid and more difficult to adapt to your students' unique needs, but it does provide quantitative learning assessments.
Process model:
This model focuses on how learning develops over time. There's an emphasis on how the students are learning, and what thoughts they have throughout the process. This approach is more open-ended and considers the overall growth and development of a student rather than their performance on an exam.
Consider the characteristics of each model as well as any institutional requirements you need to adhere to. You may already have a strong preference for one of the two! It is also possible to develop a curriculum that values both product and process.
Once you've determined what type of curriculum you want to create, it's time to choose an approach. There are three widely accepted methodologies for curriculum design:
1.Subject-Centered
This model emphasizes the specific skills and knowledge associated with a subject area. Most kinds of widely standardized curriculum fall under the subject-centered approach.
2.Problem-Centered
This approach aims to provide students with relevant real-world skills. Learners are taught how to look at a problem and come to a solution.Students still learn key skills and knowledge.
3.Learner-Centered
Learner-centered design emphasizes the needs and goals of each learner as an individual.
*Steps of Curriculum Developement
Generally, the steps to curriculum development will fall into a framework that mirrors many instructional design approaches. Each process looks something like this:
Analysis
Design
Selecting
Formation
Review
This document discusses continuing education in nursing. It begins by defining continuing nursing education as planned educational activities intended to enhance nursing practice, education, administration, and research. It describes key concepts like the lifelong nature of continuing education and how it is directed towards meeting nurses' learning needs after basic education. The document outlines characteristics of continuing nursing education programs such as content, preparation, format, delivery methods, functions, and principles. It also discusses the roles of teachers and learners and important elements and agencies involved in planning continuing nursing education.
1. El documento describe diferentes exantemas vesículo-ampollosos, clasificándolos según su localización, etiología, edad de aparición y manifestaciones cutáneas. 2. Incluye tablas que detallan el diagnóstico diferencial de varias enfermedades que pueden causar exantemas, como el síndrome de piel escaldada estafilocócica, el síndrome de Stevens-Johnson y la enfermedad de Lyell. 3. También proporciona información sobre el tratamiento de la varicela y el
Web Servicio de Pediatría como herramienta de información, formación y gestiónJavier González de Dios
El futuro de la sanidad del siglo XXI se enfoca hacia varios puntos clave, como son la humanización, la seguridad, el empoderamiento de los pacientes y sus familias y las Tecnología de la información y comunicación (TIC). Todo ellos se conjuga perfectamente con la idea de caminar hacia un hospital “líquido” (dejando atrás conceptos de hospitales “gaseosos” o “pétreos”), un hospital que sale de sus paredes y se expande como un fluido por la sociedad. Y para ello utiliza los recursos de la red social para hacerse visible y presente y servir al ciudadano (al usuario, al paciente) y a la sociedad más allá de su estructura física. Y cuando nos hacemos visibles, siempre mejoramos: es una ley inexorable.
Y como ejemplo de todo lo anterior presentamos la Web del Servicio de Pediatría del Hospital General Universitario de Alicante, como herramienta de información, formación y gestión.
El documento describe el asma, una enfermedad crónica de las vías respiratorias que causa episodios recurrentes de sibilancias, tos y dificultad para respirar. Involucra un proceso inflamatorio que implica varias células y linfocitos. El asma puede ser tratada de forma efectiva y la mayoría de pacientes pueden evitar síntomas y crisis graves con el tratamiento adecuado.
This document provides a summary of the 2015 Global Strategy for Asthma Management and Prevention report published by the Global Initiative for Asthma (GINA). It outlines the methodology used in developing the report, lists the key changes from the previous version, and provides the table of contents. The report aims to provide evidence-based recommendations for asthma diagnosis and management to help improve patient care worldwide. It is developed by international experts on GINA committees and is updated annually based on the latest scientific evidence.
El documento proporciona información sobre el asma. Define el asma como un trastorno inflamatorio crónico reversible de las vías respiratorias que causa obstrucción del flujo de aire. Describe la epidemiología, etiología, patogenia, clasificación, signos y síntomas, diagnóstico y tratamiento del asma. Explica que el asma se debe a la hiperreactividad de las vías respiratorias ante factores de riesgo y la inflamación que ocurre cuando entran en contacto con un alergeno.
Este documento presenta varias propuestas para el uso de tabletas en el aula. Brevemente describe las expectativas de tabletas para alumnos, profesores y familias. Luego detalla nueve niveles de uso de tabletas en el aula, desde la lectura de libros digitales hasta la programación y diseño de aplicaciones. Finalmente, recomienda 18 aplicaciones para el aprendizaje constructivo con tabletas, incluyendo editores de texto, audio y video, así como herramientas para mapas conceptuales, realidad aumentada y programación básica.
El asma es una enfermedad inflamatoria crónica de las vías respiratorias que causa dificultad para respirar y es más común en niños. Puede ser causada por alérgenos, contaminación ambiental u otros factores. Existen varios tipos de asma clasificados según la gravedad y frecuencia de los síntomas, y se trata generalmente con medicamentos para aliviar síntomas y controlar la inflamación a largo plazo.
Este documento resume la asma bronquial, incluyendo su concepto, epidemiología, etiología, patogenia, patología, fisiopatología, clínica, diagnóstico, complicaciones y tratamiento. La asma es una enfermedad inflamatoria de las vías respiratorias que causa obstrucción bronquial reversible. Se caracteriza por hiperreactividad bronquial e inflamación de las vías respiratorias, causada por diversos estímulos. Su tratamiento incluye broncodilatadores, corticosteroides y otros f
El asma es un trastorno inflamatorio crónico de las vías respiratorias que causa broncoconstricción reversible. Se diagnostica mediante pruebas de función pulmonar y provocación bronquial. Se clasifica según su gravedad y control con tratamiento, el cual incluye medicamentos antiinflamatorios y broncodilatadores. Un plan escrito y educación del paciente son fundamentales para un adecuado manejo del asma.
This document discusses innovation in nursing education. It begins by defining innovation as implementing creative ideas successfully to renew or change systems. It emphasizes the need for dramatic reform and innovation in nursing education programs to prepare nurses for 21st century healthcare. The document then covers different aspects of innovation in nursing practice, education, care, and management. It provides examples of innovative approaches in nursing education programs and discusses the goals and process of implementing new innovations.
A Successful Faculty Development Program For Implementing A Sociocultural EPo...Angel Evans
This document describes a faculty development program to train faculty in using an ePortfolio assessment tool (SePAT) to evaluate medical students' progress in sociocultural competence. Key points:
- Three faculty development workshops were held to teach faculty how to use the new ePortfolio technology and provide structured, mentored feedback to student essays through the ePortfolio.
- Workshops included hands-on practice with the ePortfolio, developing criteria for effective feedback, reviewing sample student essays, and practicing providing written feedback.
- The workshops aimed to give faculty skills in assessing less tangible competencies like cultural awareness, and in providing individual feedback to large numbers of students through the ePortfolio system.
Current trends and issues in nursing educationJavedSheikh20
The document discusses current trends and issues in nursing education. It outlines several trends, including changes to curriculum to be more flexible and competence-based, greater reliance on technology for teaching and learning, and an emphasis on preparing global nurses. It also notes potential issues like a shortage of nursing educators and the need for continued standardization and uniformity across nursing programs.
Continuing education in nursing aims to keep nurses up to date as the profession and technologies advance. While the idea of lifelong learning for nurses began with Florence Nightingale, continuing education programs have developed slowly over time. Rapid changes in healthcare knowledge and technologies have increased the need for nurses to continuously learn. The purposes of continuing education include developing nursing skills and knowledge to meet patient and population needs, facilitating career development and advancement into specialized roles, and maintaining competence. Effective continuing education considers the adult learner, involves qualified educators, and evaluates learning outcomes to improve nursing practice and provide quality patient care.
This document provides information on continuing nursing education (CNE). It defines CNE and discusses its purposes, aims, need, functions, features, principles, elements, forms, process and evaluation. The key points are:
- CNE helps nurses maintain and improve skills and knowledge to provide better patient care. It includes educational activities after initial training.
- The purposes of CNE include gaining new knowledge/skills, professional growth, relicensure requirements, and better job performance.
- CNE needs to be developed by nurses and conducted within nursing education to ensure it meets community health needs.
- Evaluation of CNE programs is important to assess the impact on nurses' learning, behavior, and patient outcomes
This document discusses continuing nursing education. It begins by defining continuing nursing education as experiences that help healthcare workers maintain and improve existing competencies or acquire new ones relevant to their responsibilities. These experiences should reflect community health needs and improve community health.
The document then outlines several principles of continuing nursing education. Planning is essential to meet nursing needs using available resources without duplication of efforts. Advisory committees that include various stakeholders can provide input into programming. Continuing education can be decentralized within departments or centralized in separate divisions. Careful planning is needed to establish goals and determine learning needs and priorities. Programs should be evaluated at intervals to assess effectiveness.
In closing, the document emphasizes that a successful continuing nursing education program results from careful,
The document discusses continuing nursing education. It begins by defining continuing education and listing its objectives such as keeping nurses updated and improving patient care. It then examines the needs for continuing education and its functions like maintaining healthcare standards. The document outlines various methods of continuing education and principles such as decentralization. It describes the roles of nurses, educators, and the planning process in continuing education to conclude that the seminar will help students understand this topic.
continue nursing education unit 1st.docxkanwark781
This document provides information on continuing nursing education. It begins with definitions of continuing nursing education from various sources, emphasizing that it builds upon previous education. The document then lists several needs for continuing nursing education, such as keeping up with advances, career advancement, and meeting changing population needs. It also discusses features, functions, principles, and the planning process of continuing nursing education programs. In summary, the document outlines what continuing nursing education entails and its importance for nurses to enhance their practice and provide quality care.
*Introduction
Curriculum it is the blue print of an any educational programme.
*Definition
Curriculum development is the multi-step process of creating and improving a course taught at a school or university. While the exact process will vary from institution to institution, the broad framework includes stages of analysis, building, implementation, and evaluation.
*uses
1.Curriculum development allows teachers to take a thoughtful and methodical approach to determine what students will be required to learn.
2.Curriculum development takes care of the big-picture strategy required to successfully teach a course.
*Different Curriculum Process
Are there different curriculum development processes or models?
First, there are generally two types of curriculum models: the product model and the process model. The model you choose to follow will influence the steps you'll take to develop the course.
Entire textbooks have been written on these long-standing models, but here's a brief explanation of each to make sure everyone is on the same page:
Product model:
Also known as the objectives model, this model focuses on evaluations, outcomes, and results. It determines what learning has occurred. If you need to develop a curriculum that prioritizes standardized test scores, you'll need to adhere to the product model. Generally, this model is thought to be more rigid and more difficult to adapt to your students' unique needs, but it does provide quantitative learning assessments.
Process model:
This model focuses on how learning develops over time. There's an emphasis on how the students are learning, and what thoughts they have throughout the process. This approach is more open-ended and considers the overall growth and development of a student rather than their performance on an exam.
Consider the characteristics of each model as well as any institutional requirements you need to adhere to. You may already have a strong preference for one of the two! It is also possible to develop a curriculum that values both product and process.
Once you've determined what type of curriculum you want to create, it's time to choose an approach. There are three widely accepted methodologies for curriculum design:
1.Subject-Centered
This model emphasizes the specific skills and knowledge associated with a subject area. Most kinds of widely standardized curriculum fall under the subject-centered approach.
2.Problem-Centered
This approach aims to provide students with relevant real-world skills. Learners are taught how to look at a problem and come to a solution.Students still learn key skills and knowledge.
3.Learner-Centered
Learner-centered design emphasizes the needs and goals of each learner as an individual.
*Steps of Curriculum Developement
Generally, the steps to curriculum development will fall into a framework that mirrors many instructional design approaches. Each process looks something like this:
Analysis
Design
Selecting
Formation
Review
This document discusses continuing education in nursing. It begins by defining continuing nursing education as planned educational activities intended to enhance nursing practice, education, administration, and research. It describes key concepts like the lifelong nature of continuing education and how it is directed towards meeting nurses' learning needs after basic education. The document outlines characteristics of continuing nursing education programs such as content, preparation, format, delivery methods, functions, and principles. It also discusses the roles of teachers and learners and important elements and agencies involved in planning continuing nursing education.
Professional Focus - Issue 1 - Dec 2014 (r)Tracey Hilton
This newsletter provides information about clinical education initiatives at Kings College and CLCH. It discusses the importance of clinical placements and preparing students. It announces a new pilot program between Kings College and CLCH to develop adult nursing student placements focused on out-of-hospital care. It also provides updates on mentor training opportunities, placement statistics, and the multi-professional teaching and learning conference which celebrated clinical educators.
The document discusses reforms to medical education over the past century. It describes how the Flexner Report in 1908 evaluated medical schools and established standards, leading to reforms that implemented a four-year curriculum with basic and clinical sciences. A century later, another report recommended goals like competency-based learning, interprofessional education, and harnessing technology. The document advocates for a third generation of reforms focusing on systems-based and adaptive learning to improve health systems performance.
This document discusses continuing nursing education. It begins by defining continuing nursing education as planned educational activities intended to enhance nursing practice, education, administration, research, or theory development for improving public health. It emphasizes that continuing education is a lifelong process that does not only take place in formal classroom settings. The document then covers various topics related to continuing nursing education including its philosophy, need, features, program planning, roles of teachers and learners, evaluation, organization, research, and setting research into practice.
Presentation by Sandra McCarthy Head of Learning & Development at Tallaght Hospital to the European Commission's Expert Group on European Health Workforce
This document outlines a lesson plan for educating rehabilitation nurses in an inpatient rehabilitation hospital. The goal is to help nurses improve patients' functional independence and ability to perform activities of daily living after an illness or disability. The plan uses the ADDIE instructional design model and covers topics like health and safety, patient needs, rehabilitation practices, and interdisciplinary collaboration. Instructional methods include face-to-face educational sessions combined with self-guided study modules using materials like presentations, videos, and articles. The intended outcome is for nurses to effectively support patients in achieving their highest possible level of independence.
Challenges before Nursing Educators An OverviewYogeshIJTSRD
This document discusses the challenges facing nursing educators. Nursing educators must prepare students for a healthcare system that is becoming more complex and specialized. They are faced with trends like changing demographics, an emphasis on health promotion, rising healthcare costs, and expanding technology. This requires educating students to work in multiple settings and developing skills like critical thinking, technology proficiency, and ethical decision making. Reform in nursing education is needed to address these trends and ensure nurses are prepared to meet future healthcare needs.
This document discusses nursing education in India. It begins by defining education and nursing education. Nursing education aims for the harmonious development of students' physical, intellectual, social, emotional, spiritual and aesthetic abilities in order to provide professional nursing care. Trends in nursing education include curriculum changes, innovations in teaching and learning, emphasis on technology, and preparing global nurses. The current status of nursing education in India includes programs from auxiliary nurse to PhD level, as well as opportunities for education abroad. Future trends may include more flexible programs, addressing faculty shortages, educational mobility programs, and adopting new technologies.
This document discusses nursing education in India. It begins by defining education and nursing education. Nursing education aims for the harmonious development of students' physical, intellectual, social, emotional, spiritual and aesthetic abilities in order to provide professional nursing care. Trends in nursing education include curriculum changes, innovations in teaching and learning, emphasis on technology, and preparing global nurses. The current status of nursing education in India includes programs from auxiliary nurse to PhD level. Future trends may include more flexible programs, addressing faculty shortages, educational mobility programs, and adopting new technologies.
Similar to Continuum, the continuing education platform based on a competency matrix (20)
Hace poco anunciamos el inicio de una sección en la revista Pediatría Integral, bajo el nombre de “Terapia cinematográfica en la infancia y adolescencia”, un guiño que quiere poner en relación la ciencia (pediátrica) con el arte (cinematográfico), y hacer del séptimo arte un instrumento más para cimentar la arteterapia en nuestro día a día.
Y bajo este concepto hoy damos comienzo a la primera “prescripción”, bajo el título de “Prescribir películas para adentrarnos en la infancia y adolescencia”. Porque nuestra especialidad se denomina como Pediatría y sus Áreas Específicas, lo que da a entender la amplitud, complejidad y complementariedad de nuestra profesión, que comprende todos los campos de la medicina y de la sanidad, y que abarca cronológicamente desde el nacimiento hasta que el niño llegue a la adolescencia, normalmente hasta los 18 años (aunque incluso hay organismos internacionales que extienden la edad hasta los 21 años) y donde se distinguen varios periodos: recién nacido (0-6 días), neonato (7-29 días), lactante (lactante menor; 1-12 meses de vida, lactante mayor; 1-2 años), preescolar (3-5 años), escolar (6-11 años), puberto (12-14 años) y adolescente (15-18 años).
Tras más de 720 películas comentadas hasta la fecha en el proyecto Cine y Pediatría, no resulta fácil seleccionar aquellas películas que destilen la esencia de esta etapa tan especial de la vida que es la infancia y adolescencia. Pero hoy hemos elegido siete películas que tienen dos características en común: son películas documentales (por lo que no son actores ni actrices sus protagonistas, sino niños y niñas reales) y son películas en francés (y queremos destacar el sentido y sensibilidad de la filmografía que llega desde Canadá, Bélgica y, principalmente, de Francia). Y todas ellas nos dan una visión poliédrica real de esta etapa compleja y maravillosa como es la infancia y la adolescencia (aunque a la adolescencia dedicaremos un capítulo monográfico, porque son tantas las películas enfocadas a esta etapa que llevamos tiempo reivindicándola como un género cinematográfico).
Estas películas son, por orden cronológico de estreno:
- Bebés (Bébé, Thomas Balme, 2010) 3, para entender la normalidad de un recién nacido y lactante.
- Solo es el principio (Ce n'est qu'un debut, Jean-Pierre Pozzi, Pierre Barougier, 2010) 4, para reconocer a los niños como nuestros pequeños filósofos.
- Camino a la escuela (Sur le chemin de l'école, Pascal Plisson, 2013) 5, para reflexionar sobre los distintos caminos que nos llevan a la escuela.
- A cielo abierto (À ciel ouvert, Mariana Otero, 2013) 6, para no olvidar que existen infancias con importantes problemas psiquiátricos.
- El gran día (Le grand jour, Pascal Plisson, 2015) 7, para homenajear el esfuerzo y la dedicación desde los primeros años para alcanzar un sueño, un himno a la esperanza y el coraje.
- Ganar al viento (Et les mistrals gagnants, Anne-Dauphine Julliand, 2016) 8, para demostrar que una hermosa vida con una enfermedad rara
Cada año nacen aproximadamente 15 millones de niños prematuros (< 37 semanas de gestación) en el mundo, de los cuales más de un millón muere antes de cumplir los 5 años. Es más, desde el año 2015 se ha establecido que los nacimientos prematuros son la principal causa de muerte infantil del mundo y, en muchos casos, aquellos bebés que logran sobrevivir pueden desarrollar patologías como retraso cognitivo, trastornos del neurodesarrollo, pérdida de visión o audición y hasta parálisis cerebral.
Unos pacientes donde es esencial que los cuidados sean de la mejor calidad científica y con el mayor nivel de humanización.
Foro de la Profesión Médica-La profesión médica defiende la equidad y cohesió...Javier González de Dios
En estos complicados momentos de la política española, con una sociedad dividida por las concesiones políticas, económicas y sociales que el PSOE ha prometido a determinadas Comunidades Autónomas que buscan la segregación de España, acaban de aparecer noticias preocupantes al respecto del sistema MIR que ha sido ya anunciado en prensa: “El PSOE abre la puerta a transferir el MIR a Cataluña, País Vasco y Galicia”. Una noticia frente a la que la comunidad médica muestra su más firme rechazo, por lo que supodría dinamitar un modelo de éxito.
Y en este sentido, el Foro de la Profesión Médica (conformado por el Consejo General de Colegios Oficiales de Médicos –CGCOM, la Federación de Asociaciones Científico Médicas de España – FACME, la Confederación Estatal de Sindicatos Médicos - CESM, la Conferencia Nacional de Decanos de Facultades de Medicina - CNDFM y el Consejo Estatal de Estudiantes de Medicina – CEEM) acaba de publicar este documento, consensuado este fin de semana, y en el que se defendiede la equidad y la cohesión nacional del sistema MIR actual y la necesidad de cumplir con las directivas europeas para homologación de títulos.
Una reflexión sobre la prevenciíon cuaternaria, con varias preguntas a responder y sobre las que reflexionar:
¿Dónde situamos los distintos tipos de actividades preventivas en la historia natural de la enfermedad?
¿Qué valor tiene el “punto crítico de irreversibilidad” de una enfermedad, así como el “tiempo de adelanto diagnóstico”?
¿Cuáles son los sesgos de las pruebas diagnósticas y de las pruebas de cribado?
¿Qué peso damos a los falsos positivos y al fenómeno de etiquetado en la evaluación de un programa de cribado?
¿Qué papel juega el efecto cascada en el entorno de la detección precoz de enfermedades?
La revista Pediatría Integral es el órgano de expresión de la Sociedad Española de Pediatría Extrahospitalaria y de Atención Primaria (SEPEAP), revista que ha superado ya sus bodas de plata desde que se inició su camino, una revista que ha mantenido su revisión y renovación a lo largo de los años. Es Pediatría Integral una revista con vocación en la formación pediátrica continuada, una puesta al día para mejorar nuestras competencias en las tres grandes dimensiones: saber (conocimientos), saber hacer (habilidades) y saber ser (actitudes). Y Pediatría Integral es un buen foro común que hoy renueva su camino con el inicio de una nueva sección que hemos titulado como “Terapia cinematográfica en la infancia y adolescencia”, un guiño que quiere poner en relación la ciencia (pediátrica) con el arte (cinematográfico), y hacer del séptimo arte un instrumento más para cimentar la arteterapia en nuestro día a día.
Una sección que se nutre del proyecto “Cine y Pediatría”, el cual nació casi sin querer en enero del año 2010 en el blog Pediatría basada en pruebas. Y como que no quiere la cosa, y gracias a la publicación semanal (todos los sábados, sin fallar uno) de un post dedicada a películas que tengan a la infancia y adolescencia como protagonistas (en sus aspectos de la pediatría clínica, social o preventiva), ya hemos publicado más de 720 post. Y desde el blog, “Cine y Pediatría” se ha convertido en realidad en la publicación de 12 libros (con el 13 en edición), uno por año, y con el título de “Cine y Pediatría. Una oportunidad para la docencia y la humanización en nuestra práctica clínica”. Y el proyecto continúa vivo, más vivo si cabe. Y con un objetivo: que los pediatras nos atrevamos a “prescribir” películas, al igual que prescribimos medicamentos, pruebas complementarias o, incluso, direcciones electrónicas de páginas de interés para nuestros pacientes y sus familias. Y para ello nos fundamentamos en estos cinco fundamentos: 1) que la Pediatría es una especialidad “de cine”; 2) que la infancia y adolescencia son los actores de nuestra vida y profesión; 3) que el arte de “prescribir” películas implica arte, ciencia y conciencia; 4) que es preciso aprender a mirar las películas bajo la observación narrativa (prefiguración, configuración y refiguración); y 5) que abogamos por prescribir películas relevantes en su relación con la Pediatría, tanto en su ámbito médico como social.
Y con la experiencia adquirida en el libro electrónico Trilogías del séptimo arte para pediatras “de cine”, estos son algunos de los temas que vamos a ir tratando en sucesivas entregas en Pediatría Integral:
- Películas para entender la infancia
- Películas para entender la importancia de ser pediatra
- Películas para entender las enfermedades raras
- Películas para entender las enfermedades oncológicas
- Películas para entender el trastorno del espectro autista
- Películas para entender otros trastornos del neurodesarrollo
- Películas para entender el síndrome de Down
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El Día Nacional de la Pediatría en España se celebra el 8 de octubre (o en sus fechas próximas si cayera en fin de semana). Y ello porque la Asociación Española de Pediatría consideró oportuno que esta primera jornada fuera el inicio de un evento que se celebrará anualmente con el objetivo de hacer presente la importante figura de la Pediatría y de los pediatras en nuestra sociedad, como valedores de la salud infanto-juvenil de nuestra población, reivindicando un modelo de asistencia pediátrica modélico y que no pocas veces se cuestiona.
a prevención cuaternaria: herramienta clave para el pediatra del siglo XXIJavier González de Dios
Compartimos la conferencia extraordinaria en el XX Congreso Internacional de Pediatría que se ha celebrado hace dos semanas en Mérida (Yucatán, México) y con el título de “La prevención cuaternaria: herramienta clave para el pediatra del siglo XXI”. Y que se ha desarrollado en estos apartados:
I. Aproximación a la CALIDAD EN SALUD II.
II. GESTIONAR en busca de la (H)EXCELENCIA
III. De la MEDICINA BASADA EN LA EVIDENCIA a la MEDICINA APROPIADA
IV. Profundizando en la PREVENCIÓN CUATERNARIA:
• Prevención cuaternaria y factores de riesgo
• Prevención cuaternaria y pruebas de diagnóstico/cribado
• Prevención cuaternaria y tratamiento
V. REFLEXIONES FINALES, que se pueden resumir así:
- Respecto a los factores de riesgo.
Evitar el EFECTO CASCADA de intervenciones médicas excesivas e innecesarias ante la actual “cultura del riesgo”: la simple asociación estadística entre un factor y una enfermedad (ej. dilatación piélica y anomalías nefrourológicas) se convierte en casi una enfermedad, o en causa necesaria y suficiente de la misma.
- Respecto a las pruebas diagnósticas/cribado.
Considerar en los cribados universales el PUNTO CRÍTICO DE IRREVERSIBILIDAD, el TIEMPO DE ADELANTO DIAGNÓSTICO y el valor de los FALSOS POSITIVOS y el FENÓMENO DE ETIQUETADO Porque no siempre más es mejor. Y hay que evitar la “arrogancia” de la medicina preventiva.
-Respecto al tratamiento.
La EVIDENCE-BIASED MEDICINE limita los resultados de la Evidence-Based Medicine. La “evidencia” es mucho más evidente cuando favorece a los intereses comerciales que a los intereses de los pacientes (ej. anticuerpos monoclonales frente al virus respiratorio sincitial).
Perceptions and attitudes of pediatricians and families with regard to pediat...Javier González de Dios
“Purpose This study aimed to identify the perceptions and attitudes of pediatricians and parents/caregivers regarding medication errors at home, and to compare the fndings from the two populations.
Methods This was a cross-sectional survey study. We designed a survey for working pediatricians and another one for parents or caregivers of children aged 14 years and younger. The survey’s questions were designed to assess provider and parental opinions about the difculty faced by parents providing medical treatment, specifc questions on medication errors, and on a possible intervention program aimed at preventing pediatric medication errors. Pediatrician and parent responses to matching questions in both surveys were compared.
Results The surveys were administered in Spain from 2019 to 2021. In total, 182 pediatricians and 194 families took part. Most pediatricians (62.6%) and families (79.3%) considered that managing medical treatment was not among the main difculties faced by parents in caring for their children. While 79.1% of pediatricians thought that parents consulted the internet to resolve doubts regarding the health of their children, most families (81.1%) said they con sulted healthcare professionals. Lack of knowledge among parents and caregivers was one of the causes of medication errors most frequently mentioned by both pediatricians and parents. Most pediatricians (95.1%) said they would recommend a program designed to prevent errors at home.
Conclusions Pediatricians and families think that medical treatment is not among the main difculties faced by parents in caring for their children. Most pediatricians said they would recommend a medication error reporting and learning system designed for families of their patients to prevent medication errors that might occur in the home environment.”
La ciencia abierta contribuye a aumentar la transparencia y fomentan la participación, la cooperación, la rendición de cuentas, la capacidad de reutilización del trabajo investigador, el impacto y la reproducibilidad de resultados. Así mismo, favorece la democratización y sostenibilidad de los sistemas de I+D+i y promueve la diversificación de perfiles en los grupos de investigación y la incorporación de actores no académicos en todo el ciclo del proceso investigador, desde el diseño del proyecto hasta su evaluación.
Por ello es importante poder conocer este documento del Ministerio de Ciencia y Educación, por título "Estrategia Nacional de Ciencia Abierta (ENCA) 2023 – 2027", y en el que se hace un buen análisis, a través de estos apartados:
- Contexto
- Misión y valor
- Análisis DAFO
- Objetivos estratégicos
- Ejes estratégicos y medidas de actuación por eje:
a) Infraestructuras digitales para la ciencia abierta.
b) Gestión de datos de investigación siguiendo los principios FAIR (Findable, Accesible, Interoperable, Reusable).
c) Acceso abierto a publicaciones científicas.
d) Incentivos, reconocimientos y formación.
- Gobernanza, plan de seguimiento y evaluación.
Nirsevimab y prevención de bronquiolitis en lacatantes nacidos a términoJavier González de Dios
El estudio evaluó la eficacia y seguridad de nirsevimab para prevenir bronquiolitis por virus respiratorio sincitial en lactantes sanos nacidos a término. El estudio aleatorizó 3012 lactantes a recibir nirsevimab o placebo. Los resultados mostraron que nirsevimab redujo significativamente las infecciones respiratorias bajas graves por VRS que requirieron atención médica (1,2% vs 5,4%) e ingreso hospitalario (0,4% vs 2%). No hubo diferencias significativas en
El CT-PBE es un comité compartido entre dos sociedades científicas (AEPap y AEP), constituido por pediatras de Atención Primaria y Hospitalaria de España y Latinoamérica, cuyos objetivos han sido y son: 1) asesorar metodológicamente en los protocolos y documentos de la AEP y AEPap; 2) fomentar la implicación de a AEP y AEPap en el desarrollo de GPC; 3( difundir la metodología de la MBE (talleres de búsqueda bibliográfica, lectura crítica, etc.); 4) publicar trimestralmente la revista Evidencias en Pediatría (EVP); 5) impulsar la formación continuada; 6) colaborar de forma habitual con otras revistas científicas (como Revista de Pediatría de Atención Primaria, RPAP, y Formación activa en pediatría de atención primaria, FAPap).
En la presentación se hablan de los cuatro proyectos desarrollados en el último año, alguno de los cuales ya han sido comentados en este blog:
- Guía de práctica clínica COVID 19 en Pediatría (con su versión del año 2021 y actualización del año 2022)
- Revista Evidencias en Pediatría, una revista viva y en continua evolución desde su fundación en el año 2005.
- Calcupedev, la herramienta de cálculo epidemiológico en Pediatría creada desde el propio CT-PBE
- Libro Medicina Basada en la Evidencia, en fase de elaboración y que recogerá el material creado por el CT-PBE durante estas casi dos décadas de existencia. Es el gran reto de este año 2023 y contará con 7 apartados: I. Introducción a la Medicina basada en la evidencia (8 capítulos); II. Diseños metodológicos (15 capítulos); III. Medidas epidemiológicas (7 capítulos); IV. Herramientas para la elaboración de documentos científicos (11 capítulos); V. Lectura crítica de documentos científicos (10 capítulos); VI. Estadística básica (18 capítulos); y VII. Herramientas y calculadoras epidemiológicas (4 capítulos).
En esta presentación, hemos querido responder a tres preguntas:
1. ¿Por qué nace PMRP?
Esta nueva sección de la plataforma Continuum, desarrollada por las diferentes sociedades de especialidad pediátricas de la AEP, se presenta como un complemento virtual de la formación MIR y tiene como propósitos
2. ¿Qué objetivos persigue PMRP?
Se podrían sintetizar en estos tres objetivos: disminuir la variabilidad en la formación de los especialistas en formación, asistir a los tutores en su función docente y facilitar el aprendizaje colaborativo y basado en competencias, el entrenamiento reflexivo y la resolución de problemas propios del perfil profesional de cada especialidad pediátrica por la que roten.
3. ¿Qué ventajas ofrece PMRP para residentes y tutores?
a) Ventaja para los residentes de Pediatría:
- Aprendizaje basado en escenarios clínicos
- Aprendizaje reflexivo
- Aprendizaje colaborativo y comunicación asíncrona
b) Ventajas para los tutores:
- Ayudar en su función docente
- Proporcionar herramientas para lograr evaluar los logros alcanzados
The value of music therapy in the expression of emotions in children with cancerJavier González de Dios
Con respecto al proyecto de tesis que llevamos desarrollando en los últimos años en nuestro Servicio de Pediatría en relación con el valor de la musicoterapia en los pacientes pediátricos oncológicos, en sus familias y en los propios profesionales sanitarios que los atienden, hoy compartimos este artículo “The value of music therapy in the expression of emotions in children with cáncer” publicado en European Jounal of Cancer Care.
Os dejamos el artículo completo para su lectura, pero incluimos el resumen del mismo:
“Background. Children with cancer are subjected to aggressive tests and treatments that can affect their emotional states. Studies available in the academic literature analyse the effect of music therapy on the emotions of these patients are scarce.
Objectives. The objective of this study was to explore and transform the emotional responses that may arise with the application of music therapy (MT) in children with oncological pathology.
Methods. The methodology of this study was based on the participatory action research approach. Semistructured interviews were conducted with 27 children with cancer who participated in 65MT sessions. Interviews were also conducted with their families.
Results. We conducted a thematic analysis using MAXQDA software. Three main categories emerged from this process as follows: (1) expression: children with cancer stated that MT made it easier for them to express their emotions, with indirect benefits to families; (2) participation: patients showed interest in the sessions; and (3) experiences: MT was valued and created a positive environment. The results of this research demonstrate the positive transformative power MT had on children with cancer in terms of their emotions.
Conclusions. Positive results were achieved through MT that encouraged the expression of emotions by children with cancer and favoured and improved their moods. In addition, it also encouraged social interactions in the hospital and helped the children to better cope with their illness through self-awareness. Their families also benefited. Therefore, we encourage healthcare professionals to support the use of MT in paediatric oncology settings”.
La conferencia se desarrolló en seis apartados:
I. El DÍA DEL LIBRO y los días de la Literatura
Donde se recuerda el 23 de abril como el Día Internacional del Libro y algunos pensamientos de literatos de habla española en relación con la importancia de los libros y la lectura.
II. Los 23 LIBROS MÁS VENDIDOS de la Historia
La literatura es indispensable en la Historia, que sin duda sería muy diferente si no tuviéramos libros para conocerla. El tiempo ha conservado aquellos libros que han pasado de generación en generación, siempre con éxito por uno u otro motivo. Y el éxito de ventas ser un buen marcador. Y un reciente estudio realizado sobre los libros impresos que más se vendieron en los últimos 50 años – sin tener en cuenta las ventas digitales - , nos da esta cifra de los 23 libros más vendidos de la historia. Elegimos el 23 en honor a ese 23 de abril, Día del Libro en nuestro país. Y en el top tres se encuentran “Don Quijote de la Mancha”, “Citas del presidentes Mao Tse-Tung” y “La Biblia”, esta última en un destacado e inalcanzable primer lugar.
III. Los 23 ESCRITORES más adaptados al Cine
La fusión entre cine y literatura comienza en los guiones adaptados a partir de obras literarias. Guión adaptado que se fundamenta en tres claves a aplicar a su novela de origen: adecuación lingüística, adecuación de personajes y adecuación al formato de cine. De nuevo elegimos la cifra de los 23 escritores más adaptados al cine y la televisión, listado que está encabezado por un podio (Dickens, Chéjov y Shakespeare, éste muy destacado), pero bien acompañado por otros autores (donde la única mujer es Agatha Christie y el único autor vivo es Stephen King).
IV. Novelas adaptadas en CINE Y PEDIATRÍA
En la parte nuclear de la exposición elegimos 40 películas ya publicadas en Cine y Pediatría y donde la relación con su libro de origen de la historia guarda una especial relación. Una relación cronológica que comienza con “El mago de Oz” (Victor Fleming, 1939) y el libro de cabecera de Lyman Frank Baum publicado en 1900, “The Wonderful Wizard of Oz”, hasta la última versión de “Mujercitas” (Greta Gerwing, 2019) en base a la legendaria obra de Louisa May Alcott publicada en 1868, “Little Women”. Un listado que incluye obras paradigmáticas versionadas a la gran pantalla como “Le avventure de Pinocchio” de Carlo Collodi, “Alicia en el País de las Maravillas” de Lewis Carroll, “The Lord of the Flies” de William Golding o “Le Petit Prince” de Antoine de Saint-Exupèry; pero también novelas menos conocidas como “El juego de los niños” de Juan José Plans, “¿Qué me quieres, amor?” de Manuel Rivas o “Los Pelones” de Albert Espinosa.
V. Un THE END con final feliz
Y cómo toda historia, esta exposición mejor que tenga un final feliz. Y es así que se presentó en primicia el libro Cine y Pediatría 12, adelantándose en tres semanas al acto que tendrá lugar en el XX Festival Internacional de Cine de Alicante. Y también dejamos la lectura de tres ideas finales:
En esta docente presentación en nuestro Servicio de Pediatría se destacan los cuatro momentos clave en la prescripción de antimicrobianos y que sirven para desarrollar las preguntas esenciales que aplican los principios de PROA:
1. ¿Está indicado el tratamiento antibiótico en este paciente?
2. ¿Cuál es el síndrome sospechado?
3. ¿Qué muestras microbiológicas debo extraer para el diagnóstico?
4. ¿Cuál es el antibiótico más apropiado?
5. ¿He aplicado las medidas para el control del foco de la infección?
Era el año 1987 cuando comencé mi Residencia de Pediatría en el Hospital Universitario La Paz (Madrid). Y mi primera rotación fue en Neonatología, en la conocida como Unidad de Transición Neonatal. Y ese fue mi primer contacto con “la 5ª” (como se le conocía entonces) durante seis meses, un servicio liderado en su jefatura por el Prof. José Quero, y con dos jefes de sección de la altura de los Dres. Félix Omeñaca y Jesús Pérez. Y fue allí mi primer contacto con el Dr. Quero, Pepe, como todos le conocíamos.
Y ese contactó se prolongó durante 15 meses al final de mi formación, cuando elegí formarme específicamente como neonatólogo con este equipo. Y allí se fraguó una relación profesional con Pepe, un doctor amante del estudio, afectuoso en la relación, ponderado en las decisiones y amable en las palabras. Cualidades tan apreciables (y poco comunes) para un jefe de servicio y catedrático de Pediatría de aquellos tiempos, lo que convirtió nuestra relación en afecto y amistad. De hecho, mi traslado a la provincia de Alicante hace más de tres décadas se lo debo a él, cuando él me informó y recomendó sobre aquella nueva Unidad Neonatal que se abría en el recién estrenado Hospital Universitario de San Juan.
Continuaron nuestros esporádicos contactos en los congresos científicos y siempre intentábamos vernos, comer juntos, preguntarnos por nuestra vida y nuestra familia. Y siempre iba aderezado por su permanente sonrisa. Lo que se dice, cultivar las relaciones personales que nos regala la vida.
Se jubiló Pepe en el año 2013, tras tres décadas al frente de la Jefatura de Servicio de Neonatología en el Hospital Infantil La Paz (la primera UCIN de España por aquellos inicios), con un amplio bagaje clínico, docente (como Catedrático de Pediatría de la UAM) e investigador, un maestro de muchos de los neonatólogos que hoy lideran esta especialidad en nuestro país. En el mes de enero de este año recibimos la triste noticia de su fallecimiento, y con su partida recuerdo como válido ese pensamiento de que “no es más grande quien más ocupa, sino quien más vacío deja cuando se va”. Y durante este tiempo se han compartido distintos homenajes (In Memoriam) en diferentes revistas y por diferentes amigos que dejó, que fueron muchos, homenaje que merecen las personas que son importantes en nuestra vida.
Quiero destacar el emotivo obituario de un amigo común, el Dr. Félix Omeñaca en Anales de Pediatría, el In Memoriam en la web de Fundación NeNe y en la revista Pediatric Research que os adjunto debajo, estas dos últimas lideradas por el Dr. Alfredo García-Alix.
Un texto de 67 páginas que, en palabras de su autor, el Prof. Manuel Cruz Hernández, "es un resumen de los 30 años de sobreviviente, más de un cuarto de siglo vivido, totalmente inesperado, cuando me llegó la impuesta y no deseada jubilación el 30 de septiembre de 1992, cubriendo la pesadumbre propia con el manto alegre de los Juegos olímpicos de Barcelona". Y es así, como si una bitácora personal y profesional fuera, describe tres décadas fructíferas (desde 1992 a 2022) en esa etapa de "júbilo" que le hace un ejemplo de aprovechar la vida y dar frutos (el texto se ha publicado a sus 97 años de edad).
Creo que una obra así no puede por menos que ser compartida, como ejemplo. Y con su permiso, así lo hago. Gracias, estimado maestro y amigo, Prof. Cruz Hernández. Su magisterio y ejemplo nos hace mejor a todos y usted es un paradigma de que las personas no son grandes por lo que tienen, sino por lo que son.
Este documento describe las intervenciones más apropiadas para humanizar la asistencia a las familias que sufren la pérdida de un hijo en el periodo neonatal. Los objetivos son describir dichas intervenciones y proporcionar conocimientos a los profesionales sobre la muerte perinatal y neonatal. Se analizan temas como la comunicación de la noticia, los espacios para el duelo, el cuidado del bebé fallecido y la donación de leche materna. También se destacan las barreras que enfrentan los profesionales y la necesidad
La adolescencia en el cine, un viaje a los coming of age. Congreso Virtual CO...Javier González de Dios
En el IV Congreso Virtual CONAPEME (Confederación Nacional de Pediatría de México) tuve la oportunidad de realizar la conferencia de clausura con el tema solicitado por la organización titulado "La adolescencia en el cine, un viaje a los coming of age".
Se conoce con el anglicismo coming of age a un género literario y cinematográfico que se centra en el crecimiento psicológico y moral del protagonista, a menudo desde la juventud hasta la vida adulta, y con epicentro en la adolescencia. Y con dos recursos habituales: la voz en off y el flashbacks (dos anglicismos más). Y se conoce con el germanismo bildungsroman (o novela de aprendizaje) a un subgénero específico del coming-of-age, presente en la literatura y centrado en el desarrollo psicológico y moral del protagonista. En ocasiones van de la mano.
Porque la adolescencia es una maravillosa etapa de transición y viaje desde la infancia previa al horizonte de una joven vida adulta (de ahí el anglicismo coming of age), con algunas señas de identidad: 1) búsqueda de la propia identidad, 2) rebelión frente a las figuras de autoridad, y e) probar nuevas cosas (sin miedo al exceso).
La calidad de la salud como consecuencia de la Medicina basada en la evidenci...Javier González de Dios
La presentación se desarrolla en cuatro apartados.
I. Aproximación a la CALIDAD EN SALUD
Se parte de la definición de la OMS (asegurar que cada paciente reciba el conjunto de servicios diagnósticos y terapéuticos más adecuado para conseguir una atención sanitaria óptima, teniendo en cuenta todos los factores y los conocimientos del paciente y del servicio médico, y lograr el mejor resultado con el mínimo riesgo de efectos iatrogénicos y la máxima satisfacción del paciente con el proceso) y se continúa profundizando en los tres niveles y nueve componentes de la calidad asistencial, influido por una importante variabilidad en la práctica clínica:
a) Gestión científico-técnica (la que más importa a los profesionales sanitarios): eficacia, seguridad y efectividad.
b) Gestión relacional-percibida (la que más importa a los pacientes o usuarios): información, aceptabilidad y satisfacción.
c) Gestión organizativo-económica (la que más importa a los gestores): equidad, accesibilidad y eficiencia.
II. Gestionar en busca de la (H)EXCELENCIA.
Con seis claves para ir en búsqueda del hospital "líquido" con profesionales "sólidos":
- Gestionar hacia la Medicina apropiada
- Gestionar en tiempo KISS
- Gestionar con (H)alma en busca de la (H)excelencia
- Gestionar con las 5C + 4 H
- Gestionar con método deliberativo
- Gestionar entre redes 2.0, 3.0 … y 4.0
III. Claves para sobrevivir a la MEDICINA BASADA EN LA EVIDENCIA… y no morir en el intento
Analizamos los cinco pasos de la MBE con el objetivo de aportar más ciencia al arte de la medicina:
- Primer paso: Pregunta clínica estructurada
- Segundo paso: Búsqueda bibliográfica sistematizada
- Tercer paso: Valoración crítica de documentos científicos
- Cuarto paso: Aplicabilidad en la práctica clínica
- Quinto paso: Adecuación de la evidencia científica a la práctica clínica
Y también revisamos los cinco malos usos y abusos que evitar en la MBE:
- No usar el nombre de la evidencia en vano
- No caer en el fundamentalismo metodológico
- Saber que hay vida más allá de PubMed… y Google
- Estar alerta a la evidence-biased medicine
- No minusvalorar la experiencia, lo que la medicina tiene de “arte y oficio”
IV. De la MEDICINA BASADA EN LA EVIDENCIA a la MEDICINA APROPIADA
Destacamos que el pasado reciente y el presente se ha vinculado a la MBE como herramienta para una práctica clínica que intenta resolver de la mejor forma posible la ecuación entre “lo deseable, lo posible y lo apropiado”, teniendo presente que la medicina es una ciencia sembrada de incertidumbre, variabilidad en la práctica clínica, sobrecarga de información, aumento de demanda y limitación de recursos.
Y que el presente y el futuro camina hacia la Medicina Apropiada, que es la conjunción de lo mejor de la Medicina basada en la evidencia (investigación) con los mejor de la Evidencia basada en la medicina (experiencia clínica).
Y este es el largo y sinuoso camino que cabe recoger para trabajar en ciencia y a conciencia por la calidad de la salu
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by...Donc Test
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler Community Health Nursing A Canadian Perspective, 5th Edition TEST BANK by Stamler Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Study Guide Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Studocu Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Course Hero Community Health Nursing A Canadian Perspective, 5th Edition Answers Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Course hero Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Studocu Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Study Guide Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Ebook Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Questions Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Studocu Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Stuvia
ABDOMINAL TRAUMA in pediatrics part one.drhasanrajab
Abdominal trauma in pediatrics refers to injuries or damage to the abdominal organs in children. It can occur due to various causes such as falls, motor vehicle accidents, sports-related injuries, and physical abuse. Children are more vulnerable to abdominal trauma due to their unique anatomical and physiological characteristics. Signs and symptoms include abdominal pain, tenderness, distension, vomiting, and signs of shock. Diagnosis involves physical examination, imaging studies, and laboratory tests. Management depends on the severity and may involve conservative treatment or surgical intervention. Prevention is crucial in reducing the incidence of abdominal trauma in children.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Adhd Medication Shortage Uk - trinexpharmacy.comreignlana06
The UK is currently facing a Adhd Medication Shortage Uk, which has left many patients and their families grappling with uncertainty and frustration. ADHD, or Attention Deficit Hyperactivity Disorder, is a chronic condition that requires consistent medication to manage effectively. This shortage has highlighted the critical role these medications play in the daily lives of those affected by ADHD. Contact : +1 (747) 209 – 3649 E-mail : sales@trinexpharmacy.com
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
• Evidence-based strategies to address health misinformation effectively
• Building trust with communities online and offline
• Equipping health professionals to address questions, concerns and health misinformation
• Assessing risk and mitigating harm from adverse health narratives in communities, health workforce and health system
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Basavarajeeyam is a Sreshta Sangraha grantha (Compiled book ), written by Neelkanta kotturu Basavaraja Virachita. It contains 25 Prakaranas, First 24 Chapters related to Rogas& 25th to Rasadravyas.
3. Continuum,thecontinuingeducationplatformbasedonacompetencymatrix238.e3
Table 1 Continuum competency matrix (adapted from GPEC).
Basic knowledge and patient care programme
Basic abilities and behaviour Organ- and body system-based content Palliative care, surgery, rehabilitation and sports medicine
1. Ethics in clinical practice 1. Allergy 1. Palliative care
2. Collaboration 2. Cardiology 2. Peri- and post-operative care
3. Global health awareness 3. Dermatology 3. Rehabilitation
4. Patient safety and quality improvement 4. Endocrinology 4. Sports medicine
5. Research principles and evidence-based practice 5. Gastroenterology and Hepatology
6. Scholarly activities 6. Haematology Developmental issues
7. Self-leadership and practice management 7. Immunology 1. Behaviour and mental health
8. Communication and interpersonal skills 8. Infectious diseases 2. Genetics
9. Health advocacy and children’s rights 9. Metabolism 3. Growth and development
10. Professionalism 10. Musculoskeletal disorders 4. Language, learning and sensory disorders
11. Neonatal care 5. Nutrition
Basic skills 12. Nephrology 6. Psychosocial functioning
1. Assessment and diagnostic skills 13. Neurology
2. Basic therapeutic skills 14. Oncology Adolescence and related issues
3. Basic procedural skills 15. Ophthalmology 1. Adolescent medicine
16. Oral and dental 2. Gynaecology
17. Otolaryngology
18. Pharmacology Problems of abuse
19. Respiratory 1. Child abuse and neglect
20. Rheumatology 2. Substance abuse
21. Urology
Community and preventive paediatrics
Emergency and critical care for children 1. Community paediatrics
1. Critical care in children 2. Preventive paediatrics
2. Critical care in neonates
3. Emergency medical care
4. Disorders of fluid, electrolyte and acid-base balance
5. Toxicological and poisoning emergencies
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4. 238.e4 C. Ochoa Sangrador et al.
Table 2 Partial selection of areas of competencies related to electrocardiograms.
II. Basic skills
II.A.03. Basic procedural skills
II.A.03.01. Performing basic procedures
II.A.03.01.01. Be able to successfully perform basic procedures:
. . .
II.A.03.01.01.15. Be able to successfully perform an electrocardiogram (lead placement, speed and
voltage settings, interpretation and evaluation)
. . .
III. Basic knowledge and patient care programme
III.A. Organ- and body system-based content
III.A.02. Cardiology
III.A.02.01. General issues
. . .
III.A.02.01.c. Diagnosis
. . .
III.A.02.01.c.04. Be able to identify the most common ECG abnormalities
III.A.02.01.c.05.*
Know ECG indications in paediatrics
. . .
III.A.02.06. Rate and rhythm disorders
III.A.02.06.a. History
III.A.02.06.a.01. Know the causes of arrhythmias
III.A.02.06.b. Physical
III.A.02.06.b.01. Be able to identify the clinical manifestations of the most common cardiac arrhythmias
III.A.02.06.c. Diagnosis
III.A.02.06.c.01. Be able to identify a benign arrhythmia
III.A.02.06.c.02. Be able to recognise the most common dysrhythmias using ECG
III.A.02.06.c.03. Be able to differentiate arrhythmias that require urgent therapy from those that
require chronic therapy or no therapy
III.A.02.06.c.04. Be able to understand the clinical significance of a prolonged corrected QT interval
III.A.02.06.c.05. Be able to identify premature atrial contractions, premature ventricular contractions,
supraventricular tachycardia and ventricular tachycardia using electrocardiographic
patterns
III.A.02.06.c.06.*
Be able to identify ECG abnormalities suggestive of conduction disturbances, complete
or incomplete right bundle branch block, left bundle branch block, pre-excitation and
Wolff-Parkinson-White syndrome
III.A.02.06.c.07.*
Be able to identify electrocardiographic findings suggestive of channelopathies: long QT
syndrome, short QT syndrome and Brugada syndrome
III.A.02.06.d. Management
. . .
. . . Areas of the matrix not referenced in the table.
* Newly designed competencies added by Continuum to those of GPEC.
Any CBE programme must be constructed on the basis of
knowledge of the competencies required, developing train-
ing actions that make use of all the resources available and
conducting assessment processes on their performance, to
provide feedback and optimise learning.
Continuum, the distance learning platform of
the Spanish Association of Paediatrics
As we have seen, all available learning opportunities must
be utilised. Distance learning, with the aid of new tech-
nologies, is an efficient method of achieving this, which
can be adapted to the student’s needs (timetable, pace
of work, place of residence, financial means, etc.). Adop-
tion of the principles of CBE has given rise to Continuum,
the distance learning platform of the Spanish Association of
Paediatrics. It offers training activities designed to cover
the competencies (knowledge and skills) that paediatri-
cians need to acquire and maintain in their day-to-day
practice. The available content is structured in various types
of activity (training courses, new publications, images of
the week, interactive clinical cases, knowledge pills, tools)
which function as training modules, designed to cover a set
of predefined competencies. For this purpose we have devel-
oped a competence matrix, which constitutes the teaching
structure of Continuum.
The matrix is based on the Global Pediatric Education
Consortium3
(GPEC) training programme. This body is made
up of leaders of national and regional organisations devoted
to education, qualification and accreditation, whose mission
is to establish relevant criteria for training and practice in
paediatrics at an individual level and to assess their effi-
cacy for ensuring the quality of paediatric learning and care
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5. Continuum, the continuing education platform based on a competency matrix 238.e5
Table 3 Competencies related to 3 training activities.
Image of the week: self-limiting palpitations in an 11-year-old boy
II.A.01.02.02.04. Be able to interpret an electrocardiogram
III.A.02.06.c.01. Be able to identify a benign arrhythmia
III.A.02.06.c.02. Be able to recognise the most common dysrhythmias using ECG
Interactive clinical case: football and chest pain: is it what we do not want it to be?
II.A.01.02.02.04. Be able to interpret an electrocardiogram
III.A.02.01.c.03. Be able to select and interpret appropriate cardiological investigations
III.A.02.01.c.04. Be able to identify the most common ECG abnormalities
III.A.02.02.02.a.02. Recognise the importance of cardiovascular evaluation in patients with chest pain associated
with exercise
III.A.02.02.02.a.03. Know the cardiovascular causes of chest pain
III.A.02.06.b.01. Be able to identify the clinical manifestations of the most common cardiac arrhythmias
III.A.02.06.c.05. Be able to identify premature atrial contractions, premature ventricular contractions,
supraventricular tachycardia and ventricular tachycardia using electrocardiographic patterns
III.A.02.06.d.03. Be able to plan for the treatment of supraventricular tachycardia
Training course: systematic interpretation of a paediatric ECG
II.A.01.02.02.04. Be able to interpret an electrocardiogram
II.A.03.01.01.15. Be able to successfully perform an electrocardiogram (lead placement, speed and voltage
settings, interpretation and evaluation
III.A.02.01.c.04. Be able to identify the most common ECG abnormalities
III.A.02.01.c.05.*
Know ECG indications in paediatrics
III.A.02.02.02.c.02. Be able to identify the abnormal ST-T changes on the ECG
III.A.02.05.05.c.03.*
Be able to identify electrocardiographic findings suggestive of pericarditis
III.A.02.05.06.c.01. Be able to identify post-operative X-ray and electrocardiographic changes
III.A.02.06.c.01. Be able to identify a benign arrhythmia
III.A.02.06.c.02. Be able to recognise the most common dysrhythmias using ECG
III.A.02.06.c.03. Be able to differentiate arrhythmias that require urgent therapy from those that require
chronic therapy or no therapy
III.A.02.06.c.04. Be able to understand the clinical significance of a prolonged corrected QT interval
III.A.02.06.c.05. Be able to identify premature atrial contractions, premature ventricular contractions,
supraventricular tachycardia and ventricular tachycardia using electrocardiographic patterns
III.A.02.06.c.06.*
Be able to identify ECG abnormalities suggestive of conduction disturbances, complete or
incomplete right bundle branch block, left bundle branch block, preexcitation and
Wolff-Parkinson-White syndrome
III.A.02.06.c.07.*
Be able to identify electrocardiographic findings suggestive of channelopathies: long QT
syndrome, short QT syndrome and Brugada syndrome
III.A.02.08.c.01. Be able to identify the diagnostic features of chest X-ray, electrocardiogram and
echocardiogram of cardiomyopathies
III.A.04.02.10.c.03.*
Know the electrocardiographic changes produced by hypocalcaemia
III.A.04.02.11.c.03.*
Know the electrocardiographic changes produced by hypercalcaemia
III.B.01.03.02.c.02. Be able to identify complete heart block from the findings on electrocardiography and
physical examination
III.B.01.03.02.c.04. Recognise prolonged QT syndrome in a patient with syncope
III.B.04.04.02.b.01. Know the electrocardiographic changes produced by hypo- and hyperkalaemia
* Newly designed competencies added by Continuum to those of GPEC.
throughout the world. The GPEC curriculum is designed for
general paediatric training, in both primary and hospital
care, and although it addresses competencies pertaining to
specific training areas, with a greater or lesser degree of
development, it is not currently intended as a benchmark
for training in such areas. Nevertheless, since it is by its
nature an open-ended document, it can be supplemented
with whatever contributions and improvements profession-
als in the various training areas consider necessary for their
speciality.
The matrix has a hierarchical structure, with 2 generic
sections: one for basic abilities and behaviour and another
in which the various areas of paediatric knowledge are
deployed (Table 1). In the latter, specific, successively sub-
ordinated contents are developed, and in each one there
are subgroups of competencies related to history, physi-
cal, diagnosis and management. The programme has been
adapted into Spanish from the original version in English,
and as new training actions arise, with teaching aims that
are not included in the matrix, modifications are introduced
or new competencies are created.
To facilitate locating items in the matrix, each com-
petency is assigned a hierarchically structured code (see
Tables 2 and 3). This means that when students perform
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6. 238.e6 C. Ochoa Sangrador et al.
Home
Search for competencies:
- Competencies available: 341 - You have completed: 20 (5.87%).
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- Competencies available: 98 - You have completed: 0 (0.00%).
- Competencies available: 191 - You have completed: 27 (14.14%).
- Competencies available: 15 - You have completed: 5 (33.33%).
- Competencies available: 37 - You have completed: 1 (2.70%).
- Competencies available: 14 - You have completed: 2 (14.29%).
- Competencies available: 35 - You have completed: 9 (25.71%).
Chapter I - Skills: Attitudes and behaviour
Chapter II - Basic and specific paediatric skills
Chapter III - Knowledge of patient care
III.A - Organ- and body system-based content
III.A.01 - Allergy
III.A.02 - Cardiology
III.A.02.01 - General issues
III.A.02.02 - Symptoms
III.A.02.03 - Congestive heart failure
IIII.A.02.04 - Congenital heart disease
What is the CONTINUUM competency matrix?
About continuum About us My continuum Subscriptions Search
Figure 1 Competency matrix in Continuum (www.bit.ly/continuumcompt). Partially expanded view of the competency matrix.
III.A.02 - Cardiology
III.A.02.01 - General issues
III.A.02.02 - Symptoms
III.A.02.03 - Congestive heart failure
III.A.02.04 - Congenital heart disease
III.A.02.05 - Acquired heart disease
III.A.02.06 - Rate and rhythm disorders
III.A.02.06.a - History
III.A.02.06.b - Physical
III.A.02.06.c - Diagnosis
III.A.02.06.c.01 - Be able to identify a benign arrhythmia
Completed
- Competencies available: 191 - You have completed: 27 (14.14%).
- Competencies available: 15 - You have completed: 5 (33.33%).
- Competencies available: 37 - You have completed: 1 (2.70%).
- Competencies available: 14 - You have completed: 2 (14.29%).
- Competencies available: 35 - You have completed: 9 (25.71%).
- Competencies available: 55 - You have completed: 2 (3.64%).
- Competencies available: 18 - You have completed: 7 (38.89%).
- Competencies available: 1
- You have completed: 0 (0.00%).
- Competencies available: 1
- You have completed: 0 (0.00%).
- Competencies available: 7
- You have completed: 7 (100.00%).
Figure 2 Partially expanded view of the competency matrix (www.bit.ly/continuumcompt). Further expansion of competencies,
showing the headings and a specific competency. Each heading has an icon on the right through which the user can access training
activities in which that issue is developed in Continuum.
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7. Continuum, the continuing education platform based on a competency matrix 238.e7
III.A.02.06.c - Diagnosis - Competencies available: 7
- You have completed: 7 (100.00%).
III.A.02.06.c.01 - Be able to identify a benign arrhythmia
III.A.02.06.c.02 - Be able to recognise the most
common dysrhythmias using ECG
III.A.02.06.c.01. - Be able to identify a benign arrhythmia
III.A.02.06.c.01. - Be able to identify a benign arrhythmia
Continue
III.A.02.06.c.02. - Be able to recognise the most
common dysrhythmias using ECG
Activity completed
Completed
III.A.02.06.c.03 - Be able to differentiate arrhythmias
that require urgent therapy from those that require
chronic therapy or no therapy
III.A.02.06.c.04 - Be able to understand the clinical
significance of a prolonged corrected QT interval
III.A.02.06.c.05 - Be able to identify premature atrial
contractions, premature ventricular contractions
supraventricular tachycardia and ventricular
tachycardia using electrocardiographic criteria
Completed
Activities with competencies in III.A.02.06.c
Self-limiting palpitations in an 11-year-old boy
Interpretation of a paediatric ECG
Pre-syncope in a three-year-old girl
Completed
Completed
Completed
Figure 3 Competencies in the area of rate and rhythm disorders, with an expanded window of related activities. By clicking on
the icon students can select the activities available in Continuum for them to perform, which will enable them to acquire a given
competency.
an activity, they can find out what results they can achieve
with it.
In addition, the matrix enables students to locate
the competencies they are interested in and to look
up the activities that the platform offers for acquiring
them (www.bit.ly/continuumcompt). They thereby obtain a
personalised view of their training curriculum or virtual port-
folio (once they have registered and identified themselves),
showing the competencies they have covered in each area
and those they have yet to attain.
Competencies can be searched for in the matrix in 2
ways, either by expanding the various sections of which it is
composed (see Figs. 1---3) or by entering the keyword in the
search box (Fig. 4).
From a teaching point of view, the array of competen-
cies offered by the matrix is essential for those designing
and scheduling training activities, since it enables them to
tailor their training programmes to the requirements. This
same idea was expressed by Le Boterf, the founding father
of CBE,4
when he commented that ‘‘one has to have a
Home About continuum
Search for competencies:
Electrocardiogram
•
•
•
•
II.A.01.02.02.04. - Be able to interpret an electrocardiogram
III.A.02.01.c.05.∗ - Know ECG indications in paediatrics
Activities with competencies in III.A.02.01.c.05.∗
Activity completed
2 (0.48%)
14 (1.29%)
98 (1.95%)
314 (3.99%)
186 (27.68%)Continue
- Competencies available: 278 - You have completed: 4 (1.44%)
III.A.02.01.c.05.∗ - Know ECG
indications in paediatrics
Interpretation of a paediatric ECG
III.B.01.03.02.c.02. - Be able to identify complete heart block from the findings on electrocardiography and physical examination
II.A.03.01.01.15. - Be able to successfully perform an electrocardiogram (lead placement, speed and voltage settings, interpretation
and evaluation)
What is the CONTINUUM competency matrix?
Chapter III - Knowledge of patient care
III.A - Organ- and body system-based content
III.B - Emergency and Critical care for children
III.D - Developmental issues
III.E - Adolescence and related issues
III.C - Palliative care, surgery, rehabilitation
and sports medicine
About us My continuum Subscriptions
Figure 4 Competency search using the search engine. With this search option the user enters a key term in the box located at
the top left of the screen, and the available teaching related to the chosen competency is displayed.
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8. 238.e8 C. Ochoa Sangrador et al.
reference framework of the competencies required in order
to identify the need for them’’.
On an independent basis, as well, trainee professionals
and paediatricians that consult the virtual portfolio will be
able to find out what knowledge and skills they have to
acquire in order to develop and improve their training.
Finally, another way in which it may be useful is by
offering members of the Spanish Association of Paediatrics
the option of combining the educational and professional
spheres and obtaining credits for in-service training that
can be presented to any institution as evidence of their
professional development and periodically certify their
qualification in the future.
In conclusion, the Continuum competency matrix offers
the following educational opportunities and innovations:
- It formulates a CBE programme, underpinned by a curricu-
lum developed and accepted by internationally recognised
experts in paediatrics.
- It allows students to manage their own learning according
to their needs.
- It sets out the road map that tutors and trainee paediatri-
cians can follow to develop their training plan.
- It helps users to produce a personalised training portfolio,
which can be used as the basis for future recertification.
The education of competent paediatricians must move
forward from an exclusively curriculum-based form of train-
ing to one focusing on competencies, thus responding to the
needs of the current Health System. Acquiring and main-
taining professional qualification requires excellent initial
training, ongoing professional development and continuous
application of learning based on innovation and improve-
ment. To achieve this, the Spanish Association of Paediatrics
has made the Continuum platform available to its members,
in order to attain the highest level of qualification for the
whole professional community and provide the Spanish child
and adolescent population with the best possible care.
Conflicts of interest
Carlos Ochoa Sangrador and Carmen Villaizán Pérez are Con-
tinuum Competency Matrix coordinators; Javier González
de Dios and Francisco Hijano Bandera are joint directors of
Continuum.
Appendix A. Continuum coordinators
Alberto García Salido, Nuria García Sánchez, José María Gar-
rido Pedraz, Manuel Molina Arias, Carlos Ochoa Sangrador,
Rosa Pavo García, F. Javier Pérez-Lescure Picarzo, Manuel
Praena Crespo, Carmen Villaizán Pérez.
References
1. Morán-Barrios J. Formación y evaluación por competencias: Un
nuevo paradigma. Ponencia. AEP 2013-62 Congreso de la Aso-
ciación Espa˜nola de Pediatría, p. 124---31.
2. Martínez-Clarés P, Martínez-Juárez M, Mu˜noz-Cantero JM. For-
mación basada en competencias en educación sanitaria:
aproximaciones a enfoques y modelos de competencia. Relieve.
Revista Electrónica de Investigación y Evaluación Educa-
tiva. 2008;14:1---23. Available from: http://www.uv.es/RELIEVE/
v14n2/RELIEVEv14n2 1.htm [accessed 05.09.15].
3. Curriculum pediátrico global. Available from: http://www.
globalpediatrics.org/home.html [accessed 05.09.15].
4. Le Boterf G. Ingeniería de las competencias. Barcelona: Gestión;
2001, 2000.
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