Development of a Novel Pain Management Simulator to Enhance Skills of Medical and other Health Professional Students
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Tanner B, Metcalf M, Rossie K. Development of a Novel Pain Management Simulator to Enhance Skills of Medical and other Health Professional Students. Poster presented at the 2015 American Academy of Pain Medicine, May 20, 2015, National Harbor, MD.
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![Methods: Students completed one pain
management case and fill out a knowledge quiz before
and after the experience (N=38).
Discussion: The experience was well-received and input is
guiding the further enhancement of a complete online training
experience, including 6 additional cases. Expanded clinical
functionality will include:
1) simulated consultation with and referral to pain treatment experts
2) follow-up visits,
3) urine drug testing and other laboratory tests, and
4) scenarios involving diversion, addiction to opioids, and pseudo
addiction.
Development of a Novel Pain Management SimulatorDevelopment of a Novel Pain Management Simulator
to Enhance Skills of Medical and other Health Professional Studentsto Enhance Skills of Medical and other Health Professional Students
Bradley Tanner, MD, Mary Metcalf Ph.D, MPH, Karen Rossie, DDS, PhD, Clinical Tools, Inc., Chapel Hill, NCBradley Tanner, MD, Mary Metcalf Ph.D, MPH, Karen Rossie, DDS, PhD, Clinical Tools, Inc., Chapel Hill, NC
Acknowledgments/Disclosure
Future Directions: We are currently recruiting sites to complete a
longitudinal study to assess the effectiveness of the training program on target
professional and clinical skills. The study measures impact on competence and
performance via a randomized, cross-over design with at least 60 participants per
site and a wait-list control.
Purpose: With support from NIH/NCATS
[Grant #R44TR000576-03] we are creating
web and tablet-based environments to
challenge health professional students to
enhance their skills in diagnosing and treating
patients with pain, while decreasing the
chance of opioid misuse and diversion.
In each EHR-coordinated simulated pain
management case, health professional
students collect data, examine the patient,
choose the appropriate course of action,
outline a treatment plan, and receive
feedback.
The online curriculum can also be used to
assess students' clinical competence and
skills, and guide additional training.
Suggested Citation and Communication
Relevance: Existing pain management training is not adequately preparing
health professionals to address the needs of patients with pain.
Tanner B, Metcalf M, Rossie K. Development of a Novel Pain Management Simulator to Enhance
Skills of Medical and other Health Professional Students. Poster presented at the 2015 American
Academy of Pain Medicine, May 20, 2015, National Harbor, MD.
Contact author: bradtanner@gmail.com
Funding for this project was provided by the NIH/NCATS [National Center for
Advancing Translational Sciences] (NIH Grant #R44TR000576-03) to Clinical Tools,
Inc. TB Tanner, MD, Principal Investigator. Clinical Tools, Inc is 100% owned by T.
Bradley Tanner, MD and he serves as President of Clinical Tools, Inc.
References
1) Mezei L, Murinson B, et al. Pain education in North American medical schools. Journal of Pain: Elsevier. 2011 12(12):1199-208
http://www.ncbi.nlm.nih.gov/pubmed/21945594. Accessed on: 8/27/2011.
2) Institute of Medicine. Relieving Pain in America: A Blueprint for Transforming Prevention, Care, Education, and Research. The National Academies Press. 2011.
http://www.iom.edu/Reports/2011/Relieving-Pain-in-America-A-Blueprint-for-Transforming-Prevention-Care-Education-Research.aspx. Accessed on: 7/25/2011.
3) Murinson BB, Nenortas E, Mayer RS, et al. A new program in pain medicine for medical students: integrating core curriculum knowledge with emotional and
reflective development. Pain Medicine: 2011 12(2):186-95. http://onlinelibrary.wiley.com/doi/10.1111/j.1526-4637.2010.01050.x/full. Accessed on: 8/27/2011.
4) ACGME. ACGME Program Requirements for Graduate Medical Education in Pain Medicine. Accreditation Council for Graduate Medical Education. 2007.
http://www.acgme.org/acWebsite/downloads/RRC_progReq/sh_multiPainPR707.pdf. Accessed on: 2/26/2011.
5) Gallagher RM. Physician variability in pain management: are the JCAHO standards enough?. Pain Medicine: . 2003.4(1):1-3
http://onlinelibrary.wiley.com/doi/10.1046/j.1526-4637.2003.00012.x/abstract. Accessed on: 7/25/2011.
Results: In a pilot test of one pain management
case (n=38), knowledge quiz scores improved
significantly pre- to post-training from a mean of 67.8
(SD=17) to a mean of 98.9 (SD=4.7) (p<0.001).](https://image.slidesharecdn.com/aapm2015v3bt-190130131859/85/Development-of-a-Novel-Pain-Management-Simulator-to-Enhance-Skills-of-Medical-and-other-Health-Professional-Students-1-320.jpg)
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OUIDA CARR PICO
The document discusses a PICOT project focused on enhancing pain management through nurse education. It aims to reduce hospitalization rates by providing more frequent educational opportunities for nurses to improve patient outcomes. The training will target technology-based pain management and communication approaches. A literature review found that organizational leadership, adequate staffing and resources are key to effective pain management. Barriers like gaps in education and communication must be addressed. The project will use Lewin's change model and a knowledge-to-action framework to provide topic-specific education, assess gaps, collect data, and support continuous learning to improve clinical practices long-term. The goal is a 5% reduction in cancer-related hospitalizations in the local area.
Mixed methods research design.pdf
- Staff at an oncology unit received TeamSTEPPS training to improve teamwork and communication.
- Surveys before and after training found statistically significant improvements in perceptions of team structure, communication, and teamwork. Knowledge increased slightly but not significantly.
- Focus groups identified facilitators like huddle times and barriers like attitudes, and suggested continuing education and orientation integration to sustain improvements.
Brad Doebbeling Conference Slides
The document discusses essential components for transforming healthcare delivery systems. It identifies leadership, collaboration, balancing regulation and creativity, health information systems, and research as key elements. It provides examples of research studying the adoption of evidence-based practices and the impact of interventions on outcomes like costs, falls, and pain management.
Transitional Care Workgroup
This document summarizes a transitional care workgroup meeting held on July 12, 2013. The meeting included introductions and presentations on transitional care evidence and measuring patient-centered outcomes. Participants discussed a vignette about a patient being discharged from the hospital to identify questions patients would have about participating in a new transitional care program. The group's objectives were to understand transitional care broadly and narrow the topic by prioritizing important questions from multiple stakeholder perspectives. Breakout sessions allowed for submitted questions and discussion of proposed research topics. The meeting concluded with recapping next steps and welcoming further input.
Health Psychology: Chronic Pain Rotation and Training Syllabus
According to NIH data, Chronic Pain Clinic affects more than 24 million Americans. Pain is often untreated in mental health settings due to a lack of clinical skills. The combination of opiate use disorder and chronic pain have reduced the life expectancy nationwide. The 2016 national pain strategy has indicated that integrated behavioral psychology into pain management is a central goal, but current plans have shown no changes in access. Developing chronic pain and opiate risk clinical rotation provides ways to reduce the training to treatment pipeline issues. Pain management is needed both in health and mental health settings.
Leaders with pain psychology skills can provide a high level of care and address public health needs. Most psychologists are trained in a single professional siloed context. This training rotation is a collaborative care approach to treatment that supports work with medical professionals at a high level of embedded clinical skills growing interprofessional skills in internship year that can be foundational in the development of clinical professionals.
This training rotation was established to develop skills in assessment, treatment, and interdisciplinary treatment of chronic pain. Interns in this rotation will be assigned to a weekly chronic pain clinic paired with a medical provider who is a specialist in chronic pain management and develop integrated treatment plans to address patient care needs.
There are four components to the training rotation in chronic pain; these are a. precepted clinic rotation with monthly or more direct supervision of clinical consultation and intervention in a high-risk pain management clinic, b. Weekly group supervision and didactic training, c. Supervised individual pain treatment post-mid-year, d. Orientation training on the clinic and chronic pain.
Running head PICOT STATEMENT 1PICOT STATEMENT 2.docx
Running head: PICOT STATEMENT 1
PICOT STATEMENT 2
PICOT Statement
Anna Uka
Grand Canyon University- NRS490
December 1st , 2019
P: Adults on an Acute Care floor
I: Required education on the Braden Scale
C: Standard Practice
O: Decrease in Hospital-Acquired Pressure Ulcers
PICOT QUESTION: Does the required education on the Braden scale increase nursing interventions for Adult patients on an acute care floor at risk of developing pressure ulcers during hospitalization?
Currently, most hospitals are faced with a clinical problem of acquired pressure ulcers. According to Pittman et al (2015), hospital-acquired pressure ulcers remain one of the persistent and relevant issues that need to be addressed in long-term hospital stay patients. Health care is attempting to implement evidence-based protocols, though patients continue to suffer from this prevalent and preventable injury. Health care institutions are facing a big challenge for the patients with this acquired condition because hospital bills continue to balloon and at the same time insurance companies stopped paying for this condition. Research shows that pressure ulcer is preventable; though, in spite of hospitals striving to integrate evidence-based approaches to curb the issue, it continues to remain a serious issue for long-term hospital stay patients. This PICOT statement this research paper is proposing to use is a Braden Scale which can be used by nurses in their practice to reduce hospital-acquired pressure injuries which will reduce the patient stay in the hospital as well as the bills burden in the hospital.
Evidence-Based
Solution
According to Engels et al (2016), “the importance of using evidence-based practice in long-term care hospitals to reduce prevalent pressure ulcers is to promote a safe cost-effective outcome for our patients, families, and the healthcare group. Research needs to be conducted and qualitative data collected when designing an evidence-based solution to hospital-acquired injuries”. Despite a lot of research being conducted from the past years concerning acquired pressure ulcers, many patients continue to get the disease. Evidence-based practice allows the nurse to get pooled in a team of experts where interdisciplinary collaboration becomes the ultimate objective for nurses to practice autonomy that enhances change in the nursing field based on data. “The nursing research utilizes qualitative and quantitative logical methods and an EBP approach aimed at around the study and change of patient consideration, understanding consideration frameworks, and patient results” (Mervis & Phillips, 2019). This PICOT question will effectively apply the Braden Scale to see how it can positively impact long-term hospital in reducing pressure ulcers injuries.
Nursing Intervention
When starting a nursing research project, ...
113DNP Prospectus Comment by Cynthia Fletcher Th.docx
1
13
DNP Prospectus Comment by Cynthia Fletcher: This is a good beginning Ann Marie. There are many areas that we will discuss at our meeting to improve clarity and congruence with a DNP Project.
Educating Inpatient Nurses to use Standardized Care Plans
Anne Marie Wouapet
Doctor of Nursing Practice – Nursing Informatics
A00505587
Prospectus: Educating Inpatient Nurses to use Standardized Care Plans
Problem Statement
Standardized care plans can be described as the pre-determined menu of interventions which are used for different patient situations (Monsen, Swenson & Kerr, 2016). Evidence-based care is the conscientious use of the most recent evidence to make decisions on the care of individual patients or in the delivery of health care services (Murdaugh, Parsons & Pender, 2018). The current best evidence is the most recent information which has been obtained from valid and relevant research about the effects of different types of healthcare, the accuracy of diagnostic tests, the potential for harm from exposure to different agents, or predictive power of prognostic factor (Schmidt & Brown, 2017). Standardized care plans form the main basis for the implementation of evidence-based care directly in practice and for the improvement of patient outcomes (Nussbaum et al., 2015; Yehuda & Hoge, 2016). A health care facility recently transitioned to the use of a new and better electronic health record system. The facility also purchased standardized care plans to increase efficiency in their operations. However, the compliance with using the standardized care plans was only 40 percent among the inpatient nurses. Comment by Cynthia Fletcher: ?Comment by Cynthia Fletcher: Questionable purpose.Comment by Cynthia Fletcher: Was it different for those who were not inpatient nurses?
Accordingly, the facility recently had a visit from the Joint Commission on Accreditation of Healthcare Organizations and received a negative rating because the nurses were not adding care plans based on the patients' primary problem or diagnosis in the patients' charts upon admission. This presents several specific problems in the healthcare facility. There is poor compliance from the nurses concerning the addition of standardized care plans to the charts of patients based on their diagnosis or primary problem(s). The system which the facility invested in was not being used for the improvement of patient outcomes and quality of care delivered. The focus of this project is the failure of inpatient nurses to make use of standardized care plans. The gap in nursing is the failure of delivery of evidence-based practice using the standardized care plans which result in poor patient outcomes and quality of life. One of the areas of knowledge that has not yet been explored is the cause of low rates of adoption of standardized care plans by nurses. Another gap is the lack of studies on nurses’ perception of the standardized care plans and how they affect their use in .
Introduction Healthcare system is considered one of the busiest.pdf
The document discusses the application of clinical information systems in nursing. It reviews 4 peer-reviewed articles on the topic. The articles found that clinical information systems can improve workflow and reduce medical errors. However, challenges remain around data integration and sharing patient data across healthcare systems. The document concludes that clinical systems provide opportunities to improve care if effectively implemented and regularly updated to support nurses.
Needs Analysis of Primary Care Physicians and Other Providers in Terms of Obe...
Tanner, B. Needs Analysis of Primary Care Physicians and
Other Providers in Terms of Obesity Training. Poster
presented Overcoming Obesity: Diagnose. Personalize.
Treat. Conference of the American Society of Bariatric
Physicians, September 12, 2014 Austin Texas.
NURS 521 Nursing Informatics And Technology.docx
This document discusses the application of clinical information systems in nursing. It reviews 4 peer-reviewed articles on this topic. The articles found that clinical information systems can help reduce medical errors, improve care quality by enhancing workflow and access to patient information, and engage patients more in their care when interactive technology is used. However, challenges remain around data integration across healthcare systems and technical, human, and organizational constraints. The document concludes that clinical information systems provide opportunities to improve care but must be effectively implemented and upgraded so nurses can benefit from these technologies.
Improving practice through evidence not only helps lower healthcare improve.docx
- Improving healthcare practices through evidence-based research can help lower costs, improve outcomes and safety, and increase job satisfaction for medical professionals.
- It is important to disseminate information about evidence-based practices in order to advance the healthcare system, though it often takes years for research results to be implemented in practice.
- Strategies for disseminating evidence-based practice information include unit-level education, posters, and champions to help reinforce positive results.
Description1 Tolerable, will not affect the attainment of ob.docx
This document describes a risk assessment matrix that is used to analyze risks. It provides definitions for key terms used in risk analysis including risk, impact, likelihood, and risk score. It also includes tables to determine impact and likelihood scores based on levels of almost certain, likely, possible, unlikely and rare. The risk score is then automatically computed based on the impact and likelihood scores input. The risk rating is also automatically determined based on the risk score in a risk matrix. The risk matrix scores risks from 1-25 and categorizes them into priority levels of 1-3 to determine the level of response and actions needed.
McClelland_M_NU608_819_Qualitative_Paper__Final.pdf.pdf
This qualitative systematic review synthesized 77 papers reporting on 60 studies to understand patients' experiences of chronic non-malignant musculoskeletal pain. The key finding was that patients experience chronic pain as an adversarial struggle on multiple levels, including affirming their identity, reconstructing their identity over time, explaining their suffering, navigating the healthcare system, and proving the legitimacy of their pain. However, some patients also expressed a sense of moving forward alongside their pain. The review provides insight for improving the patient experience by better understanding their pain and forming collaborative partnerships to help patients manage their condition.
Running Head VAH PLAN REDUCTION OF VETERANS WAIT TIME .docx
Running Head: VAH PLAN: REDUCTION OF VETERANS WAIT TIME 1
VAH PLAN: REDUCTION OF VETERANS WAIT TIME 3
Stakeholders
Stakeholder Analysis and Communication Plan
It will be important to partner with the organizations stakeholders for the development of a comprehensive patient care with no delays in treatment. The organization has a variety of stakeholders and partners e.g. Association of American Medical Colleges, Centers for Medicare and Medicaid Services Office of Minority Health and Human Rights Campaign just to name a few ( U.S Department of Veterans Affairs, 2017).The government, employees, lenders and interest groups among others are also key stakeholders who will impact positively on the project. Stakeholders such as interest groups, government agencies, lenders, and employees have the power to influence the quality care and experience for veterans. A thorough evaluation of the project will be required to enhance in the identification of the motivation and expectations of the key stakeholders before communication is done. The current situation at VAH is alarming due to increased death rates and therefore the project basis hopes to get positive feedback and support from the key and concerned stakeholders (Thompson, 2016). Upon understanding the main aims of the project and identifying the key aspects to be communicated to stakeholders, passing of the information will be done mainly in writing where the key issues will be addressed, desired approach to problem-solving and the expected outcomes.
References
U.S Department of Veterans Affairs. (2017). Partners and Stakeholders. Retrieved 02 28, 2018, from Office of Health Equity: https://www.va.gov/HEALTHEQUITY/Partners_Stakeholders.asp
Thompson, R. (2016). Stakeholder Analysis. Retrieved 02 28, 2018, from MindTools.com: https://www.mindtools.com/pages/article/newPPM_07.htm#Interactive
please look at the Mind Tool I posted in the Main Forum. That was what you were supposed to use for this assignment per the Business Plan paper. Be sure to complete it for your final business plan.
Part 3: Stakeholder Analysis and Communication Plan
Complete a stakeholder analysis to identify and prioritize the various stakeholders. Refer to the "Stakeholder Analysis - Winning Support for Your Projects," resource (located on the Mind Tools website) and complete all steps.
(https://www.mindtools.com/pages/article/newPPM_07.htm#Interactive
Include a communication plan for disseminating your action plan for all of the stakeholders. Which strategies do you plan to utilize and why? Your plan should demonstrate how you plan to use various types of communication channels to implement the plan.
In addition, explain how the communication plan addresses what you are hoping to achieve with your strategic goal.
While APA format is not required for the body of this assignment, solid academic writing is expe ...
HIVTestingImplementationGuide_Final
This guide provides program managers with information and tools to plan, implement, and evaluate HIV testing and linkage programs in non-clinical settings. It emphasizes the importance of such programs in identifying undiagnosed individuals and linking them to care. The guide was developed with input from experts in health departments and community-based organizations. It covers topics such as targeting high-risk groups, implementing testing strategies, ensuring quality assurance, and evaluating programs. Appendices include a glossary, list of resources, and templates to support non-clinical HIV testing and linkage efforts.
Evidence-Based Practices & NursingIntroduction Normally,.docx
Evidence-Based Practices & Nursing
Introduction
Normally, PICOT format is helpful in formulation of questions in an evidenced based clinical practice. PICOT generated questions generally fall under for main categories of clinical practices. These include; therapy, prevention, diagnosis, etiology as well as Prognosis. The essential elements in PICOT questions. The PICOT format is valuable in addressing research questions comprehensively. Five elements are normally addressed including; population, intervention, comparison, outcome and time as well (Riva, Malik, Burnie, Endicott, & Busse, 2012).
Summary of Case Study
The ever increasingly high incidence of breast cancer conditions has posed serious challenges in the nursing profession. Provision of appropriate healthcare to the cancer patients has been lacking leading to adverse effects of the proliferation of cancerous cells which further worsen the conditions of the patients. As primary care, clinicians have the responsibility to stressing providing healthcare services within healthcare facilities as well as monitoring treatment in home based facilities to help manage cancer condition. Most cancer patient need clinicians who practice evidence-based clinical practices (Riva, Malik, Burnie, Endicott, & Busse, 2012).
Research Question
In cancer patients receiving chemotherapy, will they have better white blood cell count monitoring with a follow-up at home versus follow-up at a health care facility during their treatment?
PICOT Format
1) P-Population: Patients aged 18-60 years-old, breast cancer who have not received chemotherapy in the past six months are subjected to the treatment. Patients with other serious health conditions such as heart diseases were excluded in the study. 30 patients, with 15patients stationed at the healthcare facility while the other 15 patients receiving home-based care, are expected to take part in the study.
2) I -Intervention: The patients will receive dosage based on the age, sex and health general body health as well as the stage of cancer cells proliferation in the body. The patients are required take the prescribed drugs at regular intervals. The subjects will be subjected to treatment under the same during the research study.
3) C-Comparison: All the subject regardless of variations in their level of dose requirement will be subjected to the same treatment for the same duration, 3months. Standardized treatment will be given to subjects with no extreme variations in their level of dose requirement and would be used as an active control group. Using this strategy, it will be possible to minimize the non-specific effects due to a group of the patient receiving treatment within the healthcare.
4) O-Outcome: The response in chemotherapy treatments will be check by examining the numbers of defective cancerous cells in the body tissues. The patients will report to the theatre in order to be examined by an oncologist. The results will be recorded i ...
Team-Based Care 101 for Health Professions Students
This webinar provided an overview of team-based care for health professions students. Speakers from Community Health Center, Inc. and the National Nurse-Led Care Consortium discussed key components of effective teams, including clear roles and communication. Specific tools for communication, such as SBAR and huddles, were reviewed. The webinar aimed to describe high-performing teams, effective communication strategies, and how to optimize team roles.
Negative Pressure Wound Therapy Ethical Considerations Journal Discussion.pdf
1) The document discusses a student's reflective journal entries for their capstone practicum project over 10 weeks.
2) In early weeks, the student assessed their healthcare setting's needs and identified potential project topics, focusing on reducing health disparities.
3) For one topic on implementing negative pressure wound therapy, the student created objectives to improve outcomes and safety through new approaches.
4) Later weeks discuss exploring telehealth nursing and considering new policies, technologies, and how they can ethically benefit patients while maintaining standards of care.
I need between 100-120 words for each assignment, and I want ind.docx
I need between 100-120 words for each assignment, and I want individual references with each response. Please, no plagiarized work
Module 1
DQ 1
Outcome measures are significant in showing the worth of the Doctor of Nursing Practice's role in health care. Identify a practice-level outcome study or project and describe the expectation of its effect on health care. Which outcome measure do you think aligns with your DPI project (Quality Improvement Project)? Why? Provide examples and literature support.
DQ 2
In this week's readings, theories of accident causation, human error, foresight, resilience, and system migration were discussed. Identify a safety theory and propose quality measures to improve patient safety. Which theory or framework are you using to guide your DPI Project's intervention and outcome? Please define what constructs of your chosen DPI Project theory will help you change/improve clinical practice to improve a specific patient outcome? Provide examples and literature support.
Resources
Henneman, E. A. (2017). Recognizing the ordinary as extraordinary: Insight into the “way we work” to improve patient safety outcomes.
American Journal of Critical Care
,
26
(4), 272–277. doi:10.4037/ajcc2017812
Smith, S. A., Yount, N., & Sorra, J. (2017). Exploring relationships between hospital patient safety culture and Consumer Reports safety scores.
BMC Health Services Research
,
17,
1-9. doi:10.1186/s12913-017-2078-6
Module 2
DQ 1
Discuss economic methodology, including the concept of cost-based analysis. If you will not be addressing this in your DPI Project, provide an example of a program where it could be used to show outcomes. Provide examples and literature support.
DQ 2
Discuss a change theory and how it can be or has been applied in nursing practice to integrate care delivery sustainability. How will you use change theory in the design of your project to support the sustainability of your practice improvement intervention? Provide examples and literature support.
Resources
Uluskan, M., McCreery, J. K., & Rothenberg, L. (2018). Impact of quality management practices on change readiness due to new quality implementations.
International Journal of Lean Six Sigma
,
9
(3), 351-373. doi:10.1108/IJLSS-05-2017-0049
Steele Gray, C., Wilkinson, A., Alvaro, C., Wilkinson, K., & Harvey, M. (2015). Building resilience and organizational readiness during healthcare facility redevelopment transitions: Is it possible to thrive?
HERD: Health Environments Research & Design Journal
,
9
(1), 10-33. doi:10.1177/1937586715593552
Allen, B. (2016). Effective design, implementation and management of change in healthcare.
Nursing Standard
,
31
(3), 58. doi:10.7748/ns.2016.e10375
Module 3
DQ 1
New health care delivery models are being presented to accommodate the shift in health care objectives. Many of these models are community-based and focused on improving quality outcomes, population health, and reducing readmissions.
Running head HEALTH CAMPAIGN 1CULTURAL PRACTIC.docx
Running head: HEALTH CAMPAIGN 1
CULTURAL PRACTICES 5
Health Communication Campaign Outline
Group names
Arizona State University
Authors’ Note
Student names, College of Nursing and Health Innovation (your college), HCR 406, Arizona State University
Health Communication Campaign Outline
I) Introduction (Examples of what can be covered) (student name)
A) Brief background on the public health problem (topic- explain and give examples)
a) Subtopic (e.g., Statistics)
b) Subtopic (Subgroups within the population most affected)
c) Subtopic (the evidence to support the need for this project (e.g. research evidence/statistics on your target population and the issue being addressed).
B) Target Population (Identify and provide rationale for the targeted population segment)
a) Demographics of a target audience (including age, gender, literacy level)
b) Language, information needs, learning abilities, and culture of your intended audience
c) Rational
II) Objectives: (need 3-5) (examples)- make your objectives SMART (Specific, Measurable, Attainable, Realistic and Time limited).
A) After completing this campaign the audience will be able to:
a) Objective 1
b) Objective 2
c) Objective 3
III) Conceptual Framework (Examples of what can be covered)
A) Brief description of the theory
a) Name of the theory
b) Main propositions
c) Subtopic
B) Rational of choosing this theory
a) Guidance to develop a message
b) Effectiveness
IV) Communication Channels/ Vehicles
A) Introduce the most appropriate channels and vehicles for your communication campaign
a) Evidence (Provide a rational)
b) Strengths
c) Weakness
V) Message (Define the message elements and approach based on decisions made in previous steps and evidence, and determine the appropriate approach for the message strategy)
A) What? (Identify the key information/message)
B) So what? (Address the reasons or benefits for action that are relevant for the audience)
VI) Communication Strategies
A) Rational
B) Strengths / limitations of your chosen health communication strategy
C) Timeline
VII) Campaign materials (please see a detailed instruction for campaign materials).
A) Describe the campaign materials that will be using (determine whether campaign materials are relevant, understandable and acceptable to intended audiences)
VIII) Conclusion
Describe the expected results (Aim, Reach, Effectiveness etc.).
References
You need a reference page APA style with the 7-10 sources in your outline and will use in your final paper. You need to be sure to use all your references in citations in your outline. Cite all quotes and paraphrases.
Instruction for the Group Health Communication Campaign Project (including outline and final report).
· You must use Google Docs to create your group health communication campaign project. If you have never used Google docs please view this Google Docs tutorial. You will chose one member of your team to create the Google doc and share it with the.
Similar to Development of a Novel Pain Management Simulator to Enhance Skills of Medical and other Health Professional Students (20)
Health Psychology: Chronic Pain Rotation and Training Syllabus
Health Psychology: Chronic Pain Rotation and Training Syllabus
Running head PICOT STATEMENT 1PICOT STATEMENT 2.docx
Running head PICOT STATEMENT 1PICOT STATEMENT 2.docx
113DNP Prospectus Comment by Cynthia Fletcher Th.docx
113DNP Prospectus Comment by Cynthia Fletcher Th.docx
Introduction Healthcare system is considered one of the busiest.pdf
Introduction Healthcare system is considered one of the busiest.pdf
Needs Analysis of Primary Care Physicians and Other Providers in Terms of Obe...
Needs Analysis of Primary Care Physicians and Other Providers in Terms of Obe...
Improving practice through evidence not only helps lower healthcare improve.docx
Improving practice through evidence not only helps lower healthcare improve.docx
Description1 Tolerable, will not affect the attainment of ob.docx
Description1 Tolerable, will not affect the attainment of ob.docx
McClelland_M_NU608_819_Qualitative_Paper__Final.pdf.pdf
McClelland_M_NU608_819_Qualitative_Paper__Final.pdf.pdf
Running Head VAH PLAN REDUCTION OF VETERANS WAIT TIME .docx
Running Head VAH PLAN REDUCTION OF VETERANS WAIT TIME .docx
Evidence-Based Practices & NursingIntroduction Normally,.docx
Evidence-Based Practices & NursingIntroduction Normally,.docx
Team-Based Care 101 for Health Professions Students
Team-Based Care 101 for Health Professions Students
Negative Pressure Wound Therapy Ethical Considerations Journal Discussion.pdf
Negative Pressure Wound Therapy Ethical Considerations Journal Discussion.pdf
I need between 100-120 words for each assignment, and I want ind.docx
I need between 100-120 words for each assignment, and I want ind.docx
Running head HEALTH CAMPAIGN 1CULTURAL PRACTIC.docx
Running head HEALTH CAMPAIGN 1CULTURAL PRACTIC.docx
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Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
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Hemodialysis: Chapter 4, Dialysate Circuit - Dr.Gawad
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
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The Electrocardiogram - Physiologic Principles
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
8 Surprising Reasons To Meditate 40 Minutes A Day That Can Change Your Life.pptx
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Development of a Novel Pain Management Simulator to Enhance Skills of Medical and other Health Professional Students
- 1. Methods: Students completed one pain management case and fill out a knowledge quiz before and after the experience (N=38). Discussion: The experience was well-received and input is guiding the further enhancement of a complete online training experience, including 6 additional cases. Expanded clinical functionality will include: 1) simulated consultation with and referral to pain treatment experts 2) follow-up visits, 3) urine drug testing and other laboratory tests, and 4) scenarios involving diversion, addiction to opioids, and pseudo addiction. Development of a Novel Pain Management SimulatorDevelopment of a Novel Pain Management Simulator to Enhance Skills of Medical and other Health Professional Studentsto Enhance Skills of Medical and other Health Professional Students Bradley Tanner, MD, Mary Metcalf Ph.D, MPH, Karen Rossie, DDS, PhD, Clinical Tools, Inc., Chapel Hill, NCBradley Tanner, MD, Mary Metcalf Ph.D, MPH, Karen Rossie, DDS, PhD, Clinical Tools, Inc., Chapel Hill, NC Acknowledgments/Disclosure Future Directions: We are currently recruiting sites to complete a longitudinal study to assess the effectiveness of the training program on target professional and clinical skills. The study measures impact on competence and performance via a randomized, cross-over design with at least 60 participants per site and a wait-list control. Purpose: With support from NIH/NCATS [Grant #R44TR000576-03] we are creating web and tablet-based environments to challenge health professional students to enhance their skills in diagnosing and treating patients with pain, while decreasing the chance of opioid misuse and diversion. In each EHR-coordinated simulated pain management case, health professional students collect data, examine the patient, choose the appropriate course of action, outline a treatment plan, and receive feedback. The online curriculum can also be used to assess students' clinical competence and skills, and guide additional training. Suggested Citation and Communication Relevance: Existing pain management training is not adequately preparing health professionals to address the needs of patients with pain. Tanner B, Metcalf M, Rossie K. Development of a Novel Pain Management Simulator to Enhance Skills of Medical and other Health Professional Students. Poster presented at the 2015 American Academy of Pain Medicine, May 20, 2015, National Harbor, MD. Contact author: bradtanner@gmail.com Funding for this project was provided by the NIH/NCATS [National Center for Advancing Translational Sciences] (NIH Grant #R44TR000576-03) to Clinical Tools, Inc. TB Tanner, MD, Principal Investigator. Clinical Tools, Inc is 100% owned by T. Bradley Tanner, MD and he serves as President of Clinical Tools, Inc. References 1) Mezei L, Murinson B, et al. Pain education in North American medical schools. Journal of Pain: Elsevier. 2011 12(12):1199-208 http://www.ncbi.nlm.nih.gov/pubmed/21945594. Accessed on: 8/27/2011. 2) Institute of Medicine. Relieving Pain in America: A Blueprint for Transforming Prevention, Care, Education, and Research. The National Academies Press. 2011. http://www.iom.edu/Reports/2011/Relieving-Pain-in-America-A-Blueprint-for-Transforming-Prevention-Care-Education-Research.aspx. Accessed on: 7/25/2011. 3) Murinson BB, Nenortas E, Mayer RS, et al. A new program in pain medicine for medical students: integrating core curriculum knowledge with emotional and reflective development. Pain Medicine: 2011 12(2):186-95. http://onlinelibrary.wiley.com/doi/10.1111/j.1526-4637.2010.01050.x/full. Accessed on: 8/27/2011. 4) ACGME. ACGME Program Requirements for Graduate Medical Education in Pain Medicine. Accreditation Council for Graduate Medical Education. 2007. http://www.acgme.org/acWebsite/downloads/RRC_progReq/sh_multiPainPR707.pdf. Accessed on: 2/26/2011. 5) Gallagher RM. Physician variability in pain management: are the JCAHO standards enough?. Pain Medicine: . 2003.4(1):1-3 http://onlinelibrary.wiley.com/doi/10.1046/j.1526-4637.2003.00012.x/abstract. Accessed on: 7/25/2011. Results: In a pilot test of one pain management case (n=38), knowledge quiz scores improved significantly pre- to post-training from a mean of 67.8 (SD=17) to a mean of 98.9 (SD=4.7) (p<0.001).