students often do not remember or are not able to apply a large amount of the content they learn in the classroom. Strategies to increase retention and critical thinking were presented. Brain-based learning and active learning methods work together with increased faculty-student interaction to improve both cognitive and affective learning. Specific examples from the undergraduate nursing classroom were noted and explained. Experiential learning, clinical reasoning scenarios in the classroom, roleplay, audio/visual aids, case studies, learning with peers, and deliberate practice with feedback were some examples of active learning covered in this presentation. Allowing repeated sessions for practice and time for reflection were other strategies that the presenters found helpful. Creating a climate of warmth and reducing threat in the classroom was emphasized as essential for increasing student learning and retention.
Nursing Student Remediation Made Easy with Embedded AssessmentExamSoft
Presented by Laura Logan, MSN, RN, CCRN, Instructor, DeWitt School of Nursing at Stephen F. Austin State University
Nursing curriculum is rigorous, daunting, and uncompromising. Nursing educators know how important it is that students be able to digest and apply the curriculum to each course assessment, end of the course standardized exam, and especially to the bedside. Furthermore, these assessments within the nursing curriculum are preparations for the national exam, and one more way to help students succeed on the NCLEX.
Reviewing incorrectly answered items, asking probing questions to the student after the exam, and reviewing with students best strategies for exam preparation based on testing performance have helped achieve student academic growth. This webinar will assist the nursing educator with remediation tactics using ExamSoft features to accomplish this outcome.
students often do not remember or are not able to apply a large amount of the content they learn in the classroom. Strategies to increase retention and critical thinking were presented. Brain-based learning and active learning methods work together with increased faculty-student interaction to improve both cognitive and affective learning. Specific examples from the undergraduate nursing classroom were noted and explained. Experiential learning, clinical reasoning scenarios in the classroom, roleplay, audio/visual aids, case studies, learning with peers, and deliberate practice with feedback were some examples of active learning covered in this presentation. Allowing repeated sessions for practice and time for reflection were other strategies that the presenters found helpful. Creating a climate of warmth and reducing threat in the classroom was emphasized as essential for increasing student learning and retention.
Nursing Student Remediation Made Easy with Embedded AssessmentExamSoft
Presented by Laura Logan, MSN, RN, CCRN, Instructor, DeWitt School of Nursing at Stephen F. Austin State University
Nursing curriculum is rigorous, daunting, and uncompromising. Nursing educators know how important it is that students be able to digest and apply the curriculum to each course assessment, end of the course standardized exam, and especially to the bedside. Furthermore, these assessments within the nursing curriculum are preparations for the national exam, and one more way to help students succeed on the NCLEX.
Reviewing incorrectly answered items, asking probing questions to the student after the exam, and reviewing with students best strategies for exam preparation based on testing performance have helped achieve student academic growth. This webinar will assist the nursing educator with remediation tactics using ExamSoft features to accomplish this outcome.
evaluvation methods in nursing clinical care conference.pptxSusilaSekaran
clinical care conference is one of the evaluvation method in nursing care.
it is one of the objective method to evaluvate nursing students and give clinical training
Approach to internship (mbbs in bangladesh perspective)Pritom Das
Some slides are taken from different textbooks of medicine like Davidson, Kumar and Clark and Oxford, and some from other presentations made by respected tutors. These resources are free for use, and I do not claim any copyright. Hoping knowledge remains free for all, forever.
Test taking strategies for the NCLEX PN and NCLEX RN are simple and effective ways of addressing NCLEX questions. These tips will also help all nursing students with exam questions. Try using these strategies as you study for nursing school exams and the NCLEX exam. Practice numerous questions using these strategies to see if your scores improve. Best of luck!
SBAR report to physician about a critical situation S .docxanhlodge
SBAR report to physician about a critical situation
S
Situation
I am calling about <patient name and location>.
The patient's code status is <code status>
The problem I am calling about is ____________________________.
I am afraid the patient is going to arrest.
I have just assessed the patient personally:
Vital signs are: Blood pressure _____/_____, Pulse ______, Respiration_____ and temperature ______
I am concerned about the:
Blood pressure because it is over 200 or less than 100 or 30 mmHg below usual
Pulse because it is over 140 or less than 50
Respiration because it is less than 5 or over 40.
Temperature because it is less than 96 or over 104.
B
Background
The patient's mental status is:
Alert and oriented to person place and time.
Confused and cooperative or non-cooperative
Agitated or combative
Lethargic but conversant and able to swallow
Stuporous and not talking clearly and possibly not able to swallow
Comatose. Eyes closed. Not responding to stimulation.
The skin is:
Warm and dry
Pale
Mottled
Diaphoretic
Extremities are cold
Extremities are warm
The patient is not or is on oxygen.
The patient has been on ________ (l/min) or (%) oxygen for ______ minutes (hours)
The oximeter is reading _______%
The oximeter does not detect a good pulse and is giving erratic readings.
A
Assessment
This is what I think the problem is: <say what you think is the problem>
The problem seems to be cardiac infection neurologic respiratory _____
I am not sure what the problem is but the patient is deteriorating.
The patient seems to be unstable and may get worse, we need to do something.
R
Recommendation
I suggest or request that you <say what you would like to see done>.
transfer the patient to critical care
come to see the patient at this time.
Talk to the patient or family about code status.
Ask the on-call family practice resident to see the patient now.
Ask for a consultant to see the patient now.
Are any tests needed:
Do you need any tests like CXR, ABG, EKG, CBC, or BMP?
Others?
If a change in treatment is ordered then ask:
How often do you want vital signs?
How long to you expect this problem will last?
If the patient does not get better when would you want us to call again?
This SBAR tool was developed by Kaiser Permanente. Please feel free to use and reproduce these materials in the spirit of patient safety,
and please retain this footer in the spirit of appropriate recognition.
Guidelines for Communicating with Physicians Using the SBAR Process
1. Use the following modalities according to physician preference, if known. Wait no
longer than five minutes between attempts.
1. Direct page (if known)
2. Physician’s Call Service
3. During weekdays, the physician’s office directly
4. On weekends and after hours during the week, physician’s home phone
5. Cell phone
Before as.
The doctor -patient relationship is complex one. A lot of factors come into play. These are to do with doctor's own personality, family background, workload, work environment etc. Also matter the patient's background, education, etc
Mostly it is to do with workload and to some extent the patient's repeated silly questions which needs common sense and not medical knowledge to answer. When confronted with such situations just nod your head rather then give a rude reply. In my opinion rudeness should be avoided at all cost.
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
evaluvation methods in nursing clinical care conference.pptxSusilaSekaran
clinical care conference is one of the evaluvation method in nursing care.
it is one of the objective method to evaluvate nursing students and give clinical training
Approach to internship (mbbs in bangladesh perspective)Pritom Das
Some slides are taken from different textbooks of medicine like Davidson, Kumar and Clark and Oxford, and some from other presentations made by respected tutors. These resources are free for use, and I do not claim any copyright. Hoping knowledge remains free for all, forever.
Test taking strategies for the NCLEX PN and NCLEX RN are simple and effective ways of addressing NCLEX questions. These tips will also help all nursing students with exam questions. Try using these strategies as you study for nursing school exams and the NCLEX exam. Practice numerous questions using these strategies to see if your scores improve. Best of luck!
SBAR report to physician about a critical situation S .docxanhlodge
SBAR report to physician about a critical situation
S
Situation
I am calling about <patient name and location>.
The patient's code status is <code status>
The problem I am calling about is ____________________________.
I am afraid the patient is going to arrest.
I have just assessed the patient personally:
Vital signs are: Blood pressure _____/_____, Pulse ______, Respiration_____ and temperature ______
I am concerned about the:
Blood pressure because it is over 200 or less than 100 or 30 mmHg below usual
Pulse because it is over 140 or less than 50
Respiration because it is less than 5 or over 40.
Temperature because it is less than 96 or over 104.
B
Background
The patient's mental status is:
Alert and oriented to person place and time.
Confused and cooperative or non-cooperative
Agitated or combative
Lethargic but conversant and able to swallow
Stuporous and not talking clearly and possibly not able to swallow
Comatose. Eyes closed. Not responding to stimulation.
The skin is:
Warm and dry
Pale
Mottled
Diaphoretic
Extremities are cold
Extremities are warm
The patient is not or is on oxygen.
The patient has been on ________ (l/min) or (%) oxygen for ______ minutes (hours)
The oximeter is reading _______%
The oximeter does not detect a good pulse and is giving erratic readings.
A
Assessment
This is what I think the problem is: <say what you think is the problem>
The problem seems to be cardiac infection neurologic respiratory _____
I am not sure what the problem is but the patient is deteriorating.
The patient seems to be unstable and may get worse, we need to do something.
R
Recommendation
I suggest or request that you <say what you would like to see done>.
transfer the patient to critical care
come to see the patient at this time.
Talk to the patient or family about code status.
Ask the on-call family practice resident to see the patient now.
Ask for a consultant to see the patient now.
Are any tests needed:
Do you need any tests like CXR, ABG, EKG, CBC, or BMP?
Others?
If a change in treatment is ordered then ask:
How often do you want vital signs?
How long to you expect this problem will last?
If the patient does not get better when would you want us to call again?
This SBAR tool was developed by Kaiser Permanente. Please feel free to use and reproduce these materials in the spirit of patient safety,
and please retain this footer in the spirit of appropriate recognition.
Guidelines for Communicating with Physicians Using the SBAR Process
1. Use the following modalities according to physician preference, if known. Wait no
longer than five minutes between attempts.
1. Direct page (if known)
2. Physician’s Call Service
3. During weekdays, the physician’s office directly
4. On weekends and after hours during the week, physician’s home phone
5. Cell phone
Before as.
The doctor -patient relationship is complex one. A lot of factors come into play. These are to do with doctor's own personality, family background, workload, work environment etc. Also matter the patient's background, education, etc
Mostly it is to do with workload and to some extent the patient's repeated silly questions which needs common sense and not medical knowledge to answer. When confronted with such situations just nod your head rather then give a rude reply. In my opinion rudeness should be avoided at all cost.
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
Adv. biopharm. APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMSAkankshaAshtankar
MIP 201T & MPH 202T
ADVANCED BIOPHARMACEUTICS & PHARMACOKINETICS : UNIT 5
APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMS By - AKANKSHA ASHTANKAR
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
- 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
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
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
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
CDSCO and Phamacovigilance {Regulatory body in India}NEHA GUPTA
The Central Drugs Standard Control Organization (CDSCO) is India's national regulatory body for pharmaceuticals and medical devices. Operating under the Directorate General of Health Services, Ministry of Health & Family Welfare, Government of India, the CDSCO is responsible for approving new drugs, conducting clinical trials, setting standards for drugs, controlling the quality of imported drugs, and coordinating the activities of State Drug Control Organizations by providing expert advice.
Pharmacovigilance, on the other hand, is the science and activities related to the detection, assessment, understanding, and prevention of adverse effects or any other drug-related problems. The primary aim of pharmacovigilance is to ensure the safety and efficacy of medicines, thereby protecting public health.
In India, pharmacovigilance activities are monitored by the Pharmacovigilance Programme of India (PvPI), which works closely with CDSCO to collect, analyze, and act upon data regarding adverse drug reactions (ADRs). Together, they play a critical role in ensuring that the benefits of drugs outweigh their risks, maintaining high standards of patient safety, and promoting the rational use of medicines.
2. START AT THE BEGINNING
• THOROUGHLY read the entire question and then read it again!
• Pull out key words
• Try to figure out what CONCEPT the questions is trying to focus on
• Just read the question first without looking at the possible answers (cover them if you
need to) and then think about what you know about the topic itself, then when you
see that in your answer choices you can be confident about what you know
• Don’t add anything to the question, read the question as it is
• DO NOT SECOND GUESS YOURSELF. You should rarely change your answer, your first
answer is more often right
3. PRIORITIZATION
• If you could ONLY DO ONE thing and then your arms fell off, which thing would be
most important
• Which thing could result in your patient dying?
• ABCs comes first
• Safety is important
• Maslow’s Hierarchy
• Nursing Process – ASSESS FIRST
• Which patient to see first, “who is going to die first?”
4. SAMPLE QUESTION
• A patient who has just been admitted with pneumococcal pneumonia has a
temperature of 101.6° F with a frequent cough and is complaining of severe pleuritic
chest pain. Which of these prescribed medications should the nurse give first?
– A. Guaifenesin
– B. Acetaminophen
– C. Azithromycin
– D. codeine phosphate
5. SAMPLE QUESTION
• The nurse has just received change-of-shift report for four clients. Based on this report,
the nurse should assess which client first?
– A. a 38-year-old who is 2 days post-mastectomy due to breast cancer, having difficulty
coping with the diagnosis
– B. a 52-year-old with pneumonia and chronic back pain who is requesting pain medication
for severe pain
– C. a 35-year-old admitted after motor vehicle accident whose urine output has totaled 30
mL over the last 2 hours
– D. an 84-year-old with left-sided weakness who is slightly confused and has been awake
most of the night
6. WORDS THAT SHOULD JUMP OFF THE
PAGE AT YOU
• ALWAYS and NEVER are usually NOT correct
• The word ASSESS is often the correct option, you need to collect the data before
DOING anything
• Notify the physician is RARELY going to be correct because you need to either assess
first or DO something for your patient first
7. SAMPLE QUESTION
• An 82-year-old female has been admitted to the hospital with pneumonia and an UTI.
She has been too weak to get out of bed for the past 3 days. As the nurse is giving her
a bed bath, the nurse notices some new redness over her sacrum. What should the
nurse do first?
– A. Use a finger to apply pressure to the reddened area
– B. Notify the physician
– C. Apply a dressing to the area for cushioning
– D. Document your observations
8. ELIMINATE WRONG OPTIONS
• Without even reading the question, some answers in multiple choice questions are
incorrect statements, regardless of what the question is asking.
• Narrow down your answers to the fewest options before even rereading the question
9. SAMPLE QUESTION
• The nurse notes that the international normalized ratio (INR) of a client with atrial
fibrillation who is taking warfarin is 3.2. What is the priority intervention at this time?
– A. Prepare to administer Vitamin K
– B. Hold the next scheduled dose and notify the provider.
– C. Administer the daily dose of warfarin as ordered.
– D. Prepare to administer protamine sulfate
10. REMEMBER THERAPEUTIC
COMMUNICATION FROM MENTAL HEALTH
• Therapeutic communication is key, those concepts apply even outside of the Mental
Health realm
• Anything that sounds like “Tell me more….” or “How does that make you feel”
– Open-ended
• Never ask “Why”; never sound judgmental
11. SELECT ALL THAT APPLY (SATA)…
• Look at each statement on it’s own and determine on each statement whether the
statement is True or False
• Think of these as multiple True/False questions
• Many times the question is recall/symptom related so less complex than critical
thinking questions
12. SAMPLE QUESTION
• A nurse is caring for a male client who has a diagnosis of urolithiasis (renal calculi).
Which of the following findings should the nurse expect? (Select all that apply.)
– A. Flank pain
– B. Hypertension and bradycardia
– C. Nausea and vomiting
– D. Upper back pain
– E. Hematuria
– F. Pain radiating down one leg
13. DELEGATION
• Do NOT choose the answer that you think is what you see at work.
• Answer this in an IDEAL WORLD situation where the unit is correctly staffed
• LPNs cannot assess, teach, care for an acute situation
• CNAs can take vitals but not INTERPRET those vitals, cannot evaluate, cannot teach
14. SAMPLE QUESTION
• The charge nurse is preparing assignments on a busy medical unit. For this shift, there
are two LPNs, two RNs, and one nursing assistant. Which client assignments are most
appropriate? (Select all that apply.)
– A. An LPN is assigned to a client who is receiving the first dose of an oral
immunomodulating agent to manage acute glomerulonephritis
– B. An RN is assigned to the client who is receiving an IV corticosteroid twice daily to manage
systemic lupus erythematous that has resulted in chronic glomerulonephritis
– C. An LPN is assigned to replace a urinary catheter (in place >2 weeks) in a client with a
fever who requires a chronic urinary catheter to help healing from a genitourinary fistula
– D. An RN is assigned to administer IV antibiotics to a client admitted with pyelonephritis
– E. A nursing assistant is assigned to do all the morning baths
– F. LPNs are assigned to clients who have oral drugs prescribed and will do the vital signs for
those clients
– G. An RN is assigned to the client who is being discharged with a new diagnosis of diabetic
nephropathy that is serious (stage 3 chronic kidney disease)