This document discusses patient self-management support, which involves helping patients manage their chronic conditions through education, goal-setting, and developing self-management skills. It describes strategies for supporting self-management, including assessing patient needs and barriers, collaborative goal-setting, enhancing problem-solving skills, and arranging follow-up care. The document also outlines how practices can meet NCQA standards for self-management support and provides resources for implementing self-management programs.
EBP is a systemic interconnecting of scientifically generated evidence with the tacit knowledge of the expert practitioner to achieve a change in a particular practice for the benefit of a well-defined client/ patient group.
To innovate is to put new ideas into practice or existing ideas into practice in new ways. Every nurse is an agent of change and an innovator. Every day, nurses work together to solve difficult challenges in the workplace and for their patients.
Evidence based nursing practice is one of most important for perfect and accurate in terms of saving a life.this presentation covers almost all aspect of EBD
At the end of this presentation you will be able to:
Define evidence-based practice
Describe process & outline steps of EBP
Understand PICO elements & search strategy
Identify resources to support EBP
The focus of this presentation is nursing practice, although it is still of value to physicians and other health care professionals.
EBP is a systemic interconnecting of scientifically generated evidence with the tacit knowledge of the expert practitioner to achieve a change in a particular practice for the benefit of a well-defined client/ patient group.
To innovate is to put new ideas into practice or existing ideas into practice in new ways. Every nurse is an agent of change and an innovator. Every day, nurses work together to solve difficult challenges in the workplace and for their patients.
Evidence based nursing practice is one of most important for perfect and accurate in terms of saving a life.this presentation covers almost all aspect of EBD
At the end of this presentation you will be able to:
Define evidence-based practice
Describe process & outline steps of EBP
Understand PICO elements & search strategy
Identify resources to support EBP
The focus of this presentation is nursing practice, although it is still of value to physicians and other health care professionals.
PDF file have few slides for young professionals who have just started their career or for teachers and training facilitators covering Goal Setting and Time Management under the main heading of "Self Management"
Self management is a recent concept in pulmonary rehabilitation. this concept uses patient's ability to manage their self with no direct interaction with their healthcare provider.
Interprofessional Collaborative Practice Education: Values, Communication & Tools
Presented by Shelley Cohen Konrad & Jennifer Morton
University of New England
Maine Family Medicine
Want to know what it takes to be a strong leader? Start by effectively leading yourself. Learn the importance of self-leadership and the power you have within yourself. Learn how leading yourself builds confidence and how your new found confidence makes others notice you and how effective you are in your own life. Being an effective leader to yourself begins to prepare you in leading others. After all, if you can’t lead yourself, how can you lead others?
What is stress? Stress is a part of being alive. A total absence of stress can be achieved only in death. Stress is the "wear and tear" our minds and bodies experience.
Stress occurs when the pressure is greater than the resource. 80% of all modern diseases originate from 'stress'.
"Stress Management" is the art of taking care of oneself. So, become aware of your stressors and your physical and emotional reactions.
Our aim is not to eliminate stress but to learn how to manage and use it to help us.
Practical tools for stress management, overcoming rejections, finding focus, maintaining balance, simple meditation techniques, and breathing routines to help you stay calm, positive, and most efficient at work.
Interpersonal Skills in Organization (Chapter 4 : Self Management)Ganis Larasati
Taken from ISO's Book, Published by Mc Graw-Hill, International Edition (Second Edition), Written by : Suzanne C.De Janasz,Ph.D ; Karen O.Dowd, PhD ; and Beth Z. Schneider, MBA
As new payment models emerge that emphasize value over volume, providers are being compelled to look more closely at how to motivate patients—especially those with multiple chronic conditions—to actively manage their care, make better decisions and change behaviors. This editorial webinar will explore the relationships between engagement and improved health outcomes, greater patient satisfaction and better resource utilization. Our panel of experts will share proven strategies for building patients' confidence, disseminating self-management tools and making the best use of your care team.
How can front-line professionals incorporate the emerging brain health ...SharpBrains
(Session held at the 2014 SharpBrains Virtual Summit; October 28-30th, 2014)
12:30-2pm. How can front-line professionals incorporate the emerging brain health toolkit to their practices?
- Elizabeth Frates, Director of Medical Student Education at the Institute of Lifestyle Medicine
- Dr. Catherine Madison, Director of the Ray Dolby Brain Health Center at California Pacific Medical Center
- Barbara Van Amburg, Chief Nursing Officer at Kaiser Permanente Redwood City
- Dr. Wendy Law, Clinical Neuropsychologist at Walter Reed National Military Medical Center
- Chair: Dr. Michael O’Donnell, Editor-In-Chief of the American Journal of Health Promotion
Learn more here:
http://sharpbrains.com/summit-2014/agenda/
Utilización de la evidencia cualitativa para mejorar la inclusión de las pref...GuíaSalud
Tercera intervención de la Mesa 1 de la Jornada científica GuíaSalud 2017: La implicación de pacientes en el desarrollo de GPC. Una estrategia necesaria para mejorar la toma de decisiones. Simon Lewin
PRIME Centre Wales
Long Term Conditions Consensus Meeting
Tuesday 10th November 2015, St Mary's Priory, Abergavenny, NP7 5ND
http://www.primecentre.wales/ltc-consensus-meeting.php
Community Anticipatory Care Planning Nursing TeamRobert Sanders
Anticipatory Care Planning: Time To Make It Happen - Community Anticipatory Care Planning Nursing Team Fiona Drysdale (ACP Team Lead - NHS Forth Valley)
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
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- 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
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.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
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.
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
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
These lecture slides, by Dr Sidra Arshad, offer a quick overview of 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 leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
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. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
2. Presented by:
Medina Wilson, BS, CPC
Practice Support Coordinator
Wake Forest School of Medicine
NW AHEC
mewilson@wakehealth.edu
3. Objectives
Describe the key concepts and principles of self- management and self-management support
Identify specific strategies, tools and resources for engaging and activating patients and families in chronic illness care
Describe strategies for redesigning care to enhance the efficient delivery of self- management support
4. What is self-management?
“The individual’s ability to manage the symptoms, treatment, physical and social consequences and lifestyle changes inherent in living with a chronic condition.”
Barlow et al, Patient Educ Couns 2002;48:177
5.
6. Informed,
Activated
Patient
Productive
Interactions
Prepared,
Proactive
Practice Team
Delivery
System
Design
Decision
Support
Clinical
Information
Systems
Self-
Management
Support
Health System
Resources and
Policies
Community
Health Care Organization
Chronic Care Model
Improved Outcomes
7. What is Self-Management Support?
–“The systematic provision of education and supportive interventions to increase patients’ skills and confidence in managing their health problems, including regular assessment of progress and problems, goal setting, and problem-solving support.”
(IOM, 2003)
8. Self-Management Support
•Emphasize the patient’s central role in managing their illness
•Assess patient’s beliefs, behavior and knowledge.
•Advise patients by providing specific information about health risks and benefits of change.
9. Self-management support, cont.
•Assist patients with problem-solving by identifying personal barriers, strategies, and social/environmental support.
•Arrange a specific follow-up plan.
10. Self-Management Support
A collaborative process to help people to:
Understand/Choose treatments
Identify and set goals
Adopt and change behaviors
Cope and overcome barriers
Follow-through
11. Self-Management Support is NOT
•Didactic Patient Education
•Lecturing
•Inducing fear
•Finger-wagging
•“You should”
•Shaming
•Waiting for a patient to ask
12. What Works – Research Evidence?
Addressing knowledge is necessary but not sufficient to produce changes in chronic illness care outcomes
Key components that have been found to work well to support self- management include:
Involving patients in decision making
Assessment of patient-specific needs and barriers
Goal setting
Enhancing skills, problem-solving
Follow-up and support
Increasing access to resources
(Bodenheimer et al, 2002 ; Glasgow et al, 2003; Fisher et al, 2005)
13. What are the Desired Outcomes of Self-Management Support?
People with chronic conditions (and their families) are more:
•Aware and Informed
•Engaged
•Activated
•Empowered
•Confident they can self-manage
•Partners with health care providers
14. Why is self-management so important? What is different?
•Clinical outcomes are dependent on patient actions.
•Patient self-management is inevitable.
•The provider’s role is to be in partnership with the patient
•Professionals are experts about diseases, patients are experts about their own lives.
16. Collaborative care
“If physicians view themselves as experts whose job is to get patients to behave in ways that reflect that expertise, both will continue to be frustrated…Once physicians recognize patients as experts on their own lives, they can add their medical expertise to what patients know about themselves to create a plan that will help patients achieve their goals.”
Funnell & Anderson JAMA 2000;284:1709
17. How to emphasize the patient’s role
•Simple messages from the primary care provider:
–“Diabetes is a serious condition. There are things you can do to live better with diabetes and things the medical team can do to assist you. We are going to work together on this.”
•Consistent approach
•Culturally and linguistically appropriate
18. Self Management Support: Core Clinical Competencies
(New Health Partnerships, 2007)
•Relationship Building
•Exploring patients’ needs, expectations and values
•Information Sharing
•Collaborative Goal Setting
•Action Planning
•Skill Building & Problem Solving
•Follow-up on progress
19. Motivational Interviewing
“a skillful clinical style for eliciting from patients their own motivation for making changes in the interest of their health.”
(Rollnick, Miller and Butler, Motivational Interviewing in Health Care, 2008)
20. “Spirit of Motivational Interviewing”
(Rollnick, Miller and Butler, Motivational Interviewing in Health Care, 2008)
•Collaborative
•Partnership, shared decision making
•Evocative
•Understand patient goals; evoke arguments for change
•Honoring patient autonomy
•Patients ultimately decide what to do
21. Motivational Interviewing
“Principles”
•Resist the Righting Reflex (Directing)
•Understand Patient Motivations
•Listen to Your Patient with Empathy
•Empower Your Patient
(Rollnick, Miller and Butler, Motivational Interviewing in Health Care, 2008)
22. Explore: Agenda, Needs, Expectations
“What are you hoping to accomplish today?”
“What do you think is most important for us to talk about?”
What concerns do you have about your health?
What reasons do you have to change?
Where would you like to start?
23. Self-management skills for patients
Five areas of self-care – some ideas to get started
Information
Skills and knowledge training
Tools and self-monitoring devices
Healthy lifestyles choices
Support networks
24. Action Planning – Starts with SMART Goals
•Specific and behavioral
•Measurable
•Attractive
•Realistic
•Timely
25. Action Plan
1. Goals: Something you WANT to do
2. Describe
How Where
What Frequency
When
3. Barriers -
4. Plans to overcome barriers -
5. Conviction and Confidence ratings (0-10) -
6. Follow-Up:
26. Action Plan
1. Goals: Something you WANT to do Begin Exercise
2. Describe
How Walking Where Neighborhood
What 20 min Frequency 3x/week
When After dinner
3. Barriers - Dishes, safety (no sidewalks)
4. Plans to overcome barriers - get kids to clean up, ask neighbor or husband to join me, wear reflective vest
5. Conviction and Confidence ratings (0-10) - 9/8
6. Follow-Up: Will keep log and bring to next visit in 1 month
27. Action Planning
•Review past experience - especially successes
•Define small steps that are likely to lead to success
28. “How confident are you that you can meet your goal of exercising 5 days a week?
Not at all confident
Totally
confident
0 1 2 3 4 5 6 7 8 9 10
Action Planning:
Assess and Enhance Confidence
“What makes you say 6?
“What might help you to get to a 7 or 8?”
“What could I do to help you to feel more confident?”
(From Keller and White, 1997; Rollnick, Mason and Butler, 1999)
29. Enhancing Confidence
•Provide tools, strategies, resources, skills
•Address barriers
•Attend to progress and to perceive slips as occasions for problem solving rather than as failure
30. Enhancing Confidence:
Identifying Barriers & Problem-Solving
• What will get in the way?
• Anything else?
• What might help you to overcome that barrier?
• Anything help in the past?
• Here is what others have done...
• Ok, now what is your plan?
• Reassess confidence
31. Self-Management Support Cycle
Adapted from: Glasgow RE, et al (2002) Ann Beh Med 24(2):80-87
EXPLORE :
Needs, Expectations, Values,
Behavior, Progress
SHARE : Provide specific Information about health risks, benefits of change, and strategies to self- manage
SET GOALS: Collaboratively set goals based on patient’s conviction and confidence in their ability to change
BUILD SKILLS : Identify personal barriers, strategies, problem-solving techniques and social/environmental support
ARRANGE :
Specify plan for
follow-up (e.g., visits,
phone calls, mailed
reminders
Personal Action Plan 1. List specific goals in behavioral terms 2. List barriers and strategies to address barriers 3. Specify follow-up plan 4. Share plan with practice team and patient’s social support
32. Opportunities for Self Management Support:
When, Where and By Whom
Before the Encounter
During the Encounter
After the Encounter
33. Opportunities for SMS
Before the Encounter
•Pre-visit contact (phone, mail or e-mail)
•Waiting room assessment
•Patient education material
•Posters
•Pamphlets on “Talking to Your Provider”
•Community outreach
34. Opportunities for SMS
During the Encounter
•Review assessments
•
•Feedback on achievements vs. goals
•Identifies priorities for visit
•5 “A”s Counseling
•Targeted patient education materials
•Referral for more SMS
35. Opportunities for SMS
After the Encounter
• Referrals (Health Education, etc)
• Further 5 “A”s counseling
• Phone calls follow-up
• Mailed patient education
• Peer support
• Newsletters
• Follow-up visits
• e-mail/Internet sites
36. Implementing Health System Changes to Support Self-Management
•Quality Improvement Collaboratives: IPIP/PCMH Collaborative
•Educational Outreach – QIOs (CCME), AHEC, CCNC
•Provider education and training - Core Competencies, Motivational Interviewing
•Incentives, rewards for provider delivery of SMS, system change
38. PCMH Standard 4 Provide Self-Care Support and Community Resources
Element A : Support Self-Care Process
Element B : Provide Referrals to Community Resources
39. PCMH Standard 4 Element A: Support Self-Care Process
•Provides education resources or refers at least 50% of patients to educational resources to assist in self- management
•Uses an EHR to identify patient-specific education resources
•Develops and documents self-management plans and goals
•Documents self-management abilities for al least 50% patients
•Provides self- management tools to record self-care results for at least 50%
•Counsels at least 50% of patients/families to adopt healthy behaviors
The practice conducts activities to support patients/families in self-management.
40. PCMH Standard 4 Element B: Provide Referrals to Community Resources
•Maintains a current resource list on five topics
•Tracks referrals provided to patients/families
•Arranges or provides treatment for mental health and substance abuse disorders
•Offers opportunities for health education programs (such as group classes and peer support)
The practice supports patients/families that need access to community resources:
41. Resources for Implementing Self-Management
Self-Management Support: A Toolkit for Clinicians http://www.improvingchroniccare.org/downloads/partnering_in_selfmanagement_support__a_toolkit_for_clinicians.doc Primary Care Resources and Support for Chronic Disease and Self-Management http://improveselfmanagement.org/index.aspx Improving Your Practice Manual - Improving Chronic Care, 2005 www.improvingchroniccare.org/index.php?p=Steps_for_Improvement&s=37 Primary Care Resources and Support for Chronic Disease and Self-Management http://improveselfmanagement.org/index.aspx Improving Your Practice Manual - Improving Chronic Care, 2005 www.improvingchroniccare.org/index.php?p=Steps_for_Improvement&s=37