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This presentation is from a webinar on AORN's new Sterilization Recommended Practices and new evidence rating processes. AORN Recommended Practices, although extensively referenced, will now be truly evidence-based. Where there is evidence, it will be indicated. Where evidence is lacking, that too will be indicated.
Listen to the webinar replay by registering for free at http://bit.ly/UhG3F7. One contact hour is available for this webinar through June 7, 2013 using this free evaluation: http://bit.ly/W775sR. Learn more about AORN events at www.aorn.org/Events.
Dr. Akira Nishisaki (Children's Hospital of Philadelphia) talks about A Just-in-Time Training study on pediatric advanced airway skills at the CHOP PICU.
Evidence Based Nursing Practice: Current Scenario & eay forwardPrabhjot Saini
Explains about Research practice gap, present scenario, research utilization, constraints & barriers for research utilization, how to find evidences for EBP and strategiesto do it
This presentation is from a webinar on AORN's new Sterilization Recommended Practices and new evidence rating processes. AORN Recommended Practices, although extensively referenced, will now be truly evidence-based. Where there is evidence, it will be indicated. Where evidence is lacking, that too will be indicated.
Listen to the webinar replay by registering for free at http://bit.ly/UhG3F7. One contact hour is available for this webinar through June 7, 2013 using this free evaluation: http://bit.ly/W775sR. Learn more about AORN events at www.aorn.org/Events.
Dr. Akira Nishisaki (Children's Hospital of Philadelphia) talks about A Just-in-Time Training study on pediatric advanced airway skills at the CHOP PICU.
Brief Interventions for alcohol problems. OECD meeting.Antoni Gual
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An insight into the overall quality of life in patients living with eye disorders e.g Cataract and Glaucoma using the European Quality of Life (EUQOL) scaling system
Overview of Dysphagia and the role of Speech Pathologists in assessment and management of swallowing problems; particularly as seen in aged care populations.
Brief Interventions for alcohol problems. OECD meeting.Antoni Gual
Lecture on efficacy & effectiveness of Brief Interventions for Alcohol problems, given in to the OECD - HEALTH COMMITTEE, 16th Session.PARIS, DECEMBER 9th, 2014
An insight into the overall quality of life in patients living with eye disorders e.g Cataract and Glaucoma using the European Quality of Life (EUQOL) scaling system
Overview of Dysphagia and the role of Speech Pathologists in assessment and management of swallowing problems; particularly as seen in aged care populations.
C H A P T E R 1
Clinical reasoning, evidencebased
practice, and symptom analysis
Basic health assessment involves the application of the practitioner’s knowledge and skills to identify and
distinguish normal from abnormal findings. Basic assessment often moves from a general survey of a body
system to specific observations or tests of function. Such an approach to assessment and clinical decision
making uses a deductive process of reasoning. For example, a specialist examining a patient with known
hyperthyroidism would conduct a physical examination to test for deep tendon reflexes. Brisk or hyperreflexic
reflexes would lead the practitioner to conclude that a hyperthyroid state is a likely cause of these findings. This
would greatly narrow the choices of diagnostic tests and treatment decisions.
Advanced assessment builds on basic health assessment yet is performed more often using an inductive or
inferential process, that is, moving from a specific physical finding or patient concern to a more general
diagnosis or possible diagnoses based on history, physical findings, and the results of laboratory and diagnostic
tests. The practitioner gathers further evidence and analyzes this evidence to arrive at a hypothesis that will lead
to a further narrowing of possibilities. This is known as the process of diagnostic reasoning.
Diagnostic reasoning
Diagnostic reasoning is a scientific process in which the practitioner suspects the cause of a patient’s symptoms
and signs based on previous knowledge. The practitioner gathers relevant information, selects necessary tests,
makes an accurate diagnosis, and recommends therapy. The difference between an average and an excellent
practitioner is the speed and focus used to arrive at the correct conclusion and initiate the best course of
evidencebased treatment with minimum harm, cost, inconvenience, and delay. This expertise of the
practitioner is acquired through knowledge and a skill set developed through experience in clinical practice.
Repeated practice with real cases helps to develop memory schemes for relating clinical problems and store
them in longterm memory.
By using diagnostic reasoning, the practitioner is able to accomplish the following:
• Determines and focuses on what needs to be asked, what data need to be obtained, and what needs to
be examined
• Performs examinations and diagnostic tests accurately
• Clusters all pertinent findings
• Analyzes and interprets the findings
• Develops a list of likely or differential diagnoses
The diagnostic process
The primary care context
The process of assessment in the primary care setting begins with the patient or caregiver stating a reason for
the visit or a chief concern. Most visits to primary care providers involve concerns or symptoms presented by
the patient, such as an earache, vomiting, or fatigue. The initial evidence is collected through a patient history.
Demographic information, such as gend ...
Strategies for Safe and Effective Resident SupervisionVineet Arora
Presented at Accreditation Council of Graduate Medical Education (ACGME) meeting in Nashville, TN Mar 2010. Includes overview of resident supervision, function and type of supervision in various specialties, and the SUPERB/SAFETY model of effective supervision. Includes link to video on YouTube for facilitating discussion.
Insight AUB Presentations based on FOGSI AUB GUIDELINES DGFPublicAwareness
DISCLAIMER
Use of these slides is permitted only for the purpose of scientific and educational presentations.
While every reasonable effort has been made to ensure accuracy of content, it is the responsibility of the practitioner, relying on experience and knowledge of the patient, to determine dosages and the best treatment for each individual patient. DGF shall not be responsible or in any way liable for the continued accuracy &/or veracity of the information or for any errors, omissions or inaccuracies or for any injury and/or damage to persons or property arising from relying on the information contained in the presentation or otherwise.
Insight AUB Management Guidelines on AUB in Reproductive PeriodLifecare Centre
DISCLAIMER
Use of these slides is permitted only for the purpose of scientific and educational presentations.
While every reasonable effort has been made to ensure accuracy of content, it is the responsibility of the practitioner, relying on experience and knowledge of the patient, to determine dosages and the best treatment for each individual patient. DGF shall not be responsible or in any way liable for the continued accuracy &/or veracity of the information or for any errors, omissions or inaccuracies or for any injury and/or damage to persons or property arising from relying on the information contained in the presentation or otherwise.
Define objective structured clinical/ practical examination
Identify the ways in which OSCE/ OSPE differs from conventional practical examination
Realize the circumstances that necessitated introduction of OSCE/ OSPE
Identify the Advantages and Disadvantages of OSCE/OSPE
Plan and organize the conduction of an OSCE/ OSPE
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