This document outlines a session plan for teaching respectful maternity care. The session aims to have participants reflect on their own values and clinical practices regarding care of women, and identify opportunities to improve health services. The plan involves role playing scenarios to demonstrate respectful and disrespectful care, group discussions on changing practices, and individual reflection. The overall goal is to enhance service delivery and make it more welcoming for women and families.
The shooting schedule outlines scenes to be filmed of Sophie running track, Eden walking around central London, and Sophie training at the gym between December 16-20. For the track scene at Hillingdon Track on December 19, Sophie will be the lead actor wearing running clothes and props like a water bottle and stopwatch. Lauren will operate the camera. On December 16 in central London, Eden will be the artist and Sophie the lead actor as Eden walks singing in black clothes. The gym scene on December 20 at Hillingdon Gym will feature Sophie in gym clothes using props like skipping ropes and boxing gear. Lauren will again operate the camera.
L. Vijay Prabakaran seeks a position in a globally respected organization. He has a BE in ECE from Shanmuganathan Engineering College with good grades. He was active in student organizations and held leadership roles. His skills include strong communication abilities and computer skills. His areas of interest are in digital signal processing, microprocessors, and digital communications. He has knowledge of programming languages like C, C++, and Verilog and software like MATLAB. He has industrial experience and has published papers in international journals. He is looking to further develop his skills and contribute to an organization's goals with honesty and fairness.
Dean Rusk Middle School is committed to providing students with an education that encourages academic, physical, social, and emotional growth to prepare them for success in a global society. The school council provides advice and assistance to support this mission. The council has 7 members including a parent majority and two business representatives. Parents will vote on September 4th to elect new parent members for two-year terms.
Commissioning for Profit, Performance and Windsurfing Bomex 2016 Murray Guy
The Lean Commissioning approach that we have implemented on a number of projects gets the team to the finish line early with less stress and better performance. WHY not I would rather be windurfing that dealing with half dead zomie contrrols long after the rest of the team have exited the project. #BOMEX2016
O documento discute modelagem de processos de negócios, incluindo diferentes abordagens, notações e ferramentas. É apresentada uma introdução aos mapas mentais e modelagem de processos, seguida por seções sobre diagrama x mapa x modelo, simbologia, modelos estáticos vs dinâmicos, notações como BPMN, fluxograma e EPC. Participantes, problemas e conclusões sobre modelagem também são discutidos.
Práticas da Gestão De Pessoas Do Beach ParkThiago Andress
O documento descreve as práticas de gestão de pessoas da empresa Beach Park. Ele apresenta sua missão, visão e valores, além de detalhar processos como recrutamento, seleção, treinamento, avaliação de desempenho e planejamento de carreira.
The shooting schedule outlines scenes to be filmed of Sophie running track, Eden walking around central London, and Sophie training at the gym between December 16-20. For the track scene at Hillingdon Track on December 19, Sophie will be the lead actor wearing running clothes and props like a water bottle and stopwatch. Lauren will operate the camera. On December 16 in central London, Eden will be the artist and Sophie the lead actor as Eden walks singing in black clothes. The gym scene on December 20 at Hillingdon Gym will feature Sophie in gym clothes using props like skipping ropes and boxing gear. Lauren will again operate the camera.
L. Vijay Prabakaran seeks a position in a globally respected organization. He has a BE in ECE from Shanmuganathan Engineering College with good grades. He was active in student organizations and held leadership roles. His skills include strong communication abilities and computer skills. His areas of interest are in digital signal processing, microprocessors, and digital communications. He has knowledge of programming languages like C, C++, and Verilog and software like MATLAB. He has industrial experience and has published papers in international journals. He is looking to further develop his skills and contribute to an organization's goals with honesty and fairness.
Dean Rusk Middle School is committed to providing students with an education that encourages academic, physical, social, and emotional growth to prepare them for success in a global society. The school council provides advice and assistance to support this mission. The council has 7 members including a parent majority and two business representatives. Parents will vote on September 4th to elect new parent members for two-year terms.
Commissioning for Profit, Performance and Windsurfing Bomex 2016 Murray Guy
The Lean Commissioning approach that we have implemented on a number of projects gets the team to the finish line early with less stress and better performance. WHY not I would rather be windurfing that dealing with half dead zomie contrrols long after the rest of the team have exited the project. #BOMEX2016
O documento discute modelagem de processos de negócios, incluindo diferentes abordagens, notações e ferramentas. É apresentada uma introdução aos mapas mentais e modelagem de processos, seguida por seções sobre diagrama x mapa x modelo, simbologia, modelos estáticos vs dinâmicos, notações como BPMN, fluxograma e EPC. Participantes, problemas e conclusões sobre modelagem também são discutidos.
Práticas da Gestão De Pessoas Do Beach ParkThiago Andress
O documento descreve as práticas de gestão de pessoas da empresa Beach Park. Ele apresenta sua missão, visão e valores, além de detalhar processos como recrutamento, seleção, treinamento, avaliação de desempenho e planejamento de carreira.
Este documento trata sobre fractales. Define fractales como objetos geométricos cuya estructura básica se repite a diferentes escalas. Explora las características de los fractales como la autosimilitud, los tipos de fractales como el conjunto de Mandelbrot y el triángulo de Sierpinski, y las dimensiones fractales. También resume la historia del matemático Benoit Mandelbrot, quien introdujo el concepto de fractal en las matemáticas.
O documento apresenta o cronograma de um curso sobre experiência do usuário, com discussões sobre temas como contexto, pós-modernismo, big data, inteligência artificial, realidade mediada, internet das coisas e cidades inteligentes. Também aborda o processo de design de interação e suas etapas, como pesquisar usuários, modelar interações, definir objetivos e estrutura de fluxo.
You can view and manage pictures on your device using the Photos app. The Photos app allows you to view all photos and videos stored on your device as well as organize them into albums. The lab tools provide various options for editing, enhancing, and sharing your pictures and videos.
Este documento explica el algoritmo ID3 para construir árboles de decisión. ID3 usa la ganancia de información para seleccionar el mejor atributo para dividir los datos en cada paso, creando ramas más homogéneas. Se calcula la entropía para medir la pureza de una muestra y seleccionar el atributo que maximice la ganancia de información. El proceso se repite recursivamente hasta clasificar completamente los datos.
O documento discute aspectos fundamentais da gestão de pessoas, como definir competências requeridas, avaliar desempenho, oferecer treinamento, remuneração equitativa e manter bom clima organizacional. Também aborda origem e evolução da administração de recursos humanos em seis períodos históricos e conceitos de gestão de pessoas e gestão em empresas tradicionais versus por processos.
Nearly 50 percent of all new teachers quit within just five years. The resulting losses, both financial and in student performance, are staggering. Find out how professional development can help curb teacher attrition and improve student learning!
Connecting the dot with the Nursing Process and Critical thinki.docxdonnajames55
Connecting the dot with the Nursing Process and Critical thinking
Manda McIntyre
Debra Hunt
1
Overview
Develop a educational program on the nursing process to first semester students.
Utilize advance nursing knowledge to assist students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
This practicum experience will involve teaching novice-nursing students beginning their first semester of the nursing program. It is at this time that students are introduced to the nursing process and critical thinking skills. Nurse educator teaches the students that the American Nurses Association Standards hold the nursing process as the framework for critical thinking. The writer chose the nursing as an educational curriculum to provide a thorough understanding of the nursing process for the nursing students to gain knowledge of critical thinking, problem soloing, and passing of the NCLEX-RN examination. The nursing process is used by nurses worldwide to explore the delivery of care.
2
The nursing process was developed in the 1950’s as an educational tool to promote patient centered nursing.
It provides a solid framework for the nursing practice.
It is integrated throughout in the nursing curricular in most of the nursing colleges and the National Council Licensure Examination-Registered Nurse (NCLEX-RN).
It provides the student the ability to use critical thinking skills and response on the basic of the scientific method.
A scientific method that us a step-by-step process to identify and problem solve.
Critical thinking is a vital process for the students to connect the dot in the nursing process.
Introduction
The nursing process was introduced in the 1955 by Hall and Johnson (1959). Nursing process is the essential core of practice for the nurse to provide holistic, patient-centered care. It is provide critical thinking competency that should be taught through out the nursing curriculum. The nursing process is a systematic approach to identifying patient’s actual problem or potential problems and establish a plan to meet the identified needs. It is a process that can be implemented in all areas of nursing. The nursing process is a framework that nursing students and nurses should use consistently and methodically use throughout their career to enable them to organize data and deliver evidenced based practice-nursing care.
3
Nursing students will:
Define and explain the importance of the nursing process.
Discuss the components of nursing process.
Analyze critical thinking in nursing practice's
Implement the nursing process to a patient
care assignment.
Demonstrate the use of critical thinking to prior-
itize for a client assignment.
Program Objectives
The nursing process and critical thinking is the essential core of practice for nursing students to deliver holistic, patient, patient-centered care. It is important t.
The document summarizes the development and evaluation of a training program to improve nurse-patient communication skills at Vanderbilt University Medical Center. It describes conducting a needs assessment that found opportunities to better educate patients. A class was designed using experiential learning theory, with a presentation, practice simulations, and commitment to use "teach back" technique. Evaluations assessed satisfaction, learning, demonstration of skills, and observations of teach back use, finding greater use by nurses who completed the training.
Helen Cooke - NSW Pregnancy & Newborn Services NetworkInforma Australia
This document discusses the Fetal Observation and Notification Training (FONT) program in NSW, Australia, which was developed to improve safety and outcomes in maternity care through interprofessional education. It describes issues that led to the development of FONT, including clinical incidents related to fetal monitoring. FONT provides education to midwives, obstetricians, and GPs on fetal welfare, obstetric emergencies, and neonatal resuscitation. The document discusses challenges of implementing interprofessional education and reducing power dynamics between professions. It also examines how FONT has empowered midwives and improved communication and outcomes.
This document outlines a program to teach novice nursing students about the nursing process and critical thinking skills. It will take place every Monday for 1.5 hours. Various teaching strategies will be used, including flipped classrooms and traditional lectures. The nursing process involves 5 steps: assessment, diagnosis, planning, implementation, and evaluation. These steps will provide students with a framework to identify patient needs, care for patients holistically, and enhance critical thinking. The overall goal is for students to gain understanding of the nursing process to deliver effective patient-centered care.
Assessment 1. Transcript. NSB305 Semester 2 2018. Three g.docxgalerussel59292
Assessment 1. Transcript. NSB305 Semester 2 2018.
Three graduates talking about scope of practice, skill mix and delegation.
Helen: Hi Shirly, Hi Darren, Hi Daria. How have you been? How’s your first year as a registered nurse going?
Shirly: Hi Helen. Well I have been in the graduate program for about 6 months now. I am just starting to
feel as though I am finding my feet. But sometimes I still feel a bit lost and at times, I do wonder if I am not
working outside of my scope of practice. This happens mostly on evening and night shifts when there aren’t
a lot of people around to ask for help or advice. I remember we were told at uni about it being our own
responsibility to provide safe care and to not work outside of our scope of practice; no matter what. But
sometimes it’s really difficult. Like last week, I was on a night shift and a patient’s naso gastric tube had
come out. I knew that it had to be reinserted but, apart from in the clinical practice sessions and watching a
couple on the ward, I hadn’t done one before. And there was no one to help me, so I just did it. I think the
patient was OK, but I know that that is not good practice but what else do I do? I am worried about being
accountable for doing the wrong thing.
Darren: Yes Shirly, I am finding similar things. Finding the support you need on evenings and night shifts can
be difficult and I have found that at times the skill mix is just wrong. One day during report, I counted 5
senior RN’s on the morning shift but apart from the team leader (who was a 2nd year RN) and I, we were the
only other RN’s on the PM shift. It was pretty scary stuff and because the team leader was so busy, I was
constantly double checking myself, so I got behind in my work. It didn’t help that we had patients coming
back from theatre and the team leader said that I had to get them all as she didn’t want to leave me alone
on the floor in case the EEN’s needed close supervision with delegated tasks that I was not able to do. This
didn’t make me feel any better. It jest kept ringing in my head. Whatever happens here, you are not just
responsible you are accountable as well. I must say that I felt a bit overwhelmed.
Daria: Oh delegation! It’s my greatest headache. I know that delegating tasks to others can really help me as
a graduate to learn and focus on registered nurse work, but I really struggle with deciding what tasks to
delegate and who to delegate them to. I worry that the EEN’s think that I am just lazy and trying to get rid of
the jobs that I don’t wat to do. This I see the other RN’s delegating, but I don’t think that they are really
making sure that the person they delegate to understands the task nor do they appear to be supervising or
supporting them. Last week, a patient feel in the shower. The assistant in nursing doing the shower hadn’t
realised that the patient always needed someone with them and went back into th.
The document is a reflection on a nursing presentation the author gave as part of an overseas program. It follows Gibbs' six-stage model of reflection. The stages are: description of selecting PEG feeding as the topic and preparing; feelings of initial nervousness but gaining confidence; evaluation from the tutor noting time management could improve; analysis recognizing the importance of planning and time management; conclusion that teaching skills are important for nurses; and an action plan to do another presentation on moving and handling patients.
This document contains a lesson plan for a class on health problems and modals of obligation and prohibition. The 80-minute lesson will have students practice identifying and using must and have to through activities including watching a video, completing sentences from the video, and roleplaying as doctors and patients. Assessment will involve having students make sentences using the target modals. The plan outlines the objectives, procedures, materials, and assessments in detail across introduction, warm-up, presentation, practice activities, and closure.
The document describes a 30 Day Challenge focused on promoting joy at work for midwives. It provides details on activities midwifery ambassadors can do over 30 days to boost morale and job satisfaction among their colleagues. This includes hosting a "Mad Hatter's Tea Party" to spark new discussions, encouraging teams to do small 15-second tasks that save others 30 minutes of work, and conducting a "Randomized Coffee Trial" where midwives are paired randomly for informal conversations. The goal is to help transform perceptions of the midwifery profession through stronger social connections and innovative ways of working.
This document outlines the schedule and content of a training on Psychological First Aid (PFA) for children. The training will cover introducing PFA and how it applies to children, common reactions children have during distressing events, identifying those needing support, communicating with children using the "Look, Listen, Link" approach, developing case studies, and practicing PFA skills through role playing. PFA is about comforting and assessing children, protecting them from harm, providing support, active listening, and helping connect them to needed information and services while avoiding practices like pressing for details or encouraging analysis of events.
Constraints of exclusive breastfeeding practice among breastfeeding mothers i...Oba Adeboye
Exclusive breastfeeding is recommended for the first six months of life as the best way of feeding an infant. The result of this study will increase the knowledge and encourage mothers on exclusive breastfeeding in Alimosho General Hospital, Igando and also show them the dangers of not practicing exclusive breastfeeding. It will also help the Nurse to debunk myths about exclusive breastfeeding. Using a concurrent mixed method approach, a structured questionnaire was administered to 100 breastfeeding mothers. Breastfeeding was perceived as essential to baby's health. It strengthens the physical and spiritual bond between mothers and their children. Exclusive breastfeeding was considered essential but demanding. The research however reveals larger percentage of the respondents are between 25-35 years in the study
This document outlines the modules for a course on leadership and management in healthcare. The modules aim to develop students' skills as change agents to improve patient outcomes and healthcare systems. Module 1 focuses on developing skills as a leader, manager, communicator, collaborator and professional. Module 2 focuses on putting patients and communities first as a change agent. Module 3 focuses on working as a change agent within the healthcare system at various levels.
Simulation design template(revised may 2019)(name of patrock73
1. The document provides a template for designing a nursing student simulation, including sections for patient details, learning objectives, scenario progression, roles, equipment, and debriefing questions.
2. It includes details needed to plan the simulation such as the patient profile, location, timeline of events, expected interventions, and roles of participants like nurses and physicians.
3. The debriefing section outlines themes to discuss and questions to prompt reflection on clinical decision making, communication, and improving quality of care.
Partnering with Patients as Teachers for Nurse ResidentsMelissa Jo Powell
Presentation at International Conference on Patient and Family Centered Care describing content and program evaluation data using simulation to teach communication skills and partnering with patients as teachers.
Sf Id Tot Protecting Children By Strengthening Familiesk.stepleton
The document discusses Idaho's Strengthening Families trainings, which aim to prevent child abuse and neglect and improve child care quality. The trainings are delivered over 17 hours in 8 modules and use an experiential learning model. Participants and trainers report that the research-based, well-designed trainings are effective in changing behaviors and strengthening relationships between child care providers, parents, and children. The trainings have led to positive outcomes such as improved communication, identification of at-risk families, and connections to support services.
Este documento trata sobre fractales. Define fractales como objetos geométricos cuya estructura básica se repite a diferentes escalas. Explora las características de los fractales como la autosimilitud, los tipos de fractales como el conjunto de Mandelbrot y el triángulo de Sierpinski, y las dimensiones fractales. También resume la historia del matemático Benoit Mandelbrot, quien introdujo el concepto de fractal en las matemáticas.
O documento apresenta o cronograma de um curso sobre experiência do usuário, com discussões sobre temas como contexto, pós-modernismo, big data, inteligência artificial, realidade mediada, internet das coisas e cidades inteligentes. Também aborda o processo de design de interação e suas etapas, como pesquisar usuários, modelar interações, definir objetivos e estrutura de fluxo.
You can view and manage pictures on your device using the Photos app. The Photos app allows you to view all photos and videos stored on your device as well as organize them into albums. The lab tools provide various options for editing, enhancing, and sharing your pictures and videos.
Este documento explica el algoritmo ID3 para construir árboles de decisión. ID3 usa la ganancia de información para seleccionar el mejor atributo para dividir los datos en cada paso, creando ramas más homogéneas. Se calcula la entropía para medir la pureza de una muestra y seleccionar el atributo que maximice la ganancia de información. El proceso se repite recursivamente hasta clasificar completamente los datos.
O documento discute aspectos fundamentais da gestão de pessoas, como definir competências requeridas, avaliar desempenho, oferecer treinamento, remuneração equitativa e manter bom clima organizacional. Também aborda origem e evolução da administração de recursos humanos em seis períodos históricos e conceitos de gestão de pessoas e gestão em empresas tradicionais versus por processos.
Nearly 50 percent of all new teachers quit within just five years. The resulting losses, both financial and in student performance, are staggering. Find out how professional development can help curb teacher attrition and improve student learning!
Connecting the dot with the Nursing Process and Critical thinki.docxdonnajames55
Connecting the dot with the Nursing Process and Critical thinking
Manda McIntyre
Debra Hunt
1
Overview
Develop a educational program on the nursing process to first semester students.
Utilize advance nursing knowledge to assist students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
This practicum experience will involve teaching novice-nursing students beginning their first semester of the nursing program. It is at this time that students are introduced to the nursing process and critical thinking skills. Nurse educator teaches the students that the American Nurses Association Standards hold the nursing process as the framework for critical thinking. The writer chose the nursing as an educational curriculum to provide a thorough understanding of the nursing process for the nursing students to gain knowledge of critical thinking, problem soloing, and passing of the NCLEX-RN examination. The nursing process is used by nurses worldwide to explore the delivery of care.
2
The nursing process was developed in the 1950’s as an educational tool to promote patient centered nursing.
It provides a solid framework for the nursing practice.
It is integrated throughout in the nursing curricular in most of the nursing colleges and the National Council Licensure Examination-Registered Nurse (NCLEX-RN).
It provides the student the ability to use critical thinking skills and response on the basic of the scientific method.
A scientific method that us a step-by-step process to identify and problem solve.
Critical thinking is a vital process for the students to connect the dot in the nursing process.
Introduction
The nursing process was introduced in the 1955 by Hall and Johnson (1959). Nursing process is the essential core of practice for the nurse to provide holistic, patient-centered care. It is provide critical thinking competency that should be taught through out the nursing curriculum. The nursing process is a systematic approach to identifying patient’s actual problem or potential problems and establish a plan to meet the identified needs. It is a process that can be implemented in all areas of nursing. The nursing process is a framework that nursing students and nurses should use consistently and methodically use throughout their career to enable them to organize data and deliver evidenced based practice-nursing care.
3
Nursing students will:
Define and explain the importance of the nursing process.
Discuss the components of nursing process.
Analyze critical thinking in nursing practice's
Implement the nursing process to a patient
care assignment.
Demonstrate the use of critical thinking to prior-
itize for a client assignment.
Program Objectives
The nursing process and critical thinking is the essential core of practice for nursing students to deliver holistic, patient, patient-centered care. It is important t.
The document summarizes the development and evaluation of a training program to improve nurse-patient communication skills at Vanderbilt University Medical Center. It describes conducting a needs assessment that found opportunities to better educate patients. A class was designed using experiential learning theory, with a presentation, practice simulations, and commitment to use "teach back" technique. Evaluations assessed satisfaction, learning, demonstration of skills, and observations of teach back use, finding greater use by nurses who completed the training.
Helen Cooke - NSW Pregnancy & Newborn Services NetworkInforma Australia
This document discusses the Fetal Observation and Notification Training (FONT) program in NSW, Australia, which was developed to improve safety and outcomes in maternity care through interprofessional education. It describes issues that led to the development of FONT, including clinical incidents related to fetal monitoring. FONT provides education to midwives, obstetricians, and GPs on fetal welfare, obstetric emergencies, and neonatal resuscitation. The document discusses challenges of implementing interprofessional education and reducing power dynamics between professions. It also examines how FONT has empowered midwives and improved communication and outcomes.
This document outlines a program to teach novice nursing students about the nursing process and critical thinking skills. It will take place every Monday for 1.5 hours. Various teaching strategies will be used, including flipped classrooms and traditional lectures. The nursing process involves 5 steps: assessment, diagnosis, planning, implementation, and evaluation. These steps will provide students with a framework to identify patient needs, care for patients holistically, and enhance critical thinking. The overall goal is for students to gain understanding of the nursing process to deliver effective patient-centered care.
Assessment 1. Transcript. NSB305 Semester 2 2018. Three g.docxgalerussel59292
Assessment 1. Transcript. NSB305 Semester 2 2018.
Three graduates talking about scope of practice, skill mix and delegation.
Helen: Hi Shirly, Hi Darren, Hi Daria. How have you been? How’s your first year as a registered nurse going?
Shirly: Hi Helen. Well I have been in the graduate program for about 6 months now. I am just starting to
feel as though I am finding my feet. But sometimes I still feel a bit lost and at times, I do wonder if I am not
working outside of my scope of practice. This happens mostly on evening and night shifts when there aren’t
a lot of people around to ask for help or advice. I remember we were told at uni about it being our own
responsibility to provide safe care and to not work outside of our scope of practice; no matter what. But
sometimes it’s really difficult. Like last week, I was on a night shift and a patient’s naso gastric tube had
come out. I knew that it had to be reinserted but, apart from in the clinical practice sessions and watching a
couple on the ward, I hadn’t done one before. And there was no one to help me, so I just did it. I think the
patient was OK, but I know that that is not good practice but what else do I do? I am worried about being
accountable for doing the wrong thing.
Darren: Yes Shirly, I am finding similar things. Finding the support you need on evenings and night shifts can
be difficult and I have found that at times the skill mix is just wrong. One day during report, I counted 5
senior RN’s on the morning shift but apart from the team leader (who was a 2nd year RN) and I, we were the
only other RN’s on the PM shift. It was pretty scary stuff and because the team leader was so busy, I was
constantly double checking myself, so I got behind in my work. It didn’t help that we had patients coming
back from theatre and the team leader said that I had to get them all as she didn’t want to leave me alone
on the floor in case the EEN’s needed close supervision with delegated tasks that I was not able to do. This
didn’t make me feel any better. It jest kept ringing in my head. Whatever happens here, you are not just
responsible you are accountable as well. I must say that I felt a bit overwhelmed.
Daria: Oh delegation! It’s my greatest headache. I know that delegating tasks to others can really help me as
a graduate to learn and focus on registered nurse work, but I really struggle with deciding what tasks to
delegate and who to delegate them to. I worry that the EEN’s think that I am just lazy and trying to get rid of
the jobs that I don’t wat to do. This I see the other RN’s delegating, but I don’t think that they are really
making sure that the person they delegate to understands the task nor do they appear to be supervising or
supporting them. Last week, a patient feel in the shower. The assistant in nursing doing the shower hadn’t
realised that the patient always needed someone with them and went back into th.
The document is a reflection on a nursing presentation the author gave as part of an overseas program. It follows Gibbs' six-stage model of reflection. The stages are: description of selecting PEG feeding as the topic and preparing; feelings of initial nervousness but gaining confidence; evaluation from the tutor noting time management could improve; analysis recognizing the importance of planning and time management; conclusion that teaching skills are important for nurses; and an action plan to do another presentation on moving and handling patients.
This document contains a lesson plan for a class on health problems and modals of obligation and prohibition. The 80-minute lesson will have students practice identifying and using must and have to through activities including watching a video, completing sentences from the video, and roleplaying as doctors and patients. Assessment will involve having students make sentences using the target modals. The plan outlines the objectives, procedures, materials, and assessments in detail across introduction, warm-up, presentation, practice activities, and closure.
The document describes a 30 Day Challenge focused on promoting joy at work for midwives. It provides details on activities midwifery ambassadors can do over 30 days to boost morale and job satisfaction among their colleagues. This includes hosting a "Mad Hatter's Tea Party" to spark new discussions, encouraging teams to do small 15-second tasks that save others 30 minutes of work, and conducting a "Randomized Coffee Trial" where midwives are paired randomly for informal conversations. The goal is to help transform perceptions of the midwifery profession through stronger social connections and innovative ways of working.
This document outlines the schedule and content of a training on Psychological First Aid (PFA) for children. The training will cover introducing PFA and how it applies to children, common reactions children have during distressing events, identifying those needing support, communicating with children using the "Look, Listen, Link" approach, developing case studies, and practicing PFA skills through role playing. PFA is about comforting and assessing children, protecting them from harm, providing support, active listening, and helping connect them to needed information and services while avoiding practices like pressing for details or encouraging analysis of events.
Constraints of exclusive breastfeeding practice among breastfeeding mothers i...Oba Adeboye
Exclusive breastfeeding is recommended for the first six months of life as the best way of feeding an infant. The result of this study will increase the knowledge and encourage mothers on exclusive breastfeeding in Alimosho General Hospital, Igando and also show them the dangers of not practicing exclusive breastfeeding. It will also help the Nurse to debunk myths about exclusive breastfeeding. Using a concurrent mixed method approach, a structured questionnaire was administered to 100 breastfeeding mothers. Breastfeeding was perceived as essential to baby's health. It strengthens the physical and spiritual bond between mothers and their children. Exclusive breastfeeding was considered essential but demanding. The research however reveals larger percentage of the respondents are between 25-35 years in the study
This document outlines the modules for a course on leadership and management in healthcare. The modules aim to develop students' skills as change agents to improve patient outcomes and healthcare systems. Module 1 focuses on developing skills as a leader, manager, communicator, collaborator and professional. Module 2 focuses on putting patients and communities first as a change agent. Module 3 focuses on working as a change agent within the healthcare system at various levels.
Simulation design template(revised may 2019)(name of patrock73
1. The document provides a template for designing a nursing student simulation, including sections for patient details, learning objectives, scenario progression, roles, equipment, and debriefing questions.
2. It includes details needed to plan the simulation such as the patient profile, location, timeline of events, expected interventions, and roles of participants like nurses and physicians.
3. The debriefing section outlines themes to discuss and questions to prompt reflection on clinical decision making, communication, and improving quality of care.
Partnering with Patients as Teachers for Nurse ResidentsMelissa Jo Powell
Presentation at International Conference on Patient and Family Centered Care describing content and program evaluation data using simulation to teach communication skills and partnering with patients as teachers.
Sf Id Tot Protecting Children By Strengthening Familiesk.stepleton
The document discusses Idaho's Strengthening Families trainings, which aim to prevent child abuse and neglect and improve child care quality. The trainings are delivered over 17 hours in 8 modules and use an experiential learning model. Participants and trainers report that the research-based, well-designed trainings are effective in changing behaviors and strengthening relationships between child care providers, parents, and children. The trainings have led to positive outcomes such as improved communication, identification of at-risk families, and connections to support services.
This document provides guidelines for facilitating a menstrual hygiene awareness session for adolescent girls using an animated video. It recommends introducing oneself and sharing personal experiences to build rapport. The video is divided into three parts addressing common questions, biological basics, and hygiene practices. Facilitators should engage students through discussions after each part and address any misconceptions. Examples of common questions from students are provided. The session aims to help girls understand menstruation is natural and maintain hygiene regardless of product used.
The document describes the One Minute Preceptor (OMP) model of clinical teaching. It discusses:
- The OMP model uses 5 microskills: get a learner's commitment, probe for supporting evidence, teach general rules, reinforce what was done right, and correct errors.
- The first three microskills assess the learner's knowledge and reasoning. The last two provide tailored instruction by reinforcing correct behaviors and correcting mistakes.
- Using OMP keeps clinical teaching brief, focused, and effective while not prolonging encounters. It helps preceptors evaluate learners and provides specific feedback to motivate improvement.
This document provides information about the Clinical Peer Teaching program for first year medical students during their Intensive Clinical Experience placements. It introduces the program coordinator and useful contacts. The program aims to support first year students and give senior students teaching experience. Students will have tutorials on history taking and vital signs. Suggested activities are provided to help students make the most of their placements. Common hospital terms and frequently asked questions are also addressed.
Northumbria Healthcare NHS Foundation Trust- Compassion based training matern...RuthEvansPEN
The document summarizes a compassion-based training program implemented at a maternity services site in response to complaints about staff attitude and relational aspects of care. Over 120 staff participated in workshops over 6 months that covered topics like empathy, compassion, and self-care. Feedback was positive, with most staff reporting increased knowledge and confidence. Patient experience scores improved significantly after the training, with more positive comments noting kindness and compassion. The training appears to have successfully addressed issues of compassion fatigue among staff.
Northumbria Healthcare NHS Foundation Trust- Compassion based training matern...RuthEvansPEN
The document summarizes a compassion-based training program implemented at a maternity services site in response to patient complaints about staff attitude and relational aspects of care. Over 120 staff participated in workshops over 6 months that focused on defining and applying concepts of empathy, compassion, and self-compassion. Following the training, patient experience scores improved significantly, shifting from a majority of negative comments to a majority of positive comments. Staff also reported increased knowledge, confidence, and intention to apply compassion skills in their clinical practice. The success of the program demonstrates the importance of supporting staff experience and preventing compassion fatigue through high-quality, ongoing training.
Using a brief solution focussed approach with children in careBASPCAN
This document summarizes an evaluation of the NSPCC Face to Face service, which provides brief solution-focused therapy to children in care. Key findings include:
- Children in care have significantly higher rates of mental health issues than other children.
- The Face to Face model aims to provide timely, flexible, child-led support over 8 sessions using solution-focused brief therapy.
- An evaluation of over 1,500 children found clinically significant improvements in well-being and a reduction in distress levels immediately after and 3 months after the intervention.
- Children reported increased confidence, control, and hope as well as improved relationships and outlook. Practitioners felt the child-centered, strengths-based approach facilitated change.
Similar to SP_EOC1-03_Respectful maternity care_v1.0 (20)
Using a brief solution focussed approach with children in care
SP_EOC1-03_Respectful maternity care_v1.0
1. RHTU
Session
Plan
|
Essential
Obstetric
Care
EOC
RHTU
–
EOC1-‐03
Respectful
Maternity
Care
Last
Reviewed
|
June
2014
|
Page
1
of
3
Program
Essential
Obstetrics
Care
EOC1-‐03
Topic:
Respectful
Maternity
Care
Total
Time
|
1hr
Learning
Objectives
By
the
end
of
this
session
the
participant
will
…
• Reflect
on
their
own
values
towards
women
in
their
care
• Reflect
on
their
current
clinical
practice
environment
and
identify
what
changes
they
could
make
to
offer
more
respectful
maternity
care
• Identify
opportunities
to
change
local
practice
and
improve
health
services
Why
are
we
teaching
this
topic…
Participants
need
this
information
to
enhance
service
delivery
and
make
it
welcoming
to
women
and
families
Materials,
learning
resources
1. Room
set
up:
groups
of
4-‐5
participants
or
if
this
is
not
possible,
U
shape
to
promote
interaction
2. PPT
projector,
laptop
plus
hard
copy
of
PPT’s
(EOC1-‐02
MH
Issues)
3. RMC
Role-‐play
audience
cards
Assessment
Quiz
in
this
session
and
some
True
or
false
questions
in
final
exam.
Future
activity
(poster
promoting
antenatal
care)
should
incorporate
theme
Topics/Content Delivery
Methods
VAK min Time
Intro
! Role
play
–
what
does
RMC
feel
like?
INSTRUCTIONS
Ask
participants
to
take
an
audience
card
–
as
they
watch
the
role-‐play
they
should
pretend
to
be
the
person
on
the
audience
card.
Select
a
volunteer
participant
to
be
the
mother
in
early
labour
and
explain
the
scenario
–
select
from
one
below
and
then
conduct
the
role
play
(3
min)
Good
to
get
participants
up
and
standing
as
they
watch
–
bit
of
an
energiser.
Role
play
VA
5
5
" Go
around
the
room
and
ask
participants
to
say
who
they
were
in
the
audience
and
to
tell
the
group
how
they
felt
while
watching
the
role-‐play.
In
doing
this
exercise,
you
will
explore
the
differences
between
respectful
and
disrespectful
care.
Identify
aspects
of
Mother-‐friendly
care.
Participants
will
need
to
recall
this
information
in
future
activities
in
the
course
so
encourage
them
to
develop
their
ideas.
Feedback
VAK
20
25
2. RHTU
Session
Plan
|
Essential
Obstetric
Care
EOC
RHTU
–
EOC1-‐03
Respectful
Maternity
Care
Last
Reviewed
|
June
2014
|
Page
2
of
3
Topics/Content Delivery
Methods
VAK min Time
Body
Quick
quiz
–
7
Questions
on
PPT
? Record
responses
in
the
Workbook
page
10
Then,
run
through
the
answers…
clarify
any
areas
where
there
is
uncertainty.
PPT
Discussion
VAK
10
35
Key
message:
There
is
no
excuse
for
women
to
feel
abused
by
health
workers
through
their
experiences
of
maternity
care
?
Workbook
page
12
Ask
participants
to
record
some
of
their
feelings
or
some
of
those
described
during
the
discussion
in
the
thought
bubble
in
their
workbook.
Talk
K
5
40
" ACTIVITY:
Discuss
in
pairs
what
aspects
of
care
the
participants
could
change
in
their
own
facilities
and
how
they
can
make
that
happen
?
record
ideas
in
the
Workbook
page
13
OR
Each
table
discuss
as
a
group
and
then
share
one
idea
with
the
entire
group
in
a
feedback
session.
Participants
can
record
ideas
for
change
and
the
reason
why
this
change
is
important
for
improving
health
outcomes
-‐
There
are
some
ideas
in
the
Workbook
for
Maternity
Friendly
Health
Facilities
and
ideas
for
improving
services.
Small
group
activity
…
or
this
can
be
done
later
as
a
filler
Can
use
white
board
/
Flip
chart
if
you
like
AK
10
50
End ? ACTIVITY
complete
the
“reflection”
Workbook
page
12
" ALTERNATIVE
ACTIVITY
If
you
like
you
can
close
by
asking
participants:
What
does
this
mean
to
you?
It
is
the
icon
that
white
ribbon
alliance
use
for
respectful
maternity
care.
Individual
reflection
K
A
10
60
Next
session:
Antenatal
care
3. RHTU
Session
Plan
|
Essential
Obstetric
Care
EOC
RHTU
–
EOC1-‐03
Respectful
Maternity
Care
Last
Reviewed
|
June
2014
|
Page
3
of
3
Audience
cards
1. Sarah's
mother
2. Sarah's
husband
3. Sarah's
unborn
pikinini
4. OIC
5. Cleaner
6. Sarah's
sister
7. Midwife
8. A
fellow
Nursing
Officer
9. Senior
health
worker
10. Male
Admin
Clerk
11. Student
nurse
12. A
young
14
yr
old
girl
13. Nurse
-‐
8
wks
pregnant
14. Primigravida
first
ANC
visit
15. A
fellow
health
worker
16. Lab
technician
17. Junior
CHW
18. Grandmulti
30
weeks
19. Volunteer
Birth
Assistant
20. Labouring
mother
21. Sarah
–
in
role
play
Instructions:
Ask
participants
to
take
a
laminated
audience
card
–
as
they
watch
the
role-‐play
they
should
pretend
to
be
the
person
on
the
audience
card.
Select
a
volunteer
participant
to
be
the
mother
in
early
labour
and
explain
the
scenario
–
select
from
one
below
and
then
conduct
the
role-‐play
(3
min).
It
is
good
to
get
participants
up
and
standing
as
they
watch
–
bit
of
an
energizer.
• Only
do
the
role
play
for
about
3
minutes.
• You
are
to
demonstrate
a
health
worker
being
disrespectful
to
a
patient
Possible
scenarios
Health
worker
is
standing
up
in
front
of
a
group
of
women
and
telling
them
that
they
must
start
using
family
planning.
You
can
talk
loudly
and
use
words
such
as
‘ignorant’
or
‘bush
person’.
You
may
point
to
individual
women
and
say
‘You’ve
had
8
children
and
they
are
hungry,
I
keep
telling
you
to
come
for
FP
and
you
don’t
come’….
Health
worker
wants
to
do
a
vaginal
examination
on
a
woman
in
early
labour
–
the
young
primigravida
is
reluctant
and
shy
and
the
health
worker
doesn’t
bother
to
explain
what
she
will
do
or
why….
Or
make
up
your
own
scenario…
Facilitator
Resources
for
additional
reading
• http://whiteribbonalliance.org/campaigns/
respectful-‐maternity-‐care/
• https://www.k4health.org/sites/default/fil
es/rmc_learning_resource_package.pdf
• http://whiteribbonalliance.org/wp-‐
content/uploads/2013/09/RMC-‐
Guide_FINAL.pdf