Teaching tech checklist Psych-heuristics implemented on mobile APPs [Alcohol ...Jacob Stotler
Teaching against risky behaviors and utilizing mobile phone APPs to design checklists for optimal decision making and structured investment strategy. (Stotler, 2019)
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/
What’s next: The future of non-invasive neurotechnologySharpBrains
(Session held at the 2014 SharpBrains Virtual Summit; October 28-30th, 2014)
3-4pm. What’s next: The future of non-invasive neurotechnology
- Dr. Bruce Cuthbert, Director of Adult Translational Research and Treatment Development at the NIMH
- Charles Fisher, President of Fisher Wallace Laboratories
- Chair: James Cavuoto, Editor and Publisher at Neurotech Reports
Learn more here:
http://sharpbrains.com/summit-2014/agenda/
At the frontier of Big Data and Brain HealthSharpBrains
During this session we will explore cutting-edge initiatives to accelerate research & development via Big Data, crowdsourcing, technologies for the extended mind, and a range of data-rich pervasive neurotechnologies such as virtual reality.
-Chair: Alison Fenney, Director of Industry Alliances at the Neurotechnology Industry Organization (NIO)
-Dr. Walter Greenleaf, Distinguished Visiting Scholar at Stanford University’s Virtual Human Interaction Lab
-Michael Meagher, President of Cogniciti
-José Barrios, Co-Founder & CEO of Cognilab
-Dr. Peter Reiner, Co-Founder, National Core for Neuroethics at the University of British Columbia
Presentation @ The 2015 SharpBrains Virtual Summit http://sharpbrains.com/summit-2015/agenda
A Call to Action: Improving brain & mental health via digital platforms,...SharpBrains
(Session held at the 2014 SharpBrains Virtual Summit; October 28-30th, 2014)
8:15–9:45am. A Call to Action: Improving brain & mental health via digital platforms, neuroplasticity research and the White House BRAIN initiative
- Dr. Thomas Insel, Director of the National Institute of Mental Health (NIMH)
- Dr. Adam Gazzaley, Director of UCSF Neuroscience Imaging Center and Co-founder of Akili Interactive Labs
- Dr. Daphne Bavelier, Head of the Brain & Learning Lab at the University of Geneva & U. of Rochester
- Jack Young, Head of Qualcomm Life Fund
- Chair: Alvaro Fernandez, CEO of SharpBrains
Learn more here:
http://sharpbrains.com/summit-2014/agenda/
Teaching tech checklist Psych-heuristics implemented on mobile APPs [Alcohol ...Jacob Stotler
Teaching against risky behaviors and utilizing mobile phone APPs to design checklists for optimal decision making and structured investment strategy. (Stotler, 2019)
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/
What’s next: The future of non-invasive neurotechnologySharpBrains
(Session held at the 2014 SharpBrains Virtual Summit; October 28-30th, 2014)
3-4pm. What’s next: The future of non-invasive neurotechnology
- Dr. Bruce Cuthbert, Director of Adult Translational Research and Treatment Development at the NIMH
- Charles Fisher, President of Fisher Wallace Laboratories
- Chair: James Cavuoto, Editor and Publisher at Neurotech Reports
Learn more here:
http://sharpbrains.com/summit-2014/agenda/
At the frontier of Big Data and Brain HealthSharpBrains
During this session we will explore cutting-edge initiatives to accelerate research & development via Big Data, crowdsourcing, technologies for the extended mind, and a range of data-rich pervasive neurotechnologies such as virtual reality.
-Chair: Alison Fenney, Director of Industry Alliances at the Neurotechnology Industry Organization (NIO)
-Dr. Walter Greenleaf, Distinguished Visiting Scholar at Stanford University’s Virtual Human Interaction Lab
-Michael Meagher, President of Cogniciti
-José Barrios, Co-Founder & CEO of Cognilab
-Dr. Peter Reiner, Co-Founder, National Core for Neuroethics at the University of British Columbia
Presentation @ The 2015 SharpBrains Virtual Summit http://sharpbrains.com/summit-2015/agenda
A Call to Action: Improving brain & mental health via digital platforms,...SharpBrains
(Session held at the 2014 SharpBrains Virtual Summit; October 28-30th, 2014)
8:15–9:45am. A Call to Action: Improving brain & mental health via digital platforms, neuroplasticity research and the White House BRAIN initiative
- Dr. Thomas Insel, Director of the National Institute of Mental Health (NIMH)
- Dr. Adam Gazzaley, Director of UCSF Neuroscience Imaging Center and Co-founder of Akili Interactive Labs
- Dr. Daphne Bavelier, Head of the Brain & Learning Lab at the University of Geneva & U. of Rochester
- Jack Young, Head of Qualcomm Life Fund
- Chair: Alvaro Fernandez, CEO of SharpBrains
Learn more here:
http://sharpbrains.com/summit-2014/agenda/
Evidence-Informed Public Health Decisions Made Easier: Take it one Step at a ...Health Evidence™
An afternoon workshop - held in partnership with the National Collaborating Centre for Methods and Tools - at the Ontario Public Health Convention April 7, 2011
Construction of an Implementation Science for Scaling Out Interventions HopkinsCFAR
The Johns Hopkins Bloomberg School of Public Health Center for Implementation Research
The Johns Hopkins Center for AIDS Research
& the Dean’s Office invite you to
The Center for Implementation Research Implementation Science Speaker Series
Construction of an Implementation Science for Scaling Out Interventions
Wednesday, May 7, 2014
12:15pm – 1:15pm
W1020 Becton Dickinson – 615 N. Wolfe Street
C Hendricks Brown, Ph. D.
Director, Center for Prevention Implementation Methodology (Ce-PIM)
Director, Prevention Science and Methodology Group (PSMG)
Professor, Department of Psychiatry and Behavioral Sciences and Department of Preventive Medicine
Northwestern University, Feinberg School of Medicine
How can Big Data help upgrade brain care?SharpBrains
Current standards of brain and mental care often rely on trials of insufficient scale, which not only limits our ability to diagnose, prevent, treat and personalize care but often leads to incorrect conclusions and undesirable results. What tools and data are becoming available via large-scale web-based and mobile applications, and how can researchers, innovators and practitioners connect with these initiatives?
- Chair: Alvaro Fernandez, CEO of SharpBrains, YGL Class of 2012
- Daniel Sternberg, Data Scientist at Lumosity
- Joan Severson, President of Digital Artefacts
- Robert Bilder, Chief of Medical Psychology-Neuropsychology at UCLA Semel Institute for Neuroscience
There are many examples of evidence-informed decision making (EIDM) among public health professionals and organizations in Canada. However, there are limited mechanisms in place to facilitate the sharing of these stories within the public health community. The National Collaborating Centre for Methods and Tools (NCCMT) seeks to address this gap with an interactive, peer-led webinar series featuring a collection of EIDM success stories in public health.
These success stories will illustrate what EIDM in public health practice, programs and policy looks like across the country.
Join us to engage with public health practitioners across Canada as they share their success stories of using or implementing EIDM in the real world. Learn about the strategies and tools used by presenters to improve the use of evidence. Each webinar will feature two presentations. This series will feature authors from the NCCMT’s EIDM Casebook as well as other presenters.
Effective Psychological and Psychosocial Interventions to Prevent Perinatal Depression and Anxiety Disorders: A Rapid Review and Applicability Assessment
Becky Blair, Louise Azzara, John Barbaro, and Amy Faulkner, Simcoe-Muskoka District Health Unit
A higher-than-provincial-average rate of mental health concerns during pregnancy in the SMDHU catchment area prompted a review of the evidence for interventions to prevent perinatal mood disorders. Learn more about how this team synthesized available evidence and shared it with decision makers.
Building a Best Practice Tool to Address the Needs of Clients with Hepatitis C
Mary Guyton and Heidi Parker, Sherbourne Health Centre Site
Following Hepatitis C care integration within primary care settings, there was a lack of resources tailored to primary care nurses caring for Hep C patients. Learn more about how a best practice resource tool was developed to fill a resource gap.
Georgia LPC Legal and Ethical Issues in Clinical SupervisionGlenn Duncan
This is the lecture from Day 4 of the 24 hour clinical supervision workshop series developed specifically for the Georgia LPC to help obtain the CPCS. This workshop series is LPCAGA approved.
A synopsis of the book "Collaborative Therapeutic Neuropsychological Assessment". See website http://www.amazon.com/Collaborative-Therapeutic-Neuropsychological-Assessment-Gorske/dp/0387754253
Measuring “Culture of Safety” Tawam’s Experience
Discovery:
Tawam Hospital’s Executive leadership realized the need to establish a “Culture of Safety” within the organization and implemented the Johns Hopkins Medicine “Comprehensive Unit based Safety Program” (CUSP). CUSP was introduced as a pilot project in the Intensive Care Unit (ICU), Neonatal Intensive Care Unit (NNU) and Paediatric Oncology Unit (Peds Onc).
Prior to implementation the leadership decided to measure staff perception of safety using evidence based tool.
Solution:
Tawam partnered with Pascal Metrics to implement the Safety Attitude Questionnaire survey. The SAQ was administered to all Tawam Hospital staff in three phases (2008, 2010 and 2011). In 2010 the pilot CUSP units were also resurveyed to determine the status of safety culture since its introduction in 2008.
An email from the CEO was sent to the participants encouraging them to participate in the SAQ survey.
Physicians, nurses, ward-clerks; respiratory therapist, physiotherapist, dieticians etc were included in the survey.
Those who spent at least 50% of their time in the identified units were only included to participate in the survey.
Survey was administered during departmental meetings to increase response rate.
Conducted separate sessions of physicians.
Staff dropped the completed surveys in an envelope.
82% of staff in the patient care areas of the whole hospital participated in the overall 3 phases of SAQ Survey.
The three CUSP pilot units were re-surveyed in 2010.
Anonymity, privacy and confidentiality were maintained from the beginning till the end.
Outcome:
The survey results were graded against percentage positive responses. Responses that were less than 60% mark were graded in the danger zone and anything above the 80% mark were graded in the goal zone. Teamwork climate and Safety climate scale scores are considered to be primary dependent variables, because they are important in preventing patient harm.
The overall hospital score on all the domain scores were in the danger zone, less than 60%. 20 clinical locations in 2010 and 7 clinical locations in 2011 had less than 60% scores in the primary dependent variables.
The SAQ results were disseminated department wise in the presence of a hospital Senior Executive. Every department did an action plan using the SAQ de-briefer tool. The hospital administrators to bring about the change played a facilitators role and helped the departments to come up with their actionable plans.
The hospital leadership in their pursuit to continuing the culture of safety journey, identified six more units for CUSP implementation based on the Phase 2 SAQ scores of 2010. Accordingly the Medical 1, Medical 2, Surgical 1, Surgical 2, Day Case and OBGYN Units were identified for the CUSP roll out. Senior Executive leaders were assigned to each of these new CUSP units to ensure leadership commi
Lecture presented by Dr Jose Maria Nicolas at e-ICU Egypt conference held at Cairo Egypt on 3and 4 December 2014.Organized by Scribe(www.scribeofegypt.com)
Objectives
1.Understand the importance of measurement in driving improvement
2.Introduce Patient Safety Metrics: a cloud-based tool for data collection and performance monitoring.
3.Demonstrate new auditing tools designed to reduce the burden of measurement
4.Outline the application of Patient Safety Metrics beyond Safer Healthcare Now!
Dissemination and Implementation Research - Getting FundedHopkinsCFAR
Alice Ammerman, DrPh
Director, Center for Health Promotion and Disease Prevention
Professor, Department of Nutrition
Gillings School of Global Public Health
University of North Carolina
This plenary took place on Tuesday, October 6, at 8:30 am at the International Conference on Communication in Healthcare (ICCH), in Miami Beach, Florida, USA.
The Path to Safe and Reliable Healthcare
Michael Leonard, MD
Michael Leonard, MD, is the Physician Leader for Patient Safety at Kaiser Permanente, a Principal at Pascal Metrics, and a Faculty member at the Institute for Healthcare Improvement (IHI). An Honors graduate of the University of Missouri School of Medicine, Michael did his postgraduate
training in Internal Medicine and Anesthesiology at Harvard’s Beth Israel Hospital in Boston, with fellowship training in cardiac anesthesia. Michael was a practicing anaesthesiologist for 14 years
with the Colorado Permanente Medical Group, where he was Chief of Anesthesia, Chief of Surgical Services, and Chairman of the Board of Directors. In 1999, he helped Kaiser forge a collaborative relationship with Dr. Robert Helmreich’s Human Factors Research Project to work on the application
of human factors teamwork and communication training in medicine.
For the past several years, he has taught extensively throughout the Kaiser system and outside organizations in high-risk areas such as surgery, obstetrics, critical care and others to enhance safety. His relationships with outside organizations include Duke, Baylor, Sloan Kettering, ICSI, Minnesota Children’s, Ascension, Adventist, VHA, Greater New York Hospital Association and
others. At the IHI, he has been active in several domains, including the Patient Safety Officer Training Course, Transforming Care at the Bedside, the Superior Performance Initiative in the United Kingdom, and Patient Safety Scotland.
How can practitioners integrate emerging neuroplasticity-based interven...SharpBrains
A promising frontier of applied neuroscience lies in technologies that stimulate our brains in order to harness neuroplasticity and achieve positive outcomes. What are the practical Pros and Cons of different methodologies such as cognitive training, EEG/ QEEG biofeedback, virtual reality, and what are appropriate ways to integrate them with traditional interventions?
- Chair: Olivier Oullier, Professor of Behavioral and Brain Sciences at Aix-Marseille University
- Bruce Wexler, NIH Director’s Award Winner and Professor of Psychiatry at Yale University
- Kate Sullivan, Director of the Brain Fitness Center at Walter Reed National Military Medical Center
This session took place at the 2013 SharpBrains Virtual Summit: http://sharpbrains.com/summit-2013/agenda/
Overview of decision making process in psychology and its typespsychegames2
Decision making is a very competitive psychological task for the human beings. Since because from the multiple choices or options choosing best one is always difficult.
Evidence-Informed Public Health Decisions Made Easier: Take it one Step at a ...Health Evidence™
An afternoon workshop - held in partnership with the National Collaborating Centre for Methods and Tools - at the Ontario Public Health Convention April 7, 2011
Construction of an Implementation Science for Scaling Out Interventions HopkinsCFAR
The Johns Hopkins Bloomberg School of Public Health Center for Implementation Research
The Johns Hopkins Center for AIDS Research
& the Dean’s Office invite you to
The Center for Implementation Research Implementation Science Speaker Series
Construction of an Implementation Science for Scaling Out Interventions
Wednesday, May 7, 2014
12:15pm – 1:15pm
W1020 Becton Dickinson – 615 N. Wolfe Street
C Hendricks Brown, Ph. D.
Director, Center for Prevention Implementation Methodology (Ce-PIM)
Director, Prevention Science and Methodology Group (PSMG)
Professor, Department of Psychiatry and Behavioral Sciences and Department of Preventive Medicine
Northwestern University, Feinberg School of Medicine
How can Big Data help upgrade brain care?SharpBrains
Current standards of brain and mental care often rely on trials of insufficient scale, which not only limits our ability to diagnose, prevent, treat and personalize care but often leads to incorrect conclusions and undesirable results. What tools and data are becoming available via large-scale web-based and mobile applications, and how can researchers, innovators and practitioners connect with these initiatives?
- Chair: Alvaro Fernandez, CEO of SharpBrains, YGL Class of 2012
- Daniel Sternberg, Data Scientist at Lumosity
- Joan Severson, President of Digital Artefacts
- Robert Bilder, Chief of Medical Psychology-Neuropsychology at UCLA Semel Institute for Neuroscience
There are many examples of evidence-informed decision making (EIDM) among public health professionals and organizations in Canada. However, there are limited mechanisms in place to facilitate the sharing of these stories within the public health community. The National Collaborating Centre for Methods and Tools (NCCMT) seeks to address this gap with an interactive, peer-led webinar series featuring a collection of EIDM success stories in public health.
These success stories will illustrate what EIDM in public health practice, programs and policy looks like across the country.
Join us to engage with public health practitioners across Canada as they share their success stories of using or implementing EIDM in the real world. Learn about the strategies and tools used by presenters to improve the use of evidence. Each webinar will feature two presentations. This series will feature authors from the NCCMT’s EIDM Casebook as well as other presenters.
Effective Psychological and Psychosocial Interventions to Prevent Perinatal Depression and Anxiety Disorders: A Rapid Review and Applicability Assessment
Becky Blair, Louise Azzara, John Barbaro, and Amy Faulkner, Simcoe-Muskoka District Health Unit
A higher-than-provincial-average rate of mental health concerns during pregnancy in the SMDHU catchment area prompted a review of the evidence for interventions to prevent perinatal mood disorders. Learn more about how this team synthesized available evidence and shared it with decision makers.
Building a Best Practice Tool to Address the Needs of Clients with Hepatitis C
Mary Guyton and Heidi Parker, Sherbourne Health Centre Site
Following Hepatitis C care integration within primary care settings, there was a lack of resources tailored to primary care nurses caring for Hep C patients. Learn more about how a best practice resource tool was developed to fill a resource gap.
Georgia LPC Legal and Ethical Issues in Clinical SupervisionGlenn Duncan
This is the lecture from Day 4 of the 24 hour clinical supervision workshop series developed specifically for the Georgia LPC to help obtain the CPCS. This workshop series is LPCAGA approved.
A synopsis of the book "Collaborative Therapeutic Neuropsychological Assessment". See website http://www.amazon.com/Collaborative-Therapeutic-Neuropsychological-Assessment-Gorske/dp/0387754253
Measuring “Culture of Safety” Tawam’s Experience
Discovery:
Tawam Hospital’s Executive leadership realized the need to establish a “Culture of Safety” within the organization and implemented the Johns Hopkins Medicine “Comprehensive Unit based Safety Program” (CUSP). CUSP was introduced as a pilot project in the Intensive Care Unit (ICU), Neonatal Intensive Care Unit (NNU) and Paediatric Oncology Unit (Peds Onc).
Prior to implementation the leadership decided to measure staff perception of safety using evidence based tool.
Solution:
Tawam partnered with Pascal Metrics to implement the Safety Attitude Questionnaire survey. The SAQ was administered to all Tawam Hospital staff in three phases (2008, 2010 and 2011). In 2010 the pilot CUSP units were also resurveyed to determine the status of safety culture since its introduction in 2008.
An email from the CEO was sent to the participants encouraging them to participate in the SAQ survey.
Physicians, nurses, ward-clerks; respiratory therapist, physiotherapist, dieticians etc were included in the survey.
Those who spent at least 50% of their time in the identified units were only included to participate in the survey.
Survey was administered during departmental meetings to increase response rate.
Conducted separate sessions of physicians.
Staff dropped the completed surveys in an envelope.
82% of staff in the patient care areas of the whole hospital participated in the overall 3 phases of SAQ Survey.
The three CUSP pilot units were re-surveyed in 2010.
Anonymity, privacy and confidentiality were maintained from the beginning till the end.
Outcome:
The survey results were graded against percentage positive responses. Responses that were less than 60% mark were graded in the danger zone and anything above the 80% mark were graded in the goal zone. Teamwork climate and Safety climate scale scores are considered to be primary dependent variables, because they are important in preventing patient harm.
The overall hospital score on all the domain scores were in the danger zone, less than 60%. 20 clinical locations in 2010 and 7 clinical locations in 2011 had less than 60% scores in the primary dependent variables.
The SAQ results were disseminated department wise in the presence of a hospital Senior Executive. Every department did an action plan using the SAQ de-briefer tool. The hospital administrators to bring about the change played a facilitators role and helped the departments to come up with their actionable plans.
The hospital leadership in their pursuit to continuing the culture of safety journey, identified six more units for CUSP implementation based on the Phase 2 SAQ scores of 2010. Accordingly the Medical 1, Medical 2, Surgical 1, Surgical 2, Day Case and OBGYN Units were identified for the CUSP roll out. Senior Executive leaders were assigned to each of these new CUSP units to ensure leadership commi
Lecture presented by Dr Jose Maria Nicolas at e-ICU Egypt conference held at Cairo Egypt on 3and 4 December 2014.Organized by Scribe(www.scribeofegypt.com)
Objectives
1.Understand the importance of measurement in driving improvement
2.Introduce Patient Safety Metrics: a cloud-based tool for data collection and performance monitoring.
3.Demonstrate new auditing tools designed to reduce the burden of measurement
4.Outline the application of Patient Safety Metrics beyond Safer Healthcare Now!
Dissemination and Implementation Research - Getting FundedHopkinsCFAR
Alice Ammerman, DrPh
Director, Center for Health Promotion and Disease Prevention
Professor, Department of Nutrition
Gillings School of Global Public Health
University of North Carolina
This plenary took place on Tuesday, October 6, at 8:30 am at the International Conference on Communication in Healthcare (ICCH), in Miami Beach, Florida, USA.
The Path to Safe and Reliable Healthcare
Michael Leonard, MD
Michael Leonard, MD, is the Physician Leader for Patient Safety at Kaiser Permanente, a Principal at Pascal Metrics, and a Faculty member at the Institute for Healthcare Improvement (IHI). An Honors graduate of the University of Missouri School of Medicine, Michael did his postgraduate
training in Internal Medicine and Anesthesiology at Harvard’s Beth Israel Hospital in Boston, with fellowship training in cardiac anesthesia. Michael was a practicing anaesthesiologist for 14 years
with the Colorado Permanente Medical Group, where he was Chief of Anesthesia, Chief of Surgical Services, and Chairman of the Board of Directors. In 1999, he helped Kaiser forge a collaborative relationship with Dr. Robert Helmreich’s Human Factors Research Project to work on the application
of human factors teamwork and communication training in medicine.
For the past several years, he has taught extensively throughout the Kaiser system and outside organizations in high-risk areas such as surgery, obstetrics, critical care and others to enhance safety. His relationships with outside organizations include Duke, Baylor, Sloan Kettering, ICSI, Minnesota Children’s, Ascension, Adventist, VHA, Greater New York Hospital Association and
others. At the IHI, he has been active in several domains, including the Patient Safety Officer Training Course, Transforming Care at the Bedside, the Superior Performance Initiative in the United Kingdom, and Patient Safety Scotland.
How can practitioners integrate emerging neuroplasticity-based interven...SharpBrains
A promising frontier of applied neuroscience lies in technologies that stimulate our brains in order to harness neuroplasticity and achieve positive outcomes. What are the practical Pros and Cons of different methodologies such as cognitive training, EEG/ QEEG biofeedback, virtual reality, and what are appropriate ways to integrate them with traditional interventions?
- Chair: Olivier Oullier, Professor of Behavioral and Brain Sciences at Aix-Marseille University
- Bruce Wexler, NIH Director’s Award Winner and Professor of Psychiatry at Yale University
- Kate Sullivan, Director of the Brain Fitness Center at Walter Reed National Military Medical Center
This session took place at the 2013 SharpBrains Virtual Summit: http://sharpbrains.com/summit-2013/agenda/
Overview of decision making process in psychology and its typespsychegames2
Decision making is a very competitive psychological task for the human beings. Since because from the multiple choices or options choosing best one is always difficult.
Teaching tech personal biofeedback using Audio and Videograph technologies (S...Jacob Stotler
Teaching refusal skills to persons utilizing audio and video-graph means of assessing and controlling personal behavior. Utilizing bets and worst outcomes and articulating behaviors by the feedback found from audio and video assessment.
QUESTION 1What are the main streams of influence, according to.docxmakdul
QUESTION 1
What are the main streams of influence, according to the Theory of Triadic Influence? Please provide examples factors/attributes that belong to each of those streams. What is the relationship/correlation between each of those streams?
Your response should be at least 200 words in length.
QUESTION 2
The PRECEDE-PROCEED approach has several key assessment/diagnosis phases. Please describe the epidemiological assessment. What are some key sources of data used in this assessment? Which main questions is this assessment is trying to address/answer?
Your response should be at least 200 words in length.
QUESTION 3
What specific questions the evaluators are bringing forward as they are trying to collect the necessary evaluation data? What are the three main types of evaluation discussed in the PRECEDE-PROCEED approach? What is each of them trying to identify, measure, evaluate?
Your response should be at least 200 words in length.
QUESTION 4
What are some of the key assumptions behind the PRECEDE-PROCEED approach? What are some of the key benefits of using this approach? What are some of the “real-life” examples of using this approach?
Your response should be at least 200 words in length.
Unit Lesson Study Guide
In Unit 4, we will continue to discuss health behavior and its association with factors that could influence such behaviors. These types of influences are referred to as multilevel factors of behaviors, and they typically fall into five main categories:
1. individual factors,
2. inter-personal factors,
3. organizational factors,
4. community factors, and
5. policy factors
Consider the following scenario:
A 50-year-old man may purposely postpone getting a prostate cancer test because he is scared of finding out that he may have prostate cancer. This is an example of an individual- level factor. However, we need to look into this further and consider the following: his inaction might also be influenced by his primary physician’s failure to actually recommend and insist that he would need to take the prostate test. Another factor might be the difficulty of scheduling an appointment due to either unavailable equipment or the unavailability of staff at his local clinic. Another limiting factor could be that the fee for the exam is so high he cannot afford it, and his insurance does not cover this type of procedure. Thus, all these interpersonal, organizational, and policy factors are influencing this man’s behavior to not complete the prostate test. Therefore, for health promotion practitioners, it is very important to be aware of all these factors so effective change strategies or interventions can be prescribed.
One of the multilevel theories that will be discussed is the Theory of Triadic Influence (TTI). TTI behaviors arise due to one’s current social situation, general cultural environment, and their personal characteristics. Any health-related behaviors are influenced by an individual’s decisions.
What wo ...
Case Study 3 The Health Belief Model and COVID- 19 Ar Using the .pdfsattarali527
Case Study 3: The Health Belief Model and COVID- 19 Ar Using the Health Belief Model,
discuss why some people might not have followed the "safer at home" practices (e.g., social
distancing, masking, no large gatherings) after the vaccine became widely available. Minimum
word count 250. ("Behavioral Change Models" discusses the Health Belief Model.)
Public health is a multi-disciplinary field that aims to 1) prevent disease and death, 2) promote a
better quality of ife, and 3) create environmental conditions in which people can be healthy by
intervening at the institutional, community, and societal level. Whether public health
practitioners can achieve this mission depends upon their abilty to accurately identify and define
public health problems, assess the fundamental causes of these problems, determine populations
most at-risk, develop and implement theory- and evidence-based interventions, and evaluate and
refine those interventions to ensure that they are achieving their desired outcomes without
unwanted negative consequences. To be effective in these endeavors, public health practitioners
must know how to apply the basic principles, theories, research findings, and methods of the
social and behavioral sciences to inform their efforts. A thorough understanding of theories used
in public health, which are mainly derived from the social and behavioral sciences, allow
practitioners to: - Assess the fundamental causes of a public health problem, and - Develop
interventions to address those problems. Note: This module has been translated into Estonian by
Marie Stetanova. The translation can be accessed at htips:/uww.bildeleekspert
di/blog/2018/08/06/sotsiaalsete-normide-teooria/ Learning Objectives After successfully
reviewing these modules, students will be able to: - List and describe the key constructs of the
Health Belief Model and the theory of planned behavior and explain how they might be applied
to develop effective public heath interventions - List and describe the elements of "perceived
behavioral contror - Describe the underlying theory and basic elements of Social Norms Theory
and marketing campaigns - List and describe the key constructs of Social Cognitive Theory and
explain how they might be applied to develop effective public health interventions Summarize
the criticisms that have been made regarding the major traditional models of health behavior
change and why these models do not seem adequate to account for observed health behaviors
Outine the major steps in the Transtheoretical Model - List the characteristics of each step of the
Transtheoretical Model - Describe Diffusion of Innovation Theory and how it can be applied in
heath promotion - Outline the basic structures of the Theory of Gender and Power and its
application to Public Health - Explain the constructs of the Sexual Health Model and its
application to public health The Health Belief Model The Heath Belief Model (HBM) was
developed in the early 1950 s by social sci.
Get your quality homework help now and stand out.Our professional writers are committed to excellence. We have trained the best scholars in different fields of study.Contact us now at premiumessays.net and place your order at affordable price done within set deadlines.We always have someone online ready to answer all your queries and take your requests.
Notes for question please no plag use references to cite wk 2 .docxcherishwinsland
Notes for question please no plag use references to cite
wk 2 1. Briefly summary of the comparison of the reliability and validity of responses on attitude scales
Washtenaw Community College, Ann Arbor MI, Retrieved from http://www4.wccnet.edu/departments/curriculum/assessment.php?levelone=tools
Strong words or moderate words: A comparison of the reliability and validity of responses on attitude scales
A common assumption in attitude measurement is that items should be composed of strongly worded statements. The presumed benefit of strongly worded statements is that they produce more reliable and valid scores than statements with moderate or weak wording. This study tested this assumption using commonly accepted criteria for reliability and validity. Two forms of attitude scales were created—a strongly worded form and a moderately worded form—measuring two attitude objects—attitude towards animal experimentation and attitude towards going to the movies. Different formats were randomly administered to samples of graduate students. There was no superiority found for strongly worded statements over moderately worded statements. The only statistically significant difference was found between one pair of validity coefficients ( r = 0.69; r = 0.15; Z = 2.60, p ≤ 0.01) and that was in the direction opposite from expected, favoring moderately worded items over strongly worded items (total scores correlated with a general behavioral item). (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
wk 2 2. What are Effective ways to understand and organize data using descriptive statistics?
Organizing Quantitative Data
Organizing quantitative data [Video file]. (2005). Retrieved January 20, 2017, from http://fod.infobase.com/PortalPlaylists.aspx?wID=18566&xtid=36200
http://fod.infobase.com/p_ViewVideo.aspx?xtid=36200
Effective ways to understand and organize data using descriptive statistics. Analyzing data collected from studies of young music students, the video helps viewers sort through basic data-interpretation concepts: measures of central tendency, levels of measurement, measures of dispersion, and graphs. A wide range of organization principles are covered, including mode, median, and mean; discrete and continuous data; nominal, ordinal, interval, and ratio data; standard deviation; and normal distribution. Animation and graphics clarify and reinforce each concept. The video concludes with a quick quiz to assess understanding and focus on key areas. A viewable/printable instructor’s guide is available online. WE DISCUSSED HOW TO DESIGN AN EXPERIMENT AND CONTROL VARIABLES IN OUR FIRST VIDEO. AND NOW WE'RE GOING TO LOOK AT WHAT TO DO WITH ALL THE DATA THAT HAS BEEN COLLECTED. AN EXPERIMENT IS ONE OF THE MOST POWERFUL WAYS TO SHOW THE CAUSE OF AN EVENT AND ITS EFFECT ON OTHER THINGS. BUT REMEMBER THAT AN INVESTIGATION CAN ONLY BE A SCIENTIFIC EXPERIMENT IF IT HAS AN INDEPENDENT VARIABLE WHICH IS MANIPULATED .
Assigment # 1Discuss about a few human Bacterial and vira.docxjane3dyson92312
Assigment # 1
Discuss about a few human Bacterial and viral infections ? How we can prevent these infections.
All written assignments are to be completed as a minimum 2 page Word document , must be typed (Times New Roman, 12pt font, double-spaced, 1" margins), and must be written in APA format . All sources, including the textbook, must be cited in APA format. You may use internet sources but they must be reputable (i.e. you cannot use wikipedia). Avoid use of quotation marks. You should use your own words throughout your paper to show your ability to interpret and integrate material.
1
Running Header: RESEARCH PROBLEM
7
RESEARCH PROBLEM
RESEARCH PROBLEM
Rodriquez Mitchell
3/10/19
A potential quantitative research problem
Like it is well known and understood, a research problem is always considered to be the statement that is all about a particular area of concern, specifically it can be termed as a condition to be widely improved, a troubling question that at times exists in a scholarly literature or difficulty to be eliminated, in a possible practice that usually points to the need for the deliberate investigation and meaningful understanding.
Research problem
In this case, the research problem is specifically the act of reducing or eliminating workers (employees) noncompliance with either rules or policies that are always considered to be more important for organization operations or security. This automatically includes the reduction of careless noncompliance or inadvertent as well as willful actions by workers who at many times cause harm to an organization. This particular problem has been deeply researched over the years and today it still exists. (Guo, Yuan, Archer, & Connelly, 2011; Vance, Siponen, & Pahnila, 2012; Chen, Ramamurthy, & Wen, 2012; Siponen, Mahmood, & Pahnila, 2014)
Mahmood, Pahnila, and Siponen (2014) clearly explained that all the security incidents have really increased in the past decades and that workers are not consequently following the legal policies that are put in place so as it reduces the risk of the security incident. The compliance with pure security rules or policies is, therefore, a deep concern for companies. Many companies are always concerned about their workers' compliance with other workmates, on the other hand, related policies for instance environment policies and social media policies.
According to the idea of Mahmood, Pahnila, and Siponen (2014), the research which entails on the improvement of the general security policy compliance have;
i. It presents the conceptual idea without the use of any theory.
ii. It uses theory to develop insights without any type of empirical tests
iii. Testing theory based ideas for empirical improvement.
Furthermore, Mahmood, Pahnila, and Siponen (2014); Siponen, Vance, & Pahnila (2012); Ramamurthy, Chen & Wen (2012) and lastly Guo, Archer, Yuan & Connely 2011), are all good examples of research based on the security policy compliance t.
Running head LEARNING THEORIES 126LEARNING THEORIES.docxwlynn1
Running head: LEARNING THEORIES 1
26
LEARNING THEORIES
Learning Theories
Abstract
The implementation of Health Informatics throughout the health care system has allowed the patient to receive higher quality of care with safer outcomes. As health informatics continues to grow at a rapid pace the question as to what the most effective way is to train its users has been considered. The patient is now expected to utilize technology to communicate with providers and evaluate their health through equipment and data portals. Healthcare workers must understand health informatics to both teach the patient and do their job effectively. It is important to note that health informatics is ever evolving and the learning, teaching for those involved in healthcare is never ending. Through research of different learning theories and styles this paper seeks to identify how the adult can most effectively be taught to utilize health informatics whether as a patient or healthcare provider
Keywords: Health informatics, learning theory, behavioral theories, Cognitive learning theories, adult learning theories, and learning styles.
Learning Theories
Health informatics can be defined as the practice of studying, acquiring, and controlling health data and the application of various medical concepts together with health information technology systems to enable healthcare professionals to provide patients with the best healthcare, it can also mean the application of informatics and information technology to deliver better healthcare to clients (Nelson & Staggers, 2016). Technology has been growing very fast in the past years and it has changed the way things are done in many fields and so is the healthcare system. Health informatics therefore has changed the way things are done in healthcare system hence ensuring that patients receive safe and effective healthcare services. This field of study makes use of theories that are used in other fields of study such as computer science, information science, and the science of the specific discipline such as nursing, medicine, or pharmacy. People who work as health informatics specialists make use of learning theories to guide them in their roles which include; designing and implementing online health records, offering training to other medical stuff on the use of the electronic health records (EHR), give the right information to those who consult them, come up with policies in the health institutions where they work, and also manage and analyze the impacts of those policies. This paper will therefore discuss how different learning theories relate to current practices, policies, and regulations in health informatics.
Learning theories are coherent frameworks of integrated principles and constructs that explain, describe, and predict how people learn. These theories are the main guide for systems of education in the classroom and also in the training included in specific disciplines in healt.
Running head LEARNING THEORIES 126LEARNING THEORIES.docxjeanettehully
Running head: LEARNING THEORIES 1
26
LEARNING THEORIES
Learning Theories
Abstract
The implementation of Health Informatics throughout the health care system has allowed the patient to receive higher quality of care with safer outcomes. As health informatics continues to grow at a rapid pace the question as to what the most effective way is to train its users has been considered. The patient is now expected to utilize technology to communicate with providers and evaluate their health through equipment and data portals. Healthcare workers must understand health informatics to both teach the patient and do their job effectively. It is important to note that health informatics is ever evolving and the learning, teaching for those involved in healthcare is never ending. Through research of different learning theories and styles this paper seeks to identify how the adult can most effectively be taught to utilize health informatics whether as a patient or healthcare provider
Keywords: Health informatics, learning theory, behavioral theories, Cognitive learning theories, adult learning theories, and learning styles.
Learning Theories
Health informatics can be defined as the practice of studying, acquiring, and controlling health data and the application of various medical concepts together with health information technology systems to enable healthcare professionals to provide patients with the best healthcare, it can also mean the application of informatics and information technology to deliver better healthcare to clients (Nelson & Staggers, 2016). Technology has been growing very fast in the past years and it has changed the way things are done in many fields and so is the healthcare system. Health informatics therefore has changed the way things are done in healthcare system hence ensuring that patients receive safe and effective healthcare services. This field of study makes use of theories that are used in other fields of study such as computer science, information science, and the science of the specific discipline such as nursing, medicine, or pharmacy. People who work as health informatics specialists make use of learning theories to guide them in their roles which include; designing and implementing online health records, offering training to other medical stuff on the use of the electronic health records (EHR), give the right information to those who consult them, come up with policies in the health institutions where they work, and also manage and analyze the impacts of those policies. This paper will therefore discuss how different learning theories relate to current practices, policies, and regulations in health informatics.
Learning theories are coherent frameworks of integrated principles and constructs that explain, describe, and predict how people learn. These theories are the main guide for systems of education in the classroom and also in the training included in specific disciplines in healt ...
Testing 2
Testing
Christy Mock
PSY-FP7610
Assignment 3
Capella University
May 2017
Testing
Test
The Kaufman Assessment Battery for Children (KABC), Second Edition offers testing that can be completed in twenty-five to seventy-minute test settings. This test is designed to be administer in a school setting by a testing administer that has completed specific training and read the testing manual thoroughly with complete understanding. The scoring is completed through specialized software. This test consists of eighteen subtests that an administrator can administer in sections to avoid testing fatigue for the student. Per the website Pearson Clinical, the test is administered in eighteen subsets that are broken down into five categories. The five categories focus on specific aspects that will be assessed and offer different categories for different age ranges. Category 1 focuses on Simultaneous Triangles, this includes seven subsets that are: Face Recognition, Pattern Reasoning, Block Counting which are designed to be tested on students from five to eight years old (Pearson Clinical Psychology, 2017). This subset also includes Story Completion, Conceptual Thinking, Rover, and Gestalt Closure that can be used to test any ages between five and eighteen. Category two is Sequential Word Order, this set includes Number Recall, and Hand Movements that can also be used for any age category (Pearson Clinical Psychology, 2017). The third category Planning which measures the pattern reasoning and story completion in students from 7-18 (Pearson Clinical Psychology, 2017). This category includes testing the Learning Atlantis, Atlantis Delayed, Rebus, and Rebus. The last category is Delayed Knowledge which is included in the CHC model only Riddles, Expressive Vocabulary, and Verbal Knowledge (Pearson Clinical Psychology, 2017).This form of testing offers reliability and validity to the results.
Reliability and Validity
The validity evidence from associations that are compared to different mediums produced outcomes that offered the same as the results that would have been expected. Per the article published by Kaufman, the subscale and index-score relationships are commonly offered in association with the K-ABC, also per the index and IQ scores of the WISC-III, WISC-IV, and WPPSI-III, with the KAIT, and with the Cognitive clusters of the Woodcock-Johnson III. Correlations of KABC-II scales with the like-named clusters of the WJ III Cog battery reveal weak discriminant validity (Kaufman, A. S., & Kaufman, N. L, 2004). Large amounts of clinical studies disclose variances that exist in different section of students with disabilities and the norm group. In the group that included Autistic Disorder, ADHD, and emotional disturbance the greatest pattern of differences could be found. The authors of the study often warn about considering the smaller differences too much as it could take focus off the larger benefits of using the test.
Strengths.
1
Methods and Statistical Analysis
Name xxx
United State University
Course xxx
Professor xxxx
Date xxx
The Evaluative Criteria
The process of analyzing a healthcare plan to see if it meets its goals takes some time. Because it promotes an evidence-based approach, assessment is crucial in practice consignment. Evaluation can be used to assess the effectiveness of the research. It helps determine what changes could be recommended to improve service delivery and the study's persuasiveness. An impact evaluation analyzes the intervention's direct and indirect, positive and negative, planned and unplanned consequences. If an evaluation fails to deliver fresh recognition regularly, it may result in inaccurate results and conclusions. A healthcare practitioner can utilize the indicators or variables to evaluate programs and determine whether they are legal or not (Dash et al., 2019). The variables are also used to assess if the mediation is on track to meet its objectives and obligations. Participation rates, prevalence, and individual behaviors are among the measures to be addressed.
Individual behaviors are actions taken by individuals to improve their health. People have been denied the assistance and resources they seek because of ethics and plans. In addition, different people have varied perspectives about pressure ulcers treatment. Relevance refers to how the study may contribute to a worthwhile cause (Li et al., 2019). Quality variables give statistics on the precariously rising service consignment while also attempting to provide information on the part of the care that may be changed. The participation rate refers to the total number of people participating in the study.
On the other hand, individuals may be unable to engage in the study due to a lack of cultural knowledge and ineffective consent processes. The overall number of persons in a population who have a health disease at a given time is referred to as prevalence (Li et al., 2019). Although prevalence shows the rate at which new facts arrive, it aids in determining the suitable, complete outcome-positive prestige of people.
Research Approaches
The word "research approaches" refers to techniques and procedures to draw general conclusions concerning data collection, analysis, and explanation methods. In my research, I'll employ both quantitative and qualitative methods. A qualitative research technique will reveal deterrents and hindrances to practicing change by rationalizing the reasons behind specific demeanors (Li et al., 2019). Qualitative research will collect and evaluate non-numerical data to comprehend perspectives or opinions. It will also be utilized to learn everything there is to know about a subject or to develop new research ideologies.
The quantitative method focuses on goal data and statistical or numerical analysis of data collected through a questionnaire. In the healthcare field, quantitative research may develop and execute new or enhanced work meas ...
Development and ImplementationThe development process begins wit.docxlynettearnold46882
Development and Implementation
The development process begins with finding and sending trained professionals into the long-term care facilities that have a knowledge of the safety of older adults and the employees. Next, the professionals will educate the employees of the facilities on proper safety measures to use to protect themselves and their patients. After the employees, have completed the education course they will receive a certification and allowed to continue back to work. The safety professionals will go through each patient record and determine their specific needs and course of safety that should be used to prevent further falls and injuries. They will then inform the patients or their power of attorney’s over the new safety precautions that will be put into place. The new equipment that is required will be assessed and an order will be placed, such as new gait belts, lifts, rails, and walkers. After the equipment is ordered new safety tips and posters will be placed throughout the facility to allow patients and their families to read and become informed on the new ideas that are being formed in their loved one’s facilities.
The safety professionals will examine the statistics of an increase or decrease in falls after six months of the program development. They will then begin to survey patients, employees, and family members on the effectiveness of the program and if they would like to see it continue and improve in their facilities. This will determine if they enjoy the new ways that their caretakers are looking after their safety and if they feel more secure in their “homes.” All of the surveys will go the nursing home administrators to determine where to proceed next.
During the implementation process our safety program will use the PRECEDE/PROCEED method. The precede method will help to continue and maintain the measurable objectives for all of the safety projects that begin on the facility. The proceed method will monitor the quality of the program and if the program should continue. During the implementation process it is important that the administrator and program developers look at the program cost and amount and ensure that it is a wise decision to continue or even begin the program in their facilities. The hope of our program is that the employees will continue with the safety program after the safety professionals leave and will try to grow and expand their program and continue to make it their own.
REFERENCE
McKenzie, J., Pinger, R. (2015). An Introduction to Community & Public Health (8th Ed.) Jones and Bartlett Learning, LLC
Goals and Objectives:
Nursing home injuries can be prevented in the facility staff stays vigilant and consistently works to improve the safety of each individual as well as the safety of the physical environment. The CDC suggests that nursing homes adopt a multipronged approach to reduce the number of accidents. This involves:
· Individual assessment of each patient including their li.
Similar to Teaching technique: Future of Rx label checklist mobile APP (Stotler, 2019) (20)
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Teaching technique: Future of Rx label checklist mobile APP (Stotler, 2019)
1. Running head: TEACHING TECHNIQUES NO. 2
Teaching Techniques
Reading Prescription Labels (Teaching Techniques)
Jacob R. Stotler
The University of Wyoming
2. TEACHING TECHNIQUE NO. 2 2
Future of reading the Rx Label
Time needed
The concept being introduced is a teaching technique that is based on many aspects of
medicine and assessment of the human being. Where we are familiar with many tools in
psychology, we are almost definitely aware that what makes up good assessments are good tools,
and as we include proven theories and evidence based applications of psychology and medicine,
even sociological tools and psycho-social benefits, we then too become abled to test for the
presence of these attributes and use of strategies within individuals. As we can diagnoses
disorders from tests, we too can identify and consummate strategic tests to assure that people are
using the psychosocial / sociological prevention tools that they have, to the most optimal
applications, while integrating psychological heuristics such as the attention behavior gap, the
recommended theoretical aspects of coping with loss or grief, the idea that over-willingness is a
factor of decreasing the achievement of goals, the application that people within a certain frame
act within the frame that is introduced (the anchor heuristic). Where these tools are not much
medication of prognostic applications, but they are essential and proven factors of the
functioning of the human, and then also they are salient aspects of what can reduce human error.
As was mentioned in the last teaching technique where we have a certain checklist that
accommodates an appropriate / nearly flawless strategy of medication administration, we are
introducing now a checklist that scans or assures that people are making decisions and making
rational judicious judgements about if the circumstances or people around them are enablers or if
decisions, events and people a rein facto healthy leaders and confreres in someone’s life.
Thus, the time needed for this specific learning strategy, which can be defined as a
technology “trainer” device, is such that that a person needs only a few moments to review the
3. TEACHING TECHNIQUE NO. 2 3
checklist or take the “SFR assessment:” for making decisions, this application is available in an
APP which offers assessments for good decision making. SFR standing for Short Form Rationale
decision making assessment checklist.
The App and checklists tests the person’s psyche /decision making and strategies for
appropriates psychological measures and uses psychological constructs and heuristics to assist
manage decision based on a “plan to goal strategy” or “intention-behavior applicatory.”
National standards that this technique is affiliated
The national health standards relevant are such that of Standard 1: “health promotion and
disease prevention.” Standard 2 “analyzation of the influence of family, peers, culture,
technology and other health related factors.” Standard 3 “demonstration of the ability to access
valid information….and services to enhance health.” Standard 4 “ability to use interpersonal
communication skills to enhance health…” Standard 5 “demonstration of ability to use decision
making skills….” Standard 6 “students must demonstrate the ability to use goal-setting skills…”
Standard 7 “students to demonstrate the ability to practice health-enhancing behaviors and avoid
health risks.” Standard 8 “students to demonstrate the ability to advocate for….health”.
Assessments, Objectives and Procedures
The assessment introduced should be as a randomized technological / rote system, or a
systematic checklist is involved in screening a person’s ideas and screening the light of the
surroundings to clarify if the person feels strongly about their decision and the people around
them. The checklist is designed as a checklist, and APP for mobile device, and as a game. Where
people constantly screen their current state and psyche through the app top verify that they are
4. TEACHING TECHNIQUE NO. 2 4
nearly or essentially making robust and stabilized decisions that match with their hopes and
aspirations for the future. Some scientists have called psych-heuristics – “prime examples of
boundedly rational mind tools, that utilize and evolutionary capacity of the psyche]” (Pachur &
Hertwig, 2006).
The objective is implicitly train and teach people through psyche adaptation and
experience that decisions and the people surrounding are an important aspect of the ideation of
making goals, pursuing long term achievement, as well as informing by implicit knowledge, the
activity of designing new aspirations and goals for long term pursuit. While with the limitless
and named psych-heuristics we face too that humans have been named to have evolutionary
processers, yet still have a “limited capacity information processor” (Pachur & Hertwig, 2006).
This gives us room on the subject of decision making, to imply that if we were to use science
based tools for scheduling and decision making, we would be lent to the idea of applying the
tools and thus the “limitation on our psyche” would be dedicated to a certain place, where a
system exists that adjustments can be rationalized by framing certain areas to fit within a
measure that we implement by a “behavior-intention” and psych-heuristics check, checklist.
The procedure would be taught to students from the grades of 7-12 to use such measures
as the SFR checklist, by app or mnemonic device that helps people program situations and
decisions and accommodate for healthy outcomes. Where we have that the technique involves
teaching that risky decisions are made by requisite in these grades, also that one of the first
applications of implementing an insight to decision making is removing the heat of the moment
and removing thyself from the movement to sasses these situations as a more prepotent executive
process than that of acting within that moment.
5. TEACHING TECHNIQUE NO. 2 5
We also educate these young people about forefrontal thought / executive processes of
using the frontal lobe to initiate a conscious input to the brain processes, where we pay attention
to the moment that a decision can be made, is the only moment where we can input applications
of executive processes and thus by using the assessment guide a checklist, we rule that a priority
decision about making risky decisions is to pull out the app and use the checklist in place of
behavior and uninhibited action.
If we can insert the trainer (mobile App device) before action, we can train the person to
think about processes and disrupt decision making that happens from action to action behavior. If
we can insert the brain and the processes of inhibition at the proper time, we can nearly assure
that there is forethought in all behaviors and decisions, thus making sophistication and grander
articulation in thought. If we can interrupt the action to action processes of human behavior, we
make progress, if we can insert a trainer between this process we make further process, and if an
individual can see to agree with the program we thus make further progress still, and thus if the
person can memorize the checklist we apply an implicit process that evolves human cognition by
the place of implicit process, integrated by application.
These processes would be the purpose of the applications, thus and still the importance
would be to both, to interrupt systems and introduce further systems at the same time. Applying a
systemic application where only a placeholder now is held – the moment of passivity or
application to the introduction of inhibition.
The views of the person per their app or checklist would provide a means of how much
these people are applying these certain processes and viewing the website or using the
6. TEACHING TECHNIQUE NO. 2 6
application. Judgements regarding further intervention linger on that note, where further action is
due to a person’s failure to use the system.
Materials and Preparation
The materials and preparations involved are thus dedicated to the design of the APP. It
makes sense both for these applications to offer a randomized system where new questions are
asked to frame persons decisions, and also if the checklist was the same. If a person was able to
check upon a checklist when they were associating with certain people, or before making
irrational or action to action decisions and behaviors, these people would be bound at benefit
because of the attention to systematic inhibition, thus equaling executive behaviors. This would
minimize enablers in the person’s life, increase inhibition to action and risky behavior, and
would also help curb a person’s decisions and behaviors to avoid alcohol, drugs and other risky
situations on the street, or away from the institution or societal structure. This application would
be relevant to other tough decision-making processes such that would be applicable to certain
diseases, disorders and disabilities too, where people sometimes rely on decision making, yet
may have distortion between knowing that decisions are important and being able to distinguish
why, and target optimal outcomes.
In closing, we are teaching science by science, and mitigating human error between both
transmission and receptivity, by utilizing psych heuristics that align people with their goals,
utilizing the mobile device and simplistic designs of psych-testing by implementing decision
making tests, before people make the decisions. The checklist should take only moments and
made of about 4 major questions, based on heuristics, based on science, based on minimizing
intention behavior gap.
7. TEACHING TECHNIQUE NO. 2 7
References
Pachur, T., & Hertwig, R. (2006). On the psychology of the recognition heuristic: retrieval
primacy as a key determinant of its use. Journal of Experimental Psychology: Learning,
Memory and Cognition. 32. 5. P. 983-1002. Retrieved April 4, 2019 from
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aramdict=en-US .DOI: 10.1037/0278-7393.32.5.983