1. The document discusses improving workforce readiness through collaborative learning and preparing health professionals for safe practice in the workplace.
2. It emphasizes the importance of competencies like patient-centered care, teamwork, managing errors, and continuous learning.
3. The National Patient Safety Education Framework structures learning around key domains, topics, and performance elements to provide the necessary preparation for professionals to work safely and ethically.
Hear firsthand from Healthcare Improvement Scotland and one of their teams that participated in the U.K. Health Foundation collaborative about their experience in applying the Vincent Framework at the frontline. The related challenges and benefits and how it has impacted their work.
Learning Disabilities: Share and Learn webinar - 26 May 2016NHS England
Stopping over-medication of People with Learning Disabilities (STOMPLD) 2016.
Reducing Inappropriate Psychotropic Drugs in People with a Learning Disability in General Practice and Hospitals in 2016.
In this presentation, Jonathan Riddell Bamber looks at a new proposed framework to help answer the question 'how safe is care today?'
The framework is from a report by Charles Vincent, Susan Burnett and Jane Carthey of Imperial College London, commissioned by the Health Foundation.
The framework highlights five dimensions which the authors believe should be included in any safety and monitoring approach in order to give a comprehensive and rounded picture of an organisation’s safety.
The Health Foundation is exploring how to develop and adapt the framework discussed in this presentation.we are seeking the thoughts and insights of a wide range of stakeholders – including those with a specialist role in patient safety, those involved in direct care delivery, patients and carers and the public in general.
If you would like to share your thoughts, please complete our response form at https://www.surveymonkey.com/s/safetymeasurement or email measurement@health.org.uk by 1 July 2013.
The form includes the following questions:
Does the framework in this report reflect your experience of healthcare?
Are there other dimensions of safety and how would this framework relate to them?
Would using this framework make it easier for you to know whether care is safe?
Please tell us how you could use this framework.
What do you think needs to be done to help you use the framework in practice?
How could the intelligence from the framework be used to improve care?
We will share what we learn widely to help those involved in patient safety work. We will also use the responses to help develop our thinking about how to improve patient safety.
2012.07.02 the story from the asset centreNUI Galway
Dr. John McAdoo, ASSET Centre, UCC, presented "The Story from the ASSET Centre" at Simulation in Irish Medical Education: Where Are We, and Where Are We Going? held at NUI Galway on the 2nd July 2012.
Student Involvement in Quality & Safety at PritzkerVineet Arora
Presented at Association of American Medical Colleges Integrating QI meeting in Chicago IL Jun 2010 by Pritzker student Marcus Dahlstrom. Discusses IHI Open School, improvehealth.org and new quality and safety track at Pritzker.
Virtual knowledge network NIMHANS Echo : Innovative tele- mentoring model for skilled capacity building in addiction & mental health by Prabhat Chand , NIMHANS, India
A user based approach to implementation of a maternity electronic health record. Presented by Debra Fenton, Counties Manukau Health, at HINZ 2014, 11 November 2014, 11.15am, Plenary Room 2
As lead contributor to the organization's satisfactory academic progress policy, this presentation strived to highlight the key points of the "before" and "after" picture.
Standards to Improve the Quality of Care - Marie Kehoe O'Sullivan, HIQAIMS Marketing
Marie Kehoe O'Sullivan, HIQA, looks at Standards to Improve the Quality of Care to patients in Ireland. This presentation was made at the Socrates National Conference, The Convention Centre, Dublin
Hear firsthand from Healthcare Improvement Scotland and one of their teams that participated in the U.K. Health Foundation collaborative about their experience in applying the Vincent Framework at the frontline. The related challenges and benefits and how it has impacted their work.
Learning Disabilities: Share and Learn webinar - 26 May 2016NHS England
Stopping over-medication of People with Learning Disabilities (STOMPLD) 2016.
Reducing Inappropriate Psychotropic Drugs in People with a Learning Disability in General Practice and Hospitals in 2016.
In this presentation, Jonathan Riddell Bamber looks at a new proposed framework to help answer the question 'how safe is care today?'
The framework is from a report by Charles Vincent, Susan Burnett and Jane Carthey of Imperial College London, commissioned by the Health Foundation.
The framework highlights five dimensions which the authors believe should be included in any safety and monitoring approach in order to give a comprehensive and rounded picture of an organisation’s safety.
The Health Foundation is exploring how to develop and adapt the framework discussed in this presentation.we are seeking the thoughts and insights of a wide range of stakeholders – including those with a specialist role in patient safety, those involved in direct care delivery, patients and carers and the public in general.
If you would like to share your thoughts, please complete our response form at https://www.surveymonkey.com/s/safetymeasurement or email measurement@health.org.uk by 1 July 2013.
The form includes the following questions:
Does the framework in this report reflect your experience of healthcare?
Are there other dimensions of safety and how would this framework relate to them?
Would using this framework make it easier for you to know whether care is safe?
Please tell us how you could use this framework.
What do you think needs to be done to help you use the framework in practice?
How could the intelligence from the framework be used to improve care?
We will share what we learn widely to help those involved in patient safety work. We will also use the responses to help develop our thinking about how to improve patient safety.
2012.07.02 the story from the asset centreNUI Galway
Dr. John McAdoo, ASSET Centre, UCC, presented "The Story from the ASSET Centre" at Simulation in Irish Medical Education: Where Are We, and Where Are We Going? held at NUI Galway on the 2nd July 2012.
Student Involvement in Quality & Safety at PritzkerVineet Arora
Presented at Association of American Medical Colleges Integrating QI meeting in Chicago IL Jun 2010 by Pritzker student Marcus Dahlstrom. Discusses IHI Open School, improvehealth.org and new quality and safety track at Pritzker.
Virtual knowledge network NIMHANS Echo : Innovative tele- mentoring model for skilled capacity building in addiction & mental health by Prabhat Chand , NIMHANS, India
A user based approach to implementation of a maternity electronic health record. Presented by Debra Fenton, Counties Manukau Health, at HINZ 2014, 11 November 2014, 11.15am, Plenary Room 2
As lead contributor to the organization's satisfactory academic progress policy, this presentation strived to highlight the key points of the "before" and "after" picture.
Standards to Improve the Quality of Care - Marie Kehoe O'Sullivan, HIQAIMS Marketing
Marie Kehoe O'Sullivan, HIQA, looks at Standards to Improve the Quality of Care to patients in Ireland. This presentation was made at the Socrates National Conference, The Convention Centre, Dublin
The development of a Patient Safety Programme for Primary Care is being informed by the learning from two ongoing primary care safety projects. This session highlights the approaches used, the early findings and describes how to sustain and spread the success of this work.
“Patient Education is an individualized, systematic, structured process to assess and impart knowledge or develop a skill in order to effect a change in behavior. The goal is to increase comprehension and participation in the self-management of health care needs.”
Supporting and developing patient safety collaboratives - Phil Duncan and Fiona Thow, Patient safety collaborative delivery leads, NHS Improving Quality
Presentation from the Patient Safety Collaborative launch event held in London on 14 October 2014
More information at http://www.nhsiq.nhs.uk/improvement-programmes/patient-safety/patient-safety-collaboratives.aspx
INTEGRATION OF NURSING EDUCATION INTO NURSING SERVICES.pptxrangappa
The nursing profession is faced with increasingly complex health care issues driven by technological & medical advancements, an ageing population, increased numbers of people living with chronic disease and increased costs of health care services.
Collaboration is a substantive idea repeatedly discussed in health care circles.
Though the benefits are well validated, collaboration is seldom practiced.
Iu Ahrq Hai Assessment Ctr Presentation Feb 22 2010 FinalBrad Doebbeling
75. Healthcare Associated Infections: Assessment Center Findings , Invited Talk, NCQIP, Agency for Healthcare Research and Quality, Bethesda, MD, February 22, 2010.
This is the presentation given by Dr Charles Pain, Director Health Systems Improvement, Clinical Excellence Commission, at the recent Team Health Consultatin Forum.
Team Health Presentation - Rob Wilkins & Danielle Byersbyersd
This presentation outlines components of the proposed Team Health Program. The program aims to improve teamwork, communication and collaboration for safer patient-centred care, and better staff experiences.
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
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MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
3. Deliver patient centred care Active member of multidisciplinary teams Report and learn from errors Apply evidenced based health care Ethical practice Use quality improvement approaches Use information technology Competent practitioners New knowledge & skills required Partnerships with patients & carers Teamwork Risk communication Data collection Adverse events Professional responsibility Professional accountability Is professional knowledge enough ?
16. The educational conceptual framework Davis & Dixon Usually achieved in well designed programs Much more difficult to achieve
17. Minimising harm to patients Attitudes Pre-contemplation Adverse events are preventable Knowledge Contemplation Skill to assess errors, how to change practice & systems Health practitioners change their system and implement changes on permanent basis Teaching peers, supervisors, trainees & patients Knowledge about how to prevent mishaps When all patients receive treatment without AEs- Societal Norms/Maintenance Patient experience Outcome of action Behaviour Action Skills Preparation
Read Medical Examination Papers from the early decades of the Medical School.
The Framework was published in 2005. It is a 200 page document that describes all the competencies required for health care workers not just health care professionals. From the patient’s perspective the people who deliver the meals are an important part of the team. All health workers are educated to deliver patient- centred care as members of inter-disciplinary teams, using evidence-based and ethical practice, quality improvement approaches and information technology Framework principles Safety is everybody’s business Patient centred Takes into account the consumer perspective Simple, flexible and accessible Generic Progressive levels of knowledge, skills and behaviours Identifiable best practice Outcome based education How was the framework developed Literature review Development of Learning Categories (7) Development of Learning Topics (22) Classification into learning domains Conversion to performance based format What dies the framework do Identifies the key skills, knowledge, behaviours and attitudes related to patient safety for all health care workers provides a simple, flexible framework that acts as a benchmark for training, educating and assessing health care workers in patient safety Ensures all workers in the health system are competent and supported in adopting a patient-centred approach to their work
The Framework is built around seven learning areas and 22 learning topics, which have been identified as best practice in the literature and at the coalface. The Framework describes the core competencies that will equip health care workers with an understanding of how patients might suffer harm as a result of their health care. It also provides them with the required knowledge and skills for preventing, managing and learning from adverse events and near misses as well as emphasising the importance of ethical practice. Each topic is supported by a patient narrative, reminding the reader of the importance of their voice in patient safety. A separate extensive bibliography accompanies the Framework to assist development of curricula.
The Framework is built around seven learning areas and 22 learning topics, which have been identified as best practice in the literature and at the coalface. The Framework describes the core competencies that will equip health care workers with an understanding of how patients might suffer harm as a result of their health care. It also provides them with the required knowledge and skills for preventing, managing and learning from adverse events and near misses as well as emphasising the importance of ethical practice. Each topic is supported by a patient narrative, reminding the reader of the importance of their voice in patient safety. A separate extensive bibliography accompanies the Framework to assist development of curricula.
The Framework is built around seven learning areas and 22 learning topics, which have been identified as best practice in the literature and at the coalface. The Framework describes the core competencies that will equip health care workers with an understanding of how patients might suffer harm as a result of their health care. It also provides them with the required knowledge and skills for preventing, managing and learning from adverse events and near misses as well as emphasising the importance of ethical practice. Each topic is supported by a patient narrative, reminding the reader of the importance of their voice in patient safety. A separate extensive bibliography accompanies the Framework to assist development of curricula.
Requirements for disclosure benefits and risks level of experience and training Ethical duty to prevent harm Tension between service delivery and training Learning on patients performance anxiety Impedes completion of multiple tasks. Increased opportunities for medical errors Litigation We know that patients are often not told about the level of training- or done in a perfunctory manner. 88% of patients responding to a survey about attitudes to participating in training stemmed from altruistic reasons.( Lynone N et al informed consent in medial training-patient experiences and motives for participating Med education 32(5) 1998
Requirements for disclosure benefits and risks level of experience and training Ethical duty to prevent harm Tension between service delivery and training Learning on patients performance anxiety Impedes completion of multiple tasks. Increased opportunities for medical errors Litigation We know that patients are often not told about the level of training- or done in a perfunctory manner. 88% of patients responding to a survey about attitudes to participating in training stemmed from altruistic reasons.( Lynone N et al informed consent in medial training-patient experiences and motives for participating Med education 32(5) 1998
Separate learning from actual patients
Naïve to think that knowledge alone changes behaviours. If goal is to improve the patient experience of health care( anaesthesia-care and treatment) need to adopt a more precise way of understanding education. Davis and Dixon have developed a cascade of steps for evaluation of education. Knowledge and attitude precede the learning of new skills These skills must be translated into behaviour if desired outcome is to be seen. When enough people are experiencing the desired outcomes there will be community wide improvement reflected in norms of practice. These stages are Pre-contemplation-person or group has a disposition or attitude toward the potential change that is not receptive Contemplation-person or group is ready to think about the change or issues related to it Preparation-person or group is acquiring what it will take to accomplish the change Maintenance- norms are set up to reinforce and maintain change If we apply this framework to understand the necessary steps of education and change in anesthetic practice we would say the attitude to anesthetic errors are preventable and the knowledge of how to minimise them come first. Then the skills of assessing sources of errors seeing how to change error prone systems and teaching trainees how to use them must be learned. Then the clinicla teachers and hospital accreditation systems need to change on a permanent basis in order to achieve the desired outcome. When all patients have an anaesthetic without mishap we will have achieved a social good.