This presentation is from AORN's Authors Workshop at the 2013 Volunteer Leadership Academy in Denver, Colorado, and is a great resource for those interested in writing for the AORN Journal. Learn how you can help patients through authorship, and get all the tools to start today. http://bit.ly/14mLLtp
Discover what it takes to be a Perioperative Clinical Nurse Specialist. This presentation is from AORN's webinar which describes the role of the perioperative CNS, RN. Receive 0.5 contact hours by registering for the webinar replay and successfully completing the evaluation. The webinar is available at http://bit.ly/1aROqKI.
Interested in obtaining the new CNS-CP nursing credential? Learn valuable test-taking strategies and more through a CNS-CP Certification Exam Preparation Course: http://bit.ly/GQ5Yy0.
Check out this introduction to Lean processes in a health care setting—touching on 5 keys to Lean success. This presentation is from a recent AORN webinar, which is available for replay at http://bit.ly/188O2uQ. Get complete Lean instruction and tools for implementation during a workshop in Denver, CO; more information on these August and September events available at http://bit.ly/14B9gLu.
This presentation is from a webinar on AORN's new Sterilization Recommended Practices and new evidence rating processes. AORN Recommended Practices, although extensively referenced, will now be truly evidence-based. Where there is evidence, it will be indicated. Where evidence is lacking, that too will be indicated.
Listen to the webinar replay by registering for free at http://bit.ly/UhG3F7. One contact hour is available for this webinar through June 7, 2013 using this free evaluation: http://bit.ly/W775sR. Learn more about AORN events at www.aorn.org/Events.
Presented at the George Washington University 1st GME Retreat. Includes overview of handoff function and content, pitfalls for handoffs, and strategies for safe and effective communication during handoffs, and how to use process improvement techniques to make handoffs safer. Handout includes handoff menu of educational tools to be used by faculty teaching.
Unsafe medication is a leading cause of harm, most of it preventable, in health care systems across the world. Medication incidents occur when weak medication systems and/or human factors such as fatigue, poor environmental conditions or staff shortages affect prescribing, transcribing, dispensing, administration and monitoring practices, which can then result in severe harm, disability and even death.
Full Details: https://goo.gl/gCQ64V
Discover what it takes to be a Perioperative Clinical Nurse Specialist. This presentation is from AORN's webinar which describes the role of the perioperative CNS, RN. Receive 0.5 contact hours by registering for the webinar replay and successfully completing the evaluation. The webinar is available at http://bit.ly/1aROqKI.
Interested in obtaining the new CNS-CP nursing credential? Learn valuable test-taking strategies and more through a CNS-CP Certification Exam Preparation Course: http://bit.ly/GQ5Yy0.
Check out this introduction to Lean processes in a health care setting—touching on 5 keys to Lean success. This presentation is from a recent AORN webinar, which is available for replay at http://bit.ly/188O2uQ. Get complete Lean instruction and tools for implementation during a workshop in Denver, CO; more information on these August and September events available at http://bit.ly/14B9gLu.
This presentation is from a webinar on AORN's new Sterilization Recommended Practices and new evidence rating processes. AORN Recommended Practices, although extensively referenced, will now be truly evidence-based. Where there is evidence, it will be indicated. Where evidence is lacking, that too will be indicated.
Listen to the webinar replay by registering for free at http://bit.ly/UhG3F7. One contact hour is available for this webinar through June 7, 2013 using this free evaluation: http://bit.ly/W775sR. Learn more about AORN events at www.aorn.org/Events.
Presented at the George Washington University 1st GME Retreat. Includes overview of handoff function and content, pitfalls for handoffs, and strategies for safe and effective communication during handoffs, and how to use process improvement techniques to make handoffs safer. Handout includes handoff menu of educational tools to be used by faculty teaching.
Unsafe medication is a leading cause of harm, most of it preventable, in health care systems across the world. Medication incidents occur when weak medication systems and/or human factors such as fatigue, poor environmental conditions or staff shortages affect prescribing, transcribing, dispensing, administration and monitoring practices, which can then result in severe harm, disability and even death.
Full Details: https://goo.gl/gCQ64V
This presentation highlighted the process that the MoH in Oman used to build consensus on the importance of establishing the role of NP in Oman. All of what has been presented could be used by other health systems especially in GCC
Delegate pack from the Patient Safety Collaborative launch event held in London on 14 October 2014
Includes agenda, speaker biographies and AHSN plans
More information at http://www.nhsiq.nhs.uk/improvement-programmes/patient-safety/patient-safety-collaboratives.aspx
Think Human factors doesn't have an impact on clinical outcomes like infection rates? Guess again! According to the World Health Organization (2017), infections acquired in healthcare settings represent the most frequent adverse event occurring in the delivery of healthcare and no institution or country has solved the problem yet.
Full Details: https://goo.gl/Z7Mhuy
Joint Commission defines Disruptive Behavior as “conduct by a health care professional that intimidates others working in the organization to the extent that quality and safety are compromised”.
Research has found that disruptive behavior not only impacts the morale and staffing of an organization but can lead to medical errors and breakdowns in the quality of care, treatment, and services delivered.
Evidence demonstrates that communication is one of the leading contributors to adverse events. Transitions of care epitomize this challenge.
WATCH ON DEMAND: https://goo.gl/M1ovsS
An Orientation to quality and patient safety for new hire in health care faci...kiran
An introduction to quality and patient safety for new employees in health care with basic concepts on quality and patient safety that every new hire must know.
As humans we are prone to making mistakes and getting things wrong, which is part of our everyday nature. However, in healthcare human errors can often lead to incidents, which can be sources of inconvenience or sometimes major consequences that can directly affect our patients.
Human factors theory plays an important role in understanding how human behavior contributes to such errors, through our interaction with colleagues, equipment, systems, and the working environment. The theory forms an integral part of aviation safety and has also found its feet in other industries, including healthcare.
This presentation was presented at the Saudi Health 2014 International Nursing Conference and introduced the basic concepts of human factors theory in nursing. Case studies were used as examples to draw on the factors that contribute to issues of care, which directly affect patients. Interventions of how to address common human factors to minimize risks were also discussed.
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 presentation highlighted the process that the MoH in Oman used to build consensus on the importance of establishing the role of NP in Oman. All of what has been presented could be used by other health systems especially in GCC
Delegate pack from the Patient Safety Collaborative launch event held in London on 14 October 2014
Includes agenda, speaker biographies and AHSN plans
More information at http://www.nhsiq.nhs.uk/improvement-programmes/patient-safety/patient-safety-collaboratives.aspx
Think Human factors doesn't have an impact on clinical outcomes like infection rates? Guess again! According to the World Health Organization (2017), infections acquired in healthcare settings represent the most frequent adverse event occurring in the delivery of healthcare and no institution or country has solved the problem yet.
Full Details: https://goo.gl/Z7Mhuy
Joint Commission defines Disruptive Behavior as “conduct by a health care professional that intimidates others working in the organization to the extent that quality and safety are compromised”.
Research has found that disruptive behavior not only impacts the morale and staffing of an organization but can lead to medical errors and breakdowns in the quality of care, treatment, and services delivered.
Evidence demonstrates that communication is one of the leading contributors to adverse events. Transitions of care epitomize this challenge.
WATCH ON DEMAND: https://goo.gl/M1ovsS
An Orientation to quality and patient safety for new hire in health care faci...kiran
An introduction to quality and patient safety for new employees in health care with basic concepts on quality and patient safety that every new hire must know.
As humans we are prone to making mistakes and getting things wrong, which is part of our everyday nature. However, in healthcare human errors can often lead to incidents, which can be sources of inconvenience or sometimes major consequences that can directly affect our patients.
Human factors theory plays an important role in understanding how human behavior contributes to such errors, through our interaction with colleagues, equipment, systems, and the working environment. The theory forms an integral part of aviation safety and has also found its feet in other industries, including healthcare.
This presentation was presented at the Saudi Health 2014 International Nursing Conference and introduced the basic concepts of human factors theory in nursing. Case studies were used as examples to draw on the factors that contribute to issues of care, which directly affect patients. Interventions of how to address common human factors to minimize risks were also discussed.
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.
Presentation for the School of Dentistry Bootcamp series on April 23, 2008. Uploaded originally at that time, but Slideshare for some inexplicable reason deleted the file. Hope it sticks this time. The Chain of Trust / Levels of Evidence tool was originally developed for use by college undergraduate students, shown adapted here for use in healthcare. It is appropriate for a wide variety of audiences.
Assessment 1 Instructions Locating Credible Databases and Research .docxgalerussel59292
Assessment 1 Instructions: Locating Credible Databases and Research
Content
Create a 1-2-page resource that will describe databases that are relevant to EBP around a diagnosis you chose and could be used to help a new hire nurse better engage in EBP.
Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as identify which databases and websites are credible for the purposes of implementing evidence-based changes in practice.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
Explain why the sources selected should provide the best evidence for the chosen diagnosis.
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Describe the best places to complete research and what types of resources one would want to access to find pertinent information for the diagnosis within the context of a specific health care setting.
Competency 4: Plan care based on the best available evidence.
Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources.
Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
Professional Context
As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible sources and locate evidence, as well as which search terms to use, is the foundation of incorporation of best practices.
Scenario
You are supervising three nurses working on the medical-surgical floor of a local teaching hosp.
This presentation was funded by CDC and PEPFAR through the SUCCEED project at Stellenbosch University. The presentation was delivered by Ms Lynn Hendricks from the Centre for Evidence Based Health Care in July 2017
Create a 1-2-page resource that will describe databases that are.docxmelvinjrobinson2199
Create a 1-2-page resource that will describe databases that are relevant to EBP around a diagnosis you chose and could be used to help a new hire nurse better engage in EBP.
Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as identify which databases and websites are credible for the purposes of implementing evidence-based changes in practice.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
Explain why the sources selected should provide the best evidence for the chosen diagnosis.
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Describe the best places to complete research and what types of resources one would want to access to find pertinent information for the diagnosis within the context of a specific health care setting.
Competency 4: Plan care based on the best available evidence.
Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Describe communication strategies to encourage nurses to research the diagnosis, as well as strategies to collaborate with the nurses to access resources.
Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
Professional Context
As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible sources and locate evidence, as well as which search terms to use, is the foundation of incorporation of best practices.
Scenario
You are supervising three nurses working on the medical-surgical floor of a local teaching hospital. This hospital is nationally recognized as a leader in education and has a computer lab with an online libr.
CTC101– College Success Seminar Weekly Journal AssignmentsMargenePurnell14
CTC101– College Success Seminar
Weekly Journal Assignments
Due Dates: 11:59 p.m. EST, Sunday of Units 1, 2, 6, 7, and Friday of Unit 8
Points: 100 each
Overview:
The purpose of the journal assignments is to be an ongoing individual conversation between you and
your instructor. All conversations in the journal are strictly between you and your instructor and
cannot be seen by other students.
Instructions:
Each week that a journal is assigned, you will answer specific journal questions supporting your work
with evidence from the provided resources.
Requirements:
• Use critical thinking about course ideas and concepts and connect them to your
experiences.
• Reflect on your experiences with a personal application and connection to learning.
• Use professional language, grammar, and spelling.
Be sure to read the criteria below by which your work will be evaluated before you write
and again after you write.
Evaluation Rubric for Weekly Journal Assignments
CRITERIA Did Not Meet Expectations Needs Improvement Competent
Meets or Exceeds
Expectations
(0-23 points) (24-29 points) (30-35 points) (36-40 points)
Content
Reflection
Reflection
states only
what was read
or heard in
class without
any further
development.
Reflection
raises ideas from the
coursework with
limited sharing about
what it means to you
and what you think
about the ideas.
Reflection shares the
meaning you
place on coursework
experiences and how
they connect to
support your
success.
Reflection reveals
critical thinking about
course ideas and
concepts that
connect the meaning
of the ideas and ways
to make them work
for you in college and
life.
(0-17 points) (18-22 points) (23-26 points) (27-30 points)
Personal
Growth
Inadequate
evidence of
reflection.
Limited evidence of
reflection on own
work with a personal
application and
connection to
learning.
Evidence of
reflection on own
work with a personal
application and
connection to
learning.
Strong evidence of
reflection on own
work with a personal
application and
connection to
learning.
(0-17 points) (18-22 points) (23-26 points) (27-30 points)
Writing
Quality
Poor writing
style lacking in
standard
English, clarity,
and language
used and/or
frequent errors
in grammar,
punctuation,
usage, and
spelling. Needs
work.
Average and/or
casual writing
style that is
sometimes
unclear and/or with
some errors in
grammar,
punctuation,
usage, and spelling.
Above-average
writing style and
logically organized
using standard
English with
minor errors in
grammar,
punctuation, usage,
and spelling.
Well written
and clearly
organized
using standard
English,
characterized
by elements of a
strong writing
style, and free
from grammar,
punctuation,
usage, and
spelling errors.
Overview:Instructions:Requirements:Be sure to read the criteria below by which your work will be evaluated before yo ...
At the end of this presentation you will be able to:
Define evidence-based practice
Describe process & outline steps of EBP
Understand PICO elements & search strategy
Identify resources to support EBP
The focus of this presentation is nursing practice, although it is still of value to physicians and other health care professionals.
Unpacking Nutrition Research and being an effective Science CommunicatorTim Crowe
Understand what can make nutrition research confusing in the conclusions it reaches and appreciate the key questions to ask when critiquing a research study. Then discover the principles of clear and effective science communication and how to maintain credibility and engage people in different ways on social media,
A joint presentation on Real People, Real Data at the 2016 International Forum on Quality and Safety in Healthcare in Gothenburg, Sweden. Presented by Leanne Wells of the Consumers Health Forum of Australia; Sam Vaillancourt of St. Michael’s Hospital, Toronto, Canada, and; Dr Paresh Dawda of the Australian National University.
This presentation is from an AORN webinar that helps guide perioperative team members through the evidence appraisal and rating process using the AORN appraisal tools and evidence-rating model. The webinar replay is available for free at http://bit.ly/1i9r4En. Get the 2014 edition of Perioperative Standards and Recommended Practices at http://bit.ly/1bJmXAT.
You have the right to work in an environment that is safe. Lateral violence continues to be a recurring topic in health care discussions. Learn the most common types of bullying encountered in our workplace and the best ways to respond in this presentation from a recent webinar. You can also access the webinar replay (http://bit.ly/1cs44w8) and earn one contact hour through November 21, 2014. Learn more about AORN events at www.aorn.org/Events.
Cleaning: It’s everyone’s responsibility. Review environmental cleaning procedures for all perioperative patient care areas (preoperative, OR, postoperative, and sterile processing). This information was originally shared in an AORN webinar, which is also available for free on demand at http://bit.ly/IHTNnp. One contact hour is available for the webinar through November 13, 2014. Learn more about AORN educational events at www.aorn.org/Events.
Discover evidence-based practices to prevent sharps injuries and to reduce blood borne pathogen exposure to perioperative patients and personnel. This presentation is from a recent AORN webinar. Listen to the replay for free at http://bit.ly/1asAKXx. When registering for the replay, you can also earn one contact hour through June 27, 2014.
Learn about the newest updates to AORN's evidence-based Recommended Practices for the Prevention of Transmissible Infections. This is the presentation given in a live webinar with Lisa Spruce, RN, DNP, ACNS, ACNP, ANP, CNOR. The webinar is available for free replay at http://bit.ly/1243qQU. 1 contact hour is also available with this webinar replay. See more of AORN's webinars at http://bit.ly/16A2G9v.
Learn about the AORN Syntegrity® Framework, standardized clinical content providing a consistent method for documenting perioperative patient care that has been validated by expert perioperative nurses. This framework aligns documentation with nursing workflow enabling reliable and valid data to be captured. Documentation represents the perioperative nursing plan of care via the most up-to-date version of the PNDS language (3rd version) and complements a perioperative information system or Electronic Health Record.
A renowned expert on health care and health care law, Linda Rouse O’Neill, Vice President of Government Affairs at HIDA shared this presentation at AORN's 60th Annual Congress in early March 2013. These slides provide an overview of the current (and future) state of health care in the U.S. including the sequestration, the Affordable Health Care Act, and other pressing issues that affect the health care industry.
Effective management of hemostasis during surgery is critical for the patient. Using the nursing process and evidence-based practices, this independent study program will assist the perioperative RN identify risks, benefits, indications, contraindications, and adverse effects for the various methods available for control of bleeding during surgery. The goal of this learning activity is to educate perioperative RNs about the methods for effective management of hemostasis during surgery to promote positive outcomes for the surgical patient.
Objectives
After completion of this continuing nursing education activity, the participant will be able to:
1. Identify the clinical implications of surgical bleeding.
2. Differentiate between mechanical, energy-based, and chemical methods of surgical hemostasis.
3. Compare the various categories of topical hemostatic products.
4. Identify key factors to consider in the selection of hemostatic products.
5. Describe perioperative nursing care for patients undergoing surgical hemostasis.
2.4 Contact Hours are available through AORN. Learn more at http://bit.ly/HemostasisStudyGuide. This education program was funded through the AORN Foundation by a grant from Ethicon Biosurgery.
Whether you’re just entering into the profession, mid-career or executive level, this impressive event gives you access to the latest technology, perioperative practices and valuable networking all at once.
Check out this presentation to learn about all the benefits of attending. You can learn more and register at www.aorn.org/Congress.
Learn about AORN's recommended practices for surgical attire in the perioperative setting. This presentation is from a webinar on August 8, 2012. Listen to the webinar for free to learn more, and you can also earn 1.0 contact hour: www.aorn.org/PreviouslyRecordedWebinars
This presentation is from an AORN webinar about CNOR certification and how the Prep for CNOR online course can help you prepare for the CNOR exam. Topics include:
• The Importance of the CNOR® designation
• Eligibility to sit for the CNOR® exam
• Steps and strategies for success
• AORN study resources
Listen to the webinar at https://cc.readytalk.com/cc/playback/Playback.do?id=fd95y9.
More from Association of periOperative Registered Nurses (AORN) (11)
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
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.
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.
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
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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.
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These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
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Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
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This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
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2. Disclosure information
AORN’s policy is that the subject matter experts for this product must disclose any
financial relationship in a company providing grant funds and/or a company whose
product(s) may be discussed or used during the educational activity. Financial disclosure
will include the name of the company and/or product and the type of financial
relationship, and includes relationships that are in place at the time of the activity or were
in place in the 12 months preceding the activity. Disclosures for this activity are indicated
according to the following numeric categories:
1. Consultant/Speaker’s Bureau 5. Grant/Research Support
2. Employee 6. Other relationship (specify)
3. Stockholder 7. Has no financial interest
4. Product Designer
AORN is accredited as a provider of continuing nursing education by the American
Nurses Credentialing Center's Commission on Accreditation.
AORN is provider-approved by the California Board of Registered Nursing, Provider
Number CEP 13019.
3. Author’s workshop
Helping Patients
Through Authorship
AORN Journal
Richard L. Wohl, MBA, MFA, Director of Publications
Kimberly Retzlaff, BS, Managing Editor
Helen Pashley, MA, RN, CNOR, Clinical Editor,
Manuscript Development Editor
4. Objectives
• Transform great nurses into great authors
– Identify the article types that fit in AORN Journal
– Show how to transform what you do every day into a Journal
article
– Understand the benefits of authorship, to you, your colleagues,
and your patients
• Announce chapter contest for journal authors
5. Objectives (continued)
• Explain the general guidelines for writing for AORN
Journal:
̵ The parts of an article
̵ Grammar tips
̵ Referencing
̵ Publishing issues
• Provide strategies for overcoming barriers to authorship
• Share manuscript writing/submission help
• Review what happens after a manuscript is accepted for
publication
6. Why become an author?
• Improve yourself
̵ Get a promotion
̵ Professional growth
̵ Open doors to new opportunities
7. Why become an author?
• Improve patient care
̵ Share information
̵ Educate colleagues
̵ Articulate a belief
8. What articles are in AORN Journal
• Articles we publish:
̵ Clinical articles (procedures, patient care, new
techniques)
̵ Education articles (how you provide education
to staff)
̵ Management
̵ Research/Quality Improvement/Literature
Review
9. What do you do every day?
• What’s exciting?
• What’s new?
• What’s difficult or challenging?
• What is presenting problems?
• What is something you’re doing that’s
working well?
10. Parts of an article
• Abstract
• Introduction
• Rationale
• Significance to nursing
• Preop/intraop/postop care
• Illustrations, tables, photos
11. Group Exercise:
Putting your ideas on paper
• Draft introduction
• Discuss rationale or significance of idea
• Identify main points and supporting
information
• Summarize and conclude
• Finalize introduction
• Create abstract
13. Writing for AORN Journal
• Tone/style – more formal
• Know your audience
• Difference between
− QI (no statistics)
− Research (statistics)
• Prior IRB approval is a MUST
15. Person
First person
• I
• We
Second person
• You
• You understood
(aka second person imperative)
For AORN Journal, the preferred style is first or
third person
Third person
• He, she, they
• The surgeon
• The perioperative nurse
16. First person – Good to use!
• Personal and less formal, but specific
• Research use:
We identified three themes and eight thematic
subcategories based on the experiences that the nurse
participants discussed during their interviews.
17. Second person – Avoid!
• Least used and informal
• Directs the reader:
̵ The nature of your topic often will dictate the type of
article you choose to write.
̵ Second person imperative: Write lots of manuscripts!
(You write lots of manuscripts!)
18. Third person – Good to use!
Tells who does what:
Outpatient nurses are responsible for
determining when a patient is ready to be
discharged to home.
19. Active (preferred) vs passive voice
Use active voice to tell who does what:
The circulating nurse places the electrosurgical
unit dispersive pad on the patient.
Passive voice is less clear:
The electrosurgical unit dispersive pad was
placed on the patient by the circulating nurse.
*Note: The “by” statement can be left out without being
grammatically incorrect in terms of sentence structure – but it’s less
clear to readers if you’re writing for print.
21. Why reference?
It’s fair
• Gives credit where credit is due
• Demonstrates professionalism
Adds credibility and authority
• Differentiates facts and data from opinion
Provides additional resources
• Help readers find information
It’s the law
• Comply with legal and ethical requirements
22. Appropriate references
• Primary sources
• Scholarly journals and books
• Experts
• Reputable online resources
− Government / regulatory agencies
− Wiki isn’t ―reputable‖ in the strictest sense
• Recent references: ≤ 5 years
23. What should I cite?
• Direct quotes
• Paraphrased material
̵ Factual material
̵ Opinions not your own
̵ Statistics
24. Direct quotes (don’t overuse!)
―Actual hours worked during the call period are
unpredictable and can range from 30 minutes to
the entire length of the call period. Covering call
may strain existing resources, create stress for
perioperative staff members, affect safe patient
care, and increase the potential for occupational
injury due to prolonged work hours.‖1(p685)
1. AORN guidance statement: safe on-call practices in perioperative
practice settings. In: Perioperative Standards and Recommended Practices.
Denver, CO: AORN, Inc; 2012:685-687.
25. Paraphrased factual material
Occupational exposure to methyl
methacrylate can affect the eyes,
skin, and respiratory system.1
1. Chemical sampling information: methyl methacrylate. US
Department of Labor, Occupational Safety & Health Administration.
http://osha.gov/dts/chemicalsampling/data/CH_254400.html.
Accessed July 10, 2012.
26. Paraphrased opinion statements
Changing patterns in education, such
as the implementation of distance
learning modalities, lead to anxiety,
uncertainty, and confusion for nursing
school faculty members.1
1. Gruendemann BJ. Distance learning and perioperative nursing.
AORN J. 85(3);2007:574-586.
27. Paraphrased statistics
Depending on the type of hepatitis, the
percentage of case reports that included
any risk factor information ranged from
48% to 50%.1
1. Surveillance for Acute Viral Hepatitis—United States, 2007. MMWR
Surveill Summ. 2009;58(3):1-27.
32. Overcoming barriers
• Not sure if I have the skills
“I could never write an article like the ones
in the Journal”
The editors are your partners and
here to help
• Believe in your idea and
talents
33. Manuscript writing help
• aornjournal@aorn.org
• Other authors
• Other readers
• Elsevier website:
http://www.aornjournal.org/authorinfo
• EES author information:
http://ees.elsevier.com/aorn/default.asp
• Book: Anatomy of Writing for Publication
for Nurses (Saver)
• This presentation:
http://www.aorn.org/writeforthejournal
34. Submit your article online
Elsevier Editorial System
http://ees.elsevier.com/aorn
For help, contact us!
(800) 755-2676
aornjournal@aorn.org
35. Wrap up
• Nurses help patients
• Nurse leaders help nurses help patients
• Nurse leaders help more nurses, and therefore more
patients, through authorship in the AORN Journal
• AORN editors help nurse leaders be nurse authors
Contest for Journal authors:
The chapter that has the most manuscripts accepted to
AORN Journal between now and Dec. 31, 2014 will win:
A free, individual registration to the 2015
AORN Congress
36. Share this information!
• Please feel free to …
̵ Share this information with your staff
̵ Present to your chapter
̵ Ask your colleagues to write for AORN
Journal
̵ Give out our contact information to anyone
who wants to write or peer review
38. Contact information
• Joy Don Baker: jdbaker@aorn.org
• AORN Headquarters/Editorial Office:
800-755-2676, aornjournal@aorn.org
• Helen Pashley: hpashley@aorn.org, x234
• Kimberly Retzlaff: kretzlaff@aorn.org, x227
• Rich Wohl: rwohl@aorn.org, x364
Access this presentation on
www.slideshare.net/aornsocialmedia or
www.aorn.org/writeforthejournal
Editor's Notes
Rich – welcome and intro
Rich – brief mention, we have no conflicts of interest
Rich - Intro
Rich
Rich
Helen Tell your story about how you came to work at AORN show your journal article.
HelenSharing information in the Journal will help you, your patients, staff, readers of the Journal and millions of surgical patients.
Helen
**Handout on ms typesHelen to lead: Group activity and brainstorming on how to turn everyday practice into a paperFor Clinical – everyday practiceEducation – creative ideas for how to teach staff (eg, jeopardy, simulation)To make these ideas into a paper:Define issue or success – what prompted the process change?Give background and incidence, why this is important to the OR in general.Meat of the article: what did you see, what did you decide to do, what’s the outcome, what are your conclusions and recommendations?
Helen – list and move on
Group ExerciseHelen – Create an outline based on the earlier example help audience create each sectionwhat are good ways to introduce? Start with statistic, start with definition, start with quote, start with why important, case study), a reason why this paper is being written (put your reason up front!) use example from the earlier discussion.Instructions for Exercise on planning two minutes or so, using whiteboard. Have audience say what they expect to see in a clinical article (eg, an abstract, an introduction, a reason why this paper is being written, significance to nursing, statistics, anatomy and physiology, etiology, signs and symptoms, diagnostic tests, preop/intraop/postop care, patient teaching, literature review, procedure overview, a care plan, tables/graphs/illustrations/photos (need copyright and permissions!), references and resources, implications for perioperative nurses/practical applications, case studies, obviously there could be much more . . . . Research article? Research question/hypothesis, theoretical framework, operational definitions, description of study design, setting, sample, sampling technique, IRB approval/procedures for protection of participants’ rights, description of study procedures/methods, description of instruments, including measurement reliability and validity evidence, results/findings, discussion, limitations of study, recommendations for practice, recommendations for future research
Helen Another way to create a manuscript - A poster presentation is an excellent outline of an article.This poster was turned into an article and appears in the July 2013 issue of AORN Journal – show the journal
HelenThe Journal is not Ladies’ Home Journal – make sure you know what we do publish and realize that we have a certain style. This is more formal than people generally talk. Write in a tone you’re familiar with but try to mimic the Journal. The editors will help before publication.QI/Research – Research is statistical and QI is not. QEither way, you must have IRB approval or we can’t publish it (eg, looking at charts, conducting a survey). You can’t get IRB approval after the fact, so plan on it before you start your project.
KimStrength of AORN editorial team (clinical + publishing)These are just some tips but don’t worry about getting it perfect – that’s what we’re here for!
KimAORN Journal prefers first or third person, but pick one and stick with it!
KimPersonal and often less formal—used in some columns (eg, editorial, opinion)Used in research We identified three themes and eight thematic subcategories based on the experiences that the nurse participants discussed during their interviews.Always establish who “we” is but be more specific when necessary!
Kim
Kim
KimCharting is usually done in passive voice, so it sounds naturalOther passive examples:Peripheral IV lines are inserted. The patient’s extremities are wrapped in cotton cast padding. Irrigation fluids are used.Peripheral IV lines are inserted by the anesthesia professional. The patient’s extremities are wrapped in cotton cast padding by the perioperative nurse. Irrigation fluids are used by the scrub person.Active:The anesthesia professional inserts peripheral IV lines and uses a solution warmer to warm the IV solutions. After the IV lines have been inserted, the circulating nurse wraps the patient’s extremities in cotton cast padding. The scrub person uses irrigation fluids warmed to approximately 98.6° F (37° C).
HelenSlang understood in a specific facility may not be understood elsewhere or internationally: “bovie” vs electrosurgical unit. Using correct name promotes universal understanding.Acronyms—always spell out on first use. Don’t make them up, use those that are common. Nothing more annoying than having to go back and re-read to remember what an acronym stands for. Use sparingly—hard to read sentences/paragraphs with multiple acronyms, and only if used at least 3 more times in the article.Limit the use of acronyms/abbreviations per JC.Medical Abbreviations: 15,000 Conveniences at the Expense of Communications and Safety.Currently in 15thed w/32,000
Helen
HelenPrimary sources—if you’re quoting the CDC, use a CDC ref!Other scholarly journals and booksNursing sourcesExpertsReputable online resources (eg, government agencies, regulatory agencies, professional associations, avoid Wikipedia)Recent references (ie, preferably within five years unless considered a “classic”)
Helen – this slide is an introduction to the next few slides. Read the list and move on.
HelenThis is the one we think everybody gets, but that’s not always the case.
Helen
Helen – Paraphrased opinion, not your own.These are also paraphrased, but different because it’s an opinion vs fact
HelenThis is the other one we assume everybody gets.
Kim – brief discussion, if you have questions see us afterwards.These are the forms you’ll be asked to fill out as an author for AORN Journal: Copyright transfer, request for permission, photo permission.Clarify permissions – hand outs: authorship guidelines, copyright transfer (discuss that this is standard publishing practice and gives ownership to the Journal)Authorship is addressed on the copyright transfer form – an author has materially contributed to the writing of the paper. You can’t add your secretary as an author because he/she typed the paper up. That is more of an acknowledgment. Did the author help write/research?
KimHelp you know what’s expectedCan be overwhelming and can discuss things that are unfamiliarResearch is VERY specific about what is needed and if it is not there it can’t be published as a research article. Can be used as QI or PI.Why they are important Why they can put you off Why you don’t need to obsess about this (unless you are writing a research paper).
Kim
Kim – constructive criticism and series of reviews.This process takes time. Please be patient, but feel free to check in with us to see where your ms is a MS goes to Editor-in-Chief (EIC)EIC sends for peer review, rejects, or sends for manuscript developmentPeer review Editor’s decision (accept, reject, further revision or MD)Accepted for issue schedulingGoes to staff editor for editing
Helen “I could never write an article like the ones in the Journal”No article comes to us looking like it does when published.All articles are edited; yes, all of them.Believe in your idea and your talents.
Helen: If you need help ask us and we can provide it (aornjournal@aorn.org).Find someone who has published or written before and ask for help.Check the how-to’s on the websitesBooks like Anatomy of Writing – this is available on aornbookstore.org Find someone to read through your ms before you send it in.The eyes can only see what the brain is prepared to see. -Perception
Helen– No demo of EES, handout Checklist Call us for help and we can walk you through it if you nee be.