The document discusses frameworks and recommendations for advancing interprofessional education and collaborative practice. It proposes adopting a common language for key terms. It advocates for educating health professionals in collaborative patient-centered care and supporting collaborative practice models that improve outcomes. The document recommends exploring policy initiatives, using change management strategies, addressing diversity issues, and building upon current initiatives to facilitate the development and implementation of interprofessional education and collaborative patient-centered practice.
Rehabilitation is a procedure designed to help patients recover from illnesses, injuries, accidents or physical damage. There are different types of rehabilitation for various disorders, including cardiac, stroke, mental health, physical, kidney, tobacco, stress, alcohol, drug, spinal cord, neurological, vocational, and traumatic brain injury rehabilitations. The rehabilitation process typically involves initial hospitalization, medical treatment, surgery if needed, bed rest, referral to a rehabilitation center, inpatient rehabilitation treatment, and completion of rehabilitation either through outpatient or residential services. The overall goal is to help patients experience positive changes in their abilities.
UNIT-VII model and methods of rehabilitation.pptxanjalatchi
Results: Six conceptual rehabilitation models were identified in the literature: the Biomedical Model, the Social Model, the Bio-Psycho-Social Model (BPS), the International Classification of Impairments, Disabilities, and Handicaps Model (ICIDH), the Community Based Rehabilitation Model (CBR), and the Health-Related ..
The document discusses rehabilitation teams and their importance in healthcare. It defines rehabilitation as restoring ability to function according to the WHO. The goal of rehabilitation teams is to improve quality of care and help patients achieve maximum potential. Core team members typically include patients and families, physiatrists, nurses, physical therapists, and occupational therapists. There are three models of rehabilitation teams: multidisciplinary, interdisciplinary, and transdisciplinary. The document outlines the functions and roles of various team members such as nurses, physical therapists, and social workers in helping patients with rehabilitation needs.
Community-based rehabilitation (CBR) is defined as a strategy that aims to enhance the quality of life and promote the inclusion of people with disabilities through equal access to services such as education, employment, health and social services. CBR is implemented through partnerships between people with disabilities, their families, disability organizations, and local community services. It provides rehabilitation services within communities as opposed to institutions, in order to better meet the needs of people with disabilities and allow them to fully integrate back into community life upon completion of rehabilitation. The key principles of CBR are inclusion, participation, sustainability, empowerment and advocacy.
disability laws,acts and policies in india ParthP6
all the laws, acts and policies for disabled persons which is implemented by government of India are attached in this file and hyperlink also provided of details of these acts.
This document discusses therapeutic skills used in occupational therapy. It defines key terms like occupation, therapy, and occupational therapy. Occupational therapy aims to enable participation in everyday activities through the use of occupation. Therapeutic skills discussed include developing therapeutic rapport, analyzing and grading activities, and using the occupational therapy process of assessment, planning, treatment and evaluation. The document outlines how therapeutic skills are applied in individual and group therapy settings.
UNIT-VII REHABILITATION M.SC II YEAR.pptxanjalatchi
he action of restoring someone to health or normal life through training and therapy after imprisonment, addiction, or illness.
"she underwent rehabilitation and was walking within three weeks"
This document provides an overview of a course on community-based rehabilitation taught at Ambo University in Ethiopia. The course covers the relationship between disability, rehabilitation, and development. It discusses models of disability, the prevalence of disability, and how disability relates to poverty. The document examines cultural notions of disability, the disability rights movement, and rehabilitation as a human rights issue. It provides background on causes of disability and outlines objectives for students to understand key concepts.
UNIT-VII ROLE OF VOLUNTARY ORGANIZATION IN REHABILITATION.pptxanjalatchi
the main functions of the voluntary organization is to identifying the needs of individuals ,groups , communities , and initiate programmes and projects to meet them on their own or with the grant- in -aid of the government.
Unit-VII WELFARE FACILITIES FOR REHABILITATION IN DISABLED PERSON.pptxanjalatchi
some of the benefits for disabled people?
Scholarship schemes for students with disabilities. ...
Concession in Railway and Air fare. ...
Rebate in income tax. ...
Reservation in government jobs. ...
Free travel in state transport buses. ...
Loan for starting own business.
Rehabilitation is defined as restoring an individual to their fullest physical, mental, social, and economic capacity. It focuses on improving quality of life rather than just maintaining life. Rehabilitation is an interdisciplinary process that begins at the onset of injury or illness and addresses all aspects of a person's needs. The goal is to help individuals adapt to an altered lifestyle and regain independence through a team approach.
This course is designed to provide the student with the practical knowledge in the concepts of community, societal structure and the importance of meaningful occupation. Emphasis is laid on WHO model of Community Based Rehabilitation (CBR) and how the therapist could work with other Medical and Dental Team (MDT) members to sustain this community rehabilitation model.
The aim of this course is to make therapy services accessible, acceptable, and affordable in the community setting.
This document discusses rehabilitation and provides definitions and descriptions of key concepts. It summarizes rehabilitation as helping a person reach their fullest potential in physical, psychological, social, vocational, and other areas despite any impairments or disabilities. It describes the World Health Organization definitions of impairment, disability, and handicap. It also outlines the phases and team involved in rehabilitation, including physicians, nurses, physical therapists, and others. The document provides details on evaluating and treating patients, including assessing history, impairments, activities of daily living, and developing treatment plans.
Am Papri Das, M. Sc (N) Community Health Nursing faculty with more than 23 yrs of experience working as Vice-Principal at Peerless College of Nursing. Power point presentation on topic "Community Based Rehabilitation" It will be of great help to Nursing student in graduate and post graduate level. as possible in the interest of the students. Hope the topic will be beneficial to the students folk.
Nursing is gaining recognition as a true profession based on established criteria. It utilizes a well-defined body of specialized knowledge in its practice and constantly expands its knowledge through research. Nursing education occurs in institutions of higher learning. As a profession, nursing applies its knowledge and skills to provide vital services that benefit human and social welfare. Nursing functions autonomously through professional organizations that set standards to control its practice. The profession attracts dedicated, intellectual individuals focused on service over personal gain who see it as lifelong work.
Any rehabilitation team is comprised of different types of specialists who deal with the physical, emotional and spiritual needs of the patient. Find here a description of a few of them along with their responsibilities.
The purpose of rehabilitation is to restore physical, sensory, and mental capabilities lost due to injury, illness, or disease. Types of rehabilitation include back/neck, hand, hip/knee injuries. Nurses play an important role in educating patients and helping them adjust to support their health. Rehabilitation services are provided in various settings like hospitals, clinics, nursing homes, and patients' homes. Conditions treated in rehabilitation include amputations, brain injuries, burns and more.
Rehabilitation psychology, definition, scope and methods. Functions of rehabilitation psychology, work setting of rehabilitation psychologists
Psychological approach to rehabilitation: assessment, diagnosis, treatment and certification
Role of psychologist in disability rehabilitation.
HOW I SEE THE REHABILITATION CENTER
ITS IMPORTANCE
SECONDARY IMPAIRMENTS
MY MISSION AND VISION
ITS GOALS
WHAT SHOULD BE PROVIDED
STRUCTURE
OBJECTIVES AND FUNCTION OF EACH DEPARTMENT
EQUIPMENT REQUIRED
STAFF EDUCATION
PATIENT EDUCATION
FURTHER DEVELOPMENT
the term vocational rehabilitation means that part of the continuous and co-ordinated process of rehabilitation which involves the provision of those vocational services, e. g. vocational guidance, vocational training and selective placement, designed to enable a disabled person to secure and retain suitable ...
This document discusses interdisciplinary and interprofessional approaches to healthcare. It provides definitions for key terms like interdisciplinary education, interprofessional practice, and competencies. It outlines several competency domains that are important for interprofessional collaboration, including values/ethics, roles/responsibilities, communication, and teams/teamwork. The document recommends strategies to advance interprofessional education and practice, such as adopting a common language, advocating for collaborative patient-centered care, exploring policy initiatives, and addressing sociocultural diversity issues.
This document discusses developing interprofessional education. It begins with an agenda for a presentation on IPE that includes background, content, faculty development, and challenges/opportunities. Objectives are provided related to IPE competencies, learning experiences, and assessment. Reasons for IPE include improving healthcare and addressing issues identified in reports. Definitions of interprofessional education and practice are given. National reports calling for IPE are summarized. Paradigm shifts in healthcare are noted. Competencies, premises, content selection, teaching methods, and assessment are discussed for developing an IPE program.
Different models of collaboration between nursing service andTHANUJA MATHEW
This document discusses different models of collaboration between nursing education and service. It describes several models including:
1) The clinical school of nursing model which brings academic staff into hospitals to foster exchange between clinical and academic nursing.
2) The dedicated education unit which uses staff nurses as clinical instructors for students on designated hospital units.
3) Research joint appointments where researchers have roles in both educational and clinical settings to improve nursing practice through research.
The document provides details on several other models and discusses the benefits of collaborative partnerships between nursing education and healthcare services.
This document discusses various models of collaboration between nursing education and clinical practice. It describes 8 models: 1) the clinical school of nursing model, 2) the dedicated education unit model, 3) the research joint appointment model, 4) the practice research model, 5) the collaborative clinical education model, 6) the collaborative learning unit model, 7) the collaborative approach to nursing care model, and 8) the bridge to practice model. The models aim to improve the relationship between academic and clinical settings to better prepare nursing students and enhance patient outcomes.
This document describes an interprofessional learning collaboration between universities and the NHS in the UK. It aims to introduce interprofessional education into undergraduate health and social care programs to improve team-based care. Students from 11 professions complete 3 interprofessional learning units that include classroom and practice-based components. They learn in small interprofessional groups, conducting projects on real issues. Evaluation found the experience improved students' understanding of teamwork, roles, and interprofessional practice. Many student projects were subsequently implemented in practice settings. The collaboration aims to develop healthcare graduates prepared to work collaboratively in team-based care models.
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.
Shaping the Future of Nursing Education & Practice.pptxS A Tabish
This document discusses the future of nursing education and practice. It covers several topics:
1. Nursing is an evolving profession that combines scientific and caring aspects. New technologies are changing what nurses do and where they work.
2. Nursing education must also evolve to incorporate new teaching approaches like simulation, concept-based learning, and clinical intensives. Competency-based learning and evidence-based practice will be important.
3. The roles and settings for nurses are expanding. Nurses will take on more autonomous roles in areas like nurse practitioners, mobile and home health care, forensic nursing, research, and hospice care. Nursing education must prepare students for these changing roles.
• Develop strategic and business plans
The document outlines competencies for nurse executives as defined by the American Organization of Nurse Executives (AONE). It identifies five core competency domains: communication and relationship building, knowledge of the healthcare environment, leadership, professionalism, and business skills. Within each domain, specific competencies are described to provide guidance for nurse leaders. The competencies are intended to help nurses develop skills for executive roles and guide organizations in evaluating nurse leader performance.
The document discusses the International Code of Ethics for Nurses developed by the International Council of Nurses (ICN) in 1953. It provides an overview of the code, which outlines ethical standards of conduct for nurses in four elements: nurses and people, nurses and practice, nurses and the profession, and nurses and co-workers. The document emphasizes that while international codes provide guidance, national codes tailored to each country's context can further assist nurses in navigating complex ethical situations. It concludes nurses must be accountable to ethical obligations, as nursing is one of society's most trusted professions.
This document discusses interprofessional practice and collaboration in healthcare. It defines interprofessional practice as multiple healthcare workers from different backgrounds working together to provide comprehensive patient care. Interprofessional collaboration is described as developing effective working relationships between professionals and with patients to enable optimal health outcomes. The document outlines some core competencies for interprofessional practice, including roles and responsibilities, values and ethics, communication, and teamwork. It provides evidence that team-based care can improve outcomes like continuity of care and patient satisfaction.
The document discusses engaging patient partners to enhance collaborative competencies. It provides examples of how patients are currently engaged in hospitals, policy, research and education. There is potential to involve patients in issues of developing collaborative competencies related to professionalism. This could provide learning around behaviors impacting relationships and help measure and remediate professionalism issues from the patient perspective. Additional questions are raised around best practices for meaningful patient engagement in these professional domains.
The document discusses innovations in nursing. It begins by outlining some of the challenges faced in healthcare that require innovation, such as maintaining quality care and addressing workforce shortages. Various innovations in nursing education are described, including the use of simulation, e-learning, and tele-teaching. Innovations in nursing practice, management, and care delivery are also examined. The document emphasizes that innovation is needed to continue improving patient outcomes and the healthcare system.
The document discusses various innovations in nursing education, clinical practice, and roles. It describes innovations such as handheld computers, web-based conferencing, e-learning, simulation, tele-teaching, and nursing informatics in nursing education. In clinical practice, it discusses innovations like computerized health records, wireless technology, evidence-based practice, and infection control. It also outlines new nursing roles such as forensic nursing specialists, community-based nursing, and nurse researchers.
This document discusses innovation in nursing education. It begins by defining innovation as implementing creative ideas successfully to renew or change systems. It emphasizes the need for dramatic reform and innovation in nursing education programs to prepare nurses for 21st century healthcare. The document then covers different aspects of innovation in nursing practice, education, care, and management. It provides examples of innovative approaches in nursing education programs and discusses the goals and process of implementing new innovations.
The document discusses reforms to medical education over the past century. It describes how the Flexner Report in 1908 evaluated medical schools and established standards, leading to reforms that implemented a four-year curriculum with basic and clinical sciences. A century later, another report recommended goals like competency-based learning, interprofessional education, and harnessing technology. The document advocates for a third generation of reforms focusing on systems-based and adaptive learning to improve health systems performance.
Communication failures in clinical settings have been identified as a leading cause of adverse events. While each health profession values patient-centered care, differences in values, norms and practices across professions can lead to conflicts and failures. Long Island University has implemented interprofessional education (IPE) initiatives to improve understanding and collaboration among health professions students from various programs. Evaluations found that IPE events increased students' understanding of different professional cultures, roles, responsibilities, and the importance of communication and teamwork. The university aims to expand IPE opportunities to further integrate interprofessional competencies into their curricula.
The document discusses the classification of medical equipment according to risk levels set by the FDA and protection against electric shock. Medical equipment is classified into three classes based on risk, with class I being low-risk non-electric devices and class III being high-risk life-sustaining devices. Electrical medical equipment is further classified based on its method of protection against electric shock as class I, II, or III. Class I uses a protective earth, class II uses double insulation, and class III operates at safety extra low voltage not exceeding 25V AC or 60V DC.
Hepatitis B is caused by the hepatitis B virus (HBV) and causes liver infection and inflammation. It is transmitted through contact with infected blood or bodily fluids. HBV can cause both acute and chronic infection. Chronic infection may lead to serious complications like cirrhosis and liver cancer. Hepatitis B is preventable through vaccination, which induces protective antibody levels in over 95% of people vaccinated.
Plasma therapy uses antibodies from the blood plasma of recovered COVID-19 patients to treat those currently infected. The antibodies are extracted from donated blood and can target and help eliminate the virus. The concept is that the antibodies developed in the recovered patient can be transferred to others currently sick through plasma transfusion. However, there are some risks like potentially transferring other infections, enhancing the current infection, or suppressing the recipient's immune system.
This document discusses infusion pumps, which are external medical devices that deliver fluids like nutrients and medications into a patient's body in controlled amounts. It describes different types of infusion pumps based on their size, portability, and mechanism of delivery. The key types discussed are gravity infusion devices, volumetric pumps, patient-controlled analgesia pumps, and syringe pumps. The document also outlines important safety factors, components, and functions of infusion pumps.
Plasma is the liquid component of blood that holds the blood cells in suspension. It makes up 55% of the blood's total volume and is mostly composed of water (92%) and dissolved proteins (8%). Plasma carries nutrients, hormones, carbon dioxide, and oxygen to tissues and transports waste products away from tissues. It plays a vital role in maintaining electrolyte balance and protects the body from infection. Plasma is separated from blood cells when a tube of blood is spun in a centrifuge.
- Tuberculosis is caused by Mycobacterium tuberculosis and primarily affects the lungs. It spreads through airborne droplets from the lungs of infected individuals.
- Case finding through sputum smear microscopy is the main method for tuberculosis control. Patients with at least 10 bacilli per 100 oil immersion fields in their sputum are considered positive and most infectious.
- The standard WHO recommended treatment regimen for new sputum-positive pulmonary TB cases is 2 months of isoniazid, rifampicin, pyrazinamide, and ethambutol, followed by 4 months of isoniazid and rifampicin. Effective treatment reduces infectivity by 90% within 48 hours.
Pulse oximetry is a noninvasive test that uses light to measure the oxygen saturation level in a person's blood. A clip-like probe is placed on the finger or earlobe and uses red and infrared light wavelengths absorbed differently by oxygenated and deoxygenated hemoglobin to calculate the oxygen saturation percentage. This information helps healthcare providers determine if a patient needs supplemental oxygen or how well treatment is working. However, pulse oximetry has limitations as it does not measure other blood gas levels, ventilation, or oxygen metabolism and can be affected by factors like carbon monoxide, anemia, blood flow, and skin pigmentation.
This document discusses capnography, which is the monitoring of carbon dioxide levels in exhaled breath. It can be used to assess ventilation, circulation, and metabolism during anesthesia and intensive care. The document defines capnography and describes the capnogram waveform and how it reflects respiratory parameters. Abnormal waveforms can indicate various lung diseases. Capnography is useful for confirming endotracheal tube placement and detecting malpositions. It provides advantages over pulse oximetry during procedures done under sedation. The principles of mainstream and sidestream capnography devices are outlined, as well as clinical applications in emergency medical services and indications for diagnostic usage.
This document discusses various hazards that can be present in an operating room, including fires/explosions, static electricity, electrical hazards, radiation injury, air pollution, and power failure. It provides details on the causes and risks of each hazard, as well as precautions that can be taken to reduce risks, such as ensuring proper electrical maintenance and inspection, minimizing static electricity through flooring/clothing choices, and having adequate ventilation and fire safety equipment. The document emphasizes that operating rooms involve technologically complex environments with many potential hazards that require close monitoring and safety protocols.
The anaesthesia machine has several safety features in its pneumatic components and gas delivery systems to prevent errors and ensure patient safety. These include color coding of gas lines and controls, pin indexing systems to prevent incorrect gas cylinder attachment, pressure regulators, and linkages or proportional valves to maintain minimum oxygen concentrations. Alarms activate if oxygen pressure or flow drops below safe levels. Unidirectional valves and pressure relief devices also protect the machine from excess pressure from the patient circuit.
This presentation provides an overview of nursing theories and models. It discusses how theories and models can be categorized according to the four concepts of the nursing metaparadigm: person, health, environment, and nursing. Theories are explained as sets of concepts used to describe, explain, and predict phenomena, while models are symbolic representations of relationships among concepts. Developmental, systems, and interaction theories are highlighted. Characteristics and levels of theory development are also summarized.
Hildegard Peplau was an American nurse who developed the theory of interpersonal relations in nursing. She received her BA in interpersonal psychology in 1943 and her MA in psychiatric nursing in 1947. Peplau's conceptual model incorporated concepts from Freud, Maslow, and Miller and integrated psychoanalytical, social learning, human motivational, and personality development theories. Her model included four components: orientation, identification, exploitation, and resolution.
Florence Nightingale developed an environmental theory of nursing in the 1850s based on her experiences as a nurse in the Crimean War. She believed the environment, including factors like ventilation, light, noise, and cleanliness, was a major influence on health and the healing process. According to Nightingale's theory, nurses should manipulate the physical, psychological, and social environment to support a patient's natural healing abilities. By optimizing all aspects of the environment, the nurse facilitates recovery and helps the patient regain their health. Nightingale's theory emphasized the role of environment in nursing and laid the foundation for modern holistic nursing practice.
Virginia Henderson graduated from nursing school in 1921 and received her BS and MA in nursing education. She published the first definition of nursing in 1955 as assisting patients with activities to maintain health or achieve a peaceful death. Henderson identified 14 basic human needs including breathing, eating, eliminating waste, and worship. She viewed nursing as helping patients achieve independence by meeting these needs through a scientific problem-solving approach while considering the person's biological, psychological, social, and spiritual characteristics as well as their environment and health status.
Faye Abdellah developed a typology of 21 nursing problems in 1960 to promote professionalism in nursing. The problems cover areas like hygiene, activity, nutrition, elimination, and communication. Abdellah viewed nursing as a problem-solving process where the nurse identifies issues and takes action. She believed this typology could be used as a framework to guide nursing care. Abdellah later refined her views and linked the typology to four nursing concepts - the person receiving care, their environment, their health needs, and the role of the nurse.
Resistance is defined as the ratio of voltage to current in a circuit. Ohm's law states that voltage is directly proportional to current and resistance. The resistance of an object depends on the material it is made of, with insulators having high resistance and conductors having low resistance. Resistance also depends on size and shape, with resistance increasing as length increases or cross-sectional area decreases. Resistance is measured in ohms and resistance can be calculated using the resistance equation.
This document defines and explains capacitance and capacitors. It discusses that capacitance is the ability of a system to store electric charge, and is measured in Farads. A capacitor is made of two conductive plates separated by a dielectric material. The capacitance of a capacitor depends on the plate area, distance between plates, and dielectric material. Capacitors are used to temporarily store electric energy and have various applications in electronics.
Medical gases are gases used in medical procedures for treatment, anesthesia, and driving medical devices. The main gases used are oxygen, nitrogen, nitrous oxide, argon, helium, carbon dioxide, compressed air, and medical vacuum. They are delivered through specialized medical gas pipeline systems and used in areas like operating rooms and ICUs. Key purposes for the different gases include oxygen supplementation, anesthesia, pneumatic pressure, and insufflation during surgery. Safety measures like color coding and emergency shut-off valves are important components of medical gas systems.
A dialyzer is a mechanical device that acts as an artificial kidney by removing waste and excess fluid from the blood. It contains semi-permeable membranes made of thin fibers with microscopic pores that allow small molecules like toxins and water to pass through but keep larger molecules like blood cells and protein inside the blood. Modern dialyzers consist of hollow fiber membranes encased in a rigid cylindrical casing and can filter the equivalent area of 1-2 square meters. Dialyzers come in external, implantable, and wearable forms to provide hemodialysis treatment for kidney failure patients.
The dialysis team is comprised of qualified healthcare professionals who provide quality dialysis treatment to eligible patients. The core members of the team include nephrologists, nurses, dietitians, social workers, technicians, surgeons, and coordinators. Each member has specialized training and responsibilities to ensure patients receive proper medical care, support, and monitoring before, during and after dialysis treatments. The overall goal of the multi-disciplinary team is to help patients effectively manage their kidney disease and maintain quality of life.
vaginal thrush presentation by Dr. Rewas AliRewAs ALI
in these slides you know what is vaginal thrush, symptoms, and treatments with special population(pregnancy and lactation). you can see the explanation in my youtube channel in this link below:
https://youtu.be/ov5WqVwdHkE?si=iaF5MHC9Vv_6udzR
vaginal thrush is one of the most common gynecological complication that can be treated easily if diagnosed in a correct way.
Drug Repurposing for Parasitic Diseases.pptxdrebrahiim
, drug repurposing has emerged as a promising strategy for the treatment of parasitic diseases. Drug repurposing, or drug repositioning, involves identifying new therapeutic uses for existing drugs. This approach leverages the known safety profiles, established manufacturing processes, and previously conducted clinical trials of existing drugs, thereby significantly reducing the time and cost associated with bringing new treatments to market.
Why Does Seminal Vesiculitis Causes Jelly-like Sperm.pptxAmandaChou9
Seminal vesiculitis can cause jelly-like sperm. Fortunately, herbal medicine Diuretic and Anti-inflammatory Pill can eliminate symptoms and cure the disease.
Case presentation of a 14-year-old female presenting as unilateral breast enlargement and found to have a giant breast lipoma. The tumour was successfully excised with the result that the presumed unilateral breast enlargement reverting back to normal. A review of management including a photo of the removed Giant Lipoma is presented.
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Hemodialysis: Chapter 8, Complications During Hemodialysis, Part 2 - Dr.GawadNephroTube - Dr.Gawad
- Video recording of this lecture in English language: https://youtu.be/FHV_jNJUt3Y
- Video recording of this lecture in Arabic language: https://youtu.be/D5kYfTMFA8E
- 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
Exploring Alternatives- Why Laparoscopy Isn't Always Best for Hydrosalpinx.pptxFFragrant
Not all women with hydrosalpinx should choose laparoscopy. Natural medicine Fuyan Pill can also be a nice option for patients, especially when they have fertility needs.
Westgard's rules and LJ (Levey Jennings) Charts.Reenaz Shaik
Quality Control is a process used to monitor and evaluate the analytical process that produces patients results. Planning, documenting and agreeing on a set of guidelines ensures quality.
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Hepatocarcinoma today between guidelines and medical therapy. The role of sur...Gian Luca Grazi
Today more than ever, hepatocellular carcinoma therapy is experiencing profound and substantial changes.
The association atezolizumab (ATEZO) plus bevacizumab (BEVA) has demonstrated its effectiveness in the post-operative treatment of patients, improving the results that can be achieved with liver resections. This after the failure of the use of sorafenib in the already historic STORM study.
On the other hand, the prognostic classification of BCLC is now widely questioned. It is now well recognized that the indications for surgery for patients with hepatocellular carcinoma are certainly narrow in BCLC and no longer reflect what is common everyday clinical practice.
Today, the concept of multiparametric therapeutic hierarchy, which makes the management of patients with hepatocellular carcinoma much more flexible and allows the best therapy for the individual patient to be identified based on their clinical characteristics, is gaining more and more importance.
The presentation traces these profound changes that are taking place in recent years and offers a modern vision of the management of patients with hepatocellular carcinoma.
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the types of hypoxia.
Learning objectives:
1. Define hypoxia
2. Describe the causes and features of different types of hypoxia
3. Define cyanosis
4. Enumerate the causes of cyanosis
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 35, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Central and Peripheral Cyanosis - https://www.ncbi.nlm.nih.gov/books/NBK559167/
6. • Changing demographics &
increasing diversity
• Technological explosion.
• Globalization of the world
economy & the society.
7. • The Era of educated consumers.
• Shift to population based care &
increasing complexity of patient
care.
8. • The cost of health care &
managed health care.
• Impact of health policy & health
regulation.
• THE GROWING NEED FOR IDE
& PRACTICE IN PATIENT CARE.
9. • The current nursing shortage &
opportunities for life long
learning & work force
development.
• Significant advances in Nursing
Science Research
11. INTERDISCIPLINARY EDUCATION
• An educational approach in which
two or more disciplines collaborate
in the learning process with the goal
of fostering inter professional
interactions that enhance the
practice of each discipline.
12. • Such interdisciplinary education
is based on mutual
understanding and respect for
the actual and potential
contributions of the disciplines.
15. COLLABORATION
• “An inter professional process of
communication and decision making
that enables the separate and shared
knowledge and skills of health care
providers to synergistically influence the
client/patient care provided” (Way &
Jones 2000)
16. COLLABORATIVE PATIENT-
CENTRED PRACTICE
• “is designed to promote the active
participation of each discipline in patient
care.
• It enhances patient and family centred goals
and values, provides mechanisms for
continuous communication among care
givers, optimizes staff participation in clinical
decision making within and across disciplines
and fosters respect for contributions of all
professionals” (Health Canada, 2003)
17. INTERPROFESSIONAL COLLABORATIVE
PRACTICE
“When multiple health workers
from different professional backgrounds
work together with patients, families,
carers, and communities to deliver the
highest quality of care” (WHO, 2010)
18. INTERPROFESSIONAL TEAMWORK
“levels of cooperation, coordination
and collaboration characterizing the
relationships between professions in
delivering patient-centered care”
19. INTERPROFESSIONAL TEAM-
BASED CARE
“Care delivered by intentionally created,
usually relatively small work groups in
health care, who are recognized by others
as well as by themselves as having a
collective identity and shared
responsibility for a patient or group of
patients”
21. Integrated enactment of knowledge,
skills, and values/attitudes that define the
domains of work of a particular health
profession applied in specific care
contexts
22. INTERPROFESSIONAL COMPETENCIES IN
HEALTH CARE
“Integrated enactment of
knowledge, skills, and values/attitudes
the professions, with other health care
workers, and with patients, along with
families and communities, as appropriate
to improve health outcomes in specific
care contexts”
24. INTERPROFESSIONAL
COMPETENCY DOMAIN
“A generally identified cluster of more
specific
interprofessionalcompetencies
that are conceptually linked & serve
as theoretical constructs”(Ten Cate &
Scheele, 2007)
26. • Guide professional and
institutional curricular
development of learning
• Approaches and assessment
strategies to achieve productive
outcomes
•
27. • Provide the foundation for a
learning continuum in inter
professional Competency
development across the professions
and the lifelong learning trajectory
• Acknowledge that evaluation and
research work will strengthen the
scholarship in this area
28. • prompt dialogue to evaluate the
“fit” between educationally
identified core competencies for
inter professional collaborative
practice and practice
needs/demands
31. DOMAINS & TASKS
DOMAIN TASK
COMPETENCY DOMAIN - I VALUES/ETHICS FOR
INTERPROFESSIONAL
PRACTICE
COMPETENCY DOMAIN - 2 ROLES/RESPONSIBILITIES
COMPETENCY DOMAIN - 3 INTER PROFESSIONAL
COMMUNICATION
COMPETENCY DOMAIN - 4 TEAMS AND TEAMWORK
35. WHO 2010
• “It is no longer enough for health
workers to be professional. In the
current global climate, health
workers also need to be inter
professional.”
36. BAKER ET AL., 2005
• “…Teamwork requires a share
acknowledgement of each
participating member’s roles and
abilities.
• Without this acknowledgement,
adverse outcomes may arise from a
series of seemingly trivial errors that
effective teamwork could have
prevented.”
38. PRONOVOST & VOHR, 2010
• When I was in medical school I spent
hundreds of hours looking into a
microscope…a skill I never needed to
know or ever use.
• Yet, I didn’t have a single class that
taught me communication and
teamwork skills .. something I need
every day I walk into the hospital.
40. DEPARTMENT OF VETERANS
AFFAIRS
• “An essential component of patient-
centered primary care practice is inter
professional teamwork. High-
functioning teams require collaboration
between physicians, nurses,
pharmacists, social workers, clinical
psychologists, case managers, medical
assistants, and clinical administrators…
41. EVANS & CASHMAN
• preparation for collaborative
practice, the inter professional
education of teams is seen as a key
implementation strategy for certain
phases of the Healthy People 2020
42. • Inter professional education with an
emphasis on prevention will not
only greatly assist with achieving
the Healthy People objectives …but
• also help prepare the next
generation of health professionals
to better address preventable
health problems
47. • Develop terminology
• Define level of training of health
professionals.
• Make explicit the types of outcomes
that are being considered in any
initiative embarked upon.
• Cont….
48. • Clearly identify types of
interdisciplinary education
initiatives particularly to level of
training.
49. ADVOCATE AND SUPPORT FOR
THE EDUCATION OF HEALTH
PROFESSIONALS THAT VALUES
COLLABORATIVE
PATIENT-CENTRED CARE.
50. • Coordinate government activities to
address barriers
• Consult with professional bodies on
and competencies.
• Develop operating principles of
51. • Coordinate academic institutes a
cross disciplines to enhance
• Review current education and
training programs.
• Identify teaching strategies to be
employed that will define
outcomes.
55. • Research and identify collaborative
practice interventions that achieve
improved patient outcomes.
• Identify determinants that affect
processes of inter professional
collaboration.
• Determine patient’s role in.
56. • Develop evidence-based inter
professional collaboration inventions
particularly in the primary care
settings.
• Identify the organizational
determinants that impact
collaborative practice.
57. • Identify role and
responsibilities of health
professionals in
• Explore incentives that will
foster collaboration
59. • Consult and explore with
professional bodies on the
impact of scope of practices in
IDE.
• Review legislation on current
and related IDE initiatives.
60. • Review current scope of
practice rules and determine
implications for malpractice
• liability within an IDE
framework
61. • Determine the benefits of
informatics in IDE.
• Explore funding models
for IDE.
63. • Initiate dialogue with stakeholders
in exploring necessary changes to
advance IDE.
• Determine successful models of
change approaches to IDE.
• Identify change management
approaches that can be easily
implemented
64. • Consider change management
models and determine their
application in the current health
care system.
Develop change management policy
strategies for IDE.
66. • Address cultural and political
diversity issues among
population groups in advancing
IDE.
• Explore models that will foster
collaboration in culturally
diverse communities
67. • Develop IDE mandate for
Aboriginal Health.
Provide research funding for
Aboriginal Health in IDE
69. • Identify current federal, provincial
and territorial initiatives that can be
leveraged to achieve and promote
the goals of the IDE initiative.
•
• Solicit feedback from stakeholders
on the impact of IDE in their
environments.
70. • Develop and implement a policy
process for IDE. with community
leaders and communities to
foster IDE.
• Develop a public awareness
campaign.
72. • Explore strategies to effectively
develop and support IDE
knowledge transfer.
• Establish a repository or a
central resource to house key
information
• (publications, research,
database) to advance IDE.
73. • Create a forum for information
exchange and knowledge
transfer.
• Establish a “Research Outcomes
Commission” to aid in
overseeing research conducted,
building a body of knowledge for
IDE.
74. BUILD BODY OF KNOWLEDGE BY
FUNDING IECPCP RESEARCH
INITIATIVES BASED ON CRITERIA
THAT
WILL FACILITATE AN
UNDERSTANDING OF THE
PROCESSES AND OUTCOMES
RELATED TO MODELS FOR
IECPCP.
75. • Actively engage in the
establishment of linkages and
partnerships with other health
research stakeholders.
• Build a body of knowledge
related to IDE
76. • Develop and conduct
randomized control trials of new
interdisciplinary education
• Future Research Priorities
78. WHO 2010
• The framework highlights
curricular & educational
mechanisms.
• The frame work incorporates
that leaders & policy makers can
adopt.
79. • The frame work focuses on the
actions that could be taken at local,
state & national levels.
• The health systems & the
educational systems could
synergistically drive the integrated
health workforce planning & policy
making.
80. OK…..!!!!!!
• WHAT DO YOU MEAN TO SAY
??????????.
TELL US WHO IS RESPONSIBLE
??????????