Xem 1-20 trên 43 kết quả Teaching patients
  • When I reflect on my roles as a nurse, I identify my “raison d’ être´”—my most fundamental reason for being a nurse—as caring about my patients and promoting their wellness. I think about the many ways in which I use my nursing skills to help bring new life into this world; facilitate healing of body, mind, and spirit; and provide comfort during times of illness and death.Then my thoughts focus on the challenge of reconciling my ideals of having time to provide holistic care with the harsh realities inherent in the hurry and scurry of my job.

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  • The best way to learn about a subject, I now realise, is to write a book about it. Another good way is to teach it. In 1999, University College London (UCL) started a postgraduate programme in Health Informatics. As the programme director it was largely my responsibility to define the curriculum, a somewhat daunting task in a new and ill-defined subject.

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  • Welcome to the often fascinating, sometimes frustrating, and almost always fun game of golf. It is a sport that can be played for a lifetime, yet can never be mastered completely. Some call it a good walk spoiled, but they probably have never experienced the thrill of hitting a ball high into the air in exactly the right direction, or the pleasure of making a long putt for a birdie. Doing either of those things takes a fair bit of learning, since golf is a complicated game. But put forth a patient effort, and positive results will eventually follow.

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  • This comprehensive text explores the philosophy that all nurses are leaders who use creative decision making, entrepreneurship, and life-long learning to create a work environment that is efficient, cost-effective, and committed to quality care. Broad and comprehensive coverage encompasses leadership and management theories and processes by synthesizing information from nursing, health care, general administration and management, and leadership literature.

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  • In undergraduate medical education there is a trend towards the development of ‘core’ curricula. The aim is to facilitate the teaching of essential and relevant knowledge, skills and attitudes. This contrasts with traditional medical school courses, where the emphasis was on detailed factual knowledge, often with little obvious clinical relevance. In addition, students’ learning is now commonly examined using objective structured clinical examinations (OSCEs), which again assess the practical use of knowledge, rather than the regurgitation of ‘small print’....

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  • In the ubiquitous learning environment, learners in the single mode group encountered higher extraneous cognitive load due to the lack of text support. On the other hand, learners in the double mode group had lower extraneous cognitive load because they received support from text. Some learners learning with double mode needed only to overcome intrinsic cognitive load from the material itself. Hence, learners learning with...

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  • Tuyển tập các báo cáo nghiên cứu về y học được đăng trên tạp chí y học Critical Care giúp cho các bạn có thêm kiến thức về ngành y học đề tài: Demographic survey of pediatric patients presenting to a chiropractic teaching clinic...

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  • Treatment The key to treatment is patient education. Teach patient to avoid triggers, have them change their environment, change their medication. If these are not feasible, then medical therapy is the next course of action. Immunologic therapy ahs no benefit to non-allergic rhinitis and therefore it is important to distinguish the disease before considering immunotherapy. Nasal lavage has been shown to have minor decongestion benefits and improves mucocilliary function. Topical nasal steroids have been used widely for use with NAR.

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  • Our healthcare practitioners will develop a deep appreciation for the healing dynamic of the physician- patient relationship, in which compassionate care is manifested by attentive listening, empathy, respect and commitment. They will provide highly competent, safe and patient-centered care while demonstrating the highest level of professionalism and sensitivity to the diverse personal and cultural contexts in which medical care is delivered.

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  • Let’s face it. Not every nurse would make a good clinical instructor. Technical proficiency alone does not guarantee the ability to effectively manage nursing students at the clinical site. Even nurses who are capable of providing clinical instruction may not wish to take on the considerable personal liability associated with the oversight of these nursing students. Perhaps you are different. Perhaps you are one of those nurses who is in fact both capable and willing to impart your knowledge to the next generation of caregivers.

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  • This is blatantly unbiblical. Those involved in the Pelagian controversies of the early church centuries debated this over and over, and came to the conclusion that man is a sinner by nature, and that his sinful actions stem from what he is. Further, sin permeated all of man's being. The prophet Jeremiah summed it up this way: "The heart is more deceitful than all else and is desperately sick" (Jer. 17:9)! Paul clearly teaches that, through Adam's one transgression, this innate sinfulness (sin nature) was passed to all of his descendants (Rom. 5:18; 1 Cor. 15:22).

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  • The term life skills-based education is often used almost interchangeably with skills- based health education. The difference between the two approaches lies only in the content or topics that are covered. Skills-based health education focuses on “health. ” Life skills-based education may focus on peace education, human rights, citizenship education, and other social issues as well as health. Both approaches address real-life applications of essential knowledge, attitudes, and skills, and both employ interactive teaching and learning methods....

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  • The content of skills-based health education is a clear delineation of specific knowledge, attitudes, and skills, including life skills, that young people will be helped to acquire so they might adopt behaviours or create the conditions described in the objectives. Once the content is delineated, methods are chosen that are most suitable to the content. For example, lectures are suitable methods for helping students acquire accurate knowledge; discussions are suitable for influencing attitudes; and role plays are suitable for developing skills.

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  • When we began working in pediatric neurosurgery as advanced practice nurses, we searched for a reference that would explain the different neurosurgical conditions affecting our patients and teach us how to care for them. There was nothing to be found. We asked our colleagues for a reference and they, too, had found none. “Someone should write a book about how to care for pediatric neurosurgery patients,” we all said each time we met at the AANS pediatric neurosurgery section meeting. Finally, it dawned on us. We were the someone.

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  • The following notes are by no means intended as a rule of thought by which nurses can teach themselves to nurse, still less as a manual to teach nurses to nurse. They are meant simply to give hints for thought to women who have personal charge of the health of others. Every woman, or at least almost every woman, in England has, at one time or another of her life, charge of the personal health of somebody, whether child or invalid,--in other words, every woman is a nurse. Every day sanitary knowledge, or the knowledge of nursing, or in other words, of how to put...

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  • The extensive use of visual images is a core feature of this book. Over 570 figures and 65 summary tables are used to illustrate various cardiovascular disease conditions and key concepts. The opportunity to write such a richly illustrated book is what drew me to this project. Over twenty years of teaching veterinary students and interacting with veterinary practitioners has convinced me of the importance of visual learning. Most of the images were collected in the course of my practice at the University Veterinary Teaching Hospital.

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  • Asking checking questions requires patience. A patient needs to be given time to think and answer. If the patient is silent, the impulse of the health care worker may be to answer the question or quickly ask a different question. The patient may know the answer but be slow to respond for several reasons. The patient may be giving a wrong answer. The patient may be timid. The health care worker should wait for an answer and give encouragement. Sometimes the patient may give an incomplete or unclear answer to a checking question....

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  • Schools are primarily places of learning and teaching. For over 100 years, aspects of health have been included in the curriculum of many countries. Yet the time allocated to it has always been small. The health content and issues explored have often been shaped by the health sector reflecting the current health issues of the country and/or region e.g. hygiene, disease transmission, weight manage- ment, sexually transmitted diseases (STDs), drugs etc.

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  • When I set out to write about the diagnostic process, I envisioned a text that could both complement classroom teaching and provide a guide for independent study. That was before I undertook a completely unscientific survey of practicing health care professionals, to learn how they had learned about mental health diagnosis. What I found surprised me. For most of the practitioners I surveyed, training in the refined art of diagnosis was—well, no training at all.

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  • This study was aimed to find out the frequency of sputum positive Acid Fast Bacilli (AFB) cases among pulmonary tuberculosis patients and to determine those patients who are the potential source of transmitting infection. Methods: This study was conducted in four medical units of Khyber Teaching Hospital, Peshawar and Chest Unit, Ayub Teaching Hospital, Abbottabad in collaboration with the pathology unit of Khyber Teaching Hospital, Peshawar, and Kohat Institute of Medical Sciences, Kohat.

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