Oxford Textbook of Anaesthesia

2017 ◽  
Keyword(s):  
Preoperative Assessment ◽  
Clinical Aspects ◽  
Evidence Based ◽  
Core Knowledge ◽  
Pain Medicine ◽  
Acute Pain Management ◽  
Surgical Specialty ◽  
Anaesthetic Practice ◽  
Remote Locations ◽  
The Core

This two-volume work of 91 chapters covers all aspects of practice in anaesthesia. Volume 1 addresses the underpinning sciences of anaesthesia including physiology, pharmacology, physics, anaesthetic equipment, statistics, and evidence-based anaesthesia. Volume 1 also outlines the fundamental principles of anaesthetic practice including ethics, risk, informatics and technology for anaesthesia, human factors and simulation in anaesthetic practice, safety and quality assurance in anaesthesia, teaching, research, and outcomes, as well as all stages of the perioperative journey including preoperative assessment and optimization for anaesthesia, intraoperative monitoring, avoiding and managing hazards, post-surgical analgesia and acute pain management, and post-surgical anaesthetic complications. Volume 2 focuses on the clinical aspects of anaesthesia, including procedures, techniques and therapies, regional anaesthesia, the conduct of anaesthesia by surgical specialty, and paediatric and neonatal anaesthesia, including the resuscitation, stabilization, and transfer of sick and injured children. The clinical second volume also addresses the conduct of anaesthesia outside the operating theatre, including pre-hospital care, anaesthesia in remote locations, and military anaesthesia. The core knowledge for providing anaesthesia and managing comorbidities is provided, and in addition, those aspects of intensive care and pain medicine that are core knowledge for the general anaesthetist are covered. The book brings together key concepts, pertinent research from ongoing scientific endeavours, and clinical practice guidelines.

scholarly journals Respiratory clinical guidelines inform ward-based nurses’ clinical skills and knowledge required for evidence-based care

Breathe ◽  
2016 ◽  
Vol 12 (3) ◽  
pp. 257-266 ◽  
Author(s):  
Alisha M. Johnson ◽  
Sheree M.S. Smith
Keyword(s):  
Common Core ◽  
Clinical Guidelines ◽  
Clinical Skills ◽  
Technical Skills ◽  
Evidence Based ◽  
Core Knowledge ◽  
Optimal Care ◽  
Knowledge And Skills ◽  
The Core ◽  
Evidence Based Care

Respiratory clinical guidelines provide clinicians with evidence-based guidance for practice. Clinical guidelines also provide an opportunity to identify the knowledge and technical and non-technical skills required by respiratory ward-based registered nurses. The aim of this review was to use a systematic process to establish the core technical and non-technical skills and knowledge identified in evidence-based clinical guidelines that enable the care of hospitalised adult respiratory patients.17 guidelines were identified in our systematic review. The quality assessment demonstrated variability in these guidelines. Common core knowledge and technical and non-technical skills were identified. These include pathophysiology, understanding of physiological measurements and monitoring, education, counselling, and ward and patient management.The knowledge and skills extracted from respiratory clinical guidelines may inform a curriculum for ward-based respiratory nursing to ensure optimal care of adult patients.

Training-the-Trainer on Assistive Technology for Cognition (ATC): Current Practices

2013 ◽  
Vol 23 (2) ◽  
pp. 90-94 ◽  
Author(s):  
Laurie Ehlhardt Powell ◽  
Tracey Wallace ◽  
Michelle ranae Wild
Keyword(s):  
Brain Injury ◽  
Assistive Technology ◽  
Acquired Brain Injury ◽  
Online Training ◽  
Evidence Based ◽  
Train The Trainer ◽  
Rehabilitation Professionals ◽  
Remote Locations ◽  
Training Package ◽  
And Training

Research shows that if clinicians are to deliver effective, evidence-based assistive technology for cognition (ATC) services to clients with acquired brain injury (ABI), they first need opportunities to gain knowledge and experience with ATC assessment and training practices (O'Neil-Pirozzi, Kendrick, Goldstein, & Glenn, 2004). This article describes three examples of train the trainer materials and programs to address this need: (a) a toolkit for trainers to learn more about assessing and training ATC; (b) a comprehensive, trans-disciplinary program for training staff to provide ATC services in a metropolitan area; and (c) an overview of an on-site/online training package for rehabilitation professionals working with individuals with ABI in remote locations.

66. Innovation in the academic half-day CanMEDS medical expert competency for residency educations

2007 ◽  
Vol 30 (4) ◽  
pp. 65
Author(s):  
H. R. Rajani ◽  
C. Good
Keyword(s):  
Core Competency ◽  
Core Knowledge ◽  
Specialist Training ◽  
Medical Expert ◽  
Learning Session ◽  
Training Requirements ◽  
The Core ◽  
Case Based Learning ◽  
Contact Hours ◽  
Didactic Presentation

Over the past decade we have attempted various iterations of the academic half-day, but recurring trainee complaints of only didactic sessions, a parallel resident-directed “Nelsons” rounds, and low attendance necessitated a reconsideration of the approach. After discussion with the postgraduate trainees we divided the academic year into two blocks. An initial 8 week “summer program” with 24 student contact hours, focuses on the introduction to and review of common, critical care and emergency pediatric issues. The following 40 weeks has 120 student contact hours. Two thirds of the time is directed at the CanMEDS Medical Expert Core Competency. The postgraduate trainees have developed a three year core knowledge curriculum. The 200 “core” topics are mapped onto four international curricula; the RCPSC’s Objectives of Training and Specialty Training Requirements in Pediatrics using the Systems-Based Educational Objectives in the Core Program in Pediatrics, the American Board of Pediatrics – General Pediatrics Outline, and the Royal College of Pediatrics & Child Health (RCPCH) Framework of Competencies for Basic Specialist Training, and Core Higher Specialist Training in Paediatrics. The two hour Medical Expert session is divided equally into a postgraduate trainee didactic presentation, and a collaborator case-based learning session. Six weeks prior to the scheduled session the trainee and the assigned faculty collaborator receive the core Medical Expert topic mapped to the four international curricula. The pediatric trainee develops a didactic presentation along with a two page summary. The collaborator, a resource for the trainee’s didactic presentation, develops three clinical cases that emphasize core knowledge, and attends as a Medical Expert resource person. We are currently surveying the postgraduate trainees and faculty about this international-based core medical expert program of study.

scholarly journals Fidelity to an evidence-based model for crisis resolution teams: a cross-sectional multicentre study in Norway

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
N. Hasselberg ◽  
K. H. Holgersen ◽  
G. M. Uverud ◽  
J. Siqveland ◽  
B. Lloyd-Evans ◽  
...  
Keyword(s):  
Mental Health ◽  
Multidisciplinary Teams ◽  
Evidence Based ◽  
Crisis Resolution ◽  
Health Crisis ◽  
The Core ◽  
Crisis Resolution Teams ◽  
Fidelity Scale ◽  
The Uk ◽  
Evidence Based Model

Abstract Background Crisis resolution teams (CRTs) are specialized multidisciplinary teams intended to provide assessment and short-term outpatient or home treatment as an alternative to hospital admission for people experiencing a mental health crisis. In Norway, CRTs have been established within mental health services throughout the country, but their fidelity to an evidence-based model for CRTs has been unknown. Methods We assessed fidelity to the evidence-based CRT model for 28 CRTs, using the CORE Crisis Resolution Team Fidelity Scale Version 2, a tool developed and first applied in the UK to measure adherence to a model of optimal CRT practice. The assessments were completed by evaluation teams based on written information, interviews, and review of patient records during a one-day visit with each CRT. Results The fidelity scale was applicable for assessing fidelity of Norwegian CRTs to the CRT model. On a scale 1 to 5, the mean fidelity score was low (2.75) and with a moderate variation of fidelity across the teams. The CRTs had highest scores on the content and delivery of care subscale, and lowest on the location and timing of care subscale. Scores were high on items measuring comprehensive assessment, psychological interventions, visit length, service users’ choice of location, and of type of support. However, scores were low on opening hours, gatekeeping acute psychiatric beds, facilitating early hospital discharge, intensity of contact, providing medication, and providing practical support. Conclusions The CORE CRT Fidelity Scale was applicable and relevant to assessment of Norwegian CRTs and may be used to guide further development in clinical practice and research. Lower fidelity and differences in fidelity patterns compared to the UK teams may indicate that Norwegian teams are more focused on early interventions to a broader patient group and less on avoiding acute inpatient admissions for patients with severe mental illness.

Desire for Self-healing

2017 ◽  
Vol 12 (1-2) ◽  
pp. 317-335
Author(s):  
Ngar-sze Lau
Keyword(s):  
Theravada Buddhism ◽  
Self Healing ◽  
Core Knowledge ◽  
The Third ◽  
The Core ◽  
Physical Suffering ◽  
Mind And Body ◽  
Core Practice ◽  
The Relationship ◽  
Contemporary Chinese

Abstract This practice report describes how Chinese meditators understand the “four foundations of mindfulness” (satipaṭṭhāna, sinianzhu 四念住) as a remedy for both mental and physical suffering. In the tradition of Theravāda Buddhism, satipaṭṭhāna is particularly recognized as the core knowledge for understanding the relationship between mind and body, and the core practice leading to liberation from suffering. Based on interviews with Chinese meditation practitioners, this study develops three main themes concerning how they have alleviated afflictions through the practice of satipaṭṭhāna. The first theme highlights how practitioners learn to overcome meditation difficulties with “right attitude.” The second theme is about practicing awareness with “six sense doors” open in order to facilitate the balance of the “five faculties.” The third theme explores how practitioners cultivate daily life practice through an understanding of the nature of mind and body as impermanent and as not-self. This paper details how these themes and embodied practices of satipaṭṭhāna constitute ways of self-healing for urban educated Buddhists in the contemporary Chinese context.

Postherpetic Neuralgia: A Patient’s and a Physician’s Perspective

2016 ◽  
Author(s):  
James H. Diaz
Keyword(s):  
Neuropathic Pain ◽  
Herpes Zoster ◽  
Postherpetic Neuralgia ◽  
Clinical Manifestations ◽  
The United States ◽  
Evidence Based ◽  
Pain Medicine ◽  
High Prevalence ◽  
Antiviral Medications ◽  
Physician’S Perspective

Herpes zoster can plague anyone who has had varicella or has received the varicella or chickenpox vaccine. The incidence of herpes zoster increases with age and rises exponentially after 60 years of age. Postherpetic neuralgia (PHN) may occur after herpes zoster at any age but typically occurs after 50 years of age, with over 40% of persons over 60 years of age suffering from PHN after a shingles attack. Up to 1 million new cases of herpes zoster and 200,000 new cases of PHN may now be anticipated in the United States every year, with the incidence rate increasing as the population grows and ages with prolonged life expectancies. Although new antiviral medications will improve and shorten the course of herpes zoster, they do not guarantee the prevention of PHN. Given the high prevalence of PHN in an aging population and the availability of primary prevention by vaccination, the objectives of this review are to describe the epidemiology, pathophysiology, and clinical manifestations of zoster and PHN and to recommend a combination of strategies for the clinical management and prevention of PHN. This review contains 6 figures, 4 tables and 13 references Key words: evidence-based pain medicine, herpes zoster, neuropathic pain, postherpetic neuralgia

Implementation of the Comprehensive Operating Room Ergonomics Program for Surgeons Through an OT Approach: A Feasibility Study

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512515314p1-7512515314p1
Author(s):  
Pamela Hess ◽  
Penelope Moyers Cleveland
Keyword(s):  
Operating Room ◽  
Feasibility Study ◽  
Mixed Methods Research ◽  
Implementation Process ◽  
Evidence Based ◽  
Health And Wellness ◽  
Design And Implementation ◽  
The Core ◽  
Core Program ◽  
Primary Author

Abstract Date Presented 04/22/21 The Comprehensive Operating Room Ergonomics (CORE) program was developed to address the physical and environmental demands among surgeons. This feasibility study examined the design and implementation process of an evidence-based OT ergonomics intervention using a mixed-methods research design. The CORE program supports the American Occupational Therapy Association’s Vision 2025 of promoting population health and wellness, especially among surgeons who are essential to our health care system. Primary Author and Speaker: Pamela Hess Additional Authors and Speakers: Elena Donoso Brown

Radiation safety and knowledge: an international survey of 708 interventional pain physicians

2021 ◽  
pp. rapm-2020-102002
Author(s):  
David Anthony Provenzano ◽  
Samuel Ambrose Florentino ◽  
Jason S Kilgore ◽  
Jose De Andres ◽  
B Todd Sitzman ◽  
...  
Keyword(s):  
Regional Anesthesia ◽  
Radiation Safety ◽  
Geographical Location ◽  
Fellowship Training ◽  
Safety Training ◽  
Further Education ◽  
Evidence Based ◽  
Pain Medicine ◽  
Safety Practices ◽  
Survey Questions

IntroductionInterventional pain procedures have increased in complexity, often requiring longer radiation exposure times and subsequently higher doses. The practicing physician requires an in-depth knowledge and evidence-based knowledge of radiation safety to limit the health risks to themselves, patients and healthcare staff. The objective of this study was to examine current radiation safety practices and knowledge among interventional pain physicians and compare them to evidence-based recommendations.Materials and methodsA 49-question survey was developed based on an extensive review of national and international guidelines on radiation safety. The survey was web-based and distributed through the following professional organizations: Association of Pain Program Directors, American Academy of Pain Medicine, American Society of Regional Anesthesia and Pain Medicine, European Society of Regional Anesthesia and Pain Therapy, International Neuromodulation Society, and North American Neuromodulation Society. Responses to radiation safety practices and knowledge questions were evaluated and compared with evidence-based recommendations. An exploratory data analysis examined associations with radiation safety training/education, geographical location, practice type, self-perceived understanding, and fellowship experience.ResultsOf 708 responding physicians, 93% reported concern over the health effects of radiation, while only 63% had ever received radiation safety training/education. Overall, ≥80% physician compliance with evidence-based radiation safety practice recommendations was demonstrated for only 2/15 survey questions. Physician knowledge of radiation safety principles was low, with 0/10 survey questions having correct response rates ≥80%.ConclusionWe have identified deficiencies in the implementation of evidence-based practices and knowledge gaps in radiation safety. Further education and training are warranted for both fellowship training and postgraduate medical practice. The substantial gaps identified should be addressed to better protect physicians, staff and patients from unnecessary exposure to ionizing radiation during interventional pain procedures.

Peer Support Interventions in Inclusive Classrooms

2021 ◽  
pp. 137-148
Author(s):  
Erik W. Carter
Keyword(s):  
Peer Support ◽  
Academic Engagement ◽  
Severe Disabilities ◽  
Learning Opportunities ◽  
Inclusive Classrooms ◽  
Evidence Based ◽  
The Core ◽  
Students With Severe Disabilities ◽  
Implementation Steps ◽  
Core Features

Supporting students with severe disabilities to access the myriad social and learning opportunities that exist within inclusive classrooms can be a challenge. Peer support arrangements are an evidence-based intervention for increasing social interactions and academic engagement while decreasing heavy reliance on individually assigned paraprofessionals. This chapter addresses the core features of this intervention and its anticipated outcomes. It also includes implementation steps and recommendations for intervention, as well as applications to diverse students and settings.

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