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.

scholarly journals Transgender adolescents and genital-alignment surgery: Is age restriction justified?

2019 ◽  
Vol 14 (2) ◽  
pp. 94-103
Author(s):  
Edmund Horowicz
Keyword(s):  
Young People ◽  
Clinical Guidelines ◽  
Gender Dysphoria ◽  
Evidence Base ◽  
Cultural Norms ◽  
Evidence Based ◽  
Professional Issues ◽  
Standards Of Evidence ◽  
Current Concerns ◽  
Evidence Based Care

In the case of controversial interventions there is a need for clinical guidelines to be founded on ‘expert opinion’ and an evidence base, in order to minimise individual clinicians making subjective decisions influenced by bias or cultural norms. This paper considers international clinical guidelines that through recommendation effectively prohibit the provision of genital-alignment surgery for competent adolescents with gender dysphoria. I argue that although the rationale for this particular guideline is based on serious concerns, these need to be better understood to allow reconsideration of this unilateral prohibitive recommendation. I do not propose that genital-alignment surgery should be prima-facia provided for any adolescent with gender dysphoria. Instead I argue that by developing our understanding of the current concerns, we can allow guidelines to incorporate a margin of clinical discretion, to allow clinicians to provide genital-alignment surgery to some adolescents, where clinically appropriate. In facilitating this we can move towards establishing a solid evidence-base. The basis of this position is that clinical guidelines and medical practice should treat these young people with the same standards of evidence-based care as others who have less controversial conditions. Whilst this paper uses English law and UK professional regulation for context, many of the ethical, legal and professional issues highlighted are applicable to other jurisdictions.

Training in Ophthalmology

2016 ◽  
Keyword(s):  
Clinical Skills ◽  
Treatment Options ◽  
Clinical Knowledge ◽  
Practical Skills ◽  
Training Curriculum ◽  
Core Knowledge ◽  
Specialist Training ◽  
Basic Sciences ◽  
Relative Lack ◽  
The Core

This title addresses the Royal College of Ophthalmologists syllabus for trainee ophthalmologists and is an essential read for those studying ophthalmology, optometry, and orthoptics. With the relative lack of ophthalmology teaching at medical school and the often inconsistent formal teaching of fundamental examination and clinical techniques during initial posts, ophthalmology trainees often feel they are being ‘thrown in at the deep end’ early on in their career. In addition, trainees are now expected to clearly demonstrate evidence of having acquired the expected knowledge, clinical, technical, and surgical skills at each stage of their training in order to progress. This book aims to help address these issues by mapping the stages of the Ophthalmic Specialist Training curriculum and providing trainees with the core knowledge and clinical skills they will require to succeed. As a theoretical and practical aid, it guides readers through postgraduate Ophthalmic Specialist Training. Emphasis is placed on the practical assessment and management of key ophthalmic conditions. Each chapter explores basic sciences, clinical skills, clinical knowledge, and practical skills. Conditions are discussed with general explanations of the pathophysiology and clinical evaluation, which are followed by differential diagnoses and treatment options.

Modelling the population cost-effectiveness of current and evidence-based optimal treatment for anxiety disorders

2004 ◽  
Vol 34 (1) ◽  
pp. 19-35 ◽  
Author(s):  
C. ISSAKIDIS ◽  
K. SANDERSON ◽  
J. CORRY ◽  
G. ANDREWS ◽  
H. LAPSLEY
Keyword(s):  
Cost Effectiveness ◽  
Anxiety Disorders ◽  
Social Phobia ◽  
Evidence Based ◽  
Post Traumatic Stress ◽  
Optimal Care ◽  
Post Traumatic ◽  
The Cost ◽  
Evidence Based Care ◽  
Care Costs

Background. The present paper describes a component of a large population cost-effectiveness study that aimed to identify the averted burden and economic efficiency of current and optimal treatment for the major mental disorders. This paper reports on the findings for the anxiety disorders (panic disorder/agoraphobia, social phobia, generalized anxiety disorder, post-traumatic stress disorder and obsessive–compulsive disorder).Method. Outcome was calculated as averted ‘years lived with disability’ (YLD), a population summary measure of disability burden. Costs were the direct health care costs in 1997–8 Australian dollars. The cost per YLD averted (efficiency) was calculated for those already in contact with the health system for a mental health problem (current care) and for a hypothetical optimal care package of evidence-based treatment for this same group. Data sources included the Australian National Survey of Mental Health and Well-being and published treatment effects and unit costs.Results. Current coverage was around 40% for most disorders with the exception of social phobia at 21%. Receipt of interventions consistent with evidence-based care ranged from 32% of those in contact with services for social phobia to 64% for post-traumatic stress disorder. The cost of this care was estimated at $400 million, resulting in a cost per YLD averted ranging from $7761 for generalized anxiety disorder to $34 389 for panic/agoraphobia. Under optimal care, costs remained similar but health gains were increased substantially, reducing the cost per YLD to <$20 000 for all disorders.Conclusions. Evidence-based care for anxiety disorders would produce greater population health gain at a similar cost to that of current care, resulting in a substantial increase in the cost-effectiveness of treatment.

scholarly journals An Interview with Lisa Hansel: Core Knowledge versus Common Core Curriculum

2014 ◽  
Vol 1 (1) ◽  
pp. 66
Author(s):  
Michael F. Shaughnessy ◽  
Bill Gaedke
Keyword(s):  
Common Core ◽  
Core Curriculum ◽  
Core Knowledge ◽  
George Washington ◽  
American Federation ◽  
The Core ◽  
American Federation Of Teachers ◽  
Literature History ◽  
Common Core Curriculum ◽  
Washington University

Profile: Lisa Hansel is the director of communications for the Core Knowledge Foundation, a nonprofit dedicated to the idea that every child should learn a core of content that spans language arts and literature, history and geography, mathematics, science, music, and the visual arts. Prior to joining the Foundation in 2013, she was the editor of American Educator, the quarterly journal of educational research and ideas published by the American Federation of Teachers. In that role, she often published articles jointly with E. D. Hirsch Jr., and Daniel T. Willingham that explained why reading comprehension, critical thinking, and problem solving depend on relevant prior knowledge—and why, as a result, all students need a rigorous, coherent, grade-by-grade curriculum that builds broad knowledge. Lisa has a B. S. in Psychology from Washington and Lee University and an Ed. D. in Education Policy from George Washington University, where she was also an adjunct Professor and the writer and editor for the National Clearinghouse for Comprehensive School Reform. To learn more about Core Knowledge, please see www.coreknowledge.org and blog.coreknowledge.org. She expressed her views regarding the Core Knowledge and Common Core Curriculum.

scholarly journals Professional autonomy for midwives in the contemporary UK maternity system: part 2

2021 ◽  
Vol 29 (1) ◽  
pp. 19-25
Author(s):  
Ellie Sonmezer
Keyword(s):  
Conceptual Framework ◽  
Government Policy ◽  
Professional Autonomy ◽  
Evidence Based ◽  
Sociological Perspective ◽  
The Core ◽  
Core Belief ◽  
Reflexive Practice ◽  
System Part ◽  
Evidence Based Care

In this article, professionalisation, the midwifery profession and professional autonomy are explored from a sociological perspective to answer whether it is possible for a midwife to achieve professional autonomy within the contemporary UK system. Within part 1, obstetric influences and frictions, government policy and guidelines, risk, litigation and increasing managerialisation were considered, highlighting the complexities of professional midwifery and the challenges it faces. In part 2, choice, service pressures, evidence-based care, consumerism, leadership and reflexive practice are considered in the context of professional autonomy and the intention of retaining women's choice as the core belief of the profession. A conceptual framework has been devised to enable this, utilising the concept ‘New Professional Midwifery’.

Defining Biomedical Informatics Competency: The Foundations of a Profession

2003 ◽  
Vol 17 (1) ◽  
pp. 25-28 ◽  
Author(s):  
J.L. Zimmerman
Keyword(s):  
Curriculum Design ◽  
Scientific Community ◽  
Biomedical Informatics ◽  
Columbia University ◽  
Core Knowledge ◽  
Knowledge And Skills ◽  
The Core ◽  
Educational Foundation ◽  
University Department ◽  
E Mail

Is biomedical informatics a science or a profession? This question has been asked of many members in the biomedical informatics community, yet we still lack a response that galvanizes our community. We debate the issues over lunch. We create long, multi-threaded e-mail discussions, we write papers on the topic, and still we aren’t able to convince ourselves—let alone the rest of the scientific community. In this paper, I will describe a curriculum model for biomedical informatics and research that is developing at Columbia University, Department of Biomedical Informatics (DBMI). We believe that a strong educational foundation creates competent professionals who, in turn, comprise a bioinformatics culture. The outcome of DBMI’s curriculum design and competency project will be a set of biomedical informatics competencies which we believe will define the core knowledge and skills of the field.

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 The Core Knowledge and Skills of Nursing Competency Regarding Mealtime Assistance for Hemiplegic Patients in China

2020 ◽  
Vol 14 (2) ◽  
pp. 129-135
Author(s):  
Huifang Chen ◽  
Hisae Nakatani ◽  
Ting Liu ◽  
Haiwei Zhao ◽  
Di Xie
Keyword(s):  
Core Knowledge ◽  
Knowledge And Skills ◽  
The Core

Human Flourishing and the Vulnerable Nurse

2013 ◽  
Vol 17 (4) ◽  
pp. 20-27 ◽  
Author(s):  
Jane Sumner,
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Traditional Values ◽  
Human Flourishing ◽  
The Core ◽  
Technical Rationality ◽  
Evidence Based Care

This paper examine the traditional values of nursing i.e. caring, maintaining dignity, and self-respect, and why it is difficult for nurses to flourish in the era of Technical Rationality and fast-paced evidence-based practice. “The moral construct of caring in nursing as communication action” offers the theory on which to investigate human flourishing and the vulnerable nurse. Technical rationality and evidence-based practice do not allow for the humanness of those who are required to deliver evidence-based care. Jurgen Habermas’s (1995) premise is that all humans are vulnerable and in need of “considerateness.” Vulnerability occurs because an individual can only mature through communication, which exposes the core of self. Evidence suggests that many nurses are not happy in a technical, rational, evidence-based practice where their humanness is ignored or overlooked. When unhappy, nurses cannot flourish and the implications are worrying.

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