Indigenous-specific education institutions

2018 ◽  
pp. 79-83
Author(s):  
Nicholas Biddle
Keyword(s):  
Specific Education

Psychosocial Risks and Management for Children and Adolescents With 22q11.2 Deletion Syndrome

2019 ◽  
Vol 4 (4) ◽  
pp. 633-640 ◽  
Author(s):  
Canice E. Crerand ◽  
Ari N. Rabkin
Keyword(s):  
Cognitive Abilities ◽  
Psychotic Disorders ◽  
Developmental Stages ◽  
Early Adulthood ◽  
22Q11.2 Deletion Syndrome ◽  
Deletion Syndrome ◽  
22Q11.2 Deletion ◽  
Psychosocial Risks ◽  
Empirically Supported ◽  
Specific Education

Purpose This article reviews the psychosocial risks associated with 22q11.2 deletion syndrome, a relatively common genetic condition associated with a range of physical and psychiatric problems. Risks associated with developmental stages from infancy through adolescence and early adulthood are described, including developmental, learning, and intellectual disabilities as well as psychiatric disorders including anxiety, mood, and psychotic disorders. Other risks related to coping with health problems and related treatments are also detailed for both affected individuals and their families. Conclusion The article ends with strategies for addressing psychosocial risks including provision of condition-specific education, enhancement of social support, routine assessment of cognitive abilities, regular mental health screening, and referrals for empirically supported psychiatric and psychological treatments.

How Useful Can Be Data Mining For A Continuos Speech Therapist’s Education?

2014 ◽  
Vol 1 (1) ◽  
pp. 339-342
Author(s):  
Mirela Danubianu ◽  
Dragos Mircea Danubianu
Keyword(s):  
Data Mining ◽  
Information And Communication Technology ◽  
Association Rules ◽  
Communication Technology ◽  
Speech Therapy ◽  
Proper Treatment ◽  
Speech Impairments ◽  
Information And Communication ◽  
Specific Education

AbstractSpeech therapy can be viewed as a business in logopaedic area that aims to offer services for correcting language. A proper treatment of speech impairments ensures improved efficiency of therapy, so, in order to do that, a therapist must continuously learn how to adjust its therapy methods to patient's characteristics. Using Information and Communication Technology in this area allowed collecting a lot of data regarding various aspects of treatment. These data can be used for a data mining process in order to find useful and usable patterns and models which help therapists to improve its specific education. Clustering, classification or association rules can provide unexpected information which help to complete therapist's knowledge and to adapt the therapy to patient's needs.

Responses to assisted suicide requests: an interview study with Swiss palliative care physicians

2017 ◽  
Vol 9 (1) ◽  
pp. e7-e7 ◽  
Author(s):  
Claudia Gamondi ◽  
Gian Domenico Borasio ◽  
Pam Oliver ◽  
Nancy Preston ◽  
Sheila Payne
Keyword(s):  
Palliative Care ◽  
Assisted Suicide ◽  
Qualitative Interview ◽  
Interview Study ◽  
Education For All ◽  
Right To Die ◽  
Specific Training ◽  
Qualitative Interview Study ◽  
Medical Involvement ◽  
Specific Education

ObjectivesAssisted suicide in Switzerland is mainly performed by right-to-die societies. Medical involvement is limited to the prescription of the drug and certification of eligibility. Palliative care has traditionally been perceived as generally opposed to assisted suicide, but little is known about palliative care physicians’ involvement in assisted suicide practices. This paper aims to describe their perspectives and involvement in assisted suicide practices.MethodsA qualitative interview study was conducted with 23 palliative care physicians across Switzerland. Thematic analysis was used to interpret data.ResultsSwiss palliative care physicians regularly receive assisted suicide requests while none reported having received specific training in managing these requests. Participants reported being involved in assisted suicide decision making most were not willing to prescribe the lethal drug. After advising patients of the limits on their involvement in assisted suicide, the majority explored the origins of the patient’s request and offered alternatives. Many participants struggled to reconcile their understanding of palliative care principles with patients’ wishes to exercise their autonomy. The majority of participants had no direct contact with right-to-die societies, many desired better collaboration. A desire was voiced for a more structured debate on assisted suicide availability in hospitals and clearer legal and institutional frameworks.ConclusionsThe Swiss model of assisted suicide gives palliative care physicians opportunities to develop roles which are compatible with each practitioner’s values, but may not correspond to patients’ expectations. Specific education for all palliative care professionals and more structured ways to manage communication about assisted suicide are warranted.

scholarly journals A Postal Survey of Hereditary Hemorrhagic Telangectasia in the Northeast of England

2015 ◽  
Vol 6 (1) ◽  
pp. ar.2015.6.0114 ◽  
Author(s):  
Yujay Ramakrishnan ◽  
Isma Z. Iqbal ◽  
Mark Puvanendran ◽  
Mohamed Reda ElBadawey ◽  
Sean Carrie
Keyword(s):  
Family History ◽  
Treatment Plan ◽  
Positive Family History ◽  
Tertiary Hospital ◽  
Postal Survey ◽  
History Of ◽  
Unknown Gene ◽  
Specific Education ◽  
Nose And Throat

The aim of this study is to identify the demographics and epistaxis burden of hereditary hemorrhagic telangiectasia (HHT). A questionnaire was sent to participants with HHT who were recruited from a prospectively maintained respiratory clinic data base in a tertiary hospital. Details on demographics, HHT symptoms, family history, epistaxis severity, and treatment received were recorded. There were 34 of 60 responses (57%). Two responses were from families of the deceased. Of the 32 evaluable patients (men, 14; women 18), the average age was 51 years (range, 23–78 years). The average age of HHT diagnosis was 31 years (range, 3–61 years). The diagnosis of HHT was made by the respiratory team in 13 patients; neurologist (2); ear, nose, and throat (ENT) specialist (4); general practitioner (5); hematologist (4); gastroenterologist (1); and not mentioned in two patients. Twenty-seven of 32 patients (84%) had a positive family history of HHT. Only 13 patients had formal genetic testing (4 endoglin, 1 activin receptor–like kinase, 8 unknown gene). All patients who presented to the respiratory clinic had a background of epistaxis, which was noted on presentation. The average age at initial epistaxis was 14 years (range, 2–50 years). The frequency of epistaxis was daily 63% (n = 20), weekly 9% (3), monthly 16% (5), and a few times a year 10% (3), and unstated in one patient. Nine of 32 patients (28%) required a transfusion. Six patients thought that they were unable to perform daily activities due to epistaxis. Only 15 of 32 patients (47%) were under the care of an ENT specialist. The treatment plan for epistaxis management was deemed good by 7 patients, adequate in 8, poor in 6, and not stated by 11 patients. In conclusion, this survey is the first to quantify the epistaxis burden within the northeast of England. The management of epistaxis needs specific education and treatment to optimize the quality of life among these patients.

scholarly journals Impact of Case-Specific Education and Face-to-Face Feedback to Prescribers and Nurses in the Management of Hospitalized Patients With a Positive Clostridium difficile Test

2018 ◽  
Vol 5 (10) ◽  
Author(s):  
Valeria Fabre ◽  
Theodore Markou ◽  
Anna Sick-Samuels ◽  
Clare Rock ◽  
Edina Avdic ◽  
...  
Keyword(s):  
Clostridium Difficile ◽  
Behavioral Approach ◽  
Face To Face ◽  
Laxative Use ◽  
Action Team ◽  
Specific Teaching ◽  
Rate Ratios ◽  
Management Recommendations ◽  
Optimized Treatment ◽  
Specific Education

Abstract Background Approaches to changing providers’ behavior around Clostridium difficile (CD) management are needed. We hypothesized that case-specific teaching points and face-to-face discussions with prescribers and nurses would improve management of patients with a positive CD test. Methods Charts of patients age ≥18 years with positive CD tests hospitalized July 2016 to May 2017 were prospectively reviewed to assess CD practices and generate management recommendations. The study had 4 periods: baseline (pre-intervention), intervention #1, observation, and intervention #2. Both interventions consisted of an in-person, real-time, case-based discussion and education by a CD Action Team (CDAT). Assessment occurred within 24 hours of a positive CD test for all periods; during the intervention periods, management was also assessed within 48 hours after CDAT-delivered recommendations. Outcomes included proportion of patients receiving optimized treatment and incidence rate ratios of practice changes (both CDAT-prompted and CDAT-independent). Results Overall, the CDAT made recommendations to 84 of 96 CD cases during intervention periods, and providers accepted 43% of CDAT recommendations. The implementation of the CDAT led to significant improvement in bowel movement (BM) documentation, use of proton pump inhibitors, and antibiotic selection for non-CD infections. Selection of CD-specific therapy improved only in the first intervention period. Laxative use and treatment of CD colonization cases remained unchanged. Only BM documentation, a nurse-driven task, was sustained independent of CDAT prompting. Conclusions A behavioral approach to changing the management of positive CD tests led to self-sustained practice changes among nurses but not physicians. Better understanding of prescribers’ decision-making is needed to devise enduring interventions.

scholarly journals The education needs of health professionals conservatively managing genital oedema: UK survey findings

2021 ◽  
Vol 30 (9) ◽  
pp. S18-S26
Author(s):  
Rhian Noble-Jones ◽  
Melanie J Thomas ◽  
Marie Gabe-Walters
Keyword(s):  
Health Professionals ◽  
Postgraduate Training ◽  
Nurse Training ◽  
Patient Assessment ◽  
Electronic Survey ◽  
Professional Groups ◽  
Adults And Children ◽  
Education Needs ◽  
Training Opportunities ◽  
Specific Education

Background: Adults and children report genital oedema but prevalence is unknown. Pre-registration nurse training rarely includes genital oedema and postgraduate training opportunities are rare. Aim: To identify the education needs of health professionals regarding management of genital oedema. Method: An electronic survey was cascaded to health professionals through relevant professional groups and social media. Findings: Of 149 UK respondents, most manage patients with genital oedema but only 2% felt current training was sufficient. Of 138 responding regarding supplemental training, only a half had completed genital oedema specific education, usually of 1–4 hours' duration. Confidence in knowledge was up to 22.5% higher in those with genital oedema education, even accounting for years of experience. The most common top three individual needs were compression, contemporary surgical and medical management and patient assessment. Educational resources are needed and both offline and online formats were suggested; collaborative events with urology/pelvic health are essential. Conclusion: Health professionals working in lymphoedema care have (unmet) specific education needs regarding genital oedema management. The desire for both offline and online resources reflects the necessity of accessing learning at a distance and on an ‘as needed’ basis.

scholarly journals Deficiencies in Concussion Education in Canadian Medical Schools

2012 ◽  
Vol 39 (6) ◽  
pp. 763-766 ◽  
Author(s):  
Matthew J. Burke ◽  
Josie Chundamala ◽  
Charles H. Tator
Keyword(s):  
Head Injury ◽  
Medical School ◽  
Medical Schools ◽  
Education Curriculum ◽  
Clinical Exposure ◽  
Future Studies ◽  
Physician Knowledge ◽  
Specific Teaching ◽  
Specific Education ◽  
Concussion Education

Background:Recent reports raise concern that physician knowledge of the identification and management of concussion may be deficient. There is little information known about the adequacy of concussion education provided to physicians or medical students. The present study assesses the concussion curriculum offered at medical schools in Canada.Methods:We asked all 17 Canadian medical schools to complete a questionnaire on their concussion curriculum, including the following: year of medical school offered; format/setting; and estimated teaching hours. The responses were organized into three categories: (1) concussion-specific education; (2) head injury education incorporating a concussion component; and (3) no concussion education.Results:Replies were received from 14 (82%) of the 17 medical schools in Canada. Of the 14 responding schools, four (29%) provided concussion-specific education, six (43%) offered head injury education that incorporated a concussion component, and four (29%) reported no concussion teaching in their curriculum.Conclusion:We found deficiencies in the concussion education curriculum provided in the majority of Canadian medical schools. To address this issue, we recommend that all medical schools should, at a minimum, include a one-hour formal concussion-specific teaching session in an early year of their curriculum to be followed by clinical exposure to concussed patients in the later years of medical school. Future studies will be necessary to evaluate if these recommended curricular enhancements are effective in remedying the reported gaps in physicians' concussion knowledge and whether the improved curriculum translates into better care for patients suffering concussion.

Evaluation of self-esteem with internalized stigmatization in the patients with mentally illness

2011 ◽  
Vol 26 (S2) ◽  
pp. 461-461
Author(s):  
I. Keser ◽  
N. Saygin ◽  
S. Turkan ◽  
B. Kulaksizoglu ◽  
K. Buldukoglu
Keyword(s):  
Health Professionals ◽  
Self Esteem ◽  
Middle Level ◽  
Mental Illnesses ◽  
Internalized Stigma ◽  
The People ◽  
Stigma Of Mental Illness ◽  
Recurrent Hospitalization ◽  
The Relationship ◽  
Specific Education

IntroductionInternalized stigmatization means a internalized reaction in the person with mentally illness as a answer against the people reject and discrimination.ObjectiveThe peoples with mentally illness believe that most people reject and devalue people with mental illnesses, they may suffer a number of negative outcomes, such as demoralization, lowered self-esteem.AimThe aim of our study was to identify the relationship between the factors effecting the internalized stigmatization and self-esteem among patients with mentally illness.MethodsIn this study, we measured the prevalence of internalized stigma among 115 outpatients referring to the Psychiatry Service of Antalya Education and Research Hospital between 2009–2010 using Rosenberg Self-Esteem(SE) Scale, the Internalized Stigma of Mental Illness(ISMI) Scale, and Personel Datasheet.ResultsOf the patients, 53.9% had middle level of SE and the 22.00–70.00 ranging of ISMI, 30.4% of the patients were found to be 21–30 years-old. We found the increase of ISMI when SE was decreased in both of gender(p = 0.01, r = -0.67) and it was also found to be decreased of ISMI when the education level was increased in the patients(p = 0.004,r = -0.27). Recurrent hospitalization of the patients increased their ISMI points(p = 0.014, r = 0.23). There was no statistical relation between the living place of the patients and their ISMI points(p = 0.523).ConclusionsOur results suggest that some factors effected internalized stigma and showed the relationship between the internalized stigmatization and self-esteem among patients with mentally illness. To decrease and prevent internalized stigmatization, a specific education should be provided to patients, families and society by health professionals.

Korean Education and Foreign Direct Investment: Focusing on Entry Modes

2010 ◽  
Vol 11 (1) ◽  
pp. 88-111
Author(s):  
Lorna Baek ◽  
Jimmyn Parc
Keyword(s):  
Foreign Direct Investment ◽  
Direct Investment ◽  
Current System ◽  
University Rankings ◽  
Entry Modes ◽  
Korean Education ◽  
International University ◽  
Economic Advancement ◽  
Specific Education

Education is a key for economic advancement. Thus, this study d its development to date. In doing so and by simultaneously analyzing Brain Drain Index and international university rankings comparatively, a number of issues are highlighted as unsatisfactory. In order to overcome the problems presented by the current system, this paper applies a comprehensive entry mode model to education-based foreign direct investment. A case study, benchmarking Singapore, highlights specific education policy amendments regarding liberalization that could also be applicable to the Korean education field, ultimately aiding economic advancement.

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