Sheffield Hallam University. Faculty of Health and Wellbeing. Clinical Reasoning and Decision Making (PBL Version) Handbook with Module descriptor
|
|
- Madeleine Powell
- 5 years ago
- Views:
Transcription
1 Appendix I HWB/MM Panel/3/12/5.1 New mdule descriptr Sheffield Hallam University Faculty f Health and Wellbeing Clinical Reasning and Decisin Making (PBL Versin) Handbk with Mdule descriptr BSc (Hns) Physitherapy Level 4 Mdule crdinatr: 1
2 New mdule descriptr Welcme t the CRDM Mdule, Clinical reasning and decisin making is a very imprtant aspect f physitherapy practice. As a physitherapist yu will be making judgements and decisins abut many aspects f patient centred care. The advice yu give patients and the treatment yu select and apply, shuld all be based n a prcess f patient assessment, reasning and decisin making. Ideally, clinical decisins are infrmed by evidence frm research, but this seldm prvides clear answers and slutins t the clinical prblems encuntered in clinical practice. Reasning skills are therefre very imprtant. Clinical reasning invlves using the available evidence and knwledge available t physitherapists. Clinical decisins are influenced by many factrs; pressures at wrk, prfessinal standards, new evidence, patients expectatins are but a few factrs that will impact upn yur decisins and clinical practice. Clinical decisins regarding individual patients are based n yur findings frm the subjective assessment (patient interview) and the bjective assessment (physical examinatin), and the patient shuld be an active participant in the prcess f clinical decisin making (abut their care). This mdule will fcus primarily n the clinical reasning assciated with the infrmatin btained frm the patient interview (subjective assessment) and cntextual issues. The physical examinatin is dealt with in mdules such as Rehabilitatin Appraches and Skills, Rehabilitatin, Mvement and Analysis and the mdules at level 5. During CRDM yu shuld begin t cnsider the planning f the physical examinatin. Questins such as: what infrmatin must/shuld/culd I btain during the first P/E. These decisins are imprtant because nrmally yu will have a limited amunt f time, t d a patient assessment. Yu shuld therefre learn hw t priritise and carry ut the essential aspects f the physical examinatin first. This aspect f yur learning will start at Level 4 and will cntinue during level 5. CRDM is supprted by its Blackbard site and yu may receive further infrmatin via . The mdule crdinatr is XXXXXXX We hpe yu will enjy the mdule. 2
3 MODULE DESCRIPTOR MODULE TITLE HWB/MM Panel/3/12/5.1 New mdule descriptr Clinical Reasning and Decisin Making (PBL versin) MODULE CODE N MODULE LEVEL 4 MODULE CREDIT POINTS 30 MODULE DELIVERY PATTERN ( as applicable r give dates fr nn-standard delivery) NB "Semester 3" ends n 31 July each year LONG (2 semesters) SHORT (1 semester) NON-STANDARD DELIVERY Sem 1 & 2 Sem 1 Start Date January Sem 2 & 3 Sem 2 End Date July Breakdwn f ntinal study hurs by type (Typically requires 10 hurs f ntinal study time fr 1 CATS credit) Tutr-Led (Cntact Hurs) Tutr- Directed Study Self- Directed Study TOTAL STUDY HOURS this Mdule fr OTHER COURSES FEATURING THIS MODULE (please list belw) 1 AIM OF THIS MODULE T prvide yu with underpinning knwledge f the clinical assessment prcess and t encurage yu t link the clinical assessment t clinical decisin making prcesses and patient centred practice. Yu will als develp skills such as: prblem slving, infrmatin gathering skills, team wrking and presentatin skills. 3
4 New mdule descriptr 2 BY ENGAGING SUCCESSFULLY WITH THIS MODULE YOU WILL BE ABLE TO 1. Discuss and evaluate apprpriate surces f infrmatin and data t interpret, cmpare and present key issues arising frm patient assessments 2. Frm patient histries identify key themes t justify interventins and infrm the planning f an apprpriate management strategy. 3. Discuss the main factrs which cntribute t a hlistic client assessment and management prcess. 4. Explain the rle f prblem identificatin, 'clinical reasning and decisin making in the physitherapy assessment prcess. 3 THESE ARE EXAMPLES OF THE CONTENT OF THE MODULE Intrductin t the theries, cncepts and methds that underpin patient centred clinical reasning and decisin-making prcesses. Sme f the examples f underpinning thery and cncepts are: the BiPsychScial Mdel as the key element f persn centred care. Using the BPS mdel requires analytical skills and the ability t identify relevant clinical prblems and relevant issues that will either facilitate r hinder recvery and rehabilitatin. The persn centred apprach is based n an empathetic, evidence infrmed apprach t care which is fcused n meeting the patient's needs. Sme f the key tpics in this mdule are: - The types and levels f infrmatin and their relevance t decisin making and patient management - The patient jurney; stages f decisin making - Appraches t hlistic assessment and cmmunicatin strategies (including issues related t care envirnments, cunselling, bereavement, lng-term illness and disability) - Rehabilitatin, health educatin and health prmtin fr patients and carers in different envirnments - Legal and ethical issues related t patient assessment and management - Underpinning essentials that wuld define a generic clinical assessment strategy: The ratinale and purpse fr the assessment prcess and what influences the prcess Assessment, including hw t interview and types f questin Categrising relevant identified prblems and relating these t whle persn, reginal r lcal dysfunctins Patient centred practice Cmmunicatin and histry taking Planning Physical assessment Gal setting Measurement and using utcme measures Dcumentatin and recrd keeping including SOAP Abbreviatins Cnsent The impact f yur beliefs and rganisatinal issues upn yur decisin making The reasning and assessment prcess will then be fcussed n the fllwing cre patient grups (via case studies): Musculskeletal Neurlgical Cardivascular / Respiratry Cmplex Disabilities Review and integratin f specific physitherapeutic and generic skills related t the assessment f these patient grups. 4
5 New mdule descriptr Cmparisn f the prcesses invlved in develping apprpriate assessment and management strategies fr these patient grups 4 THESE ARE THE MAIN WAYS YOU WILL BE SUPPORTED IN YOUR LEARNING TO ACHIEVE THESE OUTCOMES Prblem based learning, supprted by keynte lectures, seminars and VLE / web based strategies will encurage yu t develp yur knwledge base and begin t apply this t specific prblems These strategies will als prmte yur skills in infrmatin gathering and searching, prmte team wrking and discussin f clinical reasning and decisin making prcesses. Patient centred prblem identificatin and management strategies will be develped thrugh use f case studies, peer and tutr led presentatins. Rle play and analyses f vide / tape based accunts f the patient and carer s experience f assessment and physitherapy interventin will further facilitate yur develpment f these skills. A variety f relevant student centred tasks, linked t yur PDP, will be included within the seminar sessins t encurage yur develpment f key generic skills. Practical skills sessins, using cntextually relevant learning envirnments, linked t case studies, (paper and multimedia based), will facilitate yur develpment f key prfessinal, practical and generic skills and enable yu t begin t integrate these within a lgical, evidence based and effective apprach t patient assessment. Yu will be encuraged t practively seek pprtunities n placement(s) t relate yur clinical experience t the learning assciated with this mdule and vice versa. 5 THESE ARE THE WAYS THAT WILL BE USED TO ENABLE YOU TO DEMONSTRATE YOU HAVE MET THE LEARNING OUTCOMES Frmative assessment This will invlve rle-play, tutr and peer led and web based strategies will be used t give yu frequent and timely feedback n yur learning. Yur develpment f key skills including team wrking, presentatin, infrmatin gathering, self-assessment and peer assessment strategies will be frmatively assessed within the classrm sessins. Yu will be encuraged t reflect n yur learning and prgress by using succinct and relevant reflective learning reprts which yu may include within yur prtfli. Yu will be invited t reflect upn yur and yur peer s perfrmance during the team preparatin and presentatin f the grup prjects (see summative assessment). 5
6 New mdule descriptr Summative assessment 1. Team presentatin - Yu and yur team will make a cmparisn f the key subjective assessment prcesses and influences upn these using tw case studies. 2. Individual viva will assess yur knwledge and yur ability t apply this knwledge t demnstrate yur reasning in develping apprpriate hlistic management strategies in relatin t a given case study. 3. Literature review (1500 wrds) in which yu will discuss the main cncepts identified within the case study and presentatin. The review shuld fcus n the cmparing and cntrasting the cncepts, findings and therapy appraches within the relevant literature. This literature review als helps yu t develp a range f writing skills which are needed within clinical practice. TABLE A: ASSESSMENT TASK INFORMATION ASSESSMENT TASK % weighting f verall mdule mark Task 1: 60% PR 1. Sub Task: Grup presentatin (40%) and Marks/100 Duratin f task / wrd cunt / length f exam In-mdule retrieval available? N Individual task pass mark ONLY IF OVER 40%** 2. Subtask: viva (60%) Task 2: 40% CW Essay (1500 wrds, ex tables and appendix) Marks/100 yes 6
7 New mdule descriptr 6 THIS IS HOW YOU WILL BE GIVEN FEEDBACK ON YOUR PERFORMANCE Frmative feedback (tutr, peer and self-assessment) will be facilitated as utlined abve. Feedback n the summative assessment will be given thrugh written and /r verbal feedback fllwing the presentatin and assignment. Yu will receive cnstructive feedback n yur essay, aimed at helping yu t imprve the relevant skills fr future written wrk. 7 THESE ARE EXAMPLES OF THE KEY LEARNING RESOURCES YOU WILL USE At specified pints during the mdule yu will be directed t using key skills nline and ther web based self-assessment and learning resurces. Yu will be encuraged t recrd yur learning in a succinct reflective reprt fr inclusin in yur PDP. A variety f audi-visual materials will be used and made available t students fr review. Yu will be directed twards key papers that will be up-dated and intrduced in relatin t changes in health care delivery and plicy Text bks such as: Brink-Budgen, R van den (2000) Critical thinking fr students: hw t assess arguments and effectively present yur wn 3rd ed. Hw t Bks. Devitt S J & Smith L (2007) Critical thinking in health and scial care. SAGE. Lndn Duttn R (1995) Clinical reasning in physical disabilities Williams & Wilkins Edwards S ed. (2002) Neurlgical physitherapy: a prblem-slving apprach Churchill Livingstne. 2nd ed. Finch et al. (2002) Physical Rehabilitatin Outcme Measures: a guide t enhanced clinical decisin making. Canadian Physitherapy Assciatin. Trnt Higgs J (2008) Clinical reasning in the health prfessins 3rd ed. Butterwrth & Heinemann Higgs J & Jnes M eds. (2000) Clinical reasning in the health prfessins 2nd ed. Butterwrth Heinemann Jnes MA & Rivett A eds. (2004) Clinical reasning fr manual therapists Butterwrth- Heinemann Mishe SC &. Welch, Jr. MA Eds. (2002) Critical thinking in respiratry care: a prblem-based learning apprach New Yrk; Lndn: McGraw-Hill, Medical Pub. Divisin Petty N & Mre AP (2006) Neurmusculskeletal Examinatin and Assessment 3rd. Ed. Churchill Livingstne Refshauge K & Gass E (2004) Musculskeletal Physitherapy: Its Clinical Science and Evidence-Based Practice: Butterwrth Heinemann Stephensn R (1998) Can clinical reasning be an effective tl in CPD? British jurnal f therapy and rehabilitatin, June 1998, Vl.5, N.6, pp Swain J, French S & Camern C (2003) Cntrversial issues in a disabling sciety Buckingham: Open University Press Tingle J, Fster C & Wheat K (2004). Regulating health care quality: legal and prfessinal issues. Butterwrth - Heinemann Wulff HR & Gøtzsche PC (2000) Ratinal diagnsis and treatment: evidence-based clinical decisin-making 3rd ed. Oxfrd: Blackwell Science. Internet surces such as: 7
8 New mdule descriptr Mind Tls: A useful Website that utlines imprtant life and career skills in easy t understand language - SHU Key skills nline: Infrmatin skills; Wrking with Others; Slving Prblems CRDM written assignment brief Explain the rle f prblem identificatin, 'clinical reasning and decisin making in the physitherapy assessment prcess. Hand-in date: Yur assignment shuld arrive n r befre XX/xx/xxxx befre 4pm. What yu need t hand-in: Submit via the Blackbard site: Send ne identical cpy t the Practitiner Lecturer wh will be marking yur wrk. Befre yu start: Befre yu start it may be useful t remind yurself f the aim and learning bjectives (LOs) f the CRDM mdule. Please read the mdule descriptr (in this handbk and n the BB site). This assignment brief will tell yu what yu are required t d as regards the written essay. Please access the mdule infrmatin n Blackbard (assessment flder and mdule descriptr). Tw imprtant pints t cnsider: 1. Yu shuld start wrking n this essay at the start f the mdule; dn t wait till the last few weeks. As yu write this essay, yu will be engaging with the relevant literature in sme depth. This will supprt yur learning (thery and practice). 2. This assignment is an integral aspect f the learning prcess; and shuld nt be cnsidered a stand-alne summative assessment. Yu are required t write a 1500 wrd assignment. If yu have never written an essay befre, this may seem like a big task, but 1500 wrds equal apprximately 5-7 pages f A4. Yu are required t use 1.5 line space and fnt Arial. 8
9 New mdule descriptr Yur script shuld have a frnt page with the fllwing infrmatin: Sheffield Hallam University Yur name and student number Name f the mdule Title f the essay Hand-in date On the first page yu must write and sign a brief declaratin, stating that this wrk is yur wn (please see SHU rules/regulatins n cheating and plagiarism). The 1500 wrds includes headings, citatins and text, but nt tables, diagrammes and figures/pictures and reference list. Yu shuld present yur reference list n the very last page f yur essay. The assignment needs t include the fllwing sectins: Intrductin Main bdy Cnclusin In the intrductin yu need t tell yur reader what yu are ging t discuss and hw. This sectin may be ne paragraph lng, but smetimes yu nly need a few sentences t write an infrmative intrductin. The main bdy f the text may be subdivided by sub headings; each shuld tell the reader what yu are ging t cver. The cntent f the assignment shuld cver a number f tpics relevant t the questin. Yu need t be selective abut the amunt f infrmatin yu present under each heading. Yu may present each tpic under a separate heading, but using headings is nt mandatry. It is mre imprtant that each paragraph cntains n main message nly and that the message is clear. As yu are writing yur essay, yu shuld ask the questin: 'is this relevant infrmatin, des it help twards answering the questin?' Reading and understanding the questin is a very imprtant first step. Yu will have t think carefully abut what is required. Yur assignment shuld address the fllwing questin: Explain the rle f prblem identificatin, 'clinical reasning and decisin making in the physitherapy assessment prcess. This questin can be addressed by breaking it dwn int the fur sub-tpics belw: 1. What is the purpse f undertaking a subjective and the bjective patient assessment? Here yu need t discuss the reasn why yu need t interview yur patients and what infrmatin yu must elicit. Yu shuld als indicate discuss what, yu must re-assess during subsequent sessins, and hw yu wuld recrd this. Yu shuld discuss hw the interview (subjective assessment) shuld infrm the physical examinatin f the patient (bjective assessment). Physitherapists d nt d all the tests n all patients, and they need t be selective as t which tests t perfrm and the reasn(s) fr ding s. Yu shuld distinguish between infrmatin yu must, shuld and culd cllect n first assessment, and infrmatin yu may gather later n. Fr example yu must gather infrmatin t decide if yur 9
10 New mdule descriptr interventin wuld be cntraindicated early n in the first sessin, but yu may decide t discuss the patient's hbbies later when relevant. Yu shuld briefly discuss a range f surces f infrmatin yu can/shuld access t btain infrmatin abut a particular patient. Clearly the patient is ne such surce, but there are ther surces which may be equally r (smetimes) mre imprtant. It wuld be useful t give examples; e.g. when dealing with a patient with learning difficulties, yu wuld access their ntes and their key-wrker t verify sme infrmatin. This sectin shuld be cncluded by explaining hw yur subjective assessment will infrm the planning f yur physical examinatin. Yu shuld als discuss what kind f infrmatin yu wuld be lking fr as part f the bjective assessment. (Think abut what yu have learned in the RAS and RMA mdules) 2. Explain the relevance f the three stages f healing and hw this knwledge infrms the clinical decisins that yu make as a physitherapist? Yu need t discuss briefly what three stages f healing are and why they are relevant t physitherapy: much f this infrmatin can be presented in a table in the text, r in an appendix. Yu need t give a brief discussin as t what the rle f physitherapy is in each f the stages by discussing the treatment bjectives. Yu shuld als discuss the main differences between managing sub/acute and chrnic cnditins. Here it wuld be useful t use ne example f each. Yu shuld briefly discuss sme f the bstacles t recvery (Yellw, Orange, Black/blue Flags) t demnstrate yur awareness and understanding abut their relevance and impact n the physitherapy prcess. 3. What is the purpse f setting physitherapy treatment bjectives? Setting bjectives is related t the identificatin f relevant prblems that can be addressed by the physitherapist, s it wuld be useful t explain (succinctly) what prblem identificatin and prblem slving is. During the first sessin yu wuld identify the relevant prblems and yu need t discuss why setting treatment bjectives are imprtant. Wh shuld be invlved in setting the bjectives and hw can yu knw that yu are meeting (r have met) them. Therefre a brief discussin abut using basic utcme measures wuld be apprpriate in this sectin. It may be useful t give a brief example f a cnditin r prblem with ne r several relevant treatment bjectives. Fr example: if a 10
11 New mdule descriptr patient s prblem is made wrse by life-style issues shuld these be addressed by yu? 4. Discuss what we mean by hlistic patient care and why this cncept is relevant t yur physitherapy practice. Yu shuld try and be specific and apply yur discussin t a particular brief examples (frm wn experience r literature). Yu shuld demnstrate yur understanding abut humans' tendency t make assumptins, and what yu can d t manage yurs. Here yu need t briefly discuss the imprtance f cllecting, understanding and interpreting relevant patient infrmatin. Yu shuld cnsider the issues affecting the whle patient, including any specific/lcalised prblems relevant t yur interventin. The framewrk may give yu sme guidance here. It is imprtant t try and make yur discussin relevant t physitherapy, by applying it t a specific example f a patient r grup f patients. Yu may discuss general issues but yu need t try and apply them in rder t demnstrate yur understanding and t make these issues relevant t the physitherapy interventin. Fr example financial prblems may influence patients' recvery. yu culd write:...patients wh have financial prblems may feel anxius r depressed and this may decrease their mtivatin t participate in their rehabilitatin. If my patient discusses such an issue, I wuld nt be able t help, but allwing the patient t discuss this may help them, and I wuld use my cunselling skills. T help the patient I culd discuss with him the varius agencies he culd g t fr financial advice frm advisry services such as the CAB, r his wn bank... Yu need t demnstrate yu understanding f the impact f several imprtant factrs that impact n the patient s rehabilitatin and recvery. These culd be health behaviurs (e.g. pr diet, smking), life-style issues (sedentary lifestyle) r addictins. Yu are nt expected t present slutins, but are shuld discuss why this infrmatin wuld be relevant t yur management f this patient. Yu shuld be able t demnstrate yu understanding f red flags and psychscial factrs that impact n yur interventins. Much f this may be presented in a table, but yu shuld discuss this in the text t demnstrate yur understanding. The cnclusin The very last paragraph f this essay shuld summarise yur cnclusin abut the rle f prblem identificatin, 'clinical reasning and decisin making in the physitherapy assessment prcess. Yu will have apprximately 250 wrds (ne Page) fr each f these tpics but yu must adequately cver each tpic. It is therefre very imprtant t be cncise. Mst peple can nly achieve this by editing their written wrk. Often several attempts t edit yur wrk may be required. This will take time and yu need t allw at least ne week fr this. Yu shuld use the relevant literature. If yu use tw surces fr ne 11
12 New mdule descriptr tpic (and mstly yu will) then yu shuld draw ut the mst relevant differences and similarities between these surces where these are relevant. The reader It may be helpful fr yu t imagine that yu are writing yur essay t explain these issues t yur clleagues/peers. The reader will be the marker and yu may assume that the marker knws the relevant terminlgy. Hwever: yu need t demnstrate yur understanding, by using apprpriate terminlgy crrectly, and/r by defining relevant terms when needed. The marker will use the pass criteria and the marking criteria when marking yur script. These criteria are available t yu via the Mdule's Blackbard site. 12
13 Clinical Reasning and Decisin Making Assignment Brief; Presentatin and Viva. The CRDM assessment cnsists f: The presentatin Individual Viva HWB/MM Panel/3/12/5.1 New mdule descriptr The brief belw fcuses n the Presentatin and the Viva Presentatin assessment task: Yu will be part f a small team. The team will be allcated tw case studies. The fcus n the presentatin is t cmpare the key differences and similarities in the subjective assessment and decisin making prcesses f the tw case studies. The case studies may have very different characteristics; ne case may be abut a prgressive neurlgical cnditin and the ther may be abut an acute and selflimiting MSK cnditin. Clearly there will be imprtant similarities and differences that yu shuld cnsider in yur presentatin. The main purpse f cmparing the tw case studies is fr yu t identify the salient aspects f the assessment and decisin making prcess. Yu are nt required t analyse the case studies in detail, but t fcus n the basic and brader aspects f the assessment and decisin making prcess f bth cnditins. The presentatin shuld cver, r refer t, several f the key tpics (see Mdule descriptr) such as legal and ethical issues, the patient jurney, aspects f health educatin, gal setting and the hw patients' prgress culd/shuld be measured. Yu are nt required t discuss the pathlgy in any depth, but yu shuld fcus f the functinal prblems, disabilities and the purpse f the physitherapy interventin. Yur main fcus shuld be n the assessment prcess and the decisin making. At this level f yur study we are nt expected t have perfect understanding and knwledge, but yu are expected t demnstrate yur understanding f the relevant aspects f the patient assessment prcess and f the clinical decisin making prcess and the relevant factrs impacting upn that prcess. 13
14 New mdule descriptr Hw can I pass this assessment task? Reading the pass criteria will help yu t understand what is expected f yu. Please make sure that yu understand the pass criteria and the learning utcmes and ask the mdule leader fr clarificatin if yu have any further questins. Starting early will help yu t intergrate yur learning and preparatin f yur assessment tasks. Use f resurces Yu are expected t use relevant resurces, such as basic text bks and articles, and t refer t these in yur presentatin. As regards the case studies (individual patients in yur care), patients' relatives/carers, medical ntes etc, are all relevant surces f infrmatin in additin t the patients' wn histry/stry and the literature. Yu shuld briefly discuss the relevance f these different (re) surces f infrmatin and briefly explain hw they might infrm key aspects f yur decisin making. Use f terminlgy Thrughut the presentatin and the viva, yu shuld use apprpriate terminlgy: mst imprtantly yu shuld practice t cmmunicate the relevant cncepts clearly. When preparing and practising yur presentatin (and viva) it may be helpful fr yu t imagine that yu are presenting it t yur peers: yu are ging t help them t understand the reasning and decisin making invlved in yur case studies. The details f the case studies will be made available t yu early in the mdule. Wrking n yu written essay, shuld supprt yu in preparing fr the presentatin. It will therefre be advantageus fr yu t start wrking n this taks early n in the mdule. The teams All the presentatin team members are respnsible fr the prductin f the presentatin. All team members shuld be invlved in the presentatin. Yu shuld decide hw yu are ging t rganise the wrk within the team t avid duplicatin. As a team yu shuld agree clear targets and deadlines. It is imprtant that all members f the team cntribute: thse wh dn't, risk failing their viva. Team members will be expected t take respnsibility fr reslving any 'issues' within the team. Team (4 students) Case study 1 Case study A B 5-8 C D 9-12 E F G H Using yur presentatins as a learning resurce. All presentatins will be psted n the CRDM Blackbard site after the examinatins: all students will have access t each thers' presentatins and use them as a learning resurce. Therefre yu will have respnsibility fr the quality f the infrmatin and the quality f the presentatin. Each team will present t the ther teams. PwerPint Yu may decide t use PwerPint as the nly f main medium: it is flexible and efficient. What yu must bring n the day Bring yur presentatin (n a memry stick) and bring tw printed versin f yur presentatin fr the examiners. Yu may bring and use a list with the references yu have used. The reference list shuld nt be anntated, but yu are f curse free t use aide memirs t supprt yur presentatin. Sme f the questins yu may wish t address in preparing yur presentatin are: In this case study: what are the main prblems/disabilities likely t be? 14
15 HWB/MM Panel/3/12/5.1 New mdule descriptr What are the main differences between the case studies (e.g. prgnsis, curse f the cnditin, kind f disability and impact n nrmal daily activities, aim f therapy input etc)? What are sme f the main differences between the assessments f these tw patients? Fr example: What kind f functinal prblems am I likely t encunter? Shuld the assessment invlve assessment f patient's envirnment? Shuld the assessment and treatment planning invlve patient's carers/relatives? Shuld I cnsider issues such as cnsent, and ethical/legal issues? What culd/shuld the treatment be aimed at (brad bjectives/utcmes nly) What infrmatin shuld I plan t btain during the Physical examinatin: fcus f sme f the main/essential aspects f P/E? what kind f tests wuld be apprpriate The examinatin schedule. The team presentatin (LO 1) shuld be n lnger than 10 minutes. The individual viva (LOs 2 and 3) will be apprximately 10 minutes. The examiners have sme time in between presentatins t write up their feedback. The details f the examinatin arrangements will be cnfirmed nearer the time, but the presentatins will be scheduled fr the mrning and the individual vivas will take place in the afternn (see time table fr date and venue details). 15
16 In rder t pass, yu need t meet the fllwing criteria: Learning Outcme LO1 (Team Presentatin) Discuss and evaluate apprpriate surces f infrmatin and data t interpret, cmpare and present key issues arising frm patient assessments LO2 (Viva) Frm patient histries identify key themes t justify interventins and infrm the planning f an apprpriate management strategy.(individual viva) LO3 (Viva) Discuss the main factrs which cntribute t a hlistic client assessment and management (individual viva) HWB/MM Panel/3/12/5.1 New mdule descriptr Pass criterin per Learning utcme Yu will discuss relevant surces f infrmatin which are ptentially available t yu. Yu evaluate validity f the subjective and bjective assessment, recrds, infrmatin fr ther team members. Yu evaluate the ptential validity f infrmatin frm spuse, carers and ther significant thers Yur presentatin shuld have a generally lgical structure. Yu will have identified the mst bvius issues t cmpare and given sme slid reasns underpinning these chices. There is a patient centred fcus. In yur presentatin yu identify sme underpinning prcesses that have a clear relatinship t the case studies. Terminlgy used is apprpriate and is applied fr the mst part crrectly. A limited number f mstly secndary surces are used t supprt the discussin. References are cited accurately and presented crrectly, using the Harvard system. Sme f the bvius aspects f assessment are discussed. Yu will have identified the mst bvius patient prblems and explained yur reasning. There is an attempt t identify and select needs and gals and these are linked t the prblem list. There is nly very brief discussin f the impact f multiple pathlgies. Sme key issues related t the physical assessment are identified. A limited number f mstly secndary, nt always relevant, surces are used t supprt the discussin. Management strategy is brief and there is sme clarity in respect f priritisatin with reasns given and sme discussin f the evidence base. Brief mentin f utcme measures with little supprt frm the available literature. There is an attempt at a patient centred fcus - emphasis is n physitherapy gals but there is sme discussin / link t patient gals. 16
17 New mdule descriptr LO 4 (Essay) Explain, the rle f prblem-identificatin, 'clinical reasning and decisin making in the physitherapy assessment prcess, in sufficient depth. Yur essay is well structured with an intrductin, main bdy and cnclusin. Yur essay is chesive and yur cnclusins fllw frm the literature review. Yu cmpare several papers/surces and yu identify sme relevant differences and similarities. Yu briefly discuss the relevance f yur findings and hw they infrm yur practice and decisin making. Yu identify sme weaknesses and sme strength f sme f the papers/surces. Yu use apprpriate terminlgy and yu succinctly define key cncepts/phrases/wrds. Yu attempt sme critical analysis f sme f the papers. Yu use the SHU Harvard referencing cnventin cnsistently. Yur writing style is clear and cncise. Yu have spellchecked yur wrk and have used relevant grammatical cnventins. Yu have used appendices t present highly relevant additinal material and referred t these in the text. Yu have used tables t describe/present relevant infrmatin (nt wrd-cunted) 17
18 New mdule descriptr This is the frm that will be used t give yu feedback n yur assessment tasks: Learning Outcme Cmment Pass/Fail LO1 Discuss and evaluate apprpriate surces f infrmatin and data t interpret, cmpare and present key issues arising frm patient assessments (Team Presentatin) LO2 (Viva) Frm patient histries identify key themes t justify interventins and infrm the planning f an apprpriate management strategy.(individual viva) LO3 (Viva) Discuss the main factrs which cntribute t a hlistic client assessment and management (individual viva) LO 4 (essay) Explain the rle f prblem-identificatin, 'clinical reasning and decisin making in the physitherapy assessment prcess, in sufficient depth. Task1:Presentatin+Viva: 60% LO 1 (40%) LO 2 +3 (60%) Mark % Task2Written 40% LO 4 (40%) assignment: Mark % Final Mark averagerage f T1 and T2 Feed frward: hw yu can imprve future wrk/assignment (PTO) 18
19 These criteria will be used t decide yur mark. Band (%) 1st 70 t 100 HWB/MM Panel/3/12/5.1 New mdule descriptr Level 4 Generic Criteria All learning utcmes have been met t an excellent standard. Demnstrates excellent levels f knwledge and understanding f the relevant facts, principles, cncepts and/r theries. Excellent ability t discuss/explain, essential facts, principles, cncepts and/ r theries using given classificatins/ principles. Excellent ability t use specified (r selected) mdalities, methds, techniques, technlgy, prcesses, resurces/surces f infrmatin, and/r terminlgy. Excellent ability t identify and slve prblems, gather and use infrmatin, cmmunicate (verbal r written), use specified IT applicatins, wrk with numbers, wrk with thers, reflect and/ r set gals. 2:1 60 t 69 2:2 50 t 59 PASS 3rd 40 t 49 Fail 0 t 39 All learning utcmes have been met t a very gd standard. Demnstrates very gd levels f knwledge and understanding f the essential facts, principles, cncepts and/ r theries. Very gd ability t discuss/explain, essential facts, principles, cncepts and/ r theries using given classificatins/ principles. Very gd ability t use specified (r selected) mdalities, methds, techniques, technlgy, prcesses resurces/surces f infrmatin and/r terminlgy Very gd ability t identify and slve prblems, gather and use infrmatin, cmmunicate (verbal r written), use specified IT applicatins, wrk with numbers, wrk with thers, reflect and/ r set gals. All learning utcmes have been met t a gd standard. Demnstrates gd levels f knwledge and understanding thrugh descriptin f the essential facts, principles, cncepts and/ r theries. Gd ability t discuss/explain, essential facts, principles, cncepts and/ r theries using given classificatins/ principles. Gd ability t use specified (r selected) mdalities, methds, techniques, technlgy, prcesses, resurces/surces f infrmatin and/r terminlgy. Gd ability t slve prblems, gather and use infrmatin, cmmunicate (verbal r written), use specified IT applicatins, wrk with numbers, wrk with thers, reflect and/ r set gals. All learning utcmes have been met t an adequate standard. Demnstrates adequate levels f knwledge and understanding thrugh descriptin f the essential facts, principles, cncepts and/ r theries. Adequate ability t discuss/explain, essential facts, principles, cncepts and/ r theries using given classificatins/ principles. Adequate ability t use specified (r selected) mdalities, methds, techniques, technlgy, prcesses, resurces/surces f infrmatin and/r terminlgy. Adequate ability t slve prblems, gather and use infrmatin, cmmunicate (verbal r written), use specified IT applicatins, wrk with numbers, wrk with thers, reflect and/ r set gals. Nt all learning utcmes have been met. Demnstrates inadequate levels f knwledge and understanding f the essential facts, principles, cncepts and/ r theries. Inadequate ability t discuss/explain, essential facts, principles, cncepts and/ r theries using given classificatins/ principles. Inadequate ability t use specified (r selected) mdalities, methds, techniques, technlgy, prcesses, resurces/surces f infrmatin and/r terminlgy. Insufficient evidence f cnsideratin f safety issues. Inadequate ability t slve given/defined prblems, gather and use infrmatin, cmmunicate (verbal r written), use specified IT applicatins, wrk with numbers, wrk with thers, reflect and/ r set gals. Time Tables [2011 t be replaced with 2013] The time table will be psted n the CRDM (PBL Versin) Blackbard site befre the start f the mdule. Yur Ntes/Cmments 19
20 New mdule descriptr CHECKED Date Dec 2012 Reasn Checked Against SI 20
Year 10 Food Technology. Assessment Task 1: Foods for Special Needs. Name: Teacher:
Year 10 Fd Technlgy Assessment Task 1: Fds fr Special Needs Name: Teacher: Due Date: Term 2, Week 1 Type f Task: Design Task Planning Fd Requirements Cllectin f Assessment: Submit in Class Assessment Plicy:
More informationAssessment Field Activity Collaborative Assessment, Planning, and Support: Safety and Risk in Teams
Assessment Field Activity Cllabrative Assessment, Planning, and Supprt: Safety and Risk in Teams OBSERVATION Identify a case fr which a team meeting t discuss safety and/r safety planning is needed r scheduled.
More informationMeeting the Nutritional Requirements of Individuals with Dementia
Unit 15: Understanding and Meeting the Nutritinal Requirements f Individuals with Dementia Unit reference number: D/616/7124 Level: 3 Unit type: Optinal Credit value: 3 Guided learning hurs: 26 Unit summary
More informationStructured Assessment using Multiple Patient. Scenarios (StAMPS) Exam Information
Structured Assessment using Multiple Patient Scenaris (StAMPS) Exam Infrmatin 1. Preparing fr the StAMPS assessment prcess StAMPS is an assessment mdality that is designed t test higher rder functins in
More informationApproaches to the Care and Support of Individuals with Dementia
Unit 14: Persn-centred Appraches t the Care and Supprt f Individuals with Dementia Unit reference number: H/601/2879 Level: 2 Unit type: Optinal Credit value: 2 Guided learning hurs: 17 Unit summary Understanding
More informationEXPLORING THE PROCESS OF ASSESSMENT AND OTHER RELATED CONCEPTS
1 SECTION 1 INTRODUCTION: EXPLORING THE PROCESS OF ASSESSMENT AND OTHER RELATED CONCEPTS The Nature Of Assessment The Definitin Of Assessment The Difference Between Testing, Measurement And Evaluatin Characteristics
More informationModule 6: Goal Setting
Mdule 6: Gal Setting Objectives T understand the cncept f gal setting in Brief CBT T acquire skills t set feasible and apprpriate gals in Brief CBT What is gal setting, and why is it imprtant t set gals
More informationPET FORM Planning and Evaluation Tracking ( Assessment Period)
Divisin f: Behaviral Studies PET FORM Planning and Evaluatin Tracking (2010 2011 Assessment Perid) Persn Respnsible fr this Divisin: Jerry Mller Department f: Behaviral Sciences Persn Respnsible fr this
More informationA pre-conference should include the following: an introduction, a discussion based on the review of lesson materials, and a summary of next steps.
NAU Mdel Observatin Prtcl The mdel prtcl was develped with supprt and expertise frm the Natinal Institute fr Excellence in Teaching (NIET) and is based in great part n NIET s extensive experience cnducting
More informationEVALUATION OF POVERTY AND STIGMA SESSIONS
Questin 1 As a result f participating in this sessin, my awareness f pverty has: Numbers lt 43 37 6 Ttal 86 lt Qutes / Cmments Already wrk clsely with emplyability pipeline and welfare rights Very infrmative
More informationAppendix C. Master of Public Health. Practicum Guidelines
Appendix C Master f Public Health Practicum Guidelines 0 Gergia State University, Schl f Public Health Master f Public Health Practicum Guidelines Fr mre infrmatin, cntact Jessica Hwell Pratt, MPH Practicum
More informationProgramme of Learning. Physical Education. Key Stage 4 Year 10 BTEC Sport
Prgramme f Learning Physical Educatin Key Stage 4 Year 10 BTEC Sprt BTEC Sprt Level 2 Unit 1Fitness fr Sprt and Exercise... 2 Learning aim A: Knw abut the cmpnents f fitness and the principles f training...
More informationInterpretation. Historical enquiry religious diversity
Name: Year 8 Histry Prject 3: D The Cmmnwealth Games Still Matter In The 21 st Century? Mdule: Date Set: Deadline: Descriptin f the task: The prject is split int three separate parts: The prject is split
More informationAwareness of Autistic Spectrum Conditions
Unit 21: Awareness f Autistic Spectrum Cnditins Unit reference number: H/616/7304 Level: 2 Unit type: Optinal Credit value: 2 Guided learning hurs: 17 Unit summary This unit intrduces yu t autistic spectrum
More informationIll Health. Unit reference number: L/616/7295 Level: 3. Credit value: 3 Guided learning hours: 16. Unit summary
Unit 11: Understand Mental Ill Health Unit reference number: L/616/7295 Level: 3 Unit type: Optinal Credit value: 3 Guided learning hurs: 16 Unit summary Mental ill health culd be ne f the mst serius health
More informationFOR RESTRICTED AOs DIPLOMA IN POLICING ASSESSMENT UNITS Banked. D/507/3718 Interview suspects in relation to priority and volume investigations
Title: D/507/3718 Interview suspects in relatin t pririty and vlume investigatins Level: 4 Credit Value: 6 GLH: 20 Learning Outcmes The learner will: 1. understand the principles f interviewing suspects
More informationSuccess Criteria: Extend your thinking:
Discussin Directr Yur jb is t invlve thers in cnversatin abut the text by getting them t think and talk abut the BIG IDEAS in the chapter/ sectin they have just read. Cmpse 5 questins that yu want t discuss
More informationHSC 106 Personal Health Plan for Learning Activities & Assessment linked to Michigan Teacher Preparation Standards
HSC 106 Persnal Health Plan fr Learning Activities & Assessment linked t Michigan Teacher Preparatin Standards Standard 1 Cmpetency 1.1 Understand basic health cntent as it relates t schl health educatin.
More informationFOUNDATIONS OF DECISION-MAKING...
Table f Cntents FOUNDATIONS OF DECISION-MAKING... Errr! Bkmark nt Describe the decisin-making prcess pp.62-66... Errr! Bkmark nt Explain the three appraches managers can use t make decisins pp.67-70 Errr!
More informationSwindon Joint Strategic Needs Assessment Bulletin
Swindn Jint Strategic Needs Assessment Bulletin Swindn Diabetes 2017 Key Pints: This JSNA gives health facts abut peple with diabetes r peple wh might get diabetes in Swindn. This helps us t plan fr medical
More informationNutrition Care Process Model Tutorials. Nutrition Monitoring & Evaluation: Overview & Definition. By the end of this module, the participant will:
Nutritin Care Prcess Mdel Tutrials Nutritin Care Prcess and Terminlgy Cmmittee Academy f Nutritin and Dietetics Nutritin Care Prcess Terminlgy 2015 Editin Nutritin Mnitring & Evaluatin: Overview & Definitin
More informationWilliam Paterson University College of Science and Health DEPARTMENT OF PUBLIC HEALTH HealthyU Syllabus
William Patersn University Cllege f Science and Health DEPARTMENT OF PUBLIC HEALTH HealthyU Syllabus 1. Title & Number f Curse: PBHL 1100-81 HealthyU (3 Credits) 2. Department f Public Health: Department
More informationEASTERN ARIZONA COLLEGE Criminal Investigation
EASTERN ARIZONA COLLEGE Criminal Investigatin Curse Design 2017-2018 Curse Infrmatin Divisin Scial Sciences Curse Number AJS 103 Title Criminal Investigatin Credits 3 Develped by Kris Matthews Lecture/Lab
More informationof Communication and Interactions with Individuals who have Dementia
Unit 15: Understanding the Rle f Cmmunicatin and Interactins with Individuals wh have Dementia Unit reference number: H/616/7299 Level: 3 Unit type: Optinal Credit value: 3 Guided learning hurs: 26 Unit
More informationGENERAL / VASCULAR SONOGRAPHY OPTION COURSE OUTLINE AURORA ST. LUKE S MEDICAL CENTER SCHOOL OF DIAGNOSTIC MEDICAL SONOGRAPHY COURSE OVERVIEW
AURORA ST. LUKE S MEDICAL CENTER SCHOOL OF DIAGNOSTIC MEDICAL SONOGRAPHY COURSE OVERVIEW The cre curriculum defines several majr mdules f ultrasund educatin. All lectures are crrelated with scan lab demnstratin
More informationFrontier School of Innovation District Wellness Policy
Frntier Schl f Innvatin 6700 Crprate dr. Suite 150 Phne: 816-363-1907 http://www.kcfsi.rg/ Frntier Schl f Innvatin District Wellness Plicy The Bard prmtes healthy schls, by supprting wellness, gd nutritin,
More informationACSQHC National Consensus Statement: Essential Elements for High Quality End-oflife Care in Acute Hospitals.
27 March 2014 Prfessr Debra Picne Chief Executive Officer Australian Cmmissin n Safety and Quality in Health Care c/ Ms Jennifer Hill, Senir Prject Officer Level 5, 255 Elizabeth Street SYDNEY NSW 2000
More informationSeeking and Appraising Evidence
EWMA Educatinal Develpment Prgramme Curriculum Develpment Prject Educatin Mdule: Seeking and Appraising Evidence Latest review: August 2012 Educatin Mdule: Seeking and Appraising Evidence ABOUT THE EWMA
More informationSignature Assignment. Course. ANTH 2346: General Anthropology. Assignment ID (to be assigned) Outcomes/Rubrics to be Assessed by the Assignment
Signature Assignment ANTH 2346: General Anthrplgy Outcmes/Rubrics t be Assessed by the Assignment Cmmunicatin Critical Thinking Empirical and Quantitative Reasning Scial Respnsibility Assignment Descriptin
More informationFull-time or part-time to a minimum of 0.8FTE (30 hours per week) Job Reference: CLS00161
Jb Title: Medical Statistician Grade: 8 Salary: 42,418 t 47,722 per annum Department: Research Design Service (RDS) and Leicester Clinical Trials Unit (LCTU) Cntract: Open ended cntract subject t fixed
More informationPracticum Evaluation Form - Formative Assessment
Practicum Evaluatin Frm - Frmative Assessment Candidate Name: Candidate ID#: Mentr/Principal Name: LEA/District: Cllege/University: Prgram Crdinatr: This frm is t be cmpleted and frmally shared with the
More informationStatement of Work for Linked Data Consulting Services
A. Backgrund Infrmatin Statement f Wrk fr Linked Data Cnsulting Services The Natinal Library f Medicine (NLM), in Bethesda, Maryland, is a part f the Natinal Institutes f Health, US Department f Health
More informationThe principles of evidence-based medicine
The principles f evidence-based medicine By the end f this mdule yu shuld be able t: Describe what evidence based medicine is Knw where t find quality evidenced based medicine n the internet Be able t
More informationState Health Improvement Plan Choosing Priorities, Creating a Plan. DHHS DPH - SHIP Priorities (Sept2016) 1
State Health Imprvement Plan 2017-2021 Chsing Pririties, Creating a Plan DHHS DPH - SHIP Pririties (Sept2016) 1 Creating a Plan: 2017-2021 SHIP Welcme! Wh s here? What is the State Health Imprvement Plan
More informationSTAKEHOLDER IN-DEPTH INTERVIEW GUIDE
STAKEHOLDER IN-DEPTH INTERVIEW GUIDE PURPOSE The Stakehlder In-Depth Interview Guide cntributes t understanding the scale-up prcess by asking key stakehlders t evaluate what has been achieved in scaleup,
More informationPILI Ohana Facilitator s Guide
Previus Versin: September 10, 2007 Updated Versin: Octber 2, 2007 PILI Ohana Facilitatr s Guide Lessn 5: Managing and Reducing Negative Thughts and Emtins. Questin/Tpic Script Reminder/Activity Welcming
More informationNovel methods and approaches for sensing, evaluating, modulating and regulating mood and emotional states.
Nvel methds and appraches fr sensing, evaluating, mdulating and regulating md and emtinal states. 2018 Jy Academic Grant Call fr Prpsals Intrductin The Annual Jy grant initiative aims t prmte and cntribute
More informationITEC Level 3 Diploma in Complementary Therapies. Assignment Guidance Form. Unit 384 Principles and Practice of Complementary Therapies
ITEC Level 3 Diplma in Cmplementary Therapies Assignment Guidance Frm Unit 384 Principles and Practice f Cmplementary Therapies Instructins Identify and explain the rigins and principles f cmplementary
More informationManagement of autism
MANAGEMENT OF AUTISM Autism Develpmental disrder Lifelng disability Spectrum disrder Impairement in three majr areas Language and cmmunicatin Scial skills Flexibility f thinking Sensry issues Autism Sund
More informationManaging the Symptoms of Stroke
Unit 26: Recgnising and Managing the Symptms f Strke Unit reference number: F/616/7312 Level: 2 Unit type: Optinal Credit value: 3 Guided learning hurs: 28 Unit summary A strke can be a life-threatening
More informationThe Interface Between Theory of Mind and Language Impairment
The Interface Between Thery f Mind and Language Impairment By Lauren Lwry Hanen Certified SLP and Clinical Staff Writer When mst f us hear the term thery f mind we usually think abut children with autism
More informationCourse Description PSYC2022_0022: BIOLOGICAL PSYCHOLOGY 2013/14 Instructor: Timothea Toulopoulou, Ph.D.
Curse Descriptin PSYC2022_0022: BIOLOGICAL PSYCHOLOGY 2013/14 Instructr: Timthea Tulpulu, Ph.D. Twer, the Centennial Campus, 6/F 665 Email: timthea@hku.hk Office phne: +852 39178927 Office: The Jckey Club
More informationFOLLOW-UP IN-DEPTH INTERVIEW GUIDELINES
Appendix h STUDY NUMBER: COST OF UNSAFE ABORTION FOLLOW-UP IN-DEPTH INTERVIEW GUIDELINES T be administered abut 2-3 weeks after leaving the health facility 1. IDENTIFICATION 101. Patient identificatin
More informationEDPS 475: Instructional Objectives for Midterm Exam Behaviorism
EDPS 475: Instructinal Objectives fr Midterm Exam Behavirism 1. Given a nvel example t chse frm, identify the characteristics f classical cnditining. General mdel: Stimulus (S) elicits >Respnse (R) Based
More informationCampus Climate Survey
Campus Climate Survey Executive Summary www.ecu.edu/ecyu 2016 A prject spnsred by the Office fr Equity and Diversity Executive Summary Prject Backgrund In FY 2013-2014, the Campus Climate Cmmissin prpsed
More informationLesson Unit content* Activities Resource checklist Links to other units
BTEC First Sprt Unit 1: Fitness fr Sprt and Exercise Scheme f wrk Guided learning hurs (GLH): 30 Number f lessns: 20 Duratin f lessns: 1-2 hurs (as shwn) This scheme f wrk is prvided t help yu make the
More informationCompleting the NPA online Patient Safety Incident Report form: 2016
Cmpleting the NPA nline Patient Safety Incident Reprt frm: 2016 The infrmatin cntained within this dcument is in line with the current Data Prtectin Act (DPA) requirements. This infrmatin may be subject
More informationCHS 283: Evidence-based Health Promotion for Older Adults
CHS 283 Winter 2015: Evidence-based Health Prmtin fr Older Adults Syllabus, page 1 CHS 283: Evidence-based Health Prmtin fr Older Adults Winter 2015 Thursdays 12-3pm Lcatin: CHS 41-235 Instructr: Janet
More information1/16/2019. Self Leadership Self Awareness and Leadership. Leader Traits and self-awareness Role management exercise Leadership Philosophy
Self Leadership Self Awareness and Leadership Finding yur vice (1 st step in Mdel the Way practice) Values in Actin SLPI reprt (January 28 th ) Leader Traits and self-awareness Rle management exercise
More informationTrue Patient & Partner Engagement How is it done? How can I do it?
True Patient & Partner Engagement Hw is it dne? Hw can I d it? GROUP TECHNICAL ASSISTANCE JANUARY 18, 2017 COLORADO FOUNDATION FOR PUBLIC HEALTH AND THE ENVIRONMENT Webinar Objectives 1. Describe patient
More informationThe Academy: Sheffield Psychotherapy and Counselling Education
The Academy: Sheffield Psychtherapy and Cunselling Educatin Curses Applicatin Pack 2014 NB Please send Applicatins t The Academy: SPACE The Cach Huse, 1A Filey Street, Sheffield S10 2FF S.Yrks This pack
More informationDysart Unified School District
Dysart Unified Schl District High Schl Scial Studies U.S. Histry- Pilt First Quarter Practicum Cnstructed Respnse Assessment Fall, 2013 Student Name: Schl: Date: Teacher Name: Scre: pts. 1-2 FFB 3 APR
More informationTest Blueprinting II: Creating a Test Blueprint NBME
Test Blueprinting II: Creating a Test Blueprint NBME Natinal Bard f Medical Examiners 3750 Market Street Philadelphia, PA 19104 Test Blueprinting II: Creating a Test Blueprint Cpyright 2019 Natinal Bard
More informationPsychological aspects of breast cancer. Dr Caroline Dancyger & Dr Esther Hansen
Psychlgical aspects f breast cancer Dr Carline Dancyger & Dr Esther Hansen Cmmn acrss all cancers Adjustment as the nrm Diagnsis End f active treatment r Discharge Palliative Care Recurrence distress t
More informationCatherine Worthingham Fellows of APTA Instructions for Writing a Letter of Support
Catherine Wrthingham Fellws f APTA Instructins fr Writing a Letter f Supprt Fllwing is infrmatin designed t assist persns asked t write a letter f supprt fr a nminee fr the American Physical Therapy Assciatin
More informationduring Last Days of Life
Unit 36: Supprting Individuals during Last Days f Life Unit reference number: F/616/7374 Level: 3 Unit type: Optinal Credit value: 4 Guided learning hurs: 32 Unit summary Prmting respnsive care in the
More informationPain Management Learning Plan
Pain Management Learning Plan Overriding Gal T imprve the quality f patient care available fr patients living with chrnic pain. Learning Outcmes By the end f the implementatin, participants will be able
More informationAnnual Assembly Abstract Review Process
Annual Assembly Abstract Review Prcess AAHPM and HPNA cllabrate t review and select abstracts fr Annual Assembly. The cmmittees meet prir t the calls t review and update the Assembly bjectives (Planning
More informationHumanities and Social Sciences Division. o Work Experience, General. o Open Entry/Exit. Distance (Hybrid Online) for online supported courses
SECTION A - Curse Infrmatin 1. Curse ID: 2. Curse Title: 3. Divisin: 4. Department: 5. Subject: 6. Shrt Curse Title: 7. Effective Term:: SIGN 108 Fingerspelling Humanities and Scial Sciences Divisin Sign
More informationPROCEDURAL SAFEGUARDS NOTICE PARENTAL RIGHTS FOR PRIVATE SCHOOL SPECIAL EDUCATION STUDENTS
PROCEDURAL SAFEGUARDS NOTICE PARENTAL RIGHTS FOR PRIVATE SCHOOL SPECIAL EDUCATION STUDENTS INTRODUCTION This ntice prvides an verview f the parental special educatin rights, smetimes called prcedural safeguards
More informationo Work Experience, General o Open Entry/Exit Distance (Hybrid Online) for online supported courses
SECTION A - Curse Infrmatin 1. Curse ID: 2. Curse Title: 3. Divisin: 4. Department: THTR 16 Theatrical Make-Up Arts Divisin Theater Department 5. Subject: 6. Shrt Curse Title: 7. Effective Term:: Theatrical
More informationOntario Dress Purple Day: Lesson 3
Ontari Dress Purple Day: Lessn 3 Lessn 3: Well-being in the Cmmunity Lessn Intrductin Well-being is that psitive sense f self, spirit, and belnging that we feel when ur physical, emtinal, scial, and cgnitive
More informationDementia Cal MediConnect Project DEMENTIA CARE MANAGER TRAINING FACILITATOR GUIDE
Dementia Cal MediCnnect Prject DEMENTIA CARE MANAGER TRAINING FACILITATOR GUIDE This prject is supprted, in part by grant numbers 90DS2002-01-00 and 90DS2017-01-00, frm the Administratin n Aging, U.S.
More informationBritish Sign Language (BSL) Plan October 2018 Scottish Charity Regulator
British Sign Language (BSL) Plan 2018-2024 Octber 2018 Scttish Charity Regulatr Cntents Sectin 1: Intrductin and cntext 1.1 Intrductin 1.2 Our wrk and what we d Sectin 2: Our BSL Plan 2.1 Scttish Public
More informationSession78-P.doc College Adjustment And Sense Of Belonging Of First-Year Students: A Comparison Of Learning Community And Traditional Students
Sessin78-P.dc Cllege Adjustment And Sense Of Belnging Of First-Year Students: A Cmparisn Of Learning Cmmunity And Traditinal Students Jennifer Ann Mrrw, Ph.D. Assistant Prfessr Old Dminin University Department
More informationEASTERN ARIZONA COLLEGE Study of Substance Abuse
EASTERN ARIZONA COLLEGE Study f Substance Abuse Curse Design 2011-2012 Curse Infrmatin Divisin Scial Sciences Curse Number SSE 121 Title Study f Substance Abuse Credits 3 Develped by B. Stephen Cullen,
More informationARLA FOOD FOR HEALTH 4 th ANNUAL CALL FOR EXPRESSIONS OF INTEREST
ARLA FOOD FOR HEALTH 4 th ANNUAL CALL FOR EXPRESSIONS OF INTEREST 7 th July 2017 Cntent 1 Intrductin 2 Tpics fr EOI in the 4 th call 3 The applicatin prcess and imprtant dates 4 Guideline fr EOIs Deadline
More information1/19/2018. Writing Proficiency: Memos Self Leadership Self Awareness and Leadership
Writing Prficiency: Mems Self Leadership Self Awareness and Leadership Yur Persnal Best Leadership Experience Values in Actin SLPI reprt (next week) Leader Traits and self-awareness Rle management exercise
More informationWelcome! You will also learn about Deaf culture and Deaf history. What will we study?
American Sign Language IA ASL IA Where d I find Welcme! Everyday cmmunicatin is the centerpiece f every lessn Tpics evlve arund sharing infrmatin abut ur envirnment and urselves Grammar is intrduced in
More informationPhysical Fitness for the Physically Limited. o Work Experience, General. o Open Entry/Exit. Distance (Hybrid Online) for online supported courses
SECTION A - Curse Infrmatin 1. Curse ID: 2. Curse Title: 3. Divisin: 4. Department: 5. Subject: 6. Shrt Curse Title: 7. Effective Term:: KINL 2 Physical Fitness fr the Physically Limited Kinesilgy & Athletics
More informationIndividual Assessments for Couples Treatment with HFCA
Individual Assessments fr Cuples Treatment with HFCA Jennifer S. Ripley, Ph.D. Many appraches t cuples therapy include an individual assessment whenever a cuple cmes fr treatment. Therapists shuld be aware
More informationICT4LIFE. Final Conference. ICT4Life field work - tailored solutions in diverse regional context Ariane Girault, E-Seniors Association
ICT4LIFE Final Cnference ICT4Life field wrk - tailred slutins in diverse reginal cntext Ariane Girault, E-Senirs Assciatin 10/22/2018 1 Why a field wrk with users in a research prject? The bjectives f
More informationSession 5: Is FOOD fair?
Sessin 5: Is FOOD fair? Age range: 7-11 years Outline Learners will play a simulatin game Can yu beat the system?, t develp their understanding f the glbal fd system and its winners and lsers. They will
More informationCode of employment practice on infant feeding
Cde f emplyment practice n infant feeding An Emplyer s guide t: Sectin 69Y f the Emplyment Relatins Act 2000 Frewrd As Minister f Labur, I am pleased t publish the Cde f Emplyment Practice n Infant Feeding.
More informationPosition Title Diabetes Educator Program / Funding Stream Primary Health Care
P O S I T I O N P R O F I L E POSITION TITLE: Diabetes Educatr Psitin Title Diabetes Educatr Prgram / Funding Stream Primary Health Care Psitin Classificatin RAHP Leve 4 - Level 5 r NUR Level 3 - Level
More informationGUIDANCE DOCUMENT FOR ENROLLING SUBJECTS WHO DO NOT SPEAK ENGLISH
GUIDANCE DOCUMENT FOR ENROLLING SUBJECTS WHO DO NOT SPEAK ENGLISH Aurra Health Care s Research Subject Prtectin Prgram (RSPP) This guidance dcument will utline the prper prcedures fr btaining and dcumenting
More informationJob Satisfaction. Job Satisfaction. Financial rewards, benefits, flexible work hours and stress among lest cited reasons
Jb Satisfactin Zapps - Las Vegas-based e-cmmerce site specializing in shes, apparel and electrnics - CEO hsts pajama parties and excessively blgs abut varius subjects - During caching sessins emplyees
More informationVaccine Impact Modelling Consortium
Vaccine Impact Mdelling Cnsrtium Annual meeting 2017 - Summary meeting reprt Windsr, UK February 28 March 2, 2017 Objectives f the Vaccine Impact Mdelling Cnsrtium The Vaccine Impact Mdelling Cnsrtium
More informationHow to become an AME Online
Hw t becme an AME Online 1. Check that yu meet the minimum technical requirements in rder t use the AME Online system: Operating System: Windws Vista (Service Pack 2) Windws 7 Windws 8, 8.1 Windws 10 Please
More informationHOSA 105 EMERGENCY PREPAREDNESS
HOSA 105 EMERGENCY PREPAREDNESS MODULE 2: MEDICAL RESERVE CORPS (MRC) PURPOSE The Medical Reserve Crps (MRC) is an imprtant part f the Citizen Crps. The prgram reprts directly t Surgen General f the U.S.
More information2018 Medical Association Poster Symposium Guidelines
2018 Medical Assciatin Pster Sympsium Guidelines Overview The 3 rd Annual student-run Medical Assciatin f the State f Alabama Research Sympsium will take place n Friday and Saturday, April 13-14 at the
More informationENGLISH LANGUAGE ARTS CURRICULUM MAP GRADE 10 (Suggested timeline for introducing standards some overlap all four quarters)
(Suggested timeline fr intrducing standards sme verlap all fur quarters) Cmmn Cre Cmprehensin Self-mnitring and selfcrrectin Cmprehensin strategies 1.1.2 Lrd f the Flies Self-mnitring and selfcrrectin
More informationSelf-Awareness Exercise:
Self-Awareness Exercise: Spend 5 minutes t write dwn answers t the fllwing questins: 1. What were the rules and ways f cmmunicating within my family? Hw has this affected the way I see the wrld? 2. What
More informationPractice in the Support of Individuals with Autistic Spectrum Conditions
Unit 46: Prmting Gd Practice in the Supprt f Individuals with Autistic Spectrum Cnditins Unit reference number: K/616/7420 Level: 5 Unit type: Optinal Credit value: 7 Guided learning hurs: 53 Unit summary
More informationAdvance Care Planning Collaboration 101
Advance Care Planning Cllabratin 101 Stephanie VanSlyke, RN ACP Facilitatr Ethics Cnsultant Michigan Hme Care & Hspice Assciatin Overview Defining the prcess f Advance Care Planning (ACP) Why is ACP imprtant?
More informationNIA Magellan 1 Spine Care Program Interventional Pain Management Frequently Asked Questions (FAQs) For Medicare Advantage HMO and PPO
NIA Magellan 1 Spine Care Prgram Interventinal Pain Management Frequently Asked Questins (FAQs) Fr Medicare Advantage HMO and PPO Questin GENERAL Why is Flrida Blue implementing a Spine Management prgram
More informationIntroduction to Exercise Physiology HKIN 206 Human Kinetics Program. Course Outline
Intrductin t Exercise Physilgy HKIN 206 Human Kinetics Prgram Curse Outline COURSE IMPLEMENTATION DATE: Pre 1998 OUTLINE EFFECTIVE DATE: September 2009 COURSE OUTLINE REVIEW DATE: August 2014 GENERAL COURSE
More informationIntroduction Teaching Interpretation
Intrductin Teaching Interpretatin AUTHOR: Kyle Vanderwall Grandville High Schl, Grandville, MI Intrductin The AP U.S. Histry Curriculum Framewrk defines interpretatin in the fllwing way: Interpretatin
More informationService Change Process. Gateway 1 High-level Proposition. Innovation project name: Patient Self-Monitoring/Management of Warfarin
Service Change Prcess Gateway 1 High-level Prpsitin Innvatin prject name: Patient Self-Mnitring/Management f Warfarin NHS Bury Please describe the service change being prpsed. Please describe what service(s)
More informationEXECUTIVE SUMMARY INNOVATION IS THE KEY TO CHANGING THE PARADIGM FOR THE TREATMENT OF PAIN AND ADDICTION TO CREATE AN AMERICA FREE OF OPIOID ADDICTION
EXECUTIVE SUMMARY INNOVATION IS THE KEY TO CHANGING THE PARADIGM FOR THE TREATMENT OF PAIN AND ADDICTION TO CREATE AN AMERICA FREE OF OPIOID ADDICTION The Bitechnlgy Innvatin Organizatin (BIO) and ur member
More informationMGPR Training Courses Guide
MGPR Training Curses Guide fiscal cde 92107050921 1. Descriptin The training prgram supprted by MGPR is prpsed by a grup f excellent mentrs/educatrs, accmplished in Pesticides Management and Analysis,
More informationCastilion Primary School. Spiritual Moral Social and Cultural Education Policy
Spiritual Mral Scial and Cultural Educatin Plicy Intrductin recgnises that the persnal develpment f pupils, spiritually, mrally, scially and culturally, plays a significant part in their ability t learn
More informationWorld Confederation for Physical Therapy Congress , May Singapore
Wrld Cnfederatin fr Physical Therapy Cngress 2015 1-4, May Singapre Call fr applicatins fr Chair f the Internatinal Scientific Cmmittee The Executive Cmmittee f WCPT invites applicatins and suggestins
More informationCandida March, Ines Smyth, and Maitrayee Mukhopadhyay, 1999, A Guide to Gender-Analysis Frameworks, London: Oxfam Publishing.
GENDER ANALYSIS FRAMEWORKS There are many mdels and framewrks. N single framewrk prvides an apprpriate way t address all develpment issues Each mdel reflects a set f assumptins abut what gender means and
More informationMemory Screening Site s PROGRAM HANDBOOK
Memry Screening Site s PROGRAM HANDBOOK 866-232-8484 www.alzfdn.rg/memry-screening/ Table f Cntents Page 3 Page 5 Page 6 Page 7 Page 8 Page 10 Page 12 Page 13 All Abut the Natinal Memry Screening Prgram
More informationBreast Cancer Awareness Month 2018 Key Messages (as of June 6, 2018)
Breast Cancer Awareness Mnth 2018 Key Messages (as f June 6, 2018) In this dcument there are tw sectins f messages in supprt f Cancer Care Ontari s Breast Cancer Awareness Mnth 2018: 1. Campaign key messages
More informationReliability and Validity Plan 2017
Reliability and Validity Plan 2017 Frm CAEP The principles fr measures used in the CAEP accreditatin prcess include: (a) validity and reliability, (b) relevance, (c) verifiability, (d) representativeness,
More informationCONSENT FOR KYBELLA INJECTABLE FAT REDUCTION
CONSENT FOR KYBELLA INJECTABLE FAT REDUCTION INSTRUCTIONS This is an infrmed cnsent dcument which has been prepared t help yur Dctr infrm yu cncerning fat reductin with an injectable medicatin, its risks,
More informationInternational Integrative Psychotherapy Association IIPA-
Internatinal Integrative Psychtherapy Assciatin IIPA- www.integrativeassciatin.cm TRAINING STANDARDS FOR CERTIFIED INTERNATIONAL INTEGRATIVE PSYCHOTHERAPY TRAINER AND SUPERVISOR (CIIPTS) AND CERTIFIED
More informationGSB of EDA Meeting Minutes
Hell Everyne! We held a General Service Bard meeting n 04/10/2013. Attendees: Alita, British Clumbia, CAN Annette H, Phenix, AZ Fran, IL Rachel F, Tempe, AZ Rger, MA Vanessa S, Lngwd, FL Ntes: Rger asked
More information