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Filter by:The occurrence of pressure injuries mainly comes from disabled patients who are bedridden for a long time. According to a report from the Ministry of Health and Welfare, about one-tenth of chronic patients need to be bedridden for a long time, and pressure injuries account for the most in the comorbidities of bedridden for a long time. The main cause of pressure injury is the natural aging of the patient's body and long-term bed rest so that it is difficult to detect physical stress and cannot change the posture within an effective time to reduce the pressure, which is prone to pressure injury. The prevalence rates of stress injuries in various countries are 13-23% in the Netherlands, 10-15% in the United States, and 8-23% in Europe. In addition, studies have also shown that the prevalence of stress injuries in the elderly in the UK is 0.31-0.70%. The incidence rate is 0.18-3.36% and these two indicators are increasing year by year; in Taiwan, related surveys show that the prevalence rate of pressure injury in hospitalized patients is 7.53%, and the incidence rate of pressure injury in bedridden patients is 36.8%. According to a National Pressure Ulcer Advisory Panel (NPUAP) survey, the prevalence rate of stress injuries in acute wards ranges from 0.1% to 17%, and the incidence rate is 0.4% to 38%. The prevalence of intensive care units The prevalence rate is higher than 41%, the incidence rate is higher than 33%, the prevalence rate of long-term care is 2.3% -28%, the prevalence rate is 2.2%-23.9%, the prevalence rate of nursing homes is 0% -29%, and the prevalence rate is 0%- 17%. In addition, NPUAP estimates in 1989 show that the average medical cost for each stress injury case ranges from 2,000 to 30,000 US dollars, while the medical cost for each stress injury patient in Taiwan is about NT 7,000 to 80,000. If the knowledge of stress injury prevention can be improved, the number of outpatient visits will be reduced, and the occurrence of stress injury will also be reduced. In summary, under the trend of aging development, stress injury management and care are important issues of medical quality.
The use of test-enhanced learning with causal connection and in preparation for future learning has been used in health educational setting with positive results. However, most studies were performed in a controlled lab scenario and not in the "real world" of medicine classes, decreasing the external applicability of such experiments. Therefore, the aim of present study is to evaluate if a session of test-enhanced learning at the beginning of endocrinology course, using basic-clinical sciences connections of key concepts, would prepare for future learning of endocrinology on a theory-practical 4-week endocrinology course. Methods Study design, participants and description of undergraduate endocrinology course This is a prospective, single center, non-blinded, RCT. Participants are students of medicine from Universidade Federal do Rio Grande do Sul (UFRGS), Brazil, in their third year of Medical School, recruited at the beginning of endocrinology undergraduate clinical placement. This clinical trial follows the Consolidated Standards of Reporting Trials (CONSORT) statement, which includes the completing the CONSORT checklist. Sample size Based in a previous study, to find a difference in the percentage of correct answers in a cognitive test to evaluate retention of 12%, considering a SD of 26%, alpha error of 5%, beta error of 20%, and repeated assessments (baseline, 3 weeks and 6 months), 35 students will be necessary in each group. To account for possible losses of follow-up, 84 students will be included. Study intervention All students will receive, in advance, a text with basic sciences information relevant to the learning of Endocrinology (supplementary material), with instructions to study the text before intervention day. Students will be randomized to one of the interventions: TEL with questions about diabetes and adrenal (Block A, 6 questions) or thyroid and hypophysis (Block B, 6 questions). Important endocrinology concepts, such as fuel metabolism and circadian rhythm will be included in Block A, and feedback loops and hormone synthesis in Block B. Specific hormone functions will be part of both TEL Blocks. Assessments At the same day of intervention, students will answer all questions 12 of the TEL session (questions from blocks A and B) with best answer multiple choice questions (immediate retention test). After 3 weeks and 6 months, the transfer of knowledge will be assessed with a 24 multiple choice questions test, based in clinical cases.
The investigators evaluated the satisfaction of these patients with the health service and their self-care. The study included patients diagnosed with DM, respecting the established inclusion and exclusion criteria. Participants were randomized into the control group and the intervention group.
The patients who have undergone thoracotomy operation will include in the study. All patients have chest physiotherapy in the intensive care unit. Patients will be randomized and divided into two groups. One group will be given an exercise form with details and photographs of the exercises. No documents will be given to the other group. The program includes breathing exercises, incentive spirometry study, coughing and graded ambulation. After 1 intensive care session, patients are admitted to the service rooms due to routine procedures. The patients will be served in the afternoon and will be questioned whether they are performing their exercises or not.
Cardiac Device implantation includes implantation of pacemakers, implantable defibrillators and Cardiac resynchronisation Therapy (CRT) devices. These are well-established treatments for selected with heart rhythm abnormalities and heart failure. In the past, trainee doctors had the opportunity to perform many procedures and learn on the patient. This is no longer the case due to a change in training schedules and working times as well as patient safety mandates. Progression based training with the use of simulators has been proven to be effective in training and in order to use this methodology, the procedure needs to be well defined. Despite its worldwide adoption, a standardized procedure has never been defined in detail and agreed upon and the cardiac device implant technique varies with the operator. The purpose of the research is to establish the metrics (operational definitions) necessary to characterize a reference Cardiac Device implant procedure.
A randomized controlled Trial to evaluate the internet based CME for wet cupping providers in Saudi Arabia
Nurse anaesthetist student is a registered nurse who spends 1- year training in anaesthesia, has to work laboriously to cope with all assigned activities day and night. Time management, therefore, becomes a practical tool for nurse student to reach her goal. However, many factors act as barriers to nurse students' attaining and maintaining a high grade point average (GPA). Investigators would like to determine the effect of skills in time management on GPA amongst faculty nursing students.