Examining Evidence Based Practice For Patients With Chest...

The important arguments for the need to implement evidence-based practice (EBP) are that it leads to the highest quality of care and the best patient outcome (Melnyk Fineout-Overholt, 2011). It is the standard of practice for nurses to be able to use research skills for evidence-based knowledge that are relevant to their clinical practice. The purpose of this paper is to outline and compare the selected articles on how the study findings related to patients with chest pain, to determine the validity and reliability of the selected articles, and to formulate a plan for implementing the newly acquired knowledge into clinical practice. Selected Articles to the Phenomenon of Interest Chest pain is a common complaint in all health care setting. The cause can be from mild self-limiting musculoskeletal disorder to life-threatening condition like acute coronary syndrome (ACS). Approximately 24.5 to 49.8% of patients with chest pain have chest wall syndrome, and only 1.5 to 3.6% of patients have ACS that need immediate interventions (Haasenritter et al., 2015). Therefore, the selected meta-analysis articles will be focus on the most common cause of chest pain the musculoskeletal pain, (Croft, Peat, van-der-Windt, 2010), and the most serious cause of chest pain, the ACS (Abbas, 2015). Brief summaries of the selected quantitative and qualitative articles appear in the Appendix. The cause of pain can be puzzling and is not always related to specific pathology (Croft et al.,Show MoreRelatedEpidemiology : A Painful And Debilitating Condition1628 Words   |  7 PagesClipsham, Rees and Carr, 2008: Levine, Kashyap, Bak, A hmad, Blaine, and Bigliani, 2007) and the risk of recurrence on the contralateral side within 5 years of the first occurrence is 6%–17%, recurrence in the same shoulder is rare. All literature examining â€Å"frozen shoulder personality† is inconclusive. (Debeer, Franssens, and Roosen, 2014). Associated Comorbidities As the specific underlying cause/s of AC, is not definitely known, numerous associated comorbidities have been identified as being resentRead MoreThe Importance Of Quality Care For Nursing Practice1789 Words   |  8 Pagescomponents. The essential purpose of this concept analysis is to clarify â€Å"quality care† by examining the ways it is implemented into healthcare and to express its significance to nursing. The Significance of Quality Care to Nursing Practice Using the concept analysis method by Walker and Avant, the author will expand on the underlying meaning of quality care by explaining what it means to healthcare providers and patients and by clarifying the characteristics of the concept. Nurses work to ensure qualityRead MoreSomeone Call Me A Doctor / Osteopath Essay7139 Words   |  29 Pagesstart in the ducts, which carry milk to the nipple during breastfeeding, while others start in the lobules, which produce breast milk. In the early stages of breast cancer, there is usually no pain and very few symptoms, meaning it is harder to detect and locate in the early stages. As the cancer grows, the patient can experience symptoms such as: a lump or thickening of the breast, a newly inverted or retracted nipple, a change in the skin around the breast, a change in the shape of the overall breastRead MorePromoting The 6Cs Of Nursing In Patient Assessment5575 Words   |  33 PagesPage 60 Patient assessment multiple choice questionnaire CONTINUING PROFESSIONAL DEVELOPMENT ï€ ´ Page 61 Read Rose Gallacher’s practice profile on depression ï€ ´ Page 62 Guidelines on how to write a practice profile Promoting the 6Cs of nursing in patient assessment NS750 Clarke C (2014) Promoting the 6Cs of nursing in patient assessment. Nursing Standard. 28, 44, 52-59. Date of submission: March 10 2014; date of acceptance: April 17 2014. 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Research has indicated that post-operative patients on medical surgical units have a 13-31%Read MoreWhat Aspects Of The Dying Process Motivate Terminally Ill Individuals2373 Words   |  10 Pagesperceived intensive and uncaring communication of a terminal diagnosis; experiencing unbearable physical pain; unacknowledged feelings regarding undergoing chemotherapy or radiation treatment or other of equipment for dying process; and dying in a distressing environment. Respondents discussed physical and psycho social suffering that occurred at these events, and the end-of-life care practices that reduced their suffering. Conclusion: awareness of events common to the dying process, the potentialRead MoreMyocardial Infaraction6192 Words   |  25 Pagessyndrome, impaired aldosterone escape leads to renal sodium retention and edema formation. There is now considerable evidence for the nongenomic effects of aldosterone in several important diseases. Thus, low dosages of mineralocorticoid antagonists, with little or no effect on urinary sodium excretion, have been shown to afford a beneficial effect on morbidity and mortality in patients with advanced cardiac failure and after acute myocardial infarction. Three-drug-resistant hypertension has also beenRead MoreSymptoms And Symptoms Of Pneumonia3828 Words   |  16 PagesMississippi River Valleys.3 Cryptococcus is found in soil contaminated with bird droppings around the United States.3 Fortunately, most people exposed to these fungi do not become sick with pneumonia.3 Pneumonia can further be classified according to patient contact with the healthcare s ystem. Community-acquired pneumonia, commonly called CAP, is an alveolar infection that develops in the outpatient setting or within 48 hours of admission to a hospital.4 CAP is associated with high mortality

Self Assessment Of Group Communication - 1848 Words

Self-Assessment of Group Communication 1.) Throughout my nineteen years of life, I have been a member of many small groups. The majority of these groups have been from either sports teams or school projects, and consisted of less than fifteen or twenty members. When I was in high school, I was a member of the baseball, basketball, cross country, and tennis teams. In addition to those small groups, I also volunteered at a local food pantry and had a part time landscaping job with a small company. Now, I am a sophomore in college, and I am still in several small groups. I am on a basketball, football, and softball intramural teams. I am a member of the football tailgate committee for my fraternity, and I also volunteer with others at†¦show more content†¦The second norm was that men would typically be the ones that handled meats in the grocery assembly line. No one ever stated that these jobs had to be done by men, it just naturally happened. Another group that I will write more about is the small group for my Int ro to Literature presentation. This group’s purpose is to give a fifteen minute presentation on a short story by Edgar Allen Poe. There are four people in the group, so it is very important that each member contributes equally. So far, we have only met a few times, but we have established two rules. These rules are: group members must always arrive at the library at the specified time, and group members must always come with three new ideas to each meeting. I have only noticed a couple of norms so far. The first norm is that group members typically limit cell phone use to minimize distractions. The other norm is that group members are always respectful of others’ ideas. Of course we have had slight disagreements about our presentation, but so far, everyone has been very open-minded to new suggestions. 2.) When I first began to volunteer at the food pantry, things did not run smoothly whatsoever, and there was no cohesion or synergy amongst the group. This was partly due to a lack of policy implementation by the food pantry director. The first couple of weeks I was there, each volunteer was in charge of bagging groceries for entire families as they arrived. In other words, there was noShow MoreRelatedImproving Students With Severe Disabilities1271 Words   |  6 Pageslimited verbal and written communication skills. Second, general educators or parents may perceive students with disabilities as inappropriate learning partners for typical students. Finally, students may resist group work based on a variety of prior experiences. In the area of mathematics, students may not be able to complete labs independently or have trouble with verbal communication may fall behind during group work. 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Why Tough Teachers Get Good Results Free Essays

string(182) " five ears observing 31 of the most highly effective teachers \(measured by student test scores\) in the worst schools of Los Angeles, in neighborhoods like South Central and Watts\." I had a teacher once who called his students â€Å"idiots† when they screwed up. He was our orchestra conductor, a fierce Ukrainian immigrant named Jerry Kupchynsky, and when someone played out of tune, he would stop the entire group to yell, â€Å"Who eez deaf in first violins!? † He made us rehearse until our fingers almost bled. He corrected our wayward hands and arms by poking at us with a pencil. We will write a custom essay sample on Why Tough Teachers Get Good Results or any similar topic only for you Order Now Today, he’d be fired. But when he died a few years ago, he was celebrated: Forty years’ worth of ormer students and colleagues flew back to my New Jersey hometown from every corner of the country, old instruments in tow, to play a concert in his memory. I was among them, toting my long-neglected viola. When the curtain rose on our concert that day, we had formed a symphony orchestra the size of the New York Philharmonic. I was stunned by the outpouring for the gruff old teacher we knew as Mr. K. But I was equally struck by the success of his former students. Some were musicians, but most had distinguished themselves in other fields, like law, academia and medicine. Research tells us that there is a positive correlation between music education and academic achievement. But that alone didn’t explain the belated surge of gratitude for a teacher who basically tortured us through adolescence. We’re in the midst of a national wave of self-recrimination over the U. S. education system. Every day there is hand-wringing over our students falling behind the rest of the world. Fifteen-year-olds in the U. S. rail students in 12 other nations in science and 17 in math, bested by their counterparts not Just in Asia but in Finland, Estonia and the Netherlands, too. An entire industry of books and consultants has grown up that capitalizes on our collective fear that American education is inadequate and asks what American educators are doing wrong. I would ask a different question. What did Mr. K do right? What can we learn from a teacher w hose methods fly in the face of everything we think we know about education today, but who was undeniably effective? As it turns out, quite a lot. Comparing Mr. K’s methods with the latest findings in fields from music to math to medicine leads to a single, startling conclusion: It’s time to revive old-fashioned education. Not Just traditional but old-fashioned in the sense that so many of us knew as kids, with strict discipline and unyielding demands. complain if a teacher called my kids names. But the latest evidence backs up my modest proposal. Studies have now shown, among other things, the benefits of moderate childhood stress; how praise kills kids’ self-esteem; and why grit is a better predictor of success than SAT scores. All of which flies in the face of the kinder, gentler philosophy that has dominated American education over the past few decades. The conventional wisdom holds that teachers are supposed to tease nowledge out of students, rather than pound it into their heads. Projects and collaborative learning are applauded; traditional methods like lecturing and memorization†derided as â€Å"drill and kill†Ã¢â‚¬ are frowned upon, dismissed as a surefire way to suck young minds dry of creativity and motivation. But the conventional wisdom is wrong. And the following eight principles†a manifesto if you will, a battle cry inspired by my old teacher and buttressed by new research†explain why. 1. A little pain is good for you. Psychologist K. Anders Ericsson gained fame for his research showing that true xpertise requires about 10,000 hours of practice, a notion popularized by Malcolm Gladwell in his book â€Å"Outliers. † But an often-overlooked finding from the same study is equally important: True expertise requires teachers who give â€Å"constructive, even painful, feedback,† as Dr. Ericsson put it in a 2007 Harvard Business Review article. He assessed research on top performers in fields ranging from violin performance to surgery to computer programming to chess. And he found that all of them â€Å"deliberately picked unsentimental coaches who would challenge them and drive them to higher levels of performance. † 2. Drill, baby, drill. Rote learning, long discredited, is now recognized as one reason that children whose families come from India (where memorization is still prized) are creaming their peers in the National Spelling Bee Championship. This cultural difference also helps to explain why students in China (and Chinese families in the U. S. ) are better at math. Meanwhile, American students struggle with complex math problems because, as research makes abundantly clear, they lack fluency in basic addition and subtraction†and few of them were made to memorize their times tables. William Klemm of Texas A;M University argues that the U. S. needs to reverse the bias gainst memorization. Even the U. S. Department of Education raised alarm bells, chastising American schools in a 2008 report that bemoaned the lack of math fluency (a notion it mentioned no fewer than 17 times). It concluded that schools need to embrace the dreaded â€Å"drill and practice. † 3. Failure is an option. Kids who understand that failure is a necessary aspect of learning actually perform better. In a 2012 study, 111 French sixth-graders were given anagram problems that were too difficult for them to solve. One group was then told that failure and trying again are part of the learning process. On subsequent tests, those children onsistently outperformed their peers. The fear, of course is that failure will Bowling Green State University graduate student followed 31 Ohio band students who were required to audition for placement and found that even students who placed lowest â€Å"did not decrease in their motivation and self-esteem in the long term. † The study concluded that educators need â€Å"not be as concerned about the negative effects† of picking winners and losers. 4. Strict is better than nice. What makes a teacher successful? To find out, starting in 2005 a team of researchers led by Claremont Graduate University education professor Mary Poplin spent five ears observing 31 of the most highly effective teachers (measured by student test scores) in the worst schools of Los Angeles, in neighborhoods like South Central and Watts. You read "Why Tough Teachers Get Good Results" in category "Papers" Their No. 1 finding: â€Å"They were strict,† she says. â€Å"None of us expected that. † The researchers had assumed that the most effective teachers would lead students to knowledge through collaborative learning and discussion. Instead, they found disciplinarians who relied on traditional methods of explicit instruction, like lectures. The core belief of these teachers was, ‘Every student in my room is underperforming ased on their potential, and it’s my Job to do something about it†and I can do something about it,'† says Prof. Poplin. She reported her findings in a lengthy a cademic paper. But she says that a fourth-grader summarized her conclusions much more succinctly this way: â€Å"When I was in first grade and second grade and third grade, when I cried my teachers coddled me. When I got to Mrs. T’s room, she told me to suck it up and get to work. I think she’s right. I need to work harder. 5. Creativity can be learned. The rap on traditional education is that it kills children’s’ creativity. But Temple University psychology professor Robert W. Weisberg’s research suggests Just the opposite. Prof. Weisberg has studied creative geniuses including Thomas Edison, Frank Lloyd Wright and Picasso†and has concluded that there is no such thing as a born genius. Most creative giants work ferociously hard and, through a series of incremental steps, achieve things that appear (to the outside world) like epiphanies and breakthroughs. Prof. Weisberg analyzed Picasso’s 1937 masterpiece Guernica, for instance, which was painted after the Spanish city was bombed by the Germans. The painting is considered a fresh and original concept, but Prof. Weisberg found instead hat it was closely related to several of Picasso’s earlier works and drew upon his study of paintings by Goya and then-prevalent Communist Party imagery. The bottom line, Prof. Weisberg told me, is that creativity goes back in many ways to the basics. â€Å"You have to immerse yourself in a discipline before you create in that discipline. It is built on a foundation of learning the discipline, which is what your music teacher was requiring of you. † 6. Grit trumps talent. In recent years, University of Pennsylvania psychology professor Angela Duckworth has studied spelling bee champs, IVO’ League undergrads and cadets at the U. S. Military Academy in West Point, N. Y. †all together, over 2,800 subjects. In all of them, she found that grit†defined as passion and perseverance for long-term goals†is the correlated with talent. Close Arthur Montzka Tough on the podium, Mr. Kwas always appreciative when he sat in the audience. Above, applauding his students in the mid-1970s. Prof. Duckworth, who started her career as a public school math teacher and Just won a 2013 MacArthur â€Å"genius grant,† developed a â€Å"Grit Scale† that asks people to rate themselves on a dozen statements, like â€Å"l finish whatever I begin† and â€Å"l become interested in new pursuits very few months. † When she applied the scale to incoming West Point cadets, she found that those who scored higher were less likely to drop out of the school’s notoriously brutal summer boot camp known as â€Å"Beast Barracks. West Point’s own measure†an index that includes SAT scores, class rank, leadership and physical aptitude†wasn’t able to predict retention. Prof. Duckworth believes that grit can be taught. One surprisingly simple factor, she says, is optimism†the belief among both teachers and students that they have the ability to change and thus to improve. In a 009 stu dy of newly minted teachers, she rated each for optimism (as measured by a questionnaire) before the school year began. At the end of the year, the students whose teachers were optimists had made greater academic gains. 7. Praise makes you weak†¦ My old teacher Mr. K seldom praised us. His highest compliment was â€Å"not bad. † It turns out he was onto something. Stanford psychology professor Carol Dweck has found that 10-year-olds praised for being â€Å"smart† became less confident. But kids told that they were â€Å"hard workers† became more confident and better performers. The whole point of intelligence praise is to boost confidence and motivation, but both were gone in a flash,† wrote Prof. Dweck in a 2007 article in the Journal Educational Leadership. â€Å"If success meant they were smart, then struggling meant they were not. 8†¦. while stress makes you strong. A 2011 University at Buffalo study found that a moderate amount of stress in childhood promotes resilience. Psychology professor Mark D. Seery gave healthy undergraduates a stress assessment based on their exposure to 37 different kinds of significant negative events, such as death or illness of a f amily member. Then he plunged their hands into ice water. The students who had experienced a moderate number of stressful events actually felt less pain than those who had experienced no stress at all. Having this history of dealing with these negative things leads people to be more likely to have a propensity for general resilience,† Prof. Seery told me. â€Å"They are better equipped to deal with even mundane, everyday stressors. † Prof. Seery’s findings build on research by University of Nebraska psychologist Richard Dienstbier, who pioneered the concept of â€Å"toughness†Ã¢â‚¬ the idea that dealing with even routine hings, like having a hardass kind of teacher,† Prof. Seery says. My tough old teacher Mr. K could have written the book on any one of these principles. Admittedly, individually, these are forbidding precepts: cold, unyielding, and kind of scary. But collectively, they convey something very different: confidence. At their core is the belief, the faith really, in students’ ability to do better. There is something to be said about a teacher who is demanding and tough not because he thinks students will never learn but because he is so absolutely certain that they will. Decades later, Mr. K’s former students finally figured it out, too. â€Å"He taught us discipline,† explained a violinist who went on to become an League-trained doctor. Self-motivation,† added a tech executive who once played the cello. â€Å"Resilience,† said a professional cellist. â€Å"He taught us how to fail†and how to pick ourselves up again. † Clearly, Mr. K’s methods aren’t for everyone. But you can’t argue with his results. And that’s a lesson we can all learn from. Ms. Lipman is co-aut hor, with Melanie Kupchynsky, of â€Å"Strings Attached: One Tough Teacher and the Gift of Great Expectations,† to be published by Hyperion on Oct. 1. She is a former deputy managing editor of The Wall Street Journal and former editor-in-chief of Cond © Nast Portfolio. A version of this article appeared September 28, 2013, on page Cl in the U. S. edition of The Wall Street Journal, with the headline: Tough Teachers Get Results. Copyright 2012 Dow Jones Company, Inc. All Rights Reserved This copy is for your personal, non-commercial use only. Distribution and use of this material are governed by our Subscriber Agreement and by copyright law. For non-personal use or to order multiple copies, please contact. How to cite Why Tough Teachers Get Good Results, Papers

For the Love of Allah free essay sample

A study on the influence of fundamentalism on Middle Eastern politics. This paper examines the Islamic fundamentalist movements effect on Middle Eastern politics. The paper describes the cultural history of the region in relation to Europe and Asia. It takes into account the issues of technology, which divide the growth of the west from the Middle Eastern nations. The author writes that as the centuries passed, and the Arabs became encased in a sort of time warp, forgotten are the days of the medieval merchants who traveled from Morocco to China, of the bold adventurers who led caravans through the desert in quest of wealth. It examines the effects of the oil trade in creating a wide economic gap between its citizens, and only a return to pure Islamic values would purge the state of corruption, restore the equilibrium between rich and poor. A disturbing trend has gripped the Middle East over the course of the past two decades. We will write a custom essay sample on For the Love of Allah or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In country after country, Islamic Fundamentalist organizations have gained increasing influence over the political landscape. What began, as dissatisfaction with secular Westernizing leaders and political factions has become a full-blown movement in favor of restoring Islam to its time-honored central place in the Arab state. Millions of Muslims, both Arab and otherwise, feel left out of the modern world. They have benefited little from the enormous wealth generated by oil.