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21. Pelvic Girdle Pain in the Antepartum Population: Physical Therapy Clinical Practice Guidelines Linked to the International Classification of Functioning, Disability, and Health From the Section on Women's Health and the Orthopaedic Section of the American Full Text available with Trip Pro

on a pain diagram. The intervention group (n = 26) underwent a 10-week progressive exercise program including group training, a home exercise program, and education using a posture and ergonomics brochure. The control group (n = 24) received only the posture and ergonomics brochure. Exercises included stretching, relaxation, breathing, and isometric pelvic stabilization with progressive exercise to include coactivation with gluteals, hip abductors, and quadriceps. While the authors reported low (...) Pelvic Girdle Pain in the Antepartum Population: Physical Therapy Clinical Practice Guidelines Linked to the International Classification of Functioning, Disability, and Health From the Section on Women's Health and the Orthopaedic Section of the American Pelvic Girdle Pain in the Antepartum Population: Physical Th... : Journal of Women’s Health Physical Therapy ')} You may be trying to access this site from a secured browser on the server. Please enable scripts and reload this page. Login

2017 American Physical Therapy Association

22. Social and emotional wellbeing in secondary education

. As a result, activities in secondary education to develop and protect their social and emotional wellbeing can only form 1 element of a broader, multi-agency strategy. Secondary education establishments can provide an environment that fosters social and emotional wellbeing. They can also equip young people with the knowledge and skills they need to learn effectively and to prevent behavioural and health problems. Organisation-wide approaches [4] in secondary education help all young people to develop (...) in partnership with parents, carers and other family members to promote young people's social and emotional wellbeing. T o help reinforce young people's learning from the curriculum, help parents and carers develop their parenting skills. This may involve providing information or offering small, group-based programmes run by appropriately trained health or education practitioners. Ensure parents, carers and other family members living in disadvantaged circumstances are given the support they need

2009 National Institute for Health and Clinical Excellence - Clinical Guidelines

23. Menstrual Manipulation for Adolescents With Physical and Developmental Disabilities

, sexual activity, and safety, this does not necessarily mean that they are not sexually active, do not have sexual thoughts, or do not express themselves sexually through masturbation ( ). When knowledge deficits are present, developmentally appropriate education on hygiene, contraception, STIs, and abuse prevention measures should be provided. Most adolescents who are able to use the toilet without assistance can learn to use pads or tampons appropriately. When the obstetrician–gynecologist receives (...) manipulation should be optimal suppression, which means a reduction in the amount and total days of menstrual flow. Menstrual suppression before menarche and endometrial ablation are not recommended as treatments. Optimal gynecologic health care for adolescents with disabilities is comprehensive; maintains confidentiality; is an act of dignity and respect toward the patient; maximizes the patient’s autonomy; avoids harm; and assesses and addresses the patient’s knowledge of puberty, menstruation, sexuality

2016 American College of Obstetricians and Gynecologists

24. Caring For People with a Learning Disability in General Hospital Settings

to receive care and services from knowledgeable, competent and skilled practitioners, in a timely, safe and caring environment that takes account of their specific needs. The training to support this care must be available to and accessed by all professional and non-professional staff who potentially deliver services to people with a learning disability, in the general hospital setting Background The health needs of people with learning disabilities are complex and their health care needs are often (...) misunderstood by health care professionals. Evidence indicates that there is limited understanding and knowledge of the health problems they experience and the risk of harm to patients with a learning disability whilst in hospital (NPSA 2004). A range of reports and inquiries has identified that training for staff in general hospital settings has been limited and patchy. This has resulted in uncertainty in providing safe, effective and appropriate care to people with learning disabilities when they require

2010 Regulation and Quality Improvement Authority

25. Pelvic Girdle Pain in the Antepartum Population: Physical Therapy Clinical Practice Guidelines Linked to the International Classification of Functioning, Disability, and Health From the Section on Women's Health and the Orthopaedic Section of the America

Pelvic Girdle Pain in the Antepartum Population: Physical Therapy Clinical Practice Guidelines Linked to the International Classification of Functioning, Disability, and Health From the Section on Women's Health and the Orthopaedic Section of the America 7/7/2017 Pelvic Girdle Pain in the Antepartum Population: Physical T... : Journal of Women’s Health Physical Therapy http://journals.lww.com/jwhpt/Fulltext/2017/05000/Pelvic_Girdle_Pain_in_the_Antepartum_Population__.7.aspx 1/27 Pelvic Girdle (...) Pain in the Antepartum Population: Physical Therapy Clinical Practice Guidelines Linked to the International Classification of Functioning, Disability, and Health From the Section on Women's Health and the Orthopaedic Section of the American Physical Therapy Association Clinton, Susan C. PT, DScPT, OCS, WCS, FAAOMPT ; Newell, Alaina PT, DPT, WCS, CLT­LANA ; Downey, Patricia A. PT, PhD, DPT ; Ferreira, Kimberly PT, PhD, MSPT Journal of Women's Health Physical Therapy: May 2017 ­ Volume 41 ­ Issue 2

2017 The Orthopaedic Section of the American Physical Therapy Association (APTA), Inc.

26. Medical Training to Achieve Competency in Lifestyle Counseling: An Essential Foundation for Prevention and Treatment of Cardiovascular Diseases and Other Chronic Medical Conditions: A Scientific Statement From the American Heart Association Full Text available with Trip Pro

lifestyle education, training, and competency testing and (2) the integration of nutrition education, training, and research to improve population health, patient care, and health outcomes. A core article and companion articles that describe the need for nutrition education in training medical doctors and other healthcare professionals were subsequently published. , provides the framework and global learning objectives for the nutrition knowledge and skills recommended by this writing group as part (...) training to help physicians address many current healthcare challenges and highlighted the importance of behavioral determinants in the management of multiple morbidities and premature mortality. Specifically, the report emphasized, “The urgent challenge in this aspect of medical education is not in knowing what content to teach, but in knowing how to create a learning environment that will support these lessons.” In addition, the report recommended that 2 main areas with important behavioral

2016 American Heart Association

27. Task Force 6: Pediatric Cardiology Fellowship Training in Adult Congenital Heart Disease

for training pediatric cardiology fellows, together with a competency-based system promulgated by the American College of Graduate Medical Education (ACGME), to implement specific goals and objectives for training pediatric cardiology fellows. This system categorizes competencies into 6 core competency domains: Medical Knowledge, Patient Care and Procedural Skills, Systems-Based Practice, Practice-Based Learning and Improvement, Professionalism, and Interpersonal and Communication Skills, along (...) Training: Goals and Methods Trainees will be expected to develop an appropriate level of knowledge and experience in the following areas. 3.1. Managing the Transition From Adolescence to Adulthood Transitioning the care of the adolescent to adulthood should begin with encouraging greater patient involve- ment in their health care. Emphasis should be placed on uninterrupted health care that is patient centered, age and developmentally appropriate, flexible, and comprehen- sive. Age-appropriate education

2015 American Heart Association

28. Facilitating Client Centred Learning

strategies to facilitate learning in special populations and accom- modation to disabilities are also beyond the scope of this guideline. The clinical questions addressed by this guideline are: 1. How can nurses effectively facilitate client centred learning? 2. What are effective teaching delivery methods/strategies for client centred learning? 3. How do nurses assess client learning? In the summer of 2009, an interprofessional panel of experts in practice, education and research was convened under (...) education is often referred to as health teaching or patient teaching. Regardless of the chosen term, a client [learner] centred approach shifts the focus from nurses teaching to nurses supporting client learning. Client centred learning involves not only gaining new knowledge, but includes opportunities for clients to apply their values, needs, past experiences and cultural realities to the actions they are considering. Facilitating Client Centred Learning In our complex and ever-changing health-care

2012 Registered Nurses' Association of Ontario

29. Exercise Standards for Testing and Training Full Text available with Trip Pro

understands the risks and benefits of the test, and written informed consent should be obtained. Good communication with the patient about testing is mandatory. The physician should be responsible for ensuring that the exercise laboratory is properly equipped and that exercise testing personnel are appropriately trained. Exercise testing should be conducted only by well-trained personnel with sufficient knowledge of exercise physiology and ability to recognize important changes in rhythm (...) Exercise Standards for Testing and Training Exercise Standards for Testing and Training | Circulation Search Hello Guest! Login to your account Email Password Keep me logged in Search March 2019 March 2019 March 2019 March 2019 March 2019 February 2019 February 2019 February 2019 February 2019 January 2019 January 2019 January 2019 January 2019 January 2019 This site uses cookies. By continuing to browse this site you are agreeing to our use of cookies. Free Access article Share on Jump to Free

2013 American Heart Association

30. NASPGHAN Guidelines for Training in Pediatric Gastroenterology

. ACGME and CanMEDS core competencies ACGME CanMEDS Medical knowledge Medical expert Interpersonal and communication skills Scholar Patient care Communicator Systems-based practice Collaborator Practice-based learning and improvement Manager Professionalism Health advocate Professional ACGME, Accreditation Council for Graduate Medical Education; CanMEDS, Canadian Medical Education Directives for Specialists. Leichtner et al JPGN Volume 56, Supplement 1, January 2013 S2 www.jpgn.orgCopyright 2012 (...) , immunology, and genetics. Fellows should develop an understanding of the patho- physiology underlying the disorders that are encountered in ambu- latory and inpatient settings. Medical knowledge should be obtained through didactic conferences, self-directed learning, and in the course of supervised clinical care. Concepts important for training in pediatric gastroenterology are included in the individual content areas. The competency of patient care (CanMEDS Medical Expert and Manager) is directed

2013 North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition

31. Training Guidelines for Intra-arterial Catheter Directed Treatment of Acute Ischemic Stroke

of formal neuroscience training, industry-spon- soredseminars,ContinuingMedicalEdu- cation coursework, and self-taught learn- ingaloneareinsufficientforcredentialing 1512  Training Guidelines for Catheter-directed IA Stroke Treatment December 2009 JVIRrelated to endovascular stroke ther- apy. Augmentation of knowledge and skills may be an arduous task, butisalwayspossibleandisthecrux of continuing education. Significant stroke-specific neurointerventional training is available and can supple- ment (...) stroke currently being treated with IV TPA and will require more physicians that are trained to provide IA stroke revascularization (51). The purpose of this document is to define the knowledge, training, and ex- perience necessary to competently pro- vide quality patient care for emergency endovascular treatment of ischemic stroke. Formal neuroscience training is thebaseuponwhichtobuildacceptable clinical outcomes. Necessary compo- nentsincludeclinicalexpertiseinneuro- logic examination and patient

2013 Society of Interventional Radiology

32. World report on disability

spread of chronic diseases, as well as improvements in the methodologies used to measure disability. The first ever WHO/World Bank World report on disability reviews evidence about the situation of people with disabilities around the world. Following chapters on understanding disability and measuring disability, the report contains topic-specific chapters on health; rehabilitation; assistance and support; enabling environments; education; and employment. Within each chapter, there is a discussion (...) World report on disability WHO | World report on disability WHO Regional websites Access Disability Menu World report on disability About 15% of the world's population lives with some form of disability, of whom 2-4% experience significant difficulties in functioning. The global disability prevalence is higher than previous WHO estimates, which date from the 1970s and suggested a figure of around 10%. This global estimate for disability is on the rise due to population ageing and the rapid

2011 World Health Organisation Guidelines

33. Meniscus disorders, knee. In: The medical disability advisor: workplace for guidelines for disability duration, sixth edition.

Meniscus disorders, knee. In: The medical disability advisor: workplace for guidelines for disability duration, sixth edition. Guidelines and Measures | Agency for Healthcare Research & Quality HHS.gov Search ahrq.gov Search ahrq.gov Menu Topics A - Z Healthcare Delivery Latest available findings on quality of and access to health care Searchable database of AHRQ Grants, Working Papers & HHS Recovery Act Projects AHRQ Projects funded by the Patient-Centered Outcomes Research Trust Fund You (...) are here Guidelines and Measures Funding for the National Guideline Clearinghouse (NGC) has ended. Learn more about the status of the site. View the criteria guidelines and measures had to meet to be included in NGC and NQMC, respectively. Learn how measures were classified according to the domain framework. Find information on the legacy National Guideline Clearinghouse (NGC) and National Quality Measures Clearinghouse (NQMC). Status of NGC and NQMC Summaries and information about inclusion criteria

2009 REED Group

34. Rotator cuff tear. In: The medical disability advisor: workplace for guidelines for disability duration, sixth edition.

Rotator cuff tear. In: The medical disability advisor: workplace for guidelines for disability duration, sixth edition. Guidelines and Measures | Agency for Healthcare Research & Quality HHS.gov Search ahrq.gov Search ahrq.gov Menu Topics A - Z Healthcare Delivery Latest available findings on quality of and access to health care Searchable database of AHRQ Grants, Working Papers & HHS Recovery Act Projects AHRQ Projects funded by the Patient-Centered Outcomes Research Trust Fund You are here (...) Guidelines and Measures Funding for the National Guideline Clearinghouse (NGC) has ended. Learn more about the status of the site. View the criteria guidelines and measures had to meet to be included in NGC and NQMC, respectively. Learn how measures were classified according to the domain framework. Find information on the legacy National Guideline Clearinghouse (NGC) and National Quality Measures Clearinghouse (NQMC). Status of NGC and NQMC Summaries and information about inclusion criteria and domain

2009 REED Group

35. Displacement, cervical intervertebral disc without myelopathy. In: The medical disability advisor: workplace for guidelines for disability duration, sixth edition.

Displacement, cervical intervertebral disc without myelopathy. In: The medical disability advisor: workplace for guidelines for disability duration, sixth edition. Guidelines and Measures | Agency for Healthcare Research & Quality HHS.gov Search ahrq.gov Search ahrq.gov Menu Topics A - Z Healthcare Delivery Latest available findings on quality of and access to health care Searchable database of AHRQ Grants, Working Papers & HHS Recovery Act Projects AHRQ Projects funded by the Patient-Centered (...) Outcomes Research Trust Fund You are here Guidelines and Measures Funding for the National Guideline Clearinghouse (NGC) has ended. Learn more about the status of the site. View the criteria guidelines and measures had to meet to be included in NGC and NQMC, respectively. Learn how measures were classified according to the domain framework. Find information on the legacy National Guideline Clearinghouse (NGC) and National Quality Measures Clearinghouse (NQMC). Status of NGC and NQMC Summaries

2009 REED Group

36. Carpal tunnel syndrome. In: The medical disability advisor: workplace for guidelines for disability duration, sixth edition.

Carpal tunnel syndrome. In: The medical disability advisor: workplace for guidelines for disability duration, sixth edition. Guidelines and Measures | Agency for Healthcare Research & Quality HHS.gov Search ahrq.gov Search ahrq.gov Menu Topics A - Z Healthcare Delivery Latest available findings on quality of and access to health care Searchable database of AHRQ Grants, Working Papers & HHS Recovery Act Projects AHRQ Projects funded by the Patient-Centered Outcomes Research Trust Fund You (...) are here Guidelines and Measures Funding for the National Guideline Clearinghouse (NGC) has ended. Learn more about the status of the site. View the criteria guidelines and measures had to meet to be included in NGC and NQMC, respectively. Learn how measures were classified according to the domain framework. Find information on the legacy National Guideline Clearinghouse (NGC) and National Quality Measures Clearinghouse (NQMC). Status of NGC and NQMC Summaries and information about inclusion criteria

2009 REED Group

37. Tinnitus: assessment and management

recommendations for research Tinnitus questionnaires for children and young people Tinnitus questionnaires for children and young people What is the most clinically and cost-effective tinnitus questionnaire to assess tinnitus in children and young people? Full details of the research recommendation are in evidence review E: questionnaires to assess tinnitus. Tinnitus questionnaires for people with a learning disability or Tinnitus questionnaires for people with a learning disability or cognitive impairment (...) cognitive impairment What is the most clinically and cost-effective tinnitus questionnaire to assess tinnitus in people Tinnitus: assessment and management (NG155) © NICE 2020. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 19 of 40with a learning disability or cognitive impairment? Full details of the research recommendation are in evidence review E: questionnaires to assess tinnitus. Tinnitus questionnaires for people who are d

2020 National Institute for Health and Clinical Excellence - Clinical Guidelines

38. Supporting adult carers

carers' knowledge and coping skills accessible and available in a variety of formats, including printed or online materials or face to face tailored to the needs of carers delivered by practitioners with relevant knowledge and skills. 1.6.5 Training programmes for carers should include the following components, as relevant: general education about the health condition, disability or needs of the person they care for skills training to help them provide care, including how to understand and respond (...) carrying out carers' assessments have the necessary skills, knowledge and understanding of potential opportunities for returning to, or remaining in work, education and training. 1.3.17 Give carers tailored information about community services and support that could help them remain in, start or return to work. Supporting adult carers (NG150) © NICE 2020. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 17 of 59For a short

2020 National Institute for Health and Clinical Excellence - Clinical Guidelines

39. Joint replacement (primary): hip, knee and shoulder

with additional needs (such as people with dementia, a learning difficulty or multiple disabling medical comorbidities)? For a short explanation of why the committee made the research recommendation on supporting rehabilitation after hip, knee or shoulder replacement for people with additional needs, see rationale and impact. Full details of the research recommendation are in evidence review R: outpatient hip and knee postoperative rehabilitation. Outpatient rehabilitation after shoulder replacement

2020 National Institute for Health and Clinical Excellence - Clinical Guidelines

40. Hypertension in adults: diagnosis and management

on chronic kidney disease in adults. 1.1 Measuring blood pressure 1.1.1 Ensure that healthcare professionals taking blood pressure measurements have adequate initial training and periodic review of their performance. [2004] [2004] 1.1.2 Because automated devices may not measure blood pressure accurately if there is pulse irregularity (for example, due to atrial fibrillation), palpate the radial or brachial pulse before measuring blood pressure. If pulse irregularity is present, measure blood pressure (...) ). Be aware that the corresponding measurements for ABPM and HBPM are 5 mmHg lower than for clinic measurements (see recommendation 1.2.8 for diagnostic thresholds). [2019] [2019] 1.4.19 For people who choose to use HBPM, provide: training and advice on using home blood pressure monitors information about what to do if they are not achieving their target blood pressure. Be aware that the corresponding measurements for HBPM are 5 mmHg lower than for clinic measurements (see recommendation 1.2.8

2019 National Institute for Health and Clinical Excellence - Clinical Guidelines

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