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21. Management of epilepsy in adults with intellectual disability

Management of epilepsy in adults with intellectual disability Management of epilepsy in adults with intellectual disability (CR203 May 2017) This site uses cookies: Search Search Become a psychiatrist Choose psychiatry Medical students Foundation doctors Help us promote psychiatry Training Curricula and guidance Your training Exams Neuroscience in training International Medical Graduates Members Supporting you Submitting your CPD Membership Your Faculties Devolved Nations English Divisions (...) International members Special Interest Groups Your monthly eNewsletter Specialty doctors President's lectures Events Conferences and training events In house training International Congress Improving care CCQI Campaigning for better mental health policy Planning the psychiatric workforce National Collaborating Centre for Mental Health Working sustainably Mental health Problems and disorders Support, care and treatment Translations Management of epilepsy in adults with intellectual disability (CR203 May 2017

2018 Royal College of Psychiatrists

22. Prescribing anti-epileptic drugs for people with epilepsy and intellectual disability

Prescribing anti-epileptic drugs for people with epilepsy and intellectual disability Prescribing anti-epileptic drugs for people with epilepsy and intellectual disability (CR206 Oct 2017) This site uses cookies: Search Search Become a psychiatrist Choose psychiatry Medical students Foundation doctors Help us promote psychiatry Training Curricula and guidance Your training Exams Neuroscience in training International Medical Graduates Members Supporting you Submitting your CPD Membership Your (...) drugs for people with epilepsy and intellectual disability (CR206 Oct 2017) Prescribing anti-epileptic drugs for people with epilepsy and intellectual disability (CR206 Oct 2017) This report addresses the extremely important area of epilepsy in the field of intellectual disability (ID), also known as learning disability. Epilepsy and ID are two conditions that carry stigma and can lead to social isolation. An individual who experiences both these problems faces huge challenges. This report aims

2018 Royal College of Psychiatrists

23. Educational and Psychological Interventions to Improve Outcomes for Recipients of Implantable Cardioverter Defibrillators and Their Families Full Text available with Trip Pro

what is known about adult and pediatric patient and family responses to the ICD; educational and informational needs; factors associated with various responses; and educational, psychological, and rehabilitative interventions to promote adjustment to the ICD and prevent or reduce adverse psychological responses. The statement concludes with evidence-based recommendations for the multidisciplinary practice team, describes important gaps in the knowledge base, and identifies future directions (...) settings (eg, ICD concerns), and others may or may not be modifiable (eg, personality features). However, researchers and clinicians should be aware of the variety of factors that influence the ultimate clinical presentation of distress in the clinical setting. Understanding of the ICD and Underlying Condition Knowledge about the ICD is a modifiable factor that has been the focus of preinsertion and postinsertion patient teaching. In a small study (n=30) of a computerized learning and anxiety reduction

2012 American Heart Association

24. Yield of additional genetic testing after chromosomal microarray for diagnosis of neurodevelopmental disability and congenital anomalies

decisions. 4–7 This evidence review has potential to impact providers’ recommendations for children with unexplained develop- mental delay, intellectual disability, congenital anomalies, or autism spectrum disorder who are candidates for additional testing after CMA. In turn, knowledge obtained from this review may affect genetic counseling regarding diagnosis and reproductive risks, and laboratory practices for ancillary testing related to CMA. MATERIALS AND METHODS Evidence Review Group (...) Yield of additional genetic testing after chromosomal microarray for diagnosis of neurodevelopmental disability and congenital anomalies Yield of additional genetic testing after chromosomal microarray for diagnosis of neurodevelopmental disability and congenital anomalies: a clinical practice resource of the American College of Medical Genetics and Genomics (ACMG) Darrel Waggoner, MD 1 , Karen E. Wain, MS 2 , Adrian M. Dubuc, PhD 3 , Laura Conlin, PhD 4 , Scott E. Hickey, MD 5 , Allen N. Lamb

2018 American College of Medical Genetics and Genomics

25. Clinical Guidelines & Integrated Care Pathways for the Oral Health Care of People with Learning Disabilities

addressed a local MENCAP meeting. Given this importance, it is amazing that so much is left to chance and geographical location. General training in hygiene and access to dental hygienists, nurses, dentists and anaesthetic teams, who have the specialist knowledge, skills and experience is variable. Some primary care and hospital trust executives and managers fail to understand and cater for the special needs of people with a learning disability, and their families. The care that parents provide (...) Commissioning 55 5.3 World Class Commissioning 56 5.4 Mapping the Baseline 56 5.5 Developing the Vision 58 5.6 Making it Happen 59 5.7 Commissioning more than Dental treatment 59 5.8 Provision of Oral Health Promotion Services 60 5.9 Social Services Involvement with People with Learning Disabilities 61 Clinical Guidelines and Integrated Care Pathways for the Oral Health Care of People with Learning Disabilities 2012 i6Education and training 65 6.1 Training for Dentists 65 6.2 Training for Professionals

2012 British Society for Disability and Oral Health

26. Dementia, disability and frailty in later life - mid-life approaches to delay or prevent onset

1,2,3,4,5,6,7,8,9,10,11,12,13,14,15 Employers, occupational health services, human resource departments, trade unions, third and private sector organisations who support workplace health 15 Health Education England 3,13,14,15 Dementia, disability and frailty in later life – mid-life approaches to delay or prevent onset (NG16) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 18 of 62Local education and training boards, health and social care (...) ) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 26 of 624.14 Raising awareness of the links between risk factors and dementia, disability and frailty is unlikely to be enough to change people's behaviour alone, because knowledge does not always lead to action. There is also a risk of widening health inequalities because more educated people and those with greater self-efficacy tend to access and act on new

2015 National Institute for Health and Clinical Excellence - Clinical Guidelines

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 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

28. 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

29. 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

30. Guideline on the Pathways to Care for children and adolescents with intellectual disability

placement or additional support or early intervention / therapy depending on what is of most benefit to the child. learn with other parents who have children with an intellectual disability, who need help to fit in and learn alongside others. (123 Magic and Signpost are other good programs). Adjustment and developmental competence is seen in how a child mixes with others in the early school situation, somewhere between 2 and 6 years of age. The trained teaching Page 3 GUIDELINES ON THE PATHWAYS TO CARE (...) , Mental Health, Disability Services, non-government agencies, family members and others work collaboratively to bring the clinical and economic expertise and knowledge together to support the person and their family, in what can be complicated and distressing circumstances. At this early stage, positive relationships in the home work to support the child’s wellbeing. Usually when language, concentration, memory, self-control and social understanding and peer relationships grow, behaviour will mellow

2015 Agency for Clinical Innovation

31. 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

32. Health Care in People with Intellectual Disability Guidelines

or in part for study training purposes subject to the inclusion of an acknowledgment of the source. It may not be reproduced for commercial usage or sale. Reproduction for purposes other than those indicated above, requires written permission from the NSW Department of Health. NSW Department of Health 73 Miller Street North Sydney NSW 2060 Ph: (02) 9391 9000 Fax: (02) 9391 9101 http://www.health.nsw.gov.au Centre for Developmental Disability Studies PO Box 6 Ryde NSW 1680 Ph: (02) 8878 0500 Fax: (02 (...) with Disabilities for more details – http://www.csp.nsw.gov.au or http://www.cdds.med.usyd.edu.au) Most women with intellectual disability can manage their own menstruation, especially with education. Menstrual disorders are managed in the same way as in other women. (See website of the Centre for Developmental Disability Health Victoria for “Menstrual management and women with an intellectual disability: a guide for GPs” – http://www.cddh.monash.org/products/index-print.html) Mental health problems / dif?cult

2014 Agency for Clinical Innovation

33. 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.

34. Provision of Services to People with an Intellectual Disability and Mental Illness - MOU & Guidelines

relationships based on a shared sense of responsibility for the provision of services to people whose needs overlap both agencies. • Ensuring staff members are made aware of, and supported to access, resources and training that will further assist this population group. • Developing parameters for a model for the sharing of data and information. IMPLEMENTATION Health Services All Mental Health Services are required to work in collaboration with Ageing, Disability & Home Care service staff to: • Establish (...) Provision of Services to People with an Intellectual Disability and Mental Illness - MOU & Guidelines Policy Directive Department of Health, NSW 73 Miller Street North Sydney NSW 2060 Locked Mail Bag 961 North Sydney NSW 2059 Telephone (02) 9391 9000 Fax (02) 9391 9101 http://www.health.nsw.gov.au/policies/ space space Provision of Services to People with an Intellectual Disability & Mental Illness - MOU & Guidelines space Document Number PD2011_001 Publication date 18-Jan-2011 Functional Sub

2013 Agency for Clinical Innovation

35. NSW Health & Ageing and Disability and Home Care (ADHC) Joint Guideline

should be included as part of the Local Health District’s disability action plans. As detailed the NSW Health Policy Directive Disability: People with a Disability: Responding to needs during hospitalisation PD 2008_010, it is suggested that a senior staff member of the Local Health District be allocated responsibility for leadership in coordinating disability issues and facilitating the development of ongoing staff education and training within the area or as stated in relevant disability action (...) , Public Health Units Audience All staff Distributed to Public Health System, Divisions of General Practice, Ministry of Health, Private Hospitals and Day Procedure Centres, Tertiary Education Institutes Review date 24-Apr-2018 Policy Manual Patient Matters File No. 10/961-5 Status Active Director-General GUIDELINE SUMMARY GL2013_001 Issue date: April 2013 Page 1 of 2 NSW Health and Ageing Disability and Home Care (ADHC) Joint Guideline: Supporting residents of ADHC operated and funded accommodation

2013 Agency for Clinical Innovation

36. 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

37. 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

38. 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

39. 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

40. 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

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