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61. Specialist neonatal respiratory care for babies born preterm

need invasive ventilation for stabilisation in the early postnatal period. 1.2.3 When giving surfactant [1] to a preterm baby who does not need invasive ventilation, use a minimally invasive administration technique. If this is not possible, for example, in units without the facilities or trained staff to carry out these techniques, use endotracheal intubation to give surfactant, with early extubation afterwards. T o find out why the committee made the recommendations on giving surfactant and how (...) psychological support from a professional who is trained to deliver this type of help and advice. Specialist neonatal respiratory care for babies born preterm (NG124) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 16 of 53Pro Providing information to parents and carers while their preterm bab viding information to parents and carers while their preterm baby is on y is on respir respiratory support atory support 1.6.9 Ask

2019 National Institute for Health and Clinical Excellence - Clinical Guidelines

62. Fever in under 5s: assessment and initial management

with feverish illness for the presence or absence of symptoms and signs that can be used to predict the risk of serious illness using the traffic light system (see table 1). [2013] [2013] 1.2.4 When assessing children with learning disabilities, take the individual child's learning disability into account when interpreting the traffic light table. [2013] [2013] 1.2.5 Recognise that children with any of the following symptoms or signs are in a high-risk group for serious illness: pale/mottled/ashen/blue skin (...) practitioner is defined as a healthcare professional who has not had specific training or who does not have expertise in the assessment and treatment of children and their illnesses. This term includes healthcare professionals working in primary care, but it may also apply to many healthcare professionals in general emergency departments. Clinical assessment Clinical assessment 1.4.1 Management by a non-paediatric practitioner should start with a clinical assessment as described in section 1.2. Healthcare

2019 National Institute for Health and Clinical Excellence - Clinical Guidelines

63. End of life care for adults: service delivery

reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 8 of 351.4 1.4 Pro Providing information viding information 1.4.1 For advice on communication, information and shared decision making, see the NICE guidelines on patient experience in adult NHS services and people's experience in adult social care services. Apply the same principles for communication and information giving to carers of all ages. 1.4.2 For people with learning disabilities, use (...) this guideline alongside the recommendations on end of life care in the NICE guideline on care and support of people growing older with learning disabilities. 1.4.3 Support and enable adults approaching the end of their life to actively participate in decision making by having in place: processes to establish the amount and type of information they would prefer systems to provide information in a way that meets their communication needs and preferences, for example, how it is given (verbally, on paper

2019 National Institute for Health and Clinical Excellence - Clinical Guidelines

64. Workplace health: long-term sickness absence and capability to work

not currently employ yed ed 1.8.1 Commission an integrated programme to help people receiving benefits who have a health condition or disability to enter or return to work (paid or unpaid). The programme should include a combination of interventions such as: an interview with a trained adviser to discuss the help they need to return to work vocational training (for example help producing a CV, interview training and help to find a job or a work placement) a condition management component run by local health (...) and disability). However, fit notes are currently only completed by medical practitioners and the recommendation reflects the situation at the time of publication (November 2019). There was evidence from a small number of UK studies that showed there can be challenges for GPs in completing fit notes. GPs may feel that they do not have the occupational health experience or the knowledge of the workplace needed to make suggestions about workplace adjustments. The committee discussed that other medical

2019 National Institute for Health and Clinical Excellence - Clinical Guidelines

65. Management of suspected bacterial lower urinary tract infection in adult women

equality groups defined by age, disability, gender, race, religion/belief and sexual orientation. SIGN guidelines are produced using a standard methodology that has been equality impact assessed to ensure that these equality aims are addressed in every guideline. This methodology is set out in the current version of SIGN 50, our guideline manual, which can be found at www.sign.ac.uk/sign-50.html. The EQIA assessment of the manual can be seen at www.sign.ac.uk/assets/sign50eqia.pdf. The full report (...) in intensive care, geriatric medicine and surgical specialities.5,9 The National Catheter Passport serves as an education tool for individuals using a catheter when there are no appropriate alternatives and supports effective care of the catheter in order to reduce the risk of infection. It also works as a communication tool for health and social care staff to explain the purpose of the catheter, when it was inserted and future plans, including trials without the catheter. There is also a catheter

2020 SIGN

66. Management of outpatient hemodialysis during the COVID-19 pandemic: recommendations from the Canadian Society of Nephrology COVID-19 rapid response team

provincial and local hemodialysis programs; provincial public health agencies; the Centers for Disease Control and Prevention; webinars and slides from other kidney agencies; and nonreviewed preprints. PubMed was used to search for peer-reviewed published articles. Informal input was sought from knowledge users during a webinar. Methods: Challenges in the care of hemodialysis patients during the COVID-19 pandemic were highlighted within the Canadian Senior Renal Leaders Forum discussion group (...) , guidelines from other jurisdictions, input from infection control experts, and comments from knowledge users. • • They attempted to uphold ethical principles that balance the needs and rights of the individual patient against the public good in the setting of finite resources. Ethical Principles Each recommendation considered several principles of care and its underlying ethical tenets. I. Identify and treat affected patients safely: Fairness—ensure that patients continue to receive appro- priate

2020 CPG Infobase

67. Practice guidelines for Canadian neurophysiology laboratories during the COVID-19 pandemic

) MD PhD FRCPC. 53 Associate Professor. Director, CNS Education. Department of Clinical Neurological 54 Sciences. Schulich School of Medicine & Dentistry. Western University. London, ON. 55 Canada. 56 18) Fraser Moore (CSCN – EMG) (fraser.moore@mcgill.ca) MD, FRCPC. (President CSCN. 57 Associate Professor. Department of Neurology and Neurosurgery. McGill University. 58 Montréal, QC, Canada. Corresponding author. 59 60 Developed by: 61 Canadian Society of Clinical Neurophysiologists (CSCN) 62 (...) avoid remaining in the waiting room to minimize 184 physical contact with patients. There should be sufficient time between appointments to allow for 185 distancing arrangements and the cleaning of equipment 2,4 . If multiple clinics running 186 simultaneously share the waiting room, staff should consider the implications of a large volume 187 of patients in shared spaces, including corridors 1 . Special attention should be paid to patients 188 requiring escorts (i.e. pediatric or with disabilities

2020 CPG Infobase

68. Management of osteoporosis and the prevention of fragility fractures

impact on the six equality groups defined by age, disability, gender, race, religion/belief and sexual orientation. SIGN guidelines are produced using a standard methodology that has been equality impact assessed to ensure that these equality aims are addressed in every guideline. This methodology is set out in the current version of SIGN 50, our guideline manual, which can be found at www.sign.ac.uk/sign-50.html. The EQIA assessment of the manual can be seen at www.sign.ac.uk/assets/sign50eqia.pdf (...) Exercise interventions in premenopausal women 90 7.5 Patients with glucocorticoid-induced osteoporosis 91 7.6 Patients with painful vertebral fractures 93 8 Systems of care 98 8.1 Introduction 98 8.2 Reminders and educational strategies 98 8.3 Multifaceted interventions 99 9 Provision of information 101 9.1 Sources of further information 101 9.2 Checklist for provision of information to patients at risk of fracture 102 10 Implementing the guideline 103 10.1 Implementation strategy 103 10.2 Resource

2020 SIGN

69. Promoting patient utilization of outpatient cardiac rehabilitation: A joint International Council and Canadian Association of Cardiovascular Prevention and Rehabilitation position statement Full Text available with Trip Pro

Promoting patient utilization of outpatient cardiac rehabilitation: A joint International Council and Canadian Association of Cardiovascular Prevention and Rehabilitation position statement Promoting patient utilization of outpatient cardiac rehabilitation: A joint International Council and Canadian Association of Cardiovascular Prevention and Rehabilitation position statement - ScienceDirect JavaScript is disabled on your browser. Please enable JavaScript to use all the features on this page (...) translated into implementable recommendations, using best practices. • Implementation tools include an online course to educate inpatient care providers. • Patient preferences and barriers should be considered to optimize use. Abstract Background Cardiac Rehabilitation (CR) is a recommendation in international clinical practice guidelines given its' benefits, however use is suboptimal. The purpose of this position statement was to translate evidence on interventions that increase CR enrolment

2020 CPG Infobase

70. Canadian Stroke Best Practice recommendations: rehabilitation, recovery, and community participation following stroke. Part one: rehabilitation and recovery following stroke; 6th edition update 2019

education, training, and access to resources to assist the patient with ADL and increase the patient’s level of independence (Evidence Level B). (xi) Patients in stroke rehabilitation should be considered for referral to transition planners (such as stroke navigators) where these roles are available (Evidence Level B). Refer to Transitions and Community Participation module for additional information 20 International Journal of Stroke, 0(0) 8 International Journal of Stroke 0(0)continuingrehabilitation (...) (Evidence Level: Early-Level C; Late-Level C). (xiii) Retraining trunk control should accompany functional training of the affected upper extremity (Evidence Level C). C. Adaptive devices (i) Adaptive devices designed to improve safety and function may be considered if other methods of performing specific functional tasks are not available or tasks cannot be learned (Evidence Level C). (ii) Functional dynamic orthoses may be offered to patients to facilitate repetitive task-specific training (Evidence

2020 CPG Infobase

71. Promoting patient utilization of outpatient cardiac rehabilitation: ajoint International Council and Canadian Association of Cardiovascular Prevention and Rehabilitation position statement

Health, The University of British Columbia, Vancouver, British Columbia, Canada (Dr Sarrafzadegan); Isfahan Cardiovascular Research Center, Cardiovascular Research Institute, Isfahan University of Medical Sciences, Isfahan, Iran (Dr Sarrafzadegan); Department of Physiotherapy, School of Allied Health Sciences, Manipal Academy of Higher Education, Manipal, Karnataka, India (Dr Babu); Department of Physiotherapy, Kathmandu University, Dhulikhel Hospital, Dhulikhel, Nepal (Ms Baidya); University Centre (...) , Gregorio Marañón Health Research Institute, Madrid, Spain (Dr Supervia); Division of Preventive Cardiology, Department of Cardiovascular Medicine, Mayo Clinic, Rochester, Minnesota (Dr Supervia); Philippine Heart Association, Pasig City, Philippines (Dr Trani); Cardiology Department, Hospital Santa Maria, CHLN, Lisbon, Portugal (Dr Abreu); Medical School of University of Lisbon, Lisbon, Portugal (Dr Abreu); Public Education and Special Projects, Cardiac Health Foundation of Canada, Toronto, Ontario

2020 CPG Infobase

72. Clinical guideline for homeless and vulnerably housed people, and people with lived homelessness experience

housing services for specific marginalized populations, for example, Indigenous people, women and families, youth, those who identify as LGBTQ2+, those with disabilities, refugees and migrants. Strong recommendation Recommendation 2: A homeless or vulnerably housed person with experience of poverty, income instability or living in a low-income household Low certainty ???? • Identify income insecurity. • Assist individuals with income insecurity to identify income-support resources and access income (...) . Clinical considerations: Consult poverty screening tools when needed (e.g., https://cep.health/clinical-products /poverty-a-clinical-tool-for-primary-care-providers). Conditional recommendation Recommendation 3: A homeless or vulnerably housed person with multiple comorbid or complex health needs (including mental illness and/or substance use) Low certainty ???? • Identify history of severe mental illness, such as psychotic or mood and anxiety disorders, associated with substantial disability

2020 CPG Infobase

73. Decision-making and mental capacity

decisions, for example, about their personal welfare, medical treatment, property or affairs facilitating their involvement in decisions that may be made, or are being made under the Mental Capacity Act 2005. 1.1.8 As a minimum, independent advocacy must be offered by local authorities as described in the Care Act 2014, Mental Capacity Act 2005 and Mental Health Act 2007. [This recommendation is adapted from the NICE guideline on learning disabilities and behaviour that challenges: service design (...) investment in training for statutory independent mental capacity and other statutory advocates in key areas, in order to ensure they are able to support: Decision-making and mental capacity (NG108) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 10 of 41people who have communication difficulties and and Independent Mental Capacity Advocates to have expertise in specific areas that require additional skills and knowledge

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

74. Flu vaccination: increasing uptake

such as oncology or antenatal. Social care staff who may have contact with carers and other eligible groups, such as people with learning disabilities. This may include during home visits, individual needs assessments and carers' assessments. Flu vaccination: increasing uptake (NG103) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk/terms-and- conditions#notice-of-rights). Page 6 of 731.2.2 Provide information on the following as part of an education programme on flu (...) of health and social care staff and support workers – there are national minimum standards for these groups (see national minimum standards and core curriculum for immunisation training for registered healthcare practitioners, the Royal College of Nursing's Immunisation knowledge and skills competence assessment tool, and Immunisation training of healthcare support workers: national minimum standards and core curriculum). Health Education England's eLearning for Healthcare platform has produced

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

75. Pancreatitis

with acute, chronic or hereditary pancreatitis welfare benefits, education and employment support, and disability services. 1.1.4 For more guidance on giving information, including providing an individualised approach and helping people to actively participate in their care, see the NICE guideline on patient experience in adult NHS services. 1.1.5 Explain to people with severe acute pancreatitis, and their family members or carers (as appropriate), that: a hospital stay lasting several months (...) on diagnosing and managing diabetes in children and young people NICE's technology appraisal guidance on continuous subcutaneous insulin infusion for the treatment of diabetes mellitus. 1.3.18 For guidance on education and information for people with pancreatitis and type 3c diabetes requiring insulin, see the recommendations on education and information in the NICE guideline on diagnosing and managing type 1 diabetes in adults, and education and information in the NICE guideline on diagnosing and managing

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

76. Preventing suicide in community and custodial settings

initiatives can be reintroduced. 1.2.6 Oversee provision and delivery of training and evaluate effectiveness. Multi-agency partnerships in the community Multi-agency partnerships in the community 1.2.7 Consider collaborating with neighbouring local authorities to deliver a single strategy. 1.2.8 Consider advising local institutions and organisations on what to include in their contingency plans for responding to a suicide. This includes: schools, universities, further and higher education institutions (...) (this includes providing details of where they can get this help) take into account socioeconomic deprivation, disability, physical and mental health status, and cultural, religious and social norms about suicide and help-seeking behaviour, particularly among groups at high suicide risk. T o find out why the committee made the recommendations on training by suicide prevention partnerships and how they might affect practice, see rationale and impact. 1.8 Supporting people bereaved or affected by a suspected

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

77. Community pharmacies: promoting health and wellbeing

the professional characteristics of pharmacy staff affect the effectiveness and cost effectiveness of delivering information, advice, education or behavioural support to underserved groups and the general population? (Characteristics include, for example, job roles such as health champion, as well as competencies and level of training.) T o find out why the committee made the research recommendation on the characteristics of a person delivering an intervention, see rationale and impact. More details about how (...) behaviour change training may be available, for example from Health Education England and the Centre for Pharmacy Postgraduate Education. Full details of the evidence and the committee's discussion are in the evidence discussion for sections 1.1 and 1.2. Return to recommendations Awareness raising and providing information Recommendations 1.3.1 and 1.3.2 Community pharmacies: promoting health and wellbeing (NG102) © NICE 2019. All rights reserved. Subject to Notice of rights (https://www.nice.org.uk

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

78. Attention deficit hyperactivity disorder: diagnosis and management

, including any learning disabilities, sight or hearing problems, delays in language development or social communication difficulties takes into account any coexisting neurodevelopmental and mental health conditions is tailored to their individual needs and circumstances, including age, gender, educational level and life stage. [2018] [2018] Supporting families and carers Supporting families and carers 1.4.6 Ask families or carers of people with ADHD how the ADHD affects themselves and other family (...) , as well as group-based ADHD-focused support. [2018] [2018] 1.5.12 Consider individual parent-training programmes for parents and carers of children and young people with ADHD and symptoms of oppositional defiant disorder or conduct disorder when: there are particular difficulties for families in attending group sessions (for example, because of disability, needs related to diversity such as language differences, learning disability [intellectual disability], parental ill-health, problems

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

79. Hearing loss in adults: assessment and management

, or recurs abnormal appearance of the outer ear or the eardrum, such as: inflammation polyp formation perforated eardrum abnormal bony or skin growths swelling of the outer ear blood in the ear canal a middle ear effusion in the absence of, or that persists after, an acute upper respiratory tract infection. Adults with suspected or diagnosed dementia, mild cognitiv Adults with suspected or diagnosed dementia, mild cognitive impairment or a e impairment or a learning disability learning disability 1.1.8 (...) Consider referring adults with diagnosed or suspected dementia or mild cognitive impairment to an audiology service for a hearing assessment because hearing loss may be a comorbid condition. 1.1.9 Consider referring adults with diagnosed dementia or mild cognitive impairment to an audiology service for a hearing assessment every 2 years if they have not previously been diagnosed with hearing loss. 1.1.10 Consider referring people with a diagnosed learning disability to an audiology service

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

80. Dementia: assessment, management and support for people living with dementia and their carers

professionals should not rely solely on cognition scores in circumstances in which it would be inappropriate to do so. These include: if the cognition score is not, or is not by itself, a clinically appropriate tool for assessing the severity of that patient's dementia because of the patient's learning difficulties or other disabilities (for example, sensory impairments), linguistic or other communication difficulties or level of education or or if it is not possible to apply the tool in a language in which (...) 1.3 Care coordination 19 1.4 Interventions to promote cognition, independence and wellbeing 20 1.5 Pharmacological interventions for dementia 21 1.6 Medicines that may cause cognitive impairment 25 1.7 Managing non-cognitive symptoms 25 1.8 Assessing and managing other long-term conditions in people living with dementia 27 1.9 Risks during hospital admission 29 1.10 Palliative care 30 1.11 Supporting carers 31 1.12 Moving to different care settings 32 1.13 Staff training and education 32 T erms

2018 National Institute for Health and Clinical Excellence - Clinical Guidelines

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