Chronic pain self-management involves providing patients with knowledge, coping strategies and social support that help them to manage their pain. This type of intervention has been shown to be useful in treating chronic pain; however, many eligible chronic pain patients never receive such treatment due to limited accessibility and high cost. The use of Internet-based cognitive behavioural therapy has the potential to change this. In this study, the authors report their progress in the development of an Internet- and smartphone-based application for chronic pain self-management.
Aim: This paper explores the impact of space and time on interprofessional teamwork in three primary health care centres and the implications for Canadian and other primary health care reform. Background: Primary health care reform in Canada has emphasized the creation of interprofessional teams for the delivery of collaborative patient-centred care. This involves the expansion and transformation of existing primary health care centres into interprofessional family health teams (FHT) promising to provide patients better access, more comprehensive care, and improved utilization of individual health professionals. Benefits for providers include improved workplace satisfaction and organizational efficiencies. Currently, there is little evidence for how effective interprofessional teamwork happens and little is known about how to create high-functioning teams in the primary health care setting. Methods: We used ethnographic observations and interviews to gain a deep understanding of the nature of interprofessional teamwork. Three academic family health centres participated in a total of 139 h of observation and 37 interviews. Team members in all three centres from the disciplines of medicine, nursing, physiotherapy, occupational therapy, social work, dietetics, pharmacy, and office administration participated in this study. Findings: We found that both the quantity and quality of interprofessional communication and collaboration in primary health care is significantly impacted by space and time.Across our research sites, the physical layout of clinical space and the temporal organization of clinical practice led to different approaches to, and degrees of success with, interprofessional teamwork. Varied models of interprofessional collaboration resulted when these factors came together in different ways. These findings have important implications for the transition to interprofessional family health teams in Canada and beyond.
Participants unanimously felt that a web-based program would be an acceptable means to help improve access to services and meet the need for more information about chronic pain, strategies to manage pain symptoms, and social support to address the unique developmental needs of YAs.
Objectives
Discharging a child home on long‐term ventilation (LTV) via tracheostomy is complex and involves multiple healthcare providers across healthcare sectors. To date, there has been a paucity of data with respect to the experiences of families transitioning a child home on LTV. Our objective was to explore the perceptions of family caregivers (FCs) who have completed a newly developed LTV discharge pathway as they transitioned home.
Methods
We conducted 11 semi‐structured interviews with FCs. Interviews focused on FC's experience with the training process, perception of competency from a knowledge and skill perspective, and opportunities for improvement. Interviews were audiotaped, transcribed verbatim, coded, and analyzed using an inductive thematic analysis approach.
Results
Eight mothers and three fathers of ten children participated. Six primary themes were identified: (1) making an informed decision, (2) transitioning to rehabilitation, (3) building capacity for self‐care, (4) coordinating case management, (5) readying for discharge home, and (6) experiencing home care.
Conclusion
Overall, FCs felt that the preparation and transition support obtained through the application of a standardized LTV discharge pathway allowed successful attainment of new knowledge and skills necessary to care for their child with LTV at home.
In March 2020, COVID-19 challenged health and educational systems across the country. The rapid reallocation of resources to ensure public safety had taken priority over educational obligations. Healthcare students were removed from clinical environments as their learning came to a grinding halt. While academic institutions were pivoting and transforming teaching and learning experiences, students responded to the pandemic with innovation, attending to gaps in patient care. As educators, we must understand how we can further support students and faculty to unleash innovative thinking during a crisis. To begin to address this educational need, academic institutions now have an opportunity to broaden the practice of education scholarship in accordance with best practices to nurture innovation and innovative thinking. What framework can aid us in this endeavor? In times of instability, Developmental Evaluation is an approach that can support the implementation of innovations within medical education. Using an example of an innovation in medical education, we offer six practical tips to begin to use Developmental Evaluation to support and enable learners and faculty in the creation of innovations and contribute to a broader definition of education scholarship.
Adverse drug Reactions (ADRs) is a global problem of major health concern. Spontaneous reporting of ADRs is the cornerstone of pharmacovigilance. However, underreporting is a huge problem due to lack of reporting culture among medical practitioners. This observational descriptive study was done with the aim to find out the response of reporting adverse drug reactions among medical practitioners and to describe pattern of adverse drug reactions during their practice. Self administered ADR reporting form was distributed to one teaching hospital and ten (10) medical practitioners during the period of December 2009 to December 2010. Total 85 report forms were supplied and response rate was 35% (30185). Among 30 reported cases 16 (53%) were due to antimicrobial, agents and other 14 (47%) cases were due to NSA!Ds, anti psychotics, antidiabetic, antithyroidal, antiepileptics, muscle relaxants and anesthetic agents. 15 cases (50%) need hospitalization for AD Rs, 04 (13%) cases suffer > 1 month and one (3%) case was fatal. 20 cases (67%) express hypersensitivity reaction of various grade and rest reports septicemia, fever, palpitation, tachycardia, dryness of mouth, abdominal pain, swelling of limb, heart burn, restlessness, anorexia, apnoea during anesthesia. All reaction is very important and successfully managed by physicians but reporting not done may be due to lack of awareness. So, steps should be taken at different levels to increase the awareness of reporting adverse drug reactions among medical practitioners and we should strengthen pharmacovigilance in our country DOI: http://dx.doi.org/10.3329/bmj.v40i2.18498 Bangladesh Medical Journal 2011 Vol.40(2): 13-18
Objectives: Discharging a child home on long term ventilation (LTV) via
tracheostomy is complex and involves multiple healthcare providers
across healthcare sectors. To date, patient and family feedback of a
newly developed LTV discharge pathway has been anecdotal. Our objective
was to explore the perceptions of family caregivers (FCs) that have
completed the LTV pathway to home with respect to their: (1) experience
with transitions across the pathway (2) perceptions of competency
attainment and, (3) viewed opportunities for improvement. Methods: We
conducted 11 semi structured interviews with FCs. Interviews focused on
FCs experience with the training process, perception of competency from
a knowledge and skill perspective and opportunities for improvement.
Interviews were audiotaped, transcribed verbatim, coded and analyzed
using an inductive thematic analysis approach. Results: Eight mothers
and 3 fathers of 10 children participated. Six primary themes were
identified: 1) making an informed decision, 2) transitioning to
rehabilitation, 3) building capacity for self-care, 4) coordinating case
management, 5) readying for discharge home and, 6) experiencing home
care. Conclusion: Overall, FCs felt that the preparation and transition
support obtained through the application of a standardized LTV discharge
pathway allowed successful attainment of new knowledge and skills
necessary to care for their child with LTV at home.
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