Academic literature on the topic 'Wound care education'
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Journal articles on the topic "Wound care education"
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Harding, K. G., and Suzie Caine. "Education in wound care." Journal of Wound Care 5, no. 6 (June 2, 1996): 251. http://dx.doi.org/10.12968/jowc.1996.5.6.251.
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Ennis, William J. "The Status of Wound Care Education." Advances in Wound Care 1, no. 5 (October 2012): 183. http://dx.doi.org/10.1089/wound.2011.0347.
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Cardel, Craig. "Standardized Wound Care Education Program." Journal of Vascular Nursing 33, no. 2 (June 2015): 84. http://dx.doi.org/10.1016/j.jvn.2015.05.019.
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Pieper, Barbara. "Wound care: Patient education resource manual." Journal of WOCN 28, no. 2 (March 2001): 0117–18. http://dx.doi.org/10.1067/mjw.2001.113824.
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Stephen-Haynes, Jackie. "Wound care education and new opportunities." British Journal of Community Nursing 9, Sup3 (September 2004): S3. http://dx.doi.org/10.12968/bjcn.2004.9.sup3.15939.
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Davis, M. "Wound-care training in medical education." Journal of Wound Care 5, no. 6 (June 2, 1996): 286–87. http://dx.doi.org/10.12968/jowc.1996.5.6.286.
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Capasso, Virginia A. "Wound care patient education resource manual." Journal of Vascular Nursing 19, no. 1 (March 2001): 30. http://dx.doi.org/10.1016/s1062-0303(01)70023-4.
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Šepl Plentaj, Anamarija, and Mirna Žulec. "Nurses’ Knowledge About Wound Care." Croatian nursing journal 5, no. 2 (January 24, 2022): 113–28. http://dx.doi.org/10.24141/2/5/2/2.
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Introduction. Nurses’ knowledge can directly lead to treatment outcomes. Aim. To investigate the knowledge and attitudes of nurses regarding chronic wounds and to compare the nurses who participated in the study according to their level of education, years of experience, and place of work. Methods. Anonymous questionnaire about wound care knowledge was completed by 193 nurses with different educational backgrounds in three counties from central Croatia. The study was conducted during lectures organized through plans for continued education. Results. Most respondents had >5 years of experience, are employed in a hospital and have secondary education in nursing. Nurses with secondary education and less than five years of experience had better knowledge regarding leg ulcers. Hospital nurses state that they have insufficient knowledge about wound healing; however, doctors are more accessible to them. Conclusion. This study examined nurses’ knowledge and attitudes regarding wound care. Mixed results indicate the need for further and more detailed research.
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Sherman, J., A. Lyndon, and H. Hopf. "113 Does Wound Care Education Speed Healing of Infected, Acute Wounds?" Wound Repair and Regeneration 12, no. 2 (March 2004): A30. http://dx.doi.org/10.1111/j.1067-1927.2004.0abstractdg.x.
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Flanagan, M. "A contemporary approach to wound care education." Journal of Wound Care 4, no. 9 (October 2, 1995): 422–24. http://dx.doi.org/10.12968/jowc.1995.4.9.422.
Full textDissertations / Theses on the topic "Wound care education"
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Stevenson, Patricia. "Education Plan to Empower Wound Care Nurses for Evidence-Based Practice." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6131.
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Non-healing wounds can claim thousands of lives and costs billions of dollars each year, and nurse-led wound clinics are becoming necessary to fill a gap in care for patients with wounds. Even among certified wound nurses using evidence-based clinical protocols, key considerations of care are being missed. Therefore, this project was focused on developing and validating a new biofilm education module for certified or certification eligible wound care nurses. The aim of the module was to boost clinical assessment knowledge and improve patient outcomes. Benners skill acquisition model informed the development of this project. The design of the project also included a panel of expert wound care nurses using a 5-point Likert questionnaire to provide feedback on the biofilm education module, including evaluating the content, context, relevance, and use in the practice setting. Descriptive analysis provided evidence to inform the revision of the education module. Results of the Likert questionnaire ranged in mean score from 4.6 to 5.0, indicating there was strong agreement among the panel members that the education module met the objectives. The completed education module has been presented to the organization leadership for future implementation. This project supports positive social change by improving nurses' preparation to provide early clinical assessment, intervention, and definitive biofilm eradication treatments, ultimately improving patient outcomes.
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Hebert, Kimberly Sanders. "Validating a Home Health Care Staff Educational Module for Wound Treatment and Documentation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5719.
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Although guidelines and minimal standards for the care and documentation of wounds in home health care settings in the United States are available, there is a lack of compliance among many home health care agencies (HHAs) with regard to the accuracy of wound documentation and care of wounds. Failure to follow guidelines for wound care according to Centers for Medicare and Medicaid Services and Home Health Outcome and Assessment Information System standards could result in loss of revenue for HHAs, improper treatment of wounds, and legal ramifications. The purpose of this doctoral project was to develop and validate a staff educational module on wounds and wound documentation for an HHA. Benner's from-novice-to-expert model was the conceptual framework for understanding nurses' matriculation. The practice-focused question focused on whether a wound staff educational module increased the home health care nurse's knowledge about wounds and wound documentation. A 5-level Likert scale was used by an expert panel to validate the staff educational module. Descriptive analysis was used to evaluate the data. The results of the survey supported implementing the educational module with recommendations (overall percentage 93% [4.4]). The findings of this project contribute to social change by increasing nurses' knowledge of wound care, improving the quality of wound care, increasing reimbursement and revenue, and decreasing the cost of care for wounds.
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Schmieding, Sally Renee. "Effect of written information of wound healing and self care practices in postoperative patients." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276827.
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An experimental design was employed to determine the knowledge gained through use of written Wound Healing Fact Sheets. The study sample consisted of 30 postoperative patients recruited from the accessible population of abdominal and chest surgery patients. Subjects were randomly assigned to experimental and control groups. Experimental subjects were interviewed, received the Fact Sheets and underwent knowledge testing prior to discharge and by telephone approximately one week after discharge. Control subjects did not receive the Fact Sheets but were interviewed and tested identically to the experimental group. Low equivalent reliabilities were demonstrated through use of the KR-20 for the knowledge test. Content validity was established by a panel of three experts. A t-test computed between pre and post test mean scores identified a significant difference in knowledge gained by experimental versus control subjects. Low reliability weakens the significance of this result.
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Silva, Lúcia Marta Giunta da [UNIFESP]. "Avaliação da estrutura e processo assistencial de enfermagem na prevenção e controle da infecção de sítio cirúrgico em pacientes submetidas à cirurgia oncológica de mama." Universidade Federal de São Paulo (UNIFESP), 2009. http://repositorio.unifesp.br/handle/11600/9017.
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Previous issue date: 2009-10-28Introdução: Altas taxas de infecção podem refletir a qualidade de um serviço de saúde. Considerando-se que as taxas de infecção de sítio cirúrgico (ISC) encontradas em estudos prévios no local do presente estudo variaram de 14,1% a 22%, questionou-se se a estrutura e o processo assistencial de enfermagem estariam influenciando estas taxas. Uma vez obtida esta resposta, outra indagação relacionou-se à capacidade de um programa educativo de gerar a construção de propostas ou projetos de mudanças por parte dos seus participantes, a partir e uma dinâmica que prime pela interatividade. Objetivo: Avaliar a estrutura e processo assistencial de enfermagem e um programa educativo para os enfermeiros, com o uso de estratégias educacionais interativas, para a prevenção e controle de ISC. Método: Estudo de intervenção, aprovado pelo Comitê de Ética em Pesquisa da UNIFESP sob o número 1486/07, desenvolvido em duas etapas. A primeira consistiu de um estudo observacional e de análise documental, realizado por meio de auditorias de estrutura e processo, na Unidade de Ginecologia e Setor de Oncomastologia do Hospital São Paulo (HSP), entre agosto de 2007 e março de 2008. Esta fase do estudo foi descrita no primeiro artigo que compõe o corpo desta tese. A segunda, de abordagem quali-quantitativa, foi realizada no período de outubro de 2008 a setembro de 2009 e compreende a estruturação, desenvolvimento e avaliação do projeto educacional em ambiente virtual voltado para as enfermeiras dos setores acima mencionados, para controle de ISC, baseado no Modelo Skopos e organizado a partir dos recursos do ambiente Moodle. O conjunto de dados desta etapa foi descrito nos três artigos subsequentes que compõem a tese. Resultados: A avaliação da estrutura e processo assistencial de enfermagem evidenciou que os documentos normativos estavam em consonância com o preconizado na literatura, porém, a estrutura física e os processos assistenciais dos locais pesquisados apresentavam limitações importantes com impacto negativo para o desenvolvimento dos processos assistenciais adequados à prevenção de ISC. No que se refere à estruturação e utilização de um ambiente virtual de aprendizagem na educação continuada em enfermagem, o Moodle mostrou-se valioso para estruturação de um programa educativo de enfermagem, que buscou distanciar-se do modelo de comunicação unilateral e hierárquico. A avaliação do alcance dos objetivos e da adequação dos conteúdos propostos pelo referido programa, por parte das quatro enfermeiras que participaram do processo, mostrou que as mesmas têm clareza dos benefícios e dos principais fatores limitantes atrelados aos programas educativos. E, ainda, embora novas estratégias pedagógicas, particularmente interativas, sejam bem-vindas, as profissionais preferiram os encontros presenciais para verbalização e organização das reflexões. Finalmente, a aplicação das ferramentas HFMEA® e diagrama de Ishikawa possibilitou a análise de quatro processos assistenciais de enfermagem e seus modos de falha: 1) Agendar cirurgia via Setor de Oncomastologia; 2) Fluxo de Admissão e Alta de Paciente Cirúrgico na Unidade de Internação de Ginecologia; 3) Realização de Procedimentos Cirúrgicos Ambulatoriais; 4) Retorno Ambulatorial de Pacientes Cirúrgicos. Possibilitou, ainda, a elaboração de ações de melhoria que foram iniciadas a partir das discussões realizadas no programa. Conclusões: Os resultados do estudo evidenciaram a necessidade de revisão do processo assistencial de enfermagem e adequação da estrutura, a fim de que os padrões de prevenção e controle da ISC fossem atendidos. Em relação ao programa educativo, a experiência de uso de tecnologia educacional na instituição em questão mostrou-se factível e propiciou a reflexão conjunta sobre a situação-problema vivenciada, bem como a proposta de ações para sua solução. Porém, como todo processo inovador, há uma trajetória a ser construída para que os enfermeiros habituados ao estilo expositivo, presencial e focado em objetos previamente determinados, sejam capazes de se beneficiarem de estratégias interativas, colaborativas e baseadas em projetos.
Introduction: High rates of infection can reflect low health service quality. The fact that previous studies performed at the same location of the present study found surgical site infection rates (SSI) ranging from 14.1% to 22% raised questions about the possibility of the nursing care structure and process to affect those rates. After obtaining this first answer, another question emerged, concerning the capacity of an inservice training program be able to encourage the participants, by means of an interactive dynamics, to develop proposals or projects from making changes. Objectives: To evaluate nursing care structure and process in preventing and managing SSI; and evaluate an inservice training program for nurses involved in the context of the identified problems, using interactive educational strategies aiming at the prevention and control of this complication. Method: This intervention study was approved by the UNIFESP Research Ethics Committee under register 1486/07, and was developed in two stages. The first stage consisted of and observation and analysis study, performed by means of inspections of the structure and process at the Gynecology Oncomastology Units at Hospital São Paulo (HSP), between August 2007 and March 2008. This stage was described in the first article that composes this dissertation. The second stage used a quali-quantitative approach and was performed from October 2008 to September 2009. It consisted of the structure, development, and evaluation of the educational project in a virtual environment for the Training Program at Work for nurses of the referred hospital units, in SSI control, based on the Skopos Model, and organized based on the resources of the Moodle environment. The data regarding this stage was described in the three subsequent articles that comprise the dissertation. Results: The evaluation of the nursing care structure and process showed that the normative document were in agreement with the literature; however, the physical structure and the nursing care processes of the studied locations presented important limitations, which had a negative impact on the development of adequate health care processes to prevent SSI. In terms of the structure and use of a virtual learning environment in continuing nursing education, Moodle showed to be valuable in structuring a nursing training program, which sought to stand apart from a unilateral and hierarchical communication model. The evaluation of goal achievement and content adequacy of the referred program was performed by four nurses who participated in the process. The nurses found that the program presents clear benefits and the main limiting factors associated with inservice training. In addition, although new educational strategies, particularly if interactive, are welcome, the professionals preferred in-person meetings. Finally, using the HFMEA® and the Ishikawa diagram permitted to analyze four nursing care processes and their forms of failure: 1) scheduling a surgery through the Oncomastology Unit; 2) Surgery Patient Admission and Discharge Flow at the Gynecology Hospitalization Unit; 3) Performing Outpatient Surgical Procedures; 4) Outpatient Return Appointments for Surgery Patients. In addition, it was possible to make a list of improvement actions that were initiated based on the discussions held during the training program. Conclusions: The study results evidenced the need to review the nursing care process and to make the structure adequate with a view to meet the standards for SSI prevention and control. As for the inservice training program, the experience of using educational technology at the referred institution was feasible and provided the chance for group analyses about the problematic situation, as well as the proposal of actions for its solution. However, just as any innovative process, there is a pathway to be constructed so that nurses, who are used to training programs that are expositive, performed on-site and focused on previously determined objectives become capable of benefiting from interactive, collaborative, and project-based strategies.
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Brown, Jackson Tiffany L. "Knowledge and attitudes of Ball State University pre-service elementary education teachers toward emergency care in the school setting." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1538077.
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Unintentional injuries are the leading cause of death for children aged 5-19 Twenty-two million children are injured each year and approximately one quarter of these injuries occur on school premises. Schools must provide nursing services to children who attend school, but ratios of registered nurses to students is higher than the 1:750 recommended ratio. Current school teachers believe pre-service teachers should be trained in emergency care in teacher training programs. Yet, no research has been conducted to evaluate pre-service teachers’ knowledge and attitudes toward emergency care. The purpose of the study was to investigate pre-service teachers’ knowledge of and attitude toward emergency care in the school setting. A cross sectional group-comparison survey design was used. A 40-item questionnaire was administered to pre-service elementary teachers at Ball State University located in Muncie, IN. The questionnaire consisted of questions from “Emergencies in the school setting: Are public school teachers adequately trained to respond?” and Urban
public school teachers’ attitudes and perceptions of the effectiveness of CPR and automated external defibrillators. Sub-group comparisons were made using bivariate and multivariate analyses of similar demographic, attitude, and knowledge questions. Findings indicated that pre-service teachers have a positive attitude toward emergency care, low levels of knowledge about emergency care, and a low level of willingness to provide emergency care in schools. In addition, when comparing pre-service teachers who had received emergency care training to those who did not, a statistically significant difference was found in their knowledge about emergency care. Emergency care training has limited influence on pre-service teachers’ attitudes and willingness to provide care.Department of Physiology and Health Science
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Uwins, Janet. ""I would question my role if I felt that mothering wasn't a part of it" : mother practitioners' empathetic contributions to Early Childhood Education and Care." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/12050/.
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Throughout the last forty years, policy and practice in Early Childhood Education and Care (ECEC) in England has increasingly demanded a strong and reciprocal partnership with parents. Family policy has become intertwined with ECEC policy with the drive to instil a standardised model of good parenting to facilitate the eradication of child poverty. As a result, ECEC practitioners have a responsibility to support good parenting; however, a uniform model of parenting does not reflect the socio-economic and cultural constructs of contemporary family life. The personal and professional roles of caring for babies and young children are naturally closely aligned, and many ECEC practitioners are parents themselves. This study investigated this perception, and asked the question: ‘How might ECEC practitioners’ experiences of mothering influence and inform their working practice with parents?’ The research offers a psychosocial theoretical framework that embraces social theory alongside concepts from science that address the nature of close relationships. Seven mother practitioners, working in a range of professional roles within the ECEC sector, responded to in-depth e-mail interviews to describe their personal experiences of mothering and how these were translated in their professional roles with parents. By applying a constructivist grounded theory method of analysis, the findings highlighted the participants’ mothering of their own children to be a natural and instinctive process highly influenced by their social and cultural worlds. Such a view conflicts with political rhetoric that supports a uniform model of good parenting. An empathetic approach was used when supporting parents, and through attentive listening, mother practitioners were able to combine personal experience with their professional theoretical knowledge and experience to tailor support and meet the needs of families. The thesis concludes that the mother practitioners placed an intrinsic value on being a parent within their working roles, when combined with professional knowledge and experience facilitated empathetic relationships with parents. The study suggests that recognition is needed of the value of personal experiences, which can be capitalised upon more in ECEC policy and practice in order to respect contemporary constructs of family. Suggestions for further professional development, research and dissemination of the research findings are offered.
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Njoki, Emmah. "Health promotion needs of youth with physical disabilities with specific reference to spinal cord injury in the Western Cape -- South Africa." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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This study aimed to determine health promotion needs of physically disabled youth with spinal cord injury. The study specifically explored health-related behaviours with reference to participation in physical activity and substance usage, factors that influenced these behaviours and major issues that needed to be targeted in health promotion.
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Stack, Jessica Danielle. "The effects of glove fit on task performance and on the human operator." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1005197.
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The hand is one of the most complex of all of the anatomical structures in the human body. It has been found that hand injuries are among the most frequent injuries that occur to the body, predominantly during industrial activities. It has therefore been concluded that more research is needed into protective factors, such as glove use. The design features of a glove emphasise either protection or performance. There is often a trade-off between increased safety and performance capability when donning gloves. It has been determined that gloves which are fitted and comfortable for the worker may provide the best compromise between protective functions and decreased performance. This investigation aimed to assess the influence of glove fit on the performance attributes of industrial tasks, as well as on the responses of the human operator. Glove fit was analysed as 35 male participants donned three different glove sizes during each test, including a best-fitting glove, a glove one size smaller than best-fitting, and a glove one size larger than best-fitting. For each glove size, gloves of two differing materials were tested, namely nitrile and neoprene. A barehanded condition was also tested, totalling seven gloved/barehanded conditions for each test. The seven conditions were assessed in a laboratory setting in a battery of tests. This consisted of components of task performance, including maximum pulling and pushing force, maximum torque, precision of force, tactility, speed and accuracy and dexterity. The performance responses were recorded, as well as participants’ perceptual responses using the Rating of Perceived Exertion scale, and muscle activity. Six muscles were selected: Flexor Digitorum Superficialis, Flexor Pollicus Longus, Extensor Carpi Ulnaris, Extensor Carpi Radialis, Flexor Carpi Ulnaris and Flexor Carpi Radialis. The results revealed that glove fit does affect certain spects of performance, and influences human operator responses for selected task components. Furthermore, discrepancies were distinguished between orking barehanded and working with an optimally fitted glove. There was also a glove material effect established. Overall, it was found that muscle activity when exerting maximum force in a pushing and pulling direction was optimal with the nitrile glove material. Maximum torque performance was enhanced with the use of a best-fitting glove, as compared with an ill-fitting glove or barehanded work. Force precision was preferable when barehanded, as opposed to the tactility task which rendered optimal results with a best-fitting glove. The same was found for speed and accuracy results, as glove fit appeared to have no effect on performance, but performance was improved when participants were barehanded. Dexterity performance was the most conclusively influenced by the conditions, resulting in barehanded performance being optimal. However, should a glove be necessary for a given task, an optimally-fitted glove which is of a thinner material would be recommended. It is necessary to distinguish the performance components of a task within industry and select the most appropriate glove for optimal performance and the least risk of overexertion.
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Alto, Lucio de Sousa Monte. "Análise do impacto do Programa ATLS (R) (Advanced Trauma Life Support (R)) no atendimento do traumatizado em cidade de pequeno porte no Brasil." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/5/5159/tde-04042008-154357/.
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Introdução: o Programa ATLS foi desenvolvido nos EUA na década de 70, visando estabelecer um método padronizado para avaliação e tratamento iniciais dos pacientes vítimas de trauma pelos médicos que trabalham nas unidades de emergência. Hoje, apesar do sucesso e de sua ampla disseminação internacional, os benefícios do Programa em relação à modificação dos índices de mortalidade das vítimas de trauma ainda não foram largamente comprovados. Objetivos: o objetivo deste estudo é avaliar a efetividade do Programa ATLS no atendimento do traumatizado em cidade de pequeno porte do Brasil, analisando seu impacto sobre os índices de mortalidade, sobre o tempo de internação e sobre a realização de determinados procedimentos diagnósticos e terapêuticos. Métodos: no período compreendido entre 01 de Janeiro de 2003 e 31 de Dezembro de 2005, foram analisados 240 pacientes, vítimas de trauma, atendidos em hospital universitário de cidade de pequeno porte no Brasil, com RTS \"Revised Trauma Score\" - Escore Revisado de Trauma <6,62, subdivididos em duas amostras: grupo pré-ATLS (120 pacientes) - quando não havia protocolo específico para atendimento ao trauma, e grupo pós-ATLS (120 pacientes) - após a implantação do programa. Resultados: Houve diferença estatisticamente significativa na mortalidade, com redução média de 17% no grupo pós-ATLS. Também foi constatado, no grupo pós-ATLS, aumento estatisticamente significativo da mortalidade após 24 horas da chegada do paciente ao hospital. Quanto ao tempo de internação, não houve diferença estatisticamente significativa entre os grupos. Conclusão: a implantação do programa ATLS reduziu o índice de mortalidade global atestando efetividade no atendimento ao trauma.Introduction: the ATLS Program was developed in U.S.A. in the decade of 70, aiming to provide a standardized method for initial evaluation and management of the trauma patient for the doctors that work at the emergency room. Today, despite the success and of its ample international dissemination, the impact of the benefits of the Program on trauma care has not been wide scientifically proven. Objectives: the objective of this study is to analyze the effectiveness of the ATLS Program in the management of trauma patients in a small size city of Brasil, studying the real impact on the mortality index, the time of hospital stay and the accomplishment of determined diagnostic and therapeutic procedures. Methods: starting on January 01, 2003 and ending on December 31, 2005, 240 trauma victims were studied at the university hospital of a small size city of Brasil, with RTS (Revised Trauma Score) < 6.62, subdivided in two samples: group pre-ATLS (120 patients) - when there was no specific protocol for trauma care, and group post-ATLS (120 patients) - after the implementation of the program. Results: It had statistical significant difference in mortality, with average reduction of 17% in the group post-ATLS. Also it was evidenced, in the group after-ATLS, statistical significant increase of mortality after 24 hours of the arrival of the patient to the hospital. Concerning the length of hospital stay, there was no statistical significant difference between the groups. Conclusion: the implementation of the ATLS program reduced the index of global mortality certifying effectiveness in the management of the trauma patient.
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Chen, Yen-Chin, and 陳豔晴. "The Effectiveness of a Health Education in Wound Self-care of Emergency Traumatic Patients." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/28133892363061864204.
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碩士中國醫藥大學
護理學系碩士班
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Aim: The purpose of study is to explore the effectiveness of wound self-care program for emergency traumatic patient in Taiwan. Methods: The study is a quasi-experimental design by using two groups posttest. Random sampling was used to recruit participants in emergency department at a level one medical center hospital in a central district of Taiwan. A total of 178 participants were recruited, 89 participants in each groups. A 20-minuet of Wound Self-care Health Education was given in the experimental group. The health program included the oral description, demonstration, practice of wound care, education sheet, and resources of wound self-care while regular service was given in control group . A questionnaire was used to evaluate the effectiveness of the program after 2-3 days as patient followed up in the out-patient department. Results: After Wound Self-care Program, the knowledge, skills of wounds self-care, the satisfaction of health education in experimental group are better than the control group (p <.05). Wound infection rate in experimental group (9%) is lower than control group (20.2%), and statistically significant (p <.05). Education, age, wound with foreign body are significantly correlate with wound infection (p <.05). Age is related to the knowledge of wound self-care (p <.05). Wound with foreign body and the location of wound relate with skills of wound self-care (p <.05). The knowledge and skills of wounds self-care, and the satisfaction of health education are positive related to each other, revealing the better care knowledge, better care skills, and better satisfaction. Skills of wounds self-care and wound with foreign body are the major predictors of wound infection. Conclusions: The Wound Self-care Health Education could increase the knowledge and skill of wound self-care, satisfaction of health care education, and reduce the rate of wound infection. Wound care requites technical knowledge, thus, practical demonstration of teaching and practice is more effectiveness for patient’s wound self-care. A appropriated health resources with cartoon illustrations and mnemonics care process can improve the patients’ motivation and self-care effectiveness.
Books on the topic "Wound care education"
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Brandee, Waite, and Ishmael William K, eds. Ishmael's Care of the knee. 3rd ed. Philadelphia, PA: Lippincott Williams & Wilkins, 2006.
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Office, General Accounting. Medicare: Increase in HMO reimbursement would eliminate potential savings : report to the chairman, Subcommittee on Health, Committee on Ways and Means, House of Representatives. Washington, D.C: The Office, 1989.
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Office, General Accounting. Medicare: Increase in HMO reimbursement would eliminate potential savings : report to the chairman, Subcommittee on Health, Committee on Ways and Means, House of Representatives. Washington, D.C: The Office, 1989.
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States, United. Health Information, Health Promotion, and Vaccine Injury Compensation Amendments of 1991. [Washington, D.C.?: U.S. G.P.O., 1991.
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Patient safety: What is the role for Congress? : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventh Congress, first session, on examining issues surrounding Congress' role in increasing patient safety in the health care system, including proposals that would reflect the Institute of Medicine's report recommendations to establish a Center for Quality Improvement and Safety to fund research and disseminate information about patient safety, while providing for confidentiality protections of this information, May 24, 2001. Washington: U.S. G.P.O., 2001.
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Office, General Accounting. Gender issues: Changes would be needed to expand selective service registration to women : report to the ranking minority member, Subcommittee on Readiness, Committee on Armed Services, U.S. Senate. Washington, D.C. (P.O. Box 37050 Washington 20013): Teh Office, 1998.
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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Subcommittee on Public Health. The health care crisis of the uninsured: What are the solutions : hearing before the Subcommittee on Public Health of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventh Congress, second session on examining solutions to the problem of uninsured Americans, including proposed legislation that would amend titles XIX and XXI of the Social Security Act to provide for familycare [sic] coverage for parents of enrolled children, allow parents of disabled children to purchase medical coverage, and allow for insurance coverage subsidies, and building upon existing public programs, such as the Children's Health Insurance Program (CHIP) and Medicaid programs, March 12, 2002. Washington: U.S. G.P.O., 2002.
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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Subcommittee on Public Health. The health care crisis of the uninsured: What are the solutions : hearing before the Subcommittee on Public Health of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventh Congress, second session on examining solutions to the problem of uninsured Americans, including proposed legislation that would amend titles XIX and XXI of the Social Security Act to provide for familycare [sic] coverage for parents of enrolled children, allow parents of disabled children to purchase medical coverage, and allow for insurance coverage subsidies, and building upon existing public programs, such as the Children's Health Insurance Program (CHIP) and Medicaid programs, March 12, 2002. Washington: U.S. G.P.O., 2002.
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Committee, New Jersey Legislature General Assembly Regulatory Oversight. Committee meeting of Assembly Regulatory Oversight Committee: Discussion of nursing home operations, quality of care, facility conditions, the role of state government in ensuring the well-being of the elderly in nursing homes, and the shortage of health-care professionals. Trenton, N.J: Office of Legislative Services, Public Information Office, Hearing Unit, 2002.
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Advocating for patients: Information for consumers : hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventh Congress, first session on examining issues related to health information for consumers, and proposed legislation that would provide assistance to the states that wish to establish, or strengthen their existing health care consumer assistance, or ombudsman programs, March 28, 2001. Washington: U.S. G.P.O., 2001.
Find full textBook chapters on the topic "Wound care education"
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Radfar, Amir. "Integrating Palliative Care into Primary Care: An Educational Project to Meet an Unmet Need." In Improving Oncology Worldwide, 117–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96053-7_15.
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AbstractLack of access to palliative care services in developing countries would add to patients’ suffering if deprived of palliative care services. There is a tremendous need for the basic, intermediate, and specialist training of palliative care, and the need will be growing as the population ages. Palliative care integration with the prevention, early diagnosis, and treatment of life-limiting health problems can enhance the quality of life, promote patients’ dignity, and positively affect the disease’s course. Primary palliative care can be applied at all healthcare system levels, including primary care providers and specialists in many disciplines who do not have formal palliative care training. Primary palliative care can assist to relieve the pain and suffering of terminally ill patients and can partially meet current or future needs in developing countries. Education is one of the main points of the primary palliative care program. It should be adapted to the development of palliative care for each country and eventually incorporated into the conventional training for all professionals. This cost-effective and simple approach has been a basis for creating an online educational program that aims to develop primary palliative care content material in Farsi for general practitioners who deal with patients with cancer.
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Mapaling, Curwyn, Paul Webb, and Belinda du Plooy. "“I would help the lecturer with marking”: Entrepreneurial Education Insights on Academic Resilience from the Perspectives of Engineering Students in South Africa." In Transforming Entrepreneurship Education, 177–96. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11578-3_10.
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AbstractsSeveral factors contribute to the alarmingly high youth unemployment rate in South Africa. Barriers such as lack of access to education and practical work experience reflect these statistics and the socio-economic implications of graduate unemployment. This qualitative case study investigated the perceptions of engineering students' academic resilience in the context of higher education by using a youth development approach. Semi-structured interviews were conducted online via Zoom with a sample consisting of 10 participants (aged 22–28 years), namely four Civil engineering students, four Electrical engineering students, and two Industrial engineering students. Six students were South African, whilst the remaining four were international students. Seven participants self-identified as male and three as female. Findings are discussed in terms of the three themes which emerged from the thematic analysis: (a) personal character strengths; (b) access to guidance, resources, and information and (c) a sense of belonging and social connection. This study focused on engineering education and developed a new interdisciplinary understanding of how entrepreneurship education may contribute to engineering students' academic resilience as a packaged support system that speaks to their psychosocial, educational and economic needs.
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Valenzuela, Juan Pablo, and Simon Rodriguez. "Desafío TEP – Positive Educational Trajectories. A Public-Private Alliance to Strengthen Public Education During the Pandemic." In Knowledge Studies in Higher Education, 69–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_4.
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AbstractThis case study describes the Desafío TEP project, which arose from a public-private alliance between the Arauco Educational Foundation, the Center for Advanced Research in Education (CIAE) from the University of Chile, and the Andalién Sur Local Public Education Service (SLEP). The goal of the project is to develop a model for the prevention of school exclusion (resulting from repetition and dropout) in public schools.Although the initiative was in consideration to be suspended due to the closure of schools across the country caused by COVID-19, instead the proposal was completely redesigned, recognizing that the pandemic would increase the problems of school exclusion. The innovations generated in this redesign are anticipated to lead to long-term sustainability and scalability in the region through cost reductions and the promotion of remote interactions between different establishments working in networks, such as the SLEP, the schools, and the teams from the CIAE and Arauco Educational Foundation. This network is further supported by the actors in the educational system of the territory.
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Valenzuela, Juan Pablo, and Simon Rodriguez. "Desafío TEP – Positive Educational Trajectories. A Public-Private Alliance to Strengthen Public Education During the Pandemic." In Knowledge Studies in Higher Education, 69–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_4.
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AbstractThis case study describes the Desafío TEP project, which arose from a public-private alliance between the Arauco Educational Foundation, the Center for Advanced Research in Education (CIAE) from the University of Chile, and the Andalién Sur Local Public Education Service (SLEP). The goal of the project is to develop a model for the prevention of school exclusion (resulting from repetition and dropout) in public schools.Although the initiative was in consideration to be suspended due to the closure of schools across the country caused by COVID-19, instead the proposal was completely redesigned, recognizing that the pandemic would increase the problems of school exclusion. The innovations generated in this redesign are anticipated to lead to long-term sustainability and scalability in the region through cost reductions and the promotion of remote interactions between different establishments working in networks, such as the SLEP, the schools, and the teams from the CIAE and Arauco Educational Foundation. This network is further supported by the actors in the educational system of the territory.
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Jost, Patrick, and Monica Divitini. "From Paper to Online: Digitizing Card Based Co-creation of Games for Privacy Education." In Technology-Enhanced Learning for a Free, Safe, and Sustainable World, 178–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86436-1_14.
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AbstractEducation is rapidly evolving from co-located settings to remote and online learning. However, many proven educational tools are designed for collaborative, co-located classroom work. Effective sketching and ideating tools, such as card-based workshop tools, cannot be applied in remote teaching.This paper explores how the paper-based card and playboard metaphor can be digitized for remote student co-creation via video call sessions. Therefore, a card-based toolkit for co-creating educational games is transformed into a digital representation for remote application. In a between-subject trial with two university student groups (n = 61), it is investigated how users perceive ideation/balancing support and applicability of the technology-enhanced card toolset compared to the paper-based variant. Both groups thereby created an analytic game concept for privacy education.The results remarkably revealed that remote co-creation using the technology-enhanced card and playboard in video call sessions was perceived as significantly more supportive for ideation and game concept balancing. Students also felt more confident to apply the digitized card toolset independently while being more satisfied with their created game concepts. The designed educational game concepts showed comparable patterns between the groups and disclosed the students’ preferences on how games for privacy education should be designed and when and where they would like to play them. Conclusively, design implications for digital card ideation toolsets were synthesized from the findings.
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Contini, Dalit, and Roberto Zotti. "Do Financial Conditions Play a Role in University Dropout? New Evidence from Administrative Data." In Teaching, Research and Academic Careers, 39–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07438-7_3.
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AbstractA large strand of research in the economics and sociology of education has highlighted the existence of deeply rooted inequalities in educational choices along socioeconomic lines, even when net of prior performance. These disparities may take different forms at different stages of schooling and across institutional systems. Yet, due to the lack of data, it is often difficult to disentangle the role played by the various dimensions of socioeconomic background on students’ educational careers. While parental education and occupation may shape aspirations (and thus the wish to undertake ambitious educational programmes), lack of income could represent a material obstacle to the continuation of study. In this chapter, we focus on the effect of financial conditions on the probability of dropping out from university. Italy is an interesting study case, because the education system is mainly public and university tuition fees are relatively low and income progressive. Because direct costs for disadvantaged students are low, we would expect income not to be highly relevant in this context. By exploiting a unique data set from the University of Torino (in northern Italy) linking administrative data from students’ university careers and information on parental characteristics collected at matriculation, we analyse how socioeconomic background influences the first-year dropout probability. While extremely relevant in earlier educational outcomes, parental education and occupation no longer exert a sizable effect at this point in students’ lives. Instead, we find that economic conditions greatly influence the chances of completing university. This result suggests that low tuition fees may be insufficient to foster the participation of low-income high school graduates and that additional forms of support might be needed to ensure equity and, at the same time, raise the share of young people with higher education degrees, which is still too low in Italy.
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Reimers, Fernando M. "The Role of Universities Building an Ecosystem of Climate Change Education." In Education and Climate Change, 1–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_1.
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AbstractThis chapter introduces the field of climate change education, noting the paradox that in spite of many efforts at incorporating climate change in education policy and curriculum frameworks, and a diversity of practices in schools, there is little evidence that such efforts are contributing to adaptation, mitigation or reversal of climate change. The chapter reviews the role of international development organizations advocating for and developing frameworks in support of climate change education. This is followed by an analysis of ongoing efforts of climate change education.The chapter argues that more effective education for climate change at the primary and secondary education levels around the world requires context specific strategies that align the specific learning outcomes with the impacts of climate change in that context. Implementing those strategies requires the development of institutional capacity in schools that is aligned to the stage of institutional development of the school. The chapter explains how a multidisciplinary framework that accounts for the cultural, psychological, professional, institutional and political dimensions of the change process can support the development of collaboration and coherence in implementing those climate change education strategies. Those strategies need to also specify the particular populations that need to develop such competencies and the optimal means of delivery. The chapter also situates the literature on climate change education within the larger context of the literature on deeper learning, twenty first century skills and education system change, explaining how deeper learning in climate change education might influence attitudes and behaviors in ways that prevailing didactic approaches focused principally on the transmission of scientific knowledge do not.To develop such context specific climate change education strategies and to build the institutional capacity to implement them, the chapter makes the case for more intentional engagement of universities, in partnership with schools and non-formal education organizations. This would serve the dual role of providing support for schools in advancing climate change education, while also educating higher education students on climate change through problem based, participatory and contextually situated approaches.
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Gottrup, Finn. "Education and Organization in Wound Healing and Care." In Management of Wound Healing, 241. Jaypee Brothers Medical Publishers (P) Ltd., 2007. http://dx.doi.org/10.5005/jp/books/10459_27.
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Timperley, Jonathan. "Lifestyle issues, patient concerns, and devices." In Oxford Specialist Handbook of Pacemakers and ICDs 2e, 353–60. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199687831.003.0016.
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This chapter covers patient education about implants, including management of wound care, indications for seeking medical attention, and what to do in the event of shocks. Fitness to drive regulations in the UK are described, including for group 1 and group 2 licences. Questions that will commonly be asked by patients with a newly implanted device are answered to aid patient understanding, and finally the procedure in the case of an inappropriate shock are discussed.
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"Would schools improve if teachers cared less?" In Education 3-13, 322–38. Routledge, 2013. http://dx.doi.org/10.4324/9780203078761-38.
Full textConference papers on the topic "Wound care education"
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Tu, Shu-Ling, Yue-Der Lin, I.-Chen Chiu, and Yaw-Jen Lin. "A Performance Study of Multimedia Patient Education: A Case of Surgical Wound Care." In 2012 International Symposium on Computer, Consumer and Control (IS3C). IEEE, 2012. http://dx.doi.org/10.1109/is3c.2012.151.
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Choi, Kup-Sze. "Virtual Reality Wound Care Training for Clinical Nursing Education: An Initial User Study." In 2019 IEEE Conference on Virtual Reality and 3D User Interfaces (VR). IEEE, 2019. http://dx.doi.org/10.1109/vr.2019.8797741.
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Kristinawati, Beti, Datik Wahyuningsih, and Siti Rahmawati. "The Lived Experiences of Family Members Treating Gangrene Wound Patients with the Concept of Care." In Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.3-6-2021.2310743.
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Jiang, Ying. "A Care-oriented Design Process Model for Sustainable Design Education." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002421.
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In the unsustainable development of commodity production and resource consumption, designers are both part of the root of the problem and the agents of its solution. Education institutions and teaching plans bear a profound moral responsibility to improve designers’ ability to create a sustainable future. This chapter goes deep into the design education curriculum to explore a design process model that can be specifically applied to the field of care design.Education for sustainable development has become the main concern of environmental education since the 1990s (United Nations 1992). David W. Orr calls for an education system shift: ‘This crisis cannot be solved by the same kind of education that helped create the problems. Against the test of sustainability, our ideas, theories, sciences, humanities, social sciences, pedagogy, and educational institutions have not measured up’ (1992, p. 83). The UN Decade of Education for Sustainable Development (2005–2014) highlighted the key role of Education for Sustainable Development (ESD), aiming at ‘integrating the principles and practices of sustainable development into all aspects of education and learning, to encourage changes in knowledge, values and attitudes with the vision of enabling a more sustainable and just society for all’ (UNESCO, 2005, p.9). It fundamentally mobilized education to create relevant teaching rationales, teaching methods and learning content.The evolution of design for sustainability has been advanced ESD in higher education institutions and has created a wide array of teaching methods and tools, such as Service Design (Miso, 2020), Design Futuring (Fry, 2009), Transition Design (Jones, 2014), Systemic Design (Irwin, 2015), Design for Behaviour Change (Bhamra & Dewberry, 2007) and Ecology of Care (Coxon, 2017). The continuous improvement of sustainable design education helps designers to conceive a number of different conceptual solutions as a whole, and to take into consideration the wide array of impacts that their decisions have on people, the environment and the economy. However, the problem in curriculum education is that its focus is more on the designer’s sustainable achievements, rather than the designer's sustainable awareness and behavior changes. Strengthen the correlation between designers’sustainability awareness and design results would be appreciated.East China University of Science and Technology (ECUST) is a comprehensive university with a strong background in science and engineering. The fundamental design course teaching at the School of Art Design and Media has provided me with excellent research opportunities. In this context, I could integrate the care-oriented sustainable design course into the curriculum system and conduct research directly. I noticed that sustainable design is a special and independent concept rarely mentioned in existing design courses. As expected from traditional courses, design courses focus on creating visually compelling and fully functional works. Although some ‘green’ design projects are sometimes carried out, in most cases green design courseworks focus on finding solutions in terms of principles, technology, materials, etc., and finally propose a small product design concept without considering the whole systemof thought at the basis of design. Also, most part of the courses are devoted to the introduction of the double diamond model that guides the design process, even though it does not make full use of the scientific nature of the design process itself. Sometimes, design research is separated from design results. I am interested in reshaping the way designers think about sustainability in the field of traditional design education, by considering all the different impacts of design decisions on people, the environment and the economy.By understanding the nature of care, I intend to develop a design process model and teaching tools from the perspective of care, which can be extrapolated as a care-oriented, sustainable design education course. The design process can be seen as a learning process which provides deeper information about sustainability challenges and opportunities by influencing students’ design thinking and design activity. On the one hand, the design process model could build a clear teaching idea for teachers. On the other hand, it could raise students’ awareness of caring, and transform this consciousness into specific design schemes, which can provide insight into problems and propose solutions from larger and more complex perspectives, thereby generating new sustainable design ideas. This newly developed design process emphasizes the role of the immediate-environment in promoting clients and products care.
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El-Khasawneh, Bashar. "Motivational Tools for Engineering Students in Privileged Developing Countries: Examples From UAE." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88499.
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The topic of this paper could be irrelevant to well-developed and developing countries, however, it is quite challenging to educate students in privileged income developing countries in which all primary needs of education, health, shelter and basic needs (the base for Maslow’s hierarchy of needs) are taken care of by the government. This leaves little room for the young generation to aspire to. Insufficient internal drive to work hard or to prove oneself since all basic needs are taken care of and most of these students are coming from well-off families. This created a real dilemma for educators in how to motivate and encourage this generation to take education seriously and work hard towards their degree and appreciate this educational journey. This paper would discuss some of these motivational tools and a set of recommendations for the government on this issue.
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Domingo Calabuig, Débora, and Laura Lizondo Sevilla. "UNI-HERITAGE. European Postwar Universities Heritage: A Network for Open Regeneration." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10255.
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This research project aims at the regeneration of European universities created in the 60s and 70s through a systematic, circular, open and integrated process of their cultural heritage. At present, these campuses represent both a tangible and intangible heritage (architecture, urban planning, landscape… but also pedagogy, specialization areas, educational policies) whose adaptation to contemporaneity involves issues related to environmental sustainability, to the institution organizational capacities, and to its social implication. Specifically, this proposal aims at lines of action that would offer strategies such as the renewal of infrastructures and services and the adaptive reuse of the built heritage (space recycling, sustainability), the updating of the physical teaching spaces to the new teaching methodologies (European Higher Education Area), and the campus social consideration as a comfortable, conflict-safe and cultural-integrated area. Beyond the simple conservation, restoration and physical rehabilitation of a set of buildings and a university fabric, this project has the added value of an integrated or interdisciplinary action model that seeks four aspects of innovation: the organizational, the formative, the technological and social. This research proposes to ensure a longer life cycle for the heritage through its participation as a resource in the dynamics of regeneration of the universities.
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Bawane, Jyoti, and Dhaneswar Harichandan. "Learners’ Adoption of MOOCs Prior and During Covid-19 Pandemic: A Case Study on Building Resilience in Higher Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2771.
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The COVID-19 pandemic has elevated the need for ‘building resilience’ to be a core part of the planning and management of future education systems. Resilience primarily implies the capacity to adapt and adjust to new environmental conditions subject to retaining the basic tenets and identity of the educational system. While the pandemic has caused severe disruption across the higher education sector, it also changed the complete outlook on teaching and learning in higher educational institutions. In general, adoption of E-learning platforms surged during this crisis period and MOOCs, in particular, were increasingly encouraged and offered by institutions for continuing education. Studies have shown that learners enrolled in MOOC courses for many different reasons (Crues et al, 2018). One such indicated that self-regulation was seen as the most significant predictor of MOOC adoption and female learners showed a high inclination to adopt them (Ma & Lee, 2019). Among Indian students, building skill-sets was seen as one of the key factors of intention to adopt MOOCs (Mohan et al, 2020). However, it is significant to study why learners adopted MOOCs, especially during the pandemic since this can serve as an ideal case for studying and gaining insights on resilience built against an emergency situation. This paper has been visualized against this background to investigate and compare how MOOCs were adopted by higher education learners, prior to and during the pandemic period. The case study is based on a selected MOOC wherein an attempt would be made to study learner orientations and adoptions to MOOCs in normal and pandemic settings and to assess if there has been any difference in their access, with a special focus on girls and marginalized communities. It is important to understand the learner characteristics, reasons why they enrolled and learner practices from the two selected situations. The parameters chosen to examine the learners are; demographic profile; MOOC experience, access to the course, perceived usefulness, self-learning strategies, learning preferences, purpose and motivation. Empirical analysis of both qualitative and quantitative data would be adopted to interpret the data. The study findings would have implications while investing and building disaster resilience in higher educational institutions and creating a robust and quality infrastructural governance for MOOCs.
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Silva, Manoela M. O. da, Veronica Teichrieb, and Patrícia Smith Cavalcante. "Development of Design Principles to Author AR in Education Based on Teacher's Perspectives." In Congresso Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2022. http://dx.doi.org/10.5753/cbie_estendido.2022.226356.
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The lack of AR authoring tools thought from the educational perspective is one of the reasons that hinder Augmented Reality’s widespread use in education. This work investigates important characteristics for AR authoring in education in the form of design principles. We aimed to identify how teachers would like to create AR experiences based on their pedagogic needs through Design Based Research (DBR) with the participation of an interdisciplinary team. We followed the 4 steps of DBR in 2 cycles. We worked with teachers to understand their educational needs when authoring AR experiences. Then, we defined and prototyped a case study focused on language for children and teenagers, which we evaluated in two test rounds. As a result, we proposed 11 design principles divided into three aspects: infrastructure, augmented reality, and pedagogy, which were evaluated positively by teachers.
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Vanni, Kimmo, Antti Syvanen, and Jarmo Viteli. "Comparison Between Technostress Instruments Among Education and Health Care Sectors." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002267.
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Background: Online meetings in Teams, Zoom and Google Meet have become a relevant part of daily activities in business, research and education. The Covid-19 pandemic forced employees to move from physical meetings to online meetings with very limited time to familiarize themselves with interfaces and functionalities of the applications. It has widely been reported that use of technology may stress people, and the phenomenon is known as technostress. However, the research about technostress due to online meetings and used tools has still been scarce. Objective: We aimed to measure technostress due to online meetings and its factors among university teachers and researchers, and clerical employees. We also aimed to compare which measure (dependent variable) would be the most reliable. Methods: A survey was conducted and the data were handled by SPSS-26 statistical package and AMOS. Statistical analyses were done by linear regressions, correlations, analysis of variance, and both experimental and confirmatory factor analysis. The used dependent variables of analyses were the sum variables of Cohen-4 stress measure and Salanova's technostress measure. Results: Analyses showed that increased online meeting hours due to Covid-19 pandemic has statistically significant impact on perceived technostress. The impact of user interfaces of online meeting tools on perceived technostress was the most relevant factor. Other significant factors were e.g., information security and topics of the meetings. Technostress between genders was statistically non-significant but age was a significant factor. Cohen-4 stress measure was not adequate for technostress assessments, whereas Salanova's technostress measure worked well. Conclusion: Covid-19 pandemic has had an impact on the use of online meetings tools. Even if tools have been useful and the relevant part of office work, the use of tools may affect technostress. The most relevant factor for technostress was the user interfaces. Based on the result, we recommend software companies to focus on developing user interfaces and assessing user experiences of online meeting tools.
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Vukovič, Goran, Andrej Raspor, Nuša Erman, and Bojan Macuh. "Medgeneracijsko sodelovanje: interes mladih za delo in pomoč starostnikom." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.76.
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The aim of the research is to present an interest of young people in giving help to the elderly through institutional and non-institutional care. We live in a time when global and consequently also Slovenian society became strongly aware of importance of the elderly as one of its consisting part. So, it has to be stressed that additional study programmes should be introduced which will bring education in various fields of social gerontology. This need was particularly emphasized during the COVID-19 epidemic, when all homes for the elderly faced the lack of trained staff. The aim of the paper is examination of a topic summarized in a questionnaire which was used to find out how well present and future students know problems of older people and their ways of life. We also asked them, whether they would be willing to dedicate their professional career to dealing with ageing population. We realised that young people know that work with the elderly is strenous. They are acquainted with problems of ageing and ways of older people living. Furthermore, they are aware that dealing with the elderly requires much benevolence, empathy and personal respect to other people. It is recommended that offer of education in a field of elderly care gets improved and upgraded. It would lead to a higher number of young people who would decide to enrol into educational programmes of social gerontology.
Reports on the topic "Wound care education"
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Hall, Sarah, Mark Vincent Aranas, and Amber Parkes. Making Care Count: An Overview of the Women’s Economic Empowerment and Care Initiative. Oxfam, November 2020. http://dx.doi.org/10.21201/2020.6881.
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Across the globe, unpaid care and domestic work (UCDW) sustains communities and economies, provides essential care for children, sick and elderly people and those living with disabilities, and keeps households clean and families fed. Without unpaid care, the global economy as we know it would grind to a halt. Yet this work falls disproportionately on women and girls, limiting their opportunities to participate in decent paid employment, education, leisure and political life. Heavy and unequal UCDW traps women and girls in cycles of poverty and stops them from being part of solutions. To help address this, Oxfam, together with a number of partners, has been working in over 25 countries to deliver the Women’s Economic Empowerment and Care (WE-Care) programme since 2013. WE-Care aims to reignite progress on gender equality by addressing heavy and unequal UCDW. By recognizing, reducing and redistributing UCDW, WE-Care is promoting a just and inclusive society where women and girls have more choice at every stage of their lives, more opportunities to take part in economic, social and political activities, and where carers’ voices are heard in decision making about policies and budgets at all levels. This overview document aims to highlight the approaches taken and lessons learned on unpaid care that Oxfam has implemented in collaboration with partners in sub-Saharan Africa and Asia.
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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.
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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.
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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Jauny, Ray, and John Parsons. Delirium Assessment and Management: A qualitative study on aged-care nurses’ experiences. Unitec ePress, November 2017. http://dx.doi.org/10.34074/ocds.72017.
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Aged residential care (ARC) residents with morbid health conditions frequently experience delirium. This condition is associated with diminished quality of life, preventable morbidity and untimely death. It is challenging and costly to manage delirium because of the complex interplay of physical and psychiatric symptoms associated with this condition in both primary and secondary services. With awareness of risk factors and knowledge about delirium, ARC nurses can play a vital role in early identification, assessment and treatment, but most importantly in preventing delirium in aged-care residents as well as improving health outcomes. Focus groups were carried out with ARC nurses to ascertain their opinions on how they assess and manage delirium in ARC facilities in South Auckland, New Zealand. Findings identified that there were strengths and weaknesses, as well as gaps in assessment and management of delirium. Nurses would benefit from delirium education, appropriate tools and adequate resources to help them manage delirium. Issues with diagnosing delirium, anxiety about challenging behaviours, family dynamics, lack of training and absence of IV treatment were noticeable features in this study.
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van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2302.
Full textAbstract:
Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after a process of rigorous accreditation to ensure quality, inclusion, and safety. In other respects, they will have the freedom to shape the program according to local circumstances and local preferences. This makes it possible to supplement the daily 3 hours with additional hours of childcare that can be financed by families, local government, employers, national associations, faith-based organizations, ministries of social affairs, or others. In this manner, the Preschool Entitlement reconciles local autonomy with governmental responsibility for quality, access, and equity. In low- and middle-income countries, government costs would range from about 0.15 to 0.4 percent of GDP, and the benefits are likely to be significant.
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van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig, and Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, January 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2301.
Full textAbstract:
Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after a process of rigorous accreditation to ensure quality, inclusion, and safety. In other respects, they will have the freedom to shape the program according to local circumstances and local preferences. This makes it possible to supplement the daily 3 hours with additional hours of childcare that can be financed by families, local government, employers, national associations, faith-based organizations, ministries of social affairs, or others. In this manner, the Preschool Entitlement reconciles local autonomy with governmental responsibility for quality, access, and equity. In low- and middle-income countries, government costs would range from about 0.15 to 0.4 percent of GDP, and the benefits are likely to be significant.
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Samji, Salimah, and Mansi Kapoor. Funda Wande through the Lens of PDIA: Showcasing a Flexible and Iterative Learning Approach to Improving Educational Outcomes. Research on Improving Systems of Education (RISE), January 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/036.
Full textAbstract:
Funda Wande has adopted a ‘learning by doing’ strategy that is similar to the Problem Driven Iterative Adaptation (PDIA) approach to solving complex problems. PDIA is a high-impact process of innovation that helps organisations develop the capability to solve complex problems while they are solving such problems. It is a step-by-step framework that helps break down problems into their root causes, identify entry points, search for possible solutions, take action, reflect upon what is learned, adapt, and then act again. Its dynamic process and tight feedback loops enable teams to find and fit solutions to the local context. This case provides a narrative of the Funda Wande story with boxes illustrating how PDIA principles and tools like problem construction, deconstruction, entry point analysis, iteration, and building authorisation would have been applied in practice. The sources of this case include a literature review of education in South Africa, related research documents, and conversations with staff at Funda Wande.
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, July 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.
Full textAbstract:
As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
Full textAbstract:
Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Pettis, Heather M., and Philip K. Hamilton. North Atlantic Right Whale Consortium 2012 Annual Report Card. North Atlantic Right Whale Consortium, November 2012. http://dx.doi.org/10.1575/1912/29601.
Full textAbstract:
The North Atlantic right whale (Eubalaena glacialis) remains one of the most endangered large whales in the world. Over the past two decades, there has been increasing interest in addressing the problems hampering the recovery of North Atlantic right whales by using innovative research techniques, new technologies, analyses of existing databases, and enhanced conservation and education strategies. This increased interest demanded better coordination and collaboration among all stakeholders to ensure that there was improved access to data, research efforts were not duplicative, and that findings were shared with all interested parties. The North Atlantic Right Whale Consortium, initially formed in 1986 by five research institutions to share data among themselves, was expanded in 1997 to address these greater needs. Currently, the Consortium membership is comprised of representatives from more than 100 entities including: research, academic, and conservation organizations; shipping and fishing industries; whale watching companies; technical experts; United States (U.S.) and Canadian Government agencies; and state authorities. North Atlantic Right Whale Consortium members agreed in 2004 that an annual “report card” on the status of right whales would be useful. This report card includes updates on the status of the cataloged population, mortalities and injury events, and a summary of management and research efforts that have occurred over the previous 12 months. The Board’s goal is to make public a summary of current research and management activities, as well as provide detailed recommendations for future activities. The Board views this report as a valuable asset in assessing the effects of research and management over time.