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Книги з теми "Centredness"

Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Centredness.

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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1

Learner-centredness as language education. Cambridge: Cambridge University Press, 1996.

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2

Storeng, Marit. Giving learners a chance: Learner-centredness in the reform of Namibian teaching. Stockholm: Institute of International Education, Stockholm University, 2001.

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3

1977-, Ichalkaranje Nikhil, and Jain L. C, eds. Design of intelligent multi-agent systems: Human-centredness, architectures, learning, and adaptation. Berlin: Springer, 2004.

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4

O'Hear, Anthony. Father of child-centredness: John Dewey and the ideology of modern education. London: Centre for Policy Studies, 1991.

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5

Crowley, John L. The isolated cold cell: An extension to Hans Selye theory regarding altruistic self centredness. [s.l.]: The Author, 1995.

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6

Howie, John. Patient-centredness and the politics of change: A day in the life of academic general practice. London: Nuffield Trust, 1999.

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7

Father of Child-centredness. Policy Studies Institute, 1991.

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8

Ong, Olivia. Heart-Centredness of Medicine. Dr Olivia Lee Ong, The Heart-Centered Doctor, 2021.

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9

Ong, Olivia. Heart-Centredness of Medicine. Dr Olivia Lee Ong, The Heart-Centered Doctor, 2021.

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10

Bodhipaksa and Sunada. Sacred Sound: Mantra Meditations for Centredness and Inspiration. Wildmind, 2011.

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11

Khosla, Rajiv, and Nikhil Ichalkaranje. Design of Intelligent Multi-Agent Systems: Human-Centredness, Architectures, Learning and Adaptation. Springer London, Limited, 2006.

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12

Khosla, Rajiv, and Nikhil Ichalkaranje. Design of Intelligent Multi-Agent Systems: Human-Centredness, Architectures, Learning and Adaptation. Springer, 2010.

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13

Winter, Ann M. Learner nurse perceptions of the learner-centredness of a registered general nurse course. Polytechnic of Huddersfield, 1991.

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14

Görner, Rüdiger. Friedrich Hölderlin’s Romantic Classicism. Edited by Paul Hamilton. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199696383.013.15.

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Анотація:

Hölderlin’s emphasis on the interrelatedness of genres and forms of artistic expression brings him close to early Romantic aesthetics as developed by Friedrich Schlegel, Ludwig Tieck, and Novalis. At the same time, Hölderlin engaged in a particular quest for ‘purity’ of expression modelled on what were perceived, since Johann Joachim Winckelmann’sHistory of Ancient Art(1764), as the Greek principles of artistic production. This engagement in attaining, in Winckelmann’s proverbial phrase, ‘noble simplicity and quiet grandeur’ brought Hölderlin closer to the ambition of Weimar Classicism. If one were to single out one recurrent theme in Hölderlin’s works, it would be experiencing and dealing with emotional, and existential, extremes and, eventually, attaining ἀταραξία that is tranquillity of the mind and soul achieved through measure and centredness.

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15

Levin, Tomer T., and Alison Wiesenthal. Talking about dying. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0022.

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Talking intimately about a person’s death is a poignant conversation. The intensity of this is reduced by locating the discussion within a review of the goals of care and inviting consideration of natural forms of dying. A sequence of well-rehearsed strategies informed by patient-centredness and compassionate support serves the effective accomplishment of this task. Family support is an important related task, often calling for a family meeting to optimize outcomes. Withdrawal of life-prolonging therapies, handling requests for hastened death or futile care, and responding to misunderstanding and family conflict are common predicaments. The use of educational videos about end-of-life decision-making has improved understanding. Clinicians need to be able to comfortably discuss any potential mode of dying and assure the patient and their family of their continuing and committed care. Communication skills training with simulated patients helps optimize the ease with which clinicians can talk about death and dying.

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16

Connolly, Michael. SAGE & THYME. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0024.

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Анотація:

Unhelpful communication behaviours by nurses are known to block patients with cancer from thinking for themselves and so a new approach to training emotional support has emerged from practice. Foundation-level communication skills, including patient-centredness, are being taught in the United Kingdom within a three-hour workshop. Within it, teachers of communication skills are attempting to bridge the gap between published knowledge and clinical practice, using a structured and sequential model known as SAGE & THYME. The model is described as a starter kit to help health workers to listen carefully and practice patient-centred care. The elements of the model and the workshop are described. Published data of self-reported outcomes from workshop participants suggest that learning happens, beliefs change, confidence grows, and willingness to discuss emotional concerns increases. Dissemination of the workshop throughout the United Kingdom appears to be practical, though further research into the impact on patient outcomes is needed.

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17

Staender, Sven, and Andrew Smith. Safety and quality assurance in anaesthesia. Edited by Philip M. Hopkins. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199642045.003.0036.

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Анотація:

Quality assurance has its roots in industry and therefore is strongly influenced by concepts from business, hence the reference to the definition of the term ‘quality’ according to the International Standard Organization (ISO), for example. In order to better understand the various concepts of quality assurance, this chapter clarifies concepts such as ‘effectiveness’, ‘efficiency’, ‘patient-centredness’, and ‘equity’. Of major importance in clinical medicine are guidelines, standards, recommendations, and their grade of evidence. Guidelines in particular have the advantage of facilitation of the practice of evidence-based medicine in that they can provide a practically orientated summary of the relevant research literature. Other important tools for quality assurance include ‘plan–do–study–act’ (PDSA) cycles, process mapping, monitoring of outcome indicators, auditing, and peer review. Patient safety is another rather young discipline in academic medicine. Triggered by the landmark publication of To Err is Human by the US Institute of Medicine (IOM) in 1999, patient safety gained widespread attention in healthcare. Anaesthesiology as a typical safety discipline was among the first to adopt safety measures such as ‘incident reporting’ or ‘human factors training’ years before the IOM report. Safety is closely related to outcome and therefore mortality, morbidity, as well as adverse events in general have to be considered. In order to improve, safety lessons can be learned from the so-called high-reliability organizations and transferred into clinical practice.

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