Break down and define common medical terms used for symptoms, diseases, disorders, procedures, treatments, and devices associated with the blood and lymphatic system. Build medical terms from word parts associated with the • • Word Search postings as indicated in Course Schedule Chapter 1 online Short Answer Quiz and Chapter 1 online examination Mini Medical Record Reviews optional extra credit • blood and lymphatic system. Pronounce and spell common medical terms associated with the blood and lymphatic system. Chapter 8 The Cardiovascular System Upon completion of this chapter, the student should be able to: • • • • • Define and spell the word parts used to create medical terms for the cardiovascular system. Break down and define common medical terms used for symptoms, diseases, disorders, procedures, treatments, and devices associated with the cardiovascular system.
The job of a nuclear pharmacist is like any other pharmacist but with different specializations and expertise. Nuclear pharmacy is a specialized practice area in pharmacy that involves compounding and dispensing radiopharmaceuticals to be used in various nuclear medicine procedures. A nuclear pharmacist specializes in radio pharmaceuticals concerning medication and drugs given to patients undergoing chemotherapy and other radiation based treatments for cancer. Nuclear Pharmacy is patient-oriented and a specialized pharmaceutical division requiring both knowledge and judgment for the safe and effective use of therapeutic radioactive drugs. It was the first area in pharmacy to be formally recognized as a specialty practice.
Recognizing the difference between normal and abnormal Images. Analyze the images to check for quality and adequate coverage of the area needed for diagnosis. (“Diagnostic Medical Sonographers: Occupational Outlook Handbook,” 11). Along with these tasks of becoming an ultrasound tech I shaving the education, training, testing and personal qualifications. For instance, programs offered by community colleges the U.S. military hospitals and universities.
Project Report Interview with Ronald G. Spaeth Gwendolyn Clark Kaplan University Project Report The purpose of this paper is to submit a project report based on the interview with Ronald G. Spaeth. This project report should include but not limited to Speth’s work, educational background, awards highlighted, and his philosophies and strategies, as well as my opinion on them. It should also include the school of management theory he mostly used and why, the obstacles he believe that are the most challenging in healthcare today, and what lesson I have learn from this interview. BACKGROUND INFORMATION with philosophies and strategies From 1972 through 1983 Ronald G. Spaeth, served Evanston Hospital in various roles and from 1983 through 2002 he served as president and chief executive officer of Highland Park Hospital (Grazier, 2005). He has served on plenty boards which deal directly with hospital accreditation and health care associations and he currently serves on the Board of Commissioners of the Joint Commission oil Accreditation of Healthcare Organization (Grazier,2005).
EDITORIAL Qualities of Qualitative Research: Part I M any important medical education research questions cry out for a qualitative research approach: How do teacher characteristics affect learning? Why do learners choose particular specialties? How is professionalism influenced by experiences, mentors, or the curriculum? The medical paradigm, the ‘‘hard’’ science most often taught in medical schools, usually employs quantitative approaches.1 As a result, clinicians may be less familiar with qualitative research or its applicability to medical education questions. For these why types of questions, qualitative or mixed qualitative and quantitative approaches may be more appropriate and helpful.2 Thus, we wish to encourage submissions to the Journal of Graduate Medical Education that are for qualitative purposes or use qualitative methods.
| 1 | The Differences in Competencies between ADN vs. BSN Mary P. Tharakan Grand Canyon University: NRS- 430V January 13, 2013 Mary, your paper is very informative. A few areas for improvement are noted in the paper. The vigorous, standardized education gives the knowledge, values and skills needed for a layperson to become a competent nursing professional (Lindeman, 2000). The challenging nature of today’s healthcare system has led many nursing leaders to believe the necessity for all the nurses to have a baccalaureate degree which will help them to cope with the increased use of technologies at work, as well as the societal changes and shift from acute to community based settings (Speziale & Jacobson, 2005). In United
The AETC have established the SoP for ENPs around the model of care (MOC) (Lowe 2010 p) that was based upon the Clinical Practice Guidelines (CPG) cited in the Alfred Health website (2012). The areas in the SoP involve prescribing medications, ordering tests, diagnosing results and admitting and discharging patients (Lowe 2010 p). The assessment of minor injuries or illnesses and initiation of treatments are also part of the ENP’s SoP (Lowe 2010 p). Lastly required at the AETC the ENP must also attend educational classes with other ED medical staff, and further additional classes that will identify the gaps between the ENP’s skill and knowledge and own professional development (Lowe 2010 p80). In comparison, Fry’s research (2011, p58) indicated that the NP in the critical care department (CCD) have separated areas which are adult, paediatric and neonate, however all three areas can fall under the same SoP.
I need English for communicating with staff, patients and visitors and for completing patient records. I need maths for any calculations I make such as urine output and fluid consumption. The level 2 diploma is to enhance my knowledge that is relevant to my job role, improving my employment prospects due to the competencies I have learnt that will enable me to fulfil my duties. It will underpin my learning. 1.2 Describe how each component will be assessed.
Situated cognition or its other name is cognitive apprenticeship or situated learning is defined as “a theory of instruction that suggests learning is naturally tied to authentic activity, context, and culture.” From our understanding, situated cognition requires experts and novice learners so thus the learning process will occur. The experts will teach the novices based on the real world problem or daily life problem setting. For example, we had mentioned in class that a housemanship doctor will do his practical in hospital. In order to make him become an expert, he must learn from the expert that is someone who is entitled as a senior doctor. Thus, situated learning takes place when the housemanship doctor learns from the senior doctor in a real hospital environment.
Reflecting the distinction between 'objectivist' and 'subjectivist' approaches to science, the idiographic and the nomothetic represent two contrasting approaches to study methods. Idiographic approaches argue that the ultimate goal of science is to explain individual events; general laws and theories are useful insofar as they help us understand a particular event. By copntrast, nomothetic approaches argue that the ultimate goal is to uncover general truths that cover classes of occurrence. Here, individual instances are of interest primarily as guides in developing a broader understanding. Clinical medicine is largely an idiographic pursuit, and the doctor’s commitment is to the individual patient.