"...Will guide you through every step of the process--from building a strong foundation for self-care management to maximizing knowledge transfers through tools and technology, to establishing a health system approach for patient and family education...Coverage includes: interprofessional education strategies, simulation and telehealth for patient education, augmentative and assistive communication needs, documentation processes and systems, PFE [Patient and family health education] department creation and measurements and outcomes..."--back cover.

Physicians who care for patients with life-threatening illnesses face daunting communication challenges. Patients and family members can react to difficult news with sadness, distress, anger, or denial. This book defines the specific communication tasks involved in talking with patients with life-threatening illnesses and their families. Topics include delivering bad news, transition to palliative care, discussing goals of advance-care planning and do-not-resuscitate orders, existential and spiritual issues, family conferences, medical futility, and other conflicts at the end of life. Drs Anthony Back, Robert Arnold, and James Tulsky bring together empirical research as well as their own experience to provide a roadmap through difficult conversations about life-threatening issues. The book offers both a theoretical framework and practical conversational tools that the practising physician and clinician can use to improve communication skills, increase satisfaction, and protect themselves from burnout.

The definitive evidence-based introduction to patient history-taking NOW IN FULL COLOR For medical students and other health professions students, an accurate differential diagnosis starts with The Patient History. The ideal companion to major textbooks on the physical examination, this trusted guide is widely acclaimed for its skill-building, and evidence based approach to the medical history. Now in full color, The Patient History defines best practices for the patient interview, explaining how to effectively elicit information from the patient in order to generate an accurate differential diagnosis. The second edition features all-new chapters, case scenarios, and a wealth of diagnostic algorithms. Introductory chapters articulate the fundamental principles of medical interviewing. The book employs a rigorous evidenced-based approach, reviewing and highlighting relevant citations from the literature throughout each chapter. Features NEW! Case scenarios introduce each chapter and place history-taking principles in clinical context NEW! Self-assessment multiple choice Q&A conclude each chapter—an ideal review for students seeking to assess their retention of chapter material NEW! Full-color presentation Essential chapter on red eye, pruritus, and hair loss Symptom-based chapters covering 59 common symptoms and clinical presentations Diagnostic approach section after each chapter featuring color algorithms and several multiple-choice questions Hundreds of practical, high-yield questions to guide the history, ranging from basic queries to those appropriate for more experienced clinicians

Get all the strategies and guidance you need successfully implement conceptual learning with Mastering Concept-Based Teaching, 2nd Edition. Written specifically for nursing faculty, renowned educators Dr. Jean Foret Giddens, Dr. Linda Caputi, and Dr. Beth Rodgers walk you through the background and benefits of using a concept-based learning approach; how to plan, develop, and deliver an effective concept-based course; and how to improve and evaluate student learning with concepts. This new second edition also features two new chapters — one on how to conduct concept-based clinical experiences and another chapter on the future of concept-based interprofessional learning. You'll also find updated content and more of the highly helpful Misconceptions and Clarifications boxes. So whether you're teaching in an LPN, ADN, BSN, or MSN program, this insightful book is here to ensure a smooth execution concept-based teaching. - Framework for developing a concept-based curriculum provides guidance throughout the general steps associated with developing a CBC. - Strong foundation in how to teach within a concept-based curriculum dives into the nature of concepts, their function in the process of learning, and the importance of being consistent in the selection and implementation of concepts. - Balanced teaching strategies illustrate ways to enhance the conceptual approach through engaging learning activities and an open environment. - Success evaluation criteria explains the importance of analyzing evaluation data to determine the effectiveness of a new curriculum on meeting program learning outcomes. - NEW! Updated content reflects the latest research in the neuroscience of learning, insightful illustrations, and best practices in concept-based curriculum design and instruction. - NEW! Expanded use of Misconceptions and Clarifications boxes also reflects the latest research in conceptual learning to help clarify important concepts. - NEW! Added color improves teaching and learning value. - UNIQUE! New chapter on concept-based clinical experiences includes simulation and lab experiences, "live" clinical experiences, and clinical learning activities for inpatient, outpatient, community, and health systems-level experiences. - UNIQUE! New chapter on thinking conceptually and the future of concept-based interprofessional learning covers both the ways CBC is spreading beyond just nursing and how to encourage faculty to shift their thinking to develop reasoning and critical thinking skills in students versus rote learning of content.

FROM THE LEADER IN PERIOPERATIVE CERTIFICATION Designed by the professionals who administer the CNOR exam, the CNOR® Exam Prep, Second Edition, is a comprehensive resource for CNOR test preparation. Featuring insights and targeted review of all seven subject areas, this user-friendly guide makes it easy to prepare for the exam with confidence. Test breakdown by subject area 200 exam-formatted practice questions with answers* How to create a study plan Explanation of test question structure Test-taking strategies to lessen anxiety Whether you are a nurse seeking to strengthen in those areas in which you have limited exposure to update your current knowledge base or wishing to review best practices, guidelines, and evidence-based standards, CCI is an active partner in your exam preparation. CCI administers the CNOR exam, and this exam prep book was developed to assist you in understanding and mastering the material you will need to know. *Practice questions contained within this product do not appear in any other CCI products, and none of the sample questions will be found on the actual CNOR exam. As a certification organization, CCI’s role is developing and administering certification examinations. CCI does not require or endorse any specific study guides, review products, or training courses. Candidates may prepare for certification examinations with any educational materials they choose. Purchase of CCI review materials is not a requirement for testing, nor does use of any review materials (CCI or otherwise) imply successful performance on the certification examinations. No study resources are prerequisites for the certification examinations.

The Institute of Medicine study Crossing the Quality Chasm (2001) recommended that an interdisciplinary summit be held to further reform of health professions education in order to enhance quality and patient safety. Health Professions Education: A Bridge to Quality is the follow up to that summit, held in June 2002, where 150 participants across disciplines and occupations developed ideas about how to integrate a core set of competencies into health professions education. These core competencies include patient-centered care, interdisciplinary teams, evidence-based practice, quality improvement, and informatics. This book recommends a mix of approaches to health education improvement, including those related to oversight processes, the training environment, research, public reporting, and leadership. Educators, administrators, and health professionals can use this book to help achieve an approach to education that better prepares clinicians to meet both the needs of patients and the requirements of a changing health care system.

Mastering the Medical Long Case 2e is designed to assist medical students preparing for the clinical component of their examinations and for participating in their clinical rotations. Case discussions in the latter section of the book provide useful guidance to medical students involved in PBL and CBL modules. The Long Case is also a focus of the Physician's exam - candidates at the FRACP are given two cases and must perform well to secure an overall pass. The book aims to enable trainees to develop a necessary structured approach to the Long Case.