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Skills Necessary (skill + necessary)
Selected AbstractsFactors influencing the processing of visual information from non-verbal communicationsPSYCHIATRY AND CLINICAL NEUROSCIENCES, Issue 3 2010Kenya Matsumoto RN Aims:, This paper examines the relationship between observational behavior and the observers' result assumptions, using a contained diagram that includes significant non-verbal information, such as gestures. The ability of care workers to assess a patient's mental status on the basis of non-verbal information would be considered an important skill necessary to understanding patient condition. Methods:, One hundred and eleven subjects were asked to take a test exploring two types of psychological status, and their eye movements were monitored during testing. Path analysis was used to examine the relationships among eye movements, individual personalities, and test results. Results:, In stimulus 1, the neuroticism of the personality was determined. In stimulus 2, openness was determined in the range of eye movement. There is a relationship between the total length of eye fixation time and the answer time at the eye fixation point. Although there was no significant influence found in stimulus 1, the openness still tended to influence the eye fixation point. Conclusions:, The eye fixation point increased among those people with high openness scores. It was theorized that they attempted to obtain information from the stimulus being provided. [source] Approach to the patient with vulvovaginal complaintsDERMATOLOGIC THERAPY, Issue 5 2010Bethanee J. Schlosser ABSTRACT Although vulvovaginal diseases may seem daunting, dermatologists possess all of the requisite tools and skills necessary to comprehensively assess and accurately diagnose primary cutaneous, systemic, and inflammatory diseases that affect the vulva. A simple but comprehensive dermatologic approach to the patient with a vulvovaginal complaint is presented. We begin with a review of the normal vulvar anatomy and normal variants and proceed to the clinical approach with special emphasis on the history, physical examination, and common diagnostic procedures. [source] The medical emergency team: does it really make a difference?INTERNAL MEDICINE JOURNAL, Issue 11 2003M. Cretikos Abstract Hospital systems are failing the critically ill. This has been well documented in many countries around the world, with detailed reports of suboptimal care prior to intensive care and high rates of serious adverse events, including death. These events are potentially preventable, but insufficient attention has been directed towards developing solutions to these important problems to date. The medical emergency team (MET) is a system approach that promotes early and appropriate intervention in the care of critically ill hospital patients. The benefits of the MET in terms of absolute in-patient mortality and cardiac arrest rates are not yet well-defined, although preliminary studies are promising. The MET does provide a potentially beneficial impact on many other aspects of patient care. These benefits include: (i) facilitating an integrated and coordinated approach to patient care across the hospital, (ii) increasing awareness of at-risk patients, (iii) encouraging early referral of seriously ill patients to clinicians with expertise in critical care and (iv) providing a foundation for quality initiatives for hospital-wide care of the seriously ill. The MET also empowers nursing staff and junior medical staff to call for immediate assistance in cases where they are seriously concerned about a patient, but may not have the experience, knowledge, confidence or skills necessary to manage them appropriately. (Intern Med J 2003; 33: 511,514) [source] Rapid and accurate identification of microorganisms contaminating cosmetic products based on DNA sequence homologyINTERNATIONAL JOURNAL OF COSMETIC SCIENCE, Issue 6 2005Y. Fujita Synopsis The aim of this study was to develop rapid and accurate procedures to identify microorganisms contaminating cosmetic products, based on the identity of the nucleotide sequences of the internal transcribed spacer (ITS) region of the ribosomal RNA coding DNA (rDNA). Five types of microorganisms were isolated from the inner portion of lotion bottle caps, skin care lotions, and cleansing gels. The rDNA ITS region of microorganisms was amplified through the use of colony-direct PCR or ordinal PCR using DNA extracts as templates. The nucleotide sequences of the amplified DNA were determined and subjected to homology search of a publicly available DNA database. Thereby, we obtained DNA sequences possessing high similarity with the query sequences from the databases of all the five organisms analyzed. The traditional identification procedure requires expert skills, and a time period of approximately 1 month to identify the microorganisms. On the contrary, 3,7 days were sufficient to complete all the procedures employed in the current method, including isolation and cultivation of organisms, DNA sequencing, and the database homology search. Moreover, it was possible to develop the skills necessary to perform the molecular techniques required for the identification procedures within 1 week. Consequently, the current method is useful for rapid and accurate identification of microorganisms, contaminating cosmetics. Résumé Le but de cette étude est de développer une procédure rapide et fiable pour identifier les micro-organismes contaminant les produits cosmétiques. Cette procédure repose sur l'identification des séquences des nucléotides des espaceurs transcrits internes (Internal Transcribed Spacer ou région ITS), de l'ADN codant pour l'ARN ribosomique (rADN). Cinq types de micro-organismes sont isolés sur la partie intérieure des bouchons des flacons de lotions pour le soin de la peau et de gels lavants. Les régions ITS rADN des micro-organismes sont amplifiées grâce à l'utilisation de la méthode ,colony-direct PCR, ou ,ordinal PCR, en utilisant les extraits d'ADN comme matrices. Les séquences de nucléotides de l'ADN amplifiées sont évaluées et soumises à une recherche homologique dans une librairie d'ADN disponible au public. Ainsi, grâce aux bases de données, nous obtenons des séquences d'ADN qui possèdent une similaritéélevée avec les séquences recherchées des cinq organismes analysés. La procédure d'identification classique exige des compétences d'experts et une période d'environ un mois pour identifier les micro-organismes. D'autre part, il faut 3 à 7 jours pour terminer toutes les procédures utilisées dans la méthode ici décrite, y compris l'isolation et la culture des organismes, le séquençage de l'ADN et la recherche dermatologique dans les bases de données. De plus, il est possible en 1 semaine de développer les compétences nécessaires pour mettre en ,uvre les techniques moléculaires requises pour les procédures d'identification. Cette méthode est donc utile pour une identification rapide et fiable des micro-organismes qui contaminent les cosmétiques. [source] Methods of Continuing Professional Education Preferred by Irish Pediatric NursesJOURNAL FOR SPECIALISTS IN PEDIATRIC NURSING, Issue 2 2006Carmel Doyle PURPOSE.,To explore the continuing professional education (CPE) of pediatric nurses in Ireland and establish if and in what ways pediatric nurses are taking part in CPE as well as factors that might assist or hinder pediatric nurses in undertaking CPE. DESIGN AND METHODS., A stratified random sample of 205 registered children's nurses (RCNs) completed a questionnaire. RESULTS.,RCNs in Ireland use a variety of methods of CPE, the most popular being journal reading, while the least popular method is the use of computerized journal databases and the internet. Many RCNs appear to lack the computer skills necessary to utilize these methods of CPE. PRACTICE IMPLICATIONS.,The favored methods of CPE by RCNs need to be utilized and promoted in the practice setting in order to ensure RCNs are up to date in the provision of quality care to pediatric patients. [source] Taking a Position: A Reinterpretation of the Theory of Planned BehaviourJOURNAL FOR THE THEORY OF SOCIAL BEHAVIOUR, Issue 2 2005ANDREW J. COOK This paper examines methodological issues associated with the theory of planned behaviour and explains that an alternative account of data used to support this theory can be provided by positioning theory. A case is presented that shows tests of the theory of planned behaviour fail to eliminate the possibility of alternative explanations for co-variation in its data. An agency or person-centered alternative shows how a causal interpretation can be reinterpreted as evidence of the actions of a person. Unlike the conceptualisation of the individual as behaving in keeping with postulated underlying cognitive laws or rules we assume that the person has, through socialisation, acquired the skills necessary to initiate and manage their own actions. Unlike the interest in TPB data as a causal explanation of action we draw attention to the interpretation of patterns in these data as an aggregate of each person using a common mode of explanation to justify and explain their intentions. [source] The Nurse Educator's clinical roleJOURNAL OF ADVANCED NURSING, Issue 1 2005Odette Griscti MHSc RN Aim., This paper reports a two-phase descriptive study exploring the clinical role of the nurse educator in Malta. Background., Previous studies indicate a number of similarities and differences in the clinical role of nurse educators by country of practice. These include importance assigned to the role, factors inhibiting/facilitating the role, means to eliminate barriers to the role, and perceptions of the ideal role. Design and methods., Data were collected using both quantitative and qualitative strategies. The quantitative phase involved asking all educators to fill in a time log of their academic and clinical activities for a 2-week period. In the qualitative phase, the first author interviewed five educators, five nurses and five students about their perceptions of factors which impact the nurse educator's clinical role, as well as what the ideal clinical role of the nurse educator should be. Findings., Maltese nurse educators allot minimal time to their clinical role. Main reasons cited included workload, perceived lack of control over the clinical area, and diminished clinical competence. Nurse educators who frequented the clinical settings (who were either university or joint university and health service employees) where the study took place perceived that employment inequities among the various categories of nurse educators played an important role in the amount of time dedicated by each group to their clinical roles, and the importance individuals in these groups assigned to that role. The majority of interviewees saw the current role of nurse educators in Malta as preparing students for successful completion of the didactic sections of their programme, rather than preparing them with all the knowledge and clinical skills necessary to be competent practitioners. Participants considered that, when in clinical areas, nurse educators did focus on their students, as they should. However, they also thought that they often did not take the opportunity to forge links with professional staff. Conclusion., The clinical role of the Maltese nurse educator needs to be more multifaceted in approach. [source] Assessment of the Component Skills for Cognitive Therapy in Adults with Intellectual DisabilityJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 1 2006Theresa Joyce Background, This study examines the extent to which a random sample of adults with intellectual disabilities possess the component skills necessary to undergo cognitive behaviour therapy (CBT). Method, Seventy-two individuals underwent a range of assessments, including measures of language ability, ability to identify and to label emotions, ability to link events and emotions and a cognitive mediation task. The method broadly replicated a previous study undertaken by Dagnan et al. [Cognitive Therapy and Research (2000) vol. 24, pp. 627,636]. Results, Results showed significant relationships between language ability and ability to recognize and label emotions, ability to link events and emotions and pass the cognitive mediation tasks. The majority of the participants were unable to pass the tasks linking emotions and events and the cognitive mediation tasks. They also demonstrated a limited emotional vocabulary. The findings were similar to those of Dagnan et al. (2000). Conclusions, It is possible to assess some of the component skills necessary for undergoing CBT. People with intellectual disabilities will need support from therapists to teach the skills necessary to undertake cognitive interventions, and a ,step-wise' approach to assessment will enable such support to be appropriately targeted to individual need. [source] Protective factors related to antisocial behavior trajectoriesJOURNAL OF CLINICAL PSYCHOLOGY, Issue 3 2002Gale M. Morrison A group of 115 fifth- and sixth-grade Latino students were surveyed at the beginning and the end of the school year before their transition to middle or junior-high school about their engagement in antisocial behaviors and about individual, social, and behavioral protective factors. The best predictors of decreases in antisocial behavior for these students, above and beyond variance for initial ratings and gender, were student perceptions of social support, parent supervision, and classroom participation. The importance of keeping students engaged in school academic work as a protection against antisocial behavior is emphasized as well as the need to help students gain skills necessary to access support for this academic work. © 2002 Wiley Periodicals, Inc. J Clin Psychol 58: 277,290, 2002. [source] A model for developing high-reliability teamsJOURNAL OF NURSING MANAGEMENT, Issue 5 2010WILLIAM RILEY PhD riley w., davis s.e., miller k.k. & mccullough m. (2010) Journal of Nursing Management18, 556,563 A model for developing high-reliability teams Aim, To develop a model for high reliability in health care quality and patient safety. Background, A high-reliability health organization (HRO) has measurable near perfect performance in quality and safety. High reliability is necessary in health care where the consequences of error are high and the frequency is low. Key issues, Despite a decade of intense focus on quality and safety since a series of reports from the Institute of Medicine (IOM), health care is not a completely safe industry and quality is not what it should be to ensure high reliability for patients. Conclusions, A model for high reliability is presented that includes the individual skills necessary to assure high-reliability teams on a patient care unit. High-reliability teams (HRT) form an essential core of a HRO. These teams and their organizations value a culture of safety every day with every patient encounter. Implications for nursing management, Nurse managers can lead in creating a HRO by first developing HRTs on their patient care unit. [source] Supporting inquiry learning by promoting normative understanding of multivariable causalityJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2003Alla Keselman Early adolescents may lack the cognitive and metacognitive skills necessary for effective inquiry learning. In particular, they are likely to have a nonnormative mental model of multivariable causality in which effects of individual variables are neither additive nor consistent. Described here is a software-based intervention designed to facilitate students' metalevel and performance-level inquiry skills by enhancing their understanding of multivariable causality. Relative to an exploration-only group, sixth graders who practiced predicting an outcome (earthquake risk) based on multiple factors demonstrated increased attention to evidence, improved metalevel appreciation of effective strategies, and a trend toward consistent use of a controlled comparison strategy. Sixth graders who also received explicit instruction in making predictions based on multiple factors showed additional improvement in their ability to compare multiple instances as a basis for inferences and constructed the most accurate knowledge of the system. Gains were maintained in transfer tasks. The cognitive skills and metalevel understanding examined here are essential to inquiry learning. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 898,921, 2003 [source] CKO wanted , evangelical skills necessary: a review of the Chief Knowledge Officer positionKNOWLEDGE AND PROCESS MANAGEMENT: THE JOURNAL OF CORPORATE TRANSFORMATION, Issue 1 2001Nick Bontis One of the key challenges for business executives in the knowledge era is to manage intellectual capital. Drawing upon: (1) the author's personal experience as CKO of Knexa.com , the world's first knowledge exchange auction; and (2) the relatively nascent literature on the roles and responsibilities of CKOs, this paper highlights five perspectives that a CKO must embrace to be successful: (1) CKO as Knowledge Sharing Icon; (2) CKO as Trust Steward; (3) CKO as Total Trainer; (4) CKO as Techno Nerd; and (5) CKO as Number-crunching Accountant. Copyright © 2001 John Wiley & Sons, Ltd. [source] Learning on the Job: Moving From Faculty to AdministrationNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 123 2003Chris McCarthy With administrative roles come many changes for faculty leaders, including the perceptions of others, the perception of self, and the skills necessary to remain credible. [source] Understanding women's experiences of developing an eating disorder and recovering: a life-history approachNURSING INQUIRY, Issue 1 2009Joanna Patching Qualitative inquiry into eating disorders is burgeoning, offering valuable and innovative insights into various aspects of the condition. This study used life-history interviews with 20 women who had recovered from anorexia nervosa, bulimia nervosa or both and who had remained healthy. The interviews focused on the women's narratives and experience rather than a diagnostic therapeutic model. Three themes of control, connectedness and conflict emerged as significant in the development, experience of, and recovery from an eating disorder. The development of the condition was attributed to a lack of control, a sense of non-connectedness to family and peers and extreme conflict with significant others. Recovery occurred when the women re-engaged with life, developed skills necessary for conflict resolution and rediscovered their sense of self. Rather than viewing the development of, and recovery from an eating disorder as separate and discrete events, the data from the life-history interviews suggest they are better viewed as one entity , that is, the journey of an individual attempting to discover and develop their sense of self. This perspective challenges some current constructs of eating disorders; it is not a condition in and of itself but a symptom of deeper issues that if addressed, when the individual is ,ready' to make that choice, will lead to recovery. [source] The effects of traditional and computer-aided instruction on promoting independent skin care in adults with paraplegiaOCCUPATIONAL THERAPY INTERNATIONAL, Issue 1 2003Associate Professor, Joseph M. Pellerito Jr MS, OTR Interim Chairperson Abstract This study aimed to explore the viability of using computer-aided instruction (CAI) as an educational tool for promoting independent skin care in adults with paraplegia. There is a need to identify effective intervention strategies that provide health education for skin care management and the prevention of pressure ulcers for individuals with spinal cord injuries (SCI). There continues to be tremendous financial and personal costs associated with the treatment of pressure ulcers and the prevalence of skin breakdown among the SCI population, despite traditional educational methods. The methodology used in this study evaluated to what degree CAI assisted individuals with paraplegia to acquire knowledge and demonstrate skills necessary for optimal skin care. Results were obtained using a multiple baseline across subjects approach including an ABC (for two subjects) and an AC (for one subject) single case experimental design. Results indicated that CAI was more effective than traditional educational methods in increasing the initiation and performance of pressure-relieving techniques. Limitations in this study include the possibility of carryover effects, relatively short time periods for baseline and treatment conditions, and extraneous variables that were difficult to control such as the participants' level of motivation and cooperation. Further study using a larger group design with a control group is recommended to explore the effects CAI has on promoting optimal skin care among adults with paraplegia. Copyright © 2003 Whurr Publishers Ltd. [source] Low-Growth Equilibrium Accompanied by High Levels of Educational AttainmentTHE JAPANESE ECONOMIC REVIEW, Issue 4 2002Koichi Yotsuya The paper demonstrates the low-growth trap associated with high educational attainment in an overlapping-generations model by examining the dual positive effect of senior educated workers in leading-edge technology: on technological progress and on young workers' on-the-job learning. If new technology is sufficiently productive, young workers will demand education to update technology when old, and high technological growth is sustained in the future. Conversely, if new technology is unproductive, they will demand education merely to improve the skills necessary for existing technology, and technological progress will stagnate. Nevertheless, vigorous investment in education occurs since young workers have little hope for on-the-job learning. JEL Classification Numbers: I20, J24, O33, O40. [source] Effect of an Integrated Public Health Curriculum in an Emergency Medicine ResidencyACADEMIC EMERGENCY MEDICINE, Issue 2009Marian Betz Background: Emergency departments (EDs) serve as a central point of interaction between the public and the medical system. Emergency physicians need education in public health in order to optimize their clinical care and their ability to evaluate potential public health interventions in the ED. Methods: As part of the Centers for Disease Control and Prevention (CDC) and the Association of American Medical College's (AAMC) national initiative for "Regional Medicine-Public Health Education Centers-Graduate Medical Education", we designed and implemented a new public health curriculum for the emergency medicine residents. Over four sessions during regular didactic time, we used a modular approach to link a basic public health principle, such as environmental hazard assessment, to a relevant clinical topic, such as violent patients and ED safety. Each session emphasized resident involvement, including small group work and role-plays. Journal clubs and quality assurance projects supplemented the curriculum. We sought resident feedback through focus groups and anonymous online pre- and post-tests for each session. Assessment: Both before and after the curriculum, 76% of responders felt it was important for physicians to receive training in public health. The program appeared to have a positive effect on residents' comfort level with various public health topics, and felt the residency program had taught them the skills necessary to implement public health principles in clinical practice (23.8%, versus 11.5% before; p<0.05). Conclusions: Integration of public health principles into existing clinical curricula in emergency medicine may increase resident interest and knowledge. Combining public health and emergency medicine topics in regular didactic conferences facilitates public health education for residents. 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