29,004 research outputs found
End-of-Life Heart Failure Education With Staff Nurses; A Quality Improvement Project
Presented to the Faculty
of the University of Alaska Anchorage
in Partial Fulfillment of the Requirements
for the Degree of
MASTER OF SCIENCEHeart failure (HF) is a serious diagnosis and a major public health concern. The symptoms can
be exhausting and can vary from person to person with periods of acute exacerbations
requiring hospital admission. It is important for hospital staff nurses to be able to speak with
knowledge and comfort about endâofâlife planning. The purpose of this quality improvement
project was to increase nursesâ awareness of the functional classification systems of HF, options
and timing for palliative care, and describe nursesâ intent to use the information in practice.
Nurses reported planning on using the information to âBe more Sensitive and Listen.â The
prevailing theme to barriers to implementing this into practice was âNot enough time and
discomfort.â Nurses who were comfortable having endâofâlife discussions did not feel they had
enough time, and those who were not comfortable did not engage because of discomfort
toward the topic. Furthermore, recommendations from this study were the addition of a
supportive palliative care team to manage patients with HF.End-of-Life Heart Failure Education with Staff Nurses; A Quality Improvement Project / Abstract / Table of Contents / Project / Background and Significant / Project Purpose / Literature Review / Methods / Analysis and Findings / Dissemination / Discussion / Conclusion / Impact on Practice / References / Appendix A New York Heart Failure Classification System / Appendix B Plan-Do-Check-Act Cycle / Appendix C Consent Form / Appendix D IRB Approval Letter / Appendix E Permission Letter / Appendix F Pre-Education Survey / Appendix G Post-Education Survey / Appendix H Case Study #1 / Appendix I Case Study #2 / Appendix J 'Do' Phase Education Intervention Lesson Plan / Appendix K Themes from QI Projec
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A review of daily conversations and practices at home: Exploring practices that promote early literacy in Spanish-speaking homes and home-school interactions
Coming from a low-income heritage language family, like 17% of Latino families, entails important academic risk factors related to lower scores on reading tests. Considering that it is estimated that Latino students will represent 50% of the U.S. public schoolsâ population by 2050, their literacy learning must be supported adequately. The purpose of this literature review is to explore, from an ecocultural perspective, early literacy practices of low-income Spanish-speaking families and analyze the nature of literacy home-school interventions implemented for this group. The literature highlights non-traditional literacy practices that are strengths of the Latino families, such as a robust oral tradition focused on social cues, childrenâs engagement in written household chores, and the use of the Bible to pass values. Parents have mixed beliefs regarding literacy promotion: they do not feel prepared to support their children; thus, they support teachers as experts. Three types of home-school literacy interventions were found: printed material sharing; printed material exchange; family programs. As the literature posits, interventions should consider and be based on family beliefs, culture, and strengths; otherwise, effectivity and attrition are at risk. Moreover, new research should be conducted to bridge the gap regarding the role of family actors other than the mother, as well as the differences within the Latino community and immigrant generation
Raising standards, improving lives: the Office for Standards in Education, Childrenâs Services and Skills Strategic Plan 2011â2015
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council childrenâs services, and inspects services for looked after children, safeguarding and child protection
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