zilongwang/ReadingBank huggingface dataset:
4.6 Informed Consent 21 4.6.1 Gaining Informed Consent for Summative Assessments 22 4.7 Program Statement 22 4.8 Practice Regarding Informed Consent on the Teesside DClinPsy 22 5 24 5.1 Supervisor requirements 24 5.2 Supervision on Placements 24 5.3 Team Provision of Supervision 25 APPENDICES 26 1 27 2 29 – 37 3 46 – 53 4 60 5 77 – 81 6 86 7 88 8 89 9 90 10 91 11 & 92 12 93 13 95 SUPERVISED FOR APPENDIX REFERENCES APPENDIX SUPERVISED AGREEMENT SUPERVISION OF SUPERVISION OF LEARNING LEARNING LEARNING LEARNING APPENDIX AGREEMENT AND AND ASSESSMENT OF OF STUDY APPENDIX REVIEW REVIEW APPENDIX APPENDIX CARE APPENDIX AUDIT ENVIRONMENT EXPERIENCE PRACTICE ENVIRONMENT SOCIAL EXPERIENCE APPENDIX ORGANISATIONAL PLACEMENT TRAINEE PLACEMENT APPENDIX PLACEMENT DOCUMENT APPENDIX RECORDING APPENDIX CASE APPENDIX CONSENT CASE PRESENTATION APPENDIX DECLARATION APPENDIX INFORMED CONSENT DECLARATION APPENDIX SELF-ASSESSMENT SCHEDULE SUPERVISEES APPENDIX HELPFUL ASPECTS QUESTIONNAIRE
1 TEESSIDE UNIVERSITY DOCTORATE IN CLINICAL PSYCHOLOGY SUPERVISION Barrett, M.S. & Barber, J.P. (2005) “A developmental approach to the supervision of therapists in training”. Journal of Contemporary Psychotherapy, 35 (2), 169 - 183. Bernard, J.M. & Goodyear, R.K. (2004) Fundamentals of Clinical Supervision. Boston: Allyn & Bacon. Briggs, J.R. & Miller, G. (2005) “Success enhancing supervision”. Journal of Family Psychotherapy, 16, 199 - 222. Campbell, D. & Mason, B. (2003) “Perspectives on Supervision”. Eds. Karnac. Campbell, J.M. (2004) “Essentials of Clinical Supervision”. John Wiley & Sons Inc., ISBN: 0471233048. Falender, C.A. & Shaframske, E.P. (2004) “The Evolving Practice of Clinical Supervision” - a chapter in “Clinical Supervision: A Approach”. p 227 - 232. Published by American Psychological Association. ISBN 1-59147-119-2 (Hardback). Fleming, I. & Steen, L. (2003) “Supervision and Clinical Psychology: Theory, Practice and Perspectives”. Eds. Brunner-Routledge, ISBN: 158391255X Frawley-O’Dea, M.G. & Sarnat, J.E. (2001) The Supervisory Relationship. A Contemporary Psychodynamic Approach. New York, London: The Guildford Hawkins, P. & Shoet, R. (2000) “Supervision in the Helping Professions”. Buckingham: OU Press.
__________________________ __________________________ __________________________
Segs 60-80% K 3.6 – 4.2 meq/l Lymphs 40-20% Cl 98 – 104 meq/l Monos 0-5% Cr 0.80 – 1.1 mg/dl Fibrinogen 250 – 360 mg/dl Glucose 80 - 110 mg/dl pH 7.35 – 7.45 Paco2 45 – 50 torr Pao2 80 – 98 torr HCO3 24 – 29 BE -2.0 - +2.0 O2 Saturation 92-99% O2 Content 12.5 – 15.5 ml/dl
Voluntary work as an Assistant Youth Support Worker (Woolston). Apply through Community service volunteering - http://www.csv.org.uk/volunteering Voluntary work with people with disabilities / learning difficulties. The best way to find this work experience is by contacting schools in the local area. Working on mental health wards Working with the NHS Southern Health welcomes volunteers or individuals wanting to obtain work experience. Local volunteering at hospitals in The Royal South Hants Hospital offers voluntary work for the League of Friends, volunteers run a small coffee shop and go out onto the wards to sell items. Solent Mind work all around the area, supporting people in their local communities or in hospital settings. They work with a range of different people with mental health issues. For more information go to Residential Volunteer at Beaulieu, New Forest – transport is provided from Southampton. Apply through Voluntary work for charities for people with brain injuries at Headway Southampton - . There are currently two opportunities available: one is supporting the individuals with activities and the other is working as a volunteer mentor. The Life Foundation UK offers volunteering in countries such as Bulgaria and Romania working with abandoned children, children with learning disabilities or children with Autism. Mencap offers a wide range of volunteering opportunities working with people with disabilities. The particular areas that would be of most relevance would be a befriender or support worker role. They also offer work with young people which may also be useful. Assistant Psychologist role – easier to obtain after graduation and relevant voluntary work experience has been undertaken. These roles can be found in the Psychologist Appointments which is part of The Psychologist (the BPS monthly magazine) http://www.psychapp.co.uk/, in newspapers or in specialist publications. Go to the Leeds Clearing House for Clinical Psychology to find out what sort of experience you will need for postgraduate study: http://www.leeds.ac.uk/chpccp/BasicEntryExperience.html If you are working with children or sensitive information you will need a CRB
Additional academic achievements (note: not all applicants will have additional academic achievements). Peer-reviewed Publications (APA Format Please) References here (e.g. O’Dwyer, M. (2015). Burnout in clinical psychology training. Clinical Psychology Forum, 14 (8), 4-15.) Other Publications (e.g. HSE Report) References here Conference Presentations References here Prizes, Merits, Scholarships or Distinctions Description here for each
Clinical Requirements Verification Notebook Checklist L E V E L I Date administered Date expired L E V E L 2 Date administered Date expired L E V E L 3 Date administered Date expired TDaP (past 10 years) Hep B series MMR (2 doses) Varicella ____________ Hep B Complete: Y N MMR complete: Y N Varicella: Y N ______ ____________ Hep B Complete: Y N MMR complete: Y N Varicella: Y N ______ ____________ Hep B Complete: Y N MMR complete: Y N Varicella: Y N _________ TB skin test (annual) Hepatitis B titer Immune: Y N (Circle One) Measles Titer Mumps Titer Rubella Titer Immune: Y N Immune: Y N Immune: Y N Varicella titer Immune: Y N (Circle One) CPR (AHA) Drug Screen (annual) Background Check ordered Liability insurance & Kaplan Fees Personal Health Insurance Flu Vaccine Student Health Exam form CAPP Clinical Orientation/ (TCPS) (For instructor use): Confirmed by: ______________________fall ______________________fall ______________________fall ______________________spring ______________________spring ______________________spring
Appendix 1: Further particulars – HYMS Medical Education and Research The Hull York Medical School The Hull York Medical School (HYMS) is a collaboration between the Universities of Hull and York and the NHS. HYMS operates from both University campuses and within teaching hospitals and medical practices throughout the Yorkshire and Humber region. Having recently celebrated its 10th anniversary, HYMS is a young medical school which is developing a growing reputation for its teaching and research. HYMS has a strong reputation as an undergraduate medical school. Our innovative curriculum includes an enquiry based approach to learning, early clinical experience, balanced teaching across all health sectors and a wide range of student selected learning opportunities. Our graduates are recognised as being very capable Foundation Doctors, many of whom have stayed locally to help develop health care services in this area. We run two small postgraduate taught programmes and have a range of post graduate research programmes and teams. The quality and impact on health and patient care of research carried out in the Hull York Medical School (HYMS) was recognised by the University of York’s ranking as 7th in the country for Public Health, Health Services and Primary Care in the national Research Excellence Framework 2014. HYMS researchers were also part of York’s top-10 rated submissions in Biology and Psychology. Across the whole of HYMS, a partnership between the Universities of Hull and York, over 85% of research was assessed as world leading or internationally excellent. Within the Universities, research development in HYMS has been based on a distributed model, in which academic staff may have a research base in a cognate academic department of the University of Hull and/or York, providing scientific integration, critical mass and technology platforms with which to work. In relation to clinically orientated research there is a Clinical Research Facility (the Daisy Building) in Hull at Castle Hill Hospital and an Experimental Medicine Unit at York Hospital, to facilitate translational research. HYMS also plays a role in establishing and facilitating research networking between NHS partners in the region through topic based regional meetings. The area covered by the HYMS NHS partnership comprises Hull and the East Riding of Yorkshire, York and Yorkshire, and Northern Lincolnshire, which together have a population of around 1.8 million. 17 NHS organisations make up the HYMS NHS partnership, within which there are over 600 consultants and 900 general practitioners. Encompassing both rural and urban populations, the region contains a variety of environments in which health services are delivered. There are areas of considerable deprivation, not only
Please update this information about your hours to date: Current Year Current session: Fall, Spring, or Summer Last name, name FT FTL PT Total number of direct client/patient contact hours in (if applicable & signed) Total number of direct client/patient contact hours in P1 Total number of direct client/patient contact hours in P2 number of direct client/patient contact hours in P3 (FT and FT Leveler students only) Total number of direct client/patient contact hours in Externship 25 observation Total number of direct client/patient contact hours (the previous 5 columns added together) Please provide the following information about your supervisor/s: (Do not include NAU supervisors) Site name City Supervisor’s name Supervisor’s If your clinical rotation was your Externship, please complete the information below: Name of site City Were you offered a position at the externship site: Yes or No Rating - HR (Highly recommend) - R (Recommend) - DNR (Do not recommend) Possibly provide brief additional comments.
Participate in the development and training of all Clinical and non-clinical in the use of the Clinical eHealth Systems. Support the delivery of information governance in relation to eHealth systems Support the existing e-health systems and the introduction of new systems being first point of contact for hospital staff, training of staff, promoting effective use, providing support for the systems on site dealing with any issues and liaising with IT and NHS Grampian. Continuously monitor new software developments and customer requirements in order to plan and design appropriate and up-to-date reference guides providing support via User Groups. Ensure users remain up to date and involved in upgrades and change processes. Support the maintenance of the databases related to ehealth systems and maintain all the databases that are a statutory requirement for NHSO and the Health and Social Care Partnership. Maintain an up-to-date and working knowledge of all Primary Care eHealth Systems relevant to the post. Ensure protocols are in place to support the co-ordinated use of all the e-Health systems across all departments within the Primary Care setting. Agree objectives with the Head of Primary Care Services and implement these objectives, monitoring progress to ensure that objectives are achieved. INDUCTION STANDARDS & CODE OF CONDUCT Your performance must comply with the national “Mandatory Induction Standards for Healthcare Support Workers in Scotland” 2009; and with the Code of Conduct for Healthcare Support Workers 6 KNOWLEDGE, TRAINING AND EXPERIENCE REQUIRED TO DO THE JOB Educated to HNC or equivalent in a relevant area of work. A day to day working knowledge of Primary Care Health Systems . Day to day working knowledge of information governance Effective communication skills, people skills and negotiation skills with the ability to provide effective and acceptable solutions to issues presented to the postholder. Influencing skills. Coaching and mentoring skills. Problem solving skills. Evidence of the use of project management skills. Well developed presentational skills. Good organisational and time management skills. Sound team working skills Be able to support Organisational change. Ability to work under pressure and to tight deadlines. A working knowledge of change management skills Willingness to see problems through to satisfactory conclusion. Patient, methodical with good attention to detail Knowledge of MS Office and operating systems WindowsXP/Windows7. To ensure compliance with NHS Orkney’s operating policy the postholder is required to undertake relevant annual mandatory training on the following topics, Management of Verbal and Physical
using research links appropriately, given the level of student conceptual development raising students' awareness of what constitutes research Dimension 7: Uses educational resources and techniques appropriately Indicative teaching strategies for demonstrating this dimension may include: using IT techniques effectively, eg PowerPoint or multimedia presentations of a professional standard using, as appropriate, a balance of IT and other strategies using available classroom resources to support student learning effectively supplying resources, materials and literature to support student learning using specific educational strategies and techniques in the design and delivery of teaching sessions, to achieve key objectives Dimension 8: Presents material logically Indicative teaching strategies for demonstrating this dimension may include: providing an early brief structural overview of the session developing this structure in a coherent manner, ensuring students are constantly aware of the development of the session providing time for reviewing at key stages, including closure establishing closure, aiming at helping students draw together and understand issues and identify individual learning needs and Dimension 9: Seeks feedback on students' understanding and acts on this accordingly Indicative teaching strategies for demonstrating this dimension may include seeking feedback progressively during the session eg through constant observation of interest level and engagement and by using specific questions to test understanding modifying the presentation to accommodate feedback messages seeking feedback towards the conclusion of the session to assist student to determine individual work to be consolidated
Part I Day 1 Models of Supervision (Part I) 8:30am – 10:00am Break 10:00am – 10:15am Models of Supervision (Part II) 10:15am – 11:45am Lunch 11:45am – 1:00pm Counselor Development (Part I) 1:00pm – 2:30pm Break 2:30pm – 2:45pm Counselor Development (Part II) 2:45pm – 4:30pm Day 2 Supervision Methods and Techniques (Part I) 8:30am – 10:00am Break 10:00am – 10:15am Supervision Methods and Techniques (Part II) 10:15am – 11:45am Lunch 11:45am – 1:00pm Supervisory Relationship (Part I) 1:00pm – 2:30pm Break 2:30pm – 2:45pm Supervisory Relationship (Part II) 2:45pm – 4:30pm Part II Day 3 Ethical, and Professional Regulatory Issues (Part I) 8:30am – 10:00am 10:00am – 10:15am Ethical, Legal, and Professional Regulatory Issues (Part II) 10:15am – 11:45am Lunch 11:45am – 1:00pm Evaluation (Part I) 1:00pm – 2:30pm Break 2:30pm – 2:45pm Evaluation (Part II) 2:45pm – 4:30pm Day 4 Review of Videotaped Supervision Sessions (Part I) 8:30am – 10:00am Break 10:00am – 10:15am Review of Videotaped Supervision Sessions (Part II) 10:15am – 11:45am Lunch 11:45am – 1:00pm Executive (Administrative) Skills (Part I) 1:00pm – 2:30pm Break 2:30pm – 2:45pm Executive (Administrative) Skills (Part II) 2:45pm – 4:30pm All training will occur at Williams Counseling Services of Shreveport, LLC, 4300 Youree Drive, Suite 320-A, Shreveport, LA 71105. The training area is not handicap accessible. Please notify us in advance if special provisions are needed.
relevant area or relevant experience Evidence of continuing professional development, including recent training in aspects of clinical trial conduct Demonstrable specialist knowledge and experience of Good Clinical Practice (GCP), the Research Governance Framework (RGF), the EU Clinical Trials Directive Experience in managing clinical trials Experience of developing new trials, writing and maintaining clinical trial documents (protocol, PIS, SOPs etc) Management experience including staff and budget management Ability to work to deadlines and multi-task Experience of presenting to groups Good IT skills Experience of working on different trial designs and phases Training in project management and presentation skills Evidence of use and dissemination of research findings Budget management / accountancy training Knowledge and experience of the NIHR, NCRI, UKCRN, Primary Care Trusts and non-commercial trial funders Experience of clinical trials in a non-commercial setting Staff development and appraisal Evidence of contribution to publications in scientific journals Experience of applying for research grants Planning and organising A high degree of organisation Proven ability to deliver projects to time and target Application or interview
Appendix A – Basic Definitions Basic Definitions Data Type (DT) – The basic building block used to construct or restrict the contents of a data field. CM – Composite CWE – Coded with exceptions ERL – location ID – Coded values for HL7 tables IS – value for user-defined tables
NM – Numeric ST – String, alphanumeric. TX – Text data XTN – Extended telecommunication number, replaces TN data type as of version 2.5. Element/Field – A string of characters, see SEQ. Health Level 7 (HL7[3]) – HL7 is a Standards Development Organization (SDO) and focuses on the interface requirements between healthcare information systems. HL7 version 2.x – This includes HL7 version 2.2 through 2.5 this also includes any subset version (e.g. 2.3.1). Maximum Length (LEN) – Maximum number of characters that one occurrence of the data field may occupy. Optionality (OPT) – Whether the field is required, optional, or conditional in a segment. R – Required O – Optional C – Conditional RE – The element is required, but may not always be present (this optionality was made available in HL7 version 2.4). Position (Sequence within the segment, SEQ) – Ordinal position of the data field within the segment. This number is used to refer to the data field in the text comments that follow the segment definition table. Repetition (RP#) – Whether the field may repeat. N or blank – No repetition Y – The may repeat an indefinite or site-determined number of times. (integer) – The field may repeat up to the number of times specified by the integer. Segment – A logical grouping of fields (e.g. MSH, MSA, ERR). SEQ– Ordinal position of the data field within the segment. This number is used to refer to the data field in the text comments that follow the segment definition table. Table (TBL#) – The table attribute of the data field definition specifies the HL7 identifier for a set of coded values. Delimiter values Delimiter Suggested Value Encoding Character Position Usage Segment Terminator <CR> – Terminates a segment record. This value cannot be changed by implementers Field Separator | – Separates two adjacent data fields within a segment. It also separates the segment ID from the first data field in each segment Component Separator ^ 1 Separates adjacent components of data fields where allowed
Disclosure of Interests All members of the Clinical Care Standards Advisory Committee are required to disclose financial, personal and professional interests that or could be perceived to influence a decision made, or advice given to the Commission. Disclosures are updated prior to each meeting and managed in line with the Commission’s Policy on Disclosure of Interests.
deficiency is a temporary problem. The first clinical signs of juvenile demodicosis in dogs occur typically in the first 18 months of life. Adult-onset demodicosis also exists and is comparable to the demodicosis seen in other species. In the dog, this was reported to be associated with diseases or drugs leading to a compromised immune system such as leishmaniasis, hyperadrenocorticism,, hypothyroidism, neoplasia, babesiosis, ehrlichiosis, and glucocorticoid treatment or chemotherapy. One report mentioned atopic dermatitis as a frequent concurrent disease, but many dogs received glucocorticoid therapy. In cats, demodicosis has been reported in association with feline immunodeficiency virus,,, xanthoma, and diabetes mellitus. The localised form has been described in lesions of feline squmous cell carcinoma in situ., In humans, demodicosis is described as a primary immunosuppressive disorder based on a hereditary T cell defect or as a consequence of immunosuppression. Genetics of juvenile demodicosis For decades, strong breed predilections were reported for canine juvenile demodicosis. In early reports those lists were largely anecdotal. More recently, one larger study identified an at least four-fold increased risk to develop generalised demodicosis for the Affenpinscher, Briard, Bullnese, Dogue de Bordeaux, English Bulldog, French bull terrier, Pit bull terrier, Presa canario, Pug and West Highland White Terrier., A further multi-centered and well-powered study in the United States identified the American Staffordshire terrier, Staffordshire bull terrier and Chinese shar-pei as predisposed breeds. Those breed predilections and the frequent occurrence of juvenile demodicosis in certain lines, sibling puppies and related dogs make a hereditary basis very likely. In addition, there is anecdotal evidence that preventing affected dogs from breeding decreases the frequency of the disease. However, to the authors' knowledge only one study has been published evaluating the genetic basis in more detail. In this study using microsatellite markers, a significant association was found between generalised demodicosis and the DLA haplotypes FH2002, FH2975 and FH2054 in Argentinian mastiffs and Boxers.
Clinical Council and Community Advisory Committee Meeting Dates - 2017 DATE MEETING TIME FEBRUARY 1 Feb 2017 Latrobe & Baw Baw Clinical Council (Century Inn, 5 Airfield Road Corner Princes Hwy, Traralgon, Vic, 3844) 4.30pm till 7.30pm Incl. HealthPathways Launch 3 Feb 2017 Community Advisory Committee (CAC) (Memorial Hall, Cnr McCartin & Bair Streets, Leongatha, Vic, 3953) 12pm – 3.30 pm 8 Feb 2017 Bass Coast & South Gippsland Clinical Council (RACV, Cape Paterson/Inverloch Road, Inverloch, Vic, 3996) 5pm – 8pm Incl. HealthPathways Launch 14 Feb 2017 Wellington & East Gippsland Clinical Council (Ibis Styles Sale, 25-41 Princes Hwy, Sale, Vic, 3850 5.30 pm – 8.30 pm 15 Feb 2017 Clinical Advisory Council (CLAC) (Gippsland PHN, 16 Kirk Street, Moe) 3.00 pm – 5.00 pm MAY 3 May 2017 Latrobe & Baw Baw Clinical Council (Gippsland PHN, 16 Kirk Street, Moe) 6.00 pm – 8 .00 pm 4 May 2017 Community Advisory Committee (CAC) (Gippsland PHN, 16 Kirk Street, Moe) 12.30 pm – 3.30 pm 10th May 2017 Bass Coast & South Gippsland Clinical Council (Leongatha) Venue TBA 5.30 pm – 8.00 pm 9th May 2017 TBC Wellington & East Gippsland Clinical Council (Bairnsdale – Date & Location TBC) 6.00 pm – 8.00 pm 17 May 2017 TBC Clinical Advisory Council (CLAC) (Gippsland PHN, 16 Kirk Street, Moe) 3.00 pm – 5.00 pm
Clinical Data Management Plan Protocol Title: <Protocol Title> Protocol Number: <#> Version Number and Date: Version <x.x>, <DDMMMYYYY> Funding Sponsor: National Institute of Dental and Craniofacial Research Study Principal Investigator: <PI Name and credentials> Data Coordinating Center Data Management Contact(s): Summary of Changes: Version Number Date Affected Section(s) Summary of Revisions Made:
All staff are required to have a satisfactory National Criminal Record Check. Only direct patient care/clinical employees are required to have a valid Working With Children Check. Selection Criteria: Qualifications, Experience and Competencies: Education/qualifications/ memberships: Essential Desirable Registered pharmacist with Pharmacy Board of Australia. Membership with the Society of Hospital Pharmacists of Australia (SHPA). Experience: Essential Desirable Experience working as a pharmacist in a hospital setting. Training and teaching experience. Previous experience using electronic prescribing software. Previous build / deployment of Cerner Millennium Previous aseptic manufacturing experience Competencies: Essential Desirable Able to work independently or as part of a team. Able to clearly and professionally communicate information by verbal and written means. Applied attention to detail to work outputs. Working understanding of Pharmaceutical Benefits Scheme (PBS) reimbursement requirements. Intermediate to advanced Microsoft Office skills (particularly Excel). Knowledge of appropriate methods of information retrieval to support clinical practice. Demonstrate initiative, exercise good judgement and have the ability to achieve results. Highly developed planning, organisational and problem solving skills. Able to use Merlin® dispensing software. Knowledge of requirements to legally dispense Special Access Scheme (SAS) medications. Able to use Victorian Health Incident Management System (VHIMS)/RiskMan software. Able to utilise Cerner Medication Management software.
Competencies, Performance Criteria, and Comments 1. Demonstrates professional behaviors Follows university, school, and agency policies Practices within the legal and ethical frameworks of nursing Assumes accountability for own actions and practices Treats all individuals with dignity/respect Demonstrates cultural sensitivity Protects client rights (privacy, autonomy, confidentiality) Demonstrates initiative in seeking learning opportunities and resources Analyzes personal strengths and limitations in providing care Incorporates constructive feedback for performance improvement Maintains professional appearance Maintains professional attitude Maintains professional behavior Arrives on time for clinical Notifies faculty in a timely manner if he/she will be absent or late Prepares for clinical practice p. Identifies situations in which assistance is needed OR appropriately seeks assistance Faculty Comments MIDTERM Student Comments Rating: Rating: Faculty Comments FINAL Student Comments Rating: Rating: 2. Collects and analyzes comprehensive client data Determines relevant information needed Identifies appropriate sources for data collection Uses correct techniques for assessment Interprets laboratory/diagnostic test results Incorporates data from client, family/support persons and health care team members Faculty Comments MIDTERM Student Comments Rating: Rating: Faculty Comments Student Comments Rating: Rating: 3. Plans appropriate client care Develops plan of care based on analysis of assessment data Accurately determines priorities for care Communicates priorities and rationale for decisions to instructor Considers needs/preferences of the client in planning care Establishes realistic goals/expected outcomes Identifies appropriate resources to inform care planning Faculty Comments MIDTERM Student Comments Rating: Rating: Faculty Comments FINAL Student Comments Rating: Rating: 4. Provides safe client-centered care
Sharing, copying or changing information without proper authorization: Making unauthorized marks or comments on a patient's chart Making unauthorized changes to an employee file Discussing confidential information in a public area, such as a waiting room or elevator Unauthorized disclosure of patient 's financial account information Unauthorized disclosure of patient's medical information and/or chart Removal of official documents from the agency such as patient records (either part or Sharing of sign-on code and password, if student has been computer access at health care facility: Giving anyone your password, so he or she can log into your files Giving an unauthorized person the access for employee files or patient accounts Using someone else's password to log into the health care facility computer system Unauthorized use of a code to access employee files or patient accounts Using someone else's computer after she/he has logged in, to access information for which you do not have authorization Allowing anyone to use your computer after logging for him/her to access information for which he/she does not have authorization Student agrees to: Only access confidential information if necessary to accomplish the learning objectives of the Clinical Placement Program . Not release any information that may be confidential without verification that the release is authorized Follow any and all licensed health care facility procedures for dealing with confidential information, including the destruction of such information Keep computer access password a secret, and to not use anyone else’s computer access password, if applicable Notify supervisor of any known or suspected misuse of confidential information
Signature _____________________________________________________
Signature ______________________________________________________
Action Plan and Changes made after Clinical Governance Clinical Audit: RED TO AMBER Actions required Actions completed AMBER TO GREEN Actions required Actions completed RED TO GREEN Actions required Actions complete How useful did you find this Dental Clinical Audit? Please circle one of the following: No use Useful Very Useful
Screening for Eligibility Name, Address, postcode and Name of GP and Surgery address to be recorded on the NHS Health Outcomes Form for all people receiving a NHS Health Check Screening Questions Comments Action Age 40 - 74 Inclusive Record in years If outside of this age range then ineligible for NHS Health Check Previous diagnosis of vascular disease? Exclusions: people diagnosed with coronary disease chronic kidney disease (CKD stages 3-5) diabetes stroke/TIA Hypertension Atrial Fibrillation Hypercholesterolaemia Heart failure Peripheral Arterial Disease (PAD) If any of these are present then person will be being managed on existing care pathway and therefore ineligible for NHS Health Check Statin use Exclude patients who are taking a statin Not eligible Refer to GP surgery if worried about health Health Check history + CVD risk score >= 20% Exclude if previously had an NHS Health or any other check undertaken through the health service in England, and who are found to have a 20% or higher risk of developing cardiovascular disease over the next 10 years. If 20% or more, not eligible, should be being managed on high risk register by surgery. If patient is eligible continue with the following elements of the risk assessment:
Dementia Everyone aged 65-74 who has a NHS Health should be made aware of the signs and symptoms of dementia and be sign posted to memory services if this is appropriate. A leaflet for individuals having their check, and training materials for those carrying out the check, have been produced to support this element. Free Online training is available here: Typical normal age related changes include: Forgetting which day it is and remembering later Sometimes forgetting which word to use Losing things from time to time Making a bad decision once in a while Missing a monthly payment Signs of possible dementia include: Losing track of the date or the season Difficulty having a conversation Misplacing things and being unable to retrace steps to find them Poor judgement and decision making Inability to manage a budget Question for 65-74 yr olds only Follow on questions/advice Action Do you have any concerns your memory? and Does anyone in your family have any concerns about your memory? If yes, is this a change from a couple of years ago? Would you like to talk to someone about it? Refer to GP for additional assessment if concerned. Dementia leaflet If possible depression and memory problems information on LIFT services If no, offer dementia leaflet and talk through links with CVD Dementia leaflet
risk factors and prevention advice: What’s good for your heart is good for your brain. If you are concerned but patient isn’t then suggest referral to GP to discuss. If carer of someone with dementia Offer information on Carers Centre support. Signpost to Dementia Web for support services Lift psychology services Dementia web link: B&NES Carers centre:
Encourage appropriate (not food-related) rewards for when the child or young person meets a goal. Unmet goals can be viewed as opportunities for families to learn more about their situation, including the barriers they face to achieving their goals. Five key behavioural tools are: self-monitoring, stimulus control, problem solving, contingency management or contracting, cognitive restructuring. See Appendix 1 for more information on these tools. Other options for weight management Weight management support services and programmes Weight management services and programmes range from nutrition and healthy-eating services to exercise and weight-loss programmes. Some such services are publicly funded, through the Ministry of Health or DHBs. The types of services available vary throughout the country. Ideally, they should have input from a multidisciplinary team. Examples of relevant services and programmes include: dietetic services whānau planning services – Whānau Ora providers and collectives work to support whānau aspirations by helping whānau to set goals and creating a pathway towards achieving them (including by facilitating access to services) Active Families – an exercise and nutrition programme designed for families. See www.health. community-funded physical activity services and programmes specifically for Māori and Pacific communities, such as church groups, Zumba programmes and youth exercise programmes whānau-based programmes such as Triple P (Positive Parenting Program). Weight-loss drugs The weight-loss drug Orlistat promotes weight loss by blocking enzymes (lipases) that break down fats in the gut, preventing the absorption of fat, allowing it to pass through the body undigested. No weight loss drugs are registered for use with children and young people in New Zealand. Evidence update The United Kingdom National Institute for Health and Clinical Excellence (see NICE 2006 (revised 2014)) only recommends treatment with Orlistat in children aged 12 years and over if physical comorbidities (such as orthopaedic problems or sleep apnoea) or severe psychological comorbidities are present. Recommendations Practitioners should not use weight-loss drugs with children aged under 12 years, and are generally best avoided with young people.
effective, high quality health and social care services. Evidence suggests that effective supervision improves morale and the practice of employees, thereby underpinning high quality service provision. Supervision - is supportive develops best practice provides a safe environment to discuss difficult of work is an activity that continues throughout one’s working life contributes to the reduction of organisational risk encourages reflective practice Oxford Health NHS Foundation Trust expects all staff to undertake regular supervision as part of their role. The frequency and type / model of supervision may vary for different staff groups and their roles within the organisation. ‘Management Supervision’ regular meetings with the line manager to review performance and effectiveness of the individual’s everyday working practice. ‘Clinical Supervision’ provides clinicians with protected time to reflect and discuss clinical interventions and issues relating to patient care to ensure that clinical practice is of the highest standard and is evidence based. The supervisory process As a new employee with Oxford Health NHS Foundation Trust, you will negotiate with your line manager how and when supervision will take place. The Trust supervision policy clarifies the process and expectations of the supervisee / supervisor relationship. The policy can be found on the e-learning package. Next steps Each member of staff should: undertake a mandatory e-learning package available through the Learning & Development (L&D) portal on the Trust intranet: access the Oxford Health NHS Foundation Trust supervision policy access training if appropriate as advertised on the Learning & Development (L&D) portal. This comprises of:- clinical supervision one day supervisor training clinical supervision facilitating group supervision
Location: Randolph Community College, Continuing Education Industrial Center, Rm 148, 413 Industrial Park Ave., Asheboro, NC Registration limited to Sandhills Center MCO staff & providers (limit of two persons per agency). Space is limited. Please register early. To Register: CASCE #56873 Fill out the shaded areas, save, & email it to (preferred), or fax this form to: 910-323-0674 Dr. Mr. Mrs. Ms. Employer: Name: Work Address: Last 4 digits of SSN: Degree: City, State, Zip: Home Address: Work County:: Work phone: City, State, Zip: Job Title: Home County: Hm. phone: Your Specialty Areas: (i.e., substance developmental disability, etc.) am a Sandhills Center Staff member: I am a Sandhills Center contracted Provider: Preferred Email address: Please note: We will only contact you by email. Please print or type. ………… ..Important Information … ……… Substitutes/Refunds/Transfers If you register for a program and cannot attend, you may send a substitute or cancel 48 hours in advance. Americans With Disabilities Act If you need any of the auxiliary aids or services identified in the Americans With Disabilities Act of 1990 in order to attend any of these programs, please call (910) 678-7305. Questions And Suggestions Please contact Kate Smith at (910) 678-7305, or email her at kate.smith@sr-ahec.org. Our Promise To You Southern Regional AHEC strives to offer the highest quality educational programming. If, for any reason, any of these programs do not meet your needs, please let us know. We value your feedback and will resolve the issue to your satisfaction.
Foundational skills Intermediate skills Domain 2: Safety and quality in clinical supervision Reflect on your experience and skills in relation to... Your rating (1–5) Other’s rating (optional) Reflect on your experience and skills in relation to... Your rating (1–5) Other's rating (optional) Comments (optional, e.g. comments levels of confidence or development needs, examples to substantiate your rating) 2.1 Safety Ethics and standards I am about the ethical and professional standards applicable to patient-client care, and model these standards in the course of clinical supervision. I am confident about how to act ethically and professionally with learners, patients-clients and other supervisors. I ensure the emotional, physical and psychological wellbeing of learners, patients-clients and supervisors in the course of clinical supervision. Risk management I identify all relevant risks to patients-clients, learners and supervisors in clinical supervision and manage these risks, or seek assistance to manage these risks. I communicate and act on identified risks by implementing risk management and control strategies to ameliorate or address risks in clinical supervision. I adjust workplace arrangements to ensure the safety of all parties. Safe environment I monitor the learner and the clinical environment for actual and potential risks to the safety and wellbeing of patients-clients and the learner. I engage in active supervision and determine the appropriate level of oversight to ensure patient-client, learner and supervisor safety. I recognise and effectively intervene when a learner's action, or non-action, is likely to compromise the safety of the learner, patient-client or others. I recognise signs of a learner's emotional, physical or psychological difficulty, and engage support from relevant persons in a timely manner. Cultural safety I recognise the impact of individual and cultural diversity on clinical education relationships with learners, and adjust my behaviour in response to these differences in clinical supervision. I demonstrate culturally safe and sensitive clinical supervision practice by considering the values, beliefs and practices of the learner.
Issues Raised 1. 2. 3. Action (s) Requested 1. 2. 3. Feedback Date Individual Reflections on the Clinical Supervision Session 1. 2. 3. Date and time of next session Supervisor signature Supervisee signature APPENDIX 3 REFLECTIVE FRAMEWORK Reflective framework Reflection example
The following is a link to a User Guide for ESS: Please ensure that you read the attached guide prior to applying for this post and allow sufficient time to make your online submission in advance of closing date. Please note that closing dates/ times will not be extended for user error Late applications will not be accepted. Non NUI Galway employees If you are not a current NUI Galway employee please use the NUI Galway online recruitment portal to apply for this post. The following is a link to the online recruitment portal: The following is a link to a User Guide for the online recruitment portal: Please ensure that you read the attached guide prior to applying for this post and allow sufficient time to make your online submission in advance of closing date. Please note that closing dates/ times will not be extended for user error Late applications will not be accepted. Please submit the following documents under the Applicant CV section of the online form: A cover letter/personal statement outlining why you wish to be considered for the post and where you believe your skills and experience meet the requirements for the post of ‘Clinical Lecturer Fixed Term or Clinical Lecturer Fixed / Registrar. Confirm the location/s you are interested in e.g.: Galway , Letterkenny etc A comprehensive CV clearly showing your relevant achievements and experience in your career to date. The completed application document must be submitted online to reach the Human Resources Office no later than 17:00 (GMT) on Thursday 23rd April 2015 Please note that an application will ONLY be considered if documents a and b above are fully completed and received by the closing date.
{End sample text for ISM} sample text for NIDCR Medical Monitor} In addition to the PI’s responsibility for oversight, study oversight will be under the direction of the NIDCR Medical Monitor. The PI will submit a report every 6 months to the NIDCR Medical Monitor for review. This report will include data regarding enrollment and retention, unanticipated problems and protocol deviations, disposition of biospecimens, outcome measures, quality management findings and other relevant parameters. If necessary, additional steps may be taken to ensure data integrity and protocol compliance. {End sample text for Medical Monitor}
APPENDIX A: SCHEDULE OF EVENTS {Create a detailed schematic describing all visits and assessments, consistent with those listed in Sections 7 and 8.} {Begin sample text} Procedures Screening (Day –X to –Y) Baseline (Day 0) Study Visit 1 (Day X ± Y) Study Visit 2 (Day X ± Y) Visit 3 (Day X ± Y) Study Visit 4 (Day X ± Y) Completion (Day X ± Y) Premature Discontinuation Signed Consent Form X X Assessment of Eligibility Criteria X X Review of Medical/Dental History X X Review of Concomitant Medications X X X X X X X X Intervention X X X X X Physical Examination Complete X X X Symptom-Directed X (X) (X) (X) (X) Vital Signs (X) (X) (X) (X) (X) Behavioral Assessment X X X Assessment of Adverse Events (X) (X) (X) (X) X X Clinical Laboratory Pregnancy test X X Chemistry X X (X) (X) (X) (X) X X Hematology X X (X) (X) (X) (X) X X Urinalysis X X (X) (X) (X) (X) X X Research Laboratory Immunology __mL whole blood X (X) (X) X X Biomarkers __mL saliva X X Sample for Genetic Analysis X X Procedures Periodontal Measurements X X Pain Assessment (X) (X) (X) (X) (X)
Activity Checklist Completed Activity Required Complete the Vital Signs Pre-test. You will only complete this pre-test once. Yes Read in your textbook or e-book Chapters:_____ pages_____ Not graded- use to prepare for competency demonstration View the following skills videos : Well Baby check Reading measurements Blood pressure by palpation method Ascultatory Gap Induction Induction Scenario Axillary Temperature and 24-7 Apical pulse Not graded- use to prepare for competency demonstration Complete the following study quiz as many times as needed to prepare for the content competency evaluation. Vital Signs Not graded- use to prepare for competency demonstration Complete the following Competency Theory Exam to demonstrate mastery of theoretical competencies” Vital Signs Yes Demonstrate competency of the following skills to your mentor / skills evaluator: Measuring an oral temperature using an electronic thermometer Measuring an aural temperature using an electronic thermometer Measuring a temperature a temporal artery (TA) thermometer Measuring a rectal temperature using a digital thermometer Measuring an axillary temperature Measuring an oral temperature using a disposable oral strip thermometer Measuring a radial pulse Taking an apical pulse Measuring the respiration rate Measuring blood pressure Measuring height
Program Name Clinical Competency Committee Minutes Date CCC Members in attendance: Member Faculty 1 Faculty 2 Faculty 3 Faculty 4 etc. Name of Program Director (if a member, should be ad hoc) Role Faculty Faculty Faculty Faculty Program Director Residents reviewed: 1. 2. 3. 4. 5. 6. 7. Etc. Actions recommended to Program Director: 1. 2. 3. 4. 5. Etc.
Date: 21.01.14 EFFORT FACTORS PHYSICAL EFFORT What physical effort is required for the job? How often? For how long? What weight is involved? Any mechanical aids? May need to move equipment in training environments weekly periods undefined No Is the job holder expected to sit / stand in a restricted position? How often? For how long? What activity is involved? No shift Weekly Monthly Less Often MENTAL EFFORT Are there any duties requiring particular concentration? – Please detail. How often? For how long? Concentration will be required due to high use of IT equipment daily Undefined Are any duties of an unpredictable nature? – Please detail. How often? For how long? EMOTIONAL EFFORT Does the job involve dealing with any distressing or emotional circumstances? – Please detail. Direct / Indirect exposure How When covering there may be exposure to emotionally distressing situation Direct Infrequently WORKING CONDITIONS Does the job involve exposure to unpleasant working conditions? – Please detail. How often? No
Student’s Name: NAU ID: * Course No. Course Title Replacement Course Semester Year Hours Grade T/E/P** * EPS 660 Counseling Processes Pre-req: EPS 601 * EPS 661 Groups Processes Pre-req: EPS 601 and EPS 660 * EPS 669 Crisis, Trauma and Disaster Counseling Pre-req: EPS 601 * EPS 681 Evidence-Based Counseling Techniques Pre-req: EPS 601 and EPS 660 Pre-req/Co-req: EPS 680 Professional Practice (18 required) * EPS 590 Substance-related and Addictive Behaviors * EPS 670 Professional Ethics, Legal Standards, and Responsibilities * EPS 692 Counseling Practicum Pre-req: EPS 660 and EPS 670 Co-req: EPS 661 * EPS 680 Psychopathology and Diagnosis * EPS 694 Counseling Internship: Master’s Pre-req: EPS 692 Electives (3 units required): Select ONE course from EPS 621 or EPS 622 or another course with your advisor’s consent. * Additional Information This 60-unit program prepares you, through classroom instruction, fieldwork experience, practice, and internships, to become an applied general practitioner with a unique educational-developmental orientation to work within social, mental health, and human service agencies. We offer this program at Northern Arizona University-Flagstaff and through some of our statewide offices. This plan meets the coursework requirements for the Licensed Associate Counselor (LPC) of the Arizona Board of Behavioral Health Examiners and for the National Counselor Certification of the National Board for Certified Counselors.
Student’s Name: NAU ID: Signatures By signing below, you agree to the following statement: “Students are responsible for complete knowledge of Academic Catalog requirements in their degree plan for their catalog year and adhering to all policies in the Academic Catalog.” Student: Date: Advisor: Date: Coordinator/Director: Date Chair (required for Final): Date: **Transfer/Equivalent/Previous Graduate Degree – Must have Advisor approval Transfer T = Course transferred from another university Previous Graduate Degree P = Course taken at NAU from previous graduate degree Equivalent E = Course taken at NAU in place of required course Internal Transfer I = Graduate level course taken as undergraduate; Not applied to undergraduate degree Transfer Credit Example: * Course No. Course Title Replacement Course Semester Year Hours Grade T/E/P** ABC 123 Fundamentals of English ASU 456 Fall 2012 3 A T/ASU