Doctor of Nursing Practice (
Doctor of Nursing Practice (
Doctor of Nursing Practice (
This book addresses a growing concern. Implementation science seeks to close the research-to-practice gap by identifying the barriers that impede the adoption, implementation, sustainability, and scale-up of evidence-based health interventions, and by identifying the best methods for overcoming those barriers. The implementation scientists’ aspiration for the field is to generate useful and usable scientific knowledge to improve the practice of implementation. The rapid growth of implementation science as a research enterprise, however, has given rise to concerns that the authors and implementation scientists share that implementation science itself will replicate the research-to-practice gap that the field was intended to address. This book represents the first systematic attempt by leading implementation researchers to “translate” implementation science for implementation practitioners by making accessible and practical the wealth of scientific knowledge and associated tools that implementation science has produced. It also addresses an unmet need. Although a growing number of colleges and universities offer courses in implementation science, there are no textbooks in implementation science geared specifically for graduate health professional students or advanced undergraduate students. Instead, instructors teaching such courses must rely on peer-reviewed articles published by implementation researchers for implementation researchers. The book is organized into 14 chapters, suitable for a semester-long course but also useful for a quarter-long course. The core of the book consists of eight chapters organized by common tasks or steps involved in planning, executing, and evaluating implementation efforts. These tasks or steps include assessing the knowledge-practice gap (also known as the know-do gap); selecting an evidence-based practice (
This book has been written by Physician Assistants (PA) for PAs. It provides—in a single, comprehensive resource—the information and strategies required by students and clinicians alike to successfully learn and practice medicine. Organized and designed to support the clinical year courses, it provides the foundation for evaluating a patient—including the assessment of pertinent history and physical examination findings—building a differential diagnosis, ordering and performing diagnostic studies, and treating and managing patients with a wide variety of clinical presentations and diagnoses, covering all of the clinical topics on the current National Commission On Certification Of Physician Assistants (
Psychiatric-mental health advanced practice registered nurses (
This book devotes itself to the underlying theories, concepts, and science of curriculum development and evaluation in nursing education as separate from the art and science of teaching and instructional processes. It provides useful content for both novice and experienced faculty, those within nursing professional development, and nursing education students. The curriculum provides the goals for an educational program, guidelines for delivery, and methods for evaluating the effectiveness of the programs. The book discusses major theories and concepts that relate to instructional strategies and their contributions to the implementation of the curriculum plan. Defining curriculum development provides a roadmap for beginning the process. For the purposes of the textbook, the definition is a curriculum is the formal plan of study that provides the philosophical underpinnings, goals, and guidelines for delivery of a specific educational program. The text uses this definition throughout for the formal curriculum, while recognizing the existence of the informal curriculum. The informal curriculum consists of activities that students, faculty, administrators, staff, and consumers experience outside of the formal planned curriculum. Although the focus of the text is on the formal curriculum, nursing educators must be mindful of the role informal curriculum plays in student learning; its influence and ability to reinforce learning activities from the planned/formal curriculum. The book transforms nursing curricula, especially with the rapid adaptation in the delivery of courses and programs through online and distance education and the application of newly developed technology to enhance instructional strategies. It focuses on the learner and measurement of learning outcomes. Integration of safety and quality concepts, evidence-based practice, translational science, and research into the curriculum, provide exciting challenges and opportunities for nursing educators. Finally, the book pursues ongoing research on curriculum development and evaluation to provide the underpinnings for evidence-based practice in nursing education.
Clinical Nurse Specialists (
The increasing focus on evidence needed for practice decisions propels us to re-envision how we teach graduate students about research and evidence-based practice (
This book provides foundational knowledge and skills pertaining to ethical and evidence-based practice for mental health providers engaging in or considering using distance modalities to treat clients. Targeting day-to-day application, the book explains the core functions of Telemental Health counseling (
This handbook was developed as a guide to the strategies and best practices needed by clinicians to assess an individual’s health and well-being. It is intended for a broad audience of health science students and clinicians across disciplines who strive to exemplify excellence in evidence-based assessment and practice. The book provides a practical, scientific, and holistic approach to assessment, in a summarized format that provides ease of access to students and clinicians while in lab and clinical settings. It promotes evidence-based assessment to ensure that clinicians are using valid and reliable examination methods in which to base future decision-making. The book incorporates physical and mental dimensions of wellness, social determinants of health, prevention and self-care needs, into assessment in a manner that respects an individual’s personal perspectives, family and community. It summarizes abnormal subjective (history) and objective (physical exam) findings for common disease states across the life span. The book ensures that clinicians are able to conduct a self-assessment of their own personal health and wellness. Learning to effectively assess the health and well-being of an individual involves integrating skills of history taking, physical examination, and diagnostic decision-making within the context of patient-centered, culturally sensitive, evidence-based clinical practice. The book reviews the physical examination components required to inform clinical decision-making and lists the findings that are generally associated with differential diagnoses. Only with evidence-based assessment can a clinician ensure patient safety and high-quality, cost-effective care. The book comprises of 16 chapters. The first two chapters review evidence-based approaches to assessment—the importance of history taking and approach to general survey. Chapters 3 to 11 review assessment priorities and common diagnoses relative to specific body systems. Chapters 12 to 15 focus on assessments related to sexual and reproductive health and obstetric assessment. Chapter 16 focuses on mental status and mental health.