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相关概念视频

Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
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Metacognition01:26

Metacognition

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Health Literacy01:21

Health Literacy

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Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative...
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SBAR I: Understanding the Concept01:29

SBAR I: Understanding the Concept

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Effective communication among healthcare professionals during hand-off reporting is essential to delivering safe and continuous patient care. Common professional interactions include reports to healthcare team members, hand-off, and transfer reports. Nurses routinely report information to other healthcare team members and also urgently contact healthcare providers to report changes in patient status.
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Common Leveling Mistakes and Errors01:17

Common Leveling Mistakes and Errors

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A survey team is tasked with determining the elevation difference between points Point A and Point B, separated by uneven terrain. They use a leveling instrument and a leveling rod.Common MistakesMisreading the Rod: During a backsight reading at Point A, the instrumentman observes the rod partially obscured by tall grass. Instead of reading 1.135 m, they mistakenly record 1.735 m due to the misalignment of the crosshair with the wrong graduation. This error adds 0.600 m to all subsequent...
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Methods of Documentation V: CBE01:23

Methods of Documentation V: CBE

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Charting by Exception, or CBE, is a method of documentation used in healthcare, particularly in nursing, that focuses on documenting only significant or abnormal findings rather than recording every detail. This approach aims to streamline the documentation process, improve efficiency, and ensure that healthcare providers can quickly identify deviations from normalcy in patient assessments.
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相关实验视频

Updated: Jul 7, 2025

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
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基于能力的教育:需要揭开误解,发展一种共同的语言.

Denise H Rhoney1, Susan M Meyer2

  • 1Division of Practice Advancement and Clinical Education, University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, NC, USA.

American journal of pharmaceutical education
|December 21, 2023
PubMed
概括
此摘要是机器生成的。

基于能力的教育 (CBE) 需要一种共同的语言,以便在卫生专业中有效实施. 没有它,误解会持续存在,阻碍了教育与医疗保健实践协调的进展.

关键词:
基于能力的教育教育.实施科学 实施科学药房教育 在药房教育.

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A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing

Published on: February 7, 2025

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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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科学领域:

  • 健康 专业 教育 卫生 专业 教育
  • 实施科学 实施科学

背景情况:

  • 基于能力的教育 (CBE) 具有历史根源,在2017年乔西亚·梅西·Jr基金会会议之后,人们对其重新产生了兴趣.
  • 会议的建议强调了结构和教学方面的变化,以弥合社会需求,医疗保健实践和卫生专业教育之间的差距.

研究的目的:

  • 突出卫生专业在基于能力的教育 (CBE) 中需要一种共同语言的关键需求.
  • 解决CBE定义的变化和广泛的误解所带来的挑战.
  • 强调实施科学在促进CBE有效和持续采用方面的作用.

主要方法:

  • 对卫生专业中基于能力的教育 (CBE) 现状的分析.
  • 审查来自关键会议和文献的建议.
  • 将实施科学原则应用于CBE的概念.

主要成果:

  • 在医疗行业中CBE的定义和应用存在显著的变化.
  • 关于CBE的误解很普遍,这挑战了建立一个强有力的证据基础的发展.
  • 缺乏共同语言阻碍了CBE的有效实施和持续使用.

结论:

  • 共同的理解和共同的语言对于成功实施基于能力的教育 (CBE) 是必不可少的.
  • 解决定义的变化和误解对于缩小卫生专业教育和医疗保健实践之间的差距至关重要.
  • 实施科学原则为开发和传播CBE的共同语言提供了框架.