Defining the Core Skills and Activities of the Attending Physician in Post-Acute and Long-Term Care

2021 ◽  
Author(s):  
Laura J. Morton ◽  
Robert G. Kaplan ◽  
Dallas L. Nelson ◽  
Thomas S. Lehner ◽  
Patricia L. Bach ◽  
...  
Keyword(s):  
Long Term Care ◽  
Term Care ◽  
The Core ◽  
Core Skills ◽  
Attending Physician

scholarly journals Tornádo 2021 v České republice – psychosociální pomoc IZS v zasažených oblastech

E-psychologie ◽  
2021 ◽  
Vol 15 (4) ◽  
pp. 60-68
Author(s):  
Simona Hoskovcová ◽  
Štěpán Vymětal ◽  
Martina Wolf Čapková
Keyword(s):  
Long Term Care ◽  
First Aid ◽  
Term Care ◽  
The Czech Republic ◽  
The Core ◽  
Stabilization Phase ◽  
Rescue System ◽  
South Moravia ◽  
Psychosocial Crisis

The tornado hit the territory of several municipalities in South Moravia in the evening on Thursday, June 24, 2021. Although it was a relatively small area, the extent of the damage was extraordinary and of unprecedented proportions. Many people found themselves in direct danger of themselves and their loved ones. In psychology, we call such an event potentially traumatic, and we know from experience that it can have serious effects on the human psyche. The article aims to present how the system of psychosocial crisis intervention and psychological first aid provided by the Integrated Rescue System of the Czech Republic worked. This psychosocial assistance in the acute phase of a disaster builds the core of psychosocial help. There is a link to other organizations, which have their function mainly in the stabilization phase, in the medium and long-term care of the affected persons. We also consider it necessary to repeat the principles of psychosocial assistance in emergencies.

Cadre de référence pour l'élaboration de politiques de services de longue durée 1. Éléments constitutifs

1996 ◽  
Vol 15 (4) ◽  
pp. 597-631 ◽  
Author(s):  
François Béland ◽  
Delphine Arweiler
Keyword(s):  
Long Term Care ◽  
Planning Model ◽  
Conceptual Scheme ◽  
Term Care ◽  
The Core ◽  
Starting Point ◽  
Longue Duree ◽  
Longue Durée ◽  
Action Theories

ABSTRACTThe elements of a conceptual scheme for long-term care (LTC) were developed based on two lines of thought. The first, more practical, borrows from planning. The second, which is more theoretical, reflects sociological action theories. Planning is defined as an action that targets the development of a plan. Using values, desires, resources and constraints as a starting point, operational objectives are defined and means chosen. Planning focuses on four themes: (1) establishment of priorities, (2) setting up organizations in the form of agencies, (3) choosing objectives and (4) defining resources. These four themes are analyzed in turn, with each producing four elements defining a total of 16 themes, dilemmas, problems or issues specific to LTC. The relationships between these elements, which are by definition prescriptive, form the core of our proposal for an LTC planning model.

Professional Identification

2011 ◽  
pp. 3-13
Keyword(s):  
Older Patients ◽  
Long Term Care ◽  
Training Programs ◽  
Term Care ◽  
Professional Identification ◽  
The Core ◽  
Licensed Psychologists ◽  
New Students

Chapter 1 discusses the history and evolution of geropsychology, including the identification of the core corpus of geropsychology knowledge, the development of training curricula, and the recruitment of new students to the field. It also covers the Omnibus Budget Reconciliation Act (OBRA), which permitted Medicare to directly compensate licensed psychologists for supplying mental health services to older patients in a variety of settings, the launch of Division 12, Section 2 (today called the Society of Clinical Geropsychology), the APA-affiliated group, Psychologists in Long Term Care (PLTC), the Committee on Aging (CONA), and the Council of Geropsychology Training Programs (CoPGTP).

scholarly journals Establishing Core Competencies and a Professional Curriculum For The Care Service Department in Vocational High Schools in Taiwan

2021 ◽  
Author(s):  
Nan-Chen Hsieh ◽  
Shu-Fang Vivienne Wu ◽  
Juin-Ming Tsai ◽  
Li-Ju Lin ◽  
Juo-Hsiang Sun
Keyword(s):  
High Schools ◽  
Long Term Care ◽  
Care Service ◽  
Core Competencies ◽  
Term Care ◽  
The Core ◽  
Aging Society ◽  
Service Department ◽  
Vocational High Schools

Abstract Background In response to the emergence of the aging society, the vocational high school education system in Taiwan has established the care service department since 2018. The purpose of this study was to develop core competencies and a professional curriculum for the care service department in vocational high schools. Methods This qualitative study enrolled experts and scholars in the field of long-term care as subjects. First, this study invited 20 experts and scholars to take part in a focus group to collect suggestions as the basis for the development of core competencies and a curriculum. Second, this study invited 10 experts and scholars to participate in three rounds of a Delphi survey to evaluate the planning for the development of core competencies and a curriculum that meet educational needs. Results In this study, we identified eight core competency constructs (interpersonal communication, care, creativity and execution, professional care, patient safety and care, resource connection and application, problem-solving and improvisation, and adherence to a professional code of conduct and ethics) and 15 indicators across two dimensions (general competencies and professional competencies) relating to the care services taught in vocational high schools. We then designed 26 professional subjects according to the core competencies. Conclusions In the past, the core competencies required for providing long-term care could only be cultivated in universities. In response, the Taiwanese government has promoted the cultivation of caregivers in high school, encouraging vocational high schools to establish care service departments and learning pathways to meet long-term care demands in Taiwan, overturn the stereotype that long-term care is an unspecialized profession, and enhance the willingness of young adults to work in the long-term care industry. To foster students’ professional competencies, we identified the core competencies for long-term care service education and devised a professional curriculum to foster the skills and knowledge among students that are required for successfully meeting the care needs of a rapidly aging society through work in the long-term care industry after graduation.

Implementation of the Core Elements of Antibiotic Stewardship in Long-Term Care Facilities

2018 ◽  
Vol 46 (6) ◽  
pp. S18-S19 ◽  
Author(s):  
Colleen Roberts ◽  
Katherine Buechel ◽  
Kelley Tobey ◽  
Christopher Evans ◽  
Pamela Talley ◽  
...  
Keyword(s):  
Antibiotic Stewardship ◽  
Long Term Care ◽  
Term Care ◽  
The Core ◽  
Care Facilities ◽  
Core Elements

Working With Resistance and Encouraging Buy-In to New Programs

2011 ◽  
Vol 16 (1) ◽  
pp. 18-21
Author(s):  
Sara Joffe
Keyword(s):  
Long Term Care ◽  
Term Care ◽  
Optimal Outcomes ◽  
Speech Language Pathologist

In order to best meet the needs of older residents in long-term care settings, clinicians often develop programs designed to streamline and improve care. However, many individuals are reluctant to embrace change. This article will discuss strategies that the speech-language pathologist (SLP) can use to assess and address the source of resistance to new programs and thereby facilitate optimal outcomes.

Feeding Dependency Issues in the Long-Term Care Environment

2001 ◽  
Vol 10 (1) ◽  
pp. 19-24
Author(s):  
Carol Winchester ◽  
Cathy Pelletier ◽  
Pete Johnson
Keyword(s):  
Long Term Care ◽  
Term Care ◽  
Care Environment

Communication Disordered: Program Implementation in Long-Term Care

2016 ◽  
Vol 1 (15) ◽  
pp. 64-67
Author(s):  
George Barnes ◽  
Joseph Salemi
Keyword(s):  
Program Implementation ◽  
Long Term Care ◽  
Family Satisfaction ◽  
Regulatory Compliance ◽  
Care Staff ◽  
Term Care ◽  
Staff Members ◽  
Change Policy

The organizational structure of long-term care (LTC) facilities often removes the rehab department from the interdisciplinary work culture, inhibiting the speech-language pathologist's (SLP's) communication with the facility administration and limiting the SLP's influence when implementing clinical programs. The SLP then is unable to change policy or monitor the actions of the care staff. When the SLP asks staff members to follow protocols not yet accepted by facility policy, staff may be unable to respond due to confusing or conflicting protocol. The SLP needs to involve members of the facility administration in the policy-making process in order to create successful clinical programs. The SLP must overcome communication barriers by understanding the needs of the administration to explain how staff compliance with clinical goals improves quality of care, regulatory compliance, and patient-family satisfaction, and has the potential to enhance revenue for the facility. By taking this approach, the SLP has a greater opportunity to increase safety, independence, and quality of life for patients who otherwise may not receive access to the appropriate services.

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