Treatment of Severe Pediatric Head Injury: Evidence-Based Practice

2005 ◽  
pp. 229-248
Keyword(s):  
Head Injury ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Pediatric Head Injury

scholarly journals Application of Modified Lowa Model Evidence Based Practice on Trauma Care Nurses Regarding Head Injury

2021 ◽  
pp. 253-258
Author(s):  
Lina Fating ◽  
Seema Singh ◽  
Ruchira Ankar
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Head Injury ◽  
Trauma Care ◽  
Evidence Based Practice ◽  
Head Injuries ◽  
Evidence Based ◽  
Staff Nurse ◽  
Model Evidence ◽  
Nurses Knowledge

Background: Head injuries are a regular occurrence in emergency departments around the world, with more than 2 million annual visits in North American EDs and more than 400 000 in the United Kingdom alone. Despite the fact that the mechanism of injury is consistent,, Head injuries are a regular occurrence in emergency departments around the world, with over 2 million visits in North American EDs and over 400 000 in the European Union alone. Regardless of how consistent the injury mechanism is. Objectives: Holds data what nurses already know about the modified LOWA model. 2. Develop and test a protocol using a IOWA model that was adjusted. 3. Assess the updated LOWA model's effectiveness 4.To connect the knowledge score to demographic data. Research Approach: Interventional approach Research design: - One group pre test and post test. Setting of the study: - The study will be conducted in AVBRH Hospital. Sample: - Staff Nurse Sample Size is 50Sampling Technique is Purposive sampling. Setting of the study is The study will be conducted in AVBRH Sample: - Staff Nurse Sampling Technique: - convenient sampling  Data Collection: - Field data Will be collected by the use of standardised questionnaires with three key sections: Section A (Standard standards), Section B (Socio-demographics and work history of staff) used the modified LOWA model and check list). Expected Results: Oriented it toward the application of the LOWA model. Those characteristics are what evidence-based practise on trauma care nurses concerning head injury entails, but they may be able to address the issues that Traumatic Brain Injury Nursing faces. Adopting this paradigm into traumatic brain injury nursing units is worth a shot.With the assistance of a specific case, this article will discuss the clinical application of the Lowa Model in traumatic brain injury nursing care. Conclusion: In the light of the study findings, this study shows that, the implementation of LOWA Model evidence based practice has a positive effect on nurse’s knowledge and practices regarding trauma care nurses regarding head injury. There was a significant improvement in the nurses ‘knowledge and practice regarding LOWA Model evidence-based practice implementation compared with that before it. There was positive significant correlation between nurses’ knowledge and their practice before and after program. Nurses’ knowledge and practice about LOWA Model improved after application of this program.

Pediatric Head Injury

2020 ◽  
pp. 362-374
Author(s):  
James L. Homme
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Head Injury ◽  
Acute Care ◽  
Low Risk ◽  
Evidence Based ◽  
Additional Observation ◽  
Pediatric Head Injury ◽  
Blunt Head Trauma ◽  
Risk Patients

Blunt head trauma (BHT) is the leading cause of trauma-related death and disability in children worldwide. Pediatric BHT is a common presenting complaint in acute care settings. Traumatic brain injury (TBI) manifests as a continuum from minor to severe, with cases of minor TBI vastly outnumbering severe cases. Clinicians must be able to identify patients at low risk for TBI who do not require additional observation or testing while at the same time not missing higher risk patients. This chapter presents an evidence-based approach to the evaluation and management of BHT in pediatric patients across all ages and spectrums of severity.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

Training Methods With Clinicians and Students—A Personal Story and Change: Narrative Therapy for Stuttering

2008 ◽  
Vol 18 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Margaret Leahy
Keyword(s):  
Narrative Therapy ◽  
Evidence Based Practice ◽  
Theoretical Background ◽  
Evidence Based ◽  
Training Methods ◽  
Sense Of Control ◽  
Case Description ◽  
General Outline ◽  
Personal Story ◽  
Fluency Disorders

Abstract Educating students and informing clinicians regarding developments in therapy approaches and in evidence-based practice are important elements of the responsibility of specialist academic posts in universities. In this article, the development of narrative therapy and its theoretical background are outlined (preceded by a general outline of how the topic of fluency disorders is introduced to students at an Irish university). An example of implementing narrative therapy with a 12-year-old boy is presented. The brief case description demonstrates how narrative therapy facilitated this 12-year-old make sense of his dysfluency and his phonological disorder, leading to his improved understanding and management of the problems, fostering a sense of control that led ultimately to their resolution.

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