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FREQUENCY OF CIWA SCORING IN PATIENTS WITH ALCOHOL DEPENDENCE IN A MENTAL HEALTH SETTING
Get PDFThe purpose of this quality improvement project was too assess the knowledge and attitudes of nursing staff toward assessing patients diagnosed with alcohol dependence who are detoxing from alcohol in a mental health facility. An educational intervention was done with nursing staff to assess their knowledge of the Clinical Institute Withdrawal Assessment for Alcohol (CIWA) scale and to stress the importance of frequent and accurate use of the scale. Data was collected for three months before the educational intervention and three months after the educational intervention on the total number of patients admitted to the facility with a diagnosis of alcohol dependence, the number of alcohol-related withdrawal seizures decreased as well as the number of patients transferred to the ER. This project supports adequate training of nursing staff on frequent and accurate CIW scoring to improve patient outcomes and nursing satisfaction
The Family History of Megan S. Colvin
Get PDFThe Family History of
Megan S. Colvin
29 April 2023
Megan S. Colvin authored this family history as part of the course requirements for HIST 550/700 Your Family in History offered online in Fall 2022 and was submitted to the Pittsburg State University Digital Commons. Please contact the author directly with any questions or comments: [email protected]
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
Provision of Formal Education to Nursing Staff: Kangaroo Mother Care within Maternal-Child Units
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Achieving teacher education praxis through a multi-faceted internship experience – Embedded learning in action
No full textThe transition from teacher to teacher-educator is often considered a private struggle (Berry & Loughran, 2005). Traditionally, emerging teacher educators’ learning experiences are individualized as they transition from a personal understanding of practice to a more theoretical, universal, and scholarly understanding of practice (Labaree, 2004). The personal nature of this development is because teacher education is commonly understood as a self-evident practice (Zeichner, 2005). However, teacher education researchers have argued that learning to be a teacher educator is a complex process. Emerging teacher educators enter doctoral programs with experience and practical knowledge in the field, and therefore are different from other traditional graduate students
