This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This is Week One of a planed ten week course on Human Caring Theory and communcation

 The course seeks to familiarize the learners with the possibilities involved in the management of diabetes and hypertension. This course is to make medical knowledge simpler and accessible for common people. This will help reduce anxiety about the diseases. Reduction in the incidence of threatening complications like cerebral stroke, heart attack, kidney failure, blindness,  diabetic foot and amputations is the goal we need to achieve. The health-aware person, a learner of this course, can be a patient itself, a relative, a neighbor, or anyone from society. Some basic education and a will to help the patient is all that is required. 

 The course seeks to familiarize the learners with the possibilities involved in the management of diabetes and hypertension. This course is to make medical knowledge simpler and accessible for common people. This will help reduce anxiety about the diseases. Reduction in the incidence of threatening complications like cerebral stroke, heart attack, kidney failure, blindness,  diabetic foot and amputations is the goal we need to achieve. The health-aware person, a learner of this course, can be a patient itself, a relative, a neighbor, or anyone from society. Some basic education and a will to help the patient is all that is required. 

 The course seeks to familiarize the learners with the possibilities involved in the management of diabetes and hypertension. This course is to make medical knowledge simpler and accessible for common people. This will help reduce anxiety about the diseases. Reduction in the incidence of threatening complications like cerebral stroke, heart attack, kidney failure, blindness,  diabetic foot and amputations is the goal we need to achieve. The health-aware person, a learner of this course, can be a patient itself, a relative, a neighbor, or anyone from society. Some basic education and a will to help the patient is all that is required. 

 The course seeks to familiarize the learners with the possibilities involved in the management of diabetes and hypertension. This course is to make medical knowledge simpler and accessible for common people. This will help reduce anxiety about the diseases. Reduction in the incidence of threatening complications like cerebral stroke, heart attack, kidney failure, blindness,  diabetic foot and amputations is the goal we need to achieve. The health-aware person, a learner of this course, can be a patient itself, a relative, a neighbor, or anyone from society. Some basic education and a will to help the patient is all that is required. 

A brain is used by nurses to organize their patient care for each shift. On the brain, nurses track important clinical data and interventions for each patient. Many versions of a brain exist, and nurses often create their own.

Nursing students need a brain that organizes their clinical day and develops their clinical reasoning skills by prompting them to consider salient clinical information, prioritize actions, connect medications to diagnoses and data, and anticipate and evaluate outcomes of care. The information on this brain should help nursing students create post-clinical care maps.

This brain was created for use by nursing students during clinical practicums, It can be ammended to suit various clinical sites and populations as needed.

A brain is used by nurses to organize their patient care for each shift. On the brain, nurses track important clinical data and interventions for each patient. Many versions of a brain exist, and nurses often create their own.

Nursing students need a brain that organizes their clinical day and develops their clinical reasoning skills by prompting them to consider salient clinical information, prioritize actions, connect medications to diagnoses and data, and anticipate and evaluate outcomes of care. The information on this brain should help nursing students create post-clinical care maps.

This brain was created for use by nursing students during clinical practicums, It can be ammended to suit various clinical sites and populations as needed.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Requests for medical imaging and radiologist reports are on the rise in hospital emergency departments. The increase in demand has raised concerns regarding x-ray image interpretation, resulting in longer turnaround times. To maintain a high standard of patient care, researchers suggest that radiographers provide an initial opinion of images using a clear system to quickly communicate these findings with the medical team. Radiographer Preliminary Image Evaluation, or PIE, is an Australian system that complements the radiologist’s report. A PIE can assist an emergency referrer in their diagnosis more quickly when the radiologist’s report is delayed reducing the likelihood of a missed abnormality on medical images. The study concluded that radiographers operate at a relatively high accuracy with PIE in place potentially improving emergency care service for patients..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Who is responsible for what in the medical clinic?
Download the .ZIP file to edit in Articulate Storyline 360, here:
https://1drv.ms/u/s!AtE2Z4WMz4udnwkS8R7NP_8O4yjl?e=dBBsAf
If you do not have Storyline to make it interactive, just pause the .MP4 video as necessary to progress through the lesson.