Copd Model

Giangreco et al., (2011) suggests that teachers and paraeducators should attempt joint trainings. For example, if an Individual Education Plan (IEP) team has a decided to use PECS as a communication system the teachers and paraeducator should both be trained on the program. Training as a team allows for all members to have the same knowledge of the activity or strategies being

The positive outcome of the acute treatment of the patient helped me feel more confident in communicating with patients. The patient commented on his appreciation of having the ambulance service available, in his time of need. I told the patient this was my first week on the road, and he said that he was happy with my performance. My paramedic mentor gave me positive feedback on my ability to communicate well with the patient. The treatment package contributed to a good understanding of how the therapeutic respiratory drugs worked and how quickly they became effective. I found out that COPD patients should only permitted to have increased oxygen levels for no longer, than six minutes as stated in (section 27 of B R O’Driscoll, etal

Co-teaching is important, especially in the school I did my special education field experience at because they are full inclusion. This school district did co-teaching for math and reading. Students receive their assistance with in the classroom while the teacher is instructing class. It takes a lot of planning and collaboration with the classroom teacher, I believe this is not the most beneficial way to teach students that have learning needs. it can become very distracting for the student because what is going on around them. Learning with their peers is important, the instructions their receiving in the classroom are above their level. I wonder how this is providing the best education possible?

This is a case study on a 76 year old man.Mr Alan Chari(pseudonym used to protect the identity of a patient),was admitted over night in my department.He is a divorcee who stays with son.He is a retired teacher and his son is permanently employed by a local company as an electrician.He is independent with activities of daily livings but is occasionally limited by his ill health.He used to be a heavy smoker .After realising the burden COPD has on general New Zealand population ,affecting about15% of the adult population over the age of 45 years according to asthmanz( 2010) ,l took this case study to gain in-depth understanding.

The article goes into great detail over the fact that co-teaching, when implemented correctly, has the potential of really enhancing the learning of all students (Conderman & Hedin, 2014, p.359). Before any co-teaching can happen though the article elaborates on the fact that a teacher needs to know who their students are. And when differentiating instruction a teacher needs to be able to address a “students’ unique strengths, interest, skills, and readiness” (Conderman & Hedin, 2014, p. 353). After all helping each child learn, whatever that looks like, is the ultimate goal, and this article shows how teachers can do this with a co-teacher.

Chronic obstructive pulmonary disorder, or COPD, is a relatively common chronic illness that is treatable, however there is currently has no cure. COPD is an illness that encompasses two major illnesses these illnesses are chronic bronchitis and emphysema. Both of these illnesses wreak havoc on the lungs of the affected person by causing mucus to build up in the bronchioles henceforth reducing the effectiveness of the alveoli which impairs gas exchange. According to the American Lung Association, “COPD is the third leading cause of death in the United States. More than 11 million people have been diagnosed with COPD, but an estimated 24 million may have the disease without even knowing it” (American Lung Association [ALA], n.d.). As this data from the American Lung Association shows, in the United States alone we may have a total of 35 million people (almost one tenth of the American population) living with COPD. QSEN, which stands for Quality and Safety Education for Nurses, has developed six competencies related to nursing care. These competencies are Patient-Centered Care, Teamwork and Collaboration, Evidence-Based Practice, Quality Improvement, Safety, and Informatics. These aforementioned QSEN competencies break down how nurses should be treating patients and working with the health care team.

The Affordable Care Act established the need for medical home model of care that focus on quality and safety, which is patient-centered and team based. The providers and care team care for patient with complex health conditions. The diseases process of chronic obstructive pulmonary disease (COPD) can be treated with by using this model to coordinate and provided comprehensive care in the home. COPD is a progressive lung disease that can be prevented and treated. COPD consist of chronic bronchitis, which is a chronic productive cough for at least 3 months per year for at least 2 years and emphysema, which is characterized by permanent enlargement of the airspace beyond the terminal bronchiole, and is characterized by airflow limitations

When you breath, air travels through tubes in your lungs to millions of tiny air sacs. In a healthy and functioning lung, the airways are open and the air sac fill up with air. Then the air goes back out quickly. COPD makes it hard to get air through the airways and into and out of the air sacs. COPD includes both Chronic Bronchitis and Emphysema. Chronic bronchitis is increased cough and mucus production caused by inflammation of the airways. Emphysema is damage of the air sacs.

Within the confines of this assignment, it is the hope of the author that the reader will obtain an understanding of Chronic Obstructive Pulmonary Disease (COPD). This will be achieved by bringing the reader through the patients’ illness journey. The assignment will begin by defining COPD and briefly going through the pathophysiology and incidents of the condition. From there the reader will embark on the journey, starting with diagnosis.

Objective: To identify quality indicators with the largest potential to improve health outcomes in the Ontario COPD patient population.

Millions of individuals suffer and die from Chronic Obstructive Pulmonary Disease (COPD) each year in our nation. Currently, there is no cure for COPD; therefore, the most beneficial goal for these patients is to provide enhanced quality of life that includes limited admissions to the hospital setting and decreased exacerbations. Management of this disease process through proper patient education and multidisciplinary collaboration improves a COPD patient’s ability to maintain a healthier state of life as well as decrease their chance of a costly hospital readmission (Chamberlain, Lau, Siracuse, 2017).

The effectiveness of Family Support Caregiver in improving the Functional Status of Client with Pulmonary Diseases.

All over the world, chronic obstructive pulmonary disease (COPD) is a very significant and prevalent cause of morbidity and mortality, and it is increasing with time (Hurd, 2000; Pauwels, 2000; Petty, 2000). Due to the factor of COPD being an underdiagnosed and undertreated disease, the epidemiology (Pauwels, Rabe, 2004) is about 60 to 85 % with mild or moderate COPD remaining undiagnosed (Miravitlles et al., 2009; Hvidsten et al., 2010).

Orr (2009) conducted interviews with special education teachers and the attitudes they have seen in their schools since inclusion was implemented in their schools. Orr (2009) chose fifteen teachers, which included fourteen female and one male teacher who agreed to participate in the study so it was a purposive criterion sample. Twelve of the fifteen teachers taught in a suburban area, two in a rural area, and one in an urban area; but they varied in the age they taught and school. Seven of the fifteen teachers taught in a self-contained classroom while the remaining eight taught in a resource room, where they only saw a student for less than an hour or two a day. Another pattern that showed was that many teachers found that they did not receive any classes that focused on differentiation or inclusion while completing their undergraduate work (Orr 2009). These results are important when considering the implementation of inclusion because it may mean that there is a need to reteach teachers. It is important to consider professional development classes district-wide before implementing inclusion in the classroom.

Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources. One of the areas in which collaboration is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and instruction responsibilities for inclusion classrooms (Friend & Cook, 2010). As academic standards for the education of students with disabilities are held to the same standards as their typical peers due to the No Child Left Behind Act and the Individuals with Disabilities Education Act, the co-teaching model has been increasingly