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Substance Use Disorder (SUD) affects thousands of physicians, nurses, pharmacists and other healthcare providers across the country. Healthcare providers who suffer from SUD are different from those in the general population who suffer from SUD, because the healthcare provider must be able to think and act appropriately to perform the duties of their respective jobs. Healthcare providers who misuse substances present not only a risk to their own health, but may also threaten the health, safety, and welfare of the patients in their care. The potential for patient harm is the cause for licensure discipline, as licensing jurisdictions seek to protect their healthcare consumers. Licensure discipline, however, may deter the provider from seeking appropriate treatment, causing them to continue practicing, while trying to avoid detection. This places patients at risk for harm. The purpose of this secondary data analysis is to compare the licensure discipline of nurses, physicians, and pharmacists with substance use disorder. Chi-square tests are used to compare disciplinary action from each profession reported to the National Practitioner Data Bank from 2007-2017 in 24 states. Eight different disciplinary outcomes are compared among the three professions based on eight grounds for discipline related to substance use disorder. Keywords: Licensure discipline, healthcare professionals, substance use disorder.
The Institute of Medicine study Crossing the Quality Chasm (2001) recommended that an interdisciplinary summit be held to further reform of health professions education in order to enhance quality and patient safety. Health Professions Education: A Bridge to Quality is the follow up to that summit, held in June 2002, where 150 participants across disciplines and occupations developed ideas about how to integrate a core set of competencies into health professions education. These core competencies include patient-centered care, interdisciplinary teams, evidence-based practice, quality improvement, and informatics. This book recommends a mix of approaches to health education improvement, including those related to oversight processes, the training environment, research, public reporting, and leadership. Educators, administrators, and health professionals can use this book to help achieve an approach to education that better prepares clinicians to meet both the needs of patients and the requirements of a changing health care system.
This book develops on substance use disorder in healthcare workers, a topic not often discussed. While the phenomena is nothing new, the desire to learn about it is. This book describes why substance use disorder occurs in healthcare workers, explains how to recognize substance use disorder in peers and how to care for them. It discusses the barriers to seeking treatment, provides different monitoring programs and disciplinary actions, and educates on the recovery and how those with long term recovery maintain it. This book also intends to decrease stigmatizing behaviors. While the main focus is nursing, this book can be helpful to any healthcare professional group. Dr Carmel Clancy, President of the International Nurses Society on Addictions (IntNSA), did us the honor of writing the Foreword.
This book examines the role of technology-assisted interventions for substance use disorders (SUD). It considers this topic alongside the dramatic increase in SUDs and associated harm in the United States’ past decade. Chapters relay the impact and effectiveness of technology-assisted interventions, which include telemedicine, assisted therapies, and support. These treatments not only offer practical care but also address the issue of access to care, particularly in the wake of the global pandemic (COVID-19). Organized into three sections, section one covers the use of telemedicine and technology-assisted therapies as it relates to the treatment of various SUDs, achieving recovery and maintenance. Each chapter will expand on a specific aspect of technology-assisted intervention. Following this, section two explores the differences in technology-assisted interventions and approaches while taking into account age, gender, sexuality, identity, and psychosocial factors. This section will be divided into chapters on children and adolescents, women and pregnancy, older adults, LGBTQIA+, and professionals. To close the book, section three discusses the media impact on SUDs and the legal technology adopted by drug courts. Unique and timely, Technology-Assisted Interventions for Substance Use Disorders is an invaluable resource to learners and practitioners in the field. It provides a concise yet comprehensive summary of the current status of the field that will help guide the implementation of technology-assisted interventions for all SUDs into practice and stimulate investigative efforts.
Medical Licensing and Discipline in America traces the evolution of the U.S. medical licensing system from its historical antecedents in the 18th and 19th century to its modern structure. David A. Johnson and Humayun J. Chaudhry provide an organizational history of the Federation of State Medical Boards within the broader context of the development of America’s state-based system. As the national organization representing the interests of the individual state medical boards, the Federation has been at the forefront of developments in licensing, discipline, and regulation impacting the medical profession, medical education, and health policy within the United States. The narrative shifts between micro- and macro-level developments in the evolution of America’s medical licensing system, blending national context with state-specific and Federation initiatives. For example, the book documents such milestones as the national shift toward greater public accountability by state medical boards as evidenced by California’s inclusion of public members on its medical board, New Mexico’s requirement for continuing medical education by physicians as a condition for license renewal and the Federation’s policy development work advocating for both initiatives among all state medical boards. The book begins by examining the 18th and 19th century origins of the modern state-based medical regulatory system, including the reinstitution of licensing boards in the latter part of the 19th century and the early challenges facing boards, e.g., license portability, examinations, physician impostors, inter-professional tensions among physicians, etc. Medical Licensing and Discipline in America picks up the story of the Federation and its role in the major issue of licensing and discipline in the 20th century: uniformity in medical statute, evaluation of international medical graduates, nationally administered examinations for licensure, etc.
Learn to deliver the best patient care before, during, and after surgery with Surgical Technology: Principles and Practice, 7th Edition. Within its pages you'll find comprehensive coverage of all the updated AST Core Curriculum components — including all aspects of health care sciences; technological sciences; patient care concepts; preoperative, intraoperative, and postoperative care; surgical procedures; and professional practice. But what you won't find in any other surg tech book is an incredibly reader-friendly approach featuring conversational, mentor-like guidance and loads of full-color pictures and illustrations. You'll also have an abundance of helpful learning features at your disposal — like case studies, review questions, and online learning activities — that will help you easily master important concepts and apply that learning to professional practice. No other surgical technology text better prepares you for the challenges of professional practice! - Comprehensive coverage addresses all areas of the AST Core Curriculum for Surgical Technology. - Reader-friendly writing style and organization utilizes a mentoring approach to present content within the building blocks of fundamentals, aseptic technique, the role and function of the surgical technologist, and surgical procedures. - Consistent chapter format breaks down each surgical procedure in an easy-to-understand way making it easy for students to comprehend the key elements of more than 70 procedures. - Experienced author/consulting editor team lends a breadth of experience for a well-rounded view of life in the operating room and multiple perspective focused on quality patient care. - Over 1,200 full-color illustrations and clinical photos bring concepts and procedures to life. - Robust practice opportunities include review questions and case studies at the end of each chapter along with crosswords, additional review questions, and surgical practice videos found on the Evolve companion website. - Learning objectives serve as checkpoints for comprehension and as study tools in preparation for examinations. - Key terminology appears in boldface and in color within chapter discussions and are defined and cross-referenced to chapters in a back-of-book glossary. - Key concepts are covered in a bulleted list at the end of each chapter discussion to summarize and rephrase chapter concepts. - References and bibliographies provide a listing of in-text and additional citations of scientific research. - Pathology appendix summarizes the most commonly seen pathological processes and organizes them by body system. - Website mentions are highlighted within the text to draw readers' attention to available videos in the Evolve Resources and suggested websites to visit for additional information on content covered.
This book is about the progressive improvement of case management beyond that which it exists to that of a practice specialty focused on professionalism and collegiality across all practice settings. Our desire to produce a framework for such practice began when we connected several years ago. It was a result of a dialogue; the sharing of our stories and experiences. Separately, we were already passionate about and committed to case management excellence. Together, our vision coalesced to form this competency-based framework for advancing case management captured by an acronym which defined the essence of professional practice---COLLABORATE. We spent hours discussing the implications of a perceived epidemic involving less than productive interactions between individuals working under the title of case manager with consumers, providers, and clinical colleagues. These accumulated experiences heightened our commitment to lead much-needed change. Our conversation endured over many months as we realized a shared: Respect for case management’s rich heritage in healthcare, across professional disciplines and practice settings; Concern for those factors which devalue case management’s professional standing; Agreement that while the practice of case management transcends many representative professional disciplines and educational levels, each stakeholder continues to cling to their respective stake in the ground; and Belief of the importance for case management to move from advanced practice to profession once and for all. COLLABORATE was borne from a vision; the mandate to solidify a foundation for case management practice which combines unique action-oriented competencies, transcends professional disciplines, crosses over practice settings, and recognizes educational levels. The ultimate focus is on improving the client’s health care experience through the promotion of effective transdisciplinary collaboration. COLLABORATE recognizes the hierarchy of competencies and practice behaviors defined by the educational levels of all professionals engaged; associate, bachelors, masters and doctoral degrees across practice disciplines. Through this approach, every qualified health and human service professional has a valued place setting at case management’s ever-expanding table. Each of the competencies are presented as mutually exclusive and uniquely defined however, all are complementary and call on the practitioner to conduct work processes in a wholly integrated manner. While appearing in order for the acronym’s sake, they are not necessarily sequential. Ultimately, case management is an iterative process. When united in a comprehensive and strategic effort, the COLLABORATE competencies comprise a purpose-driven, powerful case management paradigm. The agility of this model extends to use of key concepts that include both action-oriented verbs and nouns, which are significant elements in any professional case management endeavor. To date, case management practice models have been driven by care setting and/or business priorities. Unfortunately, this exclusivity has contributed to a lack of practice consistency due to shifting organizational and regulatory priorities. However, this is only one reason for a fragmented case management identity. COLLABORATE recognizes and leverages these important influencers as critical to successful practice and quality client outcomes. Interprofessional education and teamwork are beginning to emerge as the means to facilitate relationship-building in the workplace. Through this approach, health care practitioners absorb the theoretical underpinning of intentionally work together in a mutually respectful manner which acknowledges the value of expertise of each care team stakeholder. This educational approach provides the opportunity to engage in clinical practice that incorporates the professional standards to which we hold ourselves accountable Innovative and emerging care coordination models, defined by evidence-based initiatives, appear across the industry. Each promotes attention to interprofessional practice in order to achieve quality patient-centered care. Herein lies an opportunity to demonstrate the value drawn from diverse expertise of case managers comprising the collective workforce. However a critical prefacing stage of this endeavor involves defining a core practice paradigm highlighting case management as a profession. The diverse and complex nature of population health mandates that case management intervene from an interprofessional and collaborative stance. While inherent value is derived from the variety of disciplines, this advanced model unifies case management’s unique identity. Now is the time to define and adopt a competence-based model for professional case management. COLLABORATE provides this framework. This text is presented in four sections: Section 1: Historical validation of why this practice paradigm is critical for case management to advance to a profession; Section 2: Presentation of the COLLABORATE paradigm, with a chapter to devoted to each distinct competency and the key elements; Section 3: Practical application of the book’s content for use by the individual case manager and at the organizational level; and The Epilogue: Summarizes the COLLABORATE approach in a forward-looking context. For the reader with limited time, reviewing Section 2 provides the substantive meat associated with each of the competencies. Our ultimate desire is that the COLLABORATE approach provides an impetus for all stakeholders (e.g., practitioners, educational institutions, professional organizations) to take the necessary steps toward unified practice in order to facilitate the transition of case management considered as a task-driven job to its recognition as being a purpose-driven profession. The book provides a historical validation of why this new practice paradigm is critical for case management to advance as a profession; presents the COLLABORATE paradigm, with a chapter to devoted to each distinct competency and the key elements; and covers the practical application of the book’s content by individual case managers, and at the organizational level.
The second edition of Chronic Pain now covers a vast scientific and clinical arena, with the scientific background and therapeutic options much expanded. In common with the other titles comprising Clinical Pain Management, the volume gathers together the available evidence-based information in a reader-friendly format without unnecessary detail, and is divided into three parts. The broad coverage under Part One encompasses basic science, including applied physiology, genetics and epidemiology, through societal aspects of chronic pain and disability, to patient assessment, diagnostic procedures and outcome measures. Part Two considers the different therapies available, including pharmacological, psychological, behavioural, interventional and alternative. In Part Three specific and non-specific pain syndromes and their management are described, including pain in neurological disease, in HIV and AIDS patients, and after surgery or spinal cord injury, regional pain in the head, face, neck, back, joints, chest, abdomen and pelvis, and issues related to pain in children, the elderly and in association with substance misuse.