ASHA Meet The Author Sessions: Brian Shulman, Ilias Papathanasiou, and Patrick Coppens!

The 2014 ASHA Convention is being held in Orlando, FL, November 20-22. This year’s theme is “Science. Learning. Practice. Generations of Discovery.”  Each year the American Speech-Language-Hearing Association (ASHA) Conference brings together more than 12,000 speech-language pathologists, audiologists, and scientist  to learn about the latest research, improve techniques, and gain new resources to advance professional development.

Stop by Jones & Bartlett Learning’s Booth #427 to meet Brian Shulman, author of Language Development: Foundations, Processes, and Clinical Applications, Second Edition. Ask questions about the text, purchase or request autographed copies on Thursday, November 20from 2:00PM-3:00PM, and Friday, November 21, from 9:00AM-10:00AM.

Meet Ilias Papathanasiou and Patrick Coppens, authors of Aphasia and Related Neurogenic Communication Disorders, on Friday, November 21, from 11:30AM-12:30PM.

To learn more about the authors please visit our website.

Want to learn more about 2014 ASHA Conference? Please visit the ASHA website.

 

 

 

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5-Star Review for Nutrition for the Older Adult, Second Edition Includes Navigate 2 Advantage Access

Nutrition for the Older Adult, Second Edition Includes Navigate 2 Advantage AccessOur recently published Nutrition for the Older Adult, Second Edition Includes Navigate 2 Advantage Access by Melissa Bernstein and Nancy Munoz just received a perfect score of 100 and 5 stars from Doody’s Review Service. According to reviewer, Amy Hess-Fischl, MS, RD, LDN, BC-ADM, CDE, from the University of Chicago Medical Center, it “is an up-to-date resource on all aspects of nutrition care for older adults.”

Read more excerpts from the review:

“[It] is intended for students in nutrition and all allied health sciences, as well as practitioners who wish to learn more about nutrition in older adults. The editors and chapter authors are all credible authorities in their fields.

Chapters are easy to read, colorful, and filled with textboxes, tables, and figures highlighting key information. Chapters also present key definitions along the margins, and most include case studies. With its judicious use of color, tables, textboxes, and white space, the book makes it easy to read and review the important information for each topic.

Having the book in print and online is helpful, since individual chapters can be downloaded to an e-reader, eliminating the need to carry around the whole book.

This is a valuable resource for practicing healthcare professionals, but it is also useful for students learning key information about the nutrition needs of older adults. This edition is updated with all the new research and recommendations for this population.

Want to learn more? Preview a sample chapter now or visit our website.

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Pharmaceutical Calculations Review!

Pharmaceutical Calculations by Payal Agarwal received an excellent review from Doody’s Review Service. According to reviewer, Neela A. Bhajandas, PharmD, is “A needed, easy-to-understand resource for pharmacy students, pharmacy technicians, and pharmacy residents, as well as pharmacists who need a refresher when doing pharmaceutical calculations in different clinical situations or involving special populations. It can also be used by students pursuing their master’s or PhD in pharmaceutics. The contributing authors are well-qualified specialists in their respective fields.”

Read more excerpts from the review:

“This introductory, well-organized pharmaceutical calculations book focuses on both pharmaceutical concepts and calculations. Each chapter is supplemented with an abundance of clinical calculations and prescription-based questions, which aid in the understanding of compounding and dispensing inpatient hospital and community outpatient prescriptions. This book provides a good foundation in not only the theoretical component of pharmaceutical calculations, but also the practical and clinical components.”

 

Interested in learning more? Preview a sample chapter now or visit our website.

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Nutrition and Exercise Tips for Cold Weather Training

Lilah Al-Masri, MS, RD, CSSD, LD

Simon Bartlett, PhD, CSCS, ATC

With the weather growing colder, our special guest bloggers, Lilah Al-Masri, MS, RD, CSSD, LD, and Simon Bartlett, PhD, CSCS, ATC, authors of 100 Questions and Answers about Sports Nutrition & Exercise, offer nutrition an exercise tips for cold weather training.

Some years ago during late spring, I was hiking in Banff National Park. I planned on climbing the 8,000-foot mountain trail to a glacier that fed the beautiful Lake Louise. I started my journey about midday, with beautiful clear skies and a temperature of 62 degrees. The ascent was steep and taxing along the switches; I was wearing a long sleeved cotton T-shirt, a cotton sweatshirt and a lightweight nylon rainproof jacket. The hike took approximately two hours, which included occasional rest breaks to catch my breath and to take pictures. I vividly remember my final stop before the summit; the temperature had dropped significantly and a light wind was blowing which caused the heavy sweat on my body to chill quickly. I began to shiver uncontrollably, but pushed on to the top. When I arrived at the base of the glacier, I noticed that I was having difficulty concentrating and I was a little unsteady on my feet. A couple of times I lost my balance, which forced me to sit down. I stopped shivering and no longer felt cold. I had no idea how long I had been sitting, when someone approached me and asked if I was feeling okay. I had difficulty answering due to my confusion and slurred speech. Two hikers escorted me to the log cabin that sold hot beverages and food where I was placed in front of a heater and given something hot to drink. This was my first and hopefully last experience with hypothermia. In hindsight, I was lucky that this incident did not turn into something more serious. I learned more than I bargained for that day; my experience helped me personally during my career training Navy and Marine Corps aviators and aircrew in cold weather survival techniques.

The following are important tips to help protect you when working or exercising in the cold:

1. Cold weather doesn’t mean you have to stop outdoor activities. Don’t put your exercise on hold. With the right clothing and proper planning you can continue getting the most from outdoor exercise during the colder months.

2. Before going outside get an updated weather report. Know the air temperature and wind-chill factor. Low temperatures combined with wind can decrease temperatures considerably, resulting in an increased potential for hypothermia or frostbite.

3. Let someone know where you are going and what time to expect you back. Individuals who exercise in the cold should carry a cell phone and some type of signaling device such as a whistle or flashlight. Try to avoid changing your route when you are outside, as this makes it more difficult to locate you if something should happen.

4. Dress in layers. Do not dress too warmly in the cold. Exercise generates significant amounts of body heat. It is important to dress in layers that can be removed when sweating. The rule of thumb is to wear a lightweight synthetic or polyester layer against the skin as it wicks moisture away from the skin’s surface and dries quickly. The second layer should be either wool or polyester fleece and the outermost layer should be a lightweight water repellant material with vents both under the armpits and back to allow trapped heat and moisture to escape.

5. Avoid heavy cotton materials that absorb large amounts of moisture. Wet clothes that contact the skin can remove heat from the body very quickly in cold temperatures and wind. It is well documented that water contacting the skin removes heat 26 times faster than skin exposed to air. If the skin becomes wet, find shelter and dry off as quickly as possible. Follow the layered protocol above to avoid potential cold threats.

6. Protect your hands, feet, and head. It is important to remember that the body conserves its core temperature in the cold by shunting warm blood away from the extremities such as hands and feet. This makes the exposed extremities susceptible to potential frostbite. Wear double gloves; the outer glove should be thick covering a thinner glove underneath. Allow extra room in your footwear to accommodate thermal socks. The head loses approximately 50%of the body’s heat, so cover your head with a woolen hat. A scarf can also help protect the neck and be used to cover the mouth to help alleviate cold air from going directly into the lungs causing discomfort.

7. Heed the wind direction. It is recommended that you head into the wind at the beginning of the workout and have the wind at your back on your return. The wind blowing at your back will help lessen the chilling effect when you are most sweaty.

8. Hydrate. You must consume fluids before and during exercising outside. Many exercisers do not realize that in cold weather you are losing water vapor with every breath (during respiration). You can easily succumb to insensible dehydration if you avoid consuming fluids.

9. Wear reflective clothing if it is dark. If you are going to exercise or work during low light levels, choose clothing or footwear that offers bright and or reflective surfaces. Additionally, small lights can be purchased and displayed strategically on clothing or the body.

10. Avoid alcohol. Alcohol increases heat loss from the body by vasodilating (opening) the blood vessels making hypothermia more likely. Additionally, alcohol impairs judgment, which could lead to poor decision-making during a cold weather emergency

Know the signs and symptoms of hypothermia. Hypothermia can be deceptive; being unfamiliar with the signs and symptoms can result in needing help before you realize it. Common symptoms of hypothermia include:

  • Confusion and disorientation
  • Slurred speech
  • Extreme shivering or lack of shivering
  • Poor motor control over body movements
  • Behavioral changes
  • Erratic breathing

If I had only done some basic homework, I would have been able to avoid my hypothermic episode. Following the above advice can help you stay safe and allow you to enjoy winter training!

http://www.jblearning.com/catalog/9780763778866/More information can be found in 100 Questions and Answers About Sports Nutrition and Exercise by Lilah Al-Masri, MS, RD, CSSD, LD and Simon Bartlett, PhD, CSCS, ATC.

Do you have a nutrition or exercise question? If so, submit them to adefronzo@jblearning.com . Questions will be answered on a monthly basis.

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Review: Nutrition Decisions: Eat Smart, Move More “is one all professors should consider adopting”

Nutrition Decisions: Eat Smart, Move MoreThe Journal of Nutrition Education and Behavior recently published a rave review on Nutrition Decisions: Eat Smart, Move More by Carolyn Dunn. According to the review, “there are a number of textbooks available for basic nutrition courses, but this resource is one all professors should consider adopting. From cover to cover, it engages students and gives them the tools to critically analyze their own nutrition as well as many claims made in the media.”

Read more excerpts from the review:

“…this text has the basic science components to underpin students’ learning and has the components to engage students in critically assessing the subject matter. Each chapter has a Myth vs Fact section that helps dispel popular legends about the chapter topic. Dunn also understands how difficult it is for anyone to make changes in diet and/or personal health, so she has Ready to Make a Change segments that addresses how a person can take the first steps to eating better and becoming more physically active.

For those who want to engage students in relating nutrition and health to larger policy issues or engage discussion about controversial topics, this text is very appropriate. How Policy and Environment Affect My Choices allows students to understand the influences on each component of the food system, from farm to fork. Yet, this reviewer thinks the most useful component of this text, as a professor, would be the Which Side Are You On? segments of each chapter. These segments could be used to fuel rich discussion in the classroom, allowing students to explore both sides of often highly debated topics.

As the reviewer was reading this review, she found herself envisioning how to adopt this text, including its online components, and use it within her own course. She cannot remember when she has found a textbook such an enjoyable read. This text will allow professors to take a basic nutrition lecture-based course to an engaged lifelong learning experience for students.”

Would you like to learn more? Preview a sample chapter now or visit our website.

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Essentials of Polysomnography; A Training Guide and reference for Sleep Technicians, Second Edition by William H. Spriggs received a 4-star review from Doody’s Review Service. According to reviewer, Maureen A. Smith, MS, RN, APN-RChis comprehensive overview of the technical aspects of polysomnography covers normal sleep, sleep disorders diagnosed with a polysomnogram (PSG), troubleshooting data collection, and technical protocols on how to best perform sleep studies for diagnostic validity.

Read more excerpts from the review:

“This is a helpful book for those interested in the technical aspects of sleep medicine. It is a comprehensive test preparation guide for those preparing to take the RPSGT or RST exam. This second edition includes several updates, including new technology for acquiring data, updated ABSM sleep scoring rules (2012), and new classification of sleep disorders based on the International Classification of Sleep Disorders (2013).

Interested in learning more? Preview a sample chapter now or visit our website.

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Just Culture and Speaking Up

Many years ago in the late 1970′s when I was an intravenous (IV) therapist at an upstate New York academic health center, a patient who worked with rabies virus in the New York State Laboratory across the street was admitted through the Emergency Department. The admitting resident physician, who was a friend, told us the patient presented with seizures, photophobia, and “foaming at the mouth.” However, because the patient had been vaccinated against rabies, the physician felt there was “no way” the patient could have the disease. I disagreed.

The patient was admitted to a four bed Intensive Care Unit room. When I went to start an IV on him, I gowned, gloved, and masked. As I entered the room, the infectious disease team rounded and confronted me, asking me why I was “dressed up.” I told them the patient had rabies. They ridiculed me and my concerns, because he’d been vaccinated.  I responded I was taking precautions, regardless of their opinions.

About a week later, the patient’s antibody tests returned from the Centers for Disease Control and Prevention (CDC). Much to everyone’s shock (except mine) he had rabies. Nurses, physicians, technicians, housekeepers, dietary aides, family members and other patients had been exposed to this patient. The hospital had to provide weeks of in-service education and training and identify and vaccinate each and every person who had direct contact with the patient.

I recounted this story to a guest speaker who was talking about “Just Culture” during our most recent residency weekend for our MS in Healthcare Management program. She marveled that I had the nerve to speak up and act on my concerns about these risky behaviors. In those days, physicians were not to be contradicted. Why did I feel confident enough to speak up when others didn’t? Looking back, I was secure in my education. I have an undergraduate degree in Psychology, with a minor in Biology, plus a graduate degree in Psychology, specifically Neuropsychology. In addition, I was the supervisor of the IV service, so I felt empowered to speak up as a manager in that organization.

Even now, despite extensive research that demonstrates the importance of teamwork and safety, nurses and other healthcare professionals are reluctant to speak up and confront physicians when they are concerned about risky behaviors.  How can educators coach students to become resilient graduates who will contribute to the organizational goal of focusing on “what went wrong, not who caused the problem” (Barnsteiner, 2011, Para 6)?

We can start by anchoring them in a solid educational base and have a curriculum that addresses and assesses interpersonal, professional, teamwork, quality management/improvement, systems thinking, patient safety and leadership competencies, among other things. In addition to these competencies, we can encourage awareness of the importance of their role in patient safety. What are our tools for developing this awareness? Here is a partial list of actions we can take.

  • Educate students about “Just Culture” using AHRQ and other resources available to us.
  • Invite quality management practitioners into our classrooms to speak about their experiences with learning organizations and “Just Culture.”
  • Provide case studies and simulations, asking students to analyze the case through the lens of identifying the error in the system, not just the error of a character in the case.
  • Task them to identify when they observe people drift into at risk behavioral choices during capstone or internship experiences and encourage them to discuss their observations with their organizational mentors and their faculty supervisors.
  • Debrief and provide feedback to students about their observations and whether their concerns were founded.
  • Encourage students to use these events as an opportunity to help design safe systems and facilitate safe choices within the organization.

It is our job to educate the next generation of health care managers to be the ones who not only talk “Just Culture,” but also walk “Just Culture.”  By building opportunities to learn from errors in healthcare into our curriculum, we can instill confidence and courage into our students to speak up.

Sharon B. Buchbinder, RN, PhD

Sharon Buchbinder is Professor and Program Coordinator for the MS in Healthcare Management at Stevenson University in the Graduate and Professional School and former chair of the Association of University Programs in Health Administration (AUPHA). She is also the author of three books from Jones & Bartlett: Introduction to Health Care Management, Cases in Health Care Management, and Career Opportunities in Health Care Management.

Here are some references if you are interested in this topic:

Barnsteiner, J., (September 30, 2011) “Teaching the Culture of Safety” OJIN: The Online Journal of Issues in Nursing Vol. 16, No. 3, Manuscript 5. http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-16-2011/No3-Sept-2011/Teaching-and-Safety.html

FOJP Service Corporation. (2012, Summer). The future of training for patient safety and quality. infocus: The Quarterly Journal for Healthcare Practice and Risk Management. 19: 1-23. http://www.fojp.com/sites/default/files/InFocus_Summer12.pdf

Frankel, A.S., Leonard, M.W., & Denham, C. R. (2006). Fair and just culture, team behavior, and leadership engagement: The tools to achieve high reliability. Health Serv Res. Aug 2006; 41(4 Pt 2): 1690–1709. doi:  10.1111/j.1475-6773.2006.00572.x

Jackson, A.C., Warrell, M.J., Rupprecht, C.E., Ertl, H.C.J., Dietzschold, B., O’Reilly, M., Leach, R.P, Fu, Z.F., Wunner, W.H., Bleck, T.P., & Wilde, H. (2003). Management of rabies in humans Clin Infect Dis. (2003) 36 (1): 60-63 doi:10.1086/344905 http://cid.oxfordjournals.org/content/36/1/60.full

Marx, D. (2001, April 17). Patient safety and the “Just Culture”: A primer For health care executives. http://psnet.ahrq.gov/resource.aspx?resourceID=1582

Teamstepps National Implementation. (2014).  http://teamstepps.ahrq.gov/

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Teaching Ebola

Richard Skolnik – Author of Global Health 101

Everyone who teaches global health must now wrestle with what to say and do about Ebola. Should we add a session on Ebola to our courses? Should we begin each class with five minutes on Ebola? In any case, how do we ensure that we pay sufficient attention to Ebola on the one hand but don’t let it take over our courses on the other?

I have combined the two approaches noted above. In my introductory course, we started one of our sessions about a month ago with a substantive 30-minute discussion of Ebola. Since then, we have taken the first five minutes of each class to review the latest news on Ebola and its implications. In my upper-level case studies seminar, we added a session on Ebola and have also taken the first five minutes of each session since then to cover the latest information on Ebola. In addition, I have set up an Ebola folder on v2™ for both courses and I populate the v2 folders with a carefully chosen selection of the most important information, journal articles, reports, and videos that I see about Ebola.

My aim in the extended discussion in my introductory class was to ensure that students got a good overview of Ebola from a number of disciplinary perspectives, could place Ebola in historical context, and could see how it fit into global approaches to emerging and reemerging infectious diseases.

My seminar focuses a third of the time on “the great campaigns” for disease control and the students are experienced in taking a broad view of communicable disease control efforts. Thus, we kicked off the Ebola session with 10-minute student presentations on previous outbreaks in Uganda and Gabon and another presentation on the current outbreak. In doing so, we sought to understand how earlier outbreaks had played out, the course of the present outbreak since its start, and what the lessons of experience should have told us about combating Ebola in Africa now. We then commented on and critiqued the present effort.

I have also been using our brief discussions of Ebola to help my students see the problem from a policy maker’s perspective. Typically, for example, I will ask the students … “and if you were the CDC Director, what would you have said to the President about that?” “If you were the new Ebola Czar in the US, what would you have asked the CDC Director about letting the nurse on the plane with a temperature of 99.5, when the threshold for her travel at the time was 100.4?” “What would be the benefits and costs, for whom, of taking a certain measure to address Ebola in the US?” “How do you get health workers in the fragmented US health system, that has 800,000 hospital-borne infections a year, to prepare for infection control of Ebola in their health care settings?”

Before we began to discuss Ebola, I wanted to ensure that my students had a common understanding of “Ebola basics.” Thus, I directed them to the WHO and CDC web pages on Ebola:

http://www.who.int/csr/disease/ebola/en/
http://www.cdc.gov/vhf/ebola/

In addition, I encouraged my students to follow a number of websites that are tracking the Ebola outbreak.

The Kaiser Family Foundation, for example, has an excellent web page on Global Health and offers subscriptions to a number of daily newsletters on health issues, including one on Global Health. This newsletter includes extensive coverage of Ebola. Although there are newsletters that carry “happier” news than this one, I usually begin my day by reviewing this newsletter and the pieces to which it refers me.

HealthMap is a website that focuses on disease outbreaks, both within the US and globally. One can subscribe to an Ebola alert from HealthMap that will bring you the latest news on Ebola each day.

The Lancet now has an Ebola Resource Centre that can provide students with some of the most recently published information about technical and scientific issues related to Ebola.

Besides the above web sites, there are others that can offer important additional information to faculty and students with particular interests in Ebola.

The US National Institutes of Health has an Ebola Resource Center that will highlight scientific and clinical information:

http://sis.nlm.nih.gov/dimrc/ebola_2014.html

Those with a clinical interest in Ebola or who want to see information being provided to US physicians about Ebola can visit the Ebola Resource Center of the American Medical Association:

http://www.ama-assn.org/ama/pub/physician-resources/public-health/ebola-resource-center.page

The prestigious US medical journal The New England Journal of Medicine also has a website for resources with a scientific and clinical bent on Ebola:

http://www.nejm.org/page/ebola-outbreak

In addition, the Consortium of Universities for Global Health has started a web page on Ebola that consolidates information from other sources and also includes information from some of its member universities about their own efforts on Ebola:

http://www.cugh.org/resources/ebola-outbreak-information-center

Videos about Ebola are also emerging. Frontline on PBS (the Public Broadcasting System in the US) has some very well done and moving videos on Ebola. One video was produced a few months ago and takes the viewer into the work that MSF (Doctors without Borders) is doing on Ebola in West Africa. Videos like this can be overpowering for some students and you might want to note when you send them out that they are “moving,” “very touching”, or “gut wrenching”, as I do.

The New York Times has also produced a number of videos on Ebola. I found one that follows an ambulance driver in Monrovia, Liberia, as he seeks to fight Ebola to be very moving: http://www.nytimes.com/video/world/africa/100000003161313/fighting-ebola-outbreak-street-by-street.html.

Finally, this list would be incomplete without mentioning MSF again (Doctors Without Borders). MSF has led much of the world’s frontline work against Ebola, as it is doing again now. Students and faculty can follow an array of Ebola-related resources on the MSF website, as well.

Richard Skolnik is a Lecturer at the Yale School of Public Health, where he teaches global health courses at the undergraduate and graduate levels. Richard was previously an Instructor in Global Health at The George Washington University, the Vice President for International Programs at the Population Reference Bureau, and the Executive Director of the Harvard School of Public Health PEPFAR program. Richard worked at the World Bank from 1976 to 2001, last serving as the Director for Health and Education for South Asia. Richard is the author of Global Health 101, a comprehensive, introductory text on global health.

Ms. Rachel Skolnik Light and Ms. Lindsey Hiebert provided valuable comments on the draft of this blog.


 

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Sports Drinks: To Drink or Not to Drink?

Lilah Al-Masri, MS, RD, CSSD, LD

Simon Bartlett, PhD, CSCS, ATC

Would you like to learn more about sports drinks? Read a special guest blog post from Lilah Al-Masri, MS, RD, CSSD, LD, and Simon Bartlett, PhD, CSCS, ATC, authors of 100 Questions and Answers about Sports Nutrition & Exercise.

One of the most common questions those with active lifestyles ask is “Should I consume sports drinks during exercise or is water enough?”

Proper beverage selection during exercise is important for athletes of all levels and ages. The general rule of thumb is that an athlete who exercises less than 60 minutes per workout only needs to consume water. Athletes exercising for more than 60 minutes and/or multiple times per day will benefit from a sports drink.

Sports drinks are designed to provide three basic needs:

  1. hydration (water),
  2. energy (calories),
  3. and electrolytes (sodium, chloride, and potassium).

Athletes that are exercising less than 60 minutes normally do not burn enough fuel nor sweat enough to warrant the energy (calories) and electrolytes (sodium, chloride, and potassium) in the sports beverage.

Like the majority of athletes, if you fall into the category of 60 minutes or less per workout then it is necessary to consume water. Water consumption during exercise provides several advantages including:

  1. Regulates body temperature (evaporative cooling)
  2. Promotes waste product removal from the exercising muscle
  3. Helps to prevent injuries
  4. Lubricates joints
  5. Maintains blood flow and oxygen to the exercising muscle
  6. Aids in digestion
  7. Optimizes muscle contraction
  8. Decreases mental and physical fatigue

If your exercise regimen warrants sport drink consumption, then there are several questions to ask before selecting a beverage:

  1. How much energy (calories) does it provide? The beverage should provide a 4% to 8% carbohydrate solution, meaning approximately 15 grams of carbohydrate (50 calories) per 8 ounces.
  2. Are there electrolytes in the beverage? Sodium is the most abundant electrolyte lost in sweat, therefore, the sports drink should contain between 100 and 200 milligrams of sodium per 8-ounce serving in order for it to be effective.
  3. How does is taste – sweet, salty, sour, bitter? Taste buds change during exercise and it is important the beverage complements those changes.
  4. Is the flavor intensity weak or strong? If a flavor is too weak or too strong it may prevent consumption.
  5. Is it appealing or unappealing? Pick a drink that is visually appealing as you will be more likely to consume it.
  6. Is the texture thin or thick? Mouthfeel of the beverage is important.
  7. Should I dilute or concentrate the sports drink? No. A solution that is less or greater than the recommended 4% to 8% may reduce its effectiveness, causing gastrointestinal problems and delaying gastric emptying.
  8. Are energy drinks sports drinks? No.

A variety of formulas and flavors of sports drinks exist on the market to satisfy each athlete’s unique personal preference. Athletes should take the time to experiment (in practice, not competition) with the various beverages on the market to help determine what works best for them.

No matter your athletic endeavor, the following hydration guidelines will improve your performance.

  • Before exercise/competition: Consume 8 to 16 ounces (1 to 2 cups) of fluid 15 to 30 minutes before exercise.
  • During exercise/competition: Consume 5 to 12 ounces (0.5 to 1.5 cups) of fluid every 15 to 20 minutes (sport intensity and environmental conditions may have an effect on how much is consumed).
  • After exercise/competition: Consume 24 ounces (3 cups) of fluid for every pound lost. Weight loss should be minimal.

100 Questions and Answers about Sports Nutrition & ExerciseMore information on sports drinks and hydration can be found in 100 Questions and Answers About Sports Nutrition and Exercise by Lilah Al-Masri, MS, RD, CSSD, LD and Simon Bartlett, PhD, CSCS, ATC.

Do you have a nutrition or exercise question? If so, submit them to adefronzo@jblearning.com . Questions will be answered on a monthly basis.

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Navigate 2 Advantage Access: Fundamentals of the Physical Therapy Examination: Patient Interview and Tests & Measures

Fundamentals of the Physical Therapy Examination: Patient Interview and Tests & Measures is available.

This bundle, including the text, Fundamentals of the Physical Therapy Examination: Patient Interview and Tests & Measures, packs not only the same price, but also-includes access, to the Navigate Companion Website and Navigate 2 Advantage Access that unlocks a comprehensive and interactive eBook, practice activities and assessments, instructor resources, and learning analytics reporting tools.

Navigate 2 Advantage Access materials include: 

Student Resources:

  • A complete eBook with interactive tools, knowledge checks, and 71 videos
  • A virtual Study Center with robust practice activities and flashcards
  • Homework and testing Assessment Center with prepopulated quizzes and exams
  • Dashboards with learner and educator views that reports actionable data

Instructor Resources:

Sample Syllabus, Lecture Outlines, Slides in PowerPoint Format, Learning Objectives, Image Bank, and prepopulated Test Bank with automatic grading.

Interested in learning more?  Visit our website or to learn more about Navigate 2, visit: http://www.jblnavigate.com/2

 

Webinar: Fundamentals of the Physical Therapy Examination: Patient Interview and Tests & Measures

Date: Tuesday, October 21, 2014

Time: 1:00 pm, EST

Register at:  http://go.jblearning.com/Oct21

 

Date: Thursday, October 23, 2014

Time: 12:00 pm, EST

Register at:  http://go.jblearning.com/Oct23

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