ALS Ice Bucket Challenge Brings Awareness to a Little Understood Disease

The Jones & Bartlett Learning marketing team taking part in the ALS Ice Bucket Challenge

The Jones & Bartlett Learning marketing team taking part in the ALS Ice Bucket Challenge

Over the past few weeks, the social media phenomenon known as the Ice Bucket Challenge has brought unprecedented attention and awareness for amyotrophic lateral sclerosis (ALS), also known as Lou Gehrig’s Disease.

With everyone from Charlie Rose to Benedict Cumberbatch to our very own teams at Jones & Bartlett Learning taking part in the challenge, the ALS Association reports that since the end of July, “more than 70,000 new donors” have contributed to the cause. According to Barbara Newhouse, President and CEO of The ALS Association,

“We have never seen anything like this in the history of the disease. We couldn’t be more thrilled with the level of compassion, generosity and sense of humor that people are exhibiting as they take part in this impactful viral initiative.”

However, the ALS Association also notes that only about half of the general public fully understands the disease. One result of the Ice Bucket Challenge is the opportunity to explain that it is,

“… a progressive neurodegenerative disease that affects nerve cells in the brain and the spinal cord. Motor neurons reach from the brain to the spinal cord and from the spinal cord to the muscles throughout the body. The progressive degeneration of the motor neurons in ALS eventually leads to their death. When the motor neurons die, the ability of the brain to initiate and control muscle movement is lost. With voluntary muscle action progressively affected, patients in the later stages of the disease may become totally paralyzed.”

Respiratory Management of ALS: Amyotrophic Lateral SclerosisJones & Bartlett Learning is committed to ALS awareness and education. One key resource is Respiratory Management of ALS: Amyotrophic Lateral Sclerosis by Lee Guion, RRT, MA, the first comprehensive textbook on the assessment and management of respiratory symptoms in ALS and other motor neuron diseases.

  • Brings together the latest research, expert opinions, and treatment options for respiratory symptom management
  • Provides a detailed, step-by-step approach to assessment of upper and lower airway structures and how motor neuron loss impairs function
  • Treatment options emphasize symptom management and enhanced quality of life
  • Includes palliative care, end-of-life decision making, and long term mechanical ventilation

To learn more about this title, visit our website.

To find out more about ALS or donate, please visit www.alsa.org or www.petefrates.com.

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Jones & Bartlett Learning Author John D. Davies Publishes Respiratory Care Article

hessJohn D. Davies, the author of Chapter 19: Airway Management in Respiratory Care: Principles and Practice, Second Edition, just published a great article in the June issue of RESPIRATORY CARE.

Taken from the abstract:

Manual ventilation is a basic skill that involves airway assessment, maneuvers to open the airway, and application of simple and complex airway support devices and effective positive-pressure ventilation using a bag and mask. An important part of manual ventilation is recognizing its success and when it is difficult or impossible and a higher level of support is necessary to sustain life. Careful airway assessment will help clinicians identify what and when the next step needs to be taken. Often simple airway maneuvers such as the head tilt/chin lift and jaw thrust can achieve a patent airway. Appropriate use of airway adjuncts can further aid the clinician in situations in which airway maneuvers may not be sufficient. Bag-mask ventilation (BMV) plays a vital role in effective manual ventilation, improving both oxygenation and ventilation as well as buying time while preparations are made for endotracheal intubation. There are, however, situations in which BMV may be difficult or impossible. Anticipation and early recognition of these situations allows clinicians to quickly make adjustments to the method of BMV or to employ a more advanced intervention to avoid delays in establishing adequate oxygenation and ventilation.

Check out John Davies’ entire article here. To learn more about Respiratory Care: Principles and Practice, Second Edition visit our website or contact your Account Specialist.

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Physician Assistants: A Closer Look

An article found on ChicagoTribune.com takes a deep look into the profession of Taking care of the youngPhysician Assistants, with insight from Kristine Healy, a family medicine PA of 35 years.

Healy, explaining her drive to become a PA said, “It really sang to me, I like working with people. I want to help people make better choices (to improve their heath). You can’t do that in a lab.”

Healy also highlights flexibility as being one of the benefits of working as a PA, “I’m a family medicine PA, however, my national certification and state licensure permit me to work within the scope of practice of the specialty of my supervising physician. … I could work in another specialty. The model is very adaptable.”

Forbes.com ranked Physician Assistant Studies the number 1 best master’s degree for jobs. The article which can be found here, declared, “The growing demand for [physician assistants] and the promise of fat paychecks put physician assistant degrees at the top of the heap.”

A career as a physician assistant is attractive because while it offers a relatively fast path to practicing medicine, the compensation is high, and you are able to interact with patients on a close level. Additionally, the Labor Department’s Bureau of Labor Statistics estimates the number of PAs to grow 38 % through 2022.

Are you an aspiring or practicing PA? The following Jones & Bartlett Learning titles are exactly what you need to take your career to the next step. Click each resource for more details or visit our website for a complete list of our physician assistant resources.

weissThe Interprofessional Health Care Team: Leadership and Development

The ability to work on teams and collaborate across disciplines is vital to physician assistants. This textbook introduces multidisciplinary collaboration in three modules: Teamwork and Group Development, Leadership in Interdisciplinary Groups, and Building Sustainable, Collaborative Culture.

 

kauffmanHistory and Physical Examination: A Common Sense Approach
Building a solid foundation in clinical history taking and “head-to-toe” clinical examinations has never been easier. With full color illustrations, patient photographs, and video examples this resource will not only prepare students for practical boards, but will allow them to deliver humanistic care in real-world patient encounters.

 

paulkPhysician Assistant Review Guide & JB TestPrep

Begin the task of studying for the Physician Assistant National Certification or Re-certification Exam by concentrating on the subject areas where you need the most help.

The Review Guide extensively covers every topic PAs need to know including, cardiology, dermatology, emergency medicine infectious diseases, pediatrics and more.

JB TestPrep includes over 1,000 questions on key topics and allows you to build your own practice exam.

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Some “Crowdsourcing” on Teaching Global Health

Richard Skolnik – Author of Global Health 101

In April 2014, Unite for Sight asked me to facilitate a workshop on teaching global health at its annual Global Health and Innovation Conference.

The aims of the 90-minute workshop were to exchange ideas about:

  • The learning objectives of introductory courses in global health
  • The content of an introductory course on global health
  • Approaches to teaching global health that encourage student interest and learning

The workshop attracted about 75 people. Almost everyone in the workshop was involved with teaching global health but a few participants were students of global health or former students of global health.

The participants graciously and freely exchanged ideas.  While this note cannot do justice to the richness of the ideas that were raised, it does highlight a few key points that emerged.

The Learning Objectives of an Introductory Global Health Course

There was widespread agreement that students need to understand:

  • Basic health indicators and the use of data on health
  • Basic concepts of demography and their relation to the burden of disease\
  • Basic concepts of epidemiology
  • The burden of disease and risk factors
  • The determinants of health
  • Culture and its relation to health
  • Equity issues
  • How to get value for money from health investments
  • Who plays in global health and the global health “landscape”

Many of the participants in the discussion want to be sure that their students also leave a global health course with an enhanced ability to:

  • Understand and use a variety of resources that can help one study and work in global health
  • Make decisions on the basis of evidence
  • Think critically about global health issues and actions
  • Look at the world from a variety of points of view
  • Better appreciate the potential role that the students might play in global health and how they might play it
  • Present key global health issues, recommendations, and actions in an articulate manner, orally and in writing
  • Be geographically literate

Getting Students in the Mood

A number of faculty indicated that they assign for the course a major reading or book to help “set a framework and get students in the mood” for the study of global health. Some people assign all of the book at the beginning of the course. Others assign part of the book at the beginning of the course and other readings from the book during the remainder of the course.

The following were among the most common books used for this purpose:

  • The Spirit Catches You and You Fall Down – Fadiman
  • Pathologies of Power – Farmer
  • Mountains Beyond Mountains – Kidder
  • The Tipping Point – Gladwell
  • Poor Economics – Bannerjee and Duflo
  • The Click Moment – Johansson

A number of participants also ask students early in the course to read pieces that reflect the views of “affected people”.

Approaches to Teaching

The participants in the discussion outlined a number of approaches to teaching global health in a manner that could assist in achieving their learning objectives in engaging and enjoyable ways.

  • Many of the participants use “cases” in their teaching, although not usually in the style, say, of a business school. Some of these faculty use cases from Millions Saved
  • A number of participants use problem-solving approaches as a key part of their approach to teaching global health
  • A number of participants also use “role playing” in their courses, often coupled with giving the students a problem to solve.
  • A number of participants indicated that they make good use of the wide array of videos on global health. They believe that these can allow students to see things first hand, listen to people they might not otherwise meet or hear from, and nicely lay our for the students both problems and solutions.
  • Some participants engage in problem solving in conjunction with students in other universities. This could include, of course, twinning with other universities internationally.
  • A number of participants bring guest speakers into the classroom remotely. The need for this was said to be more acute in schools that are not in major global health hubs and that are not resource rich.

Despite my having worked in global health for 40 years, taught it for 13 years, and written about it widely …. I found the workshop very enlightening. Participants presented a number of ideas that I had never before considered but will certainly bring into my next classes. I have invited those who participated in the workshop to continue to share ideas with each other, either directly or through, for example, the forum on undergraduate public health education of the Association of Schools and Programs of Public Health (ASPH).

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.

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A New High-tech Health Care Education Center Prepares Students for Careers

In January, Northern Essex Community College opened El-Hefni Allied Health & Technology Center in Lawrence to help health care students learn by simulating life-like health care and emergency situations.

tech blog 1

Students participating in a simulated learning scenario to mimic a situation they will face in the hospital setting.

Students face situations that test their knowledge and expertise and require them to use skills learned in the classroom. By providing the students with the opportunity to see and actively partake in these situations, they are receiving training that is more closely correlated to what they will face on a daily basis after graduating.

The $27.4 million center creates real-world scenarios with settings that include a hospital intensive care unit, a trauma unit, an acute-care hospital room, a hospital ward, a doctor’s office, a sleep technology lab, and an ambulance.

tech blog 2

Students treat the high-tech mannequin in an ambulance.

The article found on Bostonglobe.com stated:

“An important part of the college’s mission is providing local residents with the skills and credentials that will lead to jobs, and that is just what this new facility is helping us do,” said college president Lane Glenn at the ribbon-cutting in March.

Our health care students are preparing for high-demand jobs, and the great majority of them plan to live and work locally,” he said. “When they graduate they are going to be taking care of all of us, working at area hospitals and health care facilities.”

You can read the full article here.

Healthcare and the role of health professionals are continuously evolving due to technological advancements, and jobs in this field are in high demand. Are you interested in pursuing an education or a career as a health professional? Jones & Bartlett Learning has market-leading resources that could put you on the path to success. Learn more about these resources by visiting our website or contacting your representative.

 

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Just Published: Essentials of Polysomnography, Second Edition

spriggsThe Second Edition of Essentials of Polysomnography: A Training Guide and Reference for Sleep Technicians is now available.

The perfect reference for new sleep technicians, physicians, sleep lab managers, DME reps, and sleep lab front office staff, the Second Edition will prepare you to sit for the RPSGT and CPSGT exams.

This new edition’s content includes an overview of normal sleep, the history of sleep disorders, patient education and the patient flow process, life as a sleep technician, hundreds of sample epochs and more.

The 386-page, full color text is written by William Spriggs, a certified sleep technician, and is used in hospitals, sleep labs, physician offices, and colleges and universities around the world. The new edition’s content and questions reflect the new ICSD-3 classifications, AASM Rules and address the BRPT new exam blueprints as well as the revised AASM Manual for the Scoring of Sleep and Associated Events released July 2013.

New chapters and topics in the Second Edition include:

  • Medical and Neurological effects on sleep
  • Effects of Medicine on Sleep
  • Additional coverage and review questions on Data Stoage and Archiving
  • More in-depth coverage of Pediatrics (including pediatric scoring information)
  • Updated and more coverage of ECG

Bundle the following resources to prepare to pass the CPSGT and RPSGT Examinations and enjoy a discount of up to 30% off.

flashcards testprep pocket guide

Want to learn more? Visit our website or contact your rep!

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Ethics and the New Graduate: Finding the Right Fit

Sharon New Head Shot 2013Once again it is spring and graduation is on our minds. As we watch our students cross the stage with pride and teary eyes, we know we have prepared them with coursework, teamwork, case studies, role-play, simulations, and fieldwork experiences. Their healthcare management competencies have been assessed repeatedly throughout the program, and they have sent dozens of applications off to prospective employers. Employers will use many ways to assess our graduates from computer analyses of resumes to situational interviewing. But are they the right employers? Will it be a good fit for them?

As older, more experienced educators and managers, we have years of good and bad interviews to inform our choices. We know what questions to ask, as well as how to probe for additional information when something seems off. I once interviewed for a position and asked several questions that the person I would have been reporting to should have known. His responses, (“I don’t know”) gave me pause. He also made a point of telling me not to expect to make any changes. “Everything is fine the way it is.” Red flags, anyone? Needless to say, I withdrew my application. Knowing how difficult it can be to find the “perfect” job, what can we do to help our students avoid some painful job experiences and develop a homing beacon for the best fit for them? One way to do this is to have them compare their personal code of ethics with the mission, vision, and values of their potential employers.

As part of our legal and ethical issues in healthcare course in our graduate program, students are required to review the ACHE Code of Ethics   and then write a reflective paper delineating their own personal code of ethics. The students must indicate why they believe each item in their code is critical to their day to day living and how they will apply this code to their work as a healthcare manager. They must also indicate which principles of ethics are involved in their Personal Code of Ethics and provide peer-reviewed references to support their rationale. The assignment doesn’t stop there. They must retain this document for their portfolio and re-use it during their professional skills development course to complete a goodness of fit assignment.

The goodness of fit assignment requires the students to use the Personal Code of Ethics created earlier in the program and to compare that code with the Mission, Vision, and Values of the organization where they are completing their healthcare management capstone. Students are expected to reflect upon the gaps between the two documents with respect to ethical conduct and to assess whether they are a good fit with the organization with respect to employment. The student must provide a rationale for why it is or is not a good fit.

This past semester, one of my soon to be alumni completed this assignment and found not only was the community hospital where she was placed a good fit, but also she wanted to add their vision statement to her Personal Code of Ethics. She reflected on how important this exercise was to her personally and professionally saying, “This assignment made me critically assess if the organization would be good for me, not just if I would be good for the organization.”

Our students have invested years and money in their education. They deserve to find the best possible job opportunity for themselves upon graduation. Healthcare organizations deserve to find the best candidate for their jobs. As educators, we can help bridge that gap with assignments that hone students’ self-awareness. Like many things in life, from clothing to carpentry, it’s all about the goodness of fit.

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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 and Bartlett: Introduction to Health Care Management (with Nancy H. Shanks), Career Opportunities in Health Care Management (with Jon Thompson) and Cases in Health Care Management (with Nancy H. Shanks and Dale Buchbinder).

Here are some resources if you are interested in this topic

American College of Healthcare Executives (ACHE). (November 14, 2011). http://www.ache.org/ABT_ACHE/code.cfm

Cherniss, C. (2009). The business case for emotional intelligence
http://www.eiconsortium.org/reports/business_case_for_ei.html

Gutierrez, A. P., Candela, L. L., & Carver, L. (2012). The structural relationships between organizational commitment, global job satisfaction, developmental experiences, work values, organizational support, and person-organization fit among nursing faculty. Journal Of Advanced Nursing, 68(7), 1601-1614. doi:10.1111/j.1365-2648.2012.05990.x

Kim, T., & Kim, M. (2013). Leaders’ moral competence and employee outcomes: The effects of psychological empowerment and person-supervisor fit. Journal Of Business Ethics, 112(1), 155-166. doi:10.1007/s10551-012-1238-1

Lee Endres, M., Camp, R., & Milner, M. (2011, Spring). Comparing employment interviewing questioning techniques as reflective methods in the management educational assessment process. Journal Of The Academy Of Business Education, 12: 1-16.

Seijts, G. H., & Kyei-Poku, I. (2010). The role of situational interviews in fostering positive reactions to selection decisions. Applied Psychology: An International Review, 59(3), 431-453. doi:10.1111/j.1464-0597.2009.00406.x

The Consortium on Research for Emotional Intelligence in Organizations. (2009) The Emotional Competence Framework
http://www.eiconsortium.org/reports/emotional_competence_framework.html

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New Review: Introduction to Global Health

1449688349An exciting new review on Olive Branch United by Ben Wolinsky has credited Introduction to Global Health, Second Edition as the best place to start your education in global health.

“[Introduction to Global Health] doesn’t give you endless statistics about health, but gives you the skills you need to study it on your own. You’ll learn how to collect and measure data, compare health to population size, examine bias in research, and examine health with regard to ethnicity, occupation, and gender.

When you study health you must keep in mind all of the factors you’d learn in social studies, and that includes economy, religion, occupations, life expectancy, population growth, education, gender, equality, stability, war, famine, disease, agriculture, and so on. Introduction to Global Health is the best place to start with regard to this. It gives you just the right skill to get started in your research.”

Introduction to Global Health gives you the most comprehensive look at today’s critical global health issues. Completely updated and revised, the Second Edition offers expanded coverage of health across the lifespan, from childhood to young adulthood to aging (with additional coverage of NCDs, injuries, and mental health issues), as well as new content on health issues during humanitarian crises and health issues related to human rights.

Read the full review here, or find out for yourself how excellent this resource is by previewing a sample chapter, or visiting our website.

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Happy National Public Health Week

National Public Health WeekPlease join us in celebrating National Public Health Week (NPHW) today through April 13. For nearly two decades, NPHW has raised awareness of the important role public health plays in keeping communities both healthy and safe. This year’s theme is “Public Health: Start Here.”

Get involved each day with daily themes including:

  • Monday, April 7: Be healthy from the start. From maternal health and school nutrition to emergency preparedness, public health starts at home.
  • Tuesday, April 8: Don’t panic. Disaster preparedness starts with community-wide commitment and action.
  • Wednesday, April 9: Get out ahead. Prevention is now a nationwide priority.
  • Thursday, April 10: Eat well. The system that keeps our nation’s food safe and healthy is complex.
  • Friday, April 11: Be the healthiest nation in one generation. Best practices for community health come from around the globe.

Public Health 101, Second EditionAnother great place to start is with our recently published Public Health 101: Healthy People–Healthy Populations, Second Edition by Richard Riegelman and Brenda Kirkwood. From clean drinking water, to seat belts, to immunizations, the impact of public health on every individual is undeniable. For undergraduates, an understanding of the foundations of public health is an essential step toward becoming an educated citizen.

Public Health 101: Healthy People–Healthy Populations, Second Edition provides a big-picture, population perspective on the determinants of health and disease and the tools available to protect and promote health. It examines the full range of options for intervention including use of the healthcare system, the public health system, and society-wide systems such as laws and taxation.

Want to learn more? Preview a sample chapter now or visit our website. Can’t await? Watch a recent webinar with Richard Riegelman:

 

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Never Say No

Sharon New Head Shot 2013As part of the capstone experience in our graduate program, students are required to interview a minimum of three executives or healthcare managers using a structured interview format  published in Career Opportunities in Health Care Management. At the completion of the interview, the student identifies and indicates the healthcare management leadership competencies the executive noted during the interview and the competencies needed to conduct the interview.  In addition, the student reflects upon what insights the interview provided about his or her own career development and continuing education plans.

During my weekly meeting with the students, we talk about their assignments, including this one. Recently, I asked one student if she had any surprises. She said, “Yes. Two of the three executives I interviewed told me ‘Never say no.’” She expanded on this theme. “Both of my interviewees told me if my mentor or boss comes to me and asks me to do something outside of my comfort zone, not to immediately dismiss it. They are making the request because they think you can do it—even if you don’t think you can.”

What a wonderful insight into good mentorship. In an era where we can become distracted by just keeping our heads above water and managing to put one foot in front of the other, it is important to remember that part of being a good mentor and coach is to push our mentees to the next level. We only become confident in our competencies when we are required to overcome obstacles, real or perceived. We win a game, we earn a good grade in a course, we push ourselves to the next level in a sport. Some of our students have received the message over the years, either from family, friends, or teachers, that they are doing just fine, and they need not exert themselves to work harder. Then they receive the jarring news from graduate school professors that their writing is poor, their math skills are weak, and their interpersonal skills are abrasive, at best. Where were their coaches and mentors at the undergraduate level? Why were they allowed to progress without honest, constructive feedback, and coaching? In some instances, I’m betting it was because it was easier for the instructor, teachers, parents, professors to let it slide.

Mentors must be competent, too. Emotionally competent mentors work on developing others. Per the Consortium on Research for Emotional Intelligence in Organizations, these people are competent at “sensing what others need in order to develop, and bolstering their abilities. People with this competence:

- Acknowledge and reward people’s strengths, accomplishments, and development;
- Offer useful feedback and identify people’s needs for development; and,
- Mentor, give timely coaching, and offer assignments that challenge and grow a person’s skill.”

The field of healthcare management needs mentors who will push a student, employee, or colleague to be his or her best. We do no favors to the student or the field of healthcare management when we decide it is not worth fighting with the student, or in some cases, parents, over grades. We need to develop a vision of what the field needs and strive to be the person who will push the student to be a better writer, get tutoring for epidemiology, and work on role-playing to improve interpersonal skills. The field of healthcare management needs and deserves competent managers. As educators, we need to step up to the plate and take the risk to improve the competencies of the graduates of our programs and the next generation of healthcare managers. We need to remember to “Never say no.”

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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 and Bartlett: Introduction to Health Care Management (with Nancy H. Shanks), Career Opportunities in Health Care Management (with Jon Thompson) and Cases in Health Care Management (with Nancy H. Shanks and Dale Buchbinder).

Here are some resources if you are interested in this topic

Babbitt, M. (2014, March 10). Ten aspects of mentorship you didn’t know (but should). http://www.youtern.com/thesavvyintern/index.php/2014/03/10/ten-aspects-of-mentorship-you-didnt-know-but-should/

Cherniss, C. (2009). The business case for emotional intelligence
http://www.eiconsortium.org/reports/business_case_for_ei.html

Hollister, L. R. (March/April 2001).The benefits of being a mentor. http://www.ache.org/newclub/CAREER/MentorArticles/Benefits.cfm

PeopleResults. (2013, December 4). The more mentors the better: Try “micro-mentoring.” http://www.youtern.com/thesavvyintern/index.php/2013/12/04/the-more-mentors-the-better-try-micro-mentoring/

The Consortium on Research for Emotional Intelligence in Organizations. (2009) The Emotional Competence Framework
http://www.eiconsortium.org/reports/emotional_competence_framework.html

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