Addressing the Challenges of Collaborative Goal Setting with Children and Their Families

ABSTRACT

Collaborative goal setting between clinicians and clients/families is considered a fundamental component of the pediatric rehabilitation process. However, truly client-centered goal setting is not without its challenges. The purpose of this paper is to highlight theoretical concepts relevant to rehabilitation goal setting, review clinical studies directly evaluating relationships between goal setting and pediatric rehabilitation outcomes, and provide recommendations to facilitate collaborative goal processes. Four theoretical frameworks were identified that may lie behind and help explain the effectiveness of collaborative goal setting. The four relevant outcome studies found in the review revealed that individualized goal setting is an important component of the intervention, engages families more actively in therapy, and is associated to some extent with positive outcomes. The evidence suggests that the impact of fully collaborative goal setting is sufficiently positive to support investment of organizational and individual time, energy, and resources to make it an integral part of the rehabilitation process.     

Considerations in Seating and Positioning Severely Disabled Drivers

Seating and positioning methods and products have taken a lead in clinical intervention with the disabled client. The seating clinician has emerged as an important member of the rehabilitation team working toward maximizing independence and function of the clients they serve. Seating and positioning interventions have proven to be very effective in stabilizing the client's trunk and torso, making it possible to achieve the once impossible task of driving a motor vehicle. The areas of acceleration deterioration, improved head height, and design of a secure wheelchair base are all concerns for the rehabilitation team working on driving. Addressing these issues early in the driver rehabilitation program can maximize successful outcomes and create a safer driving environment.     

支架模式在护理临床教学老师急救教学能力培养中的构建

目的构建支架模式以提升护理临床教师的急救教学能力。方法基于最近发展区理论构建支架式模式,并分析其优势。结果以搭建支架-导入情境-协作学习-独立探索-效果评价5个步骤为基本环节的支架模式的构建顺利完成。结论支架模式在护理临床教师急救教学能力培养中具有一定可行性及适用性。     

Responding to Employment Needs

Abstract

This article reports on a study investigating employment-related support to individuals with HIV/AIDS from the perspective of service providers. Surveys were completed by AIDS Service Organizations (ASOs) and Vocational Rehabilitation (VR) administrators and counselors that examined the extent to which support around employment was provided, the type of work-related services delivered, and outreach practices offered to this population. Findings indicated that although employment is becoming an increasingly important concern to this population, service providers have a limited capacity to respond to such needs. Strategies are presented for social workers and other professionals to consider as they work to support individuals with HIV/AIDS with employment-related concerns.     

Functional electrical stimulation for the upper limb in tetraplegic spinal cord injury: a systematic review

Abstract

Technological advances have helped to improve functional ability in spinal cord injury survivors. The aim of this study is to systematically review the evidence for functional electrical stimulation (FES) on functional tasks involving the upper limb in people with spinal cord injuries. The authors systematically searched from September 2009 to September 2014 in relevant databases using a combination of keywords covering spinal cord injury and FES. Studies were selected using pre-determined criteria. The search yielded 144 studies. Only five studies met the inclusion criteria. All five reported improvements immediately and at follow-up in functional ability as a result of FES or FES combined with conventional therapy. There is some preliminary evidence that FES may reduce disability due to upper limb-related activity limitations in tetraplegic spinal cord injury. Further work needs to examine the role of FES in more detail and in combination with other treatments.     

Experiences of returning to work after acquired brain injury

The purpose of this qualitative study was to explore experiences of returning to work after rehabilitation, from the viewpoint of people with acquired brain injury. A purposive sampling of eight informants was made, and data were collected through personal interviews with open questions. The data were then analysed through qualitative content analyses in five steps, resulting in four main categories of experiences: “A new person”, “Stimulants and fellowship”, “Understanding and support”, and “To reach insight” with appurtenant sub-categories. The overarching theme was “Returning to work after acquired brain injury is a long process”. The conclusion of this study is that returning to work after acquired brain injury requires motivated individuals, flexible work, accommodating labour management, and prolonged environmental support. This study also shows that the informants need support for a long period of time to reach a balance and to obtain a functional working role. In order to achieve this, client-centred rehabilitation, professional teamwork, and longer follow-up periods than those of today are required.     

基于“微课”的翻转课堂在超声住院医师规范化培训中的初步应用

随着住院医师规范化培训体系日趋完善,培训质量日益受到关注与重视。传统超声医学教学模式已不能满足规范化培训的最新需求,更新教学理念、改革教学模式成为必然。"微课"因其快速、方便、可重复性的特点,在现代教学活动中发挥了积极作用,我科尝试在"微课"中引入翻转课堂,让学员充当教员角色,主动参与"微课"的构思、设计、制作及讲解,着重培养其自主学习、交流沟通及团队合作等综合能力,以提高培训质量。