Browsing by Subject "best practices"

Now showing 1 - 8 of 8
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    Embarking on a Digital Journey: Getting Started with Digital Collections
    (2011-11-14) Baich, Tina; Johnson, Jennifer
    Is your library interested in developing a digital collection but not sure where to start? This pre-conference workshop will provide the guidance you need to launch your library on a digital journey. Topics will include choosing appropriate collections for digitization, hardware and software considerations and options, personnel issues, and planning and creating metadata.
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    Functional gastrointestinal symptoms in patients with inflammatory bowel disease: A clinical challenge
    (Elsevier, 2018) Colombel, Jean-Frederic; Shin, Andrea; Gibson, Peter R.; Medicine, School of Medicine
    Description The purpose of this clinical practice update review is to describe key principles in the diagnosis and management of functional gastrointestinal (GI) symptoms in patients with inflammatory bowel disease (IBD). Methods The evidence and best practices summarized in this manuscript are based on relevant scientific publications, systematic reviews, and expert opinion where applicable. Best practice advice 1 A stepwise approach to rule-out ongoing inflammatory activity should be followed in IBD patients with persistent GI symptoms (measurement of fecal calprotectin, endoscopy with biopsy, cross-sectional imaging). Best practice advice 2 In those patients with indeterminate fecal calprotectin levels and mild symptoms, clinicians may consider serial calprotectin monitoring to facilitate anticipatory management. Best practice advice 3 Anatomic abnormalities or structural complications should be considered in patients with obstructive symptoms including abdominal distention, pain, nausea and vomiting, obstipation or constipation. Best practice advice 4 Alternative pathophysiologic mechanisms should be considered and evaluated (small intestinal bacterial overgrowth, bile acid diarrhea, carbohydrate intolerance, chronic pancreatitis) based on predominant symptom patterns. Best practice advice 5 A low FODMAP diet may be offered for management of functional GI symptoms in IBD with careful attention to nutritional adequacy. Best practice advice 6 Psychological therapies (cognitive behavioural therapy, hypnotherapy, mindfulness therapy) should be considered in IBD patients with functional symptoms. Best practice advice 7 Osmotic and stimulant laxative should be offered to IBD patients with chronic constipation. Best practice advice 8 Hypomotility agents or bile-acid sequestrants may be used for chronic diarrhea in quiescent IBD. Best practice advice 9 Antispasmodics, neuropathic-directed agents, and anti-depressants should be used for functional pain in IBD while use of opiates should be avoided. Best practice advice 10 Probiotics may be considered for treatment of functional symptoms in IBD. Best practice advice 11 Pelvic floor therapy should be offered to IBD patients with evidence of an underlying defecatory disorder. Best practice advice 12 Until further evidence is available, fecal microbiota transplant should not be offered for treatment of functional GI symptoms in IBD. Best practice advice 13 Physical exercise should be encourage in IBD patients with functional GI symptoms. Best practice advice 14 Until further evidence is available, complementary and alternative therapies should not be routinely offered for functional symptoms in IBD.
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    Minimum Competency Recommendations for Programs That Provide Rehabilitation Services for Persons With Disorders of Consciousness: A Position Statement of the American Congress of Rehabilitation Medicine and the National Institute on Disability, Independent Living and Rehabilitation Research Traumatic Brain Injury Model Systems
    (Elsevier, 2020-02) Giacino, Joseph T.; Whyte, John; Nakase-Richardson, Risa; Katz, Douglas I.; Arciniegas, David B.; Blum, Sonja; Day, Kristin; Greenwald, Brian D.; Hammond, Flora M.; Pape, Theresa Bender; Rosenbaum, Amy; Seel, Ronald T.; Weintraub, Alan; Yablon, Stuart; Zafonte, Ross D.; Zasler, Nathan; Physical Medicine and Rehabilitation, School of Medicine
    Persons who have disorders of consciousness (DoC) require care from multidisciplinary teams with specialized training and expertise in management of the complex needs of this clinical population. The recent promulgation of practice guidelines for patients with prolonged DoC by the American Academy of Neurology, American Congress of Rehabilitation Medicine (ACRM), and National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) represents a major advance in the development of care standards in this area of brain injury rehabilitation. Implementation of these practice guidelines requires explication of the minimum competencies of clinical programs providing services to persons who have DoC. The Brain Injury Interdisciplinary Special Interest Group of the ACRM, in collaboration with the Disorders of Consciousness Special Interest Group of the NIDILRR-Traumatic Brain Injury Model Systems convened a multidisciplinary panel of experts to address this need through the present position statement. Content area-specific workgroups reviewed relevant peer-reviewed literature and drafted recommendations which were then evaluated by the expert panel using a modified Delphi voting process. The process yielded 21 recommendations on the structure and process of essential services required for effective DoC-focused rehabilitation, organized into 4 categories: diagnostic and prognostic assessment (4 recommendations), treatment (11 recommendations), transitioning care/long-term care needs (5 recommendations), and management of ethical issues (1 recommendation). With few exceptions, these recommendations focus on infrastructure requirements and operating procedures for the provision of DoC-focused neurorehabilitation services across subacute and postacute settings.
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    The Rethinking Resource Sharing STAR Checklist: A Tool for Improving Resource Sharing Practices
    (2012-03-09) Baich, Tina; Nahrwold, Carol
    The Rethinking Resource Sharing Initiative/RUSA STARS Policies Committee has developed the STAR Checklist, which is intended to provide library staff with a mechanism to review their resource sharing practices. This presentation will review the STAR Checklist and discuss its development and purpose.
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    Teaching Disabled Youth at the Intersections of Race, Ethnicity and Language: Best Practices for Student Success
    (Cambridge Scholars Publishing, 2024-10-03) Santamaría Graff, Cristina; Segarra Hansen, Allison
    In the United States success and best practices in education and, specifically in special education, have been constructed through a dominant, westernized epistemology that has and continues to privilege white, English-speaking, able-bodied individuals. In this chapter, we, two non-disabled Latina teacher preparation scholar-practitioners, begin by troubling the words success and best practices and their understandings for disabled youth at the intersections of race, ethnicity, and language as well as other marginalized identities. Through a critical and synthesizing review of the research literature, this chapter investigates the overarching question, “How have student success and best practices in special education been conceptualized and how are these understandings evolving in light of teaching disabled youth with multiple intersecting identities?” Using an inductive and deductive approach to data analysis, findings suggest that traditional understandings of student success and best practices focus on where the disabled student is positioned in relation to their peers and more critical understandings center on who the disabled student is and ways to support and advocate for them. Through a synthesis of findings, the authors propose two new definitions of student success and best practices. These definitions have implications for practice as they represent a pedagogical shift in the ways educators assess and evaluate disabled youth.
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    Teaching Disabled Youth at the Intersections of Race, Ethnicity and Language: Best Practices for Student Success
    (Cambridge Scholars Publishing, 2024-10-15) Santamaría Graff, Cristina; Segarra Hansen, Allison
    In the United States success and best practices in education and, specifically in special education, have been constructed through a dominant, westernized epistemology that has and continues to privilege white, English-speaking, able-bodied individuals. In this chapter, we, two non-disabled Latina teacher preparation scholar-practitioners, begin by troubling the words success and best practices and their understandings for disabled youth at the intersections of race, ethnicity, and language as well as other marginalized identities. Through a critical and synthesizing review of the research literature, this chapter investigates the overarching question, “How have student success and best practices in special education been conceptualized and how are these understandings evolving in light of teaching disabled youth with multiple intersecting identities?” Using an inductive and deductive approach to data analysis, findings suggest that traditional understandings of student success and best practices focus on where the disabled student is positioned in relation to their peers and more critical understandings center on who the disabled student is and ways to support and advocate for them. Through a synthesis of findings, the authors propose two new definitions of student success and best practices. These definitions have implications for practice as they represent a pedagogical shift in the ways educators assess and evaluate disabled youth.
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    Unlocking the Interlibrary Loan Code for the United States
    (2016-06-09) Miller, Brian; Baich, Tina
    The ALA RUSA STARS Codes, Guidelines, and Technical Standards Committee recently undertook a revision of the Interlibrary Loan Code for the United States and its Explanatory Supplement. The Committee wishes to encourage awareness and application of the Code in the interlibrary loan community. This session will explore the newly revised ILL Code and Supplement and share an overview of the feedback received during the public comment period.
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    Unlocking the Interlibrary Loan Code for the United States
    (Taylor & Francis, 2016-12-20) Baich, Tina; Dethloff, Nora; Miller, Brian
    A newly revised Interlibrary Loan Code for the United States was approved in 2016, the 100th anniversary of its first appearance. This article outlines the two-year, iterative revision process undertaken by the ALA RUSA STARS Codes, Guidelines, and Technical Standards Committee, including the results of two public surveys and significant changes to the Interlibrary Loan Code for the United States. The authors hope to provide a template for future revisions and share the process with the entire interlibrary loan community.