Sample records for develop practical strategies

  1. Strategies and challenges for safe injection practice in developing countries.

    PubMed

    Gyawali, Sudesh; Rathore, Devendra Singh; Shankar, P Ravi; Kumar, Kc Vikash

    2013-01-01

    Injection is one of the important health care procedures used globally to administer drugs. Its unsafe use can transmit various blood borne pathogens. This article aims to review the history and status of injection practices, its importance, interventions and the challenges for safe injection practice in developing countries. The history of injections started with the discovery of syringe in the early nineteenth century. Safe injection practice in developed countries was initiated in the early twentieth century but has not received adequate attention in developing countries. The establishment of "Safe Injection Global Network (SIGN)" was an milestone towards safe injection practice globally. In developing countries, people perceive injection as a powerful healing tool and do not hesitate to pay more for injections. Unsafe disposal and reuse of contaminated syringe is common. Ensuring safe injection practice is one of the greatest challenges for healthcare system in developing countries. To address the problem, interventions with active involvement of a number of stakeholders is essential. A combination of educational, managerial and regulatory strategies is found to be effective and economically viable. Rational and safe use of injections can save many lives but unsafe practice threatens life. Safe injection practice is crucial in developing countries. Evidence based interventions, with honest commitment and participation from the service provider, recipient and community with aid of policy makers are required to ensure safe injection practice.

  2. Strategies and challenges for safe injection practice in developing countries

    PubMed Central

    Gyawali, Sudesh; Rathore, Devendra Singh; Shankar, P Ravi; Kumar, KC Vikash

    2013-01-01

    Injection is one of the important health care procedures used globally to administer drugs. Its unsafe use can transmit various blood borne pathogens. This article aims to review the history and status of injection practices, its importance, interventions and the challenges for safe injection practice in developing countries. The history of injections started with the discovery of syringe in the early nineteenth century. Safe injection practice in developed countries was initiated in the early twentieth century but has not received adequate attention in developing countries. The establishment of “Safe Injection Global Network (SIGN)” was an milestone towards safe injection practice globally. In developing countries, people perceive injection as a powerful healing tool and do not hesitate to pay more for injections. Unsafe disposal and reuse of contaminated syringe is common. Ensuring safe injection practice is one of the greatest challenges for healthcare system in developing countries. To address the problem, interventions with active involvement of a number of stakeholders is essential. A combination of educational, managerial and regulatory strategies is found to be effective and economically viable. Rational and safe use of injections can save many lives but unsafe practice threatens life. Safe injection practice is crucial in developing countries. Evidence based interventions, with honest commitment and participation from the service provider, recipient and community with aid of policy makers are required to ensure safe injection practice. PMID:23662018

  3. Developing Strategies and Practices for Culturally Diverse Classrooms. The Bill Harp Professional Teachers Library Series.

    ERIC Educational Resources Information Center

    Gibson, Joyce Taylor

    Designed to teach educators how to consciously develop strategies and practices for cultural groups that are at risk for education failure, this book defines and describes diversity; offers a unique process for developing strategies to serve diverse populations; and provides opportunities to practice the approach through questions, exercises, and…

  4. Best practice guidance for the use of strategies to improve retention in randomized trials developed from two consensus workshops

    PubMed Central

    Brueton, Valerie; Stenning, Sally P.; Stevenson, Fiona; Tierney, Jayne; Rait, Greta

    2017-01-01

    Objectives To develop best practice guidance for the use of retention strategies in randomized clinical trials (RCTs). Study Design and Setting Consensus development workshops conducted at two UK Clinical Trials Units. Sixty-six statisticians, clinicians, RCT coordinators, research scientists, research assistants, and data managers associated with RCTs participated. The consensus development workshops were based on the consensus development conference method used to develop best practice for treatment of medical conditions. Workshops commenced with a presentation of the evidence for incentives, communication, questionnaire format, behavioral, case management, and methodological retention strategies identified by a Cochrane review and associated qualitative study. Three simultaneous group discussions followed focused on (1) how convinced the workshop participants were by the evidence for retention strategies, (2) barriers to the use of effective retention strategies, (3) types of RCT follow-up that retention strategies could be used for, and (4) strategies for future research. Summaries of each group discussion were fed back to the workshop. Coded content for both workshops was compared for agreement and disagreement. Agreed consensus on best practice guidance for retention was identified. Results Workshop participants agreed best practice guidance for the use of small financial incentives to improve response to postal questionnaires in RCTs. Use of second-class post was thought to be adequate for postal communication with RCT participants. The most relevant validated questionnaire was considered best practice for collecting RCT data. Barriers identified for the use of effective retention strategies were: the small improvements seen in questionnaire response for the addition of monetary incentives, and perceptions among trialists that some communication strategies are outdated. Furthermore, there was resistance to change existing retention practices thought to be

  5. Strategies for Developing Family Nursing Communities of Practice Through Social Media.

    PubMed

    Isaacson, Kris; Looman, Wendy S

    2017-02-01

    This discussion article presents communities of practice (CoPs) and bridging social capital as conceptual frameworks to demonstrate how social media can be leveraged for family nursing knowledge, scholarship, and practice. CoPs require a shared domain of interest, exchange of resources, and dedication to expanding group knowledge. Used strategically and with a professional presence, mainstream social media channels such as Twitter, Facebook, and YouTube can support the family nurse in developing and contributing to CoPs related to family nursing. This article presents four strategies-curate, connect, collaborate, and contribute-for establishing and growing a social media presence that fits one's professional goals and time availability. Family nurses who leverage social media using these strategies can strengthen existing CoPs and at the same time bridge networks to reach new audiences, such as family advocacy groups, policy makers, educators, practitioners, and a wide array of other extended networks.

  6. Best practice guidance for the use of strategies to improve retention in randomized trials developed from two consensus workshops.

    PubMed

    Brueton, Valerie; Stenning, Sally P; Stevenson, Fiona; Tierney, Jayne; Rait, Greta

    2017-08-01

    To develop best practice guidance for the use of retention strategies in randomized clinical trials (RCTs). Consensus development workshops conducted at two UK Clinical Trials Units. Sixty-six statisticians, clinicians, RCT coordinators, research scientists, research assistants, and data managers associated with RCTs participated. The consensus development workshops were based on the consensus development conference method used to develop best practice for treatment of medical conditions. Workshops commenced with a presentation of the evidence for incentives, communication, questionnaire format, behavioral, case management, and methodological retention strategies identified by a Cochrane review and associated qualitative study. Three simultaneous group discussions followed focused on (1) how convinced the workshop participants were by the evidence for retention strategies, (2) barriers to the use of effective retention strategies, (3) types of RCT follow-up that retention strategies could be used for, and (4) strategies for future research. Summaries of each group discussion were fed back to the workshop. Coded content for both workshops was compared for agreement and disagreement. Agreed consensus on best practice guidance for retention was identified. Workshop participants agreed best practice guidance for the use of small financial incentives to improve response to postal questionnaires in RCTs. Use of second-class post was thought to be adequate for postal communication with RCT participants. The most relevant validated questionnaire was considered best practice for collecting RCT data. Barriers identified for the use of effective retention strategies were: the small improvements seen in questionnaire response for the addition of monetary incentives, and perceptions among trialists that some communication strategies are outdated. Furthermore, there was resistance to change existing retention practices thought to be effective. Face-to-face and electronic follow

  7. Developing a Scale for Strategies Used during the Practice and Learning of Instrumental Music

    ERIC Educational Resources Information Center

    Uygun, Mehtap Aydiner; Kilinçer, Özlem

    2017-01-01

    The purpose of this study is to develop a valid and reliable scale to identify the strategies students who study instrumental music use during the practice and learning of instrumental music based on their own responses. The study group comprised of 358 students studying music education in five universities in the academic year of 2015 to 2016.…

  8. Puzzling practice: a strategy for working with clinical practice issues.

    PubMed

    Walsh, Kenneth; Moss, Cheryle; Lawless, Jane; McKelvie, Rhonda; Duncan, Lindsay

    2008-04-01

    In this paper we aim to share the evolution of innovative ways to explore, 'unpack' and reframe clinical issues that exist in everyday practice. The elements of these processes, which we call 'puzzling practice', and the techniques associated with them, were delineated over a two year period by the four authors using action theory based processes. The authors have evolved several different frameworks for 'puzzling practice' which we draw on and use in our practice development work and in our research practice. This paper pays attention to a particular form of puzzling practice that we have found to be useful in assisting individual clinicians and teams to explore and find workable solutions to practice issues. The paper uses a semi-fictitious example of 'Puzzling Practice' gleaned from our experience as practice development facilitators. In this example 'puzzling practice' uses seven different elements; naming the issue; puzzling the issue; testing the puzzle exploring the heart of out practice; formulating the puzzle question; visualizing the future; and generating new strategies for action. Each of the elements is illustrated by the story and the key foundations and ideas behind each element is explored.

  9. Developing an evidence-based practice protocol: implications for midwifery practice.

    PubMed

    Carr, K C

    2000-01-01

    Evidence-based practice is defined and its importance to midwifery practice is presented. Guidelines are provided for the development of an evidence-based practice protocol. These include: identifying the clinical question, obtaining the evidence, evaluating the validity and importance of the evidence, synthesizing the evidence and applying it to the development of a protocol or clinical algorithm, and, finally, developing an evaluation plan or measurement strategy to see if the new protocol is effective.

  10. Nursing clinical developments units--A strategy to promote the relationship between practice and academia.

    PubMed

    Happell, Brenda

    2006-05-01

    Bridging the theory-practice gap has historically been acknowledged as a priority for the nursing profession. Enhancing nurses' attitudes regarding the relevance of theory to practice has been considered as crucial in order that the relationship between theory and practice becomes strong and complimentary. A review of the literature suggests that strategies such as joint clinical and academic positions have not had a significant impact in this respect. Nursing Clinical Development Units (NCDUs) were introduced in the United Kingdom as an initiative to promote the recognition and utilisation of research findings as an inherent component of nursing practice. However, there is limited literature addressing the impact of NCDUs on relationships between academia and the clinical field. The aim of this paper is to present the findings of a qualitative evaluation conducted with participants (n=14) of an NCDU program in Victoria, Australia. The findings suggest that this initiative can significantly enhance relationships with, and attitudes towards, academia.

  11. Academic practice groups: strategy for survival.

    PubMed

    Rodriguez, J L; Jacobs, D M; Zera, R T; Van Camp, J M; Muehlstedt, S G; West, M A; Bubrick, M P

    2000-10-01

    The mission of public academic health centers (puAHC) and their affiliated practice groups (APG) focuses on teaching, research, and the clinical care of at-risk populations. Resources to accomplish this mission, however, are becoming scarce. For puAHC to survive and remain competitive, innovative strategies will need to be developed by the APG. We hypothesized that the integration of a surgical academic practice of the APG with a nonacademic integrated health care delivery system (NAIDS) in a managed care environment would benefit all involved. A surgical academic practice was integrated with a NAIDS in a 95% managed care market. Faculty alone provided care the first year, and third-year residents were added the following year. To assess outcome, we collected benefit and cost data for the 1-year period before integration and compared them with the two, 1-year periods after integration. In the second year of integration, revenues from the NAIDS referrals to the puAHC and APG increased 89% and 150%, respectively. The NAIDS' general surgical and endoscopy caseload increased by 25%. Additionally, there was a 92% reduction in operating room technician cost with no increase in operating time per case. Finally, the third-year resident experienced a caseload increase of 163%. In an environment where resources are diminishing and managed care consists of many large NAIDS that drive referrals and revenue, the integration of a surgical academic practice with a NAIDS benefits all shareholders. Academic practice groups that develop strategies that leverage their competitive advantage will have the best chance of surviving in today's turbulent health care market.

  12. Effective Strategies for Developing Academic English: Professional Development and Teacher Practices

    ERIC Educational Resources Information Center

    Bowers, Erica; Fitts, Shanan; Quirk, Mathew; Jung, Woo

    2010-01-01

    The development of academic English and advanced literacy is crucial for student success, especially for English language learners. In this study, researchers used a survey to investigate which instructional strategies 108 fourth- and fifth-grade teachers learned in professional development and found to be effective for providing English learners…

  13. What do we do? Practices and learning strategies of medical education leaders.

    PubMed

    Lieff, Susan; Albert, Mathieu

    2012-01-01

    Continuous changes in undergraduate and postgraduate medical education require faculty to assume a variety of new leadership roles. While numerous faculty development programmes have been developed, there is little evidence about the specific practices of medical education leaders or their learning strategies to help inform their design. This study aimed to explore what medical education leaders' actually do, their learning strategies and recommendations for faculty development. A total of 16 medical education leaders from a variety of contexts within the faculty of medicine of a large North American medical school participated in semi-structured interviews to explore the nature of their work and the learning strategies they employ. Using thematic analysis, interview transcripts were coded inductively and then clustered into emergent themes. Findings clustered into four key themes of practice: (1) intrapersonal (e.g., self-awareness), (2) interpersonal (e.g., fostering informal networks), (3) organizational (e.g., creating a shared vision) and (4) systemic (e.g. strategic navigation). Learning strategies employed included learning from experience and example, reflective practice, strategic mentoring or advanced training. Our findings illuminate a four-domain framework for understanding medical education leader practices and their learning preferences. While some of these findings are not unknown in the general leadership literature, our understanding of their application in medical education is unique. These practices and preferences have a potential utility for conceptualizing a coherent and relevant approach to the design of faculty development strategies for medical education leadership.

  14. Communities of practice as a professional and organizational development strategy in local public health organizations in Quebec, Canada: an evaluation model.

    PubMed

    Richard, Lucie; Chiocchio, François; Essiembre, Hélène; Tremblay, Marie-Claude; Lamy, Geneviève; Champagne, François; Beaudet, Nicole

    2014-02-01

    Communities of practice (CoPs) are among the professional development strategies most widely used in such fields as management and education. Though the approach has elicited keen interest, knowledge pertaining to its conceptual underpinnings is still limited, thus hindering proper assessment of CoPs' effects and the processes generating the latter. To address this shortcoming, this paper presents a conceptual model that was developed to evaluate an initiative based on a CoP strategy: Health Promotion Laboratories are a professional development intervention that was implemented in local public health organizations in Montreal (Quebec, Canada). The model is based on latest theories on work-group effectiveness and organizational learning and can be usefully adopted by evaluators who are increasingly called upon to illuminate decision-making about CoPs. Ultimately, validation of this conceptual model will help advance knowledge and practice pertaining to CoPs as well as professional and organizational development strategies in public health. Copyright © 2014 Longwoods Publishing.

  15. Developing a research and development strategy for primary care.

    PubMed Central

    Harris, A

    1993-01-01

    General practice research has been a minority activity and underfunded in the past. The creation of the purchaser and provider split, the introduction of medical audit, and the new research and development strategy for the NHS provide an opportunity to focus research on the health needs of the population. FHSAs, with the regional health authority, should develop a local strategy for research and development and appoint a lead officer, who may be the medical adviser. When negotiating contracts FHSAs need to back up their arguments with research evidence. NHS development research should cover quality, distribution, accessibility, outcome, and effectiveness. FHSAs should play a part in disseminating knowledge in the interests of achieving an effective and high quality service. GPs should be encouraged to participate in research by relaxing the regulations of compulsory hours of patient service and by creating a practice development allowance. Images p191-a PMID:8443486

  16. [Teaching practices and learning strategies in health careers].

    PubMed

    Carrasco Z, Constanza; Pérez V, Cristhian; Torres A, Graciela; Fasce H, Eduardo

    2016-09-01

    Medical Education, according to the constructivist education paradigm, puts students as the protagonists of the teaching and learning process. It demands changes in the practice of teaching. However, it is unclear whether this new model is coherent with the teachers’ ways to cope with learning. To analyze the relationship between teaching practices and learning strategies among teachers of health careers in Chilean universities. The Teaching Practices Questionnaire and Learning Strategies Inventory of Schmeck were applied to 200 teachers aged 24 to 72 years (64% females). Teachers use different types of teaching practices. They commonly use deep and elaborative learning strategies. A multiple regression analysis showed that learning strategies had a 13% predictive value to identify student-centered teaching, but they failed to predict teacher-centered teaching. Teaching practices and learning strategies of teachers are related. Teachers frequently select constructivist model strategies, using different teaching practices in their work.

  17. Practical Parenting: Successful Strategies for Solving Your Child's Behaviour Problems.

    ERIC Educational Resources Information Center

    Stenhouse, Glen

    Recognizing that all parents encounter challenges in raising their children, this book presents practical strategies for solving common behavior problems. Chapter 1, "Bonding," concerns the development of parent-child attachment. Chapter 2, "Encouraging Development," discusses "hot-housing," language development, and…

  18. Strategies for integrating personalized medicine into healthcare practice.

    PubMed

    Pritchard, Daryl E; Moeckel, Franziska; Villa, Mary Susan; Housman, Laura T; McCarty, Catherine A; McLeod, Howard L

    2017-03-01

    Research and innovation in personalized medicine are surging, however, its adoption into clinical practice is comparatively slow. We identify common challenges to the clinical adoption of personalized medicine and provide strategies for addressing these challenges. Our team developed a list of common challenges through a series of group discussions, surveys and interviews, and convened a national summit to discuss solutions for overcoming these challenges. We used a framework approach for thematic analysis. We categorized challenges into five areas of need: education and awareness; patient empowerment; value recognition; infrastructure and information management; and ensuring access to care. We then developed strategies to address these challenges. In order for healthcare to transition into personalized medicine, it is necessary for stakeholders to build momentum by implementing a progression of strategies.

  19. Case four. Synergistic strategy development.

    PubMed

    Taylor, J D

    1990-01-01

    Mercy Medical Center is a 467 bed, not-for-profit teaching hospital affiliated with a multispecialty group practice and health maintenance organization through contractual arrangements. Historically, strategy development was not helping the hospital remain viable while accomplishing its mission. Strategic planning was fragmented, not focused toward concern for balance of the overall product line, total growth of the organization or the best use of resources. The hospital did not involve the affiliated group practice or HMO in its planning. This last case in Chapter One describes the pursuit of synergy through strategy formulation. The case provides a good example of what Kanter describes as a post-entrepreneurial organization, striving for advantage through collaboration and linkage with "PALs."

  20. Practical considerations in clinical strategy to support the development of injectable drug-device combination products for biologics.

    PubMed

    Li, Zhaoyang; Easton, Rachael

    2018-01-01

    The development of an injectable drug-device combination (DDC) product for biologics is an intricate and evolving process that requires substantial investments of time and money. Consequently, the commercial dosage form(s) or presentation(s) are often not ready when pivotal trials commence, and it is common to have drug product changes (manufacturing process or presentation) during clinical development. A scientifically sound and robust bridging strategy is required in order to introduce these changes into the clinic safely. There is currently no single developmental paradigm, but a risk-based hierarchical approach has been well accepted. The rigor required of a bridging package depends on the level of risk associated with the changes. Clinical pharmacokinetic/pharmacodynamic comparability or outcome studies are only required when important changes occur at a late stage. Moreover, an injectable DDC needs to be user-centric, and usability assessment in real-world clinical settings may be required to support the approval of a DDC. In this review, we discuss the common issues during the manufacturing process and presentation development of an injectable DDC and practical considerations in establishing a clinical strategy to address these issues, including key elements of clinical studies. We also analyze the current practice in the industry and review relevant and status of regulatory guidance in the DDC field.

  1. Helping Students Develop Learning Strategies: Some Theoretical and Practical Considerations.

    ERIC Educational Resources Information Center

    Harrison, Ian D.

    The collaborative curriculum development process in a postsecondary language education program in Japan is described, looking specifically at the work of five curriculum development teams, or focus groups: needs assessment; curriculum aims, goals, and objectives; cognitive development and learner strategies; materials development; and learner…

  2. Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review.

    PubMed

    Aglen, B

    2016-01-01

    The aim of this study is to review international scientific articles about pedagogical strategies to teach nursing students at bachelor degree evidence-based practice (EBP). A literature review including peer reviewed, original, empirical articles describing pedagogical interventions aimed at teaching bachelor's degree nursing students EBP in the period 2004-2014. Theories of discretion, knowledge transfer and cognitive maturity development are used as analytical perspectives. The main challenge teaching evidence based practice is that the students fail to see how research findings contribute to nursing practice. The pedagogical strategies described are student active learning methods to teach the students information literacy and research topics. Information literacy is mainly taught according to the stages of EBP. These stages focus on how to elaborate evidence from research findings for implementation into nursing practice. The articles reviewed mainly use qualitative, descriptive designs and formative evaluations of the pedagogical interventions. Although a considerable effort in teaching information literacy and research topics, nursing students still struggle to see the relevance evidence for nursing practice. Before being introduced to information literacy and research topics, students need insight into knowledge transfer and their own epistemic assumptions. Knowledge transfer related to clinical problems should be the learning situations prioritized when teaching EBP at bachelor level. Theoretical perspectives of cognitive maturity development, knowledge transfer and discretion in professional practice give alternative ways of designing pedagogical strategies for EBP. More research is needed to develop and test pedagogical strategies for EBP in light of these theories. Copyright © 2015. Published by Elsevier Ltd.

  3. Moments of movement: active learning and practice development.

    PubMed

    Dewing, Jan

    2010-01-01

    As our understanding of practice development becomes more sophisticated, we enhance our understanding of how the facilitation of learning in and from practice, can be more effectively achieved. This paper outlines an approach for enabling and maximizing learning within practice development known as 'Active Learning'. It considers how, given establishing a learning culture is a prerequisite for the sustainability of PD within organisations, practice developers can do more to maximize learning for practitioners and other stakeholders. Active Learning requires that more attention be given by organisations committed to PD, at a corporate and strategic level for how learning strategies are developed in the workplace. Specifically, a move away from a heavy reliance on training may be required. Practice development facilitators also need to review: how they organise and offer learning, so that learning strategies are consistent with the vision, aims and processes of PD; have skills in the planning, delivery and evaluation of learning as part of their role and influence others who provide more traditional methods of training and education.

  4. Developing Internationalisation Strategies, University of Winchester, UK

    ERIC Educational Resources Information Center

    Neale, Richard Hugh; Spark, Alasdair; Carter, Joy

    2018-01-01

    Purpose: Internationalisation has been a theme in UK higher education for a decade or more. The review of this paper, a practice-based case study, is to find how Winchester formulated two successive internationalisation strategies. Design/methodology/approach: The strategies were developed using a research-oriented method: grounded in the…

  5. Practical Strategies for Becoming a Successful Medical Book Author

    ERIC Educational Resources Information Center

    Hales, Robert E.; McDuffie, John J.; Gabbard, Glen O.; Phillips, Katharine; Oldham, John; Stewart, Donna E.

    2008-01-01

    Objective: The authors, all senior editors in the Books Division of American Psychiatric Publishing, Inc., provide practical advice to authors who may be considering writing or editing a medical book. Methods: The authors summarize strategies for developing a book proposal and outline an approach to developing a focus for a book. They also list a…

  6. Practical considerations in clinical strategy to support the development of injectable drug-device combination products for biologics

    PubMed Central

    Easton, Rachael

    2018-01-01

    ABSTRACT The development of an injectable drug-device combination (DDC) product for biologics is an intricate and evolving process that requires substantial investments of time and money. Consequently, the commercial dosage form(s) or presentation(s) are often not ready when pivotal trials commence, and it is common to have drug product changes (manufacturing process or presentation) during clinical development. A scientifically sound and robust bridging strategy is required in order to introduce these changes into the clinic safely. There is currently no single developmental paradigm, but a risk-based hierarchical approach has been well accepted. The rigor required of a bridging package depends on the level of risk associated with the changes. Clinical pharmacokinetic/pharmacodynamic comparability or outcome studies are only required when important changes occur at a late stage. Moreover, an injectable DDC needs to be user-centric, and usability assessment in real-world clinical settings may be required to support the approval of a DDC. In this review, we discuss the common issues during the manufacturing process and presentation development of an injectable DDC and practical considerations in establishing a clinical strategy to address these issues, including key elements of clinical studies. We also analyze the current practice in the industry and review relevant and status of regulatory guidance in the DDC field. PMID:29035675

  7. Practice Notes: Strategies in Health Education

    ERIC Educational Resources Information Center

    Health Education & Behavior, 2007

    2007-01-01

    The Practice Notes section is intended to keep readers informed about health education practice around the country. It is an attempt to spread the word about exemplary strategies, initiatives, and programs and share successes in overcoming obstacles or challenges. Periodically, articles presenting perspectives on practice-related issues are also…

  8. Divesting strategies for medical practices.

    PubMed

    Sullivan, John D

    2006-01-01

    The decision to sell a medical practice is never easy. There is often a personal attachment to a medical practice started from scratch that has grown into a full-fledged operation. Selling has advantages as well as drawbacks. Much like selling a home, most of the price can be reflected in the preparation and market research. This article will examine the advantages, disadvantages, and strategies associated with the process of selling a medical practice.

  9. Entry-to-practice public health nursing competencies: A Delphi method and knowledge translation strategy.

    PubMed

    Schofield, Ruth; Chircop, Andrea; Baker, Cynthia; Dietrich Leurer, Marie; Duncan, Susan; Wotton, Donalda

    2018-06-01

    Sustaining and strengthening nurses 'contributions to public and population health in the 21st century depends in part on nursing education. Clearly articulated entry-to-practice competencies will contribute to the capacity of undergraduate nursing education programs to prepare graduates to promote local, national and global population health. The Canadian Association of Schools of Nursing created the Public Health Task Force to develop consensus on core, national entry-to-practice competencies in public health nursing for undergraduate nursing students and to support these competencies with corresponding online teaching strategies. Delphi approach. Nurses with public health experience in education and practice, and representatives from other public health professional organizations across Canada. The three-phased competency development included: 1) an environmental scan; 2) an iterative process to draft competencies; and 3) a modified Delphi process to confirm the final competency framework using face to face consultations and a survey. The knowledge translation strategy involved soliciting submissions of teaching strategies for peer-review and subsequent inclusion in an interactive online resource. 242 public health educators and practitioners participated in the consensus consultation. The final document outlined five competency statements with 19 accompanying indicators. A total of 123 teaching strategies were submitted for the online resource, of which 50 were accepted as exemplary teaching strategies. This competency development process can provide guidance for the development of competencies in other countries, thus strengthening public health nursing education globally. The decision to intentionally level the competencies to entry-to-practice, as opposed to an advanced level, enhanced their application to undergraduate nursing education. The development of the additional inventory of teaching strategies created a sustainable innovative resource for public

  10. Listening Strategies in the L2 Classroom: More Practice, Less Testing

    ERIC Educational Resources Information Center

    Aponte-de-Hanna, Cecilia

    2012-01-01

    This paper looks at the history of listening strategies development from the first studies on strategies used by L2 learners to the most current studies specific to L2 listening, and how this theory can be incorporated into classroom teaching that fosters practice, not testing. This paper also examines the type of needs analysis and diagnostic…

  11. Professional Development Strategies to Enhance Nurses' Knowledge and Maintain Safe Practice.

    PubMed

    Bindon, Susan L

    2017-08-01

    Maintaining competence is a professional responsibility for nurses. Individual nurses are accountable for their practice, as outlined in the American Nurses Association's Nursing: Scope and Standards of Practice. Nurses across clinical settings face the sometimes daunting challenge of staying abreast of regulatory mandates, practice changes, equipment updates, and other workplace expectations. In the complex, evolving perioperative setting, professional development is a priority, and the need for ongoing education is critical. However, nurses' efforts to engage in their own development can be hampered by a lack of time, limited access to educational resources, or cost concerns. This article provides an overview of nursing professional development and offers some resources to help individual nurses maintain or enhance their knowledge, skills, and attitudes. Copyright © 2017 AORN, Inc. Published by Elsevier Inc. All rights reserved.

  12. Routine development of objectively derived search strategies.

    PubMed

    Hausner, Elke; Waffenschmidt, Siw; Kaiser, Thomas; Simon, Michael

    2012-02-29

    Over the past few years, information retrieval has become more and more professionalized, and information specialists are considered full members of a research team conducting systematic reviews. Research groups preparing systematic reviews and clinical practice guidelines have been the driving force in the development of search strategies, but open questions remain regarding the transparency of the development process and the available resources. An empirically guided approach to the development of a search strategy provides a way to increase transparency and efficiency. Our aim in this paper is to describe the empirically guided development process for search strategies as applied by the German Institute for Quality and Efficiency in Health Care (Institut für Qualität und Wirtschaftlichkeit im Gesundheitswesen, or "IQWiG"). This strategy consists of the following steps: generation of a test set, as well as the development, validation and standardized documentation of the search strategy. We illustrate our approach by means of an example, that is, a search for literature on brachytherapy in patients with prostate cancer. For this purpose, a test set was generated, including a total of 38 references from 3 systematic reviews. The development set for the generation of the strategy included 25 references. After application of textual analytic procedures, a strategy was developed that included all references in the development set. To test the search strategy on an independent set of references, the remaining 13 references in the test set (the validation set) were used. The validation set was also completely identified. Our conclusion is that an objectively derived approach similar to that used in search filter development is a feasible way to develop and validate reliable search strategies. Besides creating high-quality strategies, the widespread application of this approach will result in a substantial increase in the transparency of the development process of

  13. Between practice, policy and politics: Music therapy and the Dementia Strategy, 2009.

    PubMed

    Spiro, Neta; Farrant, Camilla L; Pavlicevic, Mercédès

    2017-04-01

    Does current music therapy practice address the goals encapsulated in the UK Department of Health document, Living well with dementia: a national dementia strategy (the Dementia Strategy) published in 2009? A survey elicited the views of clients, family members, music therapists, care home staff and care home managers, about this question by focusing on the relationship between music therapy and the 17 objectives outlined in the Dementia Strategy. The results showed that the objectives that are related to direct activity of the music therapists (such as care and understanding of the condition) were seen as most fulfilled by music therapy, while those regarding practicalities (such as living within the community) were seen as least fulfilled. Although the responses from the four groups of participants were similar, differences for some questions suggest that people's direct experience of music therapy influences their views. This study suggests that many aspects of the Dementia Strategy are already seen as being achieved. The findings suggest that developments of both music therapy practices and government strategies on dementia care may benefit from being mutually informed.

  14. Competitive marketing strategies. A challenge for academic practices.

    PubMed

    Sinioris, M E

    1985-01-01

    A special challenge has been presented to academic medical practices by the new healthcare environment. While increased competition for patients and resources affects all medical groups, it is the academic practices who are responsible for training the physicians of tomorrow. Not only must they sharpen their students' awareness of the new environment and teach them to incorporate effective management strategies into their practices, but they must set an example in effective management as well. The basic concepts of competitive marketing strategy, along with helpful exhibits, are presented here, and strategies for effectively maximizing position are discussed from the viewpoints of product mix, process market, and financing.

  15. Developing and Evaluating Communication Strategies to Support Informed Decisions and Practice Based on Evidence (DECIDE): protocol and preliminary results.

    PubMed

    Treweek, Shaun; Oxman, Andrew D; Alderson, Philip; Bossuyt, Patrick M; Brandt, Linn; Brożek, Jan; Davoli, Marina; Flottorp, Signe; Harbour, Robin; Hill, Suzanne; Liberati, Alessandro; Liira, Helena; Schünemann, Holger J; Rosenbaum, Sarah; Thornton, Judith; Vandvik, Per Olav; Alonso-Coello, Pablo

    2013-01-09

    Healthcare decision makers face challenges when using guidelines, including understanding the quality of the evidence or the values and preferences upon which recommendations are made, which are often not clear. GRADE is a systematic approach towards assessing the quality of evidence and the strength of recommendations in healthcare. GRADE also gives advice on how to go from evidence to decisions. It has been developed to address the weaknesses of other grading systems and is now widely used internationally. The Developing and Evaluating Communication Strategies to Support Informed Decisions and Practice Based on Evidence (DECIDE) consortium (http://www.decide-collaboration.eu/), which includes members of the GRADE Working Group and other partners, will explore methods to ensure effective communication of evidence-based recommendations targeted at key stakeholders: healthcare professionals, policymakers, and managers, as well as patients and the general public. Surveys and interviews with guideline producers and other stakeholders will explore how presentation of the evidence could be improved to better meet their information needs. We will collect further stakeholder input from advisory groups, via consultations and user testing; this will be done across a wide range of healthcare systems in Europe, North America, and other countries. Targeted communication strategies will be developed, evaluated in randomized trials, refined, and assessed during the development of real guidelines. Results of the DECIDE project will improve the communication of evidence-based healthcare recommendations. Building on the work of the GRADE Working Group, DECIDE will develop and evaluate methods that address communication needs of guideline users. The project will produce strategies for communicating recommendations that have been rigorously evaluated in diverse settings, and it will support the transfer of research into practice in healthcare systems globally.

  16. Self-Regulated Strategy Development. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2017

    2017-01-01

    "Self-Regulated Strategy Development" ("SRSD") is an intervention designed to improve students' academic skills through a six-step process that teaches students specific academic strategies and self-regulation skills. The practice is especially appropriate for students with learning disabilities, the focal population of the…

  17. How to boost a low-morale medical practice team: twenty-five strategies.

    PubMed

    Hills, Laura

    2014-01-01

    Low morale can decrease productivity and cooperation among medical practice employees, and increase work errors, absenteeism, and turnover. That is why practice managers must be mindful of their employees' morale and develop a toolkit of strategies that they can use to assess and boost waning morale. This article suggests 25 practical and affordable strategies medical practice managers can use to increase their staffs' morale. It explores the high cost of low morale, including five invisible costs that are often overlooked but that nonetheless drain practice resources. Furthermore, this article suggests 25 warning signs of low morale and suggests 10 causes of low morale in the workplace. It also provides practice managers with a quick 10-question quiz to administer to their employees to help them assess employee morale. Finally, this article describes five easy and affordable games practice managers can play with their employees to build camaraderie and teamwork and to increase staff morale.

  18. Practice Notes: Strategies in Health Education

    ERIC Educational Resources Information Center

    Health Education & Behavior, 2009

    2009-01-01

    The "Practice Notes" section is intended to keep readers informed about health education practice around the country. It is an attempt to spread the word about exemplary strategies, initiatives, and programs and share successes in overcoming obstacles or challenges. This article features two new programs on health education: (1) Project FIESTA;…

  19. The Development of Practising Strategies in Young People

    ERIC Educational Resources Information Center

    Hallam, Susan; Rinta, Tiija; Varvarigou, Maria; Creech, Andrea; Papageorgi, Ioulia; Gomes, Teresa; Lanipekun, Jennifer

    2012-01-01

    There has been considerable research considering how instrumental practice changes as expertise develops. Much of that research has been relatively small scale and restricted in the range of instrumentalists included. This paper aimed to explore the development of practising strategies and motivation to practise as expertise develops with a large…

  20. Nursing practice environment: a strategy for mental health nurse retention?

    PubMed

    Redknap, Robina; Twigg, Di; Rock, Daniel; Towell, Amanda

    2015-06-01

    Historically, mental health services have faced challenges in their ability to attract and retain a competent nursing workforce in the context of an overall nursing shortage. The current economic downturn has provided some respite; however, this is likely to be a temporary reprieve, with significant nursing shortages predicted for the future. Mental health services need to develop strategies to become more competitive if they are to attract and retain skilled nurses and avoid future shortages. Research demonstrates that creating and maintaining a positive nursing practice environment is one such strategy and an important area to consider when addressing nurse retention. This paper examines the impact the nursing practice environment has on nurse retention within the general and mental health settings. Findings indicate, that while there is a wealth of evidence to support the importance of a positive practice environment on nurse retention in the broader health system, there is little evidence specific to mental health. Further research of the mental health practice environment is required. © 2015 Australian College of Mental Health Nurses Inc.

  1. Creating infrastructure supportive of evidence-based nursing practice: leadership strategies.

    PubMed

    Newhouse, Robin P

    2007-01-01

    Nursing leadership is the cornerstone of successful evidence-based practice (EBP) programs within health care organizations. The key to success is a strategic approach to building an EBP infrastructure, with allocation of appropriate human and material resources. This article indicates the organizational infrastructure that enables evidence-based nursing practice and strategies for leaders to enhance evidence-based practice using "the conceptual model for considering the determinants of diffusion, dissemination, and implementation of innovations in health service delivery and organization." Enabling EBP within organizations is important for promoting positive outcomes for nurses and patients. Fostering EBP is not a static or immediate outcome, but a long-term developmental process within organizations. Implementation requires multiple strategies to cultivate a culture of inquiry where nurses generate and answer important questions to guide practice. Organizations that can enable the culture and build infrastructure to help nurses develop EBP competencies will produce a professional environment that will result in both personal growth for their staff and improvements in quality that would not otherwise be possible.

  2. Practice Notes: Strategies in Health Education

    ERIC Educational Resources Information Center

    Health Education & Behavior, 2009

    2009-01-01

    This article is included in the Practice Notes section of this journal, which is intended to keep readers informed about health education practice around the country. It is an attempt to spread the word about exemplary strategies, initiatives, and programs and share successes in overcoming obstacles or challenges. In this article, two programs are…

  3. Practice Notes: Strategies in Health Education

    ERIC Educational Resources Information Center

    Health Education & Behavior, 2007

    2007-01-01

    This article is included in the Practice Notes section of this journal, which is intended to keep readers informed about health education practice around the country. It is an attempt to spread the word about exemplary strategies, initiatives, and programs and share successes in overcoming obstacles or challenges. In this article, two programs are…

  4. Using practice development methodology to develop children's centre teams: ideas for the future.

    PubMed

    Hemingway, Ann; Cowdell, Fiona

    2009-09-01

    The Children's Centre Programme is a recent development in the UK and brings together multi-agency teams to work with disadvantaged families. Practice development methods enable teams to work together in new ways. Although the term practice development remains relatively poorly defined, its key properties suggest that it embraces engagement, empowerment, evaluation and evolution. This paper introduces the Children's Centre Programme and practice development methods and aims to discuss the relevance of using this method to develop teams in children's centres through considering the findings from an evaluation of a two-year project to develop inter-agency public health teams. The evaluation showed that practice development methods can enable successful team development and showed that through effective facilitation, teams can change their practice to focus on areas of local need. The team came up with their own process to develop a strategy for their locality.

  5. Best Practice in Using Business Intelligence to Determine Research Strategy

    ERIC Educational Resources Information Center

    Green, John; Rutherford, Scott; Turner, Thomas

    2009-01-01

    The authors recognise that there is no "one-size-fits-all" approach to implementing business intelligence strategy within universities. Elements of best practice have been taken from a case study of Imperial College, which may be applied across other institutions. The process starts with implementing and developing systems that capture…

  6. Implementation of evidence-based practice by nurses working in community settings and their strategies to mentor student nurses to develop evidence-based practice: A qualitative study.

    PubMed

    Brooke, Joanne Mary; Mallion, Jaimee

    2016-08-01

    The aim of the study was to explore how community nurses apply the best available evidence to their practice, and how they mentor student nurses to conceptualize and implement evidence-based practice in community settings. In the UK, the expansion of health-care provision in the community has supported the development of highly skilled community nurses. However, there is limited literature regarding the strategies used by community nurses to implement evidence-based practice and mentor student nurses to conceptualize evidence-based practice in community placements. An exploratory qualitative approach applying inductive reasoning to focus group data was used. As a result, nurses working for a community NHS Foundation Trust in South England with a mentor qualification were invited to participate in one of the seven focus groups, 33 nurses participated. Data were analyzed with thematic analysis. The themes discussed in this paper are: 'our practice is evidence-based' as guidelines and policies provided structure, but occasionally stifled autonomous clinical decision-making, and 'time' as a barrier and facilitator to mentoring student nurses in community settings. In conclusion, nurses need to develop the ability to incorporate patients' needs and wishes within evidence-based care. Time was a facilitator for some community mentors, but protected time is required to complete the necessary practice documentation of student nurses. © 2016 John Wiley & Sons Australia, Ltd.

  7. [Patient safety and a culture of responsibility in ambulatory care: strategies for improving practice].

    PubMed

    Lichte, Thomas; Klement, Andreas; Herrmann, Markus

    2009-01-01

    The development of a medical safety culture is spreading beyond the hospital into the ambulatory setting. Patient safety defined as "absence of unwanted events" (primum non nocere) can serve as a starting point for the advancement of our ambulatory medical care system. Error analyses conducted in GP and specialist practices will identify gaps and traps in the system and provide ideas for the development and implementation of new safety strategies in ambulatory patient care. In the light of the structures and processes of GP medical care aspects of patient safety will be correlated to the outcome quality and examples will be discussed. Possible strategies for the improvement of patient safety in GP practice will be presented from the perspective of both patient- and practice individuality.

  8. Strategies to increase research-based practice: interplay with unit culture.

    PubMed

    Pepler, Carolyn J; Edgar, Linda; Frisch, Sara; Rennick, Janet; Swidzinski, Marika; White, Carole; Brown, Thomas; Gross, Julie

    2006-01-01

    A major focus of clinical nurse specialist nursing practice is the integration of research findings into practice. The purpose of this study was to describe strategies used to facilitate research utilization (RU) by nurses in a practice setting. This multiple-case study identified the strategies that clinical nurse specialists and master's degree-prepared nurse educators, working collaboratively, used to facilitate RU. The setting included 8 units in 4 sites of a university hospital with all willing nurses participating. Open-ended focus groups and individual interviews and observational sessions were conducted using investigator-designed interview guides. Comprehensive qualitative analysis led to identification of categories and themes related to RU and the unit culture that supported it. Findings demonstrated that strategies to facilitate RU by staff at the unit level included conducting original research, supporting nurses participating in research, assessing and meeting staff learning needs, promoting staff attendance at conferences, stimulating goal-setting for presentations and publications, encouraging and responding to new ideas, questioning practice and stimulating inquiry, capitalizing on expertise in research knowledge and skills, and generating information and material resources. Characteristics of unit culture were linked to varying degrees of success with these strategies. The interplay of strategies with unit culture and research-based practice is described. A wide repertoire of strategies is needed to facilitate RU, and the outcome of these strategies is influenced by the unit culture. Consideration of the findings and the scope of the strategies used by nurses in the study can help clinical nurse specialist and other nursing leaders facilitate the building of practice on research.

  9. Using Sustainable Development as a Competitive Strategy

    NASA Astrophysics Data System (ADS)

    Spearman, Pat

    Sustainable development reduces construction waste by 43%, generating 50% cost savings. Residential construction executives lacking adequate knowledge regarding the benefits of sustainable development practices are at a competitive disadvantage. Drawing from the diffusion of innovation theory, the purpose of this qualitative case study was to explore knowledge acquisition within the bounds of sustainable residential construction. The purposive sample size of 11 executive decision makers fulfilled the sample size requirements and enabled the extraction of meaningful data. Participants were members of the National Home Builders Association and had experience of a minimum of 5 years in residential construction. The research question addressed how to improve knowledge acquisition relating to the cost benefits of building green homes and increase the adoption rate of sustainable development among residential builders. Data were collected via semistructured telephone interviews, field observation, and document analysis. Transcribed data were validated via respondent validation, coded into 5 initial categories aligned to the focus of the research, then reduced to 3 interlocking themes of environment, competitive advantage, and marketing. Recommendations include developing comprehensive public policies, horizontal and vertical communications networks, and green banks to capitalize sustainable development programs to improve the diffusion of green innovation as a competitive advantage strategy. Business leaders could benefit from this data by integrating sustainable development practices into their business processes. Sustainable development reduces operational costs, increases competitive advantage for builders, and reduces greenhouse gas emissions. Implications for social change increase energy independence through conservation and developing a legislative policy template for comprehensive energy strategies. A comprehensive energy strategy promotes economic development

  10. Organisational development in general practice: lessons from practice and professional development plans (PPDPs)

    PubMed Central

    Elwyn, Glyn; Hocking, Paul

    2000-01-01

    Background Improving the quality and effectiveness of clinical practice is becoming a key task within all health services. Primary medical care, as organised in the UK is composed of clinicians who work in independent partnerships (general practices) that collaborate with other health care professionals. Although many practices have successfully introduced innovations, there are no organisational development structures in place that support the evolution of primary medical care towards integrated care processes. Providing incentives for attendance at passive educational events and promoting 'teamwork' without first identifying organisational priorities are interventions that have proved to be ineffective at changing clinical processes. A practice and professional development plan feasibility study was evaluated in Wales and provided the experiential basis for a summary of the lessons learnt on how best to guide organisational development systems for primary medical care. Results Practice and professional development plans are hybrids produced by the combination of ideas from management (the applied behavioural science of organisational development) and education (self-directed adult learning theories) and, in conceptual terms, address the lack of effectiveness of passive educational strategies by making interventions relevant to identified system wide needs. In the intervention, each practice participated in a series of multidisciplinary workshops (minimum 4) where the process outcome was the production of a practice development plan and a set of personal portfolios, and the final outcome was a realised organisational change. It was apparent during the project that organisational admission to a process of developmental planning needed to be a stepwise process, where initial interest can lead to a fuller understanding, which subsequently develops into motivation and ownership, sufficient to complete the exercise. The advantages of introducing expert external

  11. Models, measurement, and strategies in developing critical-thinking skills.

    PubMed

    Brunt, Barbara A

    2005-01-01

    Health care professionals must use critical-thinking skills to solve increasingly complex problems. Educators need to help nurses develop their critical-thinking skills to maintain and enhance their competence. This article reviews various models of critical thinking, as well as methods used to evaluate critical thinking. Specific educational strategies to develop nurses' critical-thinking skills are discussed. Additional research studies are needed to determine how the process of nursing practice can nurture and develop critical-thinking skills, and which strategies are most effective in developing and evaluating critical thinking.

  12. A strategy for implementing genomics into nursing practice informed by three behaviour change theories.

    PubMed

    Leach, Verity; Tonkin, Emma; Lancastle, Deborah; Kirk, Maggie

    2016-06-01

    Genomics is an ever increasing aspect of nursing practice, with focus being directed towards improving health. The authors present an implementation strategy for the incorporation of genomics into nursing practice within the UK, based on three behaviour change theories and the identification of individuals who are likely to provide support for change. Individuals identified as Opinion Leaders and Adopters of genomics illustrate how changes in behaviour might occur among the nursing profession. The core philosophy of the strategy is that genomic nurse Adopters and Opinion Leaders who have direct interaction with their peers in practice will be best placed to highlight the importance of genomics within the nursing role. The strategy discussed in this paper provides scope for continued nursing education and development of genomics within nursing practice on a larger scale. The recommendations might be of particular relevance for senior staff and management. © 2016 John Wiley & Sons Australia, Ltd.

  13. Study on improving rail energy efficiency (E2) : best practices and strategies

    DOT National Transportation Integrated Search

    2015-03-23

    A recent Volpe Center report [1] for the Federal Railroad Administrations (FRA) Rail Energy, Environment, and Engine (E3) Technology research and development program reviewed rail industry best practices (BPs) and strategies for improving energy e...

  14. Developing and Implementing a Quality Assurance Strategy for Electroconvulsive Therapy.

    PubMed

    Hollingsworth, Jessa; Baliko, Beverly; McKinney, Selina; Rosenquist, Peter

    2018-04-17

    The literature provides scant guidance in effective quality assurance strategies concerning the use of electroconvulsive therapy (ECT) for the treatment of psychiatric conditions. Numerous guidelines are published that provide guidance in the delivery of care; however, little has been done to determine how a program or facility might ensure compliance to best practice for safety, tolerability, and efficacy in performing ECT. The objective of this project was to create a quality assurance strategy specific to ECT. Determining standards for quality care and clarifying facility policy were key outcomes in establishing an effective quality assurance strategy. An audit tool was developed utilizing quality criteria derived from a systematic review of ECT practice guidelines, peer review, and facility policy. All ECT procedures occurring over a 2-month period of May to June 2017 were retrospectively audited and compared against target compliance rates set for the facility's ECT program. Facility policy was adapted to reflect quality standards, and audit findings were used to inform possible practice change initiatives, were used to create benchmarks for continuous quality monitoring, and were integrated into regular hospital quality meetings. Clarification on standards of care and the use of clinical auditing in ECT was an effective starting point in the development of a quality assurance strategy. Audit findings were successfully integrated into the hospital's overall quality program, and recognition of practice compliance informed areas for future quality development and policy revision in this small community-based hospital in the southeastern United States. This project sets the foundation for a quality assurance strategy that can be used to help monitor procedural safety and guide future improvement efforts in delivering ECT. Although it is just the first step in creating meaningful quality improvement, setting clear standards and identifying areas of greatest

  15. Middle School Mathematics Teachers' Conceptions of English Language Learners and Strategies to Support Them: An Examination of Two Professional Development Communities of Practice

    ERIC Educational Resources Information Center

    Roberts, Sarah Ann

    2009-01-01

    This study examined teachers' positioning of English language learners (ELLs) and instructional strategies to support them within the Problem Solving Cycle professional development program. Using a communities of practice lens (Wenger, 2000) and building on literature related to supporting ELLs in mathematics, Mathematics Knowledge for Teaching…

  16. Effective Strategies for Achieving Scope of Practice Reform in Pennsylvania.

    PubMed

    Carthon, J Margo Brooks; Wiltse Nicely, Kelly; Altares Sarik, Danielle; Fairman, Julie

    2016-05-01

    Current regulatory impediments prohibit advanced practice registered nurses from practicing to their full capacity. To examine the process of successful removal of scope of practice barriers in Pennsylvania under the Rx4PA legislation introduced in 2007. We used qualitative research techniques, including purposeful sampling of participants. Twelve stakeholder informed interviews were conducted between October 2013 and May 2014. Participants were closely involved with the development of the Rx4PA legislation. Thematic content analysis was performed to analyze our interviews. Interviews identified overarching themes, including the importance of leveraging years of grass roots advocacy, identifying political allies, and recognizing mutually beneficial compromises. The combination of timing, careful political maneuvering, and compromise were key to scope of practice reform in Pennsylvania and may be useful strategies for other states seeking similar practice changes. © The Author(s) 2016.

  17. Effective Strategies for Achieving Scope of Practice Reform in Pennsylvania

    PubMed Central

    Carthon, J. Margo Brooks; Nicely, Kelly Wiltse; Sarik, Danielle Altares; Fairman, Julie

    2017-01-01

    Background Current regulatory impediments prohibit advanced practice registered nurses from practicing to their full capacity. Purpose To examine the process of successful removal of scope of practice barriers in Pennsylvania under the Rx4PA legislation introduced in 2007. Method We used qualitative research techniques, including purposeful sampling of participants. Twelve stakeholder informed interviews were conducted between October 2013 and May 2014. Participants were closely involved with the development of the Rx4PA legislation. Thematic content analysis was performed to analyze our interviews. Discussion Interviews identified overarching themes, including the importance of leveraging years of grass roots advocacy, identifying political allies, and recognizing mutually beneficial compromises. Conclusions The combination of timing, careful political maneuvering, and compromise were key to scope of practice reform in Pennsylvania and may be useful strategies for other states seeking similar practice changes. PMID:27502393

  18. Implementation strategy for advanced practice nursing in primary health care in Latin America and the Caribbean.

    PubMed

    Oldenburger, David; De Bortoli Cassiani, Silvia Helena; Bryant-Lukosius, Denise; Valaitis, Ruta Kristina; Baumann, Andrea; Pulcini, Joyce; Martin-Misener, Ruth

    2017-06-08

    SYNOPSIS Advanced practice nursing (APN) is a term used to describe a variety of possible nursing roles operating at an advanced level of practice. Historically, APN roles haves evolved informally, out of the need to improve access to health care services for at-risk and disadvantaged populations and for those living in underserved rural and remote communities. To address health needs, especially ones related to primary health care, nurses acquired additional skills through practice experience, and over time they developed an expanded scope of practice. More recently, APN roles have been developed more formally through the establishment of graduate education programs to meet agreed-upon competencies and standards for practice. The introduction of APN roles is expected to advance primary health care throughout Latin America and the Caribbean, where few such roles exist. The purpose of the paper is to outline an implementation strategy to guide and support the introduction of primary health care APN roles in Latin America and the Caribbean. The strategy includes the adaptation of an existing framework, utilization of recent research evidence, and application of knowledge from experts on APN and primary health care. The strategy consists of nine steps. Each step includes a national perspective that focuses on direct country involvement in health workforce planning and development and on implementation. In addition, each step incorporates an international perspective on encouraging countries that have established APN programs and positions to collaborate in health workforce development with nations without advanced practice nursing.

  19. Strategies for Developing Sustainable Design Practice for Students and SME Professionals

    ERIC Educational Resources Information Center

    de Eyto, A.; Mc Mahon, M.; Hadfield, M.; Hutchings, M.

    2008-01-01

    Designers and engineers seem finally to be awakening to the challenge that sustainable development has given. Educators and students alike are keenly aware of the need to become more effective in the training and practice of their specific disciplines with respect to sustainability. In the past four years since this research has developed, there…

  20. Tracking implementation strategies: a description of a practical approach and early findings.

    PubMed

    Bunger, Alicia C; Powell, Byron J; Robertson, Hillary A; MacDowell, Hannah; Birken, Sarah A; Shea, Christopher

    2017-02-23

    Published descriptions of implementation strategies often lack precision and consistency, limiting replicability and slowing accumulation of knowledge. Recent publication guidelines for implementation strategies call for improved description of the activities, dose, rationale and expected outcome(s) of strategies. However, capturing implementation strategies with this level of detail can be challenging, as responsibility for implementation is often diffuse and strategies may be flexibly applied as barriers and challenges emerge. We describe and demonstrate the development and application of a practical approach to identifying implementation strategies used in research and practice that could be used to guide their description and specification. An approach to tracking implementation strategies using activity logs completed by project personnel was developed to facilitate identification of discrete strategies. This approach was piloted in the context of a multi-component project to improve children's access to behavioural health services in a county-based child welfare agency. Key project personnel completed monthly activity logs that gathered data on strategies used over 17 months. Logs collected information about implementation activities, intent, duration and individuals involved. Using a consensus approach, two sets of coders categorised each activity based upon Powell et al.'s (Med Care Res Rev 69:123-57, 2012) taxonomy of implementation strategies. Participants reported on 473 activities, which represent 45 unique strategies. Initial implementation was characterised by planning strategies followed by educational strategies. After project launch, quality management strategies predominated, suggesting a progression of implementation over time. Together, these strategies accounted for 1594 person-hours, many of which were reported by the leadership team that was responsible for project design, implementation and oversight. This approach allows for identifying

  1. Word Links: A Strategy for Developing Word Knowledge

    ERIC Educational Resources Information Center

    Yopp, Ruth Helen

    2007-01-01

    Word Links, an effective strategy for developing students' vocabulary, is based on four principles. It provides contextual and definitional information; offers repeated exposure to words and opportunities to practice them; encourages students to think about relationships among word meanings; and involves active engagement in learning tasks. Yopp…

  2. Effectiveness and practicality of control strategies for African swine fever: what do we really know?

    PubMed Central

    Guinat, C.; Vergne, T.; Jurado-Diaz, C.; Sánchez-Vizcaíno, J. M.; Dixon, L.; Pfeiffer, D. U.

    2017-01-01

    African swine fever (ASF) is a major pig health problem, and the causative virus is moving closer to Western European regions where pig density is high. Stopping or slowing down the spread of ASF requires mitigation strategies that are both effective and practical. Based on the elicitation of ASF expert opinion, this study identified surveillance and intervention strategies for ASF that are perceived as the most effective by providing the best combination between effectiveness and practicality. Among the 20 surveillance strategies that were identified, passive surveillance of wild boar and syndromic surveillance of pig mortality were considered to be the most effective surveillance strategies for controlling ASF virus spread. Among the 22 intervention strategies that were identified, culling of all infected herds and movement bans for neighbouring herds were regarded as the most effective intervention strategies. Active surveillance and carcase removal in wild boar populations were rated as the most effective surveillance and intervention strategies, but were also considered to be the least practical, suggesting that more research is needed to develop more effective methods for controlling ASF in wild boar populations. PMID:27852963

  3. Time management strategies in nursing practice.

    PubMed

    Waterworth, Susan

    2003-09-01

    With the increasing emphasis on efficiency and effectiveness in health care, how a nurse manages her time is an important consideration. Whilst time management is recognized as an important component of work performance and professional nursing practice, the reality of this process in nursing practice has been subject to scant empirical investigation. To explore how nurses organize and manage their time. A qualitative study was carried out, incorporating narratives (22 nurses), focus groups (24 nurses) and semi-structured interviews (22 nurses). In my role as practitioner researcher I undertook observation and had informal conversations, which provided further data. Study sites were five health care organizations in the United Kingdom during 1995-1999. Time management is complex, with nurses using a range of time management strategies and a repertoire of actions. Two of these strategies, namely routinization and prioritizing, are discussed, including their implications for understanding time management by nurses in clinical practice. Ignoring the influence of 'others', the team and the organization perpetuates a rather individualistic and self-critical perspective of time management. This may lead to a failure to address problems in the organizing of work, and the co-ordinating of care involving other health care workers.

  4. Mobile learning: a workforce development strategy for nurse supervisors.

    PubMed

    Mather, Carey; Cummings, Elizabeth

    2014-01-01

    Digital technology provides opportunities for using mobile learning strategies in healthcare environments. To realise the vision of the National Workforce Development Strategy there needs to be innovation of health professionals to further develop knowledge and skills of clinical supervisors to access and gain an understanding of the value of mobile learning at the workplace. The use of digital technology by clinical supervisors was explored in 2012 as part of a teaching development grant to evaluate the use of Web 2.0 technology to develop a community of practice about clinical supervision. Prior to developing the virtual network of clinical supervisors, feedback about the use of Web 2.0 technology by clinicians was sought via an online survey. Over 90% of respondents used social media, 85% understood what a blog and wiki were and approximately half of the respondents used smart phones. More than one-third indicated they would participate in a virtual community of practice and would like to receive information about clinical facilitation at least once per week. Findings indicate both inhibitors and opportunities for workforce development within healthcare environments that need to be addressed. Support of graduate-ready nurses can be achieved through an integrated outlook that enables health professionals within organisations to undertake mobile learning in situ. A flexible and collaborative approach to continuing professional development within organisations could enhance practice development and could positively impact on workforce development.

  5. Learning Patterns in Music Practice: Links between Disposition, Practice Strategies and Outcomes

    ERIC Educational Resources Information Center

    StGeorge, Jennifer Mary; Holbrook, Allyson Patricia; Cantwell, Robert H.

    2012-01-01

    Research into musical practice has over recent decades focused on the technical and organisational strategies employed by novices and experts. What has been less studied are the background factors or influences on the quality of this music practice. Drawing on interview data collected from 66 children and adults from a mixed methods project, we…

  6. Development and Construct Validity of the Classroom Strategies Scale-Observer Form

    ERIC Educational Resources Information Center

    Reddy, Linda A.; Fabiano, Gregory; Dudek, Christopher M.; Hsu, Louis

    2013-01-01

    Research on progress monitoring has almost exclusively focused on student behavior and not on teacher practices. This article presents the development and validation of a new teacher observational assessment (Classroom Strategies Scale) of classroom instructional and behavioral management practices. The theoretical underpinnings and empirical…

  7. EHRs in primary care practices: benefits, challenges, and successful strategies.

    PubMed

    Goetz Goldberg, Debora; Kuzel, Anton J; Feng, Lisa Bo; DeShazo, Jonathan P; Love, Linda E

    2012-02-01

    To understand the current use of electronic health records (EHRs) in small primary care practices and to explore experiences and perceptions of physicians and staff toward the benefits, challenges, and successful strategies for implementation and meaningful use of advanced EHR functions. Qualitative case study of 6 primary care practices in Virginia. We performed surveys and in-depth interviews with clinicians and administrative staff (N = 38) and observed interpersonal relations and use of EHR functions over a 16-month period. Practices with an established EHR were selected based on a maximum variation of quality activities, location, and ownership. Physicians and staff report increased efficiency in retrieving medical records, storing patient information, coordination of care, and office operations. Costs, lack of knowledge of EHR functions, and problems transforming office operations were barriers reported for meaningful use of EHRs. Major disruption to patient care during upgrades and difficulty utilizing performance tracking and quality functions were also reported. Facilitators for adopting and using advanced EHR functions include team-based care, adequate technical support, communication and training for employees and physicians, alternative strategies for patient care during transition, and development of new processes and work flow procedures. Small practices experience difficulty with implementation and utilization of advanced EHR functions. Federal and state policies should continue to support practices by providing technical assistance and financial incentives, grants, and/or loans. Small practices should consider using regional extension center services and reaching out to colleagues and other healthcare organizations with similar EHR systems for advice and guidance.

  8. Strategies facilitating practice change in pediatric cancer: a systematic review.

    PubMed

    Robinson, Paula D; Dupuis, Lee L; Tomlinson, George; Phillips, Bob; Greenberg, Mark; Sung, Lillian

    2016-09-01

    By conducting a systematic review, we describe strategies to actively disseminate knowledge or facilitate practice change among healthcare providers caring for children with cancer and we evaluate the effectiveness of these strategies. We searched Ovid Medline, EMBASE and PsychINFO. Fully published primary studies were included if they evaluated one or more professional intervention strategies to actively disseminate knowledge or facilitate practice change in pediatric cancer or hematopoietic stem cell transplantation. Data extracted included study characteristics and strategies evaluated. In studies with a quantitative analysis of patient outcomes, the relationship between study-level characteristics and statistically significant primary analyses was evaluated. Of 20 644 titles and abstracts screened, 146 studies were retrieved in full and 60 were included. In 20 studies, quantitative evaluation of patient outcomes was examined and a primary outcome was stated. Eighteen studies were 'before and after' design; there were no randomized studies. All studies were at risk for bias. Interrupted time series was never the primary analytic approach. No specific strategy type was successful at improving patient outcomes. Literature describing strategies to facilitate practice change in pediatric cancer is emerging. However, major methodological limitations exist. Studies with robust designs are required to identify effective strategies to effect practice change. © The Author 2016. Published by Oxford University Press in association with the International Society for Quality in Health Care. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  9. The Flexibility of Self Regulated Strategy Development for Teaching Argumentative Text

    ERIC Educational Resources Information Center

    Leins, Patricia A.; Cuenca-Carlino, Yojanna; Kiuhara, Sharlene A.; Jacobson, Laura Thompson

    2017-01-01

    An increasing challenge for many secondary special education teachers is preparing students for the writing demands in postsecondary settings. The self-regulated strategy development (SRSD) model of writing instruction, considered an evidence-based practice, is an effective strategy for enhancing the writing skills of students with disabilities,…

  10. Practical Strategies for Preventing Adolescent Suicide

    ERIC Educational Resources Information Center

    King, Keith

    2006-01-01

    A comprehensive approach to suicide prevention is needed to effectively address the problem of teen suicide. This article describes three levels of prevention (primary prevention, intervention, and postvention) and provides practical strategies that community, mental, and social health professionals can use within each level to help prevent…

  11. Development of a tailored strategy to improve postpartum hemorrhage guideline adherence.

    PubMed

    de Visser, Suzan M; Woiski, Mallory D; Grol, Richard P; Vandenbussche, Frank P H A; Hulscher, Marlies E J L; Scheepers, Hubertina C J; Hermens, Rosella P M G

    2018-02-08

    Despite the introduction of evidence based guidelines and practical courses, the incidence of postpartum hemorrhage shows an increasing trend in developed countries. Substandard care is often found, which implies an inadequate implementation in high resource countries. We aimed to reduce the gap between evidence-based guidelines and clinical application, by developing a strategy, tailored to current barriers for implementation. The development of the implementation strategy consisted of three phases, supervised by a multidisciplinary expert panel. In the first phase a framework of the strategy was created, based on barriers to optimal adherence identified among professionals and patients together with evidence on effectiveness of strategies found in literature. In the second phase, the tools within the framework were developed, leading to a first draft. In the third phase the strategy was evaluated among professionals and patients. The professionals were asked to give written feedback on tool contents, clinical usability and inconsistencies with current evidence care. Patients evaluated the tools on content and usability. Based on the feedback of both professionals and patients the tools were adjusted. We developed a tailored strategy to improve guideline adherence, covering the trajectory of the third trimester of pregnancy till the end of the delivery. The strategy, directed at professionals, comprehending three stop moments includes a risk assessment checklist, care bundle and time-out procedure. As patient empowerment tools, a patient passport and a website with patient information was developed. The evaluation among the expert panel showed all professionals to be satisfied with the content and usability and no discrepancies or inconsistencies with current evidence was found. Patients' evaluation revealed that the information they received through the tools was incomplete. The tools were adjusted accordingly to the missing information. A usable, tailored

  12. Leadership development practices and hospital financial outcomes.

    PubMed

    Crowe, Daniel; Garman, Andrew N; Li, Chien-Ching; Helton, Jeff; Anderson, Matthew M; Butler, Peter

    2017-08-01

    Affordable Care Act legislation is requiring leaders in US health systems to adapt to new and very different approaches to improving operating performance. Research from other industries suggests leadership development can be a helpful component of organizational change strategies; however, there is currently very little healthcare-specific research available to guide design and deployment. The goal of this exploratory study is to examine potential relationships between specific leadership development practices and health system financial outcomes. Results from the National Center for Healthcare Leadership survey of leadership development practices were correlated with hospital and health system financial performance data from the 2013 Medicare Cost Reports. A general linear regression model, controlling for payer mix, case-mix index, and bed size, was used to assess possible relationships between leadership practices and three financial performance metrics: operating margin, days cash on hand, and debt to capitalization. Statistically significant associations were found between hospital-level operating margins and 5 of the 11 leadership practices as well as the composite score. Relationships at the health system level, however, were not statistically significant. Results provide preliminary evidence of an association between hospital financial performance and investments made in developing their leaders.

  13. Primary Care Practice Development: A Relationship-Centered Approach

    PubMed Central

    Miller, William L.; Crabtree, Benjamin F.; Nutting, Paul A.; Stange, Kurt C.; Jaén, Carlos Roberto

    2010-01-01

    PURPOSE Numerous primary care practice development efforts, many related to the patient-centered medical home (PCMH), are emerging across the United States with few guides available to inform them. This article presents a relationship-centered practice development approach to understand practice and to aid in fostering practice development to advance key attributes of primary care that include access to first-contact care, comprehensive care, coordination of care, and a personal relationship over time. METHODS Informed by complexity theory and relational theories of organizational learning, we built on discoveries from the American Academy of Family Physicians’ National Demonstration Project (NDP) and 15 years of research to understand and improve primary care practice. RESULTS Primary care practices can fruitfully be understood as complex adaptive systems consisting of a core (a practice’s key resources, organizational structure, and functional processes), adaptive reserve (practice features that enhance resilience, such as relationships), and attentiveness to the local environment. The effectiveness of these attributes represents the practice’s internal capability. With adequate motivation, healthy, thriving practices advance along a pathway of slow, continuous developmental change with occasional rapid periods of transformation as they evolve better fits with their environment. Practice development is enhanced through systematically using strategies that involve setting direction and boundaries, implementing sensing systems, focusing on creative tensions, and fostering learning conversations. CONCLUSIONS Successful practice development begins with changes that strengthen practices’ core, build adaptive reserve, and expand attentiveness to the local environment. Development progresses toward transformation through enhancing primary care attributes. PMID:20530396

  14. [ISMP-Spain questionnaire and strategy for improving good medication practices in the Andalusian health system].

    PubMed

    Padilla-Marín, V; Corral-Baena, S; Domínguez-Guerrero, F; Santos-Rubio, M D; Santana-López, V; Moreno-Campoy, E

    2012-01-01

    To describe the strategy employed by Andalusian public health service hospitals to foster safe medication use. The self-evaluation questionnaire on drug system safety in hospitals, adapted by the Spanish Institute for Safe Medication Practices was used as a fundamental tool to that end. The strategy is developed in several phases. We analyse the report evaluating drug system safety in Andalusian public hospitals published by the Spanish Ministry of Health and Consumption in 2008 and establish a grading system to assess safe medication practices in Andalusian hospitals and prioritise areas needing improvement. We developed a catalogue of best practices available in the web environment belonging to the Andalusian health care quality agency's patient safety observatory. We publicised the strategy through training seminars and implemented a system allowing hospitals to evaluate the degree of compliance for each of the best practices, and based on that system, we were able to draw up a map of centres of reference. We found areas for improvement among several of the questionnaire's fundamental criteria. These areas for improvement were related to normal medication procedures in daily clinical practice. We therefore wrote 7 best practice guides that provide a cross-section of the assessment components of the questionnaire related to the clinical process needing improvement. The self-evaluation questionnaire adapted by ISMP-Spain is a good tool for designing a systematic, rational intervention to promote safe medication practices and intended for a group of hospitals that share the same values. Copyright © 2011 SEFH. Published by Elsevier Espana. All rights reserved.

  15. The Use of Enhanced Appointment Access Strategies by Medical Practices.

    PubMed

    Rodriguez, Hector P; Knox, Margae; Hurley, Vanessa; Rittenhouse, Diane R; Shortell, Stephen M

    2016-06-01

    Strategies to enhance appointment access are being adopted by medical practices as part of patient-centered medical home (PCMH) implementation, but little is known about the use of these strategies nationally. We examine practice use of open access scheduling and after-hours care. Data were analyzed from the Third National Study of Physician Organizations (NSPO3) to examine which enhanced appointment access strategies are more likely to be used by practices with more robust PCMH capabilities and with greater external incentives. Logistic regression estimated the effect of PCMH capabilities and external incentives on practice use of open access scheduling and after-hours care. Physician organizations with >20% primary care physicians (n=1106). PCMH capabilities included team-based care, health information technology capabilities, quality improvement orientation, and patient experience orientation. External incentives included public reporting, pay-for-performance (P4P), and accountable care organization participation. A low percentage of practices (19.8%) used same-day open access scheduling, while after-hours care (56.1%) was more common. In adjusted analyses, system-owned practices and practices with greater use of team-based care, health information technology capabilities, and public reporting were more likely to use open access scheduling. Accountable care organization-affiliated practices and practices with greater use of public reporting and P4P were more likely to provide after-hours care. Open access scheduling may be most effectively implemented by practices with robust PCMH capabilities. External incentives appear to influence practice adoption of after-hours care. Expanding open access scheduling and after-hours care will require distinct policies and supports.

  16. Reflection: an educational strategy to develop emotionally-competent nurse leaders.

    PubMed

    Horton-Deutsch, Sara; Sherwood, Gwen

    2008-11-01

    This paper explores educational strategies for nurses that focus on reflectivity and promote the development of self-awareness, relationship and communication skills and ability to lead with presence and compassion in the midst of change. Today nurses move rapidly from carefully-controlled educational experiences to a fast-paced clinical world of increasing patient complexity amid calls for improved quality of care. Making the transition to clinical competence and leadership in practice requires a strong sense of self and emotional intelligence. Pedagogies that integrate theoretical and data-based textbook learning with experiential learning and reflection are a foundation for the development of emotionally- and intellectually-competent leaders and requires new ways of assessing learner outcomes. Reflection is a key instructional strategy for preparing transformational nurse leaders for interdisciplinary settings where they lead patient care management. The remarkable global spread of reflection in nursing education, practice and research follows an emphasis on developing self-awareness as a leadership strategy for improving individual and organizational performance. Empirical, experiential and anecdotal evidence suggests that reflection has the potential to prepare emotionally-capable nurse leaders. As educators create more reflective and nurturing learning environments, they will promote the development of emotionally-competent nurse leaders who will, in turn, inspire individual and organizational growth and positive change in society.

  17. Coordination of care by primary care practices: strategies, lessons and implications.

    PubMed

    O'Malley, Ann S; Tynan, Ann; Cohen, Genna R; Kemper, Nicole; Davis, Matthew M

    2009-04-01

    Despite calls from numerous organizations and payers to improve coordination of care, there are few published accounts of how care is coordinated in real-world primary care practices. This study by the Center for Studying Health System Change (HSC) documents strategies that a range of physician practices use to coordinate care for their patients. While there was no single recipe for coordination given the variety of patient, physician, practice and market factors, some cross-cutting lessons were identified, such as the value of a commitment to interpersonal continuity of care as a foundation for coordination. Respondents also identified the importance of system support for the standardization of office processes to foster care coordination. While larger practices may have more resources to invest, many of the innovations described could be scaled to smaller practices. Some coordination strategies resulted in improved efficiency over time for practices, but by and large, physician practices currently pursue these efforts at their own expense. In addition to sharing information on effective strategies among practices, the findings also provide policy makers with a snapshot of the current care coordination landscape and implications for initiatives to improve coordination. Efforts to provide technical support to practices to improve coordination, for example, through medical-home initiatives, need to consider the baseline more typical practices may be starting from and tailor their support to practices ranging widely in size, resources and presence of standardized care processes. If aligned with payment incentives, some of these strategies have the potential to increase quality and satisfaction among patients and providers by helping to move the health care delivery system toward better coordinated care.

  18. Value of recruitment strategies used in a primary care practice-based trial.

    PubMed

    Ellis, Shellie D; Bertoni, Alain G; Bonds, Denise E; Clinch, C Randall; Balasubramanyam, Aarthi; Blackwell, Caroline; Chen, Haiying; Lischke, Michael; Goff, David C

    2007-05-01

    "Physicians-recruiting-physicians" is the preferred recruitment approach for practice-based research. However, yields are variable; and the approach can be costly and lead to biased, unrepresentative samples. We sought to explore the potential efficiency of alternative methods. We conducted a retrospective analysis of the yield and cost of 10 recruitment strategies used to recruit primary care practices to a randomized trial to improve cardiovascular disease risk factor management. We measured response and recruitment yields and the resources used to estimate the value of each strategy. Providers at recruited practices were surveyed about motivation for participation. Response to 6 opt-in marketing strategies was 0.40% (53/13290), ranging from 0% to 2.86% by strategy; 33.96% (18/53) of responders were recruited to the study. Of those recruited from opt-out strategies, 8.68% joined the study, ranging from 5.35% to 41.67% per strategy. A strategy that combined both opt-in and opt-out approaches resulted in a 51.14% (90/176) response and a 10.80% (19/90) recruitment rate. Cost of recruitment was $613 per recruited practice. Recruitment approaches based on in-person meetings (41.67%), previous relationships (33.33%), and borrowing an Area Health Education Center's established networks (10.80%), yielded the most recruited practices per effort and were most cost efficient. Individual providers who chose to participate were motivated by interest in improving their clinical practice (80.5%); contributing to CVD primary prevention (54.4%); and invigorating their practice with new ideas (42.1%). This analysis provides suggestions for future recruitment efforts and research. Translational studies with limited funds could consider multi-modal recruitment approaches including in-person presentations to practice groups and exploitation of previous relationships, which require the providers to opt-out, and interactive opt-in approaches which rely on borrowed networks. These

  19. Factors related to coping strategies during Japanese physical therapy students' clinical practice.

    PubMed

    Higuchi, Daisuke; Echigo, Ayumi

    2017-08-01

    [Purpose] This study aimed to identify social skills and support that are related to the coping strategies Janpanese physical therapy students use during their clinical practice. [Subjects and Methods] Third-year students who were finished with their clinical practice participated. Self-administered questionnaires were used, including the daily life skill scale, social support scale, and tri-axial coping scale. Spearman's partial correlation coefficients were calculated between social skills, support of daily living, and coping strategies used during the clinical practice, while controlling for gender. [Results] A total of 56 completed questionnaires (median of age: 21 years; 27 males). Social skills during personal situations-knowledge summarization, self-esteem, and positive thinking-were significantly, positively correlated with planning and affirmative interpreting strategies to approach stressors regarding clinical practice, and negatively related to giving up strategies to avoid stressors. Intimacy, leadership, and empathy (social skills during interpersonal situations) were significantly, positively correlated with the following responses to approach stressors: catharsis, information gathering, and affirmative interpreting. Moreover, emotional/companionship social support was significantly, positively correlated with all avoidant coping strategies. [Conclusion] Japanese physical therapy students who had low personal and interpersonal social skills and excess emotional/companionship support in daily life tend to select avoidance, not approach, coping strategies during clinical practice.

  20. The Development Process of eHealth Strategy for Nurses in Finland.

    PubMed

    Ahonen, Outi; Kouri, Pirkko; Kinnunen, Ulla-Mari; Junttila, Kristiina; Liljamo, Pia; Arifulla, Dinah; Saranto, Kaija

    2016-01-01

    Growing use of information and communication technology (ICT) demands have caused a need for nursing to strengthen the knowledge, skills and competences related to ICT in health (eHealth) and define its versatile roles. The Finnish Nurses Association (FNA) named a group of eHealth experts from various professional fields that are closely connected to nursing e.g. nursing practice, higher education, nursing research and administration. The main purpose was to describe nurses' contribution to the national strategy concerning eHealth development and implementation in health and social care. The group searched for answers, discussed strategic issues, wrote drafts, and sent texts for open commentary circles. The chosen themes of the eHealth strategies deal with the role of the client, nursing practice, ethical aspects education and eHealth competences, nursing leadership, knowledge management and research and development. The article describes the strategic work and the structure of eHealth strategy of nurses in Finland.

  1. Reflections on Teaching Referencing: What Four Case Studies Can Tell Us about Developing Effective Teaching Strategies

    ERIC Educational Resources Information Center

    Hyland, Theresa

    2010-01-01

    Two contradictions are inherent in our research into referencing practices and the subsequent development of teaching strategies to remedy inappropriate practices. First, aggregate studies and teaching strategies that tend toward a one-size-fits-all formula for researching and teaching referencing do not consider individual differences in…

  2. Developing evidence-based physical therapy clinical practice guidelines.

    PubMed

    Kaplan, Sandra L; Coulter, Colleen; Fetters, Linda

    2013-01-01

    Recommended strategies for developing evidence-based clinical practice guidelines (CPGs) are provided. The intent is that future CPGs developed with the support of the Section on Pediatrics of the American Physical Therapy Association would consistently follow similar developmental processes to yield consistent quality and presentation. Steps in the process of developing CPGs are outlined and resources are provided to assist CPG developers in carrying out their task. These recommended processes may also be useful to CPG developers representing organizations with similar structures, objectives, and resources.

  3. Recruitment Strategies for Geoscience Majors: Conceptual Framework and Practical Suggestions

    NASA Astrophysics Data System (ADS)

    Richardson, R. M.; Eyles, C.; Ormand, C. J.

    2009-12-01

    One characteristic of strong geoscience departments is that they recruit and retain quality students. In a survey to over 900 geoscience departments in the US and Canada several years ago nearly 90% of respondents indicated that recruiting and retaining students was important. Two years ago we offered a pre-GSA workshop on recruiting and retaining students that attracted over 30 participants from over 20 different institutions, from liberal arts colleges to state universities to research intensive universities. Since then we have sought additional feedback from a presentation to the AGU Heads & Chairs at a Fall AGU meeting, and most recently from a workshop on strengthening geoscience programs in June 2009. In all of these settings, a number of themes and concrete strategies have emerged. Key themes included strategies internal to the department/institution; strategies that reach beyond the department/institution; determining how scalable/transferable strategies that work in one setting are to your own setting; identifying measures of success; and developing or improving on an existing action plan specific to your departmental/institutional setting. The full results of all of these efforts to distill best practices in recruiting students will be shared at the Fall AGU meeting, but some of the best practices for strategies local to the department/institution include: 1) focusing on introductory classes (having the faculty who are most successful in that setting teach them, having one faculty member make a common presentation to all classes about what one can do with a geoscience major, offering topical seminars, etc.); 2) informing students of career opportunities (inviting alumni back to talk to students, using AGI resources, etc.,); 3) creating common space for students to work, study, and be a community; 4) inviting all students earning an ‘A’ (or ‘B’) in introductory classes to a departmental event just for them; and 5) creating a field trip for incoming

  4. Knowledge translation in job development: strategies for involving families.

    PubMed

    Hall, Allison; Bose, Jennifer; Winsor, Jean; Migliore, Alberto

    2014-09-01

    Although United States employment policies have increased support for people with disabilities working in community settings, the unemployment rate for this population remains very high, particularly for people with intellectual or developmental disabilities. Research shows that job developers (direct support professionals who assist people with disabilities to secure, maintain, and advance in employment) are critical to achieving quality employment outcomes. However, the extent to which job developers use practices that are considered promising in their field (such as engaging families) is not well known. This brief report summarizes findings from a qualitative study about the extent to which job developers use the recommended promising practices when working with individuals and family members. Qualitative analysis identified the following themes among job developers: factors affecting family involvement, perceptions of family involvement, and the influence of expectation on strategies. The field of job development faces a challenge common to many professions: translating research on best practices to those who need this knowledge the most and can use it to greatest effect. Future research should address how community rehabilitation providers (CRPs) communicate about and instill best practices, including effective family engagement, within their organizations. © 2013 John Wiley & Sons Ltd.

  5. Guidance for Organisational Strategy on Knowledge to Action from Conceptual Frameworks and Practice

    ERIC Educational Resources Information Center

    Willis, Cameron; Riley, Barbara; Lewis, Mary; Stockton, Lisa; Yessis, Jennifer

    2017-01-01

    This paper aims to provide public health organisations involved in chronic disease prevention with conceptual and practical guidance for developing contextually sensitive knowledge-to-action (KTA) strategies. Methods involve an analysis of 13 relevant conceptual KTA frameworks, and a review of three case examples of organisations with active KTA…

  6. Implementing practice management strategies to improve patient care: the EPIC project.

    PubMed

    Attwell, David; Rogers-Warnock, Leslie; Nemis-White, Joanna

    2012-01-01

    Healthcare gaps, the difference between usual care and best care, are evident in Canada, particularly with respect to our aging, ailing population. Primary care practitioners are challenged to identify, prevent and close care gaps in their practice environment given the competing demands of informed, litigious patients with complex medical needs, ever-evolving scientific evidence with new treatment recommendations across many disciplines and an enhanced emphasis on quality and accountability in healthcare. Patient-centred health and disease management partnerships using measurement, feedback and communication of practice patterns and outcomes have been shown to narrow care gaps. Practice management strategies such as the use of patient registries and recall systems have also been used to help practitioners better understand, follow and proactively manage populations of patients in their practice. The Enhancing Practice to Improve Care project was initiated to determine the impact of a patient-centred health and disease management partnership using practice management strategies to improve patient care and outcomes for patients with chronic kidney disease (CKD). Forty-four general practices from four regions of British Columbia participated and, indeed, demonstrated that care and outcomes for patients with CKD could be improved via the implementation of practice management strategies in a patient-centred partnership measurement model of health and disease management.

  7. Practical strategies for becoming a successful medical book author.

    PubMed

    Hales, Robert E; McDuffie, John J; Gabbard, Glen O; Phillips, Katharine; Oldham, John; Stewart, Donna E

    2008-01-01

    The authors, all senior editors in the Books Division of American Psychiatric Publishing, Inc., provide practical advice to authors who may be considering writing or editing a medical book. The authors summarize strategies for developing a book proposal and outline an approach to developing a focus for a book. They also list a number of common errors that authors frequently make when they develop a book proposal. The authors provide guidance on publishing research and discuss how authors can collaborate with a publisher's marketing department to publicize their book. By employing a systematic and well-considered approach to preparing a book proposal and writing or editing a book, authors may achieve professional success and personal satisfaction. Writing or editing a medical book requires a different series of steps than authoring a journal article.

  8. Mothers' beliefs about knowledge, child development, and parenting strategies: expanding the goals of parenting programs.

    PubMed

    Bond, Lynne A; Burns, Catherine E

    2006-11-01

    This study examined the relationship between mothers' beliefs about knowledge (epistemology) and conceptions of child development and parent-child communication strategies. One hundred twenty mothers of preschool-aged children completed the Ways of Knowing measure and Parent Communication Strategies Interview; a subset of 38 also completed the Concepts of Development Questionnaire. Analyses revealed that mothers with more complex understanding of knowledge have less categorical and more multi-faceted conceptions of child development and are more likely to endorse parenting strategies that are less authoritarian and more cognitively challenging for children. EDITOR'S STRATEGIC IMPLICATIONS: Prevention programs designed to promote constructive parenting should foster parents' epistemological development (which guide beliefs and practices) rather than dwell on individual parent behaviors. The authors continue to develop the promising practice of tailoring interventions on the basis of parents' personal belief systems (see also Burns & Bond, 2004).

  9. Support and Strategies for Change Among Small Patient-Centered Medical Home Practices

    PubMed Central

    Scholle, Sarah Hudson; Asche, Stephen E.; Morton, Suzanne; Solberg, Leif I.; Tirodkar, Manasi A.; Jaén, Carlos Roberto

    2013-01-01

    PURPOSE We aimed to determine the motivations and barriers facing small practices that seek to adopt the patient-centered medical home (PCMH) model, as well as the type of help and strategies they use. METHODS We surveyed lead physicians at practices with fewer than 5 physicians, stratified by state and level of National Committee for Quality Assurance PCMH recognition, using a Web-based survey with telephone, fax, and mail follow-up. The response rate was 59%, yielding a total sample of 249 practices from 23 states. RESULTS Improving quality and patient experience were the strongest motivations for PCMH implementation; time and resources were the biggest barriers. Most practices participated in demonstration projects or received financial rewards for PCMH, and most received training or other kinds of help. Practices found training and help related to completing the PCMH application to be the most useful. Training for patients was both less common and less valued. The most commonly used strategies for practice transformation were staff training, systematizing processes of care, and quality measurement/goal setting. The least commonly endorsed strategy was involving patients in quality improvement. Practices with a higher level of PCMH recognition were more likely to have electronic health records, to report barriers, and to use measurement-based quality improvement strategies. CONCLUSIONS To spread the adoption of the PCMH model among small practices, financial support, practical training, and other help are likely to continue to be important. Few practices involved patients in their implementation, so it would be helpful to test the impact of greater patient involvement in the PCMH. PMID:23690387

  10. SCI with Brain Injury: Bedside to Bench Modeling for Developing Treatment and Rehabilitation Strategies

    DTIC Science & Technology

    2013-10-01

    to Bench Modeling For Developing Treatment and Rehabilitation Strategies PRINCIPAL INVESTIGATOR: Geoffrey Manley, MD, PhD RECIPIENT...to Bench Modeling For Developing Treatment and Rehabilitation Strategies 5b. GRANT NUMBER W81XWH-10-1-0912 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR... treatment of this “dual- diagnosis” are lacking. This project proposed using current clinical-practice evidence to guide development of an animal model to

  11. Game-Based Practice versus Traditional Practice in Computer-Based Writing Strategy Training: Effects on Motivation and Achievement

    ERIC Educational Resources Information Center

    Proske, Antje; Roscoe, Rod D.; McNamara, Danielle S.

    2014-01-01

    Achieving sustained student engagement with practice in computer-based writing strategy training can be a challenge. One potential solution is to foster engagement by embedding practice in educational games; yet there is currently little research comparing the effectiveness of game-based practice versus more traditional forms of practice. In this…

  12. Trench Safety–Using a Qualitative Approach to Understand Barriers and Develop Strategies to Improve Trenching Practices

    PubMed Central

    FLYNN, MICHAEL A.; SAMPSON, JULIE M.

    2015-01-01

    Despite efforts to ensure workplace safety and health, injuries and fatalities related to trenching and excavation remain alarmingly high in the construction industry. Because properly installed trenching protective systems can potentially reduce the significant number of trenching fatalities, there is clearly a need to identify the barriers to the use of these systems and to develop strategies to ensure these systems are utilized consistently. The current study reports on the results of focus groups with construction workers and safety management personnel to better understand these barriers and to identify solutions. The results suggest several factors, from poor planning to pressures from experienced workers and supervisors, which present barriers to safe trenching practices. Based on the results, it is recommended that safety trainings incorporate unique messages for new workers, experienced workers and management in an effort to motivate each group to work safely as well as provide them with solutions to overcome the identified barriers. PMID:26550006

  13. Strategies to accelerate translation of research into primary care within practices using electronic medical records.

    PubMed

    Nemeth, Lynne S; Wessell, Andrea M; Jenkins, Ruth G; Nietert, Paul J; Liszka, Heather A; Ornstein, Steven M

    2007-01-01

    This research describes implementation strategies used by primary care practices using electronic medical records in a national quality improvement demonstration project, Accelerating Translation of Research into Practice, conducted within the Practice Partner Research Network. Qualitative methods enabled identification of strategies to improve 36 quality indicators. Quantitative survey results provide mean scores reflecting the integration of these strategies by practices. Nursing staff plays important roles to facilitate quality improvement within collaborative primary care practices.

  14. Transforming Principles into Practice: Using Cognitive Active Learning Strategies in the High School Classroom

    ERIC Educational Resources Information Center

    Swiderski, Suzanne M.

    2011-01-01

    High school teachers who engage students through active learning in their classrooms can more fully understand this instructional practice by examining the theories and strategies underlying the cognitive perspective of educational psychology, which addresses the development of knowledge in the individual mind. Two theoretical explanations,…

  15. Sustainable Development in Higher Education: Current Practice and Future Development: A Case Study of University of Calabar-Nigeria

    ERIC Educational Resources Information Center

    Ajake, Uchenna E.; Omori, Anne E.; Essien, Margaret

    2011-01-01

    The study highlighted the Nigerian Universities' new sustainable development strategies: emphasizes the role that entrepreneurship education can play in both raising awareness among young people about sustainable development and giving them the skills to put sustainable development into practice. Universities place priority on the development of…

  16. Systematic review of practice guideline dissemination and implementation strategies for healthcare teams and team-based practice.

    PubMed

    Medves, Jennifer; Godfrey, Christina; Turner, Carly; Paterson, Margo; Harrison, Margaret; MacKenzie, Lindsay; Durando, Paola

    2010-06-01

    To synthesis the literature relevant to guideline dissemination and implementation strategies for healthcare teams and team-based practice. Systematic approach utilising Joanna Briggs Institute methods. Two reviewers screened all articles and where there was disagreement, a third reviewer determined inclusion. Initial search revealed 12,083 of which 88 met the inclusion criteria. Ten dissemination and implementation strategies identified with distribution of educational materials the most common. Studies were assessed for patient or practitioner outcomes and changes in practice, knowledge and economic outcomes. A descriptive analysis revealed multiple approaches using teams of healthcare providers were reported to have statistically significant results in knowledge, practice and/or outcomes for 72.7% of the studies. Team-based care using practice guidelines locally adapted can affect positively patient and provider outcomes. © 2010 The Authors. Journal Compilation © Blackwell Publishing Asia Pty Ltd.

  17. Strategies for effective collaborative manuscript development in interdisciplinary science teams

    USGS Publications Warehouse

    Oliver, Samantha K.; Fergus, C. Emi; Skaff, Nicholas K.; Wagner, Tyler; Tan, Pang-Ning; Cheruvelil, Kendra Spence; Soranno, Patricia A.

    2018-01-01

    Science is increasingly being conducted in large, interdisciplinary teams. As team size increases, challenges can arise during manuscript development, where achieving one team goal (e.g., inclusivity) may be in direct conflict with other goals (e.g., efficiency). Here, we present strategies for effective collaborative manuscript development that draw from our experiences in an interdisciplinary science team writing collaborative manuscripts for six years. These strategies are rooted in six guiding principles that were important to our team: to create a transparent, inclusive, and accountable research team that promotes and protects team members who have less power to influence decision‐making while fostering creativity and productivity. To help alleviate the conflicts that can arise in collaborative manuscript development, we present the following strategies: understand your team composition, create an authorship policy and discuss authorship early and often, openly announce manuscript ideas, identify and communicate the type of manuscript and lead author management style, and document and describe authorship contributions. These strategies can help reduce the probability of group conflict, uphold individual and team values, achieve fair authorship practices, and increase science productivity.

  18. Birth control practices and levels of development in India.

    PubMed

    Karan, P P; Bladen, W A; Singh, G

    1978-11-01

    The paper examines the acceptance of birth control practices in India, and examines the relationhsip of these patterns to levels of economic development. A study of selected couples with markedly low incomes revealed that fertility tended to increase until a certain level of per capita income was reached. From this level onward, fertility and desired family size goals declined with increasing economic status. The study reveals an association in India between those less developed states and poor acceptance of family planning. The level of medical and administrative personnel for family planning services is superior in the more developed states and, logically, adoption of family planning practices is also higher. In higher-income states, characterized by relatively higher spatial mobility and literacy rates, the spread of family planning practices is relatively rapid. In less developed states, characterized by poorly developed centralized systems of communication and distribution, a lower spatial mobility of people, and a lower diffusion of knowledge through personal contact, family planning methods tend to spread very slowly or become less and less popular. A classification of Indian states as related to their acceptance of formal family planning policy and governmental efforts has been helpful in developing regionally-oriented program strategies for the future. Such strategies would take into account varying socioeconomic, cultural and administrative infrastructure differences in order to better assure delivery of services. As India also faces a shortage of trained physicians and personnel for the National Family Planning program, a regionally-based spatial allocation policy must be formulated that will divert some family planning personnel from states with high-acceptance patterns to the more densely populated, less developed regions of the country.

  19. Facilitating Transfer of Skills and Strategies in Occupational Therapy Practice: Practical Application of Transfer Principles.

    PubMed

    Babulal, Ganesh M; Foster, Erin R; Wolf, Timothy J

    2016-01-01

    In Occupational Therapy (OT) practice, practitioners assume that the skills and strategies taught to clients during rehabilitation will transfer to performance and participation in everyday life. Despite transfer serving as a practice foundation, outcome studies conclude that this assumption of transfer is not occurring and it often results in decreased efficacy of rehabilitation. This paper investigated key aspects of transfer and found concepts in the psychology literature that can support transfer of skills and strategies in OT. Six key principles proposed from educational psychology can serve as a guide for practitioners to better train for transfer. In this paper, we discuss the six principles and apply concepts from psychology. Each principle is supported with examples of how they may be incorporated OT practice. If occupational therapists understand these principles and implement them in treatment, the efficacy of treatment may improve for many populations.

  20. Age differences in coupling of intraindividual variability in mnemonic strategies and practice-related associative recall improvements.

    PubMed

    Hertzog, Christopher; Lövdén, Martin; Lindenberger, Ulman; Schmiedek, Florian

    2017-09-01

    The importance of encoding strategies for associative recall is well established, but there have been no studies of aging and intraindividual variability (IAV) in strategy use during extended practice. We observed strategy use and cued-recall test performance over 101 days of practice in 101 younger adults (M = 25.6 years) and 103 older adults (M = 71.3 years) sandwiched by a pretest and posttest battery including an associative recall test. Each practice session included 2 lists of 12 number-noun paired-associate (PA) items (e.g., 23-DOGS), presented for brief exposures titrated to maintain below-ceiling performance throughout practice. Participants reported strategy use (e.g., rote repetition, imagery) after each test. Substantial IAV in strategy use was detected that was coupled with performance; lists studied with normatively effective strategies (e.g., imagery) generated higher PA recall than lists studied with less effective strategies (e.g., rote repetition). In comparison to younger adults, older adults' practice (a) relied more on repetition and less on effective strategies, (b) showed lower levels of IAV in effective strategy use, and (c) had lower within-person strategy-recall coupling, especially late in practice. Individual differences in pretest-posttest gains in PA recall were predicted by average level of effective strategy use in young adults but by strategy-recall coupling in older adults. Results are consistent with the hypothesis that experiencing variability in strategic outcomes during practice helps hone the effectiveness of strategic encoding behavior, and that older adults' reduced degree of pretest-posttest gains is influenced by lower likelihood of using and optimizing effective strategies through practice. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  1. Systems consultation: protocol for a novel implementation strategy designed to promote evidence-based practice in primary care.

    PubMed

    Quanbeck, Andrew; Brown, Randall T; E Zgierska, Aleksandra; A Johnson, Roberta; Robinson, James M; Jacobson, Nora

    2016-01-27

    Adoption of evidence-based practices takes place at a glacial place in healthcare. This research will pilot test an innovative implementation strategy - systems consultation -intended to speed the adoption of evidence-based practice in primary care. The strategy is based on tenets of systems engineering and has been extensively tested in addiction treatment. Three innovations have been included in the strategy - translation of a clinical practice guideline into a checklist-based implementation guide, the use of physician peer coaches ('systems consultants') to help clinics implement the guide, and a focus on reducing variation in practices across prescribers and clinics. The implementation strategy will be applied to improving opioid prescribing practices in primary care, which may help ultimately mitigate the increasing prevalence of opioid abuse and addiction. The pilot test will compare four intervention clinics to four control clinics in a matched-pairs design. A leading clinical guideline for opioid prescribing has been translated into a checklist-based implementation guide in a systematic process that involved experts who wrote the guideline in consultation with implementation experts and primary care physicians. Two physicians with expertise in family and addiction medicine are serving as the systems consultants. Each systems consultant will guide two intervention clinics, using two site visits and follow-up communication by phone and email, to implement the translated guideline. Mixed methods will be used to test the feasibility, acceptability, and preliminary effectiveness of the implementation strategy in an evaluation that meets standards for 'fully developed use' of the RE-AIM framework (Reach, Effectiveness, Adoption, Implementation, Maintenance). The clinic will be the primary unit of analysis. The systems consultation implementation strategy is intended to generalize to the adoption of other clinical guidelines. This pilot test is intended to prepare

  2. Nutritional screening, assessment and implementation strategies for adults in an Australian acute tertiary hospital: a best practice implementation report.

    PubMed

    Smith, Louise; Chapman, Amanda; Flowers, Kelli; Wright, Kylie; Chen, Tanghua; O'Connor, Charmaine; Astorga, Cecilia; Francis, Nevenka; Vigh, Gia; Wainwright, Craig

    2018-01-01

    The project aimed to improve the effectiveness of nutritional screening and assessment practices through clinical audits and the implementation of evidence-based practice recommendations. In the absence of optimal nutrition, health may decline and potentially manifest as adverse health outcomes. In a hospitalized person, poor nutrition may adversely impact on the person's outcome. If the nutritional status can be ascertained, nutritional needs can be addressed and potential risks minimized.The overall purpose of this project was to review and monitor staff compliance with nutritional screening and assessment best practice recommendations ensuring there is timely, relevant and structured nutritional therapeutic practices that support safe, compassionate and person-centered care in adults in a tertiary hospital in South Western Sydney, Australia, in the acute care setting. A baseline retrospective chart audit was conducted and measured against 10 best practice criteria in relation to nutritional screening and assessment practices. This was followed by a facilitated multidisciplinary focus group to identify targeted strategies, implementation of targeted strategies, and a post strategy implementation chart audit.The project utilized the Joanna Briggs Institute Practical Application of Clinical Evidence System (JBI PACES) and Getting Research into Practice (GRIP) tool, including evidence from other available supporting literature, for promoting change in healthcare practice. The baseline audit revealed deficits between current practice and best practice across the 10 criteria. Barriers for implementation of nutritional screening and assessment best practice criteria were identified by the focus group and an education strategy was implemented. There were improved outcomes across all best practice criteria in the follow-up audit. The baseline audit revealed gaps between current practice and best practice. Through the implementation of a targeted education program and

  3. Dissemination and Implementation of Evidence-Based Practices: Training and Consultation as Implementation Strategies

    PubMed Central

    Edmunds, Julie M.; Beidas, Rinad S.; Kendall, Philip C.

    2013-01-01

    To provide effective treatment for individuals with mental health needs, there is a movement to deploy evidence-based practices (EBPs) developed in research settings into community settings. Training clinicians in EBPs is often used as the primary implementation strategy in these efforts, despite evidence suggesting that training alone does not change therapist behavior. A promising implementation strategy that can be combined with training is consultation, or ongoing support. This paper reviews the literature on consultation following initial training. A model of consultation is presented as well as preliminary findings regarding effective consultation techniques. Future directions are offered. PMID:24072959

  4. Developing Local Lifelong Guidance Strategies.

    ERIC Educational Resources Information Center

    Watts, A. G.; Hawthorn, Ruth; Hoffbrand, Jill; Jackson, Heather; Spurling, Andrea

    1997-01-01

    Outlines the background, rationale, methodology, and outcomes of developing local lifelong guidance strategies in four geographic areas. Analyzes the main components of the strategies developed and addresses a number of issues relating to the process of strategy development. Explores implications for parallel work in other localities. (RJM)

  5. The challenges and opportunities of translating best practice immunisation strategies among low performing general practices to reduce equity gaps in childhood immunisation coverage in New Zealand.

    PubMed

    Turner, Nikki M; Charania, Nadia A; Chong, Angela; Stewart, Joanna; Taylor, Lynn

    2017-01-01

    Immunisation coverage rates vary considerably at the local level across New Zealand and challenges remain with effectively translating best available research evidence into public health practice. This study aimed to translate best practices from high performing general practices into strategies to improve childhood immunisation coverage among low performing practices. An intervention study was undertaken of general practices with low immunisation coverage rates and a high percentage of the enrolled population being of Māori ethnicity. Intervention groups received customised action plans and support for a 12 month period while control groups received 'business as usual' support. Structured interviews were conducted with key informants from all participating practices to understand current aspects related to childhood immunisation delivery and surveys were conducted to understand how the intervention worked. Collected data were thematically analysed. Ten sites were randomised to either intervention ( n  = 6) or control group ( n  = 4). Positive aspects of childhood immunisation delivery included high prioritisation at the practice and staff being pro-immunisation and knowledgeable. Key challenges experienced included inaccurate family contact information and discrepancies with referral processes to other providers. Other challenges noted were building rapport with families and vaccine hesitancy. The action plans included various strategies aimed to improve processes at the practice, contact and engagement with parents, and partnership development with local service providers. Creating customised action plans and providing support to providers were considered as helpful approaches when attempting to improve childhood immunisation coverage rates. Our study supports the notion that one strategy will not solely by itself improve childhood immunisation rates and highlights the importance of having a toolkit of strategies from which to draw from.

  6. Enhancing Teachers' Application of Inquiry-Based Strategies Using a Constructivist Sociocultural Professional Development Model

    NASA Astrophysics Data System (ADS)

    Brand, Brenda R.; Moore, Sandra J.

    2011-05-01

    This two-year school-wide initiative to improve teachers' pedagogical skills in inquiry-based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers' practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers' accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner-centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry-based strategies. Additionally, other factors affecting teachers' understanding and use of inquiry-based strategies were highlighted, such as self-efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student-centered and inquiry-based.

  7. Clinical Nurse Leader Integration Into Practice: Developing Theory To Guide Best Practice.

    PubMed

    Bender, Miriam

    2016-01-01

    Numerous policy bodies have identified the clinical nurse leader (CNL) as an innovative new role for meeting higher health care quality standards. Although there is growing evidence of improved care environment and patient safety and quality outcomes after redesigning care delivery microsystems to integrate CNL practice, significant variation in CNL implementation has been noted across reports, making it difficult to causally link CNL practice to reported outcomes. This variability reflects the overall absence in the literature of a well-defined CNL theoretical framework to help guide standardized application in practice. To address this knowledge gap, an interpretive synthesis with a grounded theory analysis of CNL narratives was conducted to develop a theoretical model for CNL practice. The model clarifies CNL practice domains and proposes mechanisms by which CNL-integrated care delivery microsystems improve health care quality. The model highlights the need for a systematic approach to CNL implementation including a well-thought out strategy for care delivery redesign; a consistent, competency-based CNL workflow; and sustained macro-to-micro system leadership support. CNL practice can be considered an effective approach to organizing nursing care that maximizes the scope of nursing to influence the ways care is delivered by all professions within a clinical microsystem. Copyright © 2016 Elsevier Inc. All rights reserved.

  8. The impact of the `Getting Practical: Improving Practical Work in Science' continuing professional development programme on teachers' ideas and practice in science practical work

    NASA Astrophysics Data System (ADS)

    Abrahams, Ian; Reiss, Michael J.; Sharpe, Rachael

    2014-09-01

    Background:Despite the widespread use of practical work in school it has been recognised that more needs to be done to improve its effectiveness in developing conceptual understanding. The 'Getting Practical' CPD (Continuing Professional Development) programme was designed to contribute towards an improvement in the effectiveness of practical work through initiating changes in teachers' predominantly 'hands-on' approach to practical work to one which manifests a more equitable balance between 'hands-on' and 'minds-on'. Purpose:To evaluate the impact of the Getting Practical: Improving Practical Work in Science CPD programme on teachers' ideas and practice in science practical work in primary and secondary schools in England. Programme description:The CPD programme was designed to improve the effectiveness of science practical work in developing conceptual understanding in primary and secondary schools in England. Sample:Ten teachers of primary science and 20 secondary science teachers. Design and methods:The study employed a condensed fieldwork strategy with data collected using interviews, observational field notes and pre- and post-CPD training observations in practical lessons within 30 schools. Results:Whilst the CPD programme was effective in getting teachers to reflect on the ideas associated with the Getting Practical programme, it was much less effective in bringing about changes in actual teaching practice. Conclusion:The findings suggest that if change, rather than only an enhanced awareness of the issues, is to be brought about in established teaching <span class="hlt">practice</span> then there is a need for ongoing support over an extended period of time. Furthermore, the impact of such CPD is more likely to be effective if it is undertaken by a senior member of a department or school with the full support of the SMT.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27613791','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27613791"><span>Implementation of Technology-based Patient Engagement <span class="hlt">Strategies</span> within <span class="hlt">Practice</span>-based Research Networks.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Careyva, Beth; Shaak, Kyle; Mills, Geoffrey; Johnson, Melanie; Goodrich, Samantha; Stello, Brian; Wallace, Lorraine S</p> <p>2016-01-01</p> <p>Technology-based patient engagement <span class="hlt">strategies</span> (such as patient portals) are increasingly available, yet little is known about current use and barriers within <span class="hlt">practice</span>-based research networks (PBRNs). PBRN directors have unique opportunities to inform the implementation of patient-facing technology and to translate these findings into <span class="hlt">practice</span>. PBRN directors were queried regarding technology-based patient engagement <span class="hlt">strategies</span> as part of the 2015 CAFM Educational Research Alliance (CERA) survey of PBRN directors. A total of 102 PBRN directors were identified via the Agency for Healthcare Research and Quality's registry; 54 of 96 eligible PBRN directors completed the survey, for a response rate of 56%. Use of technology-based patient engagement <span class="hlt">strategies</span> within PBRNs was limited, with less than half of respondents reporting experience with the most frequently named tools (risk assessments/decision aids). Information technology (IT) support was the top barrier, followed by low rates of portal enrollment. For engaging participant <span class="hlt">practices</span>, workload and <span class="hlt">practice</span> leadership were cited as most important, with fewer respondents noting concerns about patient privacy. Given limited use of patient-facing technologies, PBRNs have an opportunity to clarify the optimal use of these <span class="hlt">strategies</span>. Providing IT support and addressing clinician concerns regarding workload may facilitate the inclusion of innovative technologies in PBRNs. © Copyright 2016 by the American Board of Family Medicine.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3975779','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3975779"><span>Future Directions of Evidence-Based <span class="hlt">Practice</span> in Athletic Training: Perceived <span class="hlt">Strategies</span> to Enhance the Use of Evidence-Based <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Welch, Cailee E.; Hankemeier, Dorice A.; Wyant, Aimee L.; Hays, Danica G.; Pitney, William A.; Van Lunen, Bonnie L.</p> <p>2014-01-01</p> <p>Context: The shift to a culture of evidence-based <span class="hlt">practice</span> (EBP) in athletic training is a necessary step in both the optimization of patient care and the advancement of athletic trainers (ATs) as health care professionals. Whereas individuals have gained knowledge in this area, most ATs still are not <span class="hlt">practicing</span> in an evidence-based manner. Exploring perceived <span class="hlt">strategies</span> to enhance the use of EBP will help to determine the best approaches to assist ATs in applying EBP concepts to <span class="hlt">practice</span> to improve patient care. Objective: To explore beneficial <span class="hlt">strategies</span> and techniques ATs perceived would promote successful implementation of EBP within athletic training education and clinical <span class="hlt">practice</span>. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: Twenty-five ATs (12 educators, 13 clinicians; athletic training experience = 16.00 ± 9.41 years) were interviewed. Data Collection and Analysis: One phone interview was conducted with each participant. After the interview was transcribed, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Results: Participants identified several components they perceived as essential for enhancing the use of EBP within the athletic training profession. These components included the need for more EBP resources, more processed information, focused workshops, peer discussion and mentorship, and continual repetition and exposure. Participants also indicated that ATs need to accept their professional responsibilities to foster EBP in their daily <span class="hlt">practices</span>. Conclusions: The proper shift to a culture of EBP in athletic training will take both time and a persistent commitment by ATs to create <span class="hlt">strategies</span> that will enhance the implementation of EBP across the profession. Researchers should focus on continuing to identify effective educational interventions for ATs</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=online+AND+strategy+AND+games&pg=6&id=ED516428','ERIC'); return false;" href="https://eric.ed.gov/?q=online+AND+strategy+AND+games&pg=6&id=ED516428"><span>Dare to Differentiate: Vocabulary <span class="hlt">Strategies</span> for All Students. Teaching <span class="hlt">Practices</span> that Work Series. Third Edition</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Brassell, Danny</p> <p>2010-01-01</p> <p>This highly <span class="hlt">practical</span> resource for K-6 teachers is packed with 25 classroom-tested, step-by-step <span class="hlt">strategies</span> for <span class="hlt">developing</span> word knowledge. The emphasis throughout is not only on teaching new words, but also on strengthening students' comprehension and long-term vocabulary acquisition. Especially valuable are guidelines for how to differentiate…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=importance+AND+cross+AND+cultural+AND+training&pg=5&id=ED500107','ERIC'); return false;" href="https://eric.ed.gov/?q=importance+AND+cross+AND+cultural+AND+training&pg=5&id=ED500107"><span><span class="hlt">Practical</span> Approaches to Early Childhood Professional <span class="hlt">Development</span>: Evidence, <span class="hlt">Strategies</span>, and Resources [with CD-ROM</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Winton, Pamela J., Ed; McCollum, Jeanette A., Ed.; Catlett, Camille, Ed.</p> <p>2007-01-01</p> <p>The key to improving the early education of all young children, including those with special needs, is the effective preparation and <span class="hlt">development</span> of the professionals who work with them. "<span class="hlt">Practical</span> Approaches to Early Childhood Professional <span class="hlt">Development</span>" is a comprehensive planning resource for college faculty and consultants engaged in preservice …</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24452138','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24452138"><span>Integrating mental health and social <span class="hlt">development</span> in theory and <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Plagerson, Sophie</p> <p>2015-03-01</p> <p>In many low and middle income countries, attention to mental illness remains compartmentalized and consigned as a matter for specialist policy. Despite great advances in global mental health, mental health policy and <span class="hlt">practice</span> dovetail only to a limited degree with social <span class="hlt">development</span> efforts. They often lag behind broader approaches to health and <span class="hlt">development</span>. This gap ignores the small but growing evidence that social <span class="hlt">development</span> unavoidably impacts the mental health of those affected, and that this influence can be both positive and negative. This article examines the theoretical and <span class="hlt">practical</span> challenges that need to be overcome for a more effective integration of social <span class="hlt">development</span> and mental health policy. From a theoretical perspective, this article demonstrates compatibility between social <span class="hlt">development</span> and mental health paradigms. In particular, the capability approach is shown to provide a strong framework for integrating mental health and <span class="hlt">development</span>. Yet, capability-oriented critiques on 'happiness' have recently been applied to mental health with potentially detrimental outcomes. With regard to policy and <span class="hlt">practice</span>, horizontal and vertical integration <span class="hlt">strategies</span> are suggested. Horizontal <span class="hlt">strategies</span> require stronger devolution of mental health care to the primary care level, more unified messages regarding mental health care provision and the gradual expansion of mental health packages of care. Vertical integration refers to the alignment of mental health with related policy domains (particularly the social, economic and political domains). Evidence from mental health research reinforces aspects of social <span class="hlt">development</span> theory in a way that can have tangible implications on <span class="hlt">practice</span>. First, it encourages a focus on avoiding exclusion of those affected by or at risk of mental illness. Secondly, it underscores the importance of the process of implementation as an integral component of successful policies. Finally, by retaining a focus on the individual, it seeks to</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21477681','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21477681"><span>New <span class="hlt">strategies</span> for providing hormonal contraception in <span class="hlt">developing</span> countries.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Townsend, John W; Sitruk-Ware, Regine; Williams, Katherine; Askew, Ian; Brill, Klaus</p> <p>2011-05-01</p> <p>Even with progress in increasing access to effective contraception over the past decades, and the growing range of contraceptive methods available on the market, women in <span class="hlt">developing</span> countries continue to report an unmet need for family planning. This constraint continues to challenge reproductive health policies and programs, while the momentum of population growth and the young age structure in <span class="hlt">developing</span> countries leads to larger numbers of potential contraceptive users and increasing global demand in contraceptive markets. Of late, there is a renewed focus on increasing access to long-acting hormonal methods to effectively meet this need, establishing and effectively implementing new service delivery <span class="hlt">strategies</span>. A number of processes have profoundly affected the procurement and use of hormonal contraceptive methods in <span class="hlt">developing</span> countries: a supportive policy environment, evidence-based <span class="hlt">practices</span> and an increasing diversity of delivery <span class="hlt">strategies</span> play a significant part in increasing number of contraceptive users and the demand for hormonal contraception. Copyright © 2011 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26876896','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26876896"><span>Success rates for product <span class="hlt">development</span> <span class="hlt">strategies</span> in new drug <span class="hlt">development</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dahlin, E; Nelson, G M; Haynes, M; Sargeant, F</p> <p>2016-04-01</p> <p>While research has examined the likelihood that drugs progress across phases of clinical trials, no research to date has examined the types of product <span class="hlt">development</span> <span class="hlt">strategies</span> that are the most likely to be successful in clinical trials. This research seeks to identify the <span class="hlt">strategies</span> that are most likely to reach the market-those generated using a novel product <span class="hlt">development</span> <span class="hlt">strategy</span> or <span class="hlt">strategies</span> that combine a company's expertise with both drugs and indications, which we call combined experience <span class="hlt">strategies</span>. We evaluate the success of product <span class="hlt">development</span> <span class="hlt">strategies</span> in the drug <span class="hlt">development</span> process for a sample of 2562 clinical trials completed by 406 US pharmaceutical companies. To identify product <span class="hlt">development</span> <span class="hlt">strategies</span>, we coded each clinical trial according to whether it consisted of an indication or a drug that was new to the firm. Accordingly, a clinical trial that consists of both an indication and a drug that were both new to the firm represents a novel product <span class="hlt">development</span> <span class="hlt">strategy</span>; indication experience is a product <span class="hlt">development</span> <span class="hlt">strategy</span> that consists of an indication that a firm had tested previously in a clinical trial, but with a drug that was new to the firm; drug experience is a product <span class="hlt">development</span> <span class="hlt">strategy</span> that consists of a drug that the firm had prior experience testing in clinical trials, but with an indication that was new to the firm; combined experience consists of both a drug and an indication that the firm had experience testing in clinical trials. Success rates for product <span class="hlt">development</span> <span class="hlt">strategies</span> across clinical phases were calculated for the clinical trials in our sample. Combined experience <span class="hlt">strategies</span> had the highest success rate. More than three and a half percent (0·036) of the trials that combined experience with drugs and indications eventually reached the market. The next most successful <span class="hlt">strategy</span> is drug experience (0·025) with novel <span class="hlt">strategies</span> trailing closely (0·024). Indication experience <span class="hlt">strategies</span> are the least successful (0·008</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22413601','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22413601"><span>A culture of safety: a business <span class="hlt">strategy</span> for medical <span class="hlt">practices</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Saxton, James W; Finkelstein, Maggie M; Marles, Adam F</p> <p>2012-01-01</p> <p>Physician <span class="hlt">practices</span> can enhance their economics by taking patient safety to a new level within their <span class="hlt">practices</span>. Patient safety has a lot to do with systems and processes that occur not only at the hospital but also within a physician's <span class="hlt">practice</span>. Historically, patient safety measures have been hospital-focused and -driven, largely due to available resources; however, physician <span class="hlt">practices</span> can impact patient safety, efficiently and effectively, with a methodical plan involving assessment, prioritization, and compliance. With the ever-increasing focus of reimbursement on quality and patient safety, physician <span class="hlt">practices</span> that implement a true culture of safety now could see future economic benefits using this business <span class="hlt">strategy</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19751936','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19751936"><span>Hong Kong baccalaureate nursing students' stress and their coping <span class="hlt">strategies</span> in clinical <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chan, Christine K L; So, Winnie K W; Fong, Daniel Y T</p> <p>2009-01-01</p> <p>This study examined Hong Kong baccalaureate nursing students' stress and their coping <span class="hlt">strategies</span> in clinical <span class="hlt">practice</span>. Two hundred five nursing students completed a self-administrative survey including demographics, Perceived Stress Scale, and Coping Behavior Inventory. Results showed that students perceived a moderate level of stress (M = 2.10, SD =0.44). The most common stressor was lack of professional knowledge and skills. Among the four types of coping <span class="hlt">strategies</span> (transference, stay optimistic, problem solving, and avoidance), transference was the most frequently used. Furthermore, senior students who perceived a higher level of stress from taking care of patients were more likely to choose problem-solving <span class="hlt">strategies</span>. Senior students who had no religious belief and perceived a higher level of stress from teachers and nursing staff were more likely to use avoidance <span class="hlt">strategies</span>. The results provided valuable information for clinical educators in identifying students' needs, facilitating their learning in the clinical setting, and <span class="hlt">developing</span> effective interventions to reduce stress.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=hodder+AND+education&pg=2&id=EJ602652','ERIC'); return false;" href="https://eric.ed.gov/?q=hodder+AND+education&pg=2&id=EJ602652"><span>Inspection Time and Intelligence: <span class="hlt">Practice</span>, <span class="hlt">Strategies</span>, and Attention.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bors, Douglas A.; Stokes, Tonya L.; Forrin, Bert; Hodder, Shelley L.</p> <p>1999-01-01</p> <p>Examined the effects of <span class="hlt">practice</span>, response <span class="hlt">strategies</span>, and attentiveness on inspection time (IT) and its relation to IQ in 3 experiments involving 102 college students, testing the hypothesis that mental speed is the basis for the observed IT-IQ relation. Discusses the mixed results and evidence that the correlation is malleable. (SLD)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=teaching+AND+reading+AND+singing&pg=5&id=EJ1125011','ERIC'); return false;" href="https://eric.ed.gov/?q=teaching+AND+reading+AND+singing&pg=5&id=EJ1125011"><span>An Examination of Methods Used to Teach <span class="hlt">Practice</span> <span class="hlt">Strategies</span> in the College Voice Studio</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Baughman, Melissa</p> <p>2017-01-01</p> <p>This study investigated collegiate voice instructors' approaches for teaching <span class="hlt">practice</span> <span class="hlt">strategies</span> to their students. Voice instructors (N = 46) from accredited institutions in three Midwestern states participated in a researcher-designed survey, which described (a) the types of <span class="hlt">practice</span> <span class="hlt">strategies</span> addressed in lessons, (b) the methods used for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20120014170','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20120014170"><span>Managing the Right Projects: Best <span class="hlt">Practices</span> to Align Project and Corporate <span class="hlt">Strategies</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Watkins, Bobby</p> <p>2012-01-01</p> <p>If there's a human endeavor that exemplifies teamwork, it is space exploration. And that teamwork absolutely cannot happen effectively if the boots on the ground the people doing the work - don't understand how their work aligns with the larger goal. This presentation will discuss some best management <span class="hlt">practices</span> from NASA's Marshall Space Flight Center that have succeeded in helping employees become informed, engaged and committed to the space agency's important missions. Specific topics include: Alignment Criteria: Linking Projects To Corporate <span class="hlt">Strategy</span>. Resource Management: Best <span class="hlt">Practices</span> For Resource Management. Strategic Analysis: Supporting Decision Making In A Changing Environment. Communication <span class="hlt">Strategies</span>: Best <span class="hlt">Practices</span> To Communicate Change. Benefits Achieved And Lessons Learned.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active"><span>6</span></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_6 --> <div id="page_7" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="121"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25839953','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25839953"><span><span class="hlt">Practical</span> <span class="hlt">strategies</span> for nursing education program evaluation.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lewallen, Lynne Porter</p> <p>2015-01-01</p> <p>Self-evaluation is required for institutions of higher learning and the nursing programs within them. The literature provides information on evaluation models and instruments, and descriptions of how specific nursing education programs are evaluated. However, there are few discussions in the nursing education literature of the <span class="hlt">practical</span> aspects of nursing education program evaluation: how to get started, how to keep track of data, who to involve in data collection, and how to manage challenging criteria. This article discusses the importance of program evaluation in the academic setting and provides information on <span class="hlt">practical</span> ways to organize the evaluation process and aggregate data, and <span class="hlt">strategies</span> for gathering data from students, graduates, alumni, and employers of graduates. Copyright © 2015 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27068275','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27068275"><span>Brownfields to green fields: Realising wider benefits from <span class="hlt">practical</span> contaminant phytomanagement <span class="hlt">strategies</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cundy, A B; Bardos, R P; Puschenreiter, M; Mench, M; Bert, V; Friesl-Hanl, W; Müller, I; Li, X N; Weyens, N; Witters, N; Vangronsveld, J</p> <p>2016-12-15</p> <p>Gentle remediation options (GROs) are risk management <span class="hlt">strategies</span> or technologies involving plant (phyto-), fungi (myco-), and/or bacteria-based methods that result in a net gain (or at least no gross reduction) in soil function as well as effective risk management. GRO <span class="hlt">strategies</span> can be customised along contaminant linkages, and can generate a range of wider economic, environmental and societal benefits in contaminated land management (and in brownfields management more widely). The application of GROs as <span class="hlt">practical</span> on-site remedial solutions is still limited however, particularly in Europe and at trace element (typically metal and metalloid) contaminated sites. This paper discusses challenges to the <span class="hlt">practical</span> adoption of GROs in contaminated land management, and outlines the decision support tools and best <span class="hlt">practice</span> guidance <span class="hlt">developed</span> in the European Commission FP7-funded GREENLAND project aimed at overcoming these challenges. The GREENLAND guidance promotes a refocus from phytoremediation to wider GROs- or phyto-management based approaches which place realisation of wider benefits at the core of site design, and where gentle remediation technologies can be applied as part of integrated, mixed, site risk management solutions or as part of "holding <span class="hlt">strategies</span>" for vacant sites. The combination of GROs with renewables, both in terms of biomass generation but also with green technologies such as wind and solar power, can provide a range of economic and other benefits and can potentially support the return of low-level contaminated sites to productive usage, while combining GROs with urban design and landscape architecture, and integrating GRO <span class="hlt">strategies</span> with sustainable urban drainage systems and community gardens/parkland (particularly for health and leisure benefits), has large potential for triggering GRO application and in realising wider benefits in urban and suburban systems. Quantifying these wider benefits and value (above standard economic returns) will be</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24873132','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24873132"><span>Managing the culturally diverse medical <span class="hlt">practice</span> team: twenty-five <span class="hlt">strategies</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hills, Laura</p> <p>2014-01-01</p> <p>A common misconception is that the phrase workplace diversity means meeting certain quotas in employee race or gender categories. In fact, diversity is much more than that. This article explores the unique benefits and challenges of managing a culturally diverse medical <span class="hlt">practice</span> team and offers <span class="hlt">practice</span> managers 25 <span class="hlt">practical</span> <span class="hlt">strategies</span>. It describes the two types of diversity training that are beneficial to <span class="hlt">practice</span> managers and the kinds of policies, <span class="hlt">practices</span>, and procedures that foster and promote diversity. This article also explores ethnocentrism, racism, ageism, sexism, stereotyping, and other potentially divisive issues among a diverse medical <span class="hlt">practice</span> team. It provides an assessment instrument <span class="hlt">practice</span> managers can use to evaluate their own diversity management skills. Finally, this article defines specifically what is meant by the term diversity and explores the top 10 diversity issues in workplaces today.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=long+AND+working+AND+hours&pg=2&id=EJ1069405','ERIC'); return false;" href="https://eric.ed.gov/?q=long+AND+working+AND+hours&pg=2&id=EJ1069405"><span><span class="hlt">Strategies</span> for Highly Effective Athletic Training Education Program Directors: A <span class="hlt">Practical</span> Approach to Interdependence</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Leone, James E.; Gray, Kimberly A.</p> <p>2007-01-01</p> <p>Following "Seven Habits of Highly Effective People" by Stephen Covey, this article seeks to communicate effective <span class="hlt">strategies</span> for athletic training education Program Directors (PDs) to follow. Commentary of Covey's work and <span class="hlt">practical</span> <span class="hlt">strategies</span> to integrate them into PD <span class="hlt">practice</span> and responsibilities are provided. Background: Due to a lack…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24341926','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24341926"><span><span class="hlt">Development</span> and construct validity of the Classroom <span class="hlt">Strategies</span> Scale-Observer Form.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Reddy, Linda A; Fabiano, Gregory; Dudek, Christopher M; Hsu, Louis</p> <p>2013-12-01</p> <p>Research on progress monitoring has almost exclusively focused on student behavior and not on teacher <span class="hlt">practices</span>. This article presents the <span class="hlt">development</span> and validation of a new teacher observational assessment (Classroom <span class="hlt">Strategies</span> Scale) of classroom instructional and behavioral management <span class="hlt">practices</span>. The theoretical underpinnings and empirical basis for the instructional and behavioral management scales are presented. The Classroom <span class="hlt">Strategies</span> Scale (CSS) evidenced overall good reliability estimates including internal consistency, interrater reliability, test-retest reliability, and freedom from item bias on important teacher demographics (age, educational degree, years of teaching experience). Confirmatory factor analyses (CFAs) of CSS data from 317 classrooms were carried out to assess the level of empirical support for (a) a 4 first-order factor theory concerning teachers' instructional <span class="hlt">practices</span>, and (b) a 4 first-order factor theory concerning teachers' behavior management <span class="hlt">practice</span>. Several fit indices indicated acceptable fit of the (a) and (b) CFA models to the data, as well as acceptable fit of less parsimonious alternative CFA models that included 1 or 2 second-order factors. Information-theory-based indices generally suggested that the (a) and (b) CFA models fit better than some more parsimonious alternative CFA models that included constraints on relations of first-order factors. Overall, CFA first-order and higher order factor results support the CSS-Observer Total, Composite, and subscales. Suggestions for future measurement <span class="hlt">development</span> efforts are outlined. PsycINFO Database Record (c) 2013 APA, all rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24499184','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24499184"><span>Management <span class="hlt">strategies</span> of mothers of school-age children with autism: implications for <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Joosten, Annette V; Safe, Anneleise P</p> <p>2014-08-01</p> <p>Mothering children with autism results in mothers spending more time on daily tasks as well as managing the disorder. The need for mothers to self-manage often increases when the child is school aged. Mothers <span class="hlt">develop</span> <span class="hlt">strategies</span>, and occupational therapists and other health professional rely on or expect mothers to be involved in meeting the extra needs of their children with autism and other family members. Little is known about the <span class="hlt">strategies</span> adopted by the mothers. The aim of this study was to explore the <span class="hlt">strategies</span> mothers used to manage their roles and emotions, and their child's behaviours. In-depth individual interviews were conducted with seven mothers and data were analysed in this qualitative study using phenomenological analysis. Findings revealed that the mothers had adopted <span class="hlt">strategies</span> to manage their roles, their emotions and their child's behaviour. However, the <span class="hlt">strategies</span> were often shaped by the expectations of others or circumstances beyond their control and at times added further to their stress. Mothers of children with autism <span class="hlt">developed</span> <span class="hlt">strategies</span> to self-manage their lives and their child's disorder. However, even when these <span class="hlt">strategies</span> were effective, they sometimes placed further stress on the mothers. The mothers provided insights to how they coped but need help to consider the support they require and therapists need to consider the pressures of expecting mothers to self-manage their child's disorder, their own lives and their family. Family-centred <span class="hlt">practice</span> emphasising collaboration with mothers needs to be maintained with school-aged children. © 2014 Occupational Therapy Australia.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/24391','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/24391"><span><span class="hlt">Developing</span> strategic systems supporting communities of <span class="hlt">practice</span> in the Georgia Department of Transportation.</span></a></p> <p><a target="_blank" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2011-12-01</p> <p>This study is designed to explore <span class="hlt">strategies</span> through which the Georgia Department of : Transportation (GDOT) can <span class="hlt">develop</span> communities of <span class="hlt">practice</span> to help employees facilitate critical : exchanges of knowledge, support organizational learning, and ulti...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17827994','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17827994"><span><span class="hlt">Strategy</span> <span class="hlt">development</span> for the implementation of telenursing in Korea.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Yun, Eun Kyoung; Park, Hyeoun-Ae</p> <p>2007-01-01</p> <p>This study aimed to evaluate the feasibility of telenursing, to analyze the issues that should be considered for the <span class="hlt">development</span> of telenursing in the future, and to provide efficient <span class="hlt">strategies</span> for the implementation of telenursing in Korea. The authors used the Delphi survey method and a strengths, weaknesses, opportunities, and threats analysis. A total of 30 experts and specialists in the field of nursing informatics and telemedicine contributed to a three-round Delphi survey. The results of the study suggest that telenursing can potentially be implemented in Korea. However, to implement telenursing in Korea, it is necessary to identify telenursing specialties, to construct an infrastructure within which telenursing can function, to <span class="hlt">develop</span> a business model, and to integrate <span class="hlt">strategies</span> with government plans to <span class="hlt">develop</span> the e-health industry. The issues that emerged as important requirements for the successful introduction of telenursing were classified as systematic, economic, societal, or technical. Issues such as driving force, target market, and expense sharing were examined in detail from both ideal and realistic points of view. The results of this study will enable health professionals to appreciate the feasibility of implementing telenursing in Korea. In addition, the study suggests that telenursing could be used efficiently in a variety of environments as a <span class="hlt">practical</span> <span class="hlt">strategy</span> to improve healthcare in Korea.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ENVIRONMENT+AND+OF+AND+LEARNING+AND+INCLUSIVE+AND+IN+AND+THE+AND+CLASSROOM&pg=2&id=EJ1141206','ERIC'); return false;" href="https://eric.ed.gov/?q=ENVIRONMENT+AND+OF+AND+LEARNING+AND+INCLUSIVE+AND+IN+AND+THE+AND+CLASSROOM&pg=2&id=EJ1141206"><span>An Examination of LGBTQ-Inclusive <span class="hlt">Strategies</span> Used by <span class="hlt">Practicing</span> Music Educators</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Garrett, Matthew L.; Spano, Fred P.</p> <p>2017-01-01</p> <p>The purpose of this research was to examine LGBTQ-inclusive <span class="hlt">strategies</span> used by <span class="hlt">practicing</span> music educators in the United States. Participants (N = 300) in a nonprobabilistic sample completed a survey inquiring as to their comfort using LGBTQ-inclusive <span class="hlt">strategies</span> in a school music class, their perceptions of barriers to LGBTQ inclusion, and whether…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29708368','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29708368"><span>Helping veterans achieve work: A Veterans Health Administration nationwide survey examining effective job <span class="hlt">development</span> <span class="hlt">practices</span> in the community.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kukla, Marina; McGuire, Alan B; Strasburger, Amy M; Belanger, Elizabeth; Bakken, Shana K</p> <p>2018-06-01</p> <p>Veterans Health Administration vocational services assist veterans with mental illness to acquire jobs; one major component of these services is job <span class="hlt">development</span>. The purpose of this study was to characterize the nature of effective job <span class="hlt">development</span> <span class="hlt">practices</span> and to examine perceptions and intensity of job <span class="hlt">development</span> services. A national mixed-methods online survey of 233 Veterans Health Administration vocational providers collected data regarding frequency of employer contacts, perceptions of job <span class="hlt">development</span> ease/difficulty, and effective job <span class="hlt">development</span> <span class="hlt">practices</span> when dealing with employers. Qualitative responses elucidating effective <span class="hlt">practices</span> were analyzed using content analysis. Vocational providers had a modest number of job <span class="hlt">development</span> employer contacts across 2 weeks (M = 11.0, SD = 10.6) and fewer were face-to-face (M = 7.6, SD = 8.4). Over 70% of participants perceived job <span class="hlt">development</span> to be difficult. Six major themes emerged regarding effective job <span class="hlt">development</span> <span class="hlt">practices</span> with employers: using an employer-focused approach; utilizing a targeted marketing <span class="hlt">strategy</span>; engaging in preparation and follow-up; going about the employer interaction with genuineness, resilience, and a strong interpersonal orientation; serving as an advocate for veterans and educator of employers; utilizing specific employer-tailored <span class="hlt">strategies</span>, such as arranging a one-on-one meeting with a decision maker and touring the business, individualizing a prescripted sales pitch, connecting on a personal level, and engaging in ongoing communication to solidify the working relationship. Respondents highlight several potentially effective job <span class="hlt">development</span> <span class="hlt">strategies</span>; tools and resources may be <span class="hlt">developed</span> around these <span class="hlt">strategies</span> to bolster job <span class="hlt">development</span> implementation and allow opportunities for fruitful employer interactions. (PsycINFO Database Record (c) 2018 APA, all rights reserved).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16084124','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16084124"><span>Bedside, classroom and bench: collaborative <span class="hlt">strategies</span> to generate evidence-based knowledge for nursing <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Weaver, Charlotte A; Warren, Judith J; Delaney, Connie</p> <p>2005-12-01</p> <p>The rise of evidence-base <span class="hlt">practice</span> (EBP) as a standard for care delivery is rapidly emerging as a global phenomenon that is transcending political, economic and geographic boundaries. Evidence-based nursing (EBN) addresses the growing body of nursing knowledge supported by different levels of evidence for best <span class="hlt">practices</span> in nursing care. Across all health care, including nursing, we face the challenge of how to most effectively close the gap between what is known and what is <span class="hlt">practiced</span>. There is extensive literature on the barriers and difficulties of translating research findings into <span class="hlt">practical</span> application. While the literature refers to this challenge as the "Bench to Bedside" lag, this paper presents three collaborative <span class="hlt">strategies</span> that aim to minimize this gap. The Bedside <span class="hlt">strategy</span> proposes to use the data generated from care delivery and captured in the massive data repositories of electronic health record (EHR) systems as empirical evidence that can be analysed to discover and then inform best <span class="hlt">practice</span>. In the Classroom <span class="hlt">strategy</span>, we present a description for how evidence-based nursing knowledge is taught in a baccalaureate nursing program. And finally, the Bench <span class="hlt">strategy</span> describes applied informatics in converting paper-based EBN protocols into the workflow of clinical information systems. Protocols are translated into reference and executable knowledge with the goal of placing the latest scientific knowledge at the fingertips of front line clinicians. In all three <span class="hlt">strategies</span>, information technology (IT) is presented as the underlying tool that makes this rapid translation of nursing knowledge into <span class="hlt">practice</span> and education feasible.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Posttest+AND+controlled+AND+group&pg=5&id=EJ1160141','ERIC'); return false;" href="https://eric.ed.gov/?q=Posttest+AND+controlled+AND+group&pg=5&id=EJ1160141"><span>Efficacy of Self-Regulated <span class="hlt">Strategy</span> <span class="hlt">Development</span> Instruction for <span class="hlt">Developing</span> Writers with and without Disabilities in Rural Schools: A Randomized Controlled Trial</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mason, Linda H.; Cramer, Anne Mong; Garwood, Justin D.; Varghese, Cheryl; Hamm, Jill; Murray, Allen</p> <p>2017-01-01</p> <p>A workshop with virtual consultation <span class="hlt">practice</span>-based professional <span class="hlt">development</span> model for self-regulated <span class="hlt">strategy</span> <span class="hlt">development</span> persuasive writing instruction was evaluated in a randomized controlled trial. Nineteen general education teachers and 564 Grade 5 and 6 students in 16 low-wealth rural schools participated. Following training, teachers…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26107273','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26107273"><span>Transition to adult care in pediatric solid-organ transplant: <span class="hlt">development</span> of a <span class="hlt">practice</span> guideline.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gold, Anna; Martin, Kathy; Breckbill, Katie; Avitzur, Yaron; Kaufman, Miriam</p> <p>2015-06-01</p> <p>Transition to adult-centered care is becoming an increasingly important area of <span class="hlt">practice</span> in pediatric organ transplant. Standardized, best-<span class="hlt">practice</span> guidelines are needed to assist transplant practitioners in providing optimal transitional care for this population of patients. To describe the <span class="hlt">development</span> and implementation of a <span class="hlt">practice</span> guideline for the transitional care of pediatric transplant recipients. A quality improvement project was undertaken in a pediatric multiorgan transplant program setting. <span class="hlt">Strategies</span> employed included (1) creation of an interdisciplinary working group, (2) survey of transition-related <span class="hlt">practices</span> and learning needs of transplant practitioners, (3) review of the literature and existing transition-related materials, and (4) creation of transition guidelines. An interdisciplinary survey of transplant practitioners at our institution identified <span class="hlt">practice</span> strengths related to transitional care and learning needs. Review of relevant literature and other materials revealed limited but emerging research related to the transition of pediatric transplant recipients from pediatric to adult care. Existing transition tools were examined and applicable items identified. A <span class="hlt">practice</span> guideline for use with pediatric transplant recipients transitioning to adult care was <span class="hlt">developed</span>. <span class="hlt">Strategies</span> to educate staff about the guideline and promote ongoing guideline use were implemented. Preparing pediatric transplant recipients and their families for transition to adult-centered care is an emerging challenge for transplant teams. These guidelines provide practitioners with a developmentally sensitive overview of important transition-related domains and <span class="hlt">strategies</span> directed toward patients and their caregivers, who may experience the process of transition differently. Dissemination of the pediatric transplant transition guideline will make transition information more widely available to transplant practitioners.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4008946','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4008946"><span>Patient and <span class="hlt">Practice</span> Perspectives on <span class="hlt">Strategies</span> for Controlling Blood Pressure, North Carolina, 2010–2012</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Vu, Maihan B.; Halladay, Jacqueline R.; Miller, Cassandra; Garcia, Beverly A.; Cummings, Doyle M.; Cene, Crystal W.; Hinderliter, Alan; Little, Edwin; Rachide, Marjorie; DeWalt, Darren</p> <p>2014-01-01</p> <p>Introduction Patient and <span class="hlt">practice</span> perspectives can inform <span class="hlt">development</span> of team-based approaches to improving blood pressure control in primary care. We used a community-based participatory research approach to assess patient and <span class="hlt">practice</span> perceptions regarding the value of team-based <span class="hlt">strategies</span> for controlling blood pressure in a rural North Carolina population from 2010 through 2012. Methods In-depth interviews were conducted with 41 adults with hypertension, purposely sampled to include diversity of sex, race, literacy, and blood pressure control, and with key office staff at 5 rural primary care <span class="hlt">practices</span> in the southeastern US “stroke belt.” Interviews explored barriers to controlling blood pressure, the practice’s role in controlling blood pressure, and opinions on the use of team care delivery. Results Patients reported that provider <span class="hlt">strategies</span> to optimize blood pressure control should include regular visits, medication adjustment, side-effect discussion, and behavioral counseling. When discussing team-based approaches to hypertension care, patients valued verbal encouragement, calls from the doctor’s office, and the opportunity to ask questions. However, they voiced concerns about the effect of having too many people involved in their care. <span class="hlt">Practice</span> staff focused on multiple, broad methods to control blood pressure including counseling, regular office visits, media to improve awareness, and support groups. An explicit focus of delivering care as teams was a newer concept. Conclusion When <span class="hlt">developing</span> a team approach to hypertension treatment, patients value high-quality communication and not losing their primary relationship with their provider. <span class="hlt">Practice</span> staff members were open to a team-based approach but had limited knowledge of what such an approach would entail. PMID:24762533</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009PhDT.......131G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009PhDT.......131G"><span>Virtual science instructional <span class="hlt">strategies</span>: A set of actual <span class="hlt">practices</span> as perceived by secondary science educators</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Gillette, Tammy J.</p> <p>2009-12-01</p> <p>The purpose of this proposed research study was to identify actual teaching <span class="hlt">practices</span>/instructional <span class="hlt">strategies</span> for online science courses. The identification of these teaching <span class="hlt">practices</span>/instructional <span class="hlt">strategies</span> could be used to compile a set of teaching <span class="hlt">practices</span>/instructional <span class="hlt">strategies</span> for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching <span class="hlt">practices</span>/instructional <span class="hlt">strategies</span> were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional <span class="hlt">strategies</span>, then discussed and elaborated on the science instructional <span class="hlt">strategies</span> used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional <span class="hlt">strategies</span> and the creation of a set of preferred instructional <span class="hlt">practices</span> for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching <span class="hlt">practices</span>, instructional <span class="hlt">strategies</span>, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching. There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1104838.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1104838.pdf"><span>Cross-Cultural Pedagogy: <span class="hlt">Practical</span> <span class="hlt">Strategies</span> for a Successful Interprofessional Study Abroad Course</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bai, Jieru; Larimer, Susan; Riner, Mary Beth</p> <p>2016-01-01</p> <p>This article discusses some <span class="hlt">practical</span> <span class="hlt">strategies</span> for designing and implementing a cross-cultural interprofessional study abroad course, including pre-departure preparation, facilitating small groups with local students, establishing a weekly theme, utilizing role-play and reflective assignments, and implementing meaningful evaluation <span class="hlt">strategies</span>.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29071805','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29071805"><span><span class="hlt">Practical</span> <span class="hlt">strategies</span> and perceptions from community pharmacists following their experiences with conducting pharmacy <span class="hlt">practice</span> research: a qualitative content analysis.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>De Vera, Mary A; Campbell, Natasha K J; Chhina, Harpreet; Galo, Jessica S; Marra, Carlo</p> <p>2017-10-26</p> <p>While prior research identified barriers to conducting research in community pharmacies, there remains a need to better understand facilitators to ensure successful collaborations between academic researchers and pharmacists. Our objective was to determine the experiences and perspectives of community pharmacists who have recently conducted a pharmacy <span class="hlt">practice</span>-based research study to gain in-depth understanding of challenges as well as facilitators and identify <span class="hlt">strategies</span> and solutions. We conducted a qualitative study involving one-on-one semi-structured telephone interviews with community pharmacists following the completion of a <span class="hlt">practice</span>-based research study in their pharmacies. Interview transcripts were analysed using inductive content analysis involving open coding, creating categories and abstraction into final themes. Eleven pharmacists participated in the qualitative interviews. We identified six major themes including: (1) barriers (e.g. time constraints); (2) facilitators (e.g. ideal pharmacy layout); (3) support and resources from academic researchers (e.g. helpfulness of training, easy-to-use study materials); (4) pharmacist-initiated <span class="hlt">strategies</span> for conducting research (beyond prior suggestions from researchers); (5) suggestions for future pharmacy <span class="hlt">practice</span> research; and (6) motivation for conducting pharmacy <span class="hlt">practice</span> research. These findings informed <span class="hlt">practical</span> <span class="hlt">strategies</span> targeted at academic researchers and pharmacists, respectively, to facilitate the conduct of research in community pharmacists across various stages of the research process. Our study adds to better understanding of community pharmacists' perspectives on conducting research and identifies <span class="hlt">practical</span> solutions that can be readily implemented by academic researchers and pharmacists participating in research. © 2017 Royal Pharmaceutical Society.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1466860','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1466860"><span>Opening the Black Box: Cognitive <span class="hlt">Strategies</span> in Family <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Christensen, Robert E.; Fetters, Michael D.; Green, Lee A.</p> <p>2005-01-01</p> <p>PURPOSE We wanted to describe the cognitive <span class="hlt">strategies</span> used by family physicians when structuring the decision-making tasks of an outpatient visit. METHODS This qualitative study used cognitive task analysis, a structured interview method in which a trained interviewer works individually with expert decision makers to capture their stages and elements of information processing. RESULTS Eighteen family physicians of varying levels of experience participated. Three dominant themes emerged: time pressure, a high degree of variation in task structuring, and varying degrees of task automatization. Based on these data and previous research from the cognitive sciences, we <span class="hlt">developed</span> a model of novice and expert approaches to decision making in primary care. The model illustrates differences in responses to unexpected opportunity in <span class="hlt">practice</span>, particularly the expert’s use of attentional surplus (reserve capacity to handle problems) vs the novice’s choice between taking more time or displacing another task. CONCLUSIONS Family physicians have specific, highly individualized cognitive task-structuring approaches and show the decision behavior features typical of expert decision makers in other fields. This finding places constraints on and suggests useful approaches for improving <span class="hlt">practice</span>. PMID:15798041</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/12448446','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/12448446"><span>Water and wastewater in <span class="hlt">developing</span> countries: present reality and <span class="hlt">strategy</span> for the future.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ujang, Z; Buckley, C</p> <p>2002-01-01</p> <p>This paper summarises the paper presentation sessions at the Conference, as well giving insights on the issues related to <span class="hlt">developing</span> countries. It also discusses the present status of <span class="hlt">practice</span> and research on water and wastewater management, and projected future scenario based not only on the papers presented in the Conference, but also on other sources. The <span class="hlt">strategy</span> is presented to overcome many problems in <span class="hlt">developing</span> countries such as rapid urbanization, industrialization, population growth, financial and institutional problems and, depleting water resources. The <span class="hlt">strategy</span> consists of Integrated Urban Water Management (IUWM), cleaner industrial production, waste minimisation and financial arrangements.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3022701','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3022701"><span>Intervention mapping for the <span class="hlt">development</span> of a <span class="hlt">strategy</span> to implement the insurance medicine guidelines for depression</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2011-01-01</p> <p>Background This article describes the <span class="hlt">development</span> of a <span class="hlt">strategy</span> to implement the insurance medicine guidelines for depression. Use of the guidelines is intended to result in more transparent and uniform assessment of claimants with depressive symptoms. Methods The implementation <span class="hlt">strategy</span> was <span class="hlt">developed</span> using the Intervention Mapping (IM) method for alignment with insurance-medical <span class="hlt">practice</span>. The ASE behavioural explanation model (Attitude, Social Influence and Self-Efficacy) was used as theoretical basis for the <span class="hlt">development</span> work. A literature study of implementation <span class="hlt">strategies</span> and interviews with insurance physicians were performed to <span class="hlt">develop</span> instruments for use with the guideline. These instruments were designed to match the needs and the working circumstances of insurance physicians. Performance indicators to measure the quality of the assessment and the adherence to the guidelines were defined with input from insurance physicians. Results This study resulted in the <span class="hlt">development</span> of a training course to teach insurance physicians how to apply the guidelines for depression, using the aforementioned instruments. The efficacy of this training course will be evaluated in a Randomized Controlled Trial. Conclusions The use of IM made it possible to <span class="hlt">develop</span> guideline support instruments tailored to insurance medical <span class="hlt">practice</span>. PMID:21208413</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active"><span>7</span></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_7 --> <div id="page_8" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="141"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3896537','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3896537"><span><span class="hlt">Strategies</span> for Achieving Whole-<span class="hlt">Practice</span> Engagement and Buy-in to the Patient-Centered Medical Home</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Bleser, William K.; Miller-Day, Michelle; Naughton, Dana; Bricker, Patricia L.; Cronholm, Peter F.; Gabbay, Robert A.</p> <p>2014-01-01</p> <p>PURPOSE The current model of primary care in the United States limits physicians’ ability to offer high-quality care. The patient-centered medical home (PCMH) shows promise in addressing provision of high-quality care, but achieving a PCMH <span class="hlt">practice</span> model often requires comprehensive organizational change. Guided by Solberg’s conceptual framework for <span class="hlt">practice</span> improvement, which argues for shared prioritization of improvement and change, we describe <span class="hlt">strategies</span> for obtaining organizational buy-in to and whole-staff engagement of PCMH transformation and <span class="hlt">practice</span> improvement. METHODS Semistructured interviews with 136 individuals and 7 focus groups involving 48 individuals were conducted in 20 small- to mid-sized medical <span class="hlt">practices</span> in Pennsylvania during the first regional rollout of a statewide PCMH initiative. For this study, we analyzed interview transcripts, monthly narrative reports, and observer notes from site visits to identify discourse pertaining to organizational buy-in and <span class="hlt">strategies</span> for securing buy-in from personnel. Using a consensual qualitative research approach, data were reduced, synthesized, and managed using qualitative data management and analysis software. RESULTS We identified 13 distinct <span class="hlt">strategies</span> used to obtain <span class="hlt">practice</span> buy-in, reflecting 3 overarching lessons that facilitate <span class="hlt">practice</span> buy-in: (1) effective communication and internal PCMH campaigns, (2) effective resource utilization, and (3) creation of a team environment. CONCLUSION Our study provides a list of <span class="hlt">strategies</span> useful for facilitating PCMH transformation in primary care. These <span class="hlt">strategies</span> can be investigated empirically in future research, used to guide medical <span class="hlt">practices</span> undergoing or considering PCMH transformation, and used to inform health care policy makers. Our study findings also extend Solberg’s conceptual framework for <span class="hlt">practice</span> improvement to include buy-in as a necessary condition across all elements of the change process. PMID:24445102</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/9528530','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/9528530"><span><span class="hlt">Developing</span> the skills required for evidence-based <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>French, B</p> <p>1998-01-01</p> <p>The current health care environment requires practitioners with the skills to find and apply the best currently available evidence for effective health care, to contribute to the <span class="hlt">development</span> of evidence-based <span class="hlt">practice</span> protocols, and to evaluate the impact of utilizing validated research findings in <span class="hlt">practice</span>. Current approaches to teaching research are based mainly on gaining skills by participation in the research process. Emphasis on the requirement for rigour in the process of creating new knowledge is assumed to lead to skill in the process of using research information created by others. This article reflects upon the requirements for evidence-based <span class="hlt">practice</span>, and the degree to which current approaches to teaching research prepare practitioners who are able to find, evaluate and best use currently available research information. The potential for using the principles of systematic review as a teaching and learning <span class="hlt">strategy</span> for research is explored, and some of the possible strengths and weakness of this approach are highlighted.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Mental+AND+Practice&id=EJ966690','ERIC'); return false;" href="https://eric.ed.gov/?q=Mental+AND+Practice&id=EJ966690"><span>A Comparative Investigation of Mental <span class="hlt">Practice</span> <span class="hlt">Strategies</span> Used by Collegiate-Level Cello Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McHugh-Grifa, Abigail</p> <p>2011-01-01</p> <p>The purpose of this study was to compare the relative effectiveness of three "mental" <span class="hlt">practice</span> <span class="hlt">strategies</span>: 1) silent, motionless mental <span class="hlt">practice</span>, 2) singing/vocalizing, and 3) playing "air cello." Traditional physical <span class="hlt">practice</span> was used as a control condition. Twelve collegiate-level cellists participated in the experiment, from which improvement…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1313245','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1313245"><span><span class="hlt">Development</span> of a thyroid function <span class="hlt">strategy</span> for general <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Ramachandran, S; Milles, J J; Wells, M B; Hall, R A</p> <p>1998-01-01</p> <p>A study was carried out to investigate a thyroid stimulating hormone (TSH) frontline <span class="hlt">strategy</span> that could potentially result in a more straightforward interpretation of thyroid function tests, a reduction in the number of inappropriate referrals to medical outpatients, an improvement in the 'turnaround time' of results, and a reduction in the number of unnecessary tests carried out, thereby reducing costs. PMID:10071403</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Development+AND+social+AND+emotional+AND+strategies&pg=6&id=EJ917909','ERIC'); return false;" href="https://eric.ed.gov/?q=Development+AND+social+AND+emotional+AND+strategies&pg=6&id=EJ917909"><span>Teacher <span class="hlt">Strategies</span> for Effective Intervention with Students Presenting Social, Emotional and Behavioural Difficulties: Implications for Policy and <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Cooper, Paul</p> <p>2011-01-01</p> <p>In this paper some key <span class="hlt">practice</span> and policy implications emerging from a review of literature on effective teacher <span class="hlt">strategies</span> for social, emotional and behavioural difficulties are set out. Particular attention is given to implications in relation to the <span class="hlt">development</span> of teachers' skills.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28937841','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28937841"><span>Implementation <span class="hlt">Strategies</span> for Gender-Sensitive Public Health <span class="hlt">Practice</span>: A European Workshop.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Oertelt-Prigione, Sabine; Dalibert, Lucie; Verdonk, Petra; Stutz, Elisabeth Zemp; Klinge, Ineke</p> <p>2017-11-01</p> <p>Providing a robust scientific background for the focus on gender-sensitive public health and a systematic approach to its implementation. Within the FP7-EUGenMed project ( http://eugenmed.eu ) a workshop on sex and gender in public health was convened on February 2-3, 2015. The experts participated in moderated discussion rounds to (1) assemble available knowledge and (2) identify structural influences on <span class="hlt">practice</span> implementation. The findings were summarized and analyzed in iterative rounds to define overarching <span class="hlt">strategies</span> and principles. The participants discussed the rationale for implementing gender-sensitive public health and identified priorities and key stakeholders to engage in the process. Communication <span class="hlt">strategies</span> and specific promotion <span class="hlt">strategies</span> with distinct stakeholders were defined. A comprehensive list of gender-sensitive <span class="hlt">practices</span> was established using the recently published taxonomy of the Expert Recommendations for Implementing Change (ERIC) project as a blueprint. A clearly defined implementation <span class="hlt">strategy</span> should be mandated for all new projects in the field of gender-sensitive public health. Our tool can support researchers and practitioners with the analysis of current and past research as well as with the planning of new projects.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Metacognition&pg=5&id=EJ1046998','ERIC'); return false;" href="https://eric.ed.gov/?q=Metacognition&pg=5&id=EJ1046998"><span>Guided Metacognition in Instrumental <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hart, John T., Jr.</p> <p>2014-01-01</p> <p>Ensemble directors have a special interest in helping students learn to <span class="hlt">practice</span> effectively. <span class="hlt">Practice</span> is also an essential component of musical <span class="hlt">development</span>. Music educators need to both teach effective <span class="hlt">practice</span> <span class="hlt">strategies</span> and guide students toward meaningful, thoughtful <span class="hlt">practice</span>. Metacognition <span class="hlt">strategies</span> are one way to accomplish this. Current…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5643841','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5643841"><span>Expert Search <span class="hlt">Strategies</span>: The Information Retrieval <span class="hlt">Practices</span> of Healthcare Information Professionals</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2017-01-01</p> <p>Background Healthcare information professionals play a key role in closing the knowledge gap between medical research and clinical <span class="hlt">practice</span>. Their work involves meticulous searching of literature databases using complex search <span class="hlt">strategies</span> that can consist of hundreds of keywords, operators, and ontology terms. This process is prone to error and can lead to inefficiency and bias if performed incorrectly. Objective The aim of this study was to investigate the search behavior of healthcare information professionals, uncovering their needs, goals, and requirements for information retrieval systems. Methods A survey was distributed to healthcare information professionals via professional association email discussion lists. It investigated the search tasks they undertake, their techniques for search <span class="hlt">strategy</span> formulation, their approaches to evaluating search results, and their preferred functionality for searching library-style databases. The popular literature search system PubMed was then evaluated to determine the extent to which their needs were met. Results The 107 respondents indicated that their information retrieval process relied on the use of complex, repeatable, and transparent search <span class="hlt">strategies</span>. On average it took 60 minutes to formulate a search <span class="hlt">strategy</span>, with a search task taking 4 hours and consisting of 15 <span class="hlt">strategy</span> lines. Respondents reviewed a median of 175 results per search task, far more than they would ideally like (100). The most desired features of a search system were merging search queries and combining search results. Conclusions Healthcare information professionals routinely address some of the most challenging information retrieval problems of any profession. However, their needs are not fully supported by current literature search systems and there is demand for improved functionality, in particular regarding the <span class="hlt">development</span> and management of search <span class="hlt">strategies</span>. PMID:28970190</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29940960','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29940960"><span><span class="hlt">Development</span> of <span class="hlt">practice</span> and consensus-based <span class="hlt">strategies</span> including a treat-to-target approach for the management of moderate and severe juvenile dermatomyositis in Germany and Austria.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hinze, Claas H; Oommen, Prasad T; Dressler, Frank; Urban, Andreas; Weller-Heinemann, Frank; Speth, Fabian; Lainka, Elke; Brunner, Jürgen; Fesq, Heike; Foell, Dirk; Müller-Felber, Wolfgang; Neudorf, Ulrich; Rietschel, Christoph; Schwarz, Tobias; Schara, Ulrike; Haas, Johannes-Peter</p> <p>2018-06-25</p> <p>Juvenile dermatomyositis (JDM) is the most common inflammatory myopathy in childhood and a major cause of morbidity among children with pediatric rheumatic diseases. The management of JDM is very heterogeneous. The JDM working group of the Society for Pediatric Rheumatology (GKJR) aims to define consensus- and <span class="hlt">practice</span>-based <span class="hlt">strategies</span> in order to harmonize diagnosis, treatment and monitoring of JDM. The JDM working group was established in 2015 consisting of 23 pediatric rheumatologists, pediatric neurologists and dermatologists with expertise in the management of JDM. Current <span class="hlt">practice</span> patterns of management in JDM had previously been identified via an online survey among pediatric rheumatologists and neurologists. Using a consensus process consisting of online surveys and a face-to-face consensus conference statements were defined regarding the diagnosis, treatment and monitoring of JDM. During the conference consensus was achieved via nominal group technique. Voting took place using an electronic audience response system, and at least 80% consensus was required for individual statements. Overall 10 individual statements were <span class="hlt">developed</span>, finally reaching a consensus of 92 to 100% regarding (1) establishing a diagnosis, (2) case definitions for the application of the <span class="hlt">strategies</span> (moderate and severe JDM), (3) initial diagnostic testing, (4) monitoring and documentation, (5) treatment targets within the context of a treat-to-target <span class="hlt">strategy</span>, (6) supportive therapies, (7) explicit definition of a treat-to-target <span class="hlt">strategy</span>, (8) various glucocorticoid regimens, including intermittent intravenous methylprednisolone pulse and high-dose oral glucocorticoid therapies with tapering, (9) initial glucocorticoid-sparing therapy and (10) management of refractory disease. Using a consensus process among JDM experts, statements regarding the management of JDM were defined. These statements and the <span class="hlt">strategies</span> aid in the management of patients with moderate and severe JDM.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24655218','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24655218"><span>Nurse managers' <span class="hlt">strategies</span> for feeling less drained by their work: an action research and reflection project for <span class="hlt">developing</span> emotional intelligence.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Taylor, Bev; Roberts, Sue; Smyth, Therese; Tulloch, Moira</p> <p>2015-10-01</p> <p>To raise nurse managers' critical awareness of <span class="hlt">practice</span> problems; uncover <span class="hlt">practice</span> constraints and improve work effectiveness. Nurse management requires skills and knowledge, underscored by emotional intelligence. The research improved participants' <span class="hlt">practice</span> and personal insights. Purposive sampling targeted nurse managers interested in improving their <span class="hlt">practice</span>. Three experienced female nurse managers met fortnightly in a group, for 1 hour, for 10 meetings. The methods included: writing and sharing de-identified journal reflections; critically analysing <span class="hlt">practice</span> stories; identifying a thematic concern; generating action <span class="hlt">strategies</span>; and instituting and revising the action plan. Phase One resulted in the identification of the issue of 'being drained by the intensity of nurse managers' work'. The participants adopted five <span class="hlt">strategies</span>: debriefing problematic situations; deflecting multiple requests; diffusing issues; naming dysfunctional behaviours; and regrouping. In Phase Two, participants implemented and revised the action plan <span class="hlt">strategies</span>, which resulted in them feeling less drained by their work. <span class="hlt">Strategies</span> can lessen nurse managers' sense of personal depletion. However, <span class="hlt">strategies</span> cannot guarantee success every time because the emotional intelligence is integral to nurse management. Action research and reflection assist nurse managers to improve their <span class="hlt">practice</span> and <span class="hlt">develop</span> their emotional intelligence. © 2014 John Wiley & Sons Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED577030.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED577030.pdf"><span>Scaling up Evidence-Based <span class="hlt">Practices</span>: <span class="hlt">Strategies</span> from Investing in Innovation (i3)</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>DeWire, Tom; McKithen, Clarissa; Carey, Rebecca</p> <p>2017-01-01</p> <p>What can the Investing in Innovation (i3) grantees tell us about scaling innovative educational <span class="hlt">practices</span>? The newly released white paper "Scaling Up Evidence-Based <span class="hlt">Practices</span>: <span class="hlt">Strategies</span> from Investing in Innovation (i3)" captures the experiences of nine grantees whose projects collectively have reached over 1.2 million students across…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/23427','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/23427"><span><span class="hlt">Developments</span> in weather responsive traffic management <span class="hlt">strategies</span>.</span></a></p> <p><a target="_blank" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2011-06-01</p> <p>This report provides a comprehensive overview of weather-responsive traffic management <span class="hlt">practices</span>. It focuses on what WRTM <span class="hlt">strategies</span> exist, where they have been used, the benefits realized, what improvements are needed, and how to implement and evalu...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26075594','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26075594"><span>Perceived Benefits and Drawbacks of Disclosure <span class="hlt">Practices</span>: An Analysis of PLWHAs' <span class="hlt">Strategies</span> for Disclosing HIV Status.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Catona, Danielle; Greene, Kathryn; Magsamen-Conrad, Kate</p> <p>2015-01-01</p> <p>People living with HIV/AIDS must make decisions about how, where, when, what, and to whom to disclose their HIV status. This study explores their perceptions of benefits and drawbacks of various HIV disclosure <span class="hlt">strategies</span>. The authors interviewed 53 people living with HIV/AIDS from a large AIDS service organization in a northeastern U.S. state and used a combination of deductive and inductive coding to analyze disclosure <span class="hlt">strategies</span> and advantages and disadvantages of disclosure <span class="hlt">strategies</span>. Deductive codes consisted of eight <span class="hlt">strategies</span> subsumed under three broad categories: mode (face-to-face, non-face-to-face, and third-party disclosure), context (setting, bringing a companion, and planning a time), and content (<span class="hlt">practicing</span> and incremental disclosure). Inductive coding identified benefits and drawbacks for enacting each specific disclosure <span class="hlt">strategy</span>. The discussion focuses on theoretical explanations for the reasons for and against disclosure <span class="hlt">strategy</span> enactment and the utility of these findings for <span class="hlt">practical</span> interventions concerning HIV disclosure <span class="hlt">practices</span> and decision making.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23782666','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23782666"><span>A <span class="hlt">practical</span> Israeli <span class="hlt">strategy</span> for appealing for organ donation.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ashkenazi, Tamar; Klein, Moti</p> <p>2013-06-01</p> <p>CONTEXT-Most reports on organ donation have been related to the importance of support for families, explanations of brain death, and the appeal for organ donation. In contrast, no reports have addressed organ donation from the perspective of intervention in cases of "sudden mourning" and the <span class="hlt">practical</span> aspects of how to facilitate donation in such cases. OBJECTIVE-To <span class="hlt">develop</span> a specific <span class="hlt">strategy</span> for professional intervention in cases of imminent death to bring the family to a state of cognitive and emotional preparedness that will enable them to accept the tragic news, donate organs, and then take leave of the deceased. METHOD-The <span class="hlt">strategy</span> presented here was <span class="hlt">developed</span> on the basis of the records of donor coordinators who documented their interaction with families; consultations with professionals in the fields of marketing, persuasion, and negotiating; research conducted on families who did or did not donate organs; and statements made by family members of donors in focus and support groups in more than 10 years. RESULTS-The strategic approach includes early-stage rules such as staff self-awareness, and then later, critical stages of the process that take place before and at the time of determination of brain death: preparation for and the notification of death itself and the request for organ donation, including persuasion skills, coping with resistance and expressions of anger, and physical leave-taking from the deceased. CONCLUSIONS-The flexible, strategic approach set out here is designed to maximize the chances of procuring organ donation while protecting the family's rights and welfare.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4155152','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4155152"><span>Pharmacists’ views on involvement in pharmacy <span class="hlt">practice</span> research: <span class="hlt">Strategies</span> for facilitating participation</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Armour, Carol; Brillant, Martha; Krass, Ines</p> <p></p> <p>In order for community pharmacy <span class="hlt">practice</span> to continue to evolve, pharmacy <span class="hlt">practice</span> research on potential new services is essential. This requires the active participation of community pharmacists. At present the level of involvement of community pharmacists in pharmacy <span class="hlt">practice</span> research is minimal. Objectives To ascertain the attitudes of a group of research-experienced community pharmacists towards participating in research; to investigate the barriers and facilitators to participation; to identify potential <span class="hlt">strategies</span> to increase the involvement of community pharmacists in research. Methods A focus group was conducted with a purposive sample of 11 research-experienced community pharmacists. A pharmacist academic moderated the focus group using a semi-structured interview guide. The participants were asked about their attitudes towards research, previous involvement in research, barriers to their involvement and <span class="hlt">strategies</span> to overcome these barriers. The session was audio-taped and notes were taken by an observer. Thematic analysis of the notes and audio-tape transcripts was conducted. Results Three themes emerged around pharmacists’ attitudes towards research: pharmacists’ perception of the purpose of research, pharmacists’ motivation for involvement in research, and pharmacists’ desired role in research. Barriers to research participation were grouped into four themes: pharmacists’ mindset, communication, infrastructure (time, money and staff), and skills/knowledge. <span class="hlt">Strategies</span> to address each of these barriers were suggested. Conclusions Participants recognised the importance of research towards advancing their profession and this was a motivating factor for involvement in research. They perceived their role in research primarily as data collection. A series of <span class="hlt">practical</span> <span class="hlt">strategies</span> to overcome the barriers to participation were offered that researchers may wish to consider when promoting research outcomes and designing research projects. PMID:25214919</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/12811877','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/12811877"><span>Shaping the future: a primary care research and <span class="hlt">development</span> <span class="hlt">strategy</span> for Scotland.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hannaford, P; Hunt, J; Sullivan, F; Wyke, S</p> <p>1999-09-01</p> <p>Primary care is at the centre of the National Health Service (NHS) in Scotland; however, its R & D capacity is insufficiently <span class="hlt">developed</span>. R&D is a potentially powerful way of improving the health and well-being of the population, and of securing high quality care for those who need it. In order to achieve this, any Scottish <span class="hlt">strategy</span> for primary care R&D should aim to <span class="hlt">develop</span> both a knowledge-based service and a research culture in primary care. In this way, decisions will be made based upon best available evidence, whatever the context. Building on existing <span class="hlt">practice</span> and resources within primary care research, this <span class="hlt">strategy</span> for achieving a thriving research culture in Scottish primary care has three key components: A Scottish School of Primary Care which will stimulate and co-ordinate a cohesive programme of research and training. A comprehensive system of funding for training and career <span class="hlt">development</span> which will ensure access to a range of research training which will ensure that Scotland secures effective leadership for its primary care R&D. Designated research and <span class="hlt">development</span> <span class="hlt">practices</span> (DRDPs) which will build on the work of existing research <span class="hlt">practices</span>, in the context of Local Health Care Co-operatives (LHCCs) and Primary Care Trusts (PCTs), to create a co-operative environment in which a range of primary care professionals can work together to improve their personal and teams' research skills, and to support research <span class="hlt">development</span> in their areas. A modest investment will create substantial increases in both the quality and quantity of research being undertaken in primary care. This investment should be targeted at both existing primary care professionals working in service settings in primary care, LHCCs and PCTs, and at centres of excellence (including University departments). A dual approach will foster collaboration and will allow existing centres of excellence both to undertake more primary care research and to support the <span class="hlt">development</span> of service based primary care</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19893996','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19893996"><span><span class="hlt">Strategies</span> for rehabilitation professionals to move evidence-based knowledge into <span class="hlt">practice</span>: a systematic review.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Menon, Anita; Korner-Bitensky, Nicol; Kastner, Monika; McKibbon, K Ann; Straus, Sharon</p> <p>2009-11-01</p> <p>Rehabilitation clinicians need to stay current regarding best <span class="hlt">practices</span>, especially since adherence to clinical guidelines can significantly improve patient outcomes. However, little is known about the benefits of knowledge translation interventions for these professionals. To examine the effectiveness of single or multi-component knowledge translation interventions for improving knowledge, attitudes, and <span class="hlt">practice</span> behaviors of rehabilitation clinicians. Systematic review of 7 databases conducted to identify studies evaluating knowledge translation interventions specific to occupational therapists and physical therapists. 12 studies met the eligibility criteria. For physical therapists, participation in an active multi-component knowledge translation intervention resulted in improved evidence-based knowledge and <span class="hlt">practice</span> behaviors compared with passive dissemination <span class="hlt">strategies</span>. These gains did not translate into change in clinicians' attitudes towards best <span class="hlt">practices</span>. For occupational therapists, no studies have examined the use of multi-component interventions; studies of single interventions suggest limited evidence of effectiveness for all outcomes measured. While this review suggests the use of active, multi-component knowledge translation interventions to enhance knowledge and <span class="hlt">practice</span> behaviors of physical therapists, additional research is needed to understand the impact of these <span class="hlt">strategies</span> on occupational therapists. Serious research gaps remain regarding which knowledge translation <span class="hlt">strategies</span> impact positively on patient outcomes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015JSTEd..26..139L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015JSTEd..26..139L"><span>Assessing Dimensions of Inquiry <span class="hlt">Practice</span> by Middle School Science Teachers Engaged in a Professional <span class="hlt">Development</span> Program</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lakin, Joni M.; Wallace, Carolyn S.</p> <p>2015-03-01</p> <p>Inquiry-based teaching promotes students' engagement in problem-solving and investigation as they learn science concepts. Current <span class="hlt">practice</span> in science teacher education promotes the use of inquiry in the teaching of science. However, the literature suggests that many science teachers hold incomplete or incorrect conceptions of inquiry. Teachers, therefore, may believe they are providing more inquiry experiences than they are, reducing the positive impact of inquiry on science interest and skills. Given the prominence of inquiry in professional <span class="hlt">development</span> experiences, educational evaluators need strong tools to detect intended use in the classroom. The current study focuses on the validity of assessments <span class="hlt">developed</span> for evaluating teachers' use of inquiry <span class="hlt">strategies</span> and classroom orientations. We explored the relationships between self-reported inquiry <span class="hlt">strategy</span> use, preferences for inquiry, knowledge of inquiry <span class="hlt">practices</span>, and related pedagogical content knowledge. Finally, we contrasted students' and teachers' reports of the levels of inquiry-based teaching in the classroom. Self-reports of inquiry use, especially one specific to the 5E instructional model, were useful, but should be interpreted with caution. Teachers tended to self-report higher levels of inquiry <span class="hlt">strategy</span> use than their students perceived. Further, there were no significant correlations between either knowledge of inquiry <span class="hlt">practices</span> or PCK and self-reported inquiry <span class="hlt">strategy</span> use.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27515942','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27515942"><span>Advancing Evidence-Based <span class="hlt">Practice</span> in Physical Therapy Settings: Multinational Perspectives on Implementation <span class="hlt">Strategies</span> and Interventions.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bernhardsson, Susanne; Lynch, Elizabeth; Dizon, Janine Margarita; Fernandes, Jasmin; Gonzalez-Suarez, Consuelo; Lizarondo, Lucylynn; Luker, Julie; Wiles, Louise; Grimmer, Karen</p> <p>2017-01-01</p> <p>It is of critical importance that findings from the wealth of clinical physical therapist research are transferred into clinical <span class="hlt">practice</span> without unnecessary delays. There is a lack of knowledge about <span class="hlt">strategies</span> that can be used to effectively implement physical therapist research findings and evidence-based <span class="hlt">practice</span> (EBP) into everyday clinical <span class="hlt">practice</span> in different national settings and contexts. The purpose of this article is to contribute to knowledge about effective <span class="hlt">strategies</span> for implementing EBP that have been studied in different national physical therapy settings. The specific aims of this article are to share experiences and provide a current multinational perspective on different approaches and <span class="hlt">strategies</span> for implementing EBP and to highlight important considerations and implications for both research and <span class="hlt">practice</span>. Six research studies from various settings in 3 countries are described and synthesized. Key characteristics of the studies and intervention components are tabulated and mapped to the Cochrane Effective <span class="hlt">Practice</span> and Organisation of Care taxonomy. Commonalities and differences are presented. The implementation <span class="hlt">strategies</span> described were: a theory-based guideline implementation tailored to identified barriers and facilitators; a multifaceted EBP training package; journal clubs; a multifaceted <span class="hlt">strategy</span> comprising contextualized procedures, protocols, and standardized resources; barrier identification, education, audit, feedback, and reminders; and contextualized guidelines. Commonalities were the use of a multifaceted approach, educational measures, and clinical guidelines. Key outcomes across the studies were improved attitudes and increased awareness, knowledge, skills, and confidence in EBP; better access to clinical <span class="hlt">practice</span> guidelines and other EBP resources; identification of barriers that could be targeted in future implementation activities; earlier referrals; and use of recommended outcome measures. The article can serve as a template for</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28156173','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28156173"><span>Using a Guided Journal Club as a Teaching <span class="hlt">Strategy</span> to Enhance Learning Skills for Evidence-Based <span class="hlt">Practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Szucs, Kimberly A; Benson, Jeryl D; Haneman, Brianne</p> <p>2017-04-01</p> <p>Journal clubs are used in both clinical and academic settings in order for clinicians and students to utilize current best-<span class="hlt">practices</span>, become competent in evidence based <span class="hlt">practice</span> and <span class="hlt">develop</span> critical appraisal skills. Journal clubs encourage students to <span class="hlt">practice</span> searching for relevant research, critically appraising articles, and contributing to open discussions with peers. Establishing the <span class="hlt">practice</span> of reading and critiquing literature in the classroom can enable the creation of a habit of using current evidence when students enter <span class="hlt">practice</span>. This article describes a <span class="hlt">strategy</span> for delivering a structured academic journal club to support the learning of evidence based <span class="hlt">practice</span> skills and students' perception of the journal club, including their overall satisfaction, knowledge base skills, and presentation skills. Students had an overall positive experience and perception of the guided journal club activity. From the instructor's perspective, this assignment was an excellent opportunity to engage students in learning the process of evidence based <span class="hlt">practice</span>.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active"><span>8</span></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_8 --> <div id="page_9" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="161"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27368311','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27368311"><span><span class="hlt">Developing</span> a Framework for Evaluating Ethical Outcomes of Good Participatory <span class="hlt">Practices</span> in TB Clinical Drug Trials.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>MacQueen, Kathleen M; Eley, Natalie T; Frick, Mike; Mingote, Laia Ruiz; Chou, Alicia; Seidel, Stephanie S; Hannah, Stacey; Hamilton, Carol</p> <p>2016-07-01</p> <p>Good Participatory <span class="hlt">Practice</span> Guidelines for TB Drug Trials (GPP-TB) were issued in 2012, based on similar guidelines for HIV prevention and reflecting growing acceptance of the importance of community engagement and participatory <span class="hlt">strategies</span> in clinical research. Though the need for such <span class="hlt">strategies</span> is clear, evaluation of the benefits and burdens are needed. Working with a diverse group of global TB stakeholders including advocates, scientists, and ethicists, we used a Theory of Change approach to <span class="hlt">develop</span> an evaluation framework for GPP-TB that includes a clearly defined ethical goal, a set of powerful <span class="hlt">strategies</span> derived from GPP-TB <span class="hlt">practices</span> for achieving the goal, and outcomes connecting <span class="hlt">strategies</span> to goal. The framework is a first step in systematically evaluating participatory research in clinical trials. © The Author(s) 2016.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29291679','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29291679"><span>Predicting Use of Outdoor Fall Prevention <span class="hlt">Strategies</span>: Considerations for Prevention <span class="hlt">Practices</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chippendale, Tracy</p> <p>2018-01-01</p> <p>Outdoor falls are just as common as indoor falls, but have received less attention in research and <span class="hlt">practice</span>. Behavioral <span class="hlt">strategies</span> play an important role in outdoor fall prevention. The purpose of this study was to examine predictors of <span class="hlt">strategy</span> use. Backward stepwise regression was used to study factors associated with use of outdoor fall prevention <span class="hlt">strategies</span> among a random sample ( N = 120) of community-dwelling seniors. Significant negative predictors of <span class="hlt">strategy</span> use included higher education levels ( p < .01) and living in an urban versus a suburban environment ( p < .01). Concern about falls and number of identified risks were positive predictors ( ps < .05). Differences were found between outdoor fallers and nonfallers in the use of three different types of <span class="hlt">strategies</span> ( ps < .05). There are some differences in the profiles of people who use and do not use outdoor fall prevention <span class="hlt">strategies</span>. Further study of additional factors is warranted.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1002147.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1002147.pdf"><span><span class="hlt">Practice</span> Brief: Faculty Perspectives on Professional <span class="hlt">Development</span> to Improve Efficacy when Teaching Students with Disabilities</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Park, Hye Jin; Roberts, Kelly D.; Stodden, Robert</p> <p>2012-01-01</p> <p>"Innovative and Sustainable Teaching Methods and <span class="hlt">Strategies</span>" project staff provided professional <span class="hlt">development</span> to instructional faculty to enhance their attitudes, knowledge, and skills in meeting the diverse needs of students with disabilities. This <span class="hlt">practice</span> brief describes one of the professional <span class="hlt">development</span> programs, delivered over the course of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=theory+AND+development+AND+research&pg=5&id=EJ906942','ERIC'); return false;" href="https://eric.ed.gov/?q=theory+AND+development+AND+research&pg=5&id=EJ906942"><span>Integrative Literature Review: Concept Mapping--A <span class="hlt">Strategy</span> to Support the <span class="hlt">Development</span> of <span class="hlt">Practice</span>, Research, and Theory within Human Resource <span class="hlt">Development</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Daley, Barbara J.; Conceicao, Simone C. O.; Mina, Liliana; Altman, Brian A.; Baldor, Maria; Brown, James</p> <p>2010-01-01</p> <p>The purpose of this integrative literature review is to summarize research on concept mapping and to offer ideas on how concept mapping can facilitate <span class="hlt">practice</span>, research, and theory <span class="hlt">development</span> within human resource <span class="hlt">development</span>. In this review, more than 300 articles, written in both English and Spanish, presented at two different concept mapping…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28970190','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28970190"><span>Expert Search <span class="hlt">Strategies</span>: The Information Retrieval <span class="hlt">Practices</span> of Healthcare Information Professionals.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Russell-Rose, Tony; Chamberlain, Jon</p> <p>2017-10-02</p> <p>Healthcare information professionals play a key role in closing the knowledge gap between medical research and clinical <span class="hlt">practice</span>. Their work involves meticulous searching of literature databases using complex search <span class="hlt">strategies</span> that can consist of hundreds of keywords, operators, and ontology terms. This process is prone to error and can lead to inefficiency and bias if performed incorrectly. The aim of this study was to investigate the search behavior of healthcare information professionals, uncovering their needs, goals, and requirements for information retrieval systems. A survey was distributed to healthcare information professionals via professional association email discussion lists. It investigated the search tasks they undertake, their techniques for search <span class="hlt">strategy</span> formulation, their approaches to evaluating search results, and their preferred functionality for searching library-style databases. The popular literature search system PubMed was then evaluated to determine the extent to which their needs were met. The 107 respondents indicated that their information retrieval process relied on the use of complex, repeatable, and transparent search <span class="hlt">strategies</span>. On average it took 60 minutes to formulate a search <span class="hlt">strategy</span>, with a search task taking 4 hours and consisting of 15 <span class="hlt">strategy</span> lines. Respondents reviewed a median of 175 results per search task, far more than they would ideally like (100). The most desired features of a search system were merging search queries and combining search results. Healthcare information professionals routinely address some of the most challenging information retrieval problems of any profession. However, their needs are not fully supported by current literature search systems and there is demand for improved functionality, in particular regarding the <span class="hlt">development</span> and management of search <span class="hlt">strategies</span>. ©Tony Russell-Rose, Jon Chamberlain. Originally published in JMIR Medical Informatics (http://medinform.jmir.org), 02.10.2017.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21483716','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21483716"><span><span class="hlt">Strategies</span> and <span class="hlt">practices</span> in off-label marketing of pharmaceuticals: a retrospective analysis of whistleblower complaints.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kesselheim, Aaron S; Mello, Michelle M; Studdert, David M</p> <p>2011-04-01</p> <p>Despite regulatory restrictions, off-label marketing of pharmaceutical products has been common in the US. However, the scope of off-label marketing remains poorly characterized. We <span class="hlt">developed</span> a typology for the <span class="hlt">strategies</span> and <span class="hlt">practices</span> that constitute off-label marketing. We obtained unsealed whistleblower complaints against pharmaceutical companies filed in US federal fraud cases that contained allegations of off-label marketing (January 1996-October 2010) and conducted structured reviews of them. We coded and analyzed the strategic goals of each off-label marketing scheme and the <span class="hlt">practices</span> used to achieve those goals, as reported by the whistleblowers. We identified 41 complaints arising from 18 unique cases for our analytic sample (leading to US$7.9 billion in recoveries). The off-label marketing schemes described in the complaints had three non-mutually exclusive goals: expansions to unapproved diseases (35/41, 85%), unapproved disease subtypes (22/41, 54%), and unapproved drug doses (14/41, 34%). Manufacturers were alleged to have pursued these goals using four non-mutually exclusive types of marketing <span class="hlt">practices</span>: prescriber-related (41/41, 100%), business-related (37/41, 90%), payer-related (23/41, 56%), and consumer-related (18/41, 44%). Prescriber-related <span class="hlt">practices</span>, the centerpiece of company <span class="hlt">strategies</span>, included self-serving presentations of the literature (31/41, 76%), free samples (8/41, 20%), direct financial incentives to physicians (35/41, 85%), and teaching (22/41, 54%) and research activities (8/41, 20%). Off-label marketing <span class="hlt">practices</span> appear to extend to many areas of the health care system. Unfortunately, the most common alleged off-label marketing <span class="hlt">practices</span> also appear to be the most difficult to control through external regulatory approaches.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28181277','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28181277"><span>The <span class="hlt">development</span> of professional <span class="hlt">practice</span> standards for Australian general <span class="hlt">practice</span> nurses.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Halcomb, Elizabeth; Stephens, Moira; Bryce, Julianne; Foley, Elizabeth; Ashley, Christine</p> <p>2017-08-01</p> <p>The aim of this study was to explore the current role of general <span class="hlt">practice</span> nurses and the scope of nursing <span class="hlt">practice</span> to inform the <span class="hlt">development</span> of national professional <span class="hlt">practice</span> standards for Australian general <span class="hlt">practice</span> nurses. Increasing numbers of nurses have been employed in Australian general <span class="hlt">practice</span> to meet the growing demand for primary care services. This has brought significant changes to the nursing role. Competency standards for nurses working in general <span class="hlt">practice</span> were first <span class="hlt">developed</span> in Australia in 2005, but limited attention has been placed on articulating the contemporary scope of <span class="hlt">practice</span> for nurses in this setting. Concurrent mixed methods design. Data collection was conducted during 2013-2014 and involved two online surveys of Registered and Enrolled Nurses currently working in general <span class="hlt">practice</span>, a series of 14 focus groups across Australia and a series of consultations with key experts. Data collection enabled the <span class="hlt">development</span> of 22 <span class="hlt">Practice</span> Standards separated into four domains: (i) Professional <span class="hlt">Practice</span>; (ii) Nursing Care; (iii) General <span class="hlt">Practice</span> Environment and (iv) Collaborative <span class="hlt">Practice</span>. To differentiate the variations in enacting these Standards, performance indicators for the Enrolled Nurse, Registered Nurse and Registered Nurse Advanced <span class="hlt">Practice</span> are provided under each Standard. The <span class="hlt">development</span> of national professional <span class="hlt">practice</span> standards for nurses working in Australian general <span class="hlt">practice</span> will support ongoing workforce <span class="hlt">development</span>. These Standards are also an important means of articulating the role and scope of the nurses' <span class="hlt">practice</span> for both consumers and other health professionals, as well as being a guide for curriculum <span class="hlt">development</span> and measurement of performance. © 2017 John Wiley & Sons Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2011JSTEd..22..203S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2011JSTEd..22..203S"><span>Exploring a Model of Situated Professional <span class="hlt">Development</span>: Impact on Classroom <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Singer, Jonathan; Lotter, Christine; Feller, Robert; Gates, Harry</p> <p>2011-04-01</p> <p>A hallmark of current science education reform involves teaching through inquiry. However, the widespread use of inquiry-based instruction in many classrooms has not occurred (Roehrig and Luft in Int J Sci Educ 26:3-24, 2004; Schneider et al. in J Res Sci Teach 42:283-312, 2005). The purpose of this study was to investigate the impact of a professional <span class="hlt">development</span> program on middle school science teachers' ability to enact inquiry-based pedagogical <span class="hlt">practices</span>. Data were generated through evaluation of teacher <span class="hlt">practice</span> using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al. in School Sci Math 102:245-253, 2002) at three distinct junctures, before, during, and after the professional <span class="hlt">development</span> treatment. Analysis of teacher-participant post-institute reflections was then utilized to determine the perceived role of the various institute components. Statistical significant changes in RTOP scores indicated that the teachers were able to successfully transfer the enactment of the inquiry-based <span class="hlt">practices</span> into their classrooms. The subsequent discussion provides connection between these pedagogical changes with use of professional <span class="hlt">development</span> <span class="hlt">strategies</span> that provide a situated learning environment.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29100551','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29100551"><span>Beyond "implementation <span class="hlt">strategies</span>": classifying the full range of <span class="hlt">strategies</span> used in implementation science and <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Leeman, Jennifer; Birken, Sarah A; Powell, Byron J; Rohweder, Catherine; Shea, Christopher M</p> <p>2017-11-03</p> <p><span class="hlt">Strategies</span> are central to the National Institutes of Health's definition of implementation research as "the study of <span class="hlt">strategies</span> to integrate evidence-based interventions into specific settings." Multiple scholars have proposed lists of the <span class="hlt">strategies</span> used in implementation research and <span class="hlt">practice</span>, which they increasingly are classifying under the single term "implementation <span class="hlt">strategies</span>." We contend that classifying all <span class="hlt">strategies</span> under a single term leads to confusion, impedes synthesis across studies, and limits advancement of the full range of <span class="hlt">strategies</span> of importance to implementation. To address this concern, we offer a system for classifying implementation <span class="hlt">strategies</span> that builds on Proctor and colleagues' (2013) reporting guidelines, which recommend that authors not only name and define their implementation <span class="hlt">strategies</span> but also specify who enacted the <span class="hlt">strategy</span> (i.e., the actor) and the level and determinants that were targeted (i.e., the action targets). We build on Wandersman and colleagues' Interactive Systems Framework to distinguish <span class="hlt">strategies</span> based on whether they are enacted by actors functioning as part of a Delivery, Support, or Synthesis and Translation System. We build on Damschroder and colleague's Consolidated Framework for Implementation Research to distinguish the levels that <span class="hlt">strategies</span> target (intervention, inner setting, outer setting, individual, and process). We then draw on numerous resources to identify determinants, which are conceptualized as modifiable factors that prevent or enable the adoption and implementation of evidence-based interventions. Identifying actors and targets resulted in five conceptually distinct classes of implementation <span class="hlt">strategies</span>: dissemination, implementation process, integration, capacity-building, and scale-up. In our descriptions of each class, we identify the level of the Interactive System Framework at which the <span class="hlt">strategy</span> is enacted (actors), level and determinants targeted (action targets), and outcomes used to</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17922194','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17922194"><span>A <span class="hlt">strategy</span> to improve priority setting in <span class="hlt">developing</span> countries.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kapiriri, Lydia; Martin, Douglas K</p> <p>2007-09-01</p> <p>Because the demand for health services outstrips the available resources, priority setting is one of the most difficult issues faced by health policy makers, particularly those in <span class="hlt">developing</span> countries. Priority setting in <span class="hlt">developing</span> countries is fraught with uncertainty due to lack of credible information, weak priority setting institutions, and unclear priority setting processes. Efforts to improve priority setting in these contexts have focused on providing information and tools. In this paper we argue that priority setting is a value laden and political process, and although important, the available information and tools are not sufficient to address the priority setting challenges in <span class="hlt">developing</span> countries. Additional complementary efforts are required. Hence, a <span class="hlt">strategy</span> to improve priority setting in <span class="hlt">developing</span> countries should also include: (i) capturing current priority setting <span class="hlt">practices</span>, (ii) improving the legitimacy and capacity of institutions that set priorities, and (iii) <span class="hlt">developing</span> fair priority setting processes.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED221894.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED221894.pdf"><span>A Survey of <span class="hlt">Practices</span> and <span class="hlt">Strategies</span> for Marketing Communication Majors.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gray, Philip A.; Wilson, Gerald L.</p> <p></p> <p>Fifty college speech departments responded to a survey intended to discover some of the common <span class="hlt">practices</span> and <span class="hlt">strategies</span> for marketing undergraduate speech communication majors. The results indicated that the most frequent name for the departments responding was "Communication" rather than "Speech Communication," completely the opposite of what was…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=family+AND+adoptive+AND+birth+AND+parents&pg=4&id=ED410065','ERIC'); return false;" href="https://eric.ed.gov/?q=family+AND+adoptive+AND+birth+AND+parents&pg=4&id=ED410065"><span>Launching a Baby's Adoption: <span class="hlt">Practical</span> <span class="hlt">Strategies</span> for Parents and Professionals.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Johnston, Patricia Irwin</p> <p></p> <p>Intended for adoptive parents and adoption practitioners and intermediaries, this book uses the metaphor of space exploration to provide <span class="hlt">practical</span> <span class="hlt">strategies</span> for meeting the adopted infant's needs and smoothing the transition. Chapter 1, "Mission: To Explore New Worlds," discusses adoptive and birth parent preparation, loss issues, and society's…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4582744','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4582744"><span>Factors influencing pharmacy students’ attitudes towards pharmacy <span class="hlt">practice</span> research and <span class="hlt">strategies</span> for promoting research interest in pharmacy <span class="hlt">practice</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Kritikos, Vicky S.; Saini, Bandana; Carter, Stephen; Moles, Rebekah J.; Krass, Ines</p> <p>2015-01-01</p> <p>Objectives: To (1) investigate the relationships between students’ characteristics and their (a) perceptions of research in general and (b) attitudes towards pharmacy <span class="hlt">practice</span> research; (2) identify <span class="hlt">strategies</span> that could be used by pharmacy educators to promote research interest in pharmacy <span class="hlt">practice</span>; and (3) identify perceived barriers to the pursuit or completion of a pharmacy <span class="hlt">practice</span> research degree. Methods: A survey was administered to all students enrolled in each year of the four-year pharmacy undergraduate program, University of Sydney, Australia. Perceptions of research in general were measured using 4 items on a five-point semantic-differential scale and attitudes towards pharmacy <span class="hlt">practice</span> research were measured using 16 items on a five-point Likert scale. Student characteristics were also collected as were responses to open-ended questions which were analysed using content analysis. Results: In total 853 students participated and completed the survey (83% response rate). Participants’ characteristics were associated with some but not all aspects of research and pharmacy <span class="hlt">practice</span> research. It appeared that positive attitudes and perspectives were influenced strongly by exposure to the ‘research’ process through projects, friends or mentors, previous degrees or having future intentions to pursue a research degree. Results from both the quantitative and qualitative analyses suggest positive attitudes and perceptions of research can be nurtured through the formal inclusion in research processes, particularly the utility of <span class="hlt">practice</span> research in clinical <span class="hlt">practice</span> across the four years of study. Participants indicated there was a lack of awareness of the needs, benefits and career opportunities associated with pharmacy <span class="hlt">practice</span> research and voiced clear impediments in their career path with respect to the choice of <span class="hlt">practice</span> research-related careers. Conclusions: Future research should investigate changes in perceptions and attitudes in a single cohort</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014PhDT........50J','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014PhDT........50J"><span>The impact of professional <span class="hlt">development</span> on classroom teaching for science educators participating in a long term community of <span class="hlt">practice</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Jensen, Aaron C.</p> <p></p> <p>Efforts to modify and improve science education in the United States have seen minimal success (Crawford, 2000; Borko & Putman, 1996; Puntambekar, Stylianou & Goldstein, 2007; Lustick, 2011). One important reason for this is the professional <span class="hlt">development</span> that teachers go through in order to learn about and apply these new ideas is generally of poor quality and structured incorrectly for long-term changes in the classroom (Little, 1993; Fullen, 1996; Porter, 2000; Jeanpierre, Oberhauser, & Freeman, 2005). This grounded theory study explores a science community of <span class="hlt">practice</span> and how the professional <span class="hlt">development</span> achieved through participation in that community has effected the instruction of the teachers involved, specifically the incorporation of researched based effective science teaching instructional <span class="hlt">strategies</span>. This study uses personal reflection papers written by the participants, interviews, and classroom observations to understand the influence that the science community of <span class="hlt">practice</span> has had on the participants. Results indicate that participation in this science community of <span class="hlt">practice</span> has significant impact on the teachers involved. Participants gained greater understanding of science content knowledge, incorporated effective science instructional <span class="hlt">strategies</span> into their classroom, and were able to <span class="hlt">practice</span> both content knowledge and <span class="hlt">strategies</span> in a non-threatening environment thus gaining a greater understanding of how to apply them in the classrooms. These findings motivate continued research in the role that communities of <span class="hlt">practice</span> may play in teacher professional <span class="hlt">develop</span> and the effectiveness of quality professional <span class="hlt">development</span> in attaining long-term, sustained improvement in science education.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=real+AND+time+AND+protocol&pg=5&id=ED495318','ERIC'); return false;" href="https://eric.ed.gov/?q=real+AND+time+AND+protocol&pg=5&id=ED495318"><span>Effective Superintendent-School Board <span class="hlt">Practices</span>: <span class="hlt">Strategies</span> for <span class="hlt">Developing</span> and Maintaining Good Relationships with Your Board</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Townsend, Rene S.; Johnston, Gloria L.; Gross, Gwen E.; Lynch, Peggy; Garcy, Lorraine M.; Roberts, Benita B.; Novotney, Patricia B.</p> <p>2006-01-01</p> <p>Foster a strong superintendent-school board relationship centered on quality teaching and learning! This book helps current and future superintendents and school board members <span class="hlt">develop</span> an effective governance team that prioritizes quality teaching and learning. Designed for <span class="hlt">practicing</span> and aspiring superintendents and school board members, this…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26506498','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26506498"><span>[General <span class="hlt">Strategies</span> for Implementation of Clinical <span class="hlt">Practice</span> Guidelines].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Valenzuela-Flores, Adriana Abigail; Viniegra-Osorio, Arturo; Torres-Arreola, Laura Laura</p> <p>2015-01-01</p> <p>The need to use clinical <span class="hlt">practice</span> guidelines (CPG) arises from the health conditions and problems that public health institutions in the country face. CPG are informative documents that help improve the quality of care processes and patient safety; having among its objectives, to reduce the variability of medical <span class="hlt">practice</span>. The Instituto Mexicano del Seguro Social designed a strategic plan for the dissemination, implementation, monitoring and control of CPG to establish an applicable model in the medical units in the three levels of care at the Instituto. This paper summarizes some of the <span class="hlt">strategies</span> of the plan that were made with the knowledge and experience of clinicians and managers, with which they intend to promote the adoption of the key recommendations of the guidelines, to promote a sense of belonging for health personnel, and to encourage changes in organizational culture.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4171048','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4171048"><span><span class="hlt">Developing</span> a Web-Based Advisory Expert System for Implementing Traffic Calming <span class="hlt">Strategies</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Falamarzi, Amir; Borhan, Muhamad Nazri; Rahmat, Riza Atiq O. K.</p> <p>2014-01-01</p> <p>Lack of traffic safety has become a serious issue in residential areas. In this paper, a web-based advisory expert system for the purpose of applying traffic calming <span class="hlt">strategies</span> on residential streets is described because there currently lacks a structured framework for the implementation of such <span class="hlt">strategies</span>. <span class="hlt">Developing</span> an expert system can assist and advise engineers for dealing with traffic safety problems. This expert system is <span class="hlt">developed</span> to fill the gap between the traffic safety experts and people who seek to employ traffic calming <span class="hlt">strategies</span> including decision makers, engineers, and students. In order to build the expert system, examining sources related to traffic calming studies as well as interviewing with domain experts have been carried out. The system includes above 150 rules and 200 images for different types of measures. The system has three main functions including classifying traffic calming measures, prioritizing traffic calming <span class="hlt">strategies</span>, and presenting solutions for different traffic safety problems. Verifying, validating processes, and comparing the system with similar works have shown that the system is consistent and acceptable for <span class="hlt">practical</span> uses. Finally, some recommendations for improving the system are presented. PMID:25276861</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25276861','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25276861"><span><span class="hlt">Developing</span> a web-based advisory expert system for implementing traffic calming <span class="hlt">strategies</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Falamarzi, Amir; Borhan, Muhamad Nazri; Rahmat, Riza Atiq O K</p> <p>2014-01-01</p> <p>Lack of traffic safety has become a serious issue in residential areas. In this paper, a web-based advisory expert system for the purpose of applying traffic calming <span class="hlt">strategies</span> on residential streets is described because there currently lacks a structured framework for the implementation of such <span class="hlt">strategies</span>. <span class="hlt">Developing</span> an expert system can assist and advise engineers for dealing with traffic safety problems. This expert system is <span class="hlt">developed</span> to fill the gap between the traffic safety experts and people who seek to employ traffic calming <span class="hlt">strategies</span> including decision makers, engineers, and students. In order to build the expert system, examining sources related to traffic calming studies as well as interviewing with domain experts have been carried out. The system includes above 150 rules and 200 images for different types of measures. The system has three main functions including classifying traffic calming measures, prioritizing traffic calming <span class="hlt">strategies</span>, and presenting solutions for different traffic safety problems. Verifying, validating processes, and comparing the system with similar works have shown that the system is consistent and acceptable for <span class="hlt">practical</span> uses. Finally, some recommendations for improving the system are presented.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24936915','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24936915"><span>Faculty <span class="hlt">development</span> initiatives to advance research literacy and evidence-based <span class="hlt">practice</span> at CAM academic institutions.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Long, Cynthia R; Ackerman, Deborah L; Hammerschlag, Richard; Delagran, Louise; Peterson, David H; Berlin, Michelle; Evans, Roni L</p> <p>2014-07-01</p> <p>To present the varied approaches of 9 complementary and alternative medicine (CAM) institutions (all grantees of the National Center for Complementary and Alternative Medicine) used to <span class="hlt">develop</span> faculty expertise in research literacy and evidence-based <span class="hlt">practice</span> (EBP) in order to integrate these concepts into CAM curricula. A survey to elicit information on the faculty <span class="hlt">development</span> initiatives was administered via e-mail to the 9 program directors. All 9 completed the survey, and 8 grantees provided narrative summaries of faculty training outcomes. The grantees found the following <span class="hlt">strategies</span> for implementing their programs most useful: assess needs, <span class="hlt">develop</span> and adopt research literacy and EBP competencies, target early adopters and change leaders, employ best <span class="hlt">practices</span> in teaching and education, provide meaningful incentives, capitalize on resources provided by grant partners, provide external training opportunities, and garner support from institutional leadership. Instructional approaches varied considerably across grantees. The most common were workshops, online resources, in-person short courses, and in-depth seminar series <span class="hlt">developed</span> by the grantees. Many also sent faculty to intensive multiday extramural training programs. Program evaluation included measuring participation rates and satisfaction and the integration of research literacy and EBP learning objectives throughout the academic curricula. Most grantees measured longitudinal changes in beliefs, attitudes, opinions, and competencies with repeated faculty surveys. A common need across all 9 CAM grantee institutions was foundational training for faculty in research literacy and EBP. Therefore, each grantee institution <span class="hlt">developed</span> and implemented a faculty <span class="hlt">development</span> program. In <span class="hlt">developing</span> the framework for their programs, grantees used <span class="hlt">strategies</span> that were viewed critical for success, including making them multifaceted and unique to their specific institutional needs. These <span class="hlt">strategies</span>, in conjunction with the</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=origami&pg=4&id=EJ610252','ERIC'); return false;" href="https://eric.ed.gov/?q=origami&pg=4&id=EJ610252"><span>The Effect of "Origami" <span class="hlt">Practice</span> on Size Comparison <span class="hlt">Strategy</span> among Young Japanese and American Children.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Yuzawa, Masamichi; Bart, William M.; Kinne, Lenore J.; Sukemune, Seisoh; Kataoka, Minako</p> <p>1999-01-01</p> <p>Explored the effect of folding traditional origami forms on size comparison <span class="hlt">strategies</span> among 4- to 6-year-old Japanese and American children. Found that girls in particular improved superimposition skills through <span class="hlt">practice</span>, and children's use of superimposition <span class="hlt">strategies</span> rather than less effective <span class="hlt">strategies</span> also increased. (JPB)</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active"><span>9</span></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_9 --> <div id="page_10" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="181"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3071370','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3071370"><span><span class="hlt">Strategies</span> and <span class="hlt">Practices</span> in Off-Label Marketing of Pharmaceuticals: A Retrospective Analysis of Whistleblower Complaints</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Kesselheim, Aaron S.; Mello, Michelle M.; Studdert, David M.</p> <p>2011-01-01</p> <p>Background Despite regulatory restrictions, off-label marketing of pharmaceutical products has been common in the US. However, the scope of off-label marketing remains poorly characterized. We <span class="hlt">developed</span> a typology for the <span class="hlt">strategies</span> and <span class="hlt">practices</span> that constitute off-label marketing. Methods and Findings We obtained unsealed whistleblower complaints against pharmaceutical companies filed in US federal fraud cases that contained allegations of off-label marketing (January 1996–October 2010) and conducted structured reviews of them. We coded and analyzed the strategic goals of each off-label marketing scheme and the <span class="hlt">practices</span> used to achieve those goals, as reported by the whistleblowers. We identified 41 complaints arising from 18 unique cases for our analytic sample (leading to US$7.9 billion in recoveries). The off-label marketing schemes described in the complaints had three non–mutually exclusive goals: expansions to unapproved diseases (35/41, 85%), unapproved disease subtypes (22/41, 54%), and unapproved drug doses (14/41, 34%). Manufacturers were alleged to have pursued these goals using four non–mutually exclusive types of marketing <span class="hlt">practices</span>: prescriber-related (41/41, 100%), business-related (37/41, 90%), payer-related (23/41, 56%), and consumer-related (18/41, 44%). Prescriber-related <span class="hlt">practices</span>, the centerpiece of company <span class="hlt">strategies</span>, included self-serving presentations of the literature (31/41, 76%), free samples (8/41, 20%), direct financial incentives to physicians (35/41, 85%), and teaching (22/41, 54%) and research activities (8/41, 20%). Conclusions Off-label marketing <span class="hlt">practices</span> appear to extend to many areas of the health care system. Unfortunately, the most common alleged off-label marketing <span class="hlt">practices</span> also appear to be the most difficult to control through external regulatory approaches. Please see later in the article for the Editors' Summary PMID:21483716</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=effective+AND+teaching+AND+strategies&pg=4&id=EJ948359','ERIC'); return false;" href="https://eric.ed.gov/?q=effective+AND+teaching+AND+strategies&pg=4&id=EJ948359"><span>English Language Learners: Effective Teaching <span class="hlt">Strategies</span>, <span class="hlt">Practices</span> for FCS Teachers</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Allison, Barbara N.; Rehm, Marsha L.</p> <p>2011-01-01</p> <p>English language learners represent the fastest growing segment of the U.S. school-age population, raising the question of how best to teach this new and challenging group of students. The research and scholarly literature has identified a number of instructional <span class="hlt">strategies</span> and classroom <span class="hlt">practices</span> that have been shown to be effective in teaching…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=communication+AND+strategies&pg=2&id=EJ1132373','ERIC'); return false;" href="https://eric.ed.gov/?q=communication+AND+strategies&pg=2&id=EJ1132373"><span>Delivering Communication <span class="hlt">Strategy</span> Training for People with Aphasia: What Is Current Clinical <span class="hlt">Practice</span>?</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Beckley, Firle; Best, Wendy; Beeke, Suzanne</p> <p>2017-01-01</p> <p>Background: Communication <span class="hlt">strategy</span> training (CST) is a recognized part of UK speech and language therapists' (SLTs) role when working with a person with aphasia. Multiple CST interventions have been published but, to date, there are no published studies exploring clinical <span class="hlt">practice</span> in this area. Aims: To investigate UK SLTs' current CST <span class="hlt">practices</span>.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25901874','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25901874"><span>Professional identity formation in medical education for humanistic, resilient physicians: pedagogic <span class="hlt">strategies</span> for bridging theory to <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wald, Hedy S; Anthony, David; Hutchinson, Tom A; Liben, Stephen; Smilovitch, Mark; Donato, Anthony A</p> <p>2015-06-01</p> <p>Recent calls for an expanded perspective on medical education and training include focusing on complexities of professional identity formation (PIF). Medical educators are challenged to facilitate the active constructive, integrative developmental process of PIF within standardized and personalized and/or formal and informal curricular approaches. How can we best support the complex iterative PIF process for a humanistic, resilient health care professional? How can we effectively scaffold the necessary critical reflective learning and <span class="hlt">practice</span> skill set for our learners to support the shaping of a professional identity?The authors present three pedagogic innovations contributing to the PIF process within undergraduate and graduate medical education (GME) at their institutions. These are (1) interactive reflective writing fostering reflective capacity, emotional awareness, and resiliency (as complexities within physician-patient interactions are explored) for personal and professional <span class="hlt">development</span>; (2) synergistic teaching modules about mindful clinical <span class="hlt">practice</span> and resilient responses to difficult interactions, to foster clinician resilience and enhanced well-being for effective professional functioning; and (3) <span class="hlt">strategies</span> for effective use of a professional <span class="hlt">development</span> e-portfolio and faculty <span class="hlt">development</span> of reflective coaching skills in GME.These <span class="hlt">strategies</span> as "bridges from theory to <span class="hlt">practice</span>" embody and integrate key elements of promoting and enriching PIF, including guided reflection, the significant role of relationships (faculty and peers), mindfulness, adequate feedback, and creating collaborative learning environments. Ideally, such pedagogic innovations can make a significant contribution toward enhancing quality of care and caring with resilience for the being, relating, and doing of a humanistic health care professional.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25903280','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25903280"><span>Improving occupational physicians' adherence to a <span class="hlt">practice</span> guideline: feasibility and impact of a tailored implementation <span class="hlt">strategy</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Joosen, Margot C W; van Beurden, Karlijn M; Terluin, Berend; van Weeghel, Jaap; Brouwers, Evelien P M; van der Klink, Jac J L</p> <p>2015-04-24</p> <p>Although <span class="hlt">practice</span> guidelines are important tools to improve quality of care, implementation remains challenging. To improve adherence to an evidence-based guideline for the management of mental health problems, we <span class="hlt">developed</span> a tailored implementation <span class="hlt">strategy</span> targeting barriers perceived by occupational physicians (OPs). Feasibility and impact on OPs' barriers were evaluated. OPs received 8 training-sessions in small peer-learning groups, aimed at discussing the content of the guideline and their perceived barriers to adhere to guideline recommendations; finding solutions to overcome these barriers; and implementing solutions in <span class="hlt">practice</span>. The training had a plan-do-check-act (PDCA) structure and was guided by a trainer. Protocol compliance and OPs' experiences were qualitatively and quantitatively assessed. Using a questionnaire, impact on knowledge, attitude, and external barriers to guideline adherence was investigated before and after the training. The training protocol was successfully conducted; guideline recommendations and related barriers were discussed with peers, (innovative) solutions were found and implemented in <span class="hlt">practice</span>. The participating 32 OPs were divided into 6 groups and all OPs attended 8 sessions. Of the OPs, 90% agreed that the peer-learning groups and the meetings spread over one year were highly effective training components. Significant improvements (p < .05) were found in knowledge, self-efficacy, motivation to use the guideline and its applicability to individual patients. After the training, OPs did not perceive any barriers related to knowledge and self-efficacy. Perceived adherence increased from 48.8% to 96.8% (p < .01). The results imply that an implementation <span class="hlt">strategy</span> focusing on perceived barriers and tailor-made implementation interventions is a feasible method to enhance guideline adherence. Moreover, the <span class="hlt">strategy</span> contributed to OPs' knowledge, attitudes, and skills in using the guideline. As a generic approach to overcome</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19661198','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19661198"><span>The evolution of cognitive behavior therapy for schizophrenia: current <span class="hlt">practice</span> and recent <span class="hlt">developments</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tai, Sara; Turkington, Douglas</p> <p>2009-09-01</p> <p>Cognitive behavior therapy (CBT) evolved from behavioral theory and <span class="hlt">developed</span> to focus more on cognitive models that incorporated reappraisal of thinking errors and schema change <span class="hlt">strategies</span>. This article will describe the key elements of CBT for schizophrenia and the current evidence of its efficacy and effectiveness. We conclude with a description of recent concepts that extend the theoretical basis of <span class="hlt">practice</span> and expand the range of CBT <span class="hlt">strategies</span> for use in schizophrenia. Mindfulness, meta-cognitive approaches, compassionate mind training, and method of levels are postulated as useful adjuncts for CBT with psychotic patients.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2728828','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2728828"><span>The Evolution of Cognitive Behavior Therapy for Schizophrenia: Current <span class="hlt">Practice</span> and Recent <span class="hlt">Developments</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Tai, Sara; Turkington, Douglas</p> <p>2009-01-01</p> <p>Cognitive behavior therapy (CBT) evolved from behavioral theory and <span class="hlt">developed</span> to focus more on cognitive models that incorporated reappraisal of thinking errors and schema change <span class="hlt">strategies</span>. This article will describe the key elements of CBT for schizophrenia and the current evidence of its efficacy and effectiveness. We conclude with a description of recent concepts that extend the theoretical basis of <span class="hlt">practice</span> and expand the range of CBT <span class="hlt">strategies</span> for use in schizophrenia. Mindfulness, meta-cognitive approaches, compassionate mind training, and method of levels are postulated as useful adjuncts for CBT with psychotic patients. PMID:19661198</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11516198','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11516198"><span>Political <span class="hlt">strategy</span>, business <span class="hlt">strategy</span>, and the academic medical center: linking theory and <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Souba, W W; Weitekamp, M R; Mahon, J F</p> <p>2001-09-01</p> <p>The purpose of this paper is to link external political <span class="hlt">strategy</span> theory to a specific health care setting-that of the academic medical center (AMC). Political <span class="hlt">strategy</span> encompasses those activities undertaken by AMCs to acquire, <span class="hlt">develop</span>, and use power (clout, influence, and credibility) to gain an advantage in situations of conflict. It should be differentiated from internal politics, a topic that will not be dealt with in this review. Political <span class="hlt">strategy</span> should also be distinguished from but not divorced from competitive <span class="hlt">strategy</span>. As political and social action can change the competitive landscape and the rules of competition, AMCs must become adept in issues management and stakeholder management. The focus on political <span class="hlt">strategy</span> is a reflection of the enormous changes in the external environment that have impacted AMCs in recent years. These changes have often emerged out of political and social action and they impact significantly on the organization's more traditional business <span class="hlt">strategies</span>. We suggest that a tighter alignment between political and business <span class="hlt">strategies</span> in the future will help ensure organizational survival and success. This article reviews the literature and theory in corporate political <span class="hlt">strategy</span> and illustrates the application of political <span class="hlt">strategy</span> with examples of issues and problems faced by AMCs. Models of political <span class="hlt">strategy</span> are well crafted, and this article concludes with succinct observations on the use of political <span class="hlt">strategies</span> to enhance the business-based <span class="hlt">strategies</span> of AMCs. Although the focus is on AMCs, the use of political <span class="hlt">strategies</span> is applicable to any health care institution. Copyright 2001 Academic Press.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29734919','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29734919"><span>Brokering the Evidence-<span class="hlt">Practice</span> Gap: A <span class="hlt">Strategy</span> for Moving Evidence Into Clinical <span class="hlt">Practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Segre, Lisa S; Trusty, Stephanie; Gullickson, Renee; Chuffo Davila, Rebecca; O'Hara, Michael W</p> <p>2018-05-08</p> <p>Moving novel, evidence-based interventions into broad community use is challenging. This column describes how a midlevel public health administrator acted in the role of broker to link university-based researchers with maternal health clinical staff to successfully implement an innovative, evidence-based maternal depression treatment. Program evaluation assessed adoption, implementation, reach, and effectiveness. In reflecting on this partnership, the broker provided critical elements of access, credibility, and accountability. A partnership between service providers and research teams provides one <span class="hlt">strategy</span> to disseminate evidence-based <span class="hlt">practices</span> among those served by public-health programs.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29139016','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29139016"><span>Methodological <span class="hlt">strategies</span> in using home sleep apnea testing in research and <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Miller, Jennifer N; Schulz, Paula; Pozehl, Bunny; Fiedler, Douglas; Fial, Alissa; Berger, Ann M</p> <p>2017-11-14</p> <p>Home sleep apnea testing (HSAT) has increased due to improvements in technology, accessibility, and changes in third party reimbursement requirements. Research studies using HSAT have not consistently reported procedures and methodological challenges. This paper had two objectives: (1) summarize the literature on use of HSAT in research of adults and (2) identify methodological <span class="hlt">strategies</span> to use in research and <span class="hlt">practice</span> to standardize HSAT procedures and information. Search <span class="hlt">strategy</span> included studies of participants undergoing sleep testing for OSA using HSAT. MEDLINE via PubMed, CINAHL, and Embase with the following search terms: "polysomnography," "home," "level III," "obstructive sleep apnea," and "out of center testing." Research articles that met inclusion criteria (n = 34) inconsistently reported methods and methodological challenges in terms of: (a) participant sampling; (b) instrumentation issues; (c) clinical variables; (d) data processing; and (e) patient acceptability. Ten methodological <span class="hlt">strategies</span> were identified for adoption when using HSAT in research and <span class="hlt">practice</span>. Future studies need to address the methodological challenges summarized in this paper as well as identify and report consistent HSAT procedures and information.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=developments+AND+cognitive+AND+Psychology&pg=6&id=ED552451','ERIC'); return false;" href="https://eric.ed.gov/?q=developments+AND+cognitive+AND+Psychology&pg=6&id=ED552451"><span>The Perceptions of Teachers Regarding Their Knowledge, Beliefs, and <span class="hlt">Practices</span> of Brain-Based Learning <span class="hlt">Strategies</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ridley, Janice Rebecca Becky</p> <p>2012-01-01</p> <p>The purpose of this dissertation was to assess K-12 teachers' perceptions of knowledge, beliefs, and <span class="hlt">practices</span> toward brain-based learning <span class="hlt">strategies</span>, how their knowledge relates to their beliefs and <span class="hlt">practices</span>, and how their beliefs relate to their classroom <span class="hlt">practices</span>. This research also investigated relationships between teachers' gender, years…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29743223','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29743223"><span><span class="hlt">Practice</span> Facilitator <span class="hlt">Strategies</span> for Addressing Electronic Health Record Data Challenges for Quality Improvement: EvidenceNOW.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hemler, Jennifer R; Hall, Jennifer D; Cholan, Raja A; Crabtree, Benjamin F; Damschroder, Laura J; Solberg, Leif I; Ono, Sarah S; Cohen, Deborah J</p> <p>2018-01-01</p> <p><span class="hlt">Practice</span> facilitators ("facilitators") can play an important role in supporting primary care <span class="hlt">practices</span> in performing quality improvement (QI), but they need complete and accurate clinical performance data from <span class="hlt">practices</span>' electronic health records (EHR) to help them set improvement priorities, guide clinical change, and monitor progress. Here, we describe the <span class="hlt">strategies</span> facilitators use to help <span class="hlt">practices</span> perform QI when complete or accurate performance data are not available. Seven regional cooperatives enrolled approximately 1500 small-to-medium-sized primary care <span class="hlt">practices</span> and 136 facilitators in EvidenceNOW, the Agency for Healthcare Research and Quality's initiative to improve cardiovascular preventive services. The national evaluation team analyzed qualitative data from online diaries, site visit field notes, and interviews to discover how facilitators worked with <span class="hlt">practices</span> on EHR data challenges to obtain and use data for QI. We found facilitators faced <span class="hlt">practice</span>-level EHR data challenges, such as a lack of clinical performance data, partial or incomplete clinical performance data, and inaccurate clinical performance data. We found that facilitators responded to these challenges, respectively, by using other data sources or tools to fill in for missing data, approximating performance reports and generating patient lists, and teaching <span class="hlt">practices</span> how to document care and confirm performance measures. In addition, facilitators helped <span class="hlt">practices</span> communicate with EHR vendors or health systems in requesting data they needed. Overall, facilitators tailored <span class="hlt">strategies</span> to fit the individual <span class="hlt">practice</span> and helped build data skills and trust. Facilitators can use a range of <span class="hlt">strategies</span> to help <span class="hlt">practices</span> perform data-driven QI when performance data are inaccurate, incomplete, or missing. Support is necessary to help <span class="hlt">practices</span>, particularly those with EHR data challenges, build their capacity for conducting data-driven QI that is required of them for participating in <span class="hlt">practice</span></p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28789466','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28789466"><span><span class="hlt">Development</span> and Evaluation of an Implementation <span class="hlt">Strategy</span> for Collecting Data in a National Registry and the Use of Patient-Reported Outcome Measures in Physical Therapist <span class="hlt">Practices</span>: Quality Improvement Study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Meerhoff, Guus A; van Dulmen, Simone A; Maas, Marjo J M; Heijblom, Karin; Nijhuis-van der Sanden, Maria W G; Van der Wees, Philip J</p> <p>2017-08-01</p> <p>In 2013, the Royal Dutch Society for Physical Therapy launched the program "Quality in Motion." This program aims to collect data from electronic health record systems in a registry that is fed back to physical therapists, facilitating quality improvement. The purpose of this study was to describe the <span class="hlt">development</span> of an implementation <span class="hlt">strategy</span> for the program and to evaluate the feasibility of building a registry and implementing patient-reported outcome measures (PROMs) in physical therapist <span class="hlt">practices</span>. A stepwise approach using mixed methods was established in 3 consecutive pilots with 355 physical therapists from 66 <span class="hlt">practices</span>. Interim results were evaluated using quantitative data from a self-assessment questionnaire and the registry and qualitative data from 21 semistructured interviews with physical therapists. Descriptive statistics and McNemar's symmetry chi-squared test were used to summarize the feasibility of implementing PROMs. PROMs were selected for the 5 most prevalent musculoskeletal conditions in Dutch physical therapist <span class="hlt">practices</span>. A core component of the implementation <span class="hlt">strategy</span> was the introduction of knowledge brokers to support physical therapists in establishing the routine use of PROMs in clinical <span class="hlt">practice</span> and to assist in executing peer assessment workshops. In February 2013, 30.3% of the physical therapist <span class="hlt">practices</span> delivered 4.4 completed treatment episodes per physical therapist to the registry; this increased to 92.4% in November 2014, delivering 54.1 completed patient episodes per physical therapist. Pre- and posttreatment PROM use increased from 12.2% to 39.5%. It is unclear if the participating physical therapists reflect a representative sample of Dutch therapists. Building a registry and implementing PROMs in physical therapist <span class="hlt">practices</span> are feasible. The routine use of PROMs needs to increase to ensure valid feedback of outcomes. Using knowledge brokers is promising for implementing the program via peer assessment workshops. © 2017</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=naval&pg=3&id=EJ819128','ERIC'); return false;" href="https://eric.ed.gov/?q=naval&pg=3&id=EJ819128"><span>The <span class="hlt">Development</span> and Implementation of a Teaching and Learning <span class="hlt">Strategy</span> at a Modern Military Academy</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Thain, Richard Holman; McDonough, Ambrose; Priestley, Alan Duncan</p> <p>2008-01-01</p> <p>A <span class="hlt">strategy</span> for teaching and learning was <span class="hlt">developed</span> at Britannia Royal Naval College during 2006 in order to address several key issues. These included improving professional knowledge and skills retention, enhancing pedagogical <span class="hlt">practices</span> to increase levels of student motivation, and adapting the training and educational package to an extremely…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23805023','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23805023"><span>Planning policy, sustainability and housebuilder <span class="hlt">practices</span>: The move into (and out of?) the redevelopment of previously <span class="hlt">developed</span> land.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Karadimitriou, Nikos</p> <p>2013-05-01</p> <p>This paper explores the transformations of the housebuilding industry under the policy requirement to build on previously <span class="hlt">developed</span> land (PDL). This requirement was a key lever in promoting the sustainable urban <span class="hlt">development</span> agenda of UK governments from the early 1990s to 2010 and has survived albeit somewhat relaxed and permutated in the latest National Planning Policy Framework (NPPF). The paper therefore looks at the way in which the policy push towards densification and mixed use affected housebuilders' business <span class="hlt">strategy</span> and <span class="hlt">practices</span> and their ability to cope with the 2007 downturn of the housing market and its aftermath. It also points out the eventual feedback of some of these <span class="hlt">practices</span> into planning policy. Following the gradual shift of British urban policy focus towards sustainability which started in the early 1990s, new configurations of actors, new skills, <span class="hlt">strategies</span> and approaches to managing risk emerged in property <span class="hlt">development</span> and housebuilding. There were at least two ways in which housebuilders could have responded to the requirements of <span class="hlt">developing</span> long term mixed use high density projects on PDL. One way was to <span class="hlt">develop</span> new products and to employ <span class="hlt">practices</span> and combinations of <span class="hlt">practices</span> involving phasing, a flexible approach to planning applications and innovative production methods. Alternatively, they could approach PDL <span class="hlt">development</span> as a temporary turn of policy or view mixed use high density schemes as a niche market to be explored without drastically overhauling the business model of the entire firm. These transformations of the UK housebuilding sector were unfolding during a long period of buoyancy in the housing market which came to an end in 2007. Very little is known both about how housebuilder <span class="hlt">strategies</span> and production <span class="hlt">practices</span> evolved during the boom years as well as about how these firms coped with the effects of the 2007 market downturn. The paper draws on published data (company annual reports, government statistics) and primary</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3688326','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3688326"><span>Planning policy, sustainability and housebuilder <span class="hlt">practices</span>: The move into (and out of?) the redevelopment of previously <span class="hlt">developed</span> land</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Karadimitriou, Nikos</p> <p>2013-01-01</p> <p>This paper explores the transformations of the housebuilding industry under the policy requirement to build on previously <span class="hlt">developed</span> land (PDL). This requirement was a key lever in promoting the sustainable urban <span class="hlt">development</span> agenda of UK governments from the early 1990s to 2010 and has survived albeit somewhat relaxed and permutated in the latest National Planning Policy Framework (NPPF). The paper therefore looks at the way in which the policy push towards densification and mixed use affected housebuilders’ business <span class="hlt">strategy</span> and <span class="hlt">practices</span> and their ability to cope with the 2007 downturn of the housing market and its aftermath. It also points out the eventual feedback of some of these <span class="hlt">practices</span> into planning policy. Following the gradual shift of British urban policy focus towards sustainability which started in the early 1990s, new configurations of actors, new skills, <span class="hlt">strategies</span> and approaches to managing risk emerged in property <span class="hlt">development</span> and housebuilding. There were at least two ways in which housebuilders could have responded to the requirements of <span class="hlt">developing</span> long term mixed use high density projects on PDL. One way was to <span class="hlt">develop</span> new products and to employ <span class="hlt">practices</span> and combinations of <span class="hlt">practices</span> involving phasing, a flexible approach to planning applications and innovative production methods. Alternatively, they could approach PDL <span class="hlt">development</span> as a temporary turn of policy or view mixed use high density schemes as a niche market to be explored without drastically overhauling the business model of the entire firm. These transformations of the UK housebuilding sector were unfolding during a long period of buoyancy in the housing market which came to an end in 2007. Very little is known both about how housebuilder <span class="hlt">strategies</span> and production <span class="hlt">practices</span> evolved during the boom years as well as about how these firms coped with the effects of the 2007 market downturn. The paper draws on published data (company annual reports, government statistics) and primary</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017RScEd..47.1031F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017RScEd..47.1031F"><span>Teachers' <span class="hlt">Practice</span> a Decade After an Extensive Professional <span class="hlt">Development</span> Program in Science Education</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Furman Shaharabani, Yael; Tal, Tali</p> <p>2017-10-01</p> <p>Science teachers are expected to teach in innovative ways that are different from their long experience as students. Professional <span class="hlt">development</span> programs are planned to help teachers' <span class="hlt">development</span>, yet, there is little knowledge of the long-term effects of professional <span class="hlt">development</span> programs (PDPs), and especially on actual <span class="hlt">practice</span>. The purpose of this study is to gain a long-term perspective of the ways in which the process and outcomes of a reform-oriented, extended PDP are expressed in science teachers' <span class="hlt">practice</span>. Data sources included interviews and documents. The study presents four case studies of the <span class="hlt">practices</span> of junior high school science teachers (grades 7-9) in Israel, with respect to a past PDP in which they took part a decade ago. The cases are presented in pairs of a leader and a follower. Each case details the teacher's work context, sustained implementation, coherence of tools and approaches, and adaptations. All four teachers shared the view that scientific skills are important to their students as learners in a changing world. All four teachers adopted one or two major approaches, which were the PDP's main focus. In addition, the two leaders adopted two more approaches. The teachers were still using many <span class="hlt">strategies</span> associated with the major foci of the PDP. The level of enactment and modifications of the <span class="hlt">strategies</span> varied. Usability of innovations is discussed in relation to the teachers' context. We suggest that science teachers' professional <span class="hlt">development</span> include the ability to adapt the innovation to their teaching context in order to sustain the changes for a long period of time.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=65242&keyword=parents&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=65242&keyword=parents&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span>MEASUREMENT OF MULTI-POLLUTANT AND MULTI-PATHWAY EXPOSURES IN A PROBABILITY-BASED SAMPLE OF CHILDREN: <span class="hlt">PRACTICAL</span> <span class="hlt">STRATEGIES</span> FOR EFFECTIVE FIELD STUDIES</span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>The purpose of this manuscript is to describe the <span class="hlt">practical</span> <span class="hlt">strategies</span> <span class="hlt">developed</span> for the implementation of the Minnesota Children's Pesticide Exposure Study (MNCPES), which is one of the first probability-based samples of multi-pathway and multi-pesticide exposures in children....</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/8032433','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/8032433"><span>Marketing <span class="hlt">strategies</span> for the cosmetic <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Austin, C J</p> <p>1994-01-01</p> <p>Appropriate marketing business systems need to be in place to attract and sustain a cosmetic dentistry patient base. Marketing for this sector is most effective when consistently patterned after businesses with high-end consumer services and products. Motivating patients of record and potential new patients to choose cosmetic dental services involves implementing both basic marketing and a series of cosmetic-specific marketing <span class="hlt">strategies</span>. Consultants are valuable for the process of <span class="hlt">developing</span> a strategic plan and making recommendations for <span class="hlt">developing</span> new marketing business systems.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26556164','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26556164"><span><span class="hlt">Strategies</span> to promote <span class="hlt">practice</span> nurse capacity to deliver evidence-based care: An example from sexual healthcare.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dadich, Ann; Abbott, Penny; Hosseinzadeh, Hassan</p> <p>2015-01-01</p> <p>Evidence-based <span class="hlt">practice</span> is pivotal to effective patient care. However, its translation into <span class="hlt">practice</span> remains limited. Given the central role of primary care in many healthcare systems, it is important to identify <span class="hlt">strategies</span> that bolster clinician-capacity to promote evidence-based care. The purpose of this paper is to identify <span class="hlt">strategies</span> to increase <span class="hlt">Practice</span> Nurse capacity to promote evidence-based sexual healthcare within general <span class="hlt">practice</span>. A survey of 217 <span class="hlt">Practice</span> Nurses in an Australian state and ten respondent-interviews regarding two resources to promote evidence-based sexual healthcare - namely, a clinical aide and online training. The perceived impact of both resources was determined by views on relevance and design - particularly for the clinical aide. Resource-use was influenced by role and responsibilities within the workplace, accessibility, and support from patients and colleagues. This is the first Australian study to reveal <span class="hlt">strategies</span> to promote evidence-based sexual healthcare among <span class="hlt">Practice</span> Nurses. The findings provide a platform for future research on knowledge translation processes, particularly among clinicians who might be disengaged from sexual healthcare. Given the benefits of evidence-based <span class="hlt">practices</span>, it is important that managers recognize their role, and the role of their services, in promoting these. Without explicit support for evidence-based care and recognition of the <span class="hlt">Practice</span> Nurse role in such care, knowledge translation is likely to be limited. Knowledge translation among <span class="hlt">Practice</span> Nurses can be facilitated by: resources-deemed informative, relevant, and user-friendly, as well as support from patients, colleagues, and their workplace.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active"><span>10</span></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_10 --> <div id="page_11" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="201"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27180231','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27180231"><span>Identifying and ranking implicit leadership <span class="hlt">strategies</span> to promote evidence-based <span class="hlt">practice</span> implementation in addiction health services.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Guerrero, Erick G; Padwa, Howard; Fenwick, Karissa; Harris, Lesley M; Aarons, Gregory A</p> <p>2016-05-14</p> <p>Despite a solid research base supporting evidence-based <span class="hlt">practices</span> (EBPs) for addiction treatment such as contingency management and medication-assisted treatment, these services are rarely implemented and delivered in community-based addiction treatment programs in the USA. As a result, many clients do not benefit from the most current and efficacious treatments, resulting in reduced quality of care and compromised treatment outcomes. Previous research indicates that addiction program leaders play a key role in supporting EBP adoption and use. The present study expanded on this previous work to identify <span class="hlt">strategies</span> that addiction treatment program leaders report using to implement new <span class="hlt">practices</span>. We relied on a staged and iterative mixed-methods approach to achieve the following four goals: (a) collect data using focus groups and semistructured interviews and conduct analyses to identify implicit managerial <span class="hlt">strategies</span> for implementation, (b) use surveys to quantitatively rank <span class="hlt">strategy</span> effectiveness, (c) determine how <span class="hlt">strategies</span> fit with existing theories of organizational management and change, and (d) use a consensus group to corroborate and expand on the results of the previous three stages. Each goal corresponded to a methodological phase, which included data collection and analytic approaches to identify and evaluate leadership interventions that facilitate EBP implementation in community-based addiction treatment programs. Findings show that the top-ranked <span class="hlt">strategies</span> involved the recruitment and selection of staff members receptive to change, offering support and requesting feedback during the implementation process, and offering in vivo and hands-on training. Most <span class="hlt">strategies</span> corresponded to emergent implementation leadership approaches that also utilize principles of transformational and transactional leadership styles. Leadership behaviors represented orientations such as being proactive to respond to implementation needs, supportive to assist staff members</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25103725','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25103725"><span>Sustaining a culture of <span class="hlt">practice</span> <span class="hlt">development</span> in an acute adolescent inpatient mental health unit.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Vella, Natalie; Page, Laura; Edwards, Clair; Wand, Timothy</p> <p>2014-08-01</p> <p>It is recognized that facilitating change in workplace culture is a significant challenge in healthcare service delivery. <span class="hlt">Practice</span> <span class="hlt">development</span> <span class="hlt">strategies</span> and principles provide a framework for initiating and sustaining programs focused on enhancing patient-centered care by concentrating on the therapeutic attributes of nursing. However, little literature exists on explicating "what worked" in <span class="hlt">practice</span> <span class="hlt">development</span> programs. This paper details the processes, people, resources, and relationships that enabled the successful implementation, and led to the sustainability, of a <span class="hlt">practice</span> <span class="hlt">development</span> program employed in an acute adolescent mental health unit in Sydney, Australia. Following an external review of the unit, a meeting of key stakeholders was convened and subsequently an advisory panel formed to address specific issues facing nursing staff. This process resulted in the <span class="hlt">development</span> of an educational package and adoption of the tidal model as the framework for mental health nursing <span class="hlt">practice</span> in the unit. Clinical reasoning sessions and journal article presentations were incorporated to consolidate and maintain the change in nursing care. A planned, structured, and inclusive <span class="hlt">practice</span> <span class="hlt">development</span> program has transformed the nursing culture and vastly improved the care provided to adolescents presenting in acute states of distress to this mental health unit. © 2014 Wiley Periodicals, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=bourdieu&id=EJ1104189','ERIC'); return false;" href="https://eric.ed.gov/?q=bourdieu&id=EJ1104189"><span>Bourdieu's Distinction between Rules and <span class="hlt">Strategies</span> and Secondary Principal <span class="hlt">Practice</span>: A Review of Selected Literature</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Anderson, Karen</p> <p>2016-01-01</p> <p>This paper reviews a selection of literature on secondary principal <span class="hlt">practice</span> from which to propose an approach for further research. The review demonstrates that applications of Bourdieu's theory of <span class="hlt">practice</span> have contributed to understandings about secondary principal <span class="hlt">practice</span>, and that the distinction he made between rules and <span class="hlt">strategies</span> has the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26450013','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26450013"><span>Caries preventive measures in orthodontic <span class="hlt">practice</span>: the <span class="hlt">development</span> of a clinical <span class="hlt">practice</span> guideline.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Oosterkamp, B C M; van der Sanden, W J M; Frencken, J E F M; Kuijpers-Jagtman, A M</p> <p>2016-02-01</p> <p>White spot lesions (WSLs) are a side effect of orthodontic treatment, causing esthetic problems and a risk of deeper enamel and dentine lesions. Many <span class="hlt">strategies</span> have been <span class="hlt">developed</span> for preventing WSLs, but great variability exists in preventive measures between orthodontists. This study <span class="hlt">developed</span> statements on which a clinical <span class="hlt">practice</span> guideline (CPG) can be <span class="hlt">developed</span> in order to help orthodontists select preventive measures based on the best available evidence. A nominal group technique (RAND-e modified Delphi procedure) was used. A multidisciplinary expert panel rated 264 <span class="hlt">practice</span>- and evidence-based statements related to the management of WSLs. To provide panel members with the same knowledge, a total of six articles obtained from a systematic review of the literature were read by the panel in preparation of three consensus rounds. According to the technique, a threshold of 75% of all ratings within any 3-point section of the 9-point scale regarding a specific statement was accepted as consensus. After the first and second consensus rounds, consensus was reached on 37.5 and 31.1% of statements, respectively. For the remaining 31.4% of statements, consensus was reached during a 4-h consensus meeting. Statements on the management of WSLs derived from a systematic literature review combined with expert opinion were formally integrated toward consensus through a nominal group technique. These statements formed the basis for <span class="hlt">developing</span> a CPG on the management of WSLs before and during orthodontic treatment. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21506461','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21506461"><span>Computer ergonomics: the medical <span class="hlt">practice</span> guide to <span class="hlt">developing</span> good computer habits.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hills, Laura</p> <p>2011-01-01</p> <p>Medical <span class="hlt">practice</span> employees are likely to use computers for at least some of their work. Some sit several hours each day at computer workstations. Therefore, it is important that members of your medical <span class="hlt">practice</span> team <span class="hlt">develop</span> good computer work habits and that they know how to align equipment, furniture, and their bodies to prevent strain, stress, and computer-related injuries. This article delves into the field of computer ergonomics-the design of computer workstations and work habits to reduce user fatigue, discomfort, and injury. It describes <span class="hlt">practical</span> <span class="hlt">strategies</span> medical <span class="hlt">practice</span> employees can use to improve their computer work habits. Specifically, this article describes the proper use of the computer workstation chair, the ideal placement of the computer monitor and keyboard, and the best lighting for computer work areas and tasks. Moreover, this article includes computer ergonomic guidelines especially for bifocal and progressive lens wearers and offers 10 tips for proper mousing. Ergonomically correct posture, movements, positioning, and equipment are all described in detail to enable the frequent computer user in your medical <span class="hlt">practice</span> to remain healthy, pain-free, and productive.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28114182','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28114182"><span>Economic evaluation of an implementation <span class="hlt">strategy</span> for the management of low back pain in general <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Jensen, Cathrine Elgaard; Riis, Allan; Petersen, Karin Dam; Jensen, Martin Bach; Pedersen, Kjeld Møller</p> <p>2017-05-01</p> <p>In connection with the publication of a clinical <span class="hlt">practice</span> guideline on the management of low back pain (LBP) in general <span class="hlt">practice</span> in Denmark, a cluster randomised controlled trial was conducted. In this trial, a multifaceted guideline implementation <span class="hlt">strategy</span> to improve general practitioners' treatment of patients with LBP was compared with a usual implementation <span class="hlt">strategy</span>. The aim was to determine whether the multifaceted <span class="hlt">strategy</span> was cost effective, as compared with the usual implementation <span class="hlt">strategy</span>. The economic evaluation was conducted as a cost-utility analysis where cost collected from a societal perspective and quality-adjusted life years were used as outcome measures. The analysis was conducted as a within-trial analysis with a 12-month time horizon consistent with the follow-up period of the clinical trial. To adjust for a priori selected covariates, generalised linear models with a gamma family were used to estimate incremental costs and quality-adjusted life years. Furthermore, both deterministic and probabilistic sensitivity analyses were conducted. Results showed that costs associated with primary health care were higher, whereas secondary health care costs were lower for the intervention group when compared with the control group. When adjusting for covariates, the intervention was less costly, and there was no significant difference in effect between the 2 groups. Sensitivity analyses showed that results were sensitive to uncertainty. In conclusion, the multifaceted implementation <span class="hlt">strategy</span> was cost saving when compared with the usual <span class="hlt">strategy</span> for implementing LBP clinical <span class="hlt">practice</span> guidelines in general <span class="hlt">practice</span>. Furthermore, there was no significant difference in effect, and the estimate was sensitive to uncertainty.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=gov&pg=4&id=EJ1060418','ERIC'); return false;" href="https://eric.ed.gov/?q=gov&pg=4&id=EJ1060418"><span>Teaching <span class="hlt">Strategies</span> to Improve Algebra Learning</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Zbiek, Rose Mary; Larson, Matthew R.</p> <p>2015-01-01</p> <p>Improving student learning is the primary goal of every teacher of algebra. Teachers seek <span class="hlt">strategies</span> to help all students learn important algebra content and <span class="hlt">develop</span> mathematical <span class="hlt">practices</span>. The new Institute of Education Sciences[IES] <span class="hlt">practice</span> guide, "Teaching <span class="hlt">Strategies</span> for Improving Algebra Knowledge in Middle and High School Students"…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29280755','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29280755"><span>Using Relational Reasoning <span class="hlt">Strategies</span> to Help Improve Clinical Reasoning <span class="hlt">Practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dumas, Denis; Torre, Dario M; Durning, Steven J</p> <p>2018-05-01</p> <p>Clinical reasoning-the steps up to and including establishing a diagnosis and/or therapy-is a fundamentally important mental process for physicians. Unfortunately, mounting evidence suggests that errors in clinical reasoning lead to substantial problems for medical professionals and patients alike, including suboptimal care, malpractice claims, and rising health care costs. For this reason, cognitive <span class="hlt">strategies</span> by which clinical reasoning may be improved-and that many expert clinicians are already using-are highly relevant for all medical professionals, educators, and learners.In this Perspective, the authors introduce one group of cognitive <span class="hlt">strategies</span>-termed relational reasoning <span class="hlt">strategies</span>-that have been empirically shown, through limited educational and psychological research, to improve the accuracy of learners' reasoning both within and outside of the medical disciplines. The authors contend that relational reasoning <span class="hlt">strategies</span> may help clinicians to be metacognitive about their own clinical reasoning; such <span class="hlt">strategies</span> may also be particularly well suited for explicitly organizing clinical reasoning instruction for learners. Because the particular curricular efforts that may improve the relational reasoning of medical students are not known at this point, the authors describe the nature of previous research on relational reasoning <span class="hlt">strategies</span> to encourage the future design, implementation, and evaluation of instructional interventions for relational reasoning within the medical education literature. The authors also call for continued research on using relational reasoning <span class="hlt">strategies</span> and their role in clinical <span class="hlt">practice</span> and medical education, with the long-term goal of improving diagnostic accuracy.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4723091','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4723091"><span>Atrial Fibrillation Management <span class="hlt">Strategies</span> in Routine Clinical <span class="hlt">Practice</span>: Insights from the International RealiseAF Survey</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Chiang, Chern-En; Naditch-Brûlé, Lisa; Brette, Sandrine; Silva-Cardoso, José; Gamra, Habib; Murin, Jan; Zharinov, Oleg J.; Steg, Philippe Gabriel</p> <p>2016-01-01</p> <p>Background Atrial fibrillation (AF) can be managed with rhythm- or rate-control <span class="hlt">strategies</span>. There are few data from routine clinical <span class="hlt">practice</span> on the frequency with which each <span class="hlt">strategy</span> is used and their correlates in terms of patients’ clinical characteristics, AF control, and symptom burden. Methods RealiseAF was an international, cross-sectional, observational survey of 11,198 patients with AF. The aim of this analysis was to describe patient profiles and symptoms according to the AF management <span class="hlt">strategy</span> used. A multivariate logistic regression identified factors associated with AF management <span class="hlt">strategy</span> at the end of the visit. Results Among 10,497 eligible patients, 53.7% used a rate-control <span class="hlt">strategy</span>, compared with 34.5% who used a rhythm-control <span class="hlt">strategy</span>. In 11.8% of patients, no clear <span class="hlt">strategy</span> was stated. The proportion of patients with AF-related symptoms (EHRA Class > = II) was 78.1% (n = 4396/5630) for those using a rate-control <span class="hlt">strategy</span> vs. 67.8% for those using a rhythm-control <span class="hlt">strategy</span> (p<0.001). Multivariate logistic regression analysis revealed that age <75 years or the paroxysmal or persistent form of AF favored the choice of a rhythm-control <span class="hlt">strategy</span>. A change in <span class="hlt">strategy</span> was infrequent, even in patients with European Heart Rhythm Association (EHRA) Class > = II. Conclusions In the RealiseAF routine clinical <span class="hlt">practice</span> survey, rate control was more commonly used than rhythm control, and a change in <span class="hlt">strategy</span> was uncommon, even in symptomatic patients. In almost 12% of patients, no clear <span class="hlt">strategy</span> was stated. Physician awareness regarding optimal management <span class="hlt">strategies</span> for AF may be improved. PMID:26800084</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1098548.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1098548.pdf"><span>The Effects of Mediated Learning <span class="hlt">Strategies</span> on Teacher <span class="hlt">Practice</span> and on Students at Risk of Academic Failure</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mann, Deborah; Hinds, Janet L.</p> <p>2007-01-01</p> <p>The purpose of this case study was to determine the effects of Reuven Feuerstein's ten Mediated Learning <span class="hlt">Strategies</span> on both teacher <span class="hlt">practice</span> and on students that were at risk of academic failure. Changes in both teacher <span class="hlt">practice</span> and student learning were analyzed to determine changes during the use of the ten Mediated Learning <span class="hlt">Strategies</span>: Meaning,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1140439.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1140439.pdf"><span>International EFL/ESL Master Students' Adaptation <span class="hlt">Strategies</span> for Academic Writing <span class="hlt">Practices</span> at Tertiary Level</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Singh, Manjet Kaur Mehar</p> <p>2017-01-01</p> <p>The present research provides insights into the different forms of adaptation <span class="hlt">strategies</span> employed by international graduate students to overcome the challenges faced in the academic writing <span class="hlt">practices</span> and gain access to their disciplinary communities of <span class="hlt">practice</span> at Master's level. Qualitative data was collected through semi-structured in-depth…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29185627','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29185627"><span><span class="hlt">Strategies</span> for enhancing the implementation of school-based policies or <span class="hlt">practices</span> targeting risk factors for chronic disease.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wolfenden, Luke; Nathan, Nicole K; Sutherland, Rachel; Yoong, Sze Lin; Hodder, Rebecca K; Wyse, Rebecca J; Delaney, Tessa; Grady, Alice; Fielding, Alison; Tzelepis, Flora; Clinton-McHarg, Tara; Parmenter, Benjamin; Butler, Peter; Wiggers, John; Bauman, Adrian; Milat, Andrew; Booth, Debbie; Williams, Christopher M</p> <p>2017-11-29</p> <p>A number of school-based policies or <span class="hlt">practices</span> have been found to be effective in improving child diet and physical activity, and preventing excessive weight gain, tobacco or harmful alcohol use. Schools, however, frequently fail to implement such evidence-based interventions. The primary aims of the review are to examine the effectiveness of <span class="hlt">strategies</span> aiming to improve the implementation of school-based policies, programs or <span class="hlt">practices</span> to address child diet, physical activity, obesity, tobacco or alcohol use.Secondary objectives of the review are to: Examine the effectiveness of implementation <span class="hlt">strategies</span> on health behaviour (e.g. fruit and vegetable consumption) and anthropometric outcomes (e.g. BMI, weight); describe the impact of such <span class="hlt">strategies</span> on the knowledge, skills or attitudes of school staff involved in implementing health-promoting policies, programs or <span class="hlt">practices</span>; describe the cost or cost-effectiveness of such <span class="hlt">strategies</span>; and describe any unintended adverse effects of <span class="hlt">strategies</span> on schools, school staff or children. All electronic databases were searched on 16 July 2017 for studies published up to 31 August 2016. We searched the following electronic databases: Cochrane Library including the Cochrane Central Register of Controlled Trials (CENTRAL); MEDLINE; MEDLINE In-Process & Other Non-Indexed Citations; Embase Classic and Embase; PsycINFO; Education Resource Information Center (ERIC); Cumulative Index to Nursing and Allied Health Literature (CINAHL); Dissertations and Theses; and SCOPUS. We screened reference lists of all included trials for citations of other potentially relevant trials. We handsearched all publications between 2011 and 2016 in two specialty journals (Implementation Science and Journal of Translational Behavioral Medicine) and conducted searches of the WHO International Clinical Trials Registry Platform (ICTRP) (http://apps.who.int/trialsearch/) as well as the US National Institutes of Health registry (https://clinicaltrials.gov). We</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3324035','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3324035"><span>French College Students’ Sports <span class="hlt">Practice</span> and Its Relations with Stress, Coping <span class="hlt">Strategies</span> and Academic Success</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Décamps, Greg; Boujut, Emilie; Brisset, Camille</p> <p>2012-01-01</p> <p>College students at university have to face several stress factors. Although sports <span class="hlt">practice</span> has been considered as having beneficial effects upon stress and general health, few studies have documented its influence on this specific population. The aim of this comparative study was to determine whether the intensity of the college students’ sports <span class="hlt">practice</span> (categorized into three groups: rare, regular, or intensive) would influence their levels of stress and self-efficacy, their coping <span class="hlt">strategies</span>, and their academic success/failure. Three self-completion questionnaires were administered to 1071 French freshmen during their compulsory medical visit at the preventive medicine service of the university. Results indicated that students with intensive sport <span class="hlt">practice</span> reported lower scores of general stress, academic stress, and emotion-focused coping <span class="hlt">strategies</span>, and higher scores of self-efficacy than those with rare <span class="hlt">practice</span>. However, the proportion of successful students did not differ significantly between the three groups of sports <span class="hlt">practice</span>. PMID:22514544</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED545373.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED545373.pdf"><span>Learning <span class="hlt">Strategies</span> for Adolescents with Mild Disabilities</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Conderman, Greg; Koman, Kara; Schibelka, Mary; Higgin, Karen; Cooper, Cody; Butler, Jordyn</p> <p>2013-01-01</p> <p>Learning <span class="hlt">strategy</span> instruction is an evidence-based <span class="hlt">practice</span> for teaching adolescents with mild disabilities. However, researchers have not <span class="hlt">developed</span> <span class="hlt">strategies</span> for every content area or skill. Therefore, teachers need to be able <span class="hlt">develop</span> <span class="hlt">strategies</span> based on the needs of their students. This article reviews the process for <span class="hlt">developing</span> and teaching…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4055167','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4055167"><span>A systematic review on improving cognition in schizophrenia: which is the more commonly used type of training, <span class="hlt">practice</span> or <span class="hlt">strategy</span> learning?</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2014-01-01</p> <p>Background The purpose of this article was to conduct a review of the types of training offered to people with schizophrenia in order to help them <span class="hlt">develop</span> <span class="hlt">strategies</span> to cope with or compensate for neurocognitive or sociocognitive deficits. Methods We conducted a search of the literature using keywords such as “schizophrenia”, “training”, and “cognition” with the most popular databases of peer-reviewed journals. Results We reviewed 99 controlled studies in total (though nine did not have a control condition). We found that drill and <span class="hlt">practice</span> training is used more often to retrain neurocognitive deficits while drill and <span class="hlt">strategy</span> training is used more frequently in the context of sociocognitive remediation. Conclusions Hypotheses are suggested to better understand those results and future research is recommended to compare drill and <span class="hlt">strategy</span> with drill and <span class="hlt">practice</span> training for both social and neurocognitive deficits in schizophrenia. PMID:24885300</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016MS%26E..127a2018R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016MS%26E..127a2018R"><span>Integrated Model to Assess Cloud Deployment Effectiveness When <span class="hlt">Developing</span> an IT-<span class="hlt">strategy</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Razumnikov, S.; Prankevich, D.</p> <p>2016-04-01</p> <p><span class="hlt">Developing</span> an IT-<span class="hlt">strategy</span> of cloud deployment is a complex issue since even the stage of its formation necessitates revealing what applications will be the best possible to meet the requirements of a company business-<span class="hlt">strategy</span>, evaluate reliability and safety of cloud providers and analyze staff satisfaction. A system of criteria, as well an integrated model to assess cloud deployment effectiveness is offered. The model makes it possible to identify what applications being at the disposal of a company, as well as new tools to be deployed are reliable and safe enough for implementation in the cloud environment. The data on <span class="hlt">practical</span> use of the procedure to assess cloud deployment effectiveness by a provider of telecommunication services is presented. The model was used to calculate values of integral indexes of services to be assessed, then, ones, meeting the criteria and answering the business-<span class="hlt">strategy</span> of a company, were selected.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2006PhDT........36D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2006PhDT........36D"><span>How are scientific thinking skills best <span class="hlt">developed</span>? Direct instruction vs. inquiry <span class="hlt">practice</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Dean, David Worth, Jr.</p> <p></p> <p>Despite its support and adoption by most major scientific and educational organizations, some researchers have questioned whether inquiry learning is indeed the best method for acquiring the skills of inquiry. Klahr and colleagues have investigated the <span class="hlt">development</span> of the control of variables <span class="hlt">strategy</span>, or controlled comparison (CC), and claim that a brief session of direct instruction, characterized by explicit training of CC, as opposed to allowing children to discover CC through inquiry learning, is sufficient for acquisition, maintenance, and transfer of this core aspect of inquiry. Kuhn and colleagues, however, argue that direct instruction may be insufficient for <span class="hlt">development</span> of the metastrategic level of understanding necessary to adequately maintain and transfer inquiry skills. In the present study, I attempt to identify the intervention most effective in supporting acquisition, maintenance, and transfer of these skills. Three groups of students received either a direct instruction session followed by standard classroom instruction (DI-only), an introductory session (without direct instruction) followed by <span class="hlt">practice</span> sessions only (PR-only), or a direct instruction session followed by <span class="hlt">practice</span> sessions (DI+PR). <span class="hlt">Practice</span> sessions involved the use of a computer-based inquiry task requiring students to investigate the effects of five potential causal variables on an outcome. The two <span class="hlt">practice</span> groups worked with this program during 12 sessions over nine weeks. They worked with structurally identical software programs during five weekly maintenance sessions. During this time, the DI-only group received standard classroom instruction. All groups were assessed on familiar and unfamiliar computer-based inquiry tasks at the conclusion of intervention (immediate assessment) and maintenance sessions (delayed assessment). Students in the two <span class="hlt">practice</span> groups demonstrated improvement in an integrative measure of inquiry skill (valid intent, valid <span class="hlt">strategy</span>, valid inference, and</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1955743','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1955743"><span>Clinical <span class="hlt">Practice</span> Guideline Implementation <span class="hlt">Strategy</span> Patterns in Veterans Affairs Primary Care Clinics</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Hysong, Sylvia J; Best, Richard G; Pugh, Jacqueline A</p> <p>2007-01-01</p> <p>Background The Department of Veterans Affairs (VA) mandated the system-wide implementation of clinical <span class="hlt">practice</span> guidelines (CPGs) in the mid-1990s, arming all facilities with basic resources to facilitate implementation; despite this resource allocation, significant variability still exists across VA facilities in implementation success. Objective This study compares CPG implementation <span class="hlt">strategy</span> patterns used by high and low performing primary care clinics in the VA. Research Design Descriptive, cross-sectional study of a purposeful sample of six Veterans Affairs Medical Centers (VAMCs) with high and low performance on six CPGs. Subjects One hundred and two employees (management, quality improvement, clinic personnel) involved with guideline implementation at each VAMC primary care clinic. Measures Participants reported specific <span class="hlt">strategies</span> used by their facility to implement guidelines in 1-hour semi-structured interviews. Facilities were classified as high or low performers based on their guideline adherence scores calculated through independently conducted chart reviews. Findings High performing facilities (HPFs) (a) invested significantly in the implementation of the electronic medical record and locally adapting it to provider needs, (b) invested dedicated resources to guideline-related initiatives, and (c) exhibited a clear direction in their <span class="hlt">strategy</span> choices. Low performing facilities exhibited (a) earlier stages of <span class="hlt">development</span> for their electronic medical record, (b) reliance on preexisting resources for guideline implementation, with little local adaptation, and (c) no clear direction in their <span class="hlt">strategy</span> choices. Conclusion A multifaceted, yet targeted, strategic approach to guideline implementation emphasizing dedicated resources and local adaptation may result in more successful implementation and higher guideline adherence than relying on standardized resources and taxing preexisting channels. PMID:17355583</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4762255','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4762255"><span>Childhood Obesity Policy Research and <span class="hlt">Practice</span> Evidence for Policy and Environmental <span class="hlt">Strategies</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Brennan, Laura K.; Brownson, Ross C.; Orleans, C. Tracy</p> <p>2016-01-01</p> <p>Investigators <span class="hlt">developed</span> a review system to evaluate the growing literature on policy and environmental <span class="hlt">strategies</span> to prevent childhood obesity. Over 2000 documents published between January 2000 and May 2009 in the scientific and grey literature were identified (2008–2009) and systematically analyzed (2009–2012). These focused on policy or environmental <span class="hlt">strategies</span> to reduce obesity/overweight, increase physical activity, and/or improve nutrition/diet among youth (aged 3–18 years). Guided by the RE-AIM framework, investigators abstracted studies of 24 intervention <span class="hlt">strategies</span> and assessed evidence for their effectiveness (i.e., study design, intervention duration, and outcomes) and population impact (i.e., effectiveness and reach – participation or exposure, and representativeness) in 142 evaluation study groupings and 254 associational study groupings (n=396 groupings of 600 peer-reviewed studies). The 24 <span class="hlt">strategies</span> yielded 25 classifications (school wellness policies yielded nutrition and physical activity classifications): 1st-tier effective (n=5); 2nd-tier effective (n=6); “promising” (n=5); or “emerging” (n=9). Evidence for intervention effectiveness was reported in 56% of the evaluation, and 77% of the associational, study groupings. Among the evaluation study groupings, only 49% reported sufficient data for population impact ratings, and only 22% qualified for a rating of high population impact. Effectiveness and impact ratings were summarized in graphic evidence maps, displaying effects/associations with behavioral and obesity/overweight outcomes. This paper describes the results and products of the review, with recommendations for policy research and <span class="hlt">practice</span>. PMID:24355679</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2265090','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2265090"><span>Across-channel interference in intensity discrimination: The role of <span class="hlt">practice</span> and listening <span class="hlt">strategy</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Buss, Emily</p> <p>2008-01-01</p> <p>Pure tone intensity discrimination thresholds can be elevated by the introduction of remote maskers with roved level. This effect is on the order of 10 dB [10log(ΔI/I)] in some conditions and can be demonstrated under conditions of little or no energetic masking. The current study examined the effect of <span class="hlt">practice</span> and observer <span class="hlt">strategy</span> on this phenomenon. Experiment 1 included observers who had no formal experience with intensity discrimination and provided training over six hours on a single masked intensity discrimination task to assess learning effects. Thresholds fell with <span class="hlt">practice</span> for most observers, with significant improvements in 6 out of 8 cases. Despite these improvements significant masking remained in all cases. The second experiment assessed trial-by-trial effects of roved masker level. Conditional probability of a ‘signal-present’ response as a function of the rove value assigned to each of the two masker tones indicates fundamental differences among observers’ processing <span class="hlt">strategies</span>, even after six hours of <span class="hlt">practice</span>. The variability in error patterns across <span class="hlt">practiced</span> listeners suggests that observers approach the task differently, though this variability does not appear to be related to sensitivity. PMID:18177156</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active"><span>11</span></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_11 --> <div id="page_12" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="221"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25322728','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25322728"><span><span class="hlt">Development</span> and testing of an implementation <span class="hlt">strategy</span> for a complex housing intervention: protocol for a mixed methods study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Watson, Dennis P; Young, Jeani; Ahonen, Emily; Xu, Huiping; Henderson, Macey; Shuman, Valery; Tolliver, Randi</p> <p>2014-10-17</p> <p>There is currently a lack of scientifically designed and tested implementation <span class="hlt">strategies</span>. Such <span class="hlt">strategies</span> are particularly important for highly complex interventions that require coordination between multiple parts to be successful. This paper presents a protocol for the <span class="hlt">development</span> and testing of an implementation <span class="hlt">strategy</span> for a complex intervention known as the Housing First model (HFM). Housing First is an evidence-based <span class="hlt">practice</span> for chronically homeless individuals demonstrated to significantly improve a number of outcomes. Drawing on <span class="hlt">practices</span> demonstrated to be useful in implementation and e-learning theory, our team is currently adapting a face-to-face implementation <span class="hlt">strategy</span> so that it can be delivered over a distance. Research activities will be divided between Chicago and Central Indiana, two areas with significantly different barriers to HFM implementation. Ten housing providers (five from Chicago and five from Indiana) will be recruited to conduct an alpha test of each of four e-learning modules as they are <span class="hlt">developed</span>. Providers will be requested to keep a detailed log of their experience completing the modules and participate in one of two focus groups. After refining the modules based on alpha test results, we will test the <span class="hlt">strategy</span> among a sample of four housing organizations (two from Chicago and two from Indiana). We will collect and analyze both qualitative and quantitative data from administration and staff. Measures of interest include causal factors affecting implementation, training outcomes, and implementation outcomes. This project is an important first step in the <span class="hlt">development</span> of an evidence-based implementation <span class="hlt">strategy</span> to increase scalability and impact of the HFM. The project also has strong potential to increase limited scientific knowledge regarding implementation <span class="hlt">strategies</span> in general.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010cosp...38...97L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010cosp...38...97L"><span><span class="hlt">Development</span> of reference <span class="hlt">practices</span> for the calibration and validation of atmospheric composition satellites</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lambert, Jean-Christopher; Bojkov, Bojan</p> <p></p> <p>The Committee on Earth Observation Satellites (CEOS)/Working Group on Calibration and Validation (WGCV) is <span class="hlt">developing</span> a global data quality <span class="hlt">strategy</span> for the Global Earth Obser-vation System of Systems (GEOSS). In this context, CEOS WGCV elaborated the GEOSS Quality Assurance framework for Earth Observation (QA4EO, http://qa4eo.org). QA4EO en-compasses a documentary framework and a set of ten guidelines, which describe the top-level approach of QA activities and key requirements that drive the QA process. QA4EO is appli-cable virtually to all Earth Observation data. Calibration and validation activities are a cornerstone of the GEOSS data quality <span class="hlt">strategy</span>. Proper uncertainty assessment of the satellite measurements and their derived data products is essential, and needs to be continuously monitored and traceable to standards. As a <span class="hlt">practical</span> application of QA4EO, CEOS WGCV has undertaken to establish a set of best <span class="hlt">practices</span>, methodologies and guidelines for satellite calibration and validation. The present paper reviews current <span class="hlt">developments</span> of best <span class="hlt">practices</span> and guidelines for the vali-dation of atmospheric composition satellites. Aimed as a community effort, the approach is to start with current <span class="hlt">practices</span> that could be improved with time. The present review addresses current validation capabilities, achievements, caveats, harmonization efforts, and challenges. Terminologies and general principles of validation are reminded. Going beyond elementary def-initions of validation like the assessment of uncertainties, the specific GEOSS context requires considering also the validation of individual service components and against user requirements.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24512867','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24512867"><span>From policy to <span class="hlt">practice</span>: <span class="hlt">strategies</span> to meet physical activity standards in YMCA afterschool programs.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Beets, Michael W; Weaver, Robert G; Moore, Justin B; Turner-McGrievy, Gabriel; Pate, Russell R; Webster, Collin; Beighle, Aaron</p> <p>2014-03-01</p> <p>In 2011, the U.S. Young Men's Christian Association (YMCA) adopted activity standards recommending that afterschool programs (ASPs) ensure all children engage in a minimum of 30 minutes of moderate to vigorous physical activity (MVPA) daily during the ASP. ASPs decide how to accomplish this standard, for which few effective <span class="hlt">strategies</span> exist. To evaluate <span class="hlt">strategies</span> designed to help ASPs meet the MVPA standard. Single group intervention with pretest and three follow-up measures repeated-cross-sectional design with a subsample cohort. Four large-scale YMCA ASPs, serving approximately 500 children each day. Community-based participatory <span class="hlt">development</span> of <span class="hlt">strategies</span> focused on modification of program schedules, professional <span class="hlt">development</span> training, and weekly checklists to evaluate activity opportunities. Accelerometry-derived MVPA classified as meet or fail-to-meet the 30 minutes' MVPA/day standard collected over a minimum of 4 nonconsecutive days at baseline (fall 2011) and three follow-up assessments (spring 2012, fall 2012, spring 2013). Random intercept logistic regression models evaluated the probability of meeting the standard for boys and girls, separately (analyzed summer 2013). A total of 895 children (aged 5-12 years, 48.4% girls) representing 3654 daily measures were collected across the four assessments. The percentage of girls and boys meeting the MVPA standard at baseline was 13.3% and 28.0%, respectively. By spring 2013, this increased to 29.3% and 49.6%. These changes represented an increase in the odds of meeting the 30 minutes' MVPA/day standard by 1.5 (95% CI=1.1, 2.0) and 2.4 (95% CI=1.2, 4.8) for girls and boys, respectively. The <span class="hlt">strategies</span> <span class="hlt">developed</span> herein represent an effective approach to enhancing current <span class="hlt">practice</span> within YMCA ASPs to achieve existing MVPA standards. Additional work is necessary to evaluate the scalability of the <span class="hlt">strategies</span> in a larger sample of ASPs. © 2014 American Journal of Preventive Medicine Published by American Journal of</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18823531','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18823531"><span><span class="hlt">Development</span> of behaviour change communication <span class="hlt">strategy</span> for a vaccination-linked malaria control tool in southern Tanzania.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mushi, Adiel K; Schellenberg, Joanna; Mrisho, Mwifadhi; Manzi, Fatuma; Mbuya, Conrad; Mponda, Haji; Mshinda, Hassan; Tanner, Marcel; Alonso, Pedro; Pool, Robert; Schellenberg, David</p> <p>2008-09-29</p> <p>Intermittent preventive treatment of malaria in infants (IPTi) using sulphadoxine-pyrimethamine and linked to the expanded programme on immunization (EPI) is a promising <span class="hlt">strategy</span> for malaria control in young children. As evidence grows on the efficacy of IPTi as public health <span class="hlt">strategy</span>, information is needed so that this novel control tool can be put into <span class="hlt">practice</span> promptly, once a policy recommendation is made to implement it. This paper describes the <span class="hlt">development</span> of a behaviour change communication <span class="hlt">strategy</span> to support implementation of IPTi by the routine health services in southern Tanzania, in the context of a five-year research programme evaluating the community effectiveness of IPTi. Mixed methods including a rapid qualitative assessment and quantitative health facility survey were used to investigate communities' and providers' knowledge and <span class="hlt">practices</span> relating to malaria, EPI, sulphadoxine-pyrimethamine and existing health posters. Results were applied to <span class="hlt">develop</span> an appropriate behaviour change communication <span class="hlt">strategy</span> for IPTi involving personal communication between mothers and health staff, supported by a brand name and two posters. Malaria in young children was considered to be a nuisance because it causes sleepless nights. Vaccination services were well accepted and their use was considered the mother's responsibility. Babies were generally taken for vaccination despite complaints about fevers and swellings after the injections. Sulphadoxine-pyrimethamine was widely used for malaria treatment and intermittent preventive treatment of malaria in pregnancy, despite widespread rumours of adverse reactions based on hearsay and newspaper reports. Almost all health providers said that they or their spouse were ready to take SP in pregnancy (96%, 223/242). A brand name, key messages and images were <span class="hlt">developed</span> and pre-tested as behaviour change communication materials. The posters contained public health messages, which explained the intervention itself, how and when</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29218740','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29218740"><span>Enrichment <span class="hlt">Strategies</span> in Pediatric Drug <span class="hlt">Development</span>: An Analysis of Trials Submitted to the US Food and Drug Administration.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Green, Dionna J; Liu, Xiaomei I; Hua, Tianyi; Burnham, Janelle M; Schuck, Robert; Pacanowski, Michael; Yao, Lynne; McCune, Susan K; Burckart, Gilbert J; Zineh, Issam</p> <p>2017-12-08</p> <p>Clinical trial enrichment involves prospectively incorporating trial design elements that increase the probability of detecting a treatment effect. The use of enrichment <span class="hlt">strategies</span> in pediatric drug <span class="hlt">development</span> has not been systematically assessed. We analyzed the use of enrichment <span class="hlt">strategies</span> in pediatric trials submitted to the US Food and Drug Administration from 2012-2016. In all, 112 efficacy studies associated with 76 drug <span class="hlt">development</span> programs were assessed and their overall success rates were 78% and 75%, respectively. Eighty-eight trials (76.8%) employed at least one enrichment <span class="hlt">strategy</span>; of these, 66.3% employed multiple enrichment <span class="hlt">strategies</span>. The highest trial success rates were achieved when all three enrichment <span class="hlt">strategies</span> (<span class="hlt">practical</span>, predictive, and prognostic) were used together within a single trial (87.5%), while the lowest success rate was observed when no enrichment <span class="hlt">strategy</span> was used (65.4%). The use of enrichment <span class="hlt">strategies</span> in pediatric trials was found to be associated with trial and program success in our analysis. © 2017 American Society for Clinical Pharmacology and Therapeutics.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20030067563','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20030067563"><span><span class="hlt">Developing</span> User <span class="hlt">Strategies</span> in PVS: A Tutorial</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Archer, Myla; diVito, Ben; Munoz, Cesar</p> <p>2003-01-01</p> <p>This tutorial provides an overview of the PVS <span class="hlt">strategy</span> language, and explains how to define new PVS <span class="hlt">strategies</span> and load them into PVS, and how to create a <span class="hlt">strategy</span> package. It then discusses several useful techniques that can be used in <span class="hlt">developing</span> user <span class="hlt">strategies</span>, and provides examples that illustrate many of these techniques.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED209034.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED209034.pdf"><span>Community Education Proven <span class="hlt">Practices</span> II: Networking <span class="hlt">Strategies</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Arkansas State Dept. of Education, Little Rock.</p> <p></p> <p>Designed to be used by those who wish to initiate or further <span class="hlt">develop</span> community education programs at the state and local levels, this publication is one of a series of "Proven <span class="hlt">Practices</span>" <span class="hlt">developed</span> by federally-funded state and local community education projects. The booklet describes the administrative design and the process used to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Moran&pg=3&id=ED572075','ERIC'); return false;" href="https://eric.ed.gov/?q=Moran&pg=3&id=ED572075"><span>Pre-Service Teacher Efficacy <span class="hlt">Development</span> within Clinically-Based <span class="hlt">Practice</span>: Examining the Structures and <span class="hlt">Strategies</span> in the Collaborative Cohort</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Will-Dubyak, Kathryn Deeanne</p> <p>2016-01-01</p> <p>Research indicates that teachers benefit from education coursework in their preparation that provides opportunities to <span class="hlt">develop</span> and <span class="hlt">practice</span> pedagogical understandings (Darling-Hammond, 2000, 2006). Research also indicates that opportunities to enact learning from coursework are beneficial in teacher efficacy <span class="hlt">development</span> within teacher preparation…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=reduce+AND+reuse+AND+recycle&id=EJ1022157','ERIC'); return false;" href="https://eric.ed.gov/?q=reduce+AND+reuse+AND+recycle&id=EJ1022157"><span>Best Instructional <span class="hlt">Practices</span> for <span class="hlt">Developing</span> Student Choreographers</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Humphreys, Kathryn; Kimbrell, Sinéad</p> <p>2013-01-01</p> <p>Drawing on more than two decades of experience refining this teaching process, as well as insights from two consecutive research studies of Hubbard Street Dance Chicago's education work, this article presents best <span class="hlt">practice</span> <span class="hlt">strategies</span> for teaching choreography to elementary students in schools. The article outlines the rationale behind the Prepare,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=CLINICAL+AND+DENTISTRY+AND+RESEARCH&pg=3&id=EJ418552','ERIC'); return false;" href="https://eric.ed.gov/?q=CLINICAL+AND+DENTISTRY+AND+RESEARCH&pg=3&id=EJ418552"><span>The Role of Health Services Research in <span class="hlt">Developing</span> <span class="hlt">Practice</span> Policy: <span class="hlt">Development</span> of <span class="hlt">Practice</span> Guidelines.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Crall, James J.</p> <p>1990-01-01</p> <p>The paper offers guidance for the incorporation of treatment effectiveness research into clinical dental <span class="hlt">practice</span> guidelines. Recommended is inclusion of patients' preferences for different outcomes as well as of clinical outcomes in <span class="hlt">development</span> of valid <span class="hlt">practice</span> guidelines. (DB)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28435767','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28435767"><span>Green Toxicology: a <span class="hlt">strategy</span> for sustainable chemical and material <span class="hlt">development</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Crawford, Sarah E; Hartung, Thomas; Hollert, Henner; Mathes, Björn; van Ravenzwaay, Bennard; Steger-Hartmann, Thomas; Studer, Christoph; Krug, Harald F</p> <p>2017-01-01</p> <p>Green Toxicology refers to the application of predictive toxicology in the sustainable <span class="hlt">development</span> and production of new less harmful materials and chemicals, subsequently reducing waste and exposure. Built upon the foundation of "Green Chemistry" and "Green Engineering", "Green Toxicology" aims to shape future manufacturing processes and safe synthesis of chemicals in terms of environmental and human health impacts. Being an integral part of Green Chemistry, the principles of Green Toxicology amplify the role of health-related aspects for the benefit of consumers and the environment, in addition to being economical for manufacturing companies. Due to the costly <span class="hlt">development</span> and preparation of new materials and chemicals for market entry, it is no longer <span class="hlt">practical</span> to ignore the safety and environmental status of new products during product <span class="hlt">development</span> stages. However, this is only possible if toxicologists and chemists work together early on in the <span class="hlt">development</span> of materials and chemicals to utilize safe design <span class="hlt">strategies</span> and innovative in vitro and in silico tools. This paper discusses some of the most relevant aspects, advances and limitations of the emergence of Green Toxicology from the perspective of different industry and research groups. The integration of new testing methods and <span class="hlt">strategies</span> in product <span class="hlt">development</span>, testing and regulation stages are presented with examples of the application of in silico, omics and in vitro methods. Other tools for Green Toxicology, including the reduction of animal testing, alternative test methods, and read-across approaches are also discussed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19709792','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19709792"><span>Preparation for pain management during childbirth: the psychological aspects of coping <span class="hlt">strategy</span> <span class="hlt">development</span> in antenatal education.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Escott, Diane; Slade, Pauline; Spiby, Helen</p> <p>2009-11-01</p> <p>During childbirth, in addition to or in place of analgesia, women manage pain using a range of coping <span class="hlt">strategies</span>. Antenatal education provides an opportunity prior to birth to help women to prepare for an often painful event. However, this is usually carried out with little reference to the literature regarding psychological factors which influence the experience of pain. This review seeks to consider how recent <span class="hlt">developments</span> in psychological knowledge could enhance care. Areas identified include range of coping <span class="hlt">strategies</span> and factors influencing their efficacy and implementation. This draws on both the literature on management of acute pain in other scenarios and the limited literature related to childbirth related pain. The following recommendations for systematic evaluation in the context of antenatal education are made: (i) Increase the range of coping <span class="hlt">strategies</span> currently utilized to include cognitive based <span class="hlt">strategies</span>. (ii) Help women to identify and understand the nature of their own coping styles and preferences, including any unhelpful patterns of pain catastrophizing. (iii) Help women to <span class="hlt">develop</span> their own unique set of coping <span class="hlt">strategies</span> for labor. (iv) Strengthen feelings of coping self-efficacy by <span class="hlt">practice</span> in class and reinforcement by the class teacher. (v) <span class="hlt">Develop</span> implementation intentions which account for the changing context of childbirth and (vi) Actively <span class="hlt">develop</span> prompting and reinforcement of use of identified coping <span class="hlt">strategies</span> by birth partners.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25317597','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25317597"><span><span class="hlt">Development</span> of a novel, multilayered presentation format for clinical <span class="hlt">practice</span> guidelines.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kristiansen, Annette; Brandt, Linn; Alonso-Coello, Pablo; Agoritsas, Thomas; Akl, Elie A; Conboy, Tara; Elbarbary, Mahmoud; Ferwana, Mazen; Medani, Wedad; Murad, Mohammad Hassan; Rigau, David; Rosenbaum, Sarah; Spencer, Frederick A; Treweek, Shaun; Guyatt, Gordon; Vandvik, Per Olav</p> <p>2015-03-01</p> <p>Bridging the gap between clinical research and everyday health-care <span class="hlt">practice</span> requires effective communication <span class="hlt">strategies</span>. To address current shortcomings in conveying <span class="hlt">practice</span> recommendations and supporting evidence, we are creating and testing presentation formats for clinical <span class="hlt">practice</span> guidelines (CPGs). We carried out multiple cycles of brainstorming and sketching, <span class="hlt">developing</span> a prototype. Physicians participating in the user testing viewed CPG formats linked to clinical scenarios and engaged in semistructured interviews applying a think-aloud method for exploring important aspects of user experience. We <span class="hlt">developed</span> a multilayered presentation format that allows clinicians to successively view more in-depth information. Starting with the recommendations, clinicians can, on demand, access a rationale and a key information section containing statements on quality of the evidence, balance between desirable and undesirable consequences, values and preferences, and resource considerations. We collected feedback from 27 stakeholders and performed user testing with 47 <span class="hlt">practicing</span> physicians from six countries. Advisory group feedback and user testing of the first version revealed problems with conceptual understanding of underlying CPG methodology, as well as difficulties with the complexity of the layout and content. Extensive revisions made before the second round of user testing resulted in most participants expressing overall satisfaction with the final presentation format. We have <span class="hlt">developed</span> an electronic, multilayered, CPG format that enhances the usability of CPGs for frontline clinicians. We have implemented the format in electronic guideline tools that guideline organizations can now use when authoring and publishing their guidelines.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22marketing+strategic%22&pg=6&id=ED418313','ERIC'); return false;" href="https://eric.ed.gov/?q=%22marketing+strategic%22&pg=6&id=ED418313"><span>Improving HRD <span class="hlt">Practice</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gilley, Jerry W.</p> <p></p> <p>This book provides human resource <span class="hlt">development</span> (HRD) professionals with a <span class="hlt">practical</span> approach for improving the way they <span class="hlt">practice</span> their profession and presents a four-part framework for improving HRD <span class="hlt">practice</span>. Each of the book's four parts is dedicated to one part of the framework: examining HRD <span class="hlt">strategy</span>; improving perceptions of HRD; improving…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=kirsch&pg=2&id=EJ977719','ERIC'); return false;" href="https://eric.ed.gov/?q=kirsch&pg=2&id=EJ977719"><span><span class="hlt">Developing</span> Children's Language Learner <span class="hlt">Strategies</span> at Primary School</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kirsch, Claudine</p> <p>2012-01-01</p> <p>This article discusses the <span class="hlt">strategy</span> repertoires and <span class="hlt">strategy</span> <span class="hlt">development</span> of six English children who learned foreign languages at primary school. My study differs from mainstream research, in that it focuses on young children and on the <span class="hlt">development</span> of their <span class="hlt">strategies</span>, draws on sociocultural theory and uses ethnographic methods. My findings show…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED577101.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED577101.pdf"><span>Supporting Implementation of Evidence-Based <span class="hlt">Practices</span> through <span class="hlt">Practice</span>-Based Coaching</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Snyder, Patricia A; Hemmeter, Mary Louise; Fox, Lise</p> <p>2015-01-01</p> <p>In active implementation science frameworks, coaching has been described as an important competency "driver" to ensure evidence-based <span class="hlt">practices</span> are implemented as intended. Empirical evidence also has identified coaching as a promising job-embedded professional <span class="hlt">development</span> <span class="hlt">strategy</span> to support implementation of quality teaching <span class="hlt">practices</span>.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://ntrs.nasa.gov/search.jsp?R=20010020379&hterms=economic+development&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D70%26Ntt%3Deconomic%2Bdevelopment','NASA-TRS'); return false;" href="https://ntrs.nasa.gov/search.jsp?R=20010020379&hterms=economic+development&qs=Ntx%3Dmode%2Bmatchall%26Ntk%3DAll%26N%3D0%26No%3D70%26Ntt%3Deconomic%2Bdevelopment"><span>Launcher Systems <span class="hlt">Development</span> Cost: Behavior, Uncertainty, Influences, Barriers and <span class="hlt">Strategies</span> for Reduction</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Shaw, Eric J.</p> <p>2001-01-01</p> <p>This paper will report on the activities of the IAA Launcher Systems Economics Working Group in preparations for its Launcher Systems <span class="hlt">Development</span> Cost Behavior Study. The Study goals include: improve launcher system and other space system parametric cost analysis accuracy; improve launcher system and other space system cost analysis credibility; and provide launcher system and technology <span class="hlt">development</span> program managers and other decisionmakers with useful information on <span class="hlt">development</span> cost impacts of their decisions. The Working Group plans to explore at least the following five areas in the Study: define and explain <span class="hlt">development</span> cost behavior terms and concepts for use in the Study; identify and quantify sources of <span class="hlt">development</span> cost and cost estimating uncertainty; identify and quantify significant influences on <span class="hlt">development</span> cost behavior; identify common barriers to <span class="hlt">development</span> cost understanding and reduction; and recommend <span class="hlt">practical</span>, realistic <span class="hlt">strategies</span> to accomplish reductions in launcher system <span class="hlt">development</span> cost.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28898168','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28898168"><span><span class="hlt">Practice</span> Evaluation <span class="hlt">Strategies</span> Among Social Workers: Why an Evidence-Informed Dual-Process Theory Still Matters.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Davis, Thomas D</p> <p>2017-01-01</p> <p><span class="hlt">Practice</span> evaluation <span class="hlt">strategies</span> range in style from the formal-analytic tools of single-subject designs, rapid assessment instruments, algorithmic steps in evidence-informed <span class="hlt">practice</span>, and computer software applications, to the informal-interactive tools of clinical supervision, consultation with colleagues, use of client feedback, and clinical experience. The purpose of this article is to provide <span class="hlt">practice</span> researchers in social work with an evidence-informed theory that is capable of explaining both how and why social workers use <span class="hlt">practice</span> evaluation <span class="hlt">strategies</span> to self-monitor the effectiveness of their interventions in terms of client change. The author delineates the theoretical contours and consequences of what is called dual-process theory. Drawing on evidence-informed advances in the cognitive and social neurosciences, the author identifies among everyday social workers a theoretically stable, informal-interactive tool preference that is a cognitively necessary, sufficient, and stand-alone preference that requires neither the supplementation nor balance of formal-analytic tools. The author's delineation of dual-process theory represents a theoretical contribution in the century-old attempt to understand how and why social workers evaluate their <span class="hlt">practice</span> the way they do.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1105908.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1105908.pdf"><span>Assessing the Reliability of Merging Chickering & Gamson's Seven Principles for Good <span class="hlt">Practice</span> with Merrill's Different Levels of Instructional <span class="hlt">Strategy</span> (DLISt7)</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Jabar, Syaril Izwann; Albion, Peter R.</p> <p>2016-01-01</p> <p>Based on Chickering and Gamson's (1987) Seven Principles for Good <span class="hlt">Practice</span>, this research project attempted to revitalize the principles by merging them with Merrill's (2006) Different Levels of Instructional <span class="hlt">Strategy</span>. The aim was to <span class="hlt">develop</span>, validate, and standardize a measurement instrument (DLISt7) using a pretest-posttest Internet…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23521369','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23521369"><span>Undue industry influences that distort healthcare research, <span class="hlt">strategy</span>, expenditure and <span class="hlt">practice</span>: a review.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Stamatakis, Emmanuel; Weiler, Richard; Ioannidis, John P A</p> <p>2013-05-01</p> <p>Expenditure on industry products (mostly drugs and devices) has spiraled over the last 15 years and accounts for substantial part of healthcare expenditure. The enormous financial interests involved in the <span class="hlt">development</span> and marketing of drugs and devices may have given excessive power to these industries to influence medical research, policy, and <span class="hlt">practice</span>. Review of the literature and analysis of the multiple pathways through which the industry has directly or indirectly infiltrated the broader healthcare systems. We present the analysis of the industry influences at the following levels: (i) evidence base production, (ii) evidence synthesis, (iii) understanding of safety and harms issues, (iv) cost-effectiveness evaluation, (v) clinical <span class="hlt">practice</span> guidelines formation, (vi) healthcare professional education, (vii) healthcare <span class="hlt">practice</span>, (viii) healthcare consumer's decisions. We located abundance of consistent evidence demonstrating that the industry has created means to intervene in all steps of the processes that determine healthcare research, <span class="hlt">strategy</span>, expenditure, <span class="hlt">practice</span> and education. As a result of these interferences, the benefits of drugs and other products are often exaggerated and their potential harms are downplayed, and clinical guidelines, medical <span class="hlt">practice</span>, and healthcare expenditure decisions are biased. To serve its interests, the industry masterfully influences evidence base production, evidence synthesis, understanding of harms issues, cost-effectiveness evaluations, clinical <span class="hlt">practice</span> guidelines and healthcare professional education and also exerts direct influences on professional decisions and health consumers. There is an urgent need for regulation and other action towards redefining the mission of medicine towards a more objective and patient-, population- and society-benefit direction that is free from conflict of interests. © 2013 Stichting European Society for Clinical Investigation Journal Foundation. Published by Blackwell Publishing Ltd.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active"><span>12</span></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_12 --> <div id="page_13" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="241"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=walkability&id=EJ826348','ERIC'); return false;" href="https://eric.ed.gov/?q=walkability&id=EJ826348"><span><span class="hlt">Practice</span> Notes: <span class="hlt">Strategies</span> in Health Education</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Health Education & Behavior, 2009</p> <p>2009-01-01</p> <p>This article features two exemplary programs in health education <span class="hlt">practice</span>: (1) Project L.E.A.P (Learning Effective and Applicable Parenting); and (2) A program that uses a pedestrian count tool to measure environmental and health promotion efforts. Project L.E.A.P. was <span class="hlt">developed</span> by the Atlanta Alliance on Developmental Disabilities to promote…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11051448','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11051448"><span>Dermatology <span class="hlt">practice</span> management assures <span class="hlt">practice</span> <span class="hlt">development</span> and efficiency.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wagener, D L</p> <p>2000-09-01</p> <p>This article provides an overview of the disciplines involved in managing a dermatology <span class="hlt">practice</span> today. Several key management processes, including strategic planning, financial analysis, advertising and public relations, information systems management, and compliance program <span class="hlt">development</span> and monitoring are addressed. This article explores several possible tactics that can be used to help guide your <span class="hlt">practice</span> in the right direction without overtaxing your resources. Also offered are possible solutions for creating an organization that is poised for success, and a management team capable of steering the <span class="hlt">practice</span> through the sea of change ahead.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24229373','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24229373"><span>Influence network linkages across implementation <span class="hlt">strategy</span> conditions in a randomized controlled trial of two <span class="hlt">strategies</span> for scaling up evidence-based <span class="hlt">practices</span> in public youth-serving systems.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Palinkas, Lawrence A; Holloway, Ian W; Rice, Eric; Brown, C Hendricks; Valente, Thomas W; Chamberlain, Patricia</p> <p>2013-11-14</p> <p>Given the importance of influence networks in the implementation of evidence-based <span class="hlt">practices</span> and interventions, it is unclear whether such networks continue to operate as sources of information and advice when they are segmented and disrupted by randomization to different implementation <span class="hlt">strategy</span> conditions. The present study examines the linkages across implementation <span class="hlt">strategy</span> conditions of social influence networks of leaders of youth-serving systems in 12 California counties participating in a randomized controlled trial of community <span class="hlt">development</span> teams (CDTs) to scale up use of an evidence-based <span class="hlt">practice</span>. Semi-structured interviews were conducted with 38 directors, assistant directors, and program managers of county probation, mental health, and child welfare departments. A web-based survey collected additional quantitative data on information and advice networks of study participants. A mixed-methods approach to data analysis was used to create a sociometric data set (n = 176) to examine linkages between treatment and standard conditions. Of those network members who were affiliated with a county (n = 137), only 6 (4.4%) were directly connected to a member of the opposite implementation <span class="hlt">strategy</span> condition; 19 (13.9%) were connected by two steps or fewer to a member of the opposite implementation <span class="hlt">strategy</span> condition; 64 (46.7%) were connected by three or fewer steps to a member of the opposite implementation <span class="hlt">strategy</span> condition. Most of the indirect steps between individuals who were in different implementation <span class="hlt">strategy</span> conditions were connections involving a third non-county organizational entity that had an important role in the trial in keeping the implementation <span class="hlt">strategy</span> conditions separate. When these entities were excluded, the CDT network exhibited fewer components and significantly higher betweenness centralization than did the standard condition network. Although the integrity of the RCT in this instance was not compromised by study participant influence</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3930152','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3930152"><span>Influence network linkages across implementation <span class="hlt">strategy</span> conditions in a randomized controlled trial of two <span class="hlt">strategies</span> for scaling up evidence-based <span class="hlt">practices</span> in public youth-serving systems</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2013-01-01</p> <p>Background Given the importance of influence networks in the implementation of evidence-based <span class="hlt">practices</span> and interventions, it is unclear whether such networks continue to operate as sources of information and advice when they are segmented and disrupted by randomization to different implementation <span class="hlt">strategy</span> conditions. The present study examines the linkages across implementation <span class="hlt">strategy</span> conditions of social influence networks of leaders of youth-serving systems in 12 California counties participating in a randomized controlled trial of community <span class="hlt">development</span> teams (CDTs) to scale up use of an evidence-based <span class="hlt">practice</span>. Methods Semi-structured interviews were conducted with 38 directors, assistant directors, and program managers of county probation, mental health, and child welfare departments. A web-based survey collected additional quantitative data on information and advice networks of study participants. A mixed-methods approach to data analysis was used to create a sociometric data set (n = 176) to examine linkages between treatment and standard conditions. Results Of those network members who were affiliated with a county (n = 137), only 6 (4.4%) were directly connected to a member of the opposite implementation <span class="hlt">strategy</span> condition; 19 (13.9%) were connected by two steps or fewer to a member of the opposite implementation <span class="hlt">strategy</span> condition; 64 (46.7%) were connected by three or fewer steps to a member of the opposite implementation <span class="hlt">strategy</span> condition. Most of the indirect steps between individuals who were in different implementation <span class="hlt">strategy</span> conditions were connections involving a third non-county organizational entity that had an important role in the trial in keeping the implementation <span class="hlt">strategy</span> conditions separate. When these entities were excluded, the CDT network exhibited fewer components and significantly higher betweenness centralization than did the standard condition network. Conclusion Although the integrity of the RCT in this instance was not</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28291126','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28291126"><span><span class="hlt">Strategies</span> to reduce blood product utilization in obstetric <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Neb, Holger; Zacharowski, Kai; Meybohm, Patrick</p> <p>2017-06-01</p> <p>Patient blood management (PBM) aims to improve patient outcome and safety by reducing the number of unnecessary RBC transfusions and vitalizing patient-specific anemia reserves. Although PBM is increasingly recognized as best clinical <span class="hlt">practice</span> in elective surgery, implementation of PBM is restrained in the setting of obstetrics. This review summarizes recent findings to reduce blood product utilization in obstetric <span class="hlt">practice</span>. PBM-related evidence-based benefits should be urgently adopted in the field of obstetric medicine. Intravenous iron can be considered a safe, effective <span class="hlt">strategy</span> to replenish iron stores and to correct both pregnancy-related and hemorrhage-related iron deficiency anemia. In addition to surgical techniques and the use of uterotonics, recent findings support early administration of tranexamic acid, fibrinogen and a coagulation factor concentrate-based, viscoelastically guided <span class="hlt">practice</span> in case of peripartum hemorrhage to manage coagulopathy. In patients with cesarean section, autologous red cell blood salvage may reduce blood product utilization, although its use in this setting is controversial. Implementation of PBM in obstetric <span class="hlt">practice</span> offers large potential to reduce blood loss and transfusion requirements of allogeneic blood products, even though large clinical trials are lacking in this specific field. Intravenous iron supplementation may be suggested to increase peripartum hemoglobin levels. Additionally, tranexamic acid and point-of-care-guided supplementation of coagulation factors are potent methods to reduce unnecessary blood loss and blood transfusions in obstetrics.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19038128','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19038128"><span><span class="hlt">Developing</span> nursing <span class="hlt">practice</span> through work-based learning.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Clarke, David J; Copeland, Lisa</p> <p>2003-12-01</p> <p><span class="hlt">Developing</span> nursing <span class="hlt">practice</span> in any area demands skills, knowledge, support and a long term commitment to the achievement of best <span class="hlt">practice</span>. It is easy to become overwhelmed by the competing demands for client care and service delivery. It is not always easy to see how good ideas, clinical concerns and professionally led objectives, can be realised in <span class="hlt">practice</span>. Ongoing professional <span class="hlt">development</span> activities, including formal educational programmes can contribute to individual staff members' ability to take on <span class="hlt">practice</span> <span class="hlt">development</span> projects. Too often however, educational programmes are seen as making little real difference to clinical <span class="hlt">practice</span>. Work-based learning, a relatively new approach in higher education in the United Kingdom, presents opportunities for Universities and healthcare providers to work in partnership to realise the shared aims of <span class="hlt">developing</span> nursing <span class="hlt">practice</span>. Specific examples, drawn from the personal experiences of one of the authors, will examine the contribution of a work-based learning approach to integrating learning and <span class="hlt">developing</span> <span class="hlt">practice</span> in the field of cancer care. The work-based learning approach can bring about tangible benefits for patients, practitioners and organisations, but only if the organisational and contextual factors which impact on <span class="hlt">practice</span> and its <span class="hlt">development</span> are properly considered and managed through effective partnerships.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24320117','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24320117"><span>Important interactional <span class="hlt">strategies</span> for everyday public health nursing <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Porr, Caroline J</p> <p>2015-01-01</p> <p>This Clinical Concepts article concerns the relational tools required by public health nurses to establish relationships with single mothers living on public assistance, mothers who are vulnerable and often stigmatized. The implications of stigmatization for relationship building are highlighted based on previous research investigating how public health nurses working in Canadian jurisdictions establish professional caring relationships with this cohort of mothers. Public health nurses employed interactional <span class="hlt">strategies</span> including engaging in a positive manner and offering verbal commendations which served as effective relational tools to break through mothers' walls of defensiveness and to resume the dynamic process of relationship building. Building Relationship is a key <span class="hlt">practice</span> standard for public health nurses and is instrumental to their work at both individual and community levels to improve social determinants of health. The author concludes with recommendations to facilitate building relationships during everyday public health nursing <span class="hlt">practice</span>. © 2013 Wiley Periodicals, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4449898','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4449898"><span>Early Implementation of QbD in Biopharmaceutical <span class="hlt">Development</span>: A <span class="hlt">Practical</span> Example</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Zurdo, Jesús; Arnell, Andreas; Obrezanova, Olga; Smith, Noel; Gómez de la Cuesta, Ramón; Gallagher, Thomas R. A.; Michael, Rebecca; Stallwood, Yvette; Ekblad, Caroline; Abrahmsén, Lars; Höidén-Guthenberg, Ingmarie</p> <p>2015-01-01</p> <p>In drug <span class="hlt">development</span>, the “onus” of the low R&D efficiency has been put traditionally onto the drug discovery process (i.e., finding the right target or “binding” functionality). Here, we show that manufacturing is not only a central component of product success, but also that, by integrating manufacturing and discovery activities in a “holistic” interpretation of QbD methodologies, we could expect to increase the efficiency of the drug discovery process as a whole. In this new context, early risk assessment, using <span class="hlt">developability</span> methodologies and computational methods in particular, can assist in reducing risks during <span class="hlt">development</span> in a cost-effective way. We define specific areas of risk and how they can impact product quality in a broad sense, including essential aspects such as product efficacy and patient safety. Emerging industry <span class="hlt">practices</span> around <span class="hlt">developability</span> are introduced, including some specific examples of applications to biotherapeutics. Furthermore, we suggest some potential workflows to illustrate how <span class="hlt">developability</span> <span class="hlt">strategies</span> can be introduced in <span class="hlt">practical</span> terms during early drug <span class="hlt">development</span> in order to mitigate risks, reduce drug attrition and ultimately increase the robustness of the biopharmaceutical supply chain. Finally, we also discuss how the implementation of such methodologies could accelerate the access of new therapeutic treatments to patients in the clinic. PMID:26075248</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21921862','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21921862"><span>Leading clinical handover improvement: a change <span class="hlt">strategy</span> to implement best <span class="hlt">practices</span> in the acute care setting.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Clarke, Christina M; Persaud, Drepaul David</p> <p>2011-03-01</p> <p>Many contemporary acute care facilities lack safe and effective clinical handover <span class="hlt">practices</span> resulting in patient transitions that are vulnerable to discontinuities in care, medical errors, and adverse patient safety events. This article is intended to supplement existing handover improvement literature by providing <span class="hlt">practical</span> guidance for leaders and managers who are seeking to improve the safety and the effectiveness of clinical handovers in the acute care setting. A 4-stage change model has been applied to guide the application of <span class="hlt">strategies</span> for handover improvement. Change management and quality improvement principles, as well as concepts drawn from safety science and high-reliability organizations, were applied to inform <span class="hlt">strategies</span>. A model for handover improvement respecting handover complexity is presented. <span class="hlt">Strategies</span> targeted to stages of change include the following: 1. Enhancing awareness of handover problems and opportunities with the support of strategic directions, accountability, end user involvement, and problem complexity recognition. 2. Identifying solutions by applying and adapting best <span class="hlt">practices</span> in local contexts. 3. Implementing locally adapted best <span class="hlt">practices</span> supported by communication, documentation, and training. 4. Institutionalizing <span class="hlt">practice</span> changes through integration, monitoring, and active dissemination. Finally, continued evaluation at every stage is essential. Although gaps in handover process and function knowledge remain, efforts to improve handover safety and effectiveness are still possible. Continued evaluation is critical in building this understanding and to ensure that <span class="hlt">practice</span> changes lead to improvements in patient safety, organizational effectiveness, and patient and provider satisfaction. Through handover knowledge building, fundamental changes in handover policies and <span class="hlt">practices</span> may be possible.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23659819','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23659819"><span><span class="hlt">Strategies</span> from bedside nurse perspectives in conducting evidence-based <span class="hlt">practice</span> projects to improve care.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Shaffer, Susan T; Zarnowsky, Colleen D; Green, Renee C; Lim, Mei-Lin Chen; Holtzer, Brenda M; Ely, Elizabeth A</p> <p>2013-06-01</p> <p>This article presents the bedside nurses' perspectives on their experience with conducting an evidence based <span class="hlt">practice</span> project. This is especially important in the climate of hospitals working to achieve Magnet Recognition. The facilitators and barriers to project design and completion are discussed in detail. <span class="hlt">Strategies</span> to overcome barriers are presented. Facilitators for bedside nurses include motivation and professional <span class="hlt">development</span>. Most common barriers were lack of time and limited knowledge about the process. Interventions aimed at research utilization can be successful when mindful of commonly understood barriers to project completion with steps taken to resolve those barriers. Copyright © 2013 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016IJSEd..38.1150R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016IJSEd..38.1150R"><span>Enhancing literacy <span class="hlt">practices</span> in science classrooms through a professional <span class="hlt">development</span> program for Canadian minority-language teachers</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Rivard, Léonard P.; Gueye, Ndeye R.</p> <p>2016-05-01</p> <p>Literacy in the Science Classroom Project was a three-year professional <span class="hlt">development</span> (PD) program supporting minority-language secondary teachers' use of effective language-based instructional <span class="hlt">strategies</span> for teaching science. Our primary objective was to determine how teacher beliefs and <span class="hlt">practices</span> changed over time and how these were enacted in different classrooms. We also wanted to identify the challenges and enablers to implementing these literacy <span class="hlt">strategies</span> and <span class="hlt">practices</span> at the classroom, school, and district levels. Data collection involved both qualitative and quantitative methodologies: student questionnaires; interviews with teachers, principals, and mentor; and focus groups with students. The findings suggest that the program had an impact on beliefs and <span class="hlt">practices</span> commensurate with the workshop participation of individual teachers. These language-enhanced teacher <span class="hlt">practices</span> also had a positive impact on the use of talking, reading and writing by students in the science classroom. Finally, continuing PD support may be needed in certain jurisdictions for strengthening minority-language programs given the high teacher mobility in content-area classrooms evident in this study.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3317583','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3317583"><span>Reactive <span class="hlt">strategies</span> for containing <span class="hlt">developing</span> outbreaks of pandemic influenza</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2011-01-01</p> <p>Background In 2009 and the early part of 2010, the northern hemisphere had to cope with the first waves of the new influenza A (H1N1) pandemic. Despite high-profile vaccination campaigns in many countries, delays in administration of vaccination programs were common, and high vaccination coverage levels were not achieved. This experience suggests the need to explore the epidemiological and economic effectiveness of additional, reactive <span class="hlt">strategies</span> for combating pandemic influenza. Methods We use a stochastic model of pandemic influenza to investigate realistic <span class="hlt">strategies</span> that can be used in reaction to <span class="hlt">developing</span> outbreaks. The model is calibrated to documented illness attack rates and basic reproductive number (R0) estimates, and constructed to represent a typical mid-sized North American city. Results Our model predicts an average illness attack rate of 34.1% in the absence of intervention, with total costs associated with morbidity and mortality of US$81 million for such a city. Attack rates and economic costs can be reduced to 5.4% and US$37 million, respectively, when low-coverage reactive vaccination and limited antiviral use are combined with <span class="hlt">practical</span>, minimally disruptive social distancing <span class="hlt">strategies</span>, including short-term, as-needed closure of individual schools, even when vaccine supply-chain-related delays occur. Results improve with increasing vaccination coverage and higher vaccine efficacy. Conclusions Such combination <span class="hlt">strategies</span> can be substantially more effective than vaccination alone from epidemiological and economic standpoints, and warrant strong consideration by public health authorities when reacting to future outbreaks of pandemic influenza. PMID:21356128</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017APS..MAR.G1150S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017APS..MAR.G1150S"><span>A Study of Physics Faculty's Instructional <span class="hlt">Practices</span>: Implications for Experiential STEM Faculty <span class="hlt">Development</span> Model</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Soto, Marissa; Suskavcevic, Miliana; Forrest, Rebecca; Cheung, Margaret; Kapral, Andrew; Khon, Lawrence</p> <p></p> <p>When teaching physics, many factors determine the final impact the course will have on a student. Using STEP, a teacher content professional <span class="hlt">development</span> program, we are studying the incorporation of inquiry-based teaching <span class="hlt">strategies</span> in the professional <span class="hlt">development</span> of university professors through an active engagement program. Through the professors' involvement in the program, they gain experience with inquiry-based instruction that can be put into effect in their own classrooms to possibly create a shift in understanding and success ratesat physics undergraduate courses. This model consists of faculty peer mentoring, facilitating instruction within a community of <span class="hlt">practice</span>, and implementation of undergraduate inquiry-based physics teaching <span class="hlt">strategies</span>. Here, professors are facilitating the physics lessons to in-service high school teachers while using inquiry <span class="hlt">strategies</span> and interactive activities rather than traditional lecture. This project aided the creation of an undergraduate inquiry-based physics course at the University of Houston. It could lead to a new form of professor professional <span class="hlt">development</span> workshop that does not only benefit the professor, but also highschoolteachers not properly trained in the field of physics.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED078277.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED078277.pdf"><span>The <span class="hlt">Practice</span> of Organization <span class="hlt">Development</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Vaill, Peter B.</p> <p></p> <p>An article about the men who are doing organization <span class="hlt">Development</span> (O.D.) work is presented. It is divided into the following sections: (1) The Elements of O.D. <span class="hlt">Practice</span>; (2) Interrelationships of the Elements of O.D. <span class="hlt">Practice</span>; (3) Sources of Data on O.D. <span class="hlt">Practice</span>; (4) The O.D. Practitioner and the Client; (5) The O.D. Practitioner and the Evaluator;…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=career+AND+development+AND+opportunities&pg=7&id=EJ983941','ERIC'); return false;" href="https://eric.ed.gov/?q=career+AND+development+AND+opportunities&pg=7&id=EJ983941"><span>Response to the National Career <span class="hlt">Development</span> <span class="hlt">Strategy</span> Green Paper</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Australian Journal of Career Development, 2012</p> <p>2012-01-01</p> <p>The National Career <span class="hlt">Development</span> <span class="hlt">Strategy</span> Green Paper paper proposes a <span class="hlt">strategy</span> that is committed to these principles: (1) quality through Career Industry Council of Australia (CICA) benchmarking, quality frameworks and processes and as a risk management <span class="hlt">strategy</span>; (2) lifetime access to career <span class="hlt">development</span> services; (3) <span class="hlt">development</span> of career…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18840202','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18840202"><span>The <span class="hlt">development</span> of advanced nursing <span class="hlt">practice</span> globally.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sheer, Barbara; Wong, Frances Kam Yuet</p> <p>2008-01-01</p> <p>To examine the <span class="hlt">development</span> of advanced nursing <span class="hlt">practice</span> globally. Data were collected from documentary resources available in the International Nurse Practitioners/Advanced <span class="hlt">Practice</span> Nurse Network (INP/APNN) of the International Council of Nurses. The areas examined were guided by the "key informant survey on advanced nursing <span class="hlt">practice</span> self-administered questionnaire." Two core members of the INP/APNN who have rich experience in global advanced nursing <span class="hlt">development</span> analyzed the data.A total of 14 countries and three regions from five continents were included in the analyses. The <span class="hlt">development</span> of advanced nursing <span class="hlt">practice</span> in these areas is facilitated by a need for better access to care in a cost-containment era and the enhancement of nursing education to postgraduate level. The mechanism for regulation of <span class="hlt">practice</span> is in place in some countries. Confirms the <span class="hlt">development</span> of advanced <span class="hlt">practice</span> in nursing is a global trend. APNs can improve global health with points to enhanced education in nursing and regulation of advanced <span class="hlt">practice</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11436804','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11436804"><span><span class="hlt">Strategies</span> for <span class="hlt">development</span> of industrial wastewater reuse in Thailand.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Visvanathan, C; Cippe, A</p> <p>2001-01-01</p> <p>Majority of the industrial activities in Thailand are concentrated around Bangkok Metropolitan Area. The ever increasing industrial activities have led to over exploitation of water resources and discharge of significant pollution load. Therefore, it is important to identify the wastewater reuse potentials and <span class="hlt">develop</span> <span class="hlt">strategies</span> for its promotion within the industrial sector. Although technological advances have made it possible to treat effluents for industrial re-use, in <span class="hlt">practice</span>, the Thai industries do lack in implementation of such technologies. Promotion of cleaner production concepts and advanced new technologies such as membrane technologies could assist the industry for the implementation of wastewater reuse projects in Thailand. This paper discusses various technical, institutional and management related issues to promote industrial wastewater reuse, with few case studies.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27348692','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27348692"><span>The roles of encoding <span class="hlt">strategies</span> and retrieval <span class="hlt">practice</span> in test-expectancy effects.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cho, Kit W; Neely, James H</p> <p>2017-05-01</p> <p>We investigated whether expectations for different kinds of memory tests induce qualitatively different encoding <span class="hlt">strategies</span>. In Experiment 1, participants studied four lists of words and after each list completed a cued-recall test that contained either all semantic or all orthographic cues so as to build up an expectancy for receiving the same type of test for the fifth critical study list. To rule out that the test-expectancy effects in Experiment 1 were due to differences in retrieval <span class="hlt">practice</span>, in Experiment 2, participants received three <span class="hlt">practice</span> tests each for both cue-types. Participants' test expectancy for all lists was induced by telling them before each list the type of cue they would receive for the upcoming study list. In both experiments, the critical test contained both expected and unexpected cues. In Experiment 1, participants who expected semantic cues had better recall to the semantic cues than to the orthographic cues and vice versa for those who expected orthographic cues. However, in Experiment 2, there was no effect of test expectancy. These findings suggest that the test-expectancy effects in Experiment 1 were due to more retrieval <span class="hlt">practice</span> on the expected than unexpected tests rather than to qualitatively different test-expectancy-induced encoding <span class="hlt">strategies</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=application+AND+permission&pg=5&id=ED571168','ERIC'); return false;" href="https://eric.ed.gov/?q=application+AND+permission&pg=5&id=ED571168"><span>Intelligence Studies in Higher Education: Integrating a Community of <span class="hlt">Practice</span> Pedagogical <span class="hlt">Strategy</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Westbrooks, Dennis A., II</p> <p>2016-01-01</p> <p>This qualitative study explored faculty members' and senior level administrators' views of intelligence studies, communities of <span class="hlt">practice</span>, and learning approaches. A focus group interview, individual interviews, and a review of documents were the sources of data for the study. Themes emerging from the investigation were <span class="hlt">strategies</span> to connect…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10302056','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10302056"><span><span class="hlt">Developing</span> a remote <span class="hlt">practice</span> office.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>D'Elia, V L</p> <p>1987-11-01</p> <p>Remote <span class="hlt">practice</span> offices (RPOs) offer unique opportunities for hospitals and physicians to increase market share from targeted areas where previously only limited demand existed. This article discusses the benefits and explores the fundamentals of <span class="hlt">developing</span> a remote <span class="hlt">practice</span> office.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active"><span>13</span></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_13 --> <div id="page_14" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="261"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=horses&pg=4&id=EJ975775','ERIC'); return false;" href="https://eric.ed.gov/?q=horses&pg=4&id=EJ975775"><span>In <span class="hlt">Practice</span>: Using the "<span class="hlt">Developing</span> Competency" Vector to Prepare Students for Competent Academic Major Exploration</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Galilee-Belfer, Mika</p> <p>2012-01-01</p> <p>Though many programs for undecided students focus on the "<span class="hlt">developing</span> purpose" vector, the author argues that putting purpose before competency is putting the cart before the horse. In this article, she shares <span class="hlt">practical</span> <span class="hlt">strategies</span> she has used to help her students at the University of Arizona reach competence in understanding the academic world.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=teaching+AND+Science+AND+primary&pg=3&id=EJ1103273','ERIC'); return false;" href="https://eric.ed.gov/?q=teaching+AND+Science+AND+primary&pg=3&id=EJ1103273"><span>Enhancing Literacy <span class="hlt">Practices</span> in Science Classrooms through a Professional <span class="hlt">Development</span> Program for Canadian Minority-Language Teachers</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Rivard, Léonard P.; Gueye, Ndeye R.</p> <p>2016-01-01</p> <p>'Literacy in the Science Classroom Project" was a three-year professional <span class="hlt">development</span> (PD) program supporting minority-language secondary teachers' use of effective language-based instructional <span class="hlt">strategies</span> for teaching science. Our primary objective was to determine how teacher beliefs and <span class="hlt">practices</span> changed over time and how these were enacted…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16879542','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16879542"><span><span class="hlt">Practice</span> <span class="hlt">development</span> 'without walls' and the quandary of corporate <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Graham, Iain; Fielding, Carol; Rooke, Debbie; Keen, Steven</p> <p>2006-08-01</p> <p>The context of this study is a group of clinical nurse specialists from across a Trust seeking accreditation as a <span class="hlt">practice</span> <span class="hlt">development</span> unit. The university was asked to facilitate the accreditation process via 11 2-hour learning sessions (including a one-hour focus group). During initial discussions between the university and <span class="hlt">practice</span> <span class="hlt">development</span> unit, the overarching research question for this study was set as: 'what are the main roles and responsibilities of clinical nurse specialists?' Although there is no known study of a <span class="hlt">practice</span> <span class="hlt">development</span> unit based beyond a ward or speciality, the central tenet of the <span class="hlt">practice</span> <span class="hlt">development</span> unit literature is that units must demonstrate their worth if they are to survive and harness senior management support in doing so. Data gleaned from the transcribed audio tape-recordings of the learning sessions were studied at least three times to ensure transcription accuracy and produce detailed charts. Ethical approval was granted by the appropriate Local Research Ethics Committee and written informed consent obtained from clinical nurse specialists. The study lasted 30 months and ended in October 2004. The four crucial statements that give meaning to specialist <span class="hlt">practice</span> are: quality care giver; expert; information giver and initiator of change. Further analysis reveals the area of corporate and political <span class="hlt">practice</span> as being missing from this and other lists of clinical nurse specialist attributes found in the literature. Clinical nurse specialists characterize their relationship with the Trust in terms of dichotomy--differing agendas and perceptions of value. The specialist role requires professional <span class="hlt">development</span> in the areas of corporate and political acumen and professional business management. While the findings of this study relate to one Trust and a group of 16 clinical nurse specialists, with careful application they may be transferable to other settings and groups of senior nurses.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=337461&Lab=NHEERL&keyword=Economic&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50','EPA-EIMS'); return false;" href="https://cfpub.epa.gov/si/si_public_record_report.cfm?dirEntryId=337461&Lab=NHEERL&keyword=Economic&actType=&TIMSType=+&TIMSSubTypeID=&DEID=&epaNumber=&ntisID=&archiveStatus=Both&ombCat=Any&dateBeginCreated=&dateEndCreated=&dateBeginPublishedPresented=&dateEndPublishedPresented=&dateBeginUpdated=&dateEndUpdated=&dateBeginCompleted=&dateEndCompleted=&personID=&role=Any&journalID=&publisherID=&sortBy=revisionDate&count=50"><span><span class="hlt">Practical</span> <span class="hlt">Strategies</span> for Integrating Final Ecosystem Goods and Services into Community Decision-Making.</span></a></p> <p><a target="_blank" href="http://oaspub.epa.gov/eims/query.page">EPA Science Inventory</a></p> <p></p> <p></p> <p>The concept of Final Ecosystem Goods and Services (FEGS) explicitly connects ecosystem services to the people that benefit from them. This report presents a number of <span class="hlt">practical</span> <span class="hlt">strategies</span> for incorporating FEGS, and more broadly ecosystem services, into the decision-making proces...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3742409','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3742409"><span>Principles and Framework for eHealth <span class="hlt">Strategy</span> <span class="hlt">Development</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Mars, Maurice</p> <p>2013-01-01</p> <p>Significant investment in eHealth solutions is being made in nearly every country of the world. How do we know that these investments and the foregone opportunity costs are the correct ones? Absent, poor, or vague eHealth <span class="hlt">strategy</span> is a significant barrier to effective investment in, and implementation of, sustainable eHealth solutions and establishment of an eHealth favorable policy environment. <span class="hlt">Strategy</span> is the driving force, the first essential ingredient, that can place countries in charge of their own eHealth destiny and inform them of the policy necessary to achieve it. In the last 2 years, there has been renewed interest in eHealth <span class="hlt">strategy</span> from the World Health Organization (WHO), International Telecommunications Union (ITU), Pan American Health Organization (PAHO), the African Union, and the Commonwealth; yet overall, the literature lacks clear guidance to inform countries why and how to <span class="hlt">develop</span> their own complementary but locally specific eHealth <span class="hlt">strategy</span>. To address this gap, this paper further <span class="hlt">develops</span> an eHealth <span class="hlt">Strategy</span> <span class="hlt">Development</span> Framework, basing it upon a conceptual framework and relevant theories of <span class="hlt">strategy</span> and complex system analysis available from the literature. We present here the rationale, theories, and final eHealth <span class="hlt">strategy</span> <span class="hlt">development</span> framework by which a systematic and methodical approach can be applied by institutions, subnational regions, and countries to create holistic, needs- and evidence-based, and defensible eHealth <span class="hlt">strategy</span> and to ensure wise investment in eHealth. PMID:23900066</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23900066','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23900066"><span>Principles and framework for eHealth <span class="hlt">strategy</span> <span class="hlt">development</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Scott, Richard E; Mars, Maurice</p> <p>2013-07-30</p> <p>Significant investment in eHealth solutions is being made in nearly every country of the world. How do we know that these investments and the foregone opportunity costs are the correct ones? Absent, poor, or vague eHealth <span class="hlt">strategy</span> is a significant barrier to effective investment in, and implementation of, sustainable eHealth solutions and establishment of an eHealth favorable policy environment. <span class="hlt">Strategy</span> is the driving force, the first essential ingredient, that can place countries in charge of their own eHealth destiny and inform them of the policy necessary to achieve it. In the last 2 years, there has been renewed interest in eHealth <span class="hlt">strategy</span> from the World Health Organization (WHO), International Telecommunications Union (ITU), Pan American Health Organization (PAHO), the African Union, and the Commonwealth; yet overall, the literature lacks clear guidance to inform countries why and how to <span class="hlt">develop</span> their own complementary but locally specific eHealth <span class="hlt">strategy</span>. To address this gap, this paper further <span class="hlt">develops</span> an eHealth <span class="hlt">Strategy</span> <span class="hlt">Development</span> Framework, basing it upon a conceptual framework and relevant theories of <span class="hlt">strategy</span> and complex system analysis available from the literature. We present here the rationale, theories, and final eHealth <span class="hlt">strategy</span> <span class="hlt">development</span> framework by which a systematic and methodical approach can be applied by institutions, subnational regions, and countries to create holistic, needs- and evidence-based, and defensible eHealth <span class="hlt">strategy</span> and to ensure wise investment in eHealth.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20944776','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20944776"><span><span class="hlt">Development</span> and pilot study of a marketing <span class="hlt">strategy</span> for primary care/internet-based depression prevention intervention for adolescents (the CATCH-IT intervention).</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Van Voorhees, Benjamin W; Watson, Natalie; Bridges, John F P; Fogel, Joshua; Galas, Jill; Kramer, Clarke; Connery, Marc; McGill, Ann; Marko, Monika; Cardenas, Alonso; Landsback, Josephine; Dmochowska, Karoline; Kuwabara, Sachiko A; Ellis, Justin; Prochaska, Micah; Bell, Carl</p> <p>2010-01-01</p> <p>Adolescent depression is both common and burdensome, and while evidence-based <span class="hlt">strategies</span> have been <span class="hlt">developed</span> to prevent adolescent depression, participation in such interventions remains extremely low, with less than 3% of at-risk individuals participating. To promote participation in evidence-based preventive <span class="hlt">strategies</span>, a rigorous marketing <span class="hlt">strategy</span> is needed to translate research into <span class="hlt">practice</span>. To <span class="hlt">develop</span> and pilot a rigorous marketing <span class="hlt">strategy</span> for engaging at-risk individuals with an Internet-based depression prevention intervention in primary care targeting key attitudes and beliefs. A marketing design group was constituted to <span class="hlt">develop</span> a marketing <span class="hlt">strategy</span> based on the principles of targeting, positioning/competitor analysis, decision analysis, and promotion/distribution and incorporating contemporary models of behavior change. We evaluated the formative quality of the intervention and observed the fielding experience for prevention using a pilot study (observational) design. The marketing plan focused on "resiliency building" rather than "depression intervention" and was relayed by office staff and the Internet site. Twelve <span class="hlt">practices</span> successfully implemented the intervention and recruited a diverse sample of adolescents with > 30% of all those with positive screens and > 80% of those eligible after phone assessment enrolling in the study with a cost of $58 per enrollee. Adolescent motivation for depression prevention (1-10 scale) increased from a baseline mean value of 7.45 (SD = 2.05) to 8.07 poststudy (SD = 1.33) (P = .048). Marketing <span class="hlt">strategies</span> for preventive interventions for mental disorders can be <span class="hlt">developed</span> and successfully introduced and marketed in primary care.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2010-title13-vol1/pdf/CFR-2010-title13-vol1-sec303-7.pdf','CFR'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2010-title13-vol1/pdf/CFR-2010-title13-vol1-sec303-7.pdf"><span>13 CFR 303.7 - Requirements for Comprehensive Economic <span class="hlt">Development</span> <span class="hlt">Strategies</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2010&page.go=Go">Code of Federal Regulations, 2010 CFR</a></p> <p></p> <p>2010-01-01</p> <p>... Economic <span class="hlt">Development</span> <span class="hlt">Strategies</span>. 303.7 Section 303.7 Business Credit and Assistance ECONOMIC <span class="hlt">DEVELOPMENT</span> ADMINISTRATION, DEPARTMENT OF COMMERCE PLANNING INVESTMENTS AND COMPREHENSIVE ECONOMIC <span class="hlt">DEVELOPMENT</span> <span class="hlt">STRATEGIES</span> § 303.7 Requirements for Comprehensive Economic <span class="hlt">Development</span> <span class="hlt">Strategies</span>. (a) General. CEDS are designed...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2012-title13-vol1/pdf/CFR-2012-title13-vol1-sec303-7.pdf','CFR2012'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2012-title13-vol1/pdf/CFR-2012-title13-vol1-sec303-7.pdf"><span>13 CFR 303.7 - Requirements for Comprehensive Economic <span class="hlt">Development</span> <span class="hlt">Strategies</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2012&page.go=Go">Code of Federal Regulations, 2012 CFR</a></p> <p></p> <p>2012-01-01</p> <p>... Economic <span class="hlt">Development</span> <span class="hlt">Strategies</span>. 303.7 Section 303.7 Business Credit and Assistance ECONOMIC <span class="hlt">DEVELOPMENT</span> ADMINISTRATION, DEPARTMENT OF COMMERCE PLANNING INVESTMENTS AND COMPREHENSIVE ECONOMIC <span class="hlt">DEVELOPMENT</span> <span class="hlt">STRATEGIES</span> § 303.7 Requirements for Comprehensive Economic <span class="hlt">Development</span> <span class="hlt">Strategies</span>. (a) General. CEDS are designed...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2011-title13-vol1/pdf/CFR-2011-title13-vol1-sec303-7.pdf','CFR2011'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2011-title13-vol1/pdf/CFR-2011-title13-vol1-sec303-7.pdf"><span>13 CFR 303.7 - Requirements for Comprehensive Economic <span class="hlt">Development</span> <span class="hlt">Strategies</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2011&page.go=Go">Code of Federal Regulations, 2011 CFR</a></p> <p></p> <p>2011-01-01</p> <p>... Economic <span class="hlt">Development</span> <span class="hlt">Strategies</span>. 303.7 Section 303.7 Business Credit and Assistance ECONOMIC <span class="hlt">DEVELOPMENT</span> ADMINISTRATION, DEPARTMENT OF COMMERCE PLANNING INVESTMENTS AND COMPREHENSIVE ECONOMIC <span class="hlt">DEVELOPMENT</span> <span class="hlt">STRATEGIES</span> § 303.7 Requirements for Comprehensive Economic <span class="hlt">Development</span> <span class="hlt">Strategies</span>. (a) General. CEDS are designed...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2014-title13-vol1/pdf/CFR-2014-title13-vol1-sec303-7.pdf','CFR2014'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2014-title13-vol1/pdf/CFR-2014-title13-vol1-sec303-7.pdf"><span>13 CFR 303.7 - Requirements for Comprehensive Economic <span class="hlt">Development</span> <span class="hlt">Strategies</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2014&page.go=Go">Code of Federal Regulations, 2014 CFR</a></p> <p></p> <p>2014-01-01</p> <p>... Economic <span class="hlt">Development</span> <span class="hlt">Strategies</span>. 303.7 Section 303.7 Business Credit and Assistance ECONOMIC <span class="hlt">DEVELOPMENT</span> ADMINISTRATION, DEPARTMENT OF COMMERCE PLANNING INVESTMENTS AND COMPREHENSIVE ECONOMIC <span class="hlt">DEVELOPMENT</span> <span class="hlt">STRATEGIES</span> § 303.7 Requirements for Comprehensive Economic <span class="hlt">Development</span> <span class="hlt">Strategies</span>. (a) General. CEDS are designed...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/CFR-2013-title13-vol1/pdf/CFR-2013-title13-vol1-sec303-7.pdf','CFR2013'); return false;" href="https://www.gpo.gov/fdsys/pkg/CFR-2013-title13-vol1/pdf/CFR-2013-title13-vol1-sec303-7.pdf"><span>13 CFR 303.7 - Requirements for Comprehensive Economic <span class="hlt">Development</span> <span class="hlt">Strategies</span>.</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collectionCfr.action?selectedYearFrom=2013&page.go=Go">Code of Federal Regulations, 2013 CFR</a></p> <p></p> <p>2013-01-01</p> <p>... Economic <span class="hlt">Development</span> <span class="hlt">Strategies</span>. 303.7 Section 303.7 Business Credit and Assistance ECONOMIC <span class="hlt">DEVELOPMENT</span> ADMINISTRATION, DEPARTMENT OF COMMERCE PLANNING INVESTMENTS AND COMPREHENSIVE ECONOMIC <span class="hlt">DEVELOPMENT</span> <span class="hlt">STRATEGIES</span> § 303.7 Requirements for Comprehensive Economic <span class="hlt">Development</span> <span class="hlt">Strategies</span>. (a) General. CEDS are designed...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26998970','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26998970"><span>Mining Social Entrepreneurship <span class="hlt">Strategies</span> Using Topic Modeling.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chandra, Yanto; Jiang, Li Crystal; Wang, Cheng-Jun</p> <p>2016-01-01</p> <p>Despite the burgeoning research on social entrepreneurship (SE), SE <span class="hlt">strategies</span> remain poorly understood. Drawing on extant research on the social activism and social change, empowerment and SE models, we explore, classify and validate the <span class="hlt">strategies</span> used by 2,334 social entrepreneurs affiliated with the world's largest SE support organization, Ashoka. The results of the topic modeling of the social entrepreneurs' <span class="hlt">strategy</span> profiles reveal that they employed a total of 39 change-making <span class="hlt">strategies</span> that vary across resources (material versus symbolic <span class="hlt">strategies</span>), specificity (general versus specific <span class="hlt">strategies</span>), and mode of participation (mass versus elite participation <span class="hlt">strategies</span>); they also vary across fields of <span class="hlt">practice</span> and time. Finally, we identify six meta-SE <span class="hlt">strategies</span>-a reduction from the 39 <span class="hlt">strategies</span>-and identify four new meta-SE <span class="hlt">strategies</span> (i.e., system reform, physical capital <span class="hlt">development</span>, evidence-based <span class="hlt">practices</span>, and prototyping) that have been overlooked in prior SE research. Our findings extend and deepen the research into SE <span class="hlt">strategies</span> and offer a comprehensive model of SE <span class="hlt">strategies</span> that advances theory, <span class="hlt">practice</span> and policy making.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=research+AND+classroom+AND+management+AND+strategies&pg=2&id=EJ1070289','ERIC'); return false;" href="https://eric.ed.gov/?q=research+AND+classroom+AND+management+AND+strategies&pg=2&id=EJ1070289"><span>Supporting Clinical <span class="hlt">Practice</span> Candidates in Learning Community <span class="hlt">Development</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>DeJarnette, Nancy K.; Sudeck, Maria</p> <p>2015-01-01</p> <p>The purpose of this qualitative research study was to monitor pre-service teacher candidates' progression and implementation of the learning community philosophy along with classroom management <span class="hlt">strategies</span>. The study took place during their final semester of clinical <span class="hlt">practice</span>. Data were collected from self-reports, surveys, university supervisor…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28381720','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28381720"><span><span class="hlt">Practice</span> of Regulatory Science (<span class="hlt">Development</span> of Medical Devices).</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Niimi, Shingo</p> <p>2017-01-01</p> <p>Prototypes of medical devices are made in accordance with the needs of clinical <span class="hlt">practice</span>, and for systems required during the initial process of medical device <span class="hlt">development</span> for new surgical <span class="hlt">practices</span>. Verification of whether these prototypes produce the intended performance specifications is conducted using basic tests such as mechanical and animal tests. The prototypes are then improved and modified until satisfactory results are obtained. After a prototype passes through a clinical trial process similar to that for new drugs, application for approval is made. In the approval application process, medical devices are divided into new, improved, and generic types. Reviewers judge the validity of intended use, indications, operation procedures, and precautions, and in addition evaluate the balance between risk and benefit in terms of efficacy and safety. Other characteristics of medical devices are the need for the user to attain proficiency in usage techniques to ensure efficacy and safety, and the existence of a variety of medical devices for which assessment <span class="hlt">strategies</span> differ, including differences in impact on the body in cases in which a physical burden to the body or failure of a medical device <span class="hlt">develops</span>. Regulatory science of medical devices involves prediction, judgment, and evaluation of efficacy, safety, and quality, from which data result which can become indices in the <span class="hlt">development</span> stages from design to application for approval. A reduction in the number of animals used for testing, improvement in efficiency, reduction of the necessity for clinical trials, etc. are expected through rational setting of evaluation items.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=string+AND+theory&pg=2&id=EJ1019908','ERIC'); return false;" href="https://eric.ed.gov/?q=string+AND+theory&pg=2&id=EJ1019908"><span>The Effects of Specific <span class="hlt">Practice</span> <span class="hlt">Strategy</span> Use on University String Players' Performance</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Sikes, Paul L.</p> <p>2013-01-01</p> <p>The purpose of this study was to determine the effects of specific <span class="hlt">practice</span> <span class="hlt">strategy</span> use on university string players' performance. Participants ('N" = 40) volunteered for the study and were string players enrolled in orchestra at a major research university. Within a pretest-posttest designed study, participants were assigned to one of four…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1136391.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1136391.pdf"><span>Disciplinary <span class="hlt">Practices</span> in Schools and Principles of Alternatives to Corporal Punishment <span class="hlt">Strategies</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Moyo, George; Khewu, Noncedo P. D.; Bayaga, Anass</p> <p>2014-01-01</p> <p>The aim of the study was to determine the consistency prevailing between the disciplinary <span class="hlt">practices</span> in the schools and the principles of the Alternatives-to-Corporal Punishment <span class="hlt">strategy</span>. The three main research questions that guided the study were to determine (1) How much variance of offences can be explained by disciplinary measures of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED504345.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED504345.pdf"><span>Human Resource <span class="hlt">Development</span> Issues in the Implementation of the Western China <span class="hlt">Development</span> <span class="hlt">Strategy</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Xiao, Mingzheng</p> <p>2007-01-01</p> <p>This paper systematically illustrates the value and role of human resource <span class="hlt">development</span> in the implementation of the Western China <span class="hlt">development</span> <span class="hlt">strategy</span>. It analyzes in details some current human resource issues constraining the implementation of the Western China <span class="hlt">development</span> <span class="hlt">strategy</span> and those on the sustainable <span class="hlt">development</span> process of economic…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29140767','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29140767"><span>Genomic Medicine Without Borders: Which <span class="hlt">Strategies</span> Should <span class="hlt">Developing</span> Countries Employ to Invest in Precision Medicine? A New "Fast-Second Winner" <span class="hlt">Strategy</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mitropoulos, Konstantinos; Cooper, David N; Mitropoulou, Christina; Agathos, Spiros; Reichardt, Jürgen K V; Al-Maskari, Fatima; Chantratita, Wasun; Wonkam, Ambroise; Dandara, Collet; Katsila, Theodora; Lopez-Correa, Catalina; Ali, Bassam R; Patrinos, George P</p> <p>2017-11-01</p> <p> learning from other innovators' mistakes upstream in discovery science and boost the probability of success for translation and implementation when resources are limited. This à la carte model of global innovation and <span class="hlt">development</span> <span class="hlt">strategy</span> offers multiple entry points into the global genomics innovation ecosystem for <span class="hlt">developing</span> countries, whether or not extensive and expensive discovery infrastructures are already in place. Ultimately, broadening our thinking beyond the linear model of innovation will help us to enable the vision and <span class="hlt">practice</span> of genomics without borders in both <span class="hlt">developed</span> and resource-limited settings.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25381073','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25381073"><span>Use of community engagement <span class="hlt">strategies</span> to increase research participation in <span class="hlt">practice</span>-based research networks (PBRNs).</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Spears, William; Tsoh, Janice Y; Potter, Michael B; Weller, Nancy; Brown, Anthony E; Campbell-Voytal, Kimberly; Getrich, Christina M; Sussman, Andrew L; Pascoe, John; Neale, Anne Victoria</p> <p>2014-01-01</p> <p><span class="hlt">Practice</span>-based research networks (PBRNs) are increasingly encouraged to use community engagement approaches. The extent to which PBRNs engage clinic and community partners in <span class="hlt">strategies</span> to recruit and retain participants from their local communities (specifically racial/ethnic communities) is the focus of this study. The design was a cross-sectional survey of PBRN directors in the United States. Survey respondents indicated whether their research network planned for, implemented, and has capacity for activities that engage clinic and community partners in 7 recommended <span class="hlt">strategies</span> organized into study phases, called the cycle of trust. The objectives of the national survey were to (1) describe the extent to which PBRNs across the United States routinely implement the <span class="hlt">strategies</span> recommended for recruiting diverse patient groups and (2) identify factors associated with implementing the recommended <span class="hlt">strategies</span>. The survey response rate was 63%. Activities that build trust often are used more with clinic partners than with community partners. PBRNs that adopt engagement <span class="hlt">strategies</span> when working with clinic and community partners have less difficulty in recruiting diverse populations. Multivariate analysis showed that the targeting racial/ethnic communities for study recruitment, Clinical and Translational Science Award affiliation, and planning to use community engagement <span class="hlt">strategies</span> were independent correlates of PBRN implementation of the recommended <span class="hlt">strategies</span>. PBRNs that successfully engage racial/ethnic communities as research partners use community engagement <span class="hlt">strategies</span>. New commitments are needed to support PBRN researchers in <span class="hlt">developing</span> relationships with the communities in which their patients live. Stable PBRN infrastructure funding that appreciates the value of maintaining community engagement between funded studies is critical to the research enterprise that values translating research findings into generalizable care models for patients in the community. </p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active"><span>14</span></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_14 --> <div id="page_15" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="281"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/179253','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/179253"><span>Transportation energy <span class="hlt">strategy</span>: Project {number_sign}5 of the Hawaii Energy <span class="hlt">Strategy</span> <span class="hlt">Development</span> Program</span></a></p> <p><a target="_blank" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>NONE</p> <p>1995-08-01</p> <p>This study was prepared for the State Department of Business, Economic <span class="hlt">Development</span> and Tourism (DBEDT) as part of the Hawaii Energy <span class="hlt">Strategy</span> program. Authority and responsibility for energy planning activities, such as the Hawaii Energy <span class="hlt">Strategy</span>, rests with the State Energy Resources Coordinator, who is the Director of DBEDT. Hawaii Energy <span class="hlt">Strategy</span> Study No. 5, Transportation Energy <span class="hlt">Strategy</span> <span class="hlt">Development</span>, was prepared to: collect and synthesize information on the present and future use of energy in Hawaii`s transportation sector, examine the potential of energy conservation to affect future energy demand; analyze the possibility of satisfying a portion of the state`s futuremore » transportation energy demand through alternative fuels; and recommend a program targeting energy use in the state`s transportation sector to help achieve state goals. The analyses and conclusions of this report should be assessed in relation to the other Hawaii Energy <span class="hlt">Strategy</span> Studies in <span class="hlt">developing</span> a comprehensive state energy program. 56 figs., 87 tabs.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Harris&pg=3&id=EJ1087298','ERIC'); return false;" href="https://eric.ed.gov/?q=Harris&pg=3&id=EJ1087298"><span>SRSD in <span class="hlt">Practice</span>: Creating a Professional <span class="hlt">Development</span> Experience for Teachers to Meet the Writing Needs of Students with EBD</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McKeown, Debra; FitzPatrick, Erin; Sandmel, Karin</p> <p>2014-01-01</p> <p>Self-regulated <span class="hlt">strategy</span> <span class="hlt">development</span> (SRSD) is one of the most effective writing interventions (Graham, McKeown, Kiuhara, & Harris, 2012) and has improved the writing skills of students with emotional and behavior disorders (EBD). <span class="hlt">Practice</span>-based professional <span class="hlt">development</span> (PBPD) has been effective for teaching participants how to implement SRSD…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1149371.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1149371.pdf"><span>The Effect of <span class="hlt">Practicing</span> Mental Calculation <span class="hlt">Strategies</span> on Teacher Candidates' Numeracy Proficiency</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Al Mutawah, Masooma Ali</p> <p>2016-01-01</p> <p>This study was conducted on year 4 students enrolled in the Bachelor of Education program for Cycle one teacher candidates. The effect of <span class="hlt">practicing</span> mental calculation <span class="hlt">strategies</span> in improving students' numeracy proficiency was put under some tests to measure its effect in a scientific way. A Pre-quiz was conducted before with no prior practice…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1112924.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1112924.pdf"><span>Perceived Stress and Coping <span class="hlt">Strategies</span> among Newly Nurse Students in Clinical <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mahfouz, Rasha; Alsahli, Haya</p> <p>2016-01-01</p> <p>The present study aimed at assessing the stress level and coping <span class="hlt">strategies</span> among students who were newly in <span class="hlt">Practicing</span> the clinical training in different hospitals, at the Nursing College, Princess Nourah University. The study design was a descriptive analytical one. The study was conducted at the beginning of second semester in the academic year…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010APS..APR.S6002S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010APS..APR.S6002S"><span>Excellence in Physics Education Award Talk: Sharing Active Learning <span class="hlt">Strategies</span> in the <span class="hlt">Developed</span> and <span class="hlt">Developing</span> Worlds</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Sokoloff, David</p> <p>2010-02-01</p> <p>Since the first series of National Microcomputer Based Laboratory (MBL) Institutes for Teachers of Physics in Summer, 1987, the Activity Based Physics Group (ABP) has presented numerous professional <span class="hlt">development</span> institutes and workshops to thousands of high school, college and university faculty, sponsored by National Science Foundation, U.S. Department of Education, Howard Hughes Medical Institute and others. An overview of these programs and details of our instructional <span class="hlt">strategies</span> will be presented. Some common features of these include: (1) motivating participants through introduction to active learning research literature, including exposure to conceptual evaluations and student learning gains in traditional and active learning courses, (2) exposing participants to active learning <span class="hlt">strategies</span> through intensive hands-on work using classroom tested curricular materials, (3) relying on these materials to enhance teacher knowledge and correct misconceptions---when necessary, (4) providing opportunities to <span class="hlt">practice</span> active learning instruction with other participants and (5) distributing or facilitating procurement of equipment and supplies needed to get started. Recently, ABP group members have been working with physics educators from other countries to introduce active learning <span class="hlt">strategies</span> in the <span class="hlt">developing</span> world. New programs such as Active Learning in Optics and Photonics (ALOP, UNESCO) and Physware (ICTP/UNESCO/IUPAP), that support active learning using low-cost equipment, have been <span class="hlt">developed</span> for this purpose. To date, ALOP workshops have been presented to over 500 secondary and college faculty in Ghana, Tunisia, Morocco, India, Tanzania, Brazil, Mexico, Zambia, Cameroon, Colombia, Nepal and Chile, and the ALOP Training Manual has been translated into French and Spanish. The first Physware workshop, held at ICTP in Trieste in 2009, had 32 participants most of whom were from <span class="hlt">developing</span> countries in Africa, Asia and South America. These programs will be described. )</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2008AGUFMIN51D..08B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2008AGUFMIN51D..08B"><span>Enabling Long-Term Oceanographic Research: Changing Data <span class="hlt">Practices</span>, Information Management <span class="hlt">Strategies</span> and Informatics</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Baker, K. S.; Chandler, C. L.</p> <p>2008-12-01</p> <p>Data management and informatics research are in a state of change in terms of data <span class="hlt">practices</span>, information <span class="hlt">strategies</span>, and roles. New ways of thinking about data and data management can facilitate interdisciplinary global ocean science. To meet contemporary expectations for local data use and reuse by a variety of audiences, collaborative <span class="hlt">strategies</span> involving diverse teams of information professionals are <span class="hlt">developing</span>. Such changes are fostering the growth of information infrastructures that support multi-scale sampling, data integration, and nascent networks of data repositories. In this retrospective, two examples of oceanographic projects incorporating data management in partnership with long-term science programs are reviewed: the Palmer Station Long-Term Ecological Research program (Palmer LTER) and the United States Joint Global Ocean Flux Study (US JGOFS). Lessons learned - short-term and long-term - from a decade of data management within these two communities will be presented. A conceptual framework called Ocean Informatics provides one example for managing the complexities inherent to sharing oceanographic data. Elements are discussed that address the economies-of-scale as well as the complexities-of-scale pertinent to a broad vision of information management and scientific research.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26625577','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26625577"><span>Strategic Planning and Doctor Of Nursing <span class="hlt">Practice</span> Education: <span class="hlt">Developing</span> Today's and Tomorrow's Leaders.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Falk, Nancy L; Garrison, Kenneth F; Brown, Mary-Michael; Pintz, Christine; Bocchino, Joseph</p> <p>2015-01-01</p> <p>Strategic planning and thinking skills are essential for today's nurse leaders. Doctor of nursing <span class="hlt">practice</span> (DNP) programs provide an opportunity for <span class="hlt">developing</span> effective nurse strategists. A well-designed <span class="hlt">strategy</span> course can stimulate intellectual growth at all levels of Bloom's Taxonomy. Discussion forums in online education provide new opportunities for rich interaction among peers en route to <span class="hlt">development</span> of well-informed strategic plans. An interprofessional perspective adds a rich and vital aspect to doctoral nursing education and it serves to inform strategic plan <span class="hlt">development</span>. A roadmap for teaching strategic planning to current and future nursing leaders will guide the integration of essential content into DNP programs.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21585410','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21585410"><span>Randomised clinical trial: a 'nudge' <span class="hlt">strategy</span> to modify endoscopic sedation <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Harewood, G C; Clancy, K; Engela, J; Abdulrahim, M; Lohan, K; O'Reilly, C</p> <p>2011-07-01</p> <p>In behavioural economics, a 'nudge' describes configuration of a choice to encourage a certain action without taking away freedom of choice. To determine the impact of a 'nudge' <span class="hlt">strategy</span> - prefilling either 3mL or 5mL syringes with midazolam - on endoscopic sedation <span class="hlt">practice</span>. Consecutive patients undergoing sedation for EGD or colonoscopy were enrolled. On alternate weeks, midazolam was prefilled in either 3mL or 5mL syringes. Preprocedure sedation was administered by the endoscopist to achieve moderate conscious sedation; dosages were at the discretion of the endoscopist. Meperidine was not prefilled. Overall, 120 patients received sedation for EGD [59 (5mL), 61 (3mL)] and 86 patients were sedated for colonoscopy [38 (5mL), 48 (3mL)]. For EGDs, average midazolam dose was significantly higher in the 5-mL group (5.2mg) vs. 3-mL group (3.3mg), (P<0.0001); for colonoscopies, average midazolam dose was also significantly higher in the 5-mL group (5.1mg) vs. 3-mL group (3.3mg), (P<0.0001). There was no significant difference in mean meperidine dose (42.1mg vs. 42.8mg, P=0.9) administered to both colonoscopy groups. No adverse sedation-related events occurred; no patient required reversal of sedation. These findings demonstrate that 'nudge' <span class="hlt">strategies</span> may hold promise in modifying endoscopic sedation <span class="hlt">practice</span>. Further research is required to explore the utility of 'nudges' in impacting other aspects of endoscopic <span class="hlt">practice</span>. © 2011 Blackwell Publishing Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21616035','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21616035"><span>Researcher <span class="hlt">development</span> program of the primary health care research, evaluation and <span class="hlt">development</span> <span class="hlt">strategy</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>McIntyre, Ellen; Brun, Lyn; Cameron, Helen</p> <p>2011-01-01</p> <p>The Research <span class="hlt">Development</span> Program (RDP) was initiated in 2004 under the Primary Health Care Research, Evaluation and <span class="hlt">Development</span> (PHCRED) <span class="hlt">Strategy</span> to increase the number and range of people with knowledge and skills in primary health care research and evaluation. RDP Fellows were invited to participate in an online survey about the effect the program had on their research knowledge, attitudes and <span class="hlt">practice</span>. The response rate was 42% (105/248). Most were female (88%) with 66% aged between 31 and 50 years. Over two-thirds (72%) were health practitioners. Activities undertaken during the RDP ranged from literature reviews, <span class="hlt">developing</span> a research question, preparing ethics submissions, attending and presenting at conferences and seminars, preparing papers and reports, and submitting grant applications. Despite the fact that only 52% agreed that the RDP time was adequate, 94% agreed that the RDP was a valuable experience, with 89% expressing interest in undertaking further research. These results indicate that this program has had a positive effect on the RDP Fellows in terms of their knowledge about research, their attitude to research, and the way they use research in their work.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28759694','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28759694"><span>Doctorate of Nursing <span class="hlt">Practice</span> Students' Impressions of Uses for Visual Thinking <span class="hlt">Strategies</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hensel, Desiree; Moorman, Margaret</p> <p>2017-08-01</p> <p>Visual Thinking <span class="hlt">Strategies</span> (VTS) is a structured art-viewing technique designed to teach critical thinking and aesthetic appreciation. Literature on how VTS might be used in nursing is just emerging. This qualitative descriptive study examined written responses to how 14 doctorate of nursing <span class="hlt">practice</span> students thought they might use VTS in their <span class="hlt">practice</span> after engaging in a classroom session. Three themes emerged for how nurses might use VTS: Facilitating Interpersonal Relationships, Changing Thinking in <span class="hlt">Practice</span>, and As a Teaching Tool. This study contributes to the growing body of literature that suggests that art and VTS and can be used in nursing with practitioners of all levels to promote conversations that involve listening intently and considering other possibilities. J Contin Educ Nurs. 2017;48(8):365-368. Copyright 2017, SLACK Incorporated.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4801402','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4801402"><span>Mining Social Entrepreneurship <span class="hlt">Strategies</span> Using Topic Modeling</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2016-01-01</p> <p>Despite the burgeoning research on social entrepreneurship (SE), SE <span class="hlt">strategies</span> remain poorly understood. Drawing on extant research on the social activism and social change, empowerment and SE models, we explore, classify and validate the <span class="hlt">strategies</span> used by 2,334 social entrepreneurs affiliated with the world’s largest SE support organization, Ashoka. The results of the topic modeling of the social entrepreneurs’ <span class="hlt">strategy</span> profiles reveal that they employed a total of 39 change-making <span class="hlt">strategies</span> that vary across resources (material versus symbolic <span class="hlt">strategies</span>), specificity (general versus specific <span class="hlt">strategies</span>), and mode of participation (mass versus elite participation <span class="hlt">strategies</span>); they also vary across fields of <span class="hlt">practice</span> and time. Finally, we identify six meta-SE strategies―a reduction from the 39 strategies―and identify four new meta-SE <span class="hlt">strategies</span> (i.e., system reform, physical capital <span class="hlt">development</span>, evidence-based <span class="hlt">practices</span>, and prototyping) that have been overlooked in prior SE research. Our findings extend and deepen the research into SE <span class="hlt">strategies</span> and offer a comprehensive model of SE <span class="hlt">strategies</span> that advances theory, <span class="hlt">practice</span> and policy making. PMID:26998970</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.gpo.gov/fdsys/pkg/FR-2012-09-12/pdf/2012-22509.pdf','FEDREG'); return false;" href="https://www.gpo.gov/fdsys/pkg/FR-2012-09-12/pdf/2012-22509.pdf"><span>77 FR 56194 - Promising and <span class="hlt">Practical</span> <span class="hlt">Strategies</span> to Increase Postsecondary Success; Request for Information</span></a></p> <p><a target="_blank" href="http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=FR">Federal Register 2010, 2011, 2012, 2013, 2014</a></p> <p></p> <p>2012-09-12</p> <p>.../Remedial Education Digital Materials Disability Services Dual Degrees Earn and Learn Efficiency Employer... Accelerated Learning Accessible Materials Achievement Gap Closure Adult Education Affordability Assessment... DEPARTMENT OF EDUCATION Promising and <span class="hlt">Practical</span> <span class="hlt">Strategies</span> to Increase Postsecondary Success...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27699761','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27699761"><span><span class="hlt">Strategies</span> to improve the implementation of healthy eating, physical activity and obesity prevention policies, <span class="hlt">practices</span> or programmes within childcare services.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wolfenden, Luke; Jones, Jannah; Williams, Christopher M; Finch, Meghan; Wyse, Rebecca J; Kingsland, Melanie; Tzelepis, Flora; Wiggers, John; Williams, Amanda J; Seward, Kirsty; Small, Tameka; Welch, Vivian; Booth, Debbie; Yoong, Sze Lin</p> <p>2016-10-04</p> <p>Despite the existence of effective interventions and best-<span class="hlt">practice</span> guideline recommendations for childcare services to implement policies, <span class="hlt">practices</span> and programmes to promote child healthy eating, physical activity and prevent unhealthy weight gain, many services fail to do so. The primary aim of the review was to examine the effectiveness of <span class="hlt">strategies</span> aimed at improving the implementation of policies, <span class="hlt">practices</span> or programmes by childcare services that promote child healthy eating, physical activity and/or obesity prevention. The secondary aims of the review were to:1. describe the impact of such <span class="hlt">strategies</span> on childcare service staff knowledge, skills or attitudes;2. describe the cost or cost-effectiveness of such <span class="hlt">strategies</span>;3. describe any adverse effects of such <span class="hlt">strategies</span> on childcare services, service staff or children;4. examine the effect of such <span class="hlt">strategies</span> on child diet, physical activity or weight status. We searched the following electronic databases on 3 August 2015: the Cochrane Central Register of Controlled trials (CENTRAL), MEDLINE, MEDLINE In Process, EMBASE, PsycINFO, ERIC, CINAHL and SCOPUS. We also searched reference lists of included trials, handsearched two international implementation science journals and searched the World Health Organization International Clinical Trials Registry Platform (www.who.int/ictrp/) and ClinicalTrials.gov (www.clinicaltrials.gov). We included any study (randomised or non-randomised) with a parallel control group that compared any <span class="hlt">strategy</span> to improve the implementation of a healthy eating, physical activity or obesity prevention policy, <span class="hlt">practice</span> or programme by staff of centre-based childcare services to no intervention, 'usual' <span class="hlt">practice</span> or an alternative <span class="hlt">strategy</span>. The review authors independently screened abstracts and titles, extracted trial data and assessed risk of bias in pairs; we resolved discrepancies via consensus. Heterogeneity across studies precluded pooling of data and undertaking quantitative</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018JPhCS.953a2158M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018JPhCS.953a2158M"><span><span class="hlt">Strategy</span> community <span class="hlt">development</span> based on local resources</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Meirinawati; Prabawati, I.; Pradana, G. W.</p> <p>2018-01-01</p> <p>The problem of progressing regions is not far from economic problems and is often caused by the inability of the regions in response to changes in economic conditions that occur, so the need for community <span class="hlt">development</span> programs implemented to solve various problems. Improved community effort required with the real conditions and needs of each region. Community <span class="hlt">development</span> based on local resources process is very important, because it is an increase in human resource capability in the optimal utilization of local resource potential. In this case a <span class="hlt">strategy</span> is needed in community <span class="hlt">development</span> based on local resources. The community <span class="hlt">development</span> <span class="hlt">strategy</span> are as follows:(1) “Eight Line Equalization Plus” which explains the urgency of rural industrialization, (2) the construction of the village will be more successful when combining <span class="hlt">strategies</span> are tailored to regional conditions, (3) the escort are positioning themselves as the Planner, supervisor, information giver, motivator, facilitator, connecting at once evaluators.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18951388','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18951388"><span><span class="hlt">Practical</span> <span class="hlt">strategies</span> for <span class="hlt">developing</span> the business case for hospital glycemic control teams.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Magee, Michelle F; Beck, Adam</p> <p>2008-09-01</p> <p>Many business models may be used to make the business case for support of a multidisciplinary team to implement targeted glucose control in the hospital. Models may be hospital-supported or self-supporting. In the former, the hospital provides financial support based on improved documentation opportunities, reduction in length of stay, and improved resource utilization. In the latter, clinical revenues for diabetes management offsets costs of salary, fringe benefits, and overheads. A combination of these <span class="hlt">strategies</span> may also be used. The business plan presented to administration must justify return on investment. It is imperative to involve hospital administration, particularly representatives from coding, billing, and finance, in the <span class="hlt">development</span> of the business plan. The business case for hospital support will be based on opportunities related to improving accuracy of documentation and coding for diabetes-related diagnoses, including level of control and complications present, on reduction in length of stay and on optimization of resource utilization through reduction in morbidity and mortality (cost aversion). The case for revenue generation through billing for clinical services will be based on opportunities to increase the provision of glycemic management services in the hospital. Examples from the literature and of analyses to support each of these models are presented. (c) 2008 Society of Hospital Medicine.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5491600','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5491600"><span>Effects of Direct Instruction and <span class="hlt">Strategy</span> Modeling on Upper-Primary Students’ Writing <span class="hlt">Development</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>López, Paula; Torrance, Mark; Rijlaarsdam, Gert; Fidalgo, Raquel</p> <p>2017-01-01</p> <p><span class="hlt">Strategy</span>-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach <span class="hlt">developing</span> writers <span class="hlt">strategies</span> that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct instruction, modeling and scaffolded <span class="hlt">practice</span>. This multi-component nature has two drawbacks: it makes implementation challenging due to the amount of time and training required to perform each stage, and it is difficult to determine the underlying mechanisms that contribute to its effectiveness. To unpack why <span class="hlt">strategy</span>-focused instruction is effective, we explored the specific effects of two key components: direct teaching of writing <span class="hlt">strategies</span> and modeling of <span class="hlt">strategy</span> use. Six classes (133 students) of upper-primary education were randomly assigned to one of the two experimental conditions, in which students received instruction aimed at <span class="hlt">developing</span> effective <span class="hlt">strategies</span> for planning and drafting, or control group with no <span class="hlt">strategy</span> instruction: Direct Instruction (N = 46), Modeling (N = 45), and Control (N = 42). Writing performance was assessed before the intervention and immediately after the intervention with two tasks, one collaborative and the other one individual to explore whether differential effects resulted from students writing alone or in pairs. Writing performance was assessed through reader-based and text-based measures of text quality. Results at post-test showed similar improvement in both intervention conditions, relatively to controls, in all measures and in both the collaborative and the individual task. No statistically significant differences were observed between experimental conditions. These findings suggest that both components, direct teaching and modeling, are equally effective in improving writing skills in upper primary students, and these effects are present even after a short training. PMID:28713299</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24999971','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24999971"><span>Grounding our <span class="hlt">practice</span> in nursing professional <span class="hlt">development</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dickerson, Pamela S</p> <p>2014-07-01</p> <p>The Nursing Professional <span class="hlt">Development</span>: Scope and Standards of <span class="hlt">Practice</span> is foundational to the work of nurses in a continuing professional <span class="hlt">development</span> role. Use of the <span class="hlt">practice</span> and professional performance aspects of the standards supports both quality of learning activities and the continuous growth process of nurses engaged in this area of <span class="hlt">practice</span>. Copyright 2014, SLACK Incorporated.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=deep+AND+processing&pg=2&id=EJ864957','ERIC'); return false;" href="https://eric.ed.gov/?q=deep+AND+processing&pg=2&id=EJ864957"><span>Exploring Students' Reflective Thinking <span class="hlt">Practice</span>, Deep Processing <span class="hlt">Strategies</span>, Effort, and Achievement Goal Orientations</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Phan, Huy Phuong</p> <p>2009-01-01</p> <p>Recent research indicates that study processing <span class="hlt">strategies</span>, effort, reflective thinking <span class="hlt">practice</span>, and achievement goals are important factors contributing to the prediction of students' academic success. Very few studies have combined these theoretical orientations within one conceptual model. This study tested a conceptual model that included, in…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2670296','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2670296"><span>Process and impact evaluation of the Greater Christchurch Urban <span class="hlt">Development</span> <span class="hlt">Strategy</span> Health Impact Assessment</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Mathias, Kaaren R; Harris-Roxas, Ben</p> <p>2009-01-01</p> <p>Background despite health impact assessment (HIA) being increasingly widely used internationally, fundamental questions about its impact on decision-making, implementation and <span class="hlt">practices</span> remain. In 2005 a collaboration between public health and local government authorities performed an HIA on the Christchurch Urban <span class="hlt">Development</span> <span class="hlt">Strategy</span> Options paper in New Zealand. The findings of this were incorporated into the Greater Christchurch Urban <span class="hlt">Development</span> <span class="hlt">Strategy</span>; Methods using multiple qualitative methodologies including key informant interviews, focus groups and questionnaires, this study performs process and impact evaluations of the Christchurch HIA including evaluation of costs and resource use; Results the evaluation found that the HIA had demonstrable direct impacts on planning and implementation of the final Urban <span class="hlt">Development</span> <span class="hlt">Strategy</span> as well as indirect impacts on understandings and ways of working within and between organisations. It also points out future directions and ways of working in this successful collaboration between public health and local government authorities. It summarises the modest resource use and discusses the important role HIA can play in urban planning with intersectoral collaboration and enhanced relationships as both catalysts and outcomes of the HIA process; Conclusion as one of the few evaluations of HIA that have been published to date, this paper makes a substantial contribution to the literature on the impact, utility and effectiveness of HIA. PMID:19344529</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=DC+AND+arc&pg=3&id=ED156375','ERIC'); return false;" href="https://eric.ed.gov/?q=DC+AND+arc&pg=3&id=ED156375"><span>Appalachia: Goals, Objectives and <span class="hlt">Development</span> <span class="hlt">Strategies</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Appalachian Regional Commission, Washington, DC.</p> <p></p> <p>Goals, objectives, and <span class="hlt">strategies</span> for <span class="hlt">development</span> in the 13 states involved in the Appalachian Regional Commission (ARC) are detailed in this document adopted by ARC in 1977. The regional <span class="hlt">development</span> plan incorporates earlier evaluation and program design efforts, discussion from an issues report, state comments and <span class="hlt">development</span> plans, and public…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active"><span>15</span></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_15 --> <div id="page_16" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="301"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2947535','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2947535"><span><span class="hlt">Development</span> and Pilot Study of a Marketing <span class="hlt">Strategy</span> for Primary Care/Internet–Based Depression Prevention Intervention for Adolescents (The CATCH-IT Intervention)</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Watson, Natalie; Bridges, John F. P.; Fogel, Joshua; Galas, Jill; Kramer, Clarke; Connery, Marc; McGill, Ann; Marko, Monika; Cardenas, Alonso; Landsback, Josephine; Dmochowska, Karoline; Kuwabara, Sachiko A.; Ellis, Justin; Prochaska, Micah; Bell, Carl</p> <p>2010-01-01</p> <p>Background: Adolescent depression is both common and burdensome, and while evidence-based <span class="hlt">strategies</span> have been <span class="hlt">developed</span> to prevent adolescent depression, participation in such interventions remains extremely low, with less than 3% of at-risk individuals participating. To promote participation in evidence-based preventive <span class="hlt">strategies</span>, a rigorous marketing <span class="hlt">strategy</span> is needed to translate research into <span class="hlt">practice</span>. Objective: To <span class="hlt">develop</span> and pilot a rigorous marketing <span class="hlt">strategy</span> for engaging at-risk individuals with an Internet-based depression prevention intervention in primary care targeting key attitudes and beliefs. Method: A marketing design group was constituted to <span class="hlt">develop</span> a marketing <span class="hlt">strategy</span> based on the principles of targeting, positioning/competitor analysis, decision analysis, and promotion/distribution and incorporating contemporary models of behavior change. We evaluated the formative quality of the intervention and observed the fielding experience for prevention using a pilot study (observational) design. Results: The marketing plan focused on “resiliency building” rather than “depression intervention” and was relayed by office staff and the Internet site. Twelve <span class="hlt">practices</span> successfully implemented the intervention and recruited a diverse sample of adolescents with > 30% of all those with positive screens and > 80% of those eligible after phone assessment enrolling in the study with a cost of $58 per enrollee. Adolescent motivation for depression prevention (1–10 scale) increased from a baseline mean value of 7.45 (SD = 2.05) to 8.07 poststudy (SD = 1.33) (P = .048). Conclusions: Marketing <span class="hlt">strategies</span> for preventive interventions for mental disorders can be <span class="hlt">developed</span> and successfully introduced and marketed in primary care. PMID:20944776</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3330425','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3330425"><span><span class="hlt">Developing</span> <span class="hlt">Practice</span> Guidelines for Psychoanalysis</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>GRAY, SHEILA HAFTER</p> <p>1996-01-01</p> <p>Consensus-based <span class="hlt">practice</span> guidelines codify clinical intelligence and the rich oral tradition in medicine. Because they reflect actual <span class="hlt">practice</span>, they are readily accepted by clinicians as a basis for external review. This article illustrates the <span class="hlt">development</span> of guidelines for a psychoanalytic approach to the large pool of patients who present with a depression. It suggests an integrated biopsychosocial approach to these individuals that is useful in current <span class="hlt">practice</span>, and it offers propositions that may be tested in future research undertakings. Eventually, <span class="hlt">practice</span> guidelines such as these may form the basis of economical systems of health care that avoid arbitrary, clinically untenable limitations on services. PMID:22700290</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Development+AND+social+AND+emotional+AND+strategies&pg=4&id=EJ968391','ERIC'); return false;" href="https://eric.ed.gov/?q=Development+AND+social+AND+emotional+AND+strategies&pg=4&id=EJ968391"><span>Preventing and Addressing Challenging Behavior: Common Questions and <span class="hlt">Practical</span> <span class="hlt">Strategies</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Hemmeter, Mary Louise; Ostrosky, Michaelene M.; Corso, Robert M.</p> <p>2012-01-01</p> <p>The purpose of this article is to offer preschool teachers <span class="hlt">strategies</span> for preventing challenging behavior and supporting the <span class="hlt">development</span> of social skills and emotional competencies. This article is framed in a question and answer format using questions from teachers who the authors have worked with in the past. These questions and <span class="hlt">strategies</span> are…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28720140','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28720140"><span>A mixed methods protocol for <span class="hlt">developing</span> and testing implementation <span class="hlt">strategies</span> for evidence-based obesity prevention in childcare: a cluster randomized hybrid type III trial.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Swindle, Taren; Johnson, Susan L; Whiteside-Mansell, Leanne; Curran, Geoffrey M</p> <p>2017-07-18</p> <p>Despite the potential to reach at-risk children in childcare, there is a significant gap between current <span class="hlt">practices</span> and evidence-based obesity prevention in this setting. There are few investigations of the impact of implementation <span class="hlt">strategies</span> on the uptake of evidence-based <span class="hlt">practices</span> (EBPs) for obesity prevention and nutrition promotion. This study protocol describes a three-phase approach to <span class="hlt">developing</span> and testing implementation <span class="hlt">strategies</span> to support uptake of EBPs for obesity prevention <span class="hlt">practices</span> in childcare (i.e., key components of the WISE intervention). Informed by the i-PARIHS framework, we will use a stakeholder-driven evidence-based quality improvement (EBQI) process to apply information gathered in qualitative interviews on barriers and facilitators to <span class="hlt">practice</span> to inform the design of implementation <span class="hlt">strategies</span>. Then, a Hybrid Type III cluster randomized trial will compare a basic implementation <span class="hlt">strategy</span> (i.e., intervention as usual) with an enhanced implementation <span class="hlt">strategy</span> informed by stakeholders. All Head Start centers (N = 12) within one agency in an urban area in a southern state in the USA will be randomized to receive the basic or enhanced implementation with approximately 20 classrooms per group (40 educators, 400 children per group). The educators involved in the study, the data collectors, and the biostastician will be blinded to the study condition. The basic and enhanced implementation <span class="hlt">strategies</span> will be compared on outcomes specified by the RE-AIM model (e.g., Reach to families, Effectiveness of impact on child diet and health indicators, Adoption commitment of agency, Implementation fidelity and acceptability, and Maintenance after 6 months). Principles of formative evaluation will be used throughout the hybrid trial. This study will test a stakeholder-driven approach to improve implementation, fidelity, and maintenance of EBPs for obesity prevention in childcare. Further, this study provides an example of a systematic process to <span class="hlt">develop</span></p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25533737','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25533737"><span>Optimising translational oncology in clinical <span class="hlt">practice</span>: <span class="hlt">strategies</span> to accelerate progress in drug <span class="hlt">development</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Stahel, R; Bogaerts, J; Ciardiello, F; de Ruysscher, D; Dubsky, P; Ducreux, M; Finn, S; Laurent-Puig, P; Peters, S; Piccart, M; Smit, E; Sotiriou, C; Tejpar, S; Van Cutsem, E; Tabernero, J</p> <p>2015-02-01</p> <p>Despite intense efforts, the socioeconomic burden of cancer remains unacceptably high and treatment advances for many common cancers have been limited, suggesting a need for a new approach to drug <span class="hlt">development</span>. One issue central to this lack of progress is the heterogeneity and genetic complexity of many tumours. This results in considerable variability in therapeutic response and requires knowledge of the molecular profile of the tumour to guide appropriate treatment selection for individual patients. While recent advances in the molecular characterisation of different cancer types have the potential to transform cancer treatment through precision medicine, such an approach presents a major economic challenge for drug <span class="hlt">development</span>, since novel targeted agents may only be suitable for a small cohort of patients. Identifying the patients who would benefit from individual therapies and recruiting sufficient numbers of patients with particular cancer subtypes into clinical trials is challenging, and will require collaborative efforts from research groups and industry in order to accelerate progress. A number of molecular screening platforms have already been initiated across Europe, and it is hoped that these networks, along with future collaborations, will benefit not only patients but also society through cost reductions as a result of more efficient use of resources. This review discusses how current <span class="hlt">developments</span> in translational oncology may be applied in clinical <span class="hlt">practice</span> in the future, assesses current programmes for the molecular characterisation of cancer and describes possible collaborative approaches designed to maximise the benefits of translational science for patients with cancer. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sport+AND+training+AND+competition&pg=5&id=EJ740934','ERIC'); return false;" href="https://eric.ed.gov/?q=sport+AND+training+AND+competition&pg=5&id=EJ740934"><span>Mental <span class="hlt">Strategies</span> for Peak Performance</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wang, Jin</p> <p>2006-01-01</p> <p>A key to controlling competitive anxiety under pressure is to <span class="hlt">develop</span> an effective attentional <span class="hlt">strategy</span> to use before competition. This article: (1) examines the causes and psychological mechanics of pre-competitive anxiety; (2) provides athletes with an easily understandable mental <span class="hlt">strategy</span> for <span class="hlt">practical</span> use; and (3) provides coaches with…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=magazine&pg=2&id=EJ989797','ERIC'); return false;" href="https://eric.ed.gov/?q=magazine&pg=2&id=EJ989797"><span><span class="hlt">Strategies</span> for Success</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tedrick, Lou; Sumsion, Zach; Smith, Mary; Cutshall, Charlie</p> <p>2012-01-01</p> <p>"Training" magazine taps 2012 Training Top 125 winners and Top 10 Hall of Famers to provide their learning and <span class="hlt">development</span> best <span class="hlt">practices</span> in each issue. This article looks at <span class="hlt">strategies</span> to foster technology innovation and implementation and onboarding.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28562499','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28562499"><span>Building Sustainable Professional <span class="hlt">Development</span> Programs: Applying <span class="hlt">Strategies</span> From Implementation Science to Translate Evidence Into <span class="hlt">Practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Baldwin, Constance D; Chandran, Latha; Gusic, Maryellen E</p> <p>2017-01-01</p> <p>Multisite and national professional <span class="hlt">development</span> (PD) programs for educators are challenging to establish. Use of implementation science (IS) frameworks designed to convert evidence-based intervention methods into effective health care <span class="hlt">practice</span> may help PD <span class="hlt">developers</span> translate proven educational methods and models into successful, well-run programs. Implementation of the national Educational Scholars Program (ESP) is used to illustrate the value of the IS model. Four adaptable elements of IS are described: (1) replication of an evidence-based model, (2) systematic stages of implementation, (3) management of implementation using three implementation drivers, and (4) demonstration of program success through measures of fidelity to proven models and sustainability. Implementation of the ESP was grounded on five established principles and methods for successful PD. The process was conducted in four IS stages over 10 years: Exploration, Installation, Initial Implementation, and Full Implementation. To ensure effective and efficient processes, attention to IS implementation drivers helped to manage organizational relationships, build competence in faculty and scholars, and address leadership challenges. We describe the ESP's fidelity to evidence-based structures and methods, and offer three examples of sustainability efforts that enabled achievement of targeted program outcomes, including academic productivity, strong networking, and career advancement of scholars. Application of IS frameworks to program implementation may help other PD programs to translate evidence-based methods into interventions with enhanced impact. A PD program can follow systematic developmental stages and be operationalized by <span class="hlt">practical</span> implementation drivers, thereby creating successful and sustainable interventions that promote the academic vitality of health professions educators.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=research+AND+classroom+AND+management+AND+strategies&pg=7&id=ED575593','ERIC'); return false;" href="https://eric.ed.gov/?q=research+AND+classroom+AND+management+AND+strategies&pg=7&id=ED575593"><span>Instructional <span class="hlt">Strategies</span> and Best <span class="hlt">Practices</span> for Improving the Achievement Gap in Mathematics: An Exploratory Case Study</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lord, Joey</p> <p>2017-01-01</p> <p>This qualitative exploratory case study focused on the achievement gap in mathematics that exists in one urban North Carolina middle school and the <span class="hlt">strategies</span> used by school personnel to narrow this gap. The goal of this research was to determine effective instructional <span class="hlt">strategies</span> and best <span class="hlt">practices</span> used to engage students in learning that will…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29888051','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29888051"><span>From Sour Grapes to Low-Hanging Fruit: A Case Study Demonstrating a <span class="hlt">Practical</span> <span class="hlt">Strategy</span> for Natural Language Processing Portability.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Johnson, Stephen B; Adekkanattu, Prakash; Campion, Thomas R; Flory, James; Pathak, Jyotishman; Patterson, Olga V; DuVall, Scott L; Major, Vincent; Aphinyanaphongs, Yindalon</p> <p>2018-01-01</p> <p>Natural Language Processing (NLP) holds potential for patient care and clinical research, but a gap exists between promise and reality. While some studies have demonstrated portability of NLP systems across multiple sites, challenges remain. <span class="hlt">Strategies</span> to mitigate these challenges can strive for complex NLP problems using advanced methods (hard-to-reach fruit), or focus on simple NLP problems using <span class="hlt">practical</span> methods (low-hanging fruit). This paper investigates a <span class="hlt">practical</span> <span class="hlt">strategy</span> for NLP portability using extraction of left ventricular ejection fraction (LVEF) as a use case. We used a tool <span class="hlt">developed</span> at the Department of Veterans Affair (VA) to extract the LVEF values from free-text echocardiograms in the MIMIC-III database. The approach showed an accuracy of 98.4%, sensitivity of 99.4%, a positive predictive value of 98.7%, and F-score of 99.0%. This experience, in which a simple NLP solution proved highly portable with excellent performance, illustrates the point that simple NLP applications may be easier to disseminate and adapt, and in the short term may prove more useful, than complex applications.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018QuIP...17...17K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018QuIP...17...17K"><span>Advanced unambiguous state discrimination attack and countermeasure <span class="hlt">strategy</span> in a <span class="hlt">practical</span> B92 QKD system</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ko, Heasin; Choi, Byung-Seok; Choe, Joong-Seon; Youn, Chun Ju</p> <p>2018-01-01</p> <p>Even though unconditional security of B92 quantum key distribution (QKD) system is based on the assumption of perfect positive-operator-valued measures, <span class="hlt">practical</span> B92 systems only utilize two projective measurements. Unfortunately, such implementation may degrade the security of the B92 QKD system due to Eve's potential attack exploiting the imperfection of system. In this paper, we propose an advanced attack <span class="hlt">strategy</span> with an unambiguous state discrimination (USD) measurement which makes <span class="hlt">practical</span> B92 QKD systems insecure even under a lossless channel. In addition, we propose an effective countermeasure against the advanced USD attack model by monitoring double-click events. We further address a fundamental approach to make the B92 QKD system tolerable to attack <span class="hlt">strategies</span> with USD measurements using a multi-qubit scheme.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24737651','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24737651"><span>Australian men with cancer <span class="hlt">practice</span> complementary therapies (CTs) as a coping <span class="hlt">strategy</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Klafke, Nadja; Eliott, Jaklin A; Olver, Ian N; Wittert, Gary A</p> <p>2014-11-01</p> <p>The aim of this study was to explore how and why Australian men with cancer <span class="hlt">practice</span> complementary therapies (CTs) and how their significant others (SOs) contribute to the regular uptake of CTs. This qualitative study employed semi-structured interviews with 26 male cancer patients and 24 SOs. Participants were purposefully sampled from a preceding Australian survey investigating the use of CTs in men with cancer (94% response rate and 86% consent rate for follow-up interview). Interviews were conducted in a metropolitan location, and the 43 interview transcripts were analyzed thematically. Three core themes were identified: men used CTs as (a) problem-focused coping (e.g., diet modification), (b) emotion-focused coping (e.g., meditation), and (c) meaning-based coping (e.g., prayer). <span class="hlt">Practicing</span> CTs helped men to cope with physical, emotional, and spiritual concerns, although some men spoke of difficulties with <span class="hlt">practicing</span> meditation to regulate their emotions. SOs were supportive of men's coping <span class="hlt">strategies</span> but were only rarely involved in men's emotion-focused coping. Complementary therapies have the potential to facilitate coping with cancer, independent of any measurable physiological benefit. Our findings suggest that when clinicians engage in conversations about CTs use, they should consider the type of coping <span class="hlt">strategy</span> employed by their patient. Such information may enhance the efficacy of some interventions (e.g., meditation) and also provide for an opportunity to discuss patients' expectations concerning CTs. Copyright © 2014 John Wiley & Sons, Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018JPhCS.953a2174M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018JPhCS.953a2174M"><span>Mangrove area <span class="hlt">development</span> <span class="hlt">strategy</span> wonorejo as ecotourism in surabaya</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Murtini, S.; Kuspriyanto; Kurniawati, A.</p> <p>2018-01-01</p> <p>Wonorejo mangrove ecotourism is a natural attraction that is increasingly in demand by the community. From year to year, this mangrove ecotourism shows an increase in the number of visitors so it is necessary to know the carrying capacity and <span class="hlt">development</span> <span class="hlt">strategy</span> to keep visitors comfortable in the location of tourism. The purpose of this research is to determine <span class="hlt">development</span> <span class="hlt">strategies</span> undertaken by the government. The research approach is descriptive quantitative by using survey method. The subject of research is the management of ecotourism area while the object of research includes mangrove, biota object and wide of an area. Sources of data obtained from interviews with parties related to the management of mangrove eco-tourism Wonorejo. <span class="hlt">Development</span> <span class="hlt">strategy</span> by using SWOT analysis. The results showed that the collation of the I-EFAS value indicates the position of P (2,35: 2,61) in quadrant I or growth, it’s the right <span class="hlt">strategy</span> for the <span class="hlt">development</span> of Wonorejo mangrove eco-tourism area is an aggressive <span class="hlt">strategy</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=library+AND+guides&pg=6&id=EJ1026249','ERIC'); return false;" href="https://eric.ed.gov/?q=library+AND+guides&pg=6&id=EJ1026249"><span><span class="hlt">Practical</span> <span class="hlt">Strategies</span> for Making Online Library Services and Instruction Accessible to All Patrons</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wray, Christina C.</p> <p>2013-01-01</p> <p>Providing accessible library services and instruction to distance users with disabilities can seem daunting. This article, which grew out of a webinar presented by the author to the Health Science Special Interest Group of ACRL, provides <span class="hlt">practical</span> <span class="hlt">strategies</span> to help content creators utilize built-in accessibility features and provides a resources…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=concrete&pg=2&id=EJ1129594','ERIC'); return false;" href="https://eric.ed.gov/?q=concrete&pg=2&id=EJ1129594"><span>Using the CRA-I <span class="hlt">Strategy</span> to <span class="hlt">Develop</span> Conceptual and Procedural Knowledge of Quadratic Expressions</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Strickland, Tricia K.</p> <p>2016-01-01</p> <p>Recent research has explored the efficacy of the CRA-I (concrete-representational-abstract) <span class="hlt">strategy</span> with students with disabilities (Strickland & Maccini, 2012, 2013). The CRA-I <span class="hlt">strategy</span> is a promising <span class="hlt">practice</span> that special educators have used to teach algebra to students with high-incidence disabilities. The CRA-I <span class="hlt">strategy</span> is a modification…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=markowitz+AND+model&id=ED514292','ERIC'); return false;" href="https://eric.ed.gov/?q=markowitz+AND+model&id=ED514292"><span>Communities of <span class="hlt">Practice</span> as a Technical Assistance <span class="hlt">Strategy</span>: A Single-Case Study of State Systems Change</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Linehan, Patrice Cunniff</p> <p>2010-01-01</p> <p>This study examined how one state approached the integration of policy and <span class="hlt">practice</span> by forming communities of <span class="hlt">practice</span> (CoP), defined as groups of people who share a set of problems and interact regularly to solve them (Wenger, McDermott, & Snyder, 2002). Policymakers have created <span class="hlt">strategies</span> known as technical assistance (TA) to bridge the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4477738','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4477738"><span>Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered <span class="hlt">Strategies</span> after Professional <span class="hlt">Development</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Ebert-May, Diane; Derting, Terry L.; Henkel, Timothy P.; Middlemis Maher, Jessica; Momsen, Jennifer L.; Arnold, Bryan; Passmore, Heather A.</p> <p>2015-01-01</p> <p>The availability of reliable evidence for teaching <span class="hlt">practices</span> after professional <span class="hlt">development</span> is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional <span class="hlt">development</span> “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional <span class="hlt">development</span> program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered <span class="hlt">strategies</span>. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite <span class="hlt">practice</span> of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching <span class="hlt">practice</span> and reflection, and <span class="hlt">development</span> of and teaching a full course. PMID:26033870</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=technical+AND+analysis+AND+work&pg=2&id=EJ1152029','ERIC'); return false;" href="https://eric.ed.gov/?q=technical+AND+analysis+AND+work&pg=2&id=EJ1152029"><span>Learning <span class="hlt">Strategies</span> at Work and Professional <span class="hlt">Development</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Haemer, Hannah Deborah; Borges-Andrade, Jairo Eduardo; Cassiano, Simone Kelli</p> <p>2017-01-01</p> <p>Purpose: This paper aims to investigate the prediction of current and evolutionary perceptions of professional <span class="hlt">development</span> through five learning <span class="hlt">strategies</span> at work and through training and how individual and job characteristics predict those <span class="hlt">strategies</span>. Design/methodology/approach: Variables were measured in a cross-sectional survey, with 962…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=reading+AND+instruction&pg=3&id=ED579992','ERIC'); return false;" href="https://eric.ed.gov/?q=reading+AND+instruction&pg=3&id=ED579992"><span>Intermediate Teachers' Perceptions of Reading Instruction <span class="hlt">Strategies</span> and Professional <span class="hlt">Development</span> Needs</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Joyner, Barbara</p> <p>2017-01-01</p> <p>In 1 urban Tennessee school, students in Grades 3 through 5 had not met adequate yearly progress in reading for the past 5 years. The purpose of this case study was to explore teachers' perceptions of current district-recommended teaching <span class="hlt">practice</span> in reading. The research questions related to current instructional <span class="hlt">strategies</span>, teaching <span class="hlt">practices</span>,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Symbiotic&pg=2&id=EJ1062716','ERIC'); return false;" href="https://eric.ed.gov/?q=Symbiotic&pg=2&id=EJ1062716"><span>Making the Invisible of Learning Visible: Pre-Service Teachers Identify Connections between the Use of Literacy <span class="hlt">Strategies</span> and Their Content Area Assessment <span class="hlt">Practices</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Mitton-Kukner, Jennifer; Orr, Anne Murray</p> <p>2014-01-01</p> <p>In this paper we describe four ways secondary pre-service teachers appeared to be <span class="hlt">developing</span> assessment <span class="hlt">practices</span> during field experience, after taking a content area literacy course. This paper arises from a multi-year study exploring pre-service and beginning content area teachers' use of literacy <span class="hlt">strategies</span> in teaching mathematics, science, and…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active"><span>16</span></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_16 --> <div id="page_17" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="321"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3418944','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3418944"><span>Approved Clinical Instructors' Perspectives on Implementation <span class="hlt">Strategies</span> in Evidence-Based <span class="hlt">Practice</span> for Athletic Training Students</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Hankemeier, Dorice A.; Van Lunen, Bonnie L.</p> <p>2011-01-01</p> <p>Context: Understanding implementation <span class="hlt">strategies</span> of Approved Clinical Instructors (ACIs) who use evidence-based <span class="hlt">practice</span> (EBP) in clinical instruction will help promote the use of EBP in clinical <span class="hlt">practice</span>. Objective: To examine the perspectives and experiences of ACIs using EBP concepts in undergraduate athletic training education programs to determine the importance of using these concepts in clinical <span class="hlt">practice</span>, clinical EBP implementation <span class="hlt">strategies</span> for students, and challenges of implementing EBP into clinical <span class="hlt">practice</span> while mentoring and teaching their students. Design: Qualitative study. Setting: Telephone interviews. Patients or Other Participants: Sixteen ACIs (11 men, 5 women; experience as a certified athletic trainer = 10 ± 4.7 years, experience as an ACI = 6.8 ± 3.9 years) were interviewed. Data Collection and Analysis: We interviewed each participant by telephone. Interview transcripts were analyzed and coded for common themes and subthemes regarding implementation <span class="hlt">strategies</span>. Established themes were triangulated through peer review and member checking to verify the data. Results: The ACIs identified EBP implementation as important for validation of the profession, changing paradigm shift, improving patient care, and improving student educational experiences. They promoted 3 methods of implementing EBP concepts with their students: self-discovery, promoting critical thinking, and sharing information. They assisted students with the steps of EBP and often faced challenges in implementation of the first 3 steps of EBP: defining a clinical question, literature searching, and literature appraisal. Finally, ACIs indicated that modeling the behavior of making clinical decisions based on evidence was the best way to encourage students to continue using EBP. Conclusions: Athletic training education program directors should encourage and recommend specific techniques for EBP implementation in the clinical setting. The ACIs believed that role modeling is a</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27978985','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27978985"><span>Translational biomarkers: from discovery and <span class="hlt">development</span> to clinical <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Subramanyam, Meena; Goyal, Jaya</p> <p></p> <p>The refinement of disease taxonomy utilizing molecular phenotypes has led to significant improvements in the precision of disease diagnosis and customization of treatment options. This has also spurred efforts to identify novel biomarkers to understand the impact of therapeutically altering the underlying molecular network on disease course, and to support decision-making in drug discovery and <span class="hlt">development</span>. However, gaps in knowledge regarding disease heterogeneity, combined with the inadequacies of surrogate disease model systems, make it challenging to demonstrate the unequivocal association of molecular and physiological biomarkers to disease pathology. This article will discuss the current landscape in biomarker research and highlight <span class="hlt">strategies</span> being adopted to increase the likelihood of transitioning biomarkers from discovery to medical <span class="hlt">practice</span> to enable more objective decision making, and to improve health outcome. Copyright © 2016 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27294999','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27294999"><span><span class="hlt">Development</span> and Pilot of the Caregiver <span class="hlt">Strategies</span> Inventory.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kirby, Anne V; Little, Lauren M; Schultz, Beth; Watson, Linda R; Zhang, Wanqing; Baranek, Grace T</p> <p>2016-01-01</p> <p>Children with autism spectrum disorder often demonstrate unusual behavioral responses to sensory stimuli (i.e., sensory features). To manage everyday activities, caregivers may implement <span class="hlt">strategies</span> to address these features during family routines. However, investigation of specific <span class="hlt">strategies</span> used by caregivers is limited by the lack of empirically <span class="hlt">developed</span> measures. In this study, we describe the <span class="hlt">development</span> and pilot results of the Caregiver <span class="hlt">Strategies</span> Inventory (CSI), a supplement to the Sensory Experiences Questionnaire Version 3.0 (SEQ 3.0; Baranek, 2009) that measures caregivers' <span class="hlt">strategies</span> in response to their children's sensory features. Three conceptually derived and empirically grounded <span class="hlt">strategy</span> types were tested: cognitive-behavioral, sensory-perceptual, and avoidance. Results indicated that the CSI demonstrated good internal consistency and that <span class="hlt">strategy</span> use was related to child age and cognition. Moreover, parent feedback after completing the CSI supported its utility and social validity. The CSI may be used alongside the SEQ 3.0 to facilitate a family-centered approach to assessment and intervention planning. Copyright © 2016 by the American Occupational Therapy Association, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27373808','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27373808"><span>New graduate transition to <span class="hlt">practice</span>: how can the literature inform support <span class="hlt">strategies</span>?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Moores, Alis; Fitzgerald, Cate</p> <p>2017-07-01</p> <p>Objective The transition to <span class="hlt">practice</span> for new graduate health professionals has been identified as challenging, with health services typically adopting a range of support and management <span class="hlt">strategies</span> to assist safe professional <span class="hlt">practice</span>. Queensland's state-wide Occupational Therapy Clinical Education Program supporting new graduates within public sector health facilities conducted a narrative literature review to identify evidence-based recommended actions that would assist new graduate occupational therapists' to transition from student to practitioner. Method Searches of Medline, CINAHL and PubMed databases were used to locate articles describing or evaluating occupational therapy new graduate support actions. Results The themes of supervision, support and education emerged from the literature. Additionally, four interactions were identified as factors potentially influencing and being influenced by the processes and outcomes of supervision, support and education actions. The interactions identified were professional reasoning, professional identity, an active approach to learning and reflective <span class="hlt">practice</span>. Conclusions The interactions emerging from the literature will serve to inform the delivery and focus of supervision, support and education for new graduate occupational therapists as they transition to <span class="hlt">practice</span>. The results may have application for other health professions. What is known about the topic? The transition to <span class="hlt">practice</span> for new graduate occupational therapists has been reported as challenging with health services implementing various actions to support and assist this transition. A previous literature review of recommended support <span class="hlt">strategies</span> could not be found providing an impetus for this enquiry. What does this paper add? This narrative literature review identified three themes of actions supporting the transition of new graduates from student to practitioner. In addition to these themes of supervision, support and education, also emerging from the</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29484787','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29484787"><span>Transforming clinical <span class="hlt">practice</span> guidelines and clinical pathways into fast-and-frugal decision trees to improve clinical care <span class="hlt">strategies</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Djulbegovic, Benjamin; Hozo, Iztok; Dale, William</p> <p>2018-02-27</p> <p>Contemporary delivery of health care is inappropriate in many ways, largely due to suboptimal Q5 decision-making. A typical approach to improve practitioners' decision-making is to <span class="hlt">develop</span> evidence-based clinical <span class="hlt">practice</span> guidelines (CPG) by guidelines panels, who are instructed to use their judgments to derive <span class="hlt">practice</span> recommendations. However, mechanisms for the formulation of guideline judgments remains a "black-box" operation-a process with defined inputs and outputs but without sufficient knowledge of its internal workings. Increased explicitness and transparency in the process can be achieved by implementing CPG as clinical pathways (CPs) (also known as clinical algorithms or flow-charts). However, clinical recommendations thus derived are typically ad hoc and <span class="hlt">developed</span> by experts in a theory-free environment. As any recommendation can be right (true positive or negative), or wrong (false positive or negative), the lack of theoretical structure precludes the quantitative assessment of the management <span class="hlt">strategies</span> recommended by CPGs/CPs. To realize the full potential of CPGs/CPs, they need to be placed on more solid theoretical grounds. We believe this potential can be best realized by converting CPGs/CPs within the heuristic theory of decision-making, often implemented as fast-and-frugal (FFT) decision trees. This is possible because FFT heuristic <span class="hlt">strategy</span> of decision-making can be linked to signal detection theory, evidence accumulation theory, and a threshold model of decision-making, which, in turn, allows quantitative analysis of the accuracy of clinical management <span class="hlt">strategies</span>. Fast-and-frugal provides a simple and transparent, yet solid and robust, methodological framework connecting decision science to clinical care, a sorely needed missing link between CPGs/CPs and patient outcomes. We therefore advocate that all guidelines panels express their recommendations as CPs, which in turn should be converted into FFTs to guide clinical care. © 2018 John Wiley</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=technology+AND+classroom+AND+prepares+AND+future&id=ED560107','ERIC'); return false;" href="https://eric.ed.gov/?q=technology+AND+classroom+AND+prepares+AND+future&id=ED560107"><span>Pacesetting Schools Share Successful <span class="hlt">Strategies</span> to Prepare Students for the Future. Best <span class="hlt">Practices</span> Newsletter</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Southern Regional Education Board (SREB), 2013</p> <p>2013-01-01</p> <p>Pacesetting high schools, middle grades schools and technology centers have changed classroom and other <span class="hlt">practices</span> to prepare students to meet postsecondary requirements and rising workplace needs. The <span class="hlt">strategies</span> include raising expectations, project-based learning, guidance and advisement, improving students' reading and writing skills,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21062572','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21062572"><span>Managers' perspectives on recruitment and human resource <span class="hlt">development</span> <span class="hlt">practices</span> in primary health care.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lammintakanen, Johanna; Kivinen, Tuula; Kinnunen, Juha</p> <p>2010-12-01</p> <p>The aim of this study is to describe primary health care managers' attitudes and views on recruitment and human resource <span class="hlt">development</span> in general and to ascertain whether there are any differences in the views of managers in the southern and northern regions of Finland. A postal questionnaire was sent to 315 primary health care managers, of whom 55% responded. The data were analysed using descriptive statistics and cross-tabulation according to the location of the health centre. There were few differences in managers' attitudes and views on recruitment and human resource <span class="hlt">development</span>. In the southern region, managers estimated that their organization would be less attractive to employees in the future and they were more positive about recruiting employees abroad. Furthermore, managers in the northern region were more positive regarding human resource <span class="hlt">development</span> and its various <span class="hlt">practices</span>. Although the results are preliminary in nature, it seems that managers in different regions have adopted different <span class="hlt">strategies</span> in order to cope with the shrinking pool of new recruits. In the southern region, managers were looking abroad to find new employees, while in the northern region, managers put effort into retaining the employees in the organization with different human resource <span class="hlt">development</span> <span class="hlt">practices</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15497488','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15497488"><span>The differential effects of teaching addition through <span class="hlt">strategy</span> instruction versus drill and <span class="hlt">practice</span> to students with and without learning disabilities.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Tournaki, Nelly</p> <p>2003-01-01</p> <p>Forty-two second-grade general education students and 42 students with learning disabilities (LD) were taught basic, one-digit addition facts (e.g., 5 + 3 = _). Students received instruction via (a) a minimum addend <span class="hlt">strategy</span>, (b) drill and <span class="hlt">practice</span>, or (c) control. The effectiveness of the two methods was measured through students' accuracy and latency scores on a posttest and a transfer task (e.g., 5 + 3 + 7 =_). Students with LD improved significantly only in the <span class="hlt">strategy</span> condition, as compared to drill-and-<span class="hlt">practice</span> and control conditions, whereas general education students improved significantly both in the <span class="hlt">strategy</span> and the drill-and-<span class="hlt">practice</span> conditions as compared to the control condition. However, in the transfer task, students from all groups became significantly more accurate only in the <span class="hlt">strategy</span> condition, while all students were significantly faster than their control group peers regardless of teaching method. The implications for teachers' differential choices of methods of instruction for students with different learning characteristics are discussed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21108740','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21108740"><span>Impact of flooding on feeding <span class="hlt">practices</span> of infants and young children in Dhaka, Bangladesh Slums: what are the coping <span class="hlt">strategies</span>?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Goudet, Sophie M; Griffiths, Paula L; Bogin, Barry A; Selim, Nasima</p> <p>2011-04-01</p> <p>Previous research has shown that urban slums are hostile environments for the growth of infants and young children (IYC). Flooding is a hazard commonly found in Dhaka slums (Bangladesh) which negatively impacts IYC's nutritional and health status. This paper aims 1) to identify the impact of flooding on IYC's feeding <span class="hlt">practices</span>, and 2) to explore the coping <span class="hlt">strategies</span> <span class="hlt">developed</span> by caregivers. Qualitative data (participant observation and semi-structured interviews) and quantitative data (household questionnaire and anthropometric measurements) collected in slums in Dhaka (n=18 mothers, n=5 community health workers, and n=55 children) were analysed. The subjects of the interviews were mothers and Bangladesh Rural Advancement Committee (BRAC) community health workers living and working in the slums. Research findings showed that breastfeeding and complementary feeding <span class="hlt">practices</span> for IYC were poor and inappropriate due to lack of knowledge, time, and resources in normal times and worse during flooding. One coping <span class="hlt">strategy</span> <span class="hlt">developed</span> by mothers purposely to protect their IYC's nutritional status was to decrease their personal food intake. Our research findings suggest that mothers perceived the negative impact of flooding on their IYC's nutritional health but did not have the means to prevent it. They could only maintain their health through coping <span class="hlt">strategies</span> which had other negative consequences. The results suggests a holistic approach combining 1) provision of relief for nutritionally vulnerable groups during flooding, 2) support to mothers in their working role, 3) breastfeeding counseling and support to lactating mothers with difficulties, and 4) preventing malnutrition in under 2 year old children. © 2010 Blackwell Publishing Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4985728','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4985728"><span>Street-Level <span class="hlt">Strategies</span> of Child Welfare Social Workers in Flanders: The Use of Electronic Client Records in <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>De Witte, Jasper; Declercq, Anja; Hermans, Koen</p> <p>2016-01-01</p> <p>The use of information and communication technology (ICT) in child welfare services has increased significantly during the last decades, and so have the possibilities to process health data. Parton (2009) states that this evolution has led to a shift in the nature of social work itself: from ‘the social’ to ‘the informational’. It is claimed that social workers primarily are becoming information processors concerned with the gathering, sharing and monitoring of information, instead of being focused on the relational dimensions of their work. However, social workers have considerable discretion concerning the way they use ICT. In this paper, we investigate (i) the street-level <span class="hlt">strategies</span> social workers <span class="hlt">develop</span> regarding ICT and (ii) how these relate to a narrative social work approach. To illustrate this, an evaluation of Charlotte was conducted, a client registration system that is used by social workers in child welfare services in Flanders, Belgium. Based on fifteen interviews, we find that social workers <span class="hlt">develop</span> various <span class="hlt">strategies</span> regarding Charlotte to preserve a relational and narrative work approach. These <span class="hlt">strategies</span> not only result in a gap between ICT policy and the execution of that policy in <span class="hlt">practice</span>, but also decrease the extent to which accountability can be realised via registration data. PMID:27559226</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27559226','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27559226"><span>Street-Level <span class="hlt">Strategies</span> of Child Welfare Social Workers in Flanders: The Use of Electronic Client Records in <span class="hlt">Practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>De Witte, Jasper; Declercq, Anja; Hermans, Koen</p> <p>2016-07-01</p> <p>The use of information and communication technology (ICT) in child welfare services has increased significantly during the last decades, and so have the possibilities to process health data. Parton (2009) states that this evolution has led to a shift in the nature of social work itself: from 'the social' to 'the informational'. It is claimed that social workers primarily are becoming information processors concerned with the gathering, sharing and monitoring of information, instead of being focused on the relational dimensions of their work. However, social workers have considerable discretion concerning the way they use ICT. In this paper, we investigate (i) the street-level <span class="hlt">strategies</span> social workers <span class="hlt">develop</span> regarding ICT and (ii) how these relate to a narrative social work approach. To illustrate this, an evaluation of Charlotte was conducted, a client registration system that is used by social workers in child welfare services in Flanders, Belgium. Based on fifteen interviews, we find that social workers <span class="hlt">develop</span> various <span class="hlt">strategies</span> regarding Charlotte to preserve a relational and narrative work approach. These <span class="hlt">strategies</span> not only result in a gap between ICT policy and the execution of that policy in <span class="hlt">practice</span>, but also decrease the extent to which accountability can be realised via registration data.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28472740','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28472740"><span>Critical thinking skills in midwifery <span class="hlt">practice</span>: <span class="hlt">Development</span> of a self-assessment tool for students.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary</p> <p>2017-07-01</p> <p><span class="hlt">Develop</span> and test a tool designed for use by pre-registration midwifery students to self-appraise their critical thinking in <span class="hlt">practice</span>. A descriptive cohort design was used. All students (n=164) enrolled in a three-year Bachelor of Midwifery program in Queensland, Australia. The staged model for tool <span class="hlt">development</span> involved item generation, mapping draft items to critical thinking concepts and expert review to test content validity, pilot testing of the tool to a convenience sample of students, and psychometric testing. Students (n=126, 76.8% response rate) provided demographic details, completed the new tool, and five questions from the Motivated <span class="hlt">Strategies</span> for Learning Questionnaire (MSLQ) via an online platform or paper version. A high content validity index score of 0.97 was achieved through expert review. Construct validity via factor analysis revealed four factors: seeks information, reflects on <span class="hlt">practice</span>, facilitates shared decision making, and evaluates <span class="hlt">practice</span>. The mean total score for the tool was 124.98 (SD=12.58). Total and subscale scores correlated significantly. The scale achieved good internal reliability with a Cronbach's alpha coefficient of 0.92. Concurrent validity with the MSLQ subscale was 0.35 (p<0.001). This study established the reliability and validity of the CACTiM - student version for use by pre-registration midwifery students to self-assess critical thinking in <span class="hlt">practice</span>. Critical thinking skills are vital for safe and effective midwifery <span class="hlt">practice</span>. Students' assessment of their critical thinking <span class="hlt">development</span> throughout their pre-registration programme makes these skills explicit, and could guide teaching innovation to address identified deficits. The availability of a reliable and valid tool assists research into the <span class="hlt">development</span> of critical thinking in education and <span class="hlt">practice</span>. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25238813','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25238813"><span>A multifaceted knowledge translation <span class="hlt">strategy</span> can increase compliance with guideline recommendations for mechanical bowel preparation.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Eskicioglu, Cagla; Pearsall, Emily; Victor, J Charles; Aarts, Mary-Anne; Okrainec, Allan; McLeod, Robin S</p> <p>2015-01-01</p> <p>The successful transfer of evidence into clinical <span class="hlt">practice</span> is a slow and haphazard process. We report the outcome of a 5-year knowledge translation (KT) <span class="hlt">strategy</span> to increase adherence with a clinical <span class="hlt">practice</span> guideline (CPG) for mechanical bowel preparation (MBP) for elective colorectal surgery patients. A locally tailored CPG recommending MBP <span class="hlt">practices</span> was <span class="hlt">developed</span>. Data on MBP <span class="hlt">practices</span> were collected at six University of Toronto hospitals before CPG implementation as well as after two separate KT <span class="hlt">strategies</span>. KT <span class="hlt">strategy</span> #1 included <span class="hlt">development</span> of the CPG, education by opinion leaders, reminder cards, and presentations of data. KT <span class="hlt">strategy</span> #2 included selection of hospital champions, <span class="hlt">development</span> of communities of <span class="hlt">practice</span>, education, reminder cards, electronic updates, pre-printed standardized orders, and audit and feedback. A total of 744 patients (400 males, 344 females, mean age 57.0) were included. Compliance increased from 58.6 to 70.4% after KT <span class="hlt">strategy</span> #1 and to 81.1% after KT <span class="hlt">strategy</span> #2 (p < 0.001). Using a tailored KT <span class="hlt">strategy</span>, increased compliance was observed with CPG recommendations over time suggesting that a longitudinal KT <span class="hlt">strategy</span> is required to increase and sustain compliance with recommendations. Furthermore, different <span class="hlt">strategies</span> may be required at different times (i.e., educational sessions initially and reminders and standardized orders to maintain adherence).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28577640','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28577640"><span>Parent Refusal of Topical Fluoride for Their Children: Clinical <span class="hlt">Strategies</span> and Future Research Priorities to Improve Evidence-Based Pediatric Dental <span class="hlt">Practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Chi, Donald L</p> <p>2017-07-01</p> <p>A growing number of parents are refusing topical fluoride for their children during preventive dental and medical visits. This nascent clinical and public health problem warrants attention from dental professionals and the scientific community. Clinical and community-based <span class="hlt">strategies</span> are available to improve fluoride-related communications with parents and the public. In terms of future research priorities, there is a need to <span class="hlt">develop</span> screening tools to identify parents who are likely to refuse topical fluoride and diagnostic instruments to uncover the reasons for topical fluoride refusal. This knowledge will lead to evidence-based <span class="hlt">strategies</span> that can be widely disseminated into clinical <span class="hlt">practice</span>. Copyright © 2017 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED492513.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED492513.pdf"><span>Competency-Based Human Resource <span class="hlt">Development</span> <span class="hlt">Strategy</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gangani, Noordeen T.; McLean, Gary N.; Braden, Richard A.</p> <p>2004-01-01</p> <p>This paper explores issues in <span class="hlt">developing</span> and implementing a competency-based human resource <span class="hlt">development</span> <span class="hlt">strategy</span>. The paper summarizes a literature review on how competency models can improve HR performance. A case study is presented of American Medical Systems (AMS), a mid-sized health-care and medical device company, where the model is being…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23920691','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23920691"><span>The WHO-ITU national eHealth <span class="hlt">strategy</span> toolkit as an effective approach to national <span class="hlt">strategy</span> <span class="hlt">development</span> and implementation.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hamilton, Clayton</p> <p>2013-01-01</p> <p>With few exceptions, national eHealth <span class="hlt">strategies</span> are the pivotal tools upon which the launch or refocusing of national eHealth programmes is hinged. The process of their <span class="hlt">development</span> obviates cross-sector ministerial commitment led by the Ministry of Health. Yet countries often grapple with the task of <span class="hlt">strategy</span> <span class="hlt">development</span> and best efforts frequently fail to address strategic components of eHealth key to ensure successful implementation and stakeholder engagement. This can result in <span class="hlt">strategies</span> that are narrowly focused, with an overemphasis placed on achieving technical outcomes. Without a clear link to a broader vision of health system <span class="hlt">development</span> and a firm commitment from partners, the ability of a <span class="hlt">strategy</span> to shape <span class="hlt">development</span> of a national eHealth framework will be undermined and crucial momentum for implementation will be lost. WHO and ITU have sought to address this issue through the <span class="hlt">development</span> of the National eHealth <span class="hlt">Strategy</span> Toolkit that provides a basis for the components and processes to be considered in a <span class="hlt">strategy</span> <span class="hlt">development</span> or refocusing exercise. We look at this toolkit and highlight those areas which the countries should consider in formulating their national eHealth <span class="hlt">strategy</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21600352','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21600352"><span>Sleep health education in pediatric community settings: rationale and <span class="hlt">practical</span> suggestions for incorporating healthy sleep education into pediatric <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gruber, Reut; Cassoff, Jamie; Knäuper, Bärbel</p> <p>2011-06-01</p> <p>This article offers <span class="hlt">practical</span> ways to incorporate healthy sleep education into pediatric <span class="hlt">practice</span> and discusses key questions, barriers, and <span class="hlt">strategies</span> associated with such efforts. The rationale for incorporating healthy sleep education in pediatric <span class="hlt">practice</span> settings is presented, and desirable features of sleep education programs that may be implemented in pediatric <span class="hlt">practice</span> are identified. Potential barriers are reviewed and <span class="hlt">strategies</span> offered to overcome these barriers, such as <span class="hlt">developing</span> resources applicable to healthy sleep education and <span class="hlt">practical</span> information for pediatricians. Key factors regarding effectiveness of such interventional programs and key points relevant to successful healthy sleep education in pediatric <span class="hlt">practice</span> are highlighted. Copyright © 2011. Published by Elsevier Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29407264','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29407264"><span>Improving evidence based <span class="hlt">practice</span> in postgraduate nursing programs: A systematic review: Bridging the evidence <span class="hlt">practice</span> gap (BRIDGE project).</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hickman, Louise D; DiGiacomo, Michelle; Phillips, Jane; Rao, Angela; Newton, Phillip J; Jackson, Debra; Ferguson, Caleb</p> <p>2018-04-01</p> <p>The nursing profession has a significant evidence to <span class="hlt">practice</span> gap in an increasingly complex and dynamic health care environment. To evaluate effectiveness of teaching and learning <span class="hlt">strategies</span> related to a capstone project within a Masters of Nursing program that encourage the <span class="hlt">development</span> of evidence based <span class="hlt">practice</span> capabilities. Systematic review that conforms to the PRISMA statement. Master's Nursing programs that include elements of a capstone project within a university setting. MEDLINE, CINAHL, Cochrane Database of Systematic Reviews, ERIC and PsycInfo were used to search for RCT's or quasi experimental studies conducted between 1979 and 9 June 2017, published in a peer reviewed journal in English. Of 1592 studies, no RCT's specifically addressed the <span class="hlt">development</span> of evidence based <span class="hlt">practice</span> capabilities within the university teaching environment. Five quasi-experimental studies integrated blended learning, guided design processes, small group work, role play and structured debate into Masters of Nursing research courses. All five studies demonstrated some improvements in evidence based <span class="hlt">practice</span> skills and/or research knowledge translation, with three out of five studies demonstrating significant improvements. There is a paucity of empirical evidence supporting the best <span class="hlt">strategies</span> to use in <span class="hlt">developing</span> evidence based <span class="hlt">practice</span> skills and/or research knowledge translation skills for Master's Nursing students. As a profession, nursing requires methodologically robust studies that are discipline specific to identify the best approaches for <span class="hlt">developing</span> evidence-based <span class="hlt">practice</span> skills and/or research knowledge translation skills within the university teaching environment. Provision of these <span class="hlt">strategies</span> will enable the nursing profession to integrate the best empirical evidence into nursing <span class="hlt">practice</span>. Copyright © 2018. Published by Elsevier Ltd.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18337054','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18337054"><span>Blending addiction research and <span class="hlt">practice</span>: <span class="hlt">strategies</span> for technology transfer.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Condon, Timothy P; Miner, Lucinda L; Balmer, Curtis W; Pintello, Denise</p> <p>2008-09-01</p> <p>Consistent with traditional conceptions of technology transfer, efforts to translate substance abuse and addiction research into treatment <span class="hlt">practice</span> have typically relied on the passive dissemination of research findings. The large gap between addiction research and <span class="hlt">practice</span>, however, indicates that there are many barriers to successful technology transfer and that dissemination alone is not sufficient to produce lasting changes in addiction treatment. To accelerate the translation of research into <span class="hlt">practice</span>, the National Institute on Drug Abuse launched the Blending Initiative in 2001. In part a collaboration with the Substance Abuse and Mental Health Services Administration/Center for Substance Abuse Treatment's Addiction Technology Transfer Center program, this initiative aims to improve the <span class="hlt">development</span>, effectiveness, and usability of evidence-based <span class="hlt">practices</span> and reduce the obstacles to their timely adoption and implementation.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10343671','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10343671"><span><span class="hlt">Developing</span> critical <span class="hlt">practice</span>: a South African's perspective.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Pillay, M</p> <p>1998-01-01</p> <p>The manner in which speech and language therapy (SLT) considers communicating evidence of <span class="hlt">practice</span> with a multicultural clientele is considered in context of cultural imperialism. A conceptual framework (i.e., the curriculum of <span class="hlt">practice</span>) <span class="hlt">developed</span> from a South African study (Pillay 1997), is highlighted for use in understanding, evaluating and communicating evidence of <span class="hlt">practice</span> with the clientele in focus. The lens (or paradigm) used by SLT to view its curriculum of <span class="hlt">practice</span> may reveal different stories about the same subject. Given this, the critical paradigm is proffered over that of the empirical-analytical (or 'scientific') and hermeneutic-interpretive types of paradigms. Finally, suggestions regarding the <span class="hlt">development</span> of critical SLT are discussed.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active"><span>17</span></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_17 --> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017JHyd..553..438K','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017JHyd..553..438K"><span>Modeling resource basis for social and economic <span class="hlt">development</span> <span class="hlt">strategies</span>: Water resource case</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Kosolapova, Natalia A.; Matveeva, Ludmila G.; Nikitaeva, Anastasia Y.; Molapisi, Lesego</p> <p>2017-10-01</p> <p>The article substantiates that the effectiveness of implementing socio-economic <span class="hlt">development</span> <span class="hlt">strategies</span> is to a large extent determined by the adequate provision of basic resources. The key role of water resources in economic strategic <span class="hlt">development</span> is empirically illustrated. The article demonstrates the <span class="hlt">practicability</span> of strategic management of water resources based on the principle of a combination of river basin management approaches and the consideration of regional <span class="hlt">development</span> <span class="hlt">strategies</span>. The Game Theory technique was used to <span class="hlt">develop</span> economic and mathematical tools for supporting decision-making in meeting the needs of regional consumers under water balance deficit conditions. The choice of methods was determined from two positions: the methods should allow for the possibility of multi-variant solutions for the selection of optimal options for the distribution of limited water resources between different consumers; the methods should be orientated on the maximum possible harmonization of multidirectional and multi-scale interests of the subjects in the water management system of the different regions (including the state) in order to achieve a balance. The approbation of <span class="hlt">developing</span> a toolkit for the example of the regions located in the Don and Kuban river basins resulted in the appropriate selection of priority regions for the allocation of water resources in terms of strategic management as well as the determination of measures of ensuring the sustainable use of the river basins under consideration. The proposed tools can be used for coordinating decisions on the water supply of regional economic systems with actual and projected indicators of socio-economic <span class="hlt">development</span> of the respective regions for a strategic perspective.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25054888','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25054888"><span>Facilitating behavioral learning and habit change in voice therapy--theoretic premises and <span class="hlt">practical</span> <span class="hlt">strategies</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Iwarsson, Jenny</p> <p>2015-12-01</p> <p>A typical goal of voice therapy is a behavioral change in the patient's everyday speech. The SLP's plan for voice therapy should therefore optimally include <span class="hlt">strategies</span> for automatization. The aim of the present study was to identify and describe factors that promote behavioral learning and habit change in voice behavior and have the potential to affect patient compliance and thus therapy outcome. Research literature from the areas of motor and behavioral learning, habit formation, and habit change was consulted. Also, specific elements from personal experience of clinical voice therapy are described and discussed from a learning theory perspective. Nine factors that seem to be relevant to facilitate behavioral learning and habit change in voice therapy are presented, together with related <span class="hlt">practical</span> <span class="hlt">strategies</span> and theoretical underpinnings. These are: 1) Cue-altering; 2) Attention exercises; 3) Repetition; 4) Cognitive activation; 5) Negative <span class="hlt">practice</span>; 6) Inhibition through interruption; 7) Decomposing complex behavior; 8) The 'each time-every time' principle; and 9) Successive implementation of automaticity.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28450858','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28450858"><span>Fungal Biofilms: Targets for the <span class="hlt">Development</span> of Novel <span class="hlt">Strategies</span> in Plant Disease Management.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Villa, Federica; Cappitelli, Francesca; Cortesi, Paolo; Kunova, Andrea</p> <p>2017-01-01</p> <p>The global food supply has been facing increasing challenges during the first decades of the 21 st century. Disease in plants is an important constraint to worldwide crop production, accounting for 20-40% of its annual harvest loss. Although the use of resistant varieties, good water management and agronomic <span class="hlt">practices</span> are valid management tools in counteracting plant diseases, there are still many pathosystems where fungicides are widely used for disease management. However, restrictive regulations and increasing concern regarding the risk to human health and the environment, along with the incidence of fungicide resistance, have discouraged their use and have prompted for a search for new efficient, ecologically friendly and sustainable disease management <span class="hlt">strategies</span>. The recent evidence of biofilm formation by fungal phytopathogens provides the scientific framework for designing and adapting methods and concepts <span class="hlt">developed</span> by biofilm research that could be integrated in IPM <span class="hlt">practices</span>. In this perspective paper, we provide evidence to support the view that the biofilm lifestyle plays a critical role in the pathogenesis of plant diseases. We describe the main factors limiting the durability of single-site fungicides, and we assemble the current knowledge on pesticide resistance in the specific context of the biofilm lifestyle. Finally, we illustrate the potential of antibiofilm compounds at sub-lethal concentrations for the <span class="hlt">development</span> of an innovative, eco-sustainable <span class="hlt">strategy</span> to counteract phytopathogenic fungi. Such fungicide-free solutions will be instrumental in reducing disease severity, and will permit more prudent use of fungicides decreasing thus the selection of resistant forms and safeguarding the environment.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26474759','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26474759"><span>Study protocol for "Study of <span class="hlt">Practices</span> Enabling Implementation and Adaptation in the Safety Net (SPREAD-NET)": a pragmatic trial comparing implementation <span class="hlt">strategies</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gold, Rachel; Hollombe, Celine; Bunce, Arwen; Nelson, Christine; Davis, James V; Cowburn, Stuart; Perrin, Nancy; DeVoe, Jennifer; Mossman, Ned; Boles, Bruce; Horberg, Michael; Dearing, James W; Jaworski, Victoria; Cohen, Deborah; Smith, David</p> <p>2015-10-16</p> <p>Little research has directly compared the effectiveness of implementation <span class="hlt">strategies</span> in any setting, and we know of no prior trials directly comparing how effectively different combinations of <span class="hlt">strategies</span> support implementation in community health centers. This paper outlines the protocol of the Study of <span class="hlt">Practices</span> Enabling Implementation and Adaptation in the Safety Net (SPREAD-NET), a trial designed to compare the effectiveness of several common <span class="hlt">strategies</span> for supporting implementation of an intervention and explore contextual factors that impact the <span class="hlt">strategies</span>' effectiveness in the community health center setting. This cluster-randomized trial compares how three increasingly hands-on implementation <span class="hlt">strategies</span> support adoption of an evidence-based diabetes quality improvement intervention in 29 community health centers, managed by 12 healthcare organizations. The <span class="hlt">strategies</span> are as follows: (arm 1) a toolkit, presented in paper and electronic form, which includes a training webinar; (arm 2) toolkit plus in-person training with a focus on <span class="hlt">practice</span> change and change management <span class="hlt">strategies</span>; and (arm 3) toolkit, in-person training, plus <span class="hlt">practice</span> facilitation with on-site visits. We use a mixed methods approach to data collection and analysis: (i) baseline surveys on study clinic characteristics, to explore how these characteristics impact the clinics' ability to implement the tools and the effectiveness of each implementation <span class="hlt">strategy</span>; (ii) quantitative data on change in rates of guideline-concordant prescribing; and (iii) qualitative data on the "how" and "why" underlying the quantitative results. The outcomes of interest are clinic-level results, categorized using the Reach, Effectiveness, Adoption, Implementation, Maintenance (RE-AIM) framework, within an interrupted time-series design with segmented regression models. This pragmatic trial will compare how well each implementation <span class="hlt">strategy</span> works in "real-world" <span class="hlt">practices</span>. Having a better understanding of how different</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.epa.gov/smartgrowth/best-development-practices-primer-smart-growth','PESTICIDES'); return false;" href="https://www.epa.gov/smartgrowth/best-development-practices-primer-smart-growth"><span>Best <span class="hlt">Development</span> <span class="hlt">Practices</span>: A Primer for Smart Growth</span></a></p> <p><a target="_blank" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>Best <span class="hlt">Development</span> <span class="hlt">Practices</span>: A Primer for Smart Growth lists specific <span class="hlt">practices</span> to achieve <span class="hlt">development</span> principles that mix land uses, support transportation options, protect natural systems, and provide housing choices.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23870912','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23870912"><span>Enzymatic production of trans fatty acid free fat from partially hydrogenated soybean oil (PHSO)--theory, <span class="hlt">strategy</span> and <span class="hlt">practicability</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Jala, Ram Chandra Reddy; Xu, Xuebing; Guo, Zheng</p> <p>2013-12-01</p> <p><span class="hlt">Development</span> of an advanced process/production technology for healthful fats constitutes a major interest of plant oil refinery industry. In this work, a <span class="hlt">strategy</span> to produce trans fatty acid (TFA) free (or low TFA) products from partially hydrogenated soybean oil by lipase-catalysed selective hydrolysis was proposed, where a physically founded mathematic model to delineate the multi-responses of the reaction as a function of selectivity factor was defined for the first time. The <span class="hlt">practicability</span> of this <span class="hlt">strategy</span> was assessed with commercial trans-selective Candida antarctica lipase A (CAL-A) as a model biocatalyst based on a parameter study and fitting to the model. CAL-A was found to have a selectivity factor 4.26 and to maximally remove 73.3% of total TFAs at 46.5% hydrolysis degree. Copyright © 2013 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED475111.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED475111.pdf"><span>Volunteer <span class="hlt">Development</span>. <span class="hlt">Practice</span> Application Brief.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kerka, Sandra</p> <p></p> <p>Certain <span class="hlt">practices</span> in volunteer <span class="hlt">development</span> have proved successful to help organizations make the best use of their volunteers. <span class="hlt">Development</span> should be a comprehensive, continuous process through which individuals can extend, update, and adapt their knowledge, skills, and abilities to enhance their performance and potential. A model for volunteer…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19087462','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19087462"><span>Nutrition intervention <span class="hlt">strategies</span> to combat zinc deficiency in <span class="hlt">developing</span> countries.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gibson, R S; Ferguson, E L</p> <p>1998-06-01</p> <p>Widespread zinc deficiency is likely to exist in <span class="hlt">developing</span> countries where staple diets are predominantly plant based and intakes of animal tissues are low. The severe negative consequences of zinc deficiency on human health in <span class="hlt">developing</span> countries, however, have only recently been recognized. An integrated approach employing targeted supplementation, fortification and dietary <span class="hlt">strategies</span> must be used to maximize the likelihood of eliminating zinc deficiency at a national level in <span class="hlt">developing</span> countries. Supplementation is appropriate only for populations whose zinc status must be improved over a relatively short time period, and when requirements cannot be met from habitual dietary sources. As well, the health system must be capable of providing consistent supply, distribution, delivery and consumption of the zinc supplement to the targeted groups. Uncertainties still exist about the type, frequency, and level of supplemental zinc required for prevention and treatment of zinc deficiency. Salts that are readily absorbed and at levels that will not induce antagonistic nutrient interactions must be used. At a national level, fortification with multiple micronutrients could be a cost effective method for improving micronutrient status, including zinc, provided that a suitable food vehicle which is centrally processed is available. Alternatively, fortification could be targeted for certain high risk groups (e.g. complementary foods for infants). Efforts should be made to <span class="hlt">develop</span> protected fortificants for zinc, so that potent inhibitors of zinc absorption (e.g. phytate) present either in the food vehicle and/or indigenous meals do not compromise zinc absorption. Fortification does not require any changes in the existing food beliefs and <span class="hlt">practices</span> for the consumer and, unlike supplementation, does not impose a burden on the health sector. A quality assurance programme is required, however, to ensure the quality of the fortified food product from production to consumption</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=business+AND+magazine&id=EJ931089','ERIC'); return false;" href="https://eric.ed.gov/?q=business+AND+magazine&id=EJ931089"><span><span class="hlt">Strategies</span> for Success</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Pruitt, Lisa; McGeough, David</p> <p>2011-01-01</p> <p>"Training" magazine taps 2011 Training Top 125 winners to provide their learning and <span class="hlt">development</span> best <span class="hlt">practices</span> in each issue. This article looks at <span class="hlt">strategies</span> for aligning training with business goals and creating models to measure return-on-investment (ROI) and other financial metrics pertaining to training.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29064337','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29064337"><span>David Bowie and the Art of Slow Innovation: A Fast-Second Winner <span class="hlt">Strategy</span> for Biotechnology and Precision Medicine Global <span class="hlt">Development</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Özdemir, Vural; Patrinos, George P</p> <p>2017-11-01</p> <p>Original ideas and innovation cannot always be ordered like a courier service and delivered fresh to our desk at 9 am. Yet, most creativity-based organizations, careers, and professions, science and biotechnology innovation included, emphasize the speed as the prevailing ideology. But a narrow focus on speed has several and overlooked shortcomings. For example, it does not offer the opportunity to draw from, and stitch together disparate concepts and <span class="hlt">practices</span> for truly disruptive innovation. Preventing false starts, learning from others' or our own mistakes, and customizing innovations for local community needs are difficult in a speed-hungry innovation ecosystem. We introduce a new <span class="hlt">strategy</span>, the Fast-Second Winner, specifically in relation to global <span class="hlt">development</span> of biotechnologies and precision medicine. This à la carte global <span class="hlt">development</span> <span class="hlt">strategy</span> envisions a midstream entry into the innovation ecosystem. Moreover, we draw from the works of the late David Bowie who defied rigid classifications as an artist and prolific innovator, and introduce the concept and <span class="hlt">practice</span> of slow innovation that bodes well with the Fast-Second Winner <span class="hlt">strategy</span>. A type of slow innovation, the Fast-Second Winner is actually fast and sustainable in the long term, and efficient by reducing false starts in new precision medicine application contexts and geographies, learning from other innovators' failures, and shaping innovations for the local community needs. The establishment of Centers for Fast-Second Innovation (CFSIs), and their funding, for example, by crowdfunding and other innovative mechanisms, could be timely for omics and precision medicine global <span class="hlt">development</span>. If precision medicine is about tailoring drug treatments and various health interventions to individuals, we suggest to start from tailoring new ideas, and focus not only on how much we innovate but also what and how we innovate. In principle, the Fast-Second Winner can be applied to omics and other biotechnology</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28851437','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28851437"><span><span class="hlt">Development</span> and use of a content search <span class="hlt">strategy</span> for retrieving studies on patients' views and preferences.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Selva, Anna; Solà, Ivan; Zhang, Yuan; Pardo-Hernandez, Hector; Haynes, R Brian; Martínez García, Laura; Navarro, Tamara; Schünemann, Holger; Alonso-Coello, Pablo</p> <p>2017-08-30</p> <p>Identifying scientific literature addressing patients' views and preferences is complex due to the wide range of studies that can be informative and the poor indexing of this evidence. Given the lack of guidance we <span class="hlt">developed</span> a search <span class="hlt">strategy</span> to retrieve this type of evidence. We assembled an initial list of terms from several sources, including the revision of the terms and indexing of topic-related studies and, methods research literature, and other relevant projects and systematic reviews. We used the relative recall approach, evaluating the capacity of the designed search <span class="hlt">strategy</span> for retrieving studies included in relevant systematic reviews for the topic. We implemented in <span class="hlt">practice</span> the final version of the search <span class="hlt">strategy</span> for conducting systematic reviews and guidelines, and calculated search's precision and the number of references needed to read (NNR). We assembled an initial version of the search <span class="hlt">strategy</span>, which had a relative recall of 87.4% (yield of 132/out of 151 studies). We then added some additional terms from the studies not initially identified, and re-tested this improved version against the studies included in a new set of systematic reviews, reaching a relative recall of 85.8% (151/out of 176 studies, 95% CI 79.9 to 90.2). This final version of the <span class="hlt">strategy</span> includes two sets of terms related with two domains: "Patient Preferences and Decision Making" and "Health State Utilities Values". When we used the search <span class="hlt">strategy</span> for the <span class="hlt">development</span> of systematic reviews and clinical guidelines we obtained low precision values (ranging from 2% to 5%), and the NNR from 20 to 50. This search <span class="hlt">strategy</span> fills an important research gap in this field. It will help systematic reviewers, clinical guideline <span class="hlt">developers</span>, and policy-makers to retrieve published research on patients' views and preferences. In turn, this will facilitate the inclusion of this critical aspect when formulating heath care decisions, including recommendations.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016AGUFMPA51C..04W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016AGUFMPA51C..04W"><span>Modeling Coherent <span class="hlt">Strategies</span> for the Sustainable <span class="hlt">Development</span> Goals</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Walsh, B.; Obersteiner, M.; Herrero, M.; Riahi, K.; Fritz, S.; van Vuuren, D.; Havlik, P.</p> <p>2016-12-01</p> <p>The Sustainable <span class="hlt">Development</span> Goals (SDGs) call for a comprehensive new approach to <span class="hlt">development</span> rooted in planetary boundaries, equity and inclusivity. Societies have largely responded to this call with siloed <span class="hlt">strategies</span> capable of making progress on selected subsets of these goals. However, agendas crafted specifically to alleviate poverty, hunger, deforestation, biodiversity loss, or other ills may doom the SDG agenda, as policies and <span class="hlt">strategies</span> designed to accomplish one or several goals can impede and in some cases reverse progress toward others at national, regional, and global levels. We adopt a comprehensive modeling approach to understand the basis for tradeoffs among environmental conservation initiatives (goals 13-15) and food prices (goal 2). We show that such tradeoffs are manifestations of policy-driven pressure in land (i.e. agricultural and environmental) systems. By reducing total land system pressure, Sustainable Consumption and Production (SCP, goal 12) policies minimize tradeoffs and should therefore be regarded as necessary conditions for achieving multiple SDGs. SDG <span class="hlt">strategies</span> constructed around SCP policies escape problem-shifting, which has long placed global <span class="hlt">development</span> and conservation agendas at odds. We expect that this and future systems analyses will allow policymakers to negotiate tradeoffs and exploit synergies as they assemble sustainable <span class="hlt">development</span> <span class="hlt">strategies</span> equal in scope to the ambition of the SDGs.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27481044','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27481044"><span>Value-based integrated (renal) care: setting a <span class="hlt">development</span> agenda for research and implementation <span class="hlt">strategies</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Valentijn, Pim P; Biermann, Claus; Bruijnzeels, Marc A</p> <p>2016-08-02</p> <p>Integrated care services are considered a vital <span class="hlt">strategy</span> for improving the Triple Aim values for people with chronic kidney disease. However, a solid scholarly explanation of how to <span class="hlt">develop</span>, implement and evaluate such value-based integrated renal care services is limited. The aim of this study was to <span class="hlt">develop</span> a framework to identify the <span class="hlt">strategies</span> and outcomes for the implementation of value-based integrated renal care. First, the theoretical foundations of the Rainbow Model of Integrated Care and the Triple Aim were united into one overarching framework through an iterative process of key-informant consultations. Second, a rapid review approach was conducted to identify the published research on integrated renal care, and the Cochrane Library, Medline, Scopus, and Business Source Premier databases were searched for pertinent articles published between 2000 and 2015. Based on the framework, a coding schema was <span class="hlt">developed</span> to synthesis the included articles. The overarching framework distinguishes the integrated care domains: 1) type of integration, 2) enablers of integration and the interrelated outcome domains, 3) experience of care, 4) population health and 5) costs. The literature synthesis indicated that integrated renal care implementation <span class="hlt">strategies</span> have particularly focused on micro clinical processes and physical outcomes, while little emphasis has been placed on meso organisational as well as macro system integration processes. In addition, evidence regarding patients' perceived outcomes and economic outcomes has been weak. These results underscore that the future challenge for researchers is to explore which integrated care implementation <span class="hlt">strategies</span> achieve better health and improved experience of care at a lower cost within a specific context. For this purpose, this study's framework and evidence synthesis have set a developmental agenda for both integrated renal care <span class="hlt">practice</span> and research. Accordingly, we plan further work to <span class="hlt">develop</span> an implementation</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009EGUGA..1110183W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009EGUGA..1110183W"><span>Coal Field Fire Fighting - <span class="hlt">Practiced</span> methods, <span class="hlt">strategies</span> and tactics</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Wündrich, T.; Korten, A. A.; Barth, U. H.</p> <p>2009-04-01</p> <p>Subsurface coal fires destroy millions of tons of coal each year, have an immense impact to the ecological surrounding and threaten further coal reservoirs. Due to enormous dimensions a coal seam fire can <span class="hlt">develop</span>, high operational expenses are needed. As part of the Sino-German coal fire research initiative "Innovative technologies for exploration, extinction and monitoring of coal fires in Northern China" the research team of University of Wuppertal (BUW) focuses on fire extinction <span class="hlt">strategies</span> and tactics as well as aspects of environmental and health safety. Besides the choice and the correct application of different extinction techniques further factors are essential for the successful extinction. Appropriate tactics, well trained and protected personnel and the choice of the best fitting extinguishing agents are necessary for the successful extinction of a coal seam fire. The chosen <span class="hlt">strategy</span> for an extinction campaign is generally determined by urgency and importance. It may depend on national objectives and concepts of coal conservation, on environmental protection (e.g. commitment to green house gases (GHG) reductions), national funding and resources for fire fighting (e.g. personnel, infrastructure, vehicles, water pipelines); and computer-aided models and simulations of coal fire <span class="hlt">development</span> from self ignition to extinction. In order to devise an optimal fire fighting <span class="hlt">strategy</span>, "aims of protection" have to be defined in a first step. These may be: - directly affected coal seams; - neighboring seams and coalfields; - GHG emissions into the atmosphere; - Returns on investments (costs of fire fighting compared to value of saved coal). In a further step, it is imperative to decide whether the budget shall define the results, or the results define the budget; i.e. whether there are fixed objectives for the mission that will dictate the overall budget, or whether the limited resources available shall set the scope within which the best possible results shall be</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21664015','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21664015"><span>Assisting undergraduate nursing students to learn evidence-based <span class="hlt">practice</span> through self-directed learning and workshop <span class="hlt">strategies</span> during clinical practicum.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Zhang, Qi; Zeng, Tieying; Chen, Ying; Li, Xiaopan</p> <p>2012-07-01</p> <p>To equip undergraduate nursing students with basic knowledge and skills and foster positive attitudes toward evidence-based <span class="hlt">practice</span> (EBP), a pilot learning program during their clinical practicum was <span class="hlt">developed</span> in a teaching hospital in China. This article describes the specific learning process through which self-directed learning and workshop <span class="hlt">strategies</span> were used, and a pre- and post-intervention survey were conducted to evaluate the effectiveness of the learning <span class="hlt">strategies</span>. The findings show a significant improvement in their perceptions of EBP knowledge, attitudes and beliefs, and behavior levels. Beginning competencies in EBP were achieved. Participants reported great satisfaction and have found this program helpful in promoting their analytical and problem-solving abilities, independent learning ability, and cooperative and communication abilities as well. Copyright © 2011 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24070582','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24070582"><span>Educational <span class="hlt">strategies</span> for improving clinical reasoning.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cutrer, William B; Sullivan, William M; Fleming, Amy E</p> <p>2013-10-01</p> <p>Clinical reasoning serves as a crucial skill for all physicians regardless of their area of expertise. Helping trainees <span class="hlt">develop</span> effective and appropriate clinical reasoning abilities is a central aim of medical education. Teaching clinical reasoning however can be a very difficult challenge for <span class="hlt">practicing</span> physicians. Better understanding of the different cognitive processes involved in physician clinical reasoning provides a foundation from which to guide learner <span class="hlt">development</span> of effective reasoning skills, while pairing assessment of learner reasoning abilities with understanding of different improvement <span class="hlt">strategies</span> offers the opportunity to maximize educational efforts for learners. Clinical reasoning errors often can occur as a result of one of four problems in trainees as well as <span class="hlt">practicing</span> physicians; inadequate knowledge, faulty data gathering, faulty data processing, or faulty metacognition. Educators are encouraged to consider at which point a given learner's reasoning is breaking down. Experimentation with different <span class="hlt">strategies</span> for improving clinical reasoning can help address learner struggles in each of these domains. In this chapter, various <span class="hlt">strategies</span> for improving reasoning related to knowledge acquisition, data gathering, data processing, and clinician metacognition will be discussed. Understanding and gaining experience using the different educational <span class="hlt">strategies</span> will provide <span class="hlt">practicing</span> physicians with a toolbox of techniques for helping learners improve their reasoning abilities. © 2013 Mosby, Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22875213','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22875213"><span><span class="hlt">Practice</span> <span class="hlt">development</span>: implementing a change of <span class="hlt">practice</span> as a team.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Covill, Carl; Hope, Angela</p> <p>2012-08-01</p> <p><span class="hlt">Practice</span> <span class="hlt">development</span> (PD), as a framework for multiprofessional working, has immense potential, specifically within change management and the clinical governance agenda. It has been acknowledged as a vehicle for 'continuous improvement'. This article discusses PD through collaborative working using the example of a case study on change of <span class="hlt">practice</span> in falls reduction within a localised community setting. The process is underpinned by a PD framework and facilitated by leaders of PD within a university setting. The article identifies that PD frameworks are conducive to <span class="hlt">developing</span> leadership and management roles within a democratic process. The article discusses the potential for multiprofessional PD within the locality and further afield.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016PhDT.......281B','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016PhDT.......281B"><span>Supporting metacognitive <span class="hlt">development</span> in early science education: Exploring elementary teachers' beliefs and <span class="hlt">practices</span> in metacognition</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Braund, Heather Leigh-Anne</p> <p></p> <p>Metacognition is the understanding and control of cognitive processes. Students with high levels of metacognition achieve greater academic success. The purpose of this mixed-methods study was to examine elementary teachers' beliefs about metacognition and integration of metacognitive <span class="hlt">practices</span> in science. Forty-four teachers were recruited through professional networks to complete a questionnaire containing open-ended questions (n = 44) and Likert-type items (n = 41). Five respondents were selected to complete semi-structured interviews informed by the questionnaire. The selected interview participants had a minimum of three years teaching experience and demonstrated a conceptual understanding of metacognition. Statistical tests (Pearson correlation, t-tests, and multiple regression) on quantitative data and thematic analysis of qualitative data indicated that teachers largely understood metacognition but had some gaps in their understanding. Participants' reported actions (teaching <span class="hlt">practices</span>) and beliefs differed according to their years of experience but not gender. Hierarchical multiple regression demonstrated that the first block of gender and experience was not a significant predictor of teachers' metacognitive actions, although experience was a significant predictor by itself. Experience was not a significant predictor once teachers' beliefs were added. The majority of participants indicated that metacognition was indeed appropriate for elementary students. Participants consistently reiterated that students' metacognition <span class="hlt">developed</span> with <span class="hlt">practice</span>, but required explicit instruction. A lack of consensus remained around the domain specificity of metacognition. More specifically, the majority of questionnaire respondents indicated that metacognitive <span class="hlt">strategies</span> could not be used across subject domains, whereas all interviewees indicated that they used <span class="hlt">strategies</span> across subjects. Metacognition was integrated frequently into Ontario elementary classrooms; however</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19237645','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19237645"><span>Value for money in changing clinical <span class="hlt">practice</span>: should decisions about guidelines and implementation <span class="hlt">strategies</span> be made sequentially or simultaneously?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hoomans, Ties; Severens, Johan L; Evers, Silvia M A A; Ament, Andre J H A</p> <p>2009-01-01</p> <p>Decisions about clinical <span class="hlt">practice</span> change, that is, which guidelines to adopt and how to implement them, can be made sequentially or simultaneously. Decision makers adopting a sequential approach first compare the costs and effects of alternative guidelines to select the best set of guideline recommendations for patient management and subsequently examine the implementation costs and effects to choose the best <span class="hlt">strategy</span> to implement the selected guideline. In an integral approach, decision makers simultaneously decide about the guideline and the implementation <span class="hlt">strategy</span> on the basis of the overall value for money in changing clinical <span class="hlt">practice</span>. This article demonstrates that the decision to use a sequential v. an integral approach affects the need for detailed information and the complexity of the decision analytic process. More importantly, it may lead to different choices of guidelines and implementation <span class="hlt">strategies</span> for clinical <span class="hlt">practice</span> change. The differences in decision making and decision analysis between the alternative approaches are comprehensively illustrated using 2 hypothetical examples. We argue that, in most cases, an integral approach to deciding about change in clinical <span class="hlt">practice</span> is preferred, as this provides more efficient use of scarce health-care resources.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=objectives+AND+fund&id=EJ922411','ERIC'); return false;" href="https://eric.ed.gov/?q=objectives+AND+fund&id=EJ922411"><span>Formal and Integrated <span class="hlt">Strategies</span> for Competence <span class="hlt">Development</span> in SMEs</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kock, Henrik; Ellstrom, Per-Erik</p> <p>2011-01-01</p> <p>Purpose: The purpose of this paper is to increase understanding of the relationships among the workplace as a learning environment, <span class="hlt">strategies</span> for competence <span class="hlt">development</span> used by SMEs and learning outcomes. Specifically, there is a focus on a distinction between formal and integrated <span class="hlt">strategies</span> for competence <span class="hlt">development</span>, the conditions under which…</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active"><span>18</span></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_18 --> <div id="page_19" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="361"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10162350','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10162350"><span>Cost accounting helps ensure group <span class="hlt">practice</span> profitability.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Conrad, K A; Nagle, C B; Wunar, R J</p> <p>1996-11-01</p> <p>Physician <span class="hlt">practice</span> managers are faced with the challenge of <span class="hlt">developing</span> overall <span class="hlt">practice</span> budgets, identifying <span class="hlt">strategies</span> for the <span class="hlt">practice</span>, and negotiating profitable managed care contracts. To accomplish these objectives, they need to understand and manage the costs associated with <span class="hlt">practice</span> operations. <span class="hlt">Practices</span> that have used cost accounting methodologies to identify their operational costs in greater detail and have <span class="hlt">developed</span> methods to effectively manage their costs are likely to be more attractive partners to health plans and better positioned to thrive under managed care.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=health+AND+impact+AND+assessment&id=EJ1167652','ERIC'); return false;" href="https://eric.ed.gov/?q=health+AND+impact+AND+assessment&id=EJ1167652"><span>Measuring the Impact of a Community of <span class="hlt">Practice</span> in Aboriginal Health</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Delbridge, Robyn; Wilson, Annabelle; Palermo, Claire</p> <p>2018-01-01</p> <p>Effective <span class="hlt">strategies</span> to enhance the competence of practising health professionals are limited. Communities of <span class="hlt">Practice</span> are proposed as <span class="hlt">strategy</span>, yet little is known about their ability to <span class="hlt">develop</span> cultural competency and <span class="hlt">practice</span>. This study aimed to measure the impact of a Community of <span class="hlt">Practice</span> on the self-assessed cultural competency and change…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=infusion&pg=6&id=EJ857216','ERIC'); return false;" href="https://eric.ed.gov/?q=infusion&pg=6&id=EJ857216"><span>Recognizing the Importance of Aging Skills and Knowledge in Generalist Social Work <span class="hlt">Practice</span>: Effective <span class="hlt">Strategies</span> for MSW Students</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Bonifas, Robin P.; Fredriksen-Goldsen, Karen I.; Bailey, Kathleen A.</p> <p>2009-01-01</p> <p>This article examines the impact of a curricular infusion <span class="hlt">strategy</span> aimed at integrating gerontological <span class="hlt">practice</span> issues into social work education. Findings (N = 83) illustrate that student interest, knowledge, and skills in aging <span class="hlt">practice</span> increased immediately following implementation of a three-tiered infusion approach; however, ongoing exposure…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=cycles&pg=2&id=EJ1113140','ERIC'); return false;" href="https://eric.ed.gov/?q=cycles&pg=2&id=EJ1113140"><span><span class="hlt">Developing</span> Mathematical <span class="hlt">Practices</span> through Reflection Cycles</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Reinholz, Daniel L.</p> <p>2016-01-01</p> <p>This paper focuses on reflection in learning mathematical <span class="hlt">practices</span>. While there is a long history of research on reflection in mathematics, it has focused primarily on the <span class="hlt">development</span> of conceptual understanding. Building on notion of learning as participation in social <span class="hlt">practices</span>, this paper broadens the theory of reflection in mathematics…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Spencer&pg=7&id=ED550645','ERIC'); return false;" href="https://eric.ed.gov/?q=Spencer&pg=7&id=ED550645"><span>Word Reading <span class="hlt">Strategy</span> <span class="hlt">Development</span> of Deaf and Hard-of-Hearing Preschoolers</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Burke, Victoria</p> <p>2012-01-01</p> <p>Siegler's (1996) overlapping waves model of <span class="hlt">strategy</span> <span class="hlt">development</span> applied to reading posits that children use multiple <span class="hlt">strategies</span> to read words from the earliest stage of reading <span class="hlt">development</span>, that these <span class="hlt">strategies</span> coexist over a long period of time, and that experience results in gradual change in the <span class="hlt">strategies</span> children use and the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=relationship+AND+career+AND+anchors+AND+job+AND+satisfaction&id=ED353475','ERIC'); return false;" href="https://eric.ed.gov/?q=relationship+AND+career+AND+anchors+AND+job+AND+satisfaction&id=ED353475"><span>Career <span class="hlt">Development</span>: Theory and <span class="hlt">Practice</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Montross, David H., Ed.; Shinkman, Christopher J., Ed.</p> <p></p> <p>This book explores the latest <span class="hlt">developments</span> in the theory and <span class="hlt">practice</span> of career <span class="hlt">development</span>, as seen by 21 professionals in the field. The study is organized in four parts that cover the following areas: the latest thinking about career theory; the career stages of exploration, establishment, maintenance, and decline; current thinking about the…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24500703','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24500703"><span>Strengthening <span class="hlt">practical</span> wisdom: mental health workers' learning and <span class="hlt">development</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Eriksen, Kristin Ådnøy; Dahl, Hellen; Karlsson, Bengt; Arman, Maria</p> <p>2014-09-01</p> <p><span class="hlt">Practical</span> wisdom, understood as knowing how to be or act in any present situation with clients, is believed to be an essential part of the knowledge needed to be a professional mental health worker. Exploring processes of adapting, extending knowledge and refining tacit knowledge grounded in mental health workers' experiences with being in <span class="hlt">practice</span> may bring awareness of how mental health workers reflect, learn and <span class="hlt">practice</span> professional 'artistry'. The aim of the article was to explore mental health workers' processes of <span class="hlt">development</span> and learning as they appeared in focus groups intended to <span class="hlt">develop</span> <span class="hlt">practical</span> wisdom. The main research question was 'How might the processes of <span class="hlt">development</span> and learning contribute to <span class="hlt">developing</span> <span class="hlt">practical</span> wisdom in the individual as well as in the <span class="hlt">practice</span> culture?' The design was multi-stage focus groups, and the same participants met four times. A phenomenological hermeneutical method for researching lived experience guided the analysis. Eight experienced mental health workers representing four Norwegian municipalities participated. The research context was community-based mental health services. The study was reported to Norwegian Social Data Services, and procedures for informed consent were followed. Two examples of processes of re-evaluation of experience (Association, Integration, Validation, Appropriation and Outcomes and action) were explored. The health workers had <span class="hlt">developed</span> knowledge in previous encounters with clients. In sharing <span class="hlt">practice</span> experiences, this knowledge was expressed and <span class="hlt">developed</span>, and also tested and validated against the aims of <span class="hlt">practice</span>. Discussions led to adapted and extended knowledge, and as tacit knowledge was expressed it could be used actively. Learning to reflect, being ready to be provoked and learning to endure indecisiveness may be foundational in <span class="hlt">developing</span> <span class="hlt">practical</span> wisdom. Openness is demanding, and changing habits of mind is difficult. Reflection on, and confrontation with, set <span class="hlt">practices</span> are</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2851142','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2851142"><span>Clinical <span class="hlt">practice</span> guideline <span class="hlt">development</span> manual: A quality-driven approach for translating evidence into action</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Rosenfeld, Richard M.; Shiffman, Richard N.</p> <p>2010-01-01</p> <p>Background Guidelines translate best evidence into best <span class="hlt">practice</span>. A well-crafted guideline promotes quality by reducing healthcare variations, improving diagnostic accuracy, promoting effective therapy, and discouraging ineffective – or potentially harmful – interventions. Despite a plethora of published guidelines, methodology is often poorly defined and varies greatly within and among organizations. Purpose This manual describes the principles and <span class="hlt">practices</span> used successfully by the American Academy of Otolaryngology – Head and Neck Surgery to produce quality-driven, evidence-based guidelines using efficient and transparent methodology for action-ready recommendations with multi-disciplinary applicability. The <span class="hlt">development</span> process, which allows moving from conception to completion in twelve months, emphasizes a logical sequence of key action statements supported by amplifying text, evidence profiles, and recommendation grades that link action to evidence. Conclusions As clinical <span class="hlt">practice</span> guidelines become more prominent as a key metric of quality healthcare, organizations must <span class="hlt">develop</span> efficient production <span class="hlt">strategies</span> that balance rigor and pragmatism. Equally important, clinicians must become savvy in understanding what guidelines are – and are not – and how they are best utilized to improve care. The information in this manual should help clinicians and organizations achieve these goals. PMID:19464525</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19464525','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19464525"><span>Clinical <span class="hlt">practice</span> guideline <span class="hlt">development</span> manual: a quality-driven approach for translating evidence into action.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Rosenfeld, Richard M; Shiffman, Richard N</p> <p>2009-06-01</p> <p>Guidelines translate best evidence into best <span class="hlt">practice</span>. A well-crafted guideline promotes quality by reducing health-care variations, improving diagnostic accuracy, promoting effective therapy, and discouraging ineffective-or potentially harmful-interventions. Despite a plethora of published guidelines, methodology is often poorly defined and varies greatly within and among organizations. This manual describes the principles and <span class="hlt">practices</span> used successfully by the American Academy of Otolaryngology-Head and Neck Surgery to produce quality-driven, evidence-based guidelines using efficient and transparent methodology for action-ready recommendations with multidisciplinary applicability. The <span class="hlt">development</span> process, which allows moving from conception to completion in 12 months, emphasizes a logical sequence of key action statements supported by amplifying text, evidence profiles, and recommendation grades that link action to evidence. As clinical <span class="hlt">practice</span> guidelines become more prominent as a key metric of quality health care, organizations must <span class="hlt">develop</span> efficient production <span class="hlt">strategies</span> that balance rigor and pragmatism. Equally important, clinicians must become savvy in understanding what guidelines are-and are not-and how they are best utilized to improve care. The information in this manual should help clinicians and organizations achieve these goals.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=magazine&pg=4&id=EJ974827','ERIC'); return false;" href="https://eric.ed.gov/?q=magazine&pg=4&id=EJ974827"><span><span class="hlt">Strategies</span> for Success</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Training, 2012</p> <p>2012-01-01</p> <p>"Training" magazine taps 2012 Training Top 125 winners and Top 10 Hall of Famers to provide their learning and <span class="hlt">development</span> best <span class="hlt">practices</span> in each issue. In this article, Jamie Leitch (American Infrastructure) and Mary Beth Alexander (The Economical Insurance Group) share <span class="hlt">strategies</span> for tuition reimbursement and professional designations.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=strategies+AND+learning&pg=4&id=ED570695','ERIC'); return false;" href="https://eric.ed.gov/?q=strategies+AND+learning&pg=4&id=ED570695"><span>Teaching and Learning <span class="hlt">Strategies</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Whitton, Diana</p> <p>2015-01-01</p> <p>"Teaching and Learning <span class="hlt">Strategies</span>" is a <span class="hlt">practical</span> guide for pre-service teachers who know and understand the content of the curriculum and are looking for additional tools to teach it effectively. This book will help students to <span class="hlt">develop</span> a comprehensive knowledge of teaching and learning <span class="hlt">strategies</span>, which is essential in ensuring lessons…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20020061973','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20020061973"><span>SSBRP User Operations Facility (UOF) Overview and <span class="hlt">Development</span> <span class="hlt">Strategy</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Picinich, Lou; Stone, Thom; Sun, Charles; Windrem, May; Givens, John J. (Technical Monitor)</p> <p>1995-01-01</p> <p>This paper will present the Space Station Biological Research Project (SSBRP) User Operations Facility (UOF) architecture and <span class="hlt">development</span> <span class="hlt">strategy</span>. A major element of the UOF at NASA Ames Research Center, the Communication and Data System (CDS) will be the primary focus of the discussions. CDS operational, telescience, security, and <span class="hlt">development</span> objectives will be discussed along with CDS implementation <span class="hlt">strategy</span>. The implementation <span class="hlt">strategy</span> discussions will include: Object Oriented Analysis & Design, System & Software Prototyping, and Technology Utilization. A CDS design overview that includes: CDS Context Diagram, CDS Architecture, Object Models, Use Cases, and User Interfaces will also be presented. CDS <span class="hlt">development</span> brings together "cutting edge" technologies and techniques such as: object oriented <span class="hlt">development</span>, network security, multimedia networking, web-based data distribution, JAVA, and graphical user interfaces. Use of these "cutting edge" technologies and techniques translates directly to lower <span class="hlt">development</span> and operations costs.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21752450','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21752450"><span>Temporal germ cell <span class="hlt">development</span> <span class="hlt">strategy</span> during continuous spermatogenesis within the montane lizard, Sceloporus bicanthalis (Squamata; Phrynosomatidae).</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gribbins, Kevin; Anzalone, Marla; Collier, Matthew; Granados-González, Gisela; Villagrán-Santa Cruz, Maricela; Hernández-Gallegos, Oswaldo</p> <p>2011-10-01</p> <p>Sceloporus bicanthalis is a viviparous lizard that lives at higher elevations in Mexico. Adult male S. bicanthalis were collected (n = 36) from the Nevado de Toluca, Mexico (elevation is 4200 m) during August to December, 2007 and January to July, 2008. Testes were extracted, fixed in Trumps, and dehydrated in a graded series of ethanol. Tissues were embedded, sectioned (2 μm), stained, and examined via a light microscope to determine the spermatogenic developmental <span class="hlt">strategy</span> of S. bicanthalis. In all months examined, the testes were spermiogenically active; based on this, plus the presence of sperm in the lumina of seminiferous tubules, we inferred that S. bicanthalis had year-round or continuous spermatogenesis, unlike most reptiles that occupy a temperate or montane habitat. It was recently reported that seasonally breeding reptiles had a temporal germ cell <span class="hlt">development</span> <span class="hlt">strategy</span> similar to amphibians, where germ cells progress through spermatogenesis as a single population, which leads to a single spermiation event. This was much different than spatial <span class="hlt">development</span> within the testis of other derived amniotes. We hypothesized that germ cell <span class="hlt">development</span> was temporal in S. bicanthalis. Therefore, we wanted to determine whether reptiles that <span class="hlt">practice</span> continuous spermatogenesis have a mammalian-like spatial germ cell <span class="hlt">development</span>, which is different than the typical temperate reptile exhibiting a temporal <span class="hlt">development</span>. In the present study, S. bicanthalis had a temporal <span class="hlt">development</span> <span class="hlt">strategy</span>, despite its continuous spermatogenic cycle, making them similar to tropical anoles. Copyright © 2011 Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=internal+AND+recruitment+AND+organizations&pg=2&id=ED209969','ERIC'); return false;" href="https://eric.ed.gov/?q=internal+AND+recruitment+AND+organizations&pg=2&id=ED209969"><span><span class="hlt">Strategies</span> for the Internal <span class="hlt">Development</span> of Summer Sessions.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Seagren, Alan T.; And Others</p> <p></p> <p>Organizational matters and <span class="hlt">strategies</span> useful in <span class="hlt">developing</span> more effective collegiate summer sessions are discussed, and examples of some productive <span class="hlt">strategies</span> at the University of Nebraska-Lincoln are reported. Four elements of organizational structure in higher education considered are organizational environment, mission and goals, governance…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.epa.gov/repowertoolbox/renewable-energy-contract-development-best-practices','PESTICIDES'); return false;" href="https://www.epa.gov/repowertoolbox/renewable-energy-contract-development-best-practices"><span>Renewable Energy Contract <span class="hlt">Development</span> Best <span class="hlt">Practices</span></span></a></p> <p><a target="_blank" href="http://www.epa.gov/pesticides/search.htm">EPA Pesticide Factsheets</a></p> <p></p> <p></p> <p>The Toolbox for Renewable Energy Project <span class="hlt">Development</span>'s Renewable Energy Contract <span class="hlt">Development</span> Best <span class="hlt">Practices</span> page provides an overview of the Request for Proposal (RFP) process as well as resources, such as contract templates.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3358626','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3358626"><span><span class="hlt">Strategies</span> to increase influenza vaccination rates: outcomes of a nationwide cross-sectional survey of UK general <span class="hlt">practice</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Teare, M Dawn; Dexter, Matthew; Siriwardena, A Niroshan; Read, Robert C</p> <p>2012-01-01</p> <p>Objective To identify <span class="hlt">practice</span> <span class="hlt">strategies</span> associated with higher flu vaccination rates in primary care. Design Logistic regression analysis of data from a cross-sectional online questionnaire. Setting 795 general <span class="hlt">practices</span> across England. Participants 569 <span class="hlt">practice</span> managers, 335 nursing staff and 107 general practitioners. Primary outcome measures Flu vaccination rates achieved by each <span class="hlt">practice</span> in different groups of at-risk patients. Results 7 independent factors associated with higher vaccine uptake were identified. Having a lead staff member for planning the flu campaign and producing a written report of <span class="hlt">practice</span> performance predicted an 8% higher vaccination rate for at-risk patients aged <65 years (OR 1.37, 95% CI 1.10 to 1.71). These <span class="hlt">strategies</span>, plus sending a personal invitation to all eligible patients and only stopping vaccination when Quality and Outcomes Framework targets are reached, predicted a 7% higher vaccination rate (OR 1.45, 95% CI 1.10 to 1.92) in patients aged ≥65 years. Using a lead member of staff for identifying eligible patients, with either a modified manufacturer's or in-house search programme for interrogating the <span class="hlt">practice</span> IT system, independently predicted a 4% higher vaccination rate in patients aged ≥65 years (OR 1.22, 95% CI 1.06 to 1.41/OR 1.20, 95% CI 1.03 to 1.40). The provision of flu vaccine by midwives was associated with a 4% higher vaccination rate in pregnant women (OR 1.19, 95% CI 1.02 to 1.40). Conclusions Clear leadership, effective communication about performance and methods used to identify and contact eligible patients were independently associated with significantly higher rates of flu vaccination. Financial targets appear to incentivise <span class="hlt">practices</span> to work harder to maximise seasonal influenza vaccine uptake. The <span class="hlt">strategies</span> identified here could help primary care providers to substantially increase their seasonal flu vaccination rates towards or even above the Chief Medical Officer's targets. PMID:22581793</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24679179','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24679179"><span><span class="hlt">Development</span> of clinical <span class="hlt">practice</span> guidelines.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hollon, Steven D; Areán, Patricia A; Craske, Michelle G; Crawford, Kermit A; Kivlahan, Daniel R; Magnavita, Jeffrey J; Ollendick, Thomas H; Sexton, Thomas L; Spring, Bonnie; Bufka, Lynn F; Galper, Daniel I; Kurtzman, Howard</p> <p>2014-01-01</p> <p>Clinical <span class="hlt">practice</span> guidelines (CPGs) are intended to improve mental, behavioral, and physical health by promoting clinical <span class="hlt">practices</span> that are based on the best available evidence. The American Psychological Association (APA) is committed to generating patient-focused CPGs that are scientifically sound, clinically useful, and informative for psychologists, other health professionals, training programs, policy makers, and the public. The Institute of Medicine (IOM) 2011 standards for generating CPGs represent current best <span class="hlt">practices</span> in the field. These standards involve multidisciplinary guideline <span class="hlt">development</span> panels charged with generating recommendations based on comprehensive systematic reviews of the evidence. The IOM standards will guide the APA as it generates CPGs that can be used to inform the general public and the <span class="hlt">practice</span> community regarding the benefits and harms of various treatment options. CPG recommendations are advisory rather than compulsory. When used appropriately, high-quality guidelines can facilitate shared decision making and identify gaps in knowledge.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=medical+AND+device+AND+models&id=EJ843530','ERIC'); return false;" href="https://eric.ed.gov/?q=medical+AND+device+AND+models&id=EJ843530"><span>A Competency-Based Human Resource <span class="hlt">Development</span> <span class="hlt">Strategy</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Gangani, Noordeen; McLean, Gary N.; Braden, Richard A.</p> <p>2006-01-01</p> <p>This article explores some of the major issues in <span class="hlt">developing</span> and implementing a competency-based human resource <span class="hlt">development</span> <span class="hlt">strategy</span>. The article summarizes a brief literature review on how competency models can be <span class="hlt">developed</span> and implemented to improve employee performance. A case study is presented of American Medical Systems (AMS), a mid-sized…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29267156','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29267156"><span><span class="hlt">Strategies</span> to Recruit a Diverse Low-Income Population to Child Weight Management Programs From Primary Care <span class="hlt">Practices</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Barlow, Sarah E; Butte, Nancy F; Hoelscher, Deanna M; Salahuddin, Meliha; Pont, Stephen J</p> <p>2017-12-21</p> <p>Primary care <span class="hlt">practices</span> can be used to engage children and families in weight management programs. The Texas Childhood Obesity Research Demonstration (TX CORD) study targeted patients at 12 primary care <span class="hlt">practices</span> in diverse and low-income areas of Houston, Texas, and Austin, Texas for recruitment to a trial of weight management programs. This article describes recruitment <span class="hlt">strategies</span> <span class="hlt">developed</span> to benefit both families and health care <span class="hlt">practices</span> and the modification of electronic health records (EHRs) to reflect recruitment outcomes. To facilitate family participation, materials and programs were provided in English and Spanish, and programs were conducted in convenient locations. To support health care <span class="hlt">practices</span>, EHRs and print materials were provided to facilitate obesity recognition, screening, and study referral. We provided brief training for providers and their office staffs that covered screening patients for obesity, empathetic communication, obesity billing coding, and use of counseling materials. We collected EHR data from 2012 through 2014, including demographics, weight, and height, for all patients aged 2 to 12 years who were seen in the 12 provider <span class="hlt">practices</span> during the study's recruitment phase. The data of patients with a body mass index (BMI) at or above the 85th percentile were compared with the same data for patients who were referred to the study and patients who enrolled in the study. We also examined reasons that patients referred to the study declined to participate. Overall, 26% of 7,845 patients with a BMI at or above the 85th percentile were referred to the study, and 27% of referred patients enrolled. Enrollment among patients with a BMI at or above the 85th percentile was associated with being Hispanic and with more severe obesity than with patients of other races/ethnicities or less severe obesity, respectively. Among families of children aged 2 to 5 years who were referred, 20% enrolled, compared with 30% of families of older children (>5 y</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25494228','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25494228"><span>Dengue vaccine <span class="hlt">development</span>: <span class="hlt">strategies</span> and challenges.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ramakrishnan, Lakshmy; Pillai, Madhavan Radhakrishna; Nair, Radhakrishnan R</p> <p>2015-03-01</p> <p>Infection with dengue virus may result in dengue fever or a more severe outcome, such as dengue hemorrhagic syndrome/shock. Dengue virus infection poses a threat to endemic regions for four reasons: the presence of four serotypes, each with the ability to cause a similar disease outcome, including fatality; difficulties related to vector control; the lack of specific treatment; and the nonavailability of a suitable vaccine. Vaccine <span class="hlt">development</span> is considered challenging due to the severity of the disease observed in individuals who have acquired dengue-specific immunity, either passively or actively. Therefore, the presence of vaccine-induced immunity against a particular serotype may prime an individual to severe disease on exposure to dengue virus. Vaccine <span class="hlt">development</span> <span class="hlt">strategies</span> include live attenuated vaccines, chimeric, DNA-based, subunit, and inactivated vaccines. Each of the candidates is in various stages of preclinical and clinical <span class="hlt">development</span>. Issues pertaining to selection pressures, viral interaction, and safety still need to be evaluated in order to induce a complete protective immune response against all four serotypes. This review highlights the various <span class="hlt">strategies</span> that have been employed in vaccine <span class="hlt">development</span>, and identifies the obstacles to producing a safe and effective vaccine.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active"><span>19</span></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_19 --> <div id="page_20" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="381"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27777671','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27777671"><span><span class="hlt">Developing</span> Teaching <span class="hlt">Strategies</span> in the EHR Era: A Survey of GME Experts.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Atwater, Amber R; Rudd, Mariah; Brown, Audrey; Wiener, John S; Benjamin, Robert; Lee, W Robert; Rosdahl, Jullia A</p> <p>2016-10-01</p> <p>There is limited information on the impact of widespread adoption of the electronic health record (EHR) on graduate medical education (GME). To identify areas of consensus by education experts, where the use of EHR impacts GME, with the goal of <span class="hlt">developing</span> <span class="hlt">strategies</span> and tools to enhance GME teaching and learning in the EHR environment. Information was solicited from experienced US physician educators who use EPIC EHR following 3 steps: 2 rounds of online surveys using the Delphi technique, followed by telephone interviews. The survey contained 3 stem questions and 52 items with Likert-scale responses. Consensus was defined by predetermined cutoffs. A second survey reassessed items for which consensus was not initially achieved. Common themes to improve GME in settings with an EHR were compiled from the telephone interviews. The panel included 19 physicians in 15 states in Round 1, 12 in Round 2, and 10 for the interviews. Ten items were found important for teaching and learning: balancing focus on EHR documentation with patient engagement achieved 100% consensus. Other items achieving consensus included adequate learning time, balancing EHR data with verbal history and physical examination, communicating clinical thought processes, hands-on EHR <span class="hlt">practice</span>, minimizing data repetition, and <span class="hlt">development</span> of shortcuts and templates. Teaching <span class="hlt">strategies</span> incorporating both online software and face-to-face solutions were identified during the interviews. New <span class="hlt">strategies</span> are needed for effective teaching and learning of residents and fellows, capitalizing on the potential of the EHR, while minimizing any unintended negative impact on medical education.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28848481','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28848481"><span>Measures of Potential Flexibility and <span class="hlt">Practical</span> Flexibility in Equation Solving.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Xu, Le; Liu, Ru-De; Star, Jon R; Wang, Jia; Liu, Ying; Zhen, Rui</p> <p>2017-01-01</p> <p>Researchers interested in mathematical proficiency have recently begun to explore the <span class="hlt">development</span> of strategic flexibility, where flexibility is defined as knowledge of multiple <span class="hlt">strategies</span> for solving a problem and the ability to implement an innovative <span class="hlt">strategy</span> for a given problem solving circumstance. However, anecdotal findings from this literature indicate that students do not consistently use an innovative <span class="hlt">strategy</span> for solving a given problem, even when these same students demonstrate knowledge of innovative <span class="hlt">strategies</span>. This distinction, sometimes framed in the psychological literature as competence vs. performance-has not been previously studied for flexibility. In order to explore the competence/performance distinction in flexibility, this study <span class="hlt">developed</span> and validated measures for potential flexibility (e.g., competence, or knowledge of multiple <span class="hlt">strategies</span>) and <span class="hlt">practical</span> flexibility (e.g., performance, use of innovative <span class="hlt">strategies</span>) for solving equations. The measures were administrated to a sample of 158 Chinese middle school students through a Tri-Phase Flexibility Assessment, in which the students were asked to solve each equation, generate additional <span class="hlt">strategies</span>, and evaluate own multiple <span class="hlt">strategies</span>. Confirmatory factor analysis supported a two-factor model of potential and <span class="hlt">practical</span> flexibility. Satisfactory internal consistency was found for the measures. Additional validity evidence included the significant association with flexibility measured with the previous method. Potential flexibility and <span class="hlt">practical</span> flexibility were found to be distinct but related. The theoretical and <span class="hlt">practical</span> implications of the concepts and their measures of potential flexibility and <span class="hlt">practical</span> flexibility are discussed.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5554348','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5554348"><span>Measures of Potential Flexibility and <span class="hlt">Practical</span> Flexibility in Equation Solving</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Xu, Le; Liu, Ru-De; Star, Jon R.; Wang, Jia; Liu, Ying; Zhen, Rui</p> <p>2017-01-01</p> <p>Researchers interested in mathematical proficiency have recently begun to explore the <span class="hlt">development</span> of strategic flexibility, where flexibility is defined as knowledge of multiple <span class="hlt">strategies</span> for solving a problem and the ability to implement an innovative <span class="hlt">strategy</span> for a given problem solving circumstance. However, anecdotal findings from this literature indicate that students do not consistently use an innovative <span class="hlt">strategy</span> for solving a given problem, even when these same students demonstrate knowledge of innovative <span class="hlt">strategies</span>. This distinction, sometimes framed in the psychological literature as competence vs. performance—has not been previously studied for flexibility. In order to explore the competence/performance distinction in flexibility, this study <span class="hlt">developed</span> and validated measures for potential flexibility (e.g., competence, or knowledge of multiple <span class="hlt">strategies</span>) and <span class="hlt">practical</span> flexibility (e.g., performance, use of innovative <span class="hlt">strategies</span>) for solving equations. The measures were administrated to a sample of 158 Chinese middle school students through a Tri-Phase Flexibility Assessment, in which the students were asked to solve each equation, generate additional <span class="hlt">strategies</span>, and evaluate own multiple <span class="hlt">strategies</span>. Confirmatory factor analysis supported a two-factor model of potential and <span class="hlt">practical</span> flexibility. Satisfactory internal consistency was found for the measures. Additional validity evidence included the significant association with flexibility measured with the previous method. Potential flexibility and <span class="hlt">practical</span> flexibility were found to be distinct but related. The theoretical and <span class="hlt">practical</span> implications of the concepts and their measures of potential flexibility and <span class="hlt">practical</span> flexibility are discussed. PMID:28848481</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1135994.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1135994.pdf"><span>Goal Setting as Teacher <span class="hlt">Development</span> <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Camp, Heather</p> <p>2017-01-01</p> <p>This article explores goal setting as a teacher <span class="hlt">development</span> <span class="hlt">practice</span> in higher education. It reports on a study of college teacher goal setting informed by goal setting theory. Analysis of study participants' goal setting <span class="hlt">practices</span> and their experiences with goal pursuit offers a framework for thinking about the kinds of goals teachers might set…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20135230','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20135230"><span>Community health <span class="hlt">development</span>: a <span class="hlt">strategy</span> for reinventing America's health care system one community at a time.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Felix, Michael R J; Burdine, James N; Wendel, Monica L; Alaniz, Angie</p> <p>2010-04-01</p> <p>The purpose of this article is to propose a set of ideas for reinventing America's health care system, one community at a time. Community health <span class="hlt">development</span> is proposed as a <span class="hlt">strategy</span> and approach to population health improvement, the ultimate goal of health care reform. The <span class="hlt">practice</span> of community health <span class="hlt">development</span>, particularly the partnership approach, provides guidance about how this approach might be employed as a national health care reform <span class="hlt">strategy</span>. Examples of two communities successfully using the partnership approach illustrate the methods described. Six specific recommendations for policy makers and public administrators in the new administration resulting from our experience with community health <span class="hlt">development</span> are presented. First, adopt and apply community health <span class="hlt">development</span> (CHD) as the American approach for facilitating population health improvement and building community capacity. Second, the partnership approach should be promoted as a model for communities to use in implementing CHD. Third, make the community-level the focus for planning, implementing, evaluating, and sustaining a full continuum of health and human services. Fourth, formally recognize the social determinants of health as a key component of a new population/community health status model and as a public policy driver for health care reform, marketplace issues, and population health status improvement at all levels of society. Fifth is a call for a national <span class="hlt">strategy</span> for the recruitment, training, education, and support of individuals to facilitate this community movement. Sixth, Congress and the Obama Administration adopt and apply CHD as a national <span class="hlt">strategy</span> and utilize American community-based experiences to bring about a national plan.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009cct3.book.1835D','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009cct3.book.1835D"><span>An Analysis of Ict <span class="hlt">Development</span> <span class="hlt">Strategy</span> Framework in Chinese Rural Areas</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Duan, Meiying; Warren, Martyn; Lang, Yunwen; Lu, Shaokun; Yang, Linnan</p> <p></p> <p>Information and Communication Technology (ICT) <span class="hlt">development</span> <span class="hlt">strategy</span> in Chinese rural areas is an indispensable part of national <span class="hlt">development</span> <span class="hlt">strategies</span>. This paper reviews the ICT framework in agriculture and rural areas launched by the Department of Agriculture in China. It compares the rural ICT policies and <span class="hlt">strategies</span> between China and the European Union (EU). The ICT <span class="hlt">development</span> <span class="hlt">strategy</span> framework is analyzed based on the situation in Chinese rural area and the experiences of the EU. Some lessons and suggestions are provided.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1238757','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1238757"><span>Effectiveness and cost of different <span class="hlt">strategies</span> for information feedback in general <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Szczepura, A; Wilmot, J; Davies, C; Fletcher, J</p> <p>1994-01-01</p> <p> clinics were not associated with better preventive <span class="hlt">practice</span>. CONCLUSION. It is concluded that feedback <span class="hlt">strategies</span> using graphical and tabular comparative data are equally cost-effective in general <span class="hlt">practice</span> with about two thirds of <span class="hlt">practices</span> reporting organizational change as a consequence; feedback involving unsolicited medical facilitator visits is less cost-effective. The cost-effectiveness of manual risk factor audit is also called into question. PMID:8312032</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21490085','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21490085"><span>Needs assessment for business <span class="hlt">strategies</span> of anesthesiology groups' <span class="hlt">practices</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Scurlock, Corey; Dexter, Franklin; Reich, David L; Galati, Maria</p> <p>2011-07-01</p> <p>Progress has been made in understanding strategic decision making influencing anesthesia groups' operating room business <span class="hlt">practices</span>. However, there has been little analysis of the remaining gaps in our knowledge. We performed a needs assessment to identify unsolved problems in anesthesia business <span class="hlt">strategy</span> based on Porter's Five Forces Analysis. The methodology was a narrative literature review. We found little previous investigation for 2 of the 5 forces (threat of new entrants and bargaining power of suppliers), modest understanding for 1 force (threat of substitute products or services), and substantial understanding for 2 forces (bargaining power of customers and jockeying for position among current competitors). Additional research in strategic decisions influencing anesthesia groups should focus on the threat of new entrants, bargaining power of suppliers, and the threat of substitute products or services.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16924453','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16924453"><span>[Physiotherapy <span class="hlt">strategies</span> in osteoporosis--recommendations for daily <span class="hlt">practice</span>].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Uhlemann, C; Lange, U</p> <p>2006-09-01</p> <p>Physiotherapy in osteoporosis essentially takes the form of stimulatory therapy tailored to the findings and the pathomechanism. The choice of therapy and its dosage depend on the desired result (prevention, cure, rehabilitation). Physical therapy applied in osteoporosis includes electrical, thermic (hydrothermic, high frequency thermic, light thermic) and mechanical (massage, physiotherapy) stimuli, which can be applied regionally, locally or hoistically. To be efficient, a pain therapy requires that the various painful states be differentiated between: whereas, for example, in the case of acute pain physiotherapy fulfils the function of immediate therapy (normally rest and "mild" cold applications), in chronic pain it has to fulfil the function of an adaptive performance therapy of neuronal structures (formative-adaptive physiotherapy, thermic therapy improving trophism, direct current, transcutaneous electric nerve stimulation/TENS). It is necessary and extremely important forday-to-day clinical <span class="hlt">practice</span> that physiotherapy <span class="hlt">strategies</span> that are tailored to each patient's needs and also economically justifiable be implemented. The article isintended to contribute to this.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23708499','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23708499"><span>Communication: essential <span class="hlt">strategies</span> for success.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>O'Connor, Mary</p> <p>2013-06-01</p> <p>This department highlights change management <span class="hlt">strategies</span> that may be successful in strategically planning and executing organizational change initiatives. With the goal of presenting <span class="hlt">practical</span> approaches helpful to nurse leaders advance organizational change, content includes evidence-based projects, tool, and resources that mobilize and sustain organizational change initiatives. In this article, the author discusses <span class="hlt">strategies</span> for communication for change processes, whether large or small. Intentional planning and <span class="hlt">development</span> of a communication <span class="hlt">strategy</span> alongside, not as an afterthought, to change initiatives are essential.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23623279','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23623279"><span>Identifying <span class="hlt">strategies</span> to assist final semester nursing students to <span class="hlt">develop</span> numeracy skills: a mixed methods study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ramjan, Lucie M; Stewart, Lyn; Salamonson, Yenna; Morris, Maureen M; Armstrong, Lyn; Sanchez, Paula; Flannery, Liz</p> <p>2014-03-01</p> <p>It remains a grave concern that many nursing students within tertiary institutions continue to experience difficulties with achieving medication calculation competency. In addition, universities have a moral responsibility to prepare proficient clinicians for graduate <span class="hlt">practice</span>. This requires risk management <span class="hlt">strategies</span> to reduce adverse medication errors post registration. To identify <span class="hlt">strategies</span> and potential predictors that may assist nurse academics to tailor their drug calculation teaching and assessment methods. This project builds on previous experience and explores students' perceptions of newly implemented interventions designed to increase confidence and competence in medication calculation. This mixed method study surveyed students (n=405) enrolled in their final semester of study at a large, metropolitan university in Sydney, Australia. Tailored, contextualised interventions included online <span class="hlt">practice</span> quizzes, simulated medication calculation scenarios <span class="hlt">developed</span> for clinical <span class="hlt">practice</span> classes, contextualised 'pen and paper' tests, visually enhanced didactic remediation and 'hands-on' contextualised workshops. Surveys were administered to students to determine their perceptions of interventions and to identify whether these interventions assisted with calculation competence. Test scores were analysed using SPSS v. 20 for correlations between students' perceptions and actual performance. Qualitative open-ended survey questions were analysed manually and thematically. The study reinforced that nursing students preferred a 'hands-on,' contextualised approach to learning that was 'authentic' and aligned with clinical <span class="hlt">practice</span>. Our interventions assisted with supporting students' learning and improvement of calculation confidence. Qualitative data provided further insight into students' awareness of their calculation errors and preferred learning styles. Some of the strongest predictors for numeracy skill performance included (1) being an international student, (2</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4566894','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4566894"><span><span class="hlt">Development</span> of the New Zealand <span class="hlt">strategy</span> for local eradication of tuberculosis from wildlife and livestock</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Livingstone, PG; Hancox, N; Nugent, G; Mackereth, G; Hutchings, SA</p> <p>2015-01-01</p> <p>Abstract We describe the progressive <span class="hlt">development</span> of New Zealand's national <span class="hlt">strategy</span> for control of tuberculosis (TB) in its agricultural sector over the last four decades. The <span class="hlt">strategy</span> is globally unique, reflecting the need for effective and co-ordinated management of TB in a wildlife maintenance host, the brushtail possum (Trichosurus vulpecula), in addition to controlling infection in cattle and farmed deer herds. Since the early 1990s, the <span class="hlt">strategy</span> has been <span class="hlt">developed</span> by the Animal Health Board (AHB), formed to empower the farming industry to take the leadership role in funding of TB control, policy <span class="hlt">development</span> and administration. The AHB became the first non-government organisation to <span class="hlt">develop</span> and gain acceptance by the funders (farming industry and government) of a National Pest Management <span class="hlt">Strategy</span> (NPMS) under the Biosecurity Act 1993. A key outcome of the NPMS for TB control was the <span class="hlt">development</span> and inclusion of very challenging objectives that provided direction for management, research and possum control. This paper describes the process whereby the NPMS was revised twice, following achievement of each successive set of <span class="hlt">strategy</span> objectives within budget. Success was based on firstly, reorganisation of the AHB and its operational systems to achieve increased efficiency; secondly, improved efficiency through contracting possum and disease control, and thirdly research delivering effective and <span class="hlt">practical</span> applications, while also providing a scientific basis for setting directions for future control <span class="hlt">strategies</span>. The last revision of the NPMS was implemented in 2011, and included objectives to eradicate Mycobacterium bovis-infected wildlife populations over 2.5 million hectares by 2026. This ambitious objective was adopted only after extensive forecast modelling enabled stakeholders to identify and select the most cost-effective long-term solution for the management of M. bovis-infected possum populations. The accomplishment of New Zealand's TB control programme</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=GRAHAM+KEYS&pg=7&id=EJ828029','ERIC'); return false;" href="https://eric.ed.gov/?q=GRAHAM+KEYS&pg=7&id=EJ828029"><span>Designing Year 12 <span class="hlt">Strategy</span> Training in Listening and Writing: From Theory to <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Graham, Suzanne; Macaro, Ernesto</p> <p>2007-01-01</p> <p>This article outlines some of the key issues involved in <span class="hlt">developing</span> a programme of <span class="hlt">strategy</span> training for learners of French, in listening and in writing. It highlights the theoretical perspectives and research findings on listening and writing that informed the selection of <span class="hlt">strategies</span> to teach learners and thence the <span class="hlt">development</span> of appropriate…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26033870','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26033870"><span>Breaking the cycle: future faculty begin teaching with learner-centered <span class="hlt">strategies</span> after professional <span class="hlt">development</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ebert-May, Diane; Derting, Terry L; Henkel, Timothy P; Middlemis Maher, Jessica; Momsen, Jennifer L; Arnold, Bryan; Passmore, Heather A</p> <p>2015-01-01</p> <p>The availability of reliable evidence for teaching <span class="hlt">practices</span> after professional <span class="hlt">development</span> is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional <span class="hlt">development</span> "best <span class="hlt">practices</span>" and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional <span class="hlt">development</span> program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered <span class="hlt">strategies</span>. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite <span class="hlt">practice</span> of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching <span class="hlt">practice</span> and reflection, and <span class="hlt">development</span> of and teaching a full course. © 2015 D. Ebert-May et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2586322','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2586322"><span>Safety of Acupuncture <span class="hlt">Practice</span> in Japan: Patient Reactions, Therapist Negligence and Error Reduction <span class="hlt">Strategies</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Tsukayama, Hiroshi</p> <p>2008-01-01</p> <p>Evidence-based approach on the safety of acupuncture had been lagging behind both in the West and the East, but reliable data based on some prospective surveys were published after the late 1990s. In the present article, we, focusing on ‘Japanese acupuncture’, review relevant case reports and prospective surveys on adverse events in Japan, assess the safety of acupuncture <span class="hlt">practice</span> in this country, and suggest a <span class="hlt">strategy</span> for reducing the therapists’ error. Based on the prospective surveys, it seems reasonable to suppose that serious adverse events are rare in standard <span class="hlt">practice</span> by adequately trained acupuncturists, regardless of countries or modes of <span class="hlt">practice</span>. Almost all of adverse reactions commonly seen in acupuncture practice—such as fatigue, drowsiness, aggravation, minor bleeding, pain on insertion and subcutaneous hemorrhage—are mild and transient, although we should be cautious of secondary injury following drowsiness and needle fainting. After demonstrating that acupuncture is inherently safe, we have been focusing on how to reduce the risk of negligence in Japan, as well as educating acupuncturists more about safe depth of insertion and infection control. Incident reporting and feedback system is a useful <span class="hlt">strategy</span> for reducing therapist errors such as forgotten needles. For the benefit of acupuncture patients in Japan, it is important to establish mandatory postgraduate clinical training and continued education system. PMID:18955234</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=tins&pg=4&id=ED508856','ERIC'); return false;" href="https://eric.ed.gov/?q=tins&pg=4&id=ED508856"><span>Instructional Design: Case Studies in Communities of <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Keppell, Michael, Ed.</p> <p>2007-01-01</p> <p>"Instructional Design: Case Studies in Communities of <span class="hlt">Practice</span>" documents real-world experiences of instructional designers and staff <span class="hlt">developers</span> who work in communities of <span class="hlt">practice</span>. "Instructional Design: Case Studies in Communities of <span class="hlt">Practice</span>" explains the <span class="hlt">strategies</span> and heuristics used by instructional designers when working…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4834058','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4834058"><span>Multilevel Mechanisms of Implementation <span class="hlt">Strategies</span> in Mental Health: Integrating Theory, Research, and <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p></p> <p>2015-01-01</p> <p>A step toward the <span class="hlt">development</span> of optimally effective, efficient, and feasible implementation <span class="hlt">strategies</span> that increase evidence-based treatment integration in mental health services involves identification of the multilevel mechanisms through which these <span class="hlt">strategies</span> influence implementation outcomes. This article (a) provides an orientation to, and rationale for, consideration of multilevel mediating mechanisms in implementation trials, and (b) systematically reviews randomized controlled trials that examined mediators of implementation <span class="hlt">strategies</span> in mental health. Nine trials were located. Mediation-related methodological deficiencies were prevalent and no trials supported a hypothesized mediator. The most common reason was failure to engage the mediation target. Discussion focuses on directions to accelerate implementation <span class="hlt">strategy</span> <span class="hlt">development</span> in mental health. PMID:26474761</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=separate+AND+work+AND+home+NOT+teachers&pg=2&id=ED474618','ERIC'); return false;" href="https://eric.ed.gov/?q=separate+AND+work+AND+home+NOT+teachers&pg=2&id=ED474618"><span>Literacy Links: <span class="hlt">Practical</span> <span class="hlt">Strategies</span> To <span class="hlt">Develop</span> the Emergent Literacy At-Risk Children Need.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Robb, Laura</p> <p></p> <p>Emphasizing that Literacy Links is a program for young children with little exposure to literacy activities at home, the book explains exactly how Literacy Links works to provide the background knowledge these children need to succeed. The book offers <span class="hlt">strategies</span> to help literacy-deprived young learners. The book's educator/author has found that…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=harvard+AND+business+AND+review&pg=6&id=EJ598576','ERIC'); return false;" href="https://eric.ed.gov/?q=harvard+AND+business+AND+review&pg=6&id=EJ598576"><span>Communities of <span class="hlt">Practice</span>: The Organizational Frontier.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Wenger, Etienne C.; Snyder, William M.</p> <p>2000-01-01</p> <p>Communities of <span class="hlt">practice</span> are groups of people informally bound by shared expertise and passion for joint enterprise. In organizations that value knowledge, they can help drive <span class="hlt">strategy</span>, solve problems quickly, transfer best <span class="hlt">practices</span>, <span class="hlt">develop</span> professional skills, and help recruit and retain talented employees. (SK)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28789744','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28789744"><span><span class="hlt">Development</span> and Psychometric Examination of the Inclusive Teaching <span class="hlt">Strategies</span> in Nursing Education Instrument.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Levey, Janet A</p> <p>2017-08-01</p> <p>Nurse educators might be unknowingly excluding learners secondary to teaching <span class="hlt">practices</span>. Universal design for instruction (UDI) prepares and delivers accessible content and learning environments for diverse learners; however, it is not well known in nursing education. The aim of the study was to examine the psychometric properties of the Inclusive Teaching <span class="hlt">Strategies</span> in Nursing Education (ITSinNE) 55-item instrument. Confirmatory factor analysis was performed on a sample of 311 educators in prelicensure programs. The ITSinNE scales had good to adequate estimates of reliability. The exogenous model fit the sample and model-implied covariance matrix; however, the endogenous model was not a good fit. Further instrument <span class="hlt">development</span> is required. Measuring factors influencing nurse educators' willingness to adopt UDI will enable intervention research to enhance professional <span class="hlt">development</span> fostering content and environmental access for all learners.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active"><span>20</span></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_20 --> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29045582','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29045582"><span><span class="hlt">Strategies</span> to Reduce Injuries and <span class="hlt">Develop</span> Confidence in Elders (STRIDE): A Cluster-Randomized Pragmatic Trial of a Multifactorial Fall Injury Prevention <span class="hlt">Strategy</span>: Design and Methods.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Bhasin, Shalender; Gill, Thomas M; Reuben, David B; Latham, Nancy K; Gurwitz, Jerry H; Dykes, Patricia; McMahon, Siobhan; Storer, Thomas W; Duncan, Pamela W; Ganz, David A; Basaria, Shehzad; Miller, Michael E; Travison, Thomas G; Greene, Erich J; Dziura, James; Esserman, Denise; Allore, Heather; Carnie, Martha B; Fagan, Maureen; Hanson, Catherine; Baker, Dorothy; Greenspan, Susan L; Alexander, Neil; Ko, Fred; Siu, Albert L; Volpi, Elena; Wu, Albert W; Rich, Jeremy; Waring, Stephen C; Wallace, Robert; Casteel, Carri; Magaziner, Jay; Charpentier, Peter; Lu, Charles; Araujo, Katy; Rajeevan, Haseena; Margolis, Scott; Eder, Richard; McGloin, Joanne M; Skokos, Eleni; Wiggins, Jocelyn; Garber, Lawrence; Clauser, Steven B; Correa-De-Araujo, Rosaly; Peduzzi, Peter</p> <p>2017-10-14</p> <p>Fall injuries are a major cause of morbidity and mortality among older adults. We describe the design of a pragmatic trial to compare the effectiveness of an evidence-based, patient-centered multifactorial fall injury prevention <span class="hlt">strategy</span> to an enhanced usual care. <span class="hlt">Strategies</span> to Reduce Injuries and <span class="hlt">Develop</span> Confidence in Elders (STRIDE) is a 40-month cluster-randomized, parallel-group, superiority, pragmatic trial being conducted at 86 primary care <span class="hlt">practices</span> in 10 healthcare systems across USA. The 86 <span class="hlt">practices</span> were randomized to intervention or control group using covariate-based constrained randomization, stratified by healthcare system. Participants are community-living persons, ≥70 years, at increased risk for serious fall injuries. The intervention is a co-management model in which a nurse Falls Care Manager performs multifactorial risk assessments, <span class="hlt">develops</span> individualized care plans, which include surveillance, follow-up evaluation, and intervention <span class="hlt">strategies</span>. Control group receives enhanced usual care, with clinicians and patients receiving evidence-based information on falls prevention. Primary outcome is serious fall injuries, operationalized as those leading to medical attention (non-vertebral fractures, joint dislocation, head injury, lacerations, and other major sequelae). Secondary outcomes include all fall injuries, all falls, and well-being (concern for falling; anxiety and depressive symptoms; physical function and disability). Target sample size was 5,322 participants to provide 90% power to detect 20% reduction in primary outcome rate relative to control. Trial enrolled 5451 subjects in 20 months. Intervention and follow-up are ongoing. The findings of the STRIDE study will have important clinical and policy implications for the prevention of fall injuries in older adults. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA617166','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA617166"><span>From National to Theater: <span class="hlt">Developing</span> <span class="hlt">Strategy</span></span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2013-01-01</p> <p>operational planning as it guides the <span class="hlt">development</span> of the Theater Campaign Plan ( TCP ). Theater <span class="hlt">strategy</span>, and the TCP that operationalizes it, should offer...doctrine or other guidance on <span class="hlt">developing</span> it. Perhaps this is a contributing factor in Charles Bouchat’s observation that “No two combatant commands...approach to TCPs and country-level planning that considers ongoing security cooperation efforts, current operations, the Phase 0 component of con</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26430351','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26430351"><span>Cultural Difference in Conflict Management <span class="hlt">Strategies</span> of Children and Its <span class="hlt">Development</span>: Comparing 3- and 5-Year-Olds Across China, Japan, and Korea.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Maruyama, Hiroki; Ujiie, Tatsuo; Takai, Jiro; Takahama, Yuko; Sakagami, Hiroko; Shibayama, Makoto; Fukumoto, Mayumi; Ninomiya, Katsumi; Hyang Ah, Park; Feng, Xiaoxia; Takatsuji, Chie; Hirose, Miwa; Kudo, Rei; Shima, Yoshihiro; Nakayama, Rumiko; Hamaie, Noriko; Zhang, Feng; Moriizumi, Satoshi</p> <p>2015-11-17</p> <p>Research Findings: The purpose of this study was to examine differences in the <span class="hlt">development</span> of conflict management <span class="hlt">strategies</span>, focusing on 3- and 5-year-olds, through a comparison of 3 neighboring Asian cultures, those of China ( n  = 114), Japan ( n  = 98), and Korea ( n  = 90). The dual concern model of conflict management was adopted to probe which <span class="hlt">strategy</span> children would prefer to use in 2 hypothetical conflict situations. Results indicated that, first, for disagreement, 3-year-olds in the 3 countries equally preferred the dominating <span class="hlt">strategy</span>. For competition for resources, 3-year-olds differed in their <span class="hlt">strategy</span> preference across all cultures. Second, the observed <span class="hlt">strategy</span> preference of 3- to 5-year-old children in this study was more or less different from that of older schoolchildren, regardless of culture. <span class="hlt">Practice</span> or Policy: These findings suggest the significance of the context, the complexity of the phenomenon of the <span class="hlt">development</span> of cultural differences, and the significance of cohort sampling.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4566905','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4566905"><span>Cultural Difference in Conflict Management <span class="hlt">Strategies</span> of Children and Its <span class="hlt">Development</span>: Comparing 3- and 5-Year-Olds Across China, Japan, and Korea</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Maruyama, Hiroki; Ujiie, Tatsuo; Takai, Jiro; Takahama, Yuko; Sakagami, Hiroko; Shibayama, Makoto; Fukumoto, Mayumi; Ninomiya, Katsumi; Hyang Ah, Park; Feng, Xiaoxia; Takatsuji, Chie; Hirose, Miwa; Kudo, Rei; Shima, Yoshihiro; Nakayama, Rumiko; Hamaie, Noriko; Zhang, Feng; Moriizumi, Satoshi</p> <p>2015-01-01</p> <p>Research Findings: The purpose of this study was to examine differences in the <span class="hlt">development</span> of conflict management <span class="hlt">strategies</span>, focusing on 3- and 5-year-olds, through a comparison of 3 neighboring Asian cultures, those of China (n = 114), Japan (n = 98), and Korea (n = 90). The dual concern model of conflict management was adopted to probe which <span class="hlt">strategy</span> children would prefer to use in 2 hypothetical conflict situations. Results indicated that, first, for disagreement, 3-year-olds in the 3 countries equally preferred the dominating <span class="hlt">strategy</span>. For competition for resources, 3-year-olds differed in their <span class="hlt">strategy</span> preference across all cultures. Second, the observed <span class="hlt">strategy</span> preference of 3- to 5-year-old children in this study was more or less different from that of older schoolchildren, regardless of culture. <span class="hlt">Practice</span> or Policy: These findings suggest the significance of the context, the complexity of the phenomenon of the <span class="hlt">development</span> of cultural differences, and the significance of cohort sampling. PMID:26430351</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10156149','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10156149"><span>A survey of marketing <span class="hlt">practices</span> by family <span class="hlt">practice</span> residency programs.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Buckley, R L; Presley, R; Barrigar, R</p> <p>1995-06-01</p> <p>The purpose of the study reported in this article was to identify marketing <span class="hlt">practices</span> that are being utilized by family <span class="hlt">practice</span> residencies in the United States and to differentiate which <span class="hlt">strategies</span> were felt to be most useful. A survey questionnaire on marketing <span class="hlt">strategies</span> was mailed to 361 civilian family <span class="hlt">practice</span> residencies listed in the 1992 Director of Family <span class="hlt">Practice</span> Residency Programs. A total of 151 questionnaires were returned for a total response rate of 42.1 percent. The results were summarized using descriptive statistics and Chi-square analysis. Family <span class="hlt">practice</span> residency programs use a number of different <span class="hlt">strategies</span> to attract patients. The effectiveness of a given program is dependent on local factors, program strengths and the target population desired. The three most useful marketing <span class="hlt">strategies</span> reported in the survey were HMO listings, emergency department referrals, and patient referrals. The three least effective <span class="hlt">strategies</span> were health fairs, sports physicals, and school presentations.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23899108','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23899108"><span>Improvisation as an adaptive <span class="hlt">strategy</span> for occupational therapy <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Krusen, Nancy E</p> <p>2012-01-01</p> <p>ABSTRACT As health care environments become increasingly complex, practitioners must <span class="hlt">develop</span> new adaptive skills to master <span class="hlt">practice</span>. The idea of using theatrical improvisation (improv) in health care is relatively new. Occupational therapy students were taught a module of improvisational techniques as part of an academic seminar, learning improvisation rules, and enacting solutions to typical daily professional challenges. The purpose of this article is to recommend improvisational techniques as an adaptive skill to effectively blend art and science for occupational therapy <span class="hlt">practice</span> in fast-paced and unpredictable health care environments.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://rosap.ntl.bts.gov/view/dot/12012','DOTNTL'); return false;" href="https://rosap.ntl.bts.gov/view/dot/12012"><span>Best <span class="hlt">practices</span> and <span class="hlt">strategies</span> for improving rail energy efficiency</span></a></p> <p><a target="_blank" href="http://ntlsearch.bts.gov/tris/index.do">DOT National Transportation Integrated Search</a></p> <p></p> <p>2014-01-28</p> <p>In support of the FRA Energy, Environment, and Engine (E3) program, this study reviews and evaluates technology <span class="hlt">development</span> opportunities, equipment upgrades, and best <span class="hlt">practices</span> (BPs) of international and U.S. passenger and freight rail industry segm...</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED408076.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED408076.pdf"><span>Optimizing Infant <span class="hlt">Development</span>: <span class="hlt">Strategies</span> for Day Care.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Chambliss, Catherine</p> <p></p> <p>This guide for infant day care providers examines the importance of early experience for brain <span class="hlt">development</span> and <span class="hlt">strategies</span> for providing optimal infant care. The introduction discusses the current devaluation of day care and idealization of maternal care and identifies benefits of quality day care experience for intellectual <span class="hlt">development</span>, sleep…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/3177707','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/3177707"><span>Judo principles and <span class="hlt">practices</span>: applications to conflict-solving <span class="hlt">strategies</span> in psychotherapy.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gleser, J; Brown, P</p> <p>1988-07-01</p> <p>Jigoro Kano created judo from ju-jitsu techniques. He realized that the Ju principle of both judo and ju-jitsu as the art of yielding, was that of living and changing. The principle of yielding has been applied in dynamic and directive psychotherapies for many years and was recently linked to the Ju principle in martial arts. After several years of using a modified judo <span class="hlt">practice</span> as a therapeutic tool, and applying the principle of yielding as a dynamic conflict-solving <span class="hlt">strategy</span>, the authors discovered judo principles applicable to conflict solving, particularly for regressed and violent psychotic patients.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22566165','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22566165"><span>[<span class="hlt">Strategies</span> to prevent the transmission of multidrug-resistant pathogens and their <span class="hlt">practical</span> implementation in oupatient care].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Adler, A C; Spegel, H; Wilke, J; Höller, C; Herr, C</p> <p>2012-10-01</p> <p>Multidrugresistant pathogens which are highly relevant for infection control in hospitals and other health-care facilities are a serious public health problem and a big challenge for all players in the health sector. In order to prevent the spread of multi-resistant pathogens the Commission for Hospital Hygiene of the Robert Koch-Institute (RKI) has published guidelines. These recommendations refer to the consequent implementation of an infection control management in all health care settings, including outpatient care. In Germany there are only few data available concerning infection control management and the implementation of preventive <span class="hlt">strategies</span> in outpatient care. To what extent are national guidelines concerning infection control of multidrugresistant pathogens (i.e. methicillin-resistant Staphylococcus aureus, MRSA) feasible and <span class="hlt">practicable</span> in outpatient care? And what are the reasons not to <span class="hlt">practice</span> these <span class="hlt">strategies</span>. In outpatient care the status of the infection control management and the implementation of prevention <span class="hlt">strategies</span> was surveyed and assessed. Data were collected by structured interviews - a face to face method. Guidelines concerning infection control management are not always sufficiently implemented in outpatient care. There are multiple reasons for this, such as, e.g., lack of compliance with the recommendations as well as structural problems in the health-care system, and special challenges of outpatient care. Implementation of an infection control management concerning multidrug-resistant pathogens in outpatient care is problematic. Prevention <span class="hlt">strategies</span> are commonly not known or not adequately implemented into daily <span class="hlt">practice</span>. Actions to improve the situation should focus at the individual level (e.g., trainings in the context of the initiative "clean hands" ), the institutional level (improving networking, bonus schemes) and the social level (financial and legal support for outpatient care centres to bear the expenses of infection control</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2000JNuM..283...79E','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2000JNuM..283...79E"><span>International <span class="hlt">strategy</span> for fusion materials <span class="hlt">development</span></span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Ehrlich, Karl; Bloom, E. E.; Kondo, T.</p> <p>2000-12-01</p> <p>In this paper, the results of an IEA-Workshop on <span class="hlt">Strategy</span> and Planning of Fusion Materials Research and <span class="hlt">Development</span> (R&D), held in October 1998 in Risø Denmark are summarised and further <span class="hlt">developed</span>. Essential performance targets for materials to be used in first wall/breeding blanket components have been defined for the major materials groups under discussion: ferritic-martensitic steels, vanadium alloys and ceramic composites of the SiC/SiC-type. R&D <span class="hlt">strategies</span> are proposed for their further <span class="hlt">development</span> and qualification as reactor-relevant materials. The important role of existing irradiation facilities (mainly fission reactors) for materials testing within the next decade is described, and the limits for the transfer of results from such simulation experiments to fusion-relevant conditions are addressed. The importance of a fusion-relevant high-intensity neutron source for the <span class="hlt">development</span> of structural as well as breeding and special purpose materials is elaborated and the reasons for the selection of an accelerator-driven D-Li-neutron source - the International Fusion Materials Irradiation Facility (IFMIF) - as an appropriate test bed are explained. Finally the necessity to execute the materials programme for fusion in close international collaboration, presently promoted by the International Energy Agency, IEA is emphasised.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21627057','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21627057"><span><span class="hlt">Developing</span> students' time management skills in clinical settings: <span class="hlt">practical</span> considerations for busy nursing staff.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Cleary, Michelle; Horsfall, Jan</p> <p>2011-06-01</p> <p>In clinical settings, nursing staff often find themselves responsible for students who have varying time management skills. Nurses need to respond sensitively and appropriately, and to teach nursing students how to prioritize and better allocate time. This is important not only for <span class="hlt">developing</span> students' clinical skills but also for shaping their perceptions about the quality of the placement and their willingness to consider it as a potential work specialty. In this column, some simple, <span class="hlt">practical</span> <span class="hlt">strategies</span> that nurses can use to assist students with improving their time management skills are identified. Copyright 2011, SLACK Incorporated.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24261075','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24261075"><span>And young child feeding <span class="hlt">practices</span> in different country settings.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sanghvi, Tina; Jimerson, Ann; Hajeebhoy, Nemat; Zewale, Medhanit; Nguyen, Giang Huong</p> <p>2013-09-01</p> <p>Alive & Thrive aims to increase exclusive breastfeeding and complementary feeding <span class="hlt">practices</span> in Bangladesh, Ethiopia, and Vietnam. To <span class="hlt">develop</span> and execute comprehensive communication <span class="hlt">strategies</span> adapted to each context. We documented how three countries followed an established iterative planning process, with research steps followed by key decisions, to <span class="hlt">develop</span> a communication <span class="hlt">strategy</span> in each country. Secondary analysis and formative research identified the priority <span class="hlt">practices</span> to focus on, and locally specific constraints to proper infant and young child feeding (IYCF). Communication <span class="hlt">strategies</span> were then <span class="hlt">developed</span> based on the social, cultural, economic, epidemiological, media use, and programmatic contexts of each country. There were widespread gaps between recommended and actual feeding <span class="hlt">practices</span>, and these varied by country. Gaps were identified in household, community, and institutional levels of awareness and skills. <span class="hlt">Strategies</span> were designed that would enable mothers in each specific setting to adopt <span class="hlt">practices</span>. To improve priority behaviors, messaging and media <span class="hlt">strategies</span> addressed the most salient behavioral determinants through face-to-face communication, social mobilization, and mass media. Trials of improved <span class="hlt">practices</span> (TIPs), concept testing, and pretesting of materials proved useful to verify the relevance and likely effectiveness of communication messages and materials tailored for different audiences in each setting. Coordination and collaboration with multiple stakeholders from the start was important to harmonize messages and approaches, expand geographic coverage to national scale, and sustain the interventions. Our experience with designing large-scale communication <span class="hlt">strategies</span> for behavior change confirms that systematic analysis and local planning cannot be omitted from the critical process of strategic design tailored to each context. Multiple communication channels matched to media habits in each setting can reach a substantial proportion of mothers</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29149520','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29149520"><span>Compassion in <span class="hlt">practice</span>-Evaluating the awareness, involvement and perceived impact of a national nursing and midwifery <span class="hlt">strategy</span> amongst healthcare professionals in NHS Trusts in England.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>O'Driscoll, Mike; Allan, Helen; Liu, Liang; Corbett, Kevin; Serrant, Laura</p> <p>2018-03-01</p> <p>To report the findings from an evaluation of the impact of the Compassion in <span class="hlt">Practice</span> Vision and <span class="hlt">Strategy</span> (National Health Service England (NHSE), 2012) on nursing, midwifery and care staff. The Compassion in <span class="hlt">Practice</span> Vision and <span class="hlt">Strategy</span> was a programme of work to highlight the importance of compassionate care following the Francis Report in 2013 into the deficits in care in an NHS Hospital Trust. It was launched by NHS England in 2012 at a time when fiscal cuts were introduced by the Department of Health in England. Mixed methods. Inferential statistics were used to test whether there were significant differences between staff at different levels of seniority with regard to awareness and involvement in Compassion in <span class="hlt">Practice</span> Vision and <span class="hlt">Strategy</span> and their attitudes to it. Awareness and involvement of staff in Compassion in <span class="hlt">Practice</span> Vision and <span class="hlt">Strategy</span> were high amongst middle and senior management but limited at ward level. Staff involvement in Compassion in <span class="hlt">Practice</span> Vision and <span class="hlt">Strategy</span> was limited due to a lack of awareness. Ward level staff who were aware and involved, perceived a lack of support and communication from senior leadership to deliver the Compassion in <span class="hlt">Practice</span> Vision and <span class="hlt">Strategy</span>. Results reveal professional anger, distress and resistance to the Compassion in <span class="hlt">Practice</span> Vision and <span class="hlt">Strategy</span> and a view of the programme as a top-down initiative which did not sufficiently recognise structural constraints on nurses' ability to deliver compassionate care. We discuss the implications of our findings for global nursing. Participants emphasised that compassion for patients is only sustainable where there is compassion for staff and many participants felt that they were not being treated with compassion. National Health Service England should strongly affirm that nurses and midwives in general provide compassionate care. Trust leadership should provide support for ward level staff who deliver compassionate care in difficult circumstances. © 2017 John Wiley</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/2366281','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/2366281"><span>Influence of clinical knowledge, organizational context, and <span class="hlt">practice</span> style on transfusion decision making. Implications for <span class="hlt">practice</span> change <span class="hlt">strategies</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Salem-Schatz, S R; Avorn, J; Soumerai, S B</p> <p>1990-07-25</p> <p>Evidence shows that blood products, like other health care resources, are often used inappropriately, but the reasons for this have not been well studied. We conducted a face-to-face survey of 122 general surgeons, orthopedic surgeons, and anesthesiologists in three hospitals to evaluate the influence of several clinical and nonclinical factors on transfusion decision making. We found widespread deficiencies in physicians' knowledge of transfusion risks and indications. Each transfusion risk was estimated correctly by fewer than half of the physicians surveyed, and only 31% responded correctly to a set of four questions regarding transfusion indications. Attending physicians routinely had lower knowledge scores than did residents, yet they exhibited more confidence in their knowledge. Residents' transfusion decisions, however, were strongly influenced by the desires of their attending physicians, resulting in their ordering potentially inappropriate transfusions. Of the residents surveyed, 61% indicated that they ordered transfusions that they judged unnecessary at least once a month because a more senior physician suggested that they do so. These findings provide insights for the <span class="hlt">development</span> of <span class="hlt">strategies</span> to improve transfusion <span class="hlt">practices</span>, which would address the dual concerns of quality of care and cost containment.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017OGeo....9...20S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017OGeo....9...20S"><span>Retrofitting the Low Impact <span class="hlt">Development</span> <span class="hlt">Practices</span> into <span class="hlt">Developed</span> Urban areas Including Barriers and Potential Solution</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Shafique, Muhammad; Kim, Reeho</p> <p>2017-06-01</p> <p>Low impact <span class="hlt">development</span> (LID)/green infrastructure (GI) <span class="hlt">practices</span> have been identified as the sustainable <span class="hlt">practices</span> of managing the stormwater in urban areas. Due to the increasing population, most of the cities are more <span class="hlt">developing</span> which results in the change of natural area into impervious areas (roads, buildings etc.). Moreover, urbanization and climate change are causing many water-related problems and making over cities unsafe and insecure. Under these circumstances, there is a need to introduce new stormwater management <span class="hlt">practices</span> into <span class="hlt">developed</span> cities to reduce the adverse impacts of urbanization. For this purpose, retrofitting low impact <span class="hlt">development</span> <span class="hlt">practices</span> demands more attention to reduce these water-related problems and trying to make our cities sustainable. In <span class="hlt">developed</span> areas, there is a little space is available for the retrofitting of LID <span class="hlt">practices</span> for the stormwater management. Therefore, the selection of an appropriate place to retrofitting LID <span class="hlt">practices</span> needs more concern. This paper describes the successfully applied retrofitting LID <span class="hlt">practices</span> around the globe. It also includes the process of applying retrofitting LID <span class="hlt">practices</span> at the suitable place with the suitable combination. Optimal places for the retrofitting of different LID <span class="hlt">practices</span> are also mentioned. This paper also highlights the barriers and potential solutions of retrofitting LID <span class="hlt">practices</span> in urban areas.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23081791','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23081791"><span>Students who are deaf and hard of hearing and use sign language: considerations and <span class="hlt">strategies</span> for <span class="hlt">developing</span> spoken language and literacy skills.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Nussbaum, Debra; Waddy-Smith, Bettie; Doyle, Jane</p> <p>2012-11-01</p> <p>There is a core body of knowledge, experience, and skills integral to facilitating auditory, speech, and spoken language <span class="hlt">development</span> when working with the general population of students who are deaf and hard of hearing. There are additional issues, <span class="hlt">strategies</span>, and challenges inherent in speech habilitation/rehabilitation <span class="hlt">practices</span> essential to the population of deaf and hard of hearing students who also use sign language. This article will highlight philosophical and <span class="hlt">practical</span> considerations related to <span class="hlt">practices</span> used to facilitate spoken language <span class="hlt">development</span> and associated literacy skills for children and adolescents who sign. It will discuss considerations for planning and implementing <span class="hlt">practices</span> that acknowledge and utilize a student's abilities in sign language, and address how to link these skills to <span class="hlt">developing</span> and using spoken language. Included will be considerations for children from early childhood through high school with a broad range of auditory access, language, and communication characteristics. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28100201','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28100201"><span><span class="hlt">Developing</span> a <span class="hlt">practice</span> guideline for the occupational health services by using a community of <span class="hlt">practice</span> approach: a process evaluation of the <span class="hlt">development</span> process.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Kwak, Lydia; Wåhlin, Charlotte; Stigmar, Kjerstin; Jensen, Irene</p> <p>2017-01-18</p> <p>One way to facilitate the translation of research into the occupational health service <span class="hlt">practice</span> is through clinical <span class="hlt">practice</span> guidelines. To increase the implementability of guidelines it is important to include the end-users in the <span class="hlt">development</span>, for example by a community of <span class="hlt">practice</span> approach. This paper describes the <span class="hlt">development</span> of an occupational health <span class="hlt">practice</span> guideline aimed at the management of non-specific low back pain (LBP) by using a community of <span class="hlt">practice</span> approach. The paper also includes a process evaluation of the <span class="hlt">development</span> providing insight into the feasibility of the process. A multidisciplinary community of <span class="hlt">practice</span> group (n = 16) consisting of occupational nurses, occupational physicians, ergonomists/physical therapists, health and safety engineers, health educators, psychologists and researchers from different types of occupational health services and geographical regions within Sweden met eleven times (June 2012-December 2013) to <span class="hlt">develop</span> the <span class="hlt">practice</span> guideline following recommendations of guideline <span class="hlt">development</span> handbooks. Process-outcomes recruitment, reach, context, satisfaction, feasibility and fidelity were assessed by questionnaire, observations and administrative data. Group members attended on average 7.5 out of 11 meetings. Half experienced support from their workplace for their involvement. Feasibility was rated as good, except for time-scheduling. Most group members were satisfied with the structure of the process (e.g. presentations, multidisciplinary group). Fidelity was rated as fairly high. The described <span class="hlt">development</span> process is a feasible process for guideline <span class="hlt">development</span>. For future guideline <span class="hlt">development</span> expectations of the work involved should be more clearly communicated, as well as the purpose and tasks of the CoP-group. Moreover, possibilities to improve support from managers and colleagues should be explored. This paper has important implications for future guideline <span class="hlt">development</span>; it provides valuable information on how</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=interprofessional+AND+education&pg=3&id=EJ853571','ERIC'); return false;" href="https://eric.ed.gov/?q=interprofessional+AND+education&pg=3&id=EJ853571"><span>Faculty <span class="hlt">Development</span> for Continuing Interprofessional Education and Collaborative <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Silver, Ivan L.; Leslie, Karen</p> <p>2009-01-01</p> <p>This article proposes a framework for faculty <span class="hlt">development</span> in continuing interprofessional education (CIPE) and collaborative <span class="hlt">practice</span>. The framework is built on best <span class="hlt">practices</span> in faculty <span class="hlt">development</span> and CIPE. It was informed by local experience in the <span class="hlt">development</span>, delivery, and evaluation of a faculty <span class="hlt">development</span> program to promote capacity for…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10632790','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10632790"><span><span class="hlt">Developing</span> health-promoting <span class="hlt">practice</span> with families: one pedagogical experience.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hartrick, G</p> <p>2000-01-01</p> <p>As the significance of social determinants of health has been revealed and the socio-environmental perspective of health promotion has become prominent, family nurses have attempted to move away from disease-treatment models of <span class="hlt">practice</span> towards emancipatory, health promoting <span class="hlt">practice</span>. This paper describes a multidisciplinary team's pedagogical experience of <span class="hlt">developing</span> emancipatory family health promoting <span class="hlt">practices</span>. The discussion includes a description of the significant educational processes that supported the <span class="hlt">development</span> of health promoting family <span class="hlt">practice</span> and an outline of the transformative changes the team members experienced as they evolved their health promoting <span class="hlt">practices</span>.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active"><span>21</span></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_21 --> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27587503','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27587503"><span>Variation in Perfusion <span class="hlt">Strategies</span> for Neonatal and Infant Aortic Arch Repair: Contemporary <span class="hlt">Practice</span> in the STS Congenital Heart Surgery Database.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Meyer, David B; Jacobs, Jeffrey P; Hill, Kevin; Wallace, Amelia S; Bateson, Brian; Jacobs, Marshall L</p> <p>2016-09-01</p> <p>Regional cerebral perfusion (RCP) is used as an adjunct or alternative to deep hypothermic circulatory arrest (DHCA) for neonates and infants undergoing aortic arch repair. Clinical studies have not demonstrated clear superiority of either <span class="hlt">strategy</span>, and multicenter data regarding current use of these <span class="hlt">strategies</span> are lacking. We sought to describe the variability in contemporary <span class="hlt">practice</span> patterns for use of these techniques. The Society of Thoracic Surgeons Congenital Heart Surgery Database (2010-2013) was queried to identify neonates and infants whose index operation involved aortic arch repair with cardiopulmonary bypass. Perfusion <span class="hlt">strategy</span> was classified as isolated DHCA, RCP (with less than or equal to ten minutes of DHCA), or mixed (RCP with more than ten minutes of DHCA). Data were analyzed for the entire cohort and stratified by operation subgroups. Overall, 4,523 patients (105 centers) were identified; median age seven days (interquartile range: 5.0-13.0). The most prevalent perfusion <span class="hlt">strategy</span> was RCP (43%). Deep hypothermic circulatory arrest and mixed perfusion accounted for 32% and 16% of cases, respectively. In all, 59% of operations involved some period of RCP. Regional cerebral perfusion was the most prevalent perfusion <span class="hlt">strategy</span> for each operation subgroup. Neither age nor weight was associated with perfusion <span class="hlt">strategy</span>, but reoperations were less likely to use RCP (31% vs 45%, P < .001). The combined duration of RCP and DHCA in the RCP group was longer than the DHCA time in the DHCA group (45 vs 36 minutes, P < .001). There is considerable variability in <span class="hlt">practice</span> regarding perfusion <span class="hlt">strategies</span> for arch repair in neonates and infants. In contemporary <span class="hlt">practice</span>, RCP is the most prevalent perfusion <span class="hlt">strategy</span> for these procedures. Use of DHCA is also common. Further investigation is warranted to ascertain possible relative merits of the various perfusion techniques. © The Author(s) 2016.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28729174','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28729174"><span>Challenges and <span class="hlt">strategies</span> to facilitate formulation <span class="hlt">development</span> of pediatric drug products: Safety qualification of excipients.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Buckley, Lorrene A; Salunke, Smita; Thompson, Karen; Baer, Gerri; Fegley, Darren; Turner, Mark A</p> <p>2018-02-05</p> <p>A public workshop entitled "Challenges and <span class="hlt">strategies</span> to facilitate formulation <span class="hlt">development</span> of pediatric drug products" focused on current status and gaps as well as recommendations for risk-based <span class="hlt">strategies</span> to support the <span class="hlt">development</span> of pediatric age-appropriate drug products. Representatives from industry, academia, and regulatory agencies discussed the issues within plenary, panel, and case-study breakout sessions. By enabling <span class="hlt">practical</span> and meaningful discussion between scientists representing the diversity of involved disciplines (formulators, nonclinical scientists, clinicians, and regulators) and geographies (eg, US, EU), the Excipients Safety workshop session was successful in providing specific and key recommendations for defining paths forward. Leveraging orthogonal sources of data (eg. food industry, agro science), collaborative data sharing, and increased awareness of the existing sources such as the Safety and Toxicity of Excipients for Paediatrics (STEP) database will be important to address the gap in excipients knowledge needed for risk assessment. The importance of defining risk-based approaches to safety assessments for excipients vital to pediatric formulations was emphasized, as was the need for meaningful stakeholder (eg, patient, caregiver) engagement. Copyright © 2017 Elsevier B.V. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25692358','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25692358"><span><span class="hlt">Development</span> of an Enhanced Recovery After Surgery Guideline and Implementation <span class="hlt">Strategy</span> Based on the Knowledge-to-action Cycle.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>McLeod, Robin S; Aarts, Mary-Anne; Chung, Frances; Eskicioglu, Cagla; Forbes, Shawn S; Conn, Lesley Gotlib; McCluskey, Stuart; McKenzie, Marg; Morningstar, Beverly; Nadler, Ashley; Okrainec, Allan; Pearsall, Emily A; Sawyer, Jason; Siddique, Naveed; Wood, Trevor</p> <p>2015-12-01</p> <p>Enhanced Recovery After Surgery (ERAS) protocols have been shown to increase recovery, decrease complications, and reduce length of stay. However, they are difficult to implement. To <span class="hlt">develop</span> and implement an ERAS clinical <span class="hlt">practice</span> guideline (CPG) at multiple hospitals. A tailored <span class="hlt">strategy</span> based on the Knowledge-to-action (KTA) cycle was used to <span class="hlt">develop</span> and implement an ERAS CPG at 15 academic hospitals in Canada. This included an initial audit to identify gaps and interviews to assess barriers and enablers to implementation. Implementation included <span class="hlt">development</span> of an ERAS guideline by a multidisciplinary group, communities of <span class="hlt">practice</span> led by multidiscipline champions (surgeons, anesthesiologists, and nurses) both provincially and locally, educational tools, and clinical pathways as well as audit and feedback. The initial audit revealed there was greater than 75% compliance in only 2 of 18 CPG recommendations. Main themes identified by stakeholders were that the CPG must be based on best evidence, there must be increased communication and collaboration among perioperative team members, and patient education is essential. ERAS and Pain Management CPGs were <span class="hlt">developed</span> by a multidisciplinary team and have been adopted at all hospitals. Preliminary data from more than 1000 patients show that the uptake of recommended interventions varies but despite this, mean length of stay has decreased with low readmission rates and adverse events. On the basis of short-term findings, our results suggest that a tailored implementation <span class="hlt">strategy</span> based on the KTA cycle can be used to successfully implement an ERAS program at multiple sites.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24098988','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24098988"><span>The flipped classroom for professional <span class="hlt">development</span>: part I. Benefits and <span class="hlt">strategies</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>McDonald, Katie; Smith, Charlene M</p> <p>2013-10-01</p> <p>Individualizing the educational encounter is supported by flipping the classroom experience. This column offers an overview and describes the benefits of flipping the classroom. Part II will explore the <span class="hlt">practicalities</span> and pedagogy of lecture capture using podcasts and videos, a technology <span class="hlt">strategy</span> used in flipping the classroom. Copyright 2013, SLACK Incorporated.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25095983','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25095983"><span>Supporting the <span class="hlt">development</span> of interpersonal skills in nursing, in an undergraduate mental health curriculum: reaching the parts other <span class="hlt">strategies</span> do not reach through action learning.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Waugh, Anna; McNay, Lisa; Dewar, Belinda; McCaig, Marie</p> <p>2014-09-01</p> <p>The centrality of therapeutic relationships is considered to be the cornerstone of effective mental health nursing <span class="hlt">practice</span>. <span class="hlt">Strategies</span> that support the <span class="hlt">development</span> of these skills and the emotional aspects of learning need to be <span class="hlt">developed</span>. Action learning is one such <span class="hlt">strategy</span>. This article reports on a qualitative research study on the introduction of Action Learning Sets (ALS) into a Pre-registration Mental Health Nursing Programme. This teaching and learning methodology was chosen to support the emotional aspects of learning and mental health nursing skills. Four themes were identified: <span class="hlt">developing</span> skills of listening and questioning in 'real time', enhanced self-awareness, being with someone in the moment--there is no rehearsal and doing things differently in <span class="hlt">practice</span>. Students and lecturers found the experience positive and advocate for other Pre-registration Mental Health Nursing Programmes to consider the use of ALS within the curriculum. © 2013.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://www.dtic.mil/docs/citations/ADA554668','DTIC-ST'); return false;" href="http://www.dtic.mil/docs/citations/ADA554668"><span>Strength in Ways: Finding Creativity in Routine <span class="hlt">Strategy</span> <span class="hlt">Development</span></span></a></p> <p><a target="_blank" href="http://www.dtic.mil/">DTIC Science & Technology</a></p> <p></p> <p>2011-06-01</p> <p>STRENGTH IN WAYS: FINDING CREATIVITY IN ROUTINE <span class="hlt">STRATEGY</span> <span class="hlt">DEVELOPMENT</span> BY PAUL J. MAYKISH A THESIS PRESENTED TO THE FACULTY OF THE SCHOOL...Professional <span class="hlt">Development</span> . iv ACKNOWLEDGEMENTS I feel indebted to my country for the opportunity to study <span class="hlt">strategy</span> for one year. It is at once too much...with research and welcoming me into one of our greatest national treasures. Lieutenant Colonel Dollar Young (USAF) introduced me to numerous key</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=funding+AND+expansion&pg=7&id=EJ718269','ERIC'); return false;" href="https://eric.ed.gov/?q=funding+AND+expansion&pg=7&id=EJ718269"><span>Key Issues in the <span class="hlt">Practice</span> of Youth <span class="hlt">Development</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Silliman, Benjamin</p> <p>2004-01-01</p> <p>Three significant trends in youth <span class="hlt">development</span> <span class="hlt">practice</span> are discussed: movement toward consensus in models guiding <span class="hlt">practice</span>, movement toward science-based <span class="hlt">practice</span>, and increasing resources available to practitioners. Consensus on an ecological framework for risk reduction and competence building among advocates for prevention, resilience, and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED474284.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED474284.pdf"><span>Mastering the HRD Matrix: Generating ROI by Linking to Business <span class="hlt">Strategy</span>. Innovative Session.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Kalata, Erica D.; Satterfield, Mary Ellen; Klees, Phyllis</p> <p></p> <p>This innovative session provides a vehicle for facilitating dialogue and <span class="hlt">practical</span> application of effective tools for linking human resource <span class="hlt">development</span> (HRD) <span class="hlt">strategies</span> with business/organizational <span class="hlt">strategies</span>. The primary goal is to provide an increased understanding of and skill using <span class="hlt">practical</span>, research-based approaches and techniques to build…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=career+AND+development+AND+opportunities&pg=6&id=EJ997165','ERIC'); return false;" href="https://eric.ed.gov/?q=career+AND+development+AND+opportunities&pg=6&id=EJ997165"><span><span class="hlt">Developing</span> Female Coaches: <span class="hlt">Strategies</span> from Women Themselves</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Norman, Leanne</p> <p>2012-01-01</p> <p>The purpose of this study was to explore <span class="hlt">strategies</span> for the <span class="hlt">development</span> of aspiring female coaches based on the ideas of existing high-performance female coaches. Drawing on semi-structured interviews with national-level female coaches in the United Kingdom, four recurrent ideas for <span class="hlt">developing</span> female coaches in a male-dominated profession emerged.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10142101','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10142101"><span><span class="hlt">Developing</span> people: a <span class="hlt">strategy</span> for competitive advantage.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>King, S</p> <p>1995-05-01</p> <p>This article will provide vital insights, acquired in a recent study with eight manufacturing companies, to guide the <span class="hlt">development</span> of a human resource <span class="hlt">development</span> <span class="hlt">strategy</span>. This study was a pilot for a larger study, planned for the fall of 1995 with 50 manufacturing companies randomly chosen from the Directory of Massachusetts High Technology Companies.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26602516','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26602516"><span>Team Science Approach to <span class="hlt">Developing</span> Consensus on Research Good <span class="hlt">Practices</span> for <span class="hlt">Practice</span>-Based Research Networks: A Case Study.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Campbell-Voytal, Kimberly; Daly, Jeanette M; Nagykaldi, Zsolt J; Aspy, Cheryl B; Dolor, Rowena J; Fagnan, Lyle J; Levy, Barcey T; Palac, Hannah L; Michaels, LeAnn; Patterson, V Beth; Kano, Miria; Smith, Paul D; Sussman, Andrew L; Williams, Robert; Sterling, Pamela; O'Beirne, Maeve; Neale, Anne Victoria</p> <p>2015-12-01</p> <p>Using peer learning <span class="hlt">strategies</span>, seven experienced PBRNs working in collaborative teams articulated procedures for PBRN Research Good <span class="hlt">Practices</span> (PRGPs). The PRGPs is a PBRN-specific resource to facilitate PBRN management and staff training, to promote adherence to study protocols, and to increase validity and generalizability of study findings. This paper describes the team science processes which culminated in the PRGPs. Skilled facilitators used team science <span class="hlt">strategies</span> and methods from the Technology of Participation (ToP®), and the Consensus Workshop Method to support teams to codify diverse research expertise in <span class="hlt">practice</span>-based research. The participatory nature of "sense-making" moved through identifiable stages. Lessons learned include (1) team input into the scope of the final outcome proved vital to project relevance; (2) PBRNs with diverse domains of research expertise contributed broad knowledge on each topic; and (3) ToP® structured facilitation techniques were critical for establishing trust and clarifying the "sense-making" process. © 2015 Wiley Periodicals, Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5743022','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5743022"><span><span class="hlt">Strategies</span> to Recruit a Diverse Low-Income Population to Child Weight Management Programs From Primary Care <span class="hlt">Practices</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Butte, Nancy F.; Hoelscher, Deanna M.; Salahuddin, Meliha; Pont, Stephen J.</p> <p>2017-01-01</p> <p>Purpose and Objectives Primary care <span class="hlt">practices</span> can be used to engage children and families in weight management programs. The Texas Childhood Obesity Research Demonstration (TX CORD) study targeted patients at 12 primary care <span class="hlt">practices</span> in diverse and low-income areas of Houston, Texas, and Austin, Texas for recruitment to a trial of weight management programs. This article describes recruitment <span class="hlt">strategies</span> <span class="hlt">developed</span> to benefit both families and health care <span class="hlt">practices</span> and the modification of electronic health records (EHRs) to reflect recruitment outcomes. Intervention Approach To facilitate family participation, materials and programs were provided in English and Spanish, and programs were conducted in convenient locations. To support health care <span class="hlt">practices</span>, EHRs and print materials were provided to facilitate obesity recognition, screening, and study referral. We provided brief training for providers and their office staffs that covered screening patients for obesity, empathetic communication, obesity billing coding, and use of counseling materials. Evaluation Methods We collected EHR data from 2012 through 2014, including demographics, weight, and height, for all patients aged 2 to 12 years who were seen in the 12 provider <span class="hlt">practices</span> during the study’s recruitment phase. The data of patients with a body mass index (BMI) at or above the 85th percentile were compared with the same data for patients who were referred to the study and patients who enrolled in the study. We also examined reasons that patients referred to the study declined to participate. Results Overall, 26% of 7,845 patients with a BMI at or above the 85th percentile were referred to the study, and 27% of referred patients enrolled. Enrollment among patients with a BMI at or above the 85th percentile was associated with being Hispanic and with more severe obesity than with patients of other races/ethnicities or less severe obesity, respectively. Among families of children aged 2 to 5 years who were</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1054314.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1054314.pdf"><span><span class="hlt">Practical</span> <span class="hlt">Development</span> of Modern Mass Media Education in Poland</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Fedorov, Alexander</p> <p>2012-01-01</p> <p><span class="hlt">Practical</span> <span class="hlt">development</span> of modern mass media education in Poland. The paper analyzes the main ways of <span class="hlt">practical</span> <span class="hlt">development</span> of modern media education (1992-2012 years) in Poland: basic technologies, main events, etc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED579371.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED579371.pdf"><span><span class="hlt">Practice</span> of Organisational <span class="hlt">Strategies</span> of Improving Computer Rooms for Promoting Smart Education Using ICT Equipment</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Ogawa, Nobuyuki; Shimizu, Akira</p> <p>2017-01-01</p> <p>This paper describes our concrete efforts to improve the functions of the computer rooms in the Information Processing Center from among several organisational <span class="hlt">strategies</span> which can assume a large role in the next-generation education, while examining the <span class="hlt">practice</span> of active learning by the faculty in all classes using ICT equipment. We implemented…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=parent+AND+involvement+AND+teaching&pg=2&id=EJ906404','ERIC'); return false;" href="https://eric.ed.gov/?q=parent+AND+involvement+AND+teaching&pg=2&id=EJ906404"><span>Teaching <span class="hlt">Practices</span> and <span class="hlt">Strategies</span> to Involve Inner-City Parents at Home and in the School</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lewis, Leontye; Kim, Yanghee A.; Bey, Juanita Ashby</p> <p>2011-01-01</p> <p>Few studies have observed what teachers actually do in the classroom to encourage parental involvement in their children's education. Over the school year, the various teaching <span class="hlt">practices</span> and <span class="hlt">strategies</span> of two teachers in an inner-city elementary school that has had public recognition in its efforts to involve parents were gathered through…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=marketing+AND+strategy&pg=3&id=EJ839042','ERIC'); return false;" href="https://eric.ed.gov/?q=marketing+AND+strategy&pg=3&id=EJ839042"><span>Understanding MBA Consumer Needs and the <span class="hlt">Development</span> of Marketing <span class="hlt">Strategy</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Dailey, Lynn; Anderson, Murphy; Ingenito, Cristina; Duffy, David; Krimm, Paul; Thomson, Scott</p> <p>2006-01-01</p> <p>The need to <span class="hlt">develop</span> marketing <span class="hlt">strategies</span> in higher education is evident. In order to <span class="hlt">develop</span> effective <span class="hlt">strategies</span>, marketers must understand the basic needs that their product fulfills. Exploratory research was utilized to identify and better understand the needs that motivate consumers to pursue an MBA degree. This paper emphasizes the importance…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15103065','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15103065"><span><span class="hlt">Development</span> and management of a radon assessment <span class="hlt">strategy</span> suitable for underground railway tunnelling projects.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Purnell, C J; Frommer, G; Chan, K; Auch, A A</p> <p>2004-01-01</p> <p>The construction of underground tunnels through radon-bearing rock poses a radiation health risk to tunnelling workers from exposure to radon gas and its radioactive decay products. This paper presents the <span class="hlt">development</span> and <span class="hlt">practical</span> application of a radon assessment <span class="hlt">strategy</span> suitable for the measurement of radon in tunnelling work environments in Hong Kong. The assessment <span class="hlt">strategy</span> was successfully evaluated on a number of underground railway tunnelling projects over a 3 y period. Radon measurements were undertaken using a combination of portable radon measurement equipment and track etch detectors (TEDs) deployed throughout the tunnels. The radon gas monitoring results were used to confirm that ventilation rates were adequate or identified, at an early stage, when further action to reduce radon levels was required. Exposure dose estimates based on the TED results showed that the exposure of tunnel workers to radon did not exceed 3 mSv per annum for the duration of each project.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27769263','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27769263"><span>A multifaceted implementation <span class="hlt">strategy</span> versus passive implementation of low back pain guidelines in general <span class="hlt">practice</span>: a cluster randomised controlled trial.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Riis, Allan; Jensen, Cathrine Elgaard; Bro, Flemming; Maindal, Helle Terkildsen; Petersen, Karin Dam; Bendtsen, Mette Dahl; Jensen, Martin Bach</p> <p>2016-10-21</p> <p>Guidelines are often slowly adapted into clinical <span class="hlt">practice</span>. However, actively supporting healthcare professionals in evidence-based treatment may speed up guideline implementation. Danish low back pain (LBP) guidelines focus on primary care treatment of LBP, to reduce referrals from primary care to secondary care. The primary aim of this project was to reduce secondary care referral within 12 weeks by a multifaceted implementation <span class="hlt">strategy</span> (MuIS). In a cluster randomised design, 189 general <span class="hlt">practices</span> from the North Denmark Region were invited to participate. <span class="hlt">Practices</span> were randomised (1:1) and stratified by <span class="hlt">practice</span> size to MuIS (28 <span class="hlt">practices</span>) or a passive implementation <span class="hlt">strategy</span> (PaIS; 32 <span class="hlt">practices</span>). Included were patients with LBP aged 18 to 65 years who were able to complete questionnaires, had no serious underlying pathology, and were not pregnant. We <span class="hlt">developed</span> a MuIS including outreach visits, quality reports, and the STarT Back Tool for subgrouping patients with LBP. Both groups were offered the usual dissemination of guidelines, guideline-concordant structuring of the medical record, and a new referral opportunity for patients with psycho-social problems. In an intention-to-treat analysis, the primary and secondary outcomes pertained to the patient, and a cost-effectiveness analysis was performed from a healthcare sector perspective. Patients and the assessment of outcomes were blinded. <span class="hlt">Practices</span> and caregivers delivering the interventions were not blinded. Between January 2013 and July 2014, 60 <span class="hlt">practices</span> were included, of which 54 <span class="hlt">practices</span> (28 MuIS, 26 PaIS) included 1101 patients (539 MuIS, 562 PaIS). Follow-up data for the primary outcome were available on 100 % of these patients. Twenty-seven patients (5.0 %) in the MuIS group were referred to secondary care vs. 59 patients (10.5 %) in the PaIS group. The adjusted odds ratio (AOR) was 0.52 [95 % CI 0.30 to 0.90; p = 0.020]. The MuIS was cost-saving £-93.20 (£406.51 vs. £499.71 per patient</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15580076','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15580076"><span>An investigation to find <span class="hlt">strategies</span> to improve student nurses' maths skills.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wright, Kerri</p> <p></p> <p>Being able to perform drug calculations accurately is an essential skill for nurses. Many studies, however, have demonstrated that nurses need to improve this area of their <span class="hlt">practice</span> and in particular their mathematical skills. Several <span class="hlt">strategies</span> have been implemented to <span class="hlt">develop</span> the drug calculation skills of nurses, with mixed success. This article reports on a study that was carried out to investigate whether <span class="hlt">strategies</span> implemented within a second-year pre-registration course were perceived by students to be helpful in improving their mathematical skills for drug calculations. The results demonstrated that students felt their mathematics and confidence improved as a result of these <span class="hlt">strategies</span>. The students' evaluation of the learning <span class="hlt">strategy</span> that they found most helpful in learning drug calculation gave a mixed result, indicating that students have differing learning styles and needs. The study also indicates that student nurses were able to integrate the mathematical skills into their nursing <span class="hlt">practice</span> by having different <span class="hlt">strategies</span> that allowed them to <span class="hlt">develop</span> conceptual, mathematical and <span class="hlt">practical</span> skills concurrently. The study recommends the implementation of integrated <span class="hlt">strategies</span> to address drug calculation skills in student nurses, although further research is still required.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27395426','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27395426"><span><span class="hlt">Practical</span> Qualitative Research <span class="hlt">Strategies</span>: Training Interviewers and Coders.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Goodell, L Suzanne; Stage, Virginia C; Cooke, Natalie K</p> <p>2016-09-01</p> <p>The increased emphasis on incorporating qualitative methodologies into nutrition education <span class="hlt">development</span> and evaluation underscores the importance of using rigorous protocols to enhance the trustworthiness of the findings. A 5-phase protocol for training qualitative research assistants (data collectors and coders) was <span class="hlt">developed</span> as an approach to increase the consistency of the data produced. This training provides exposure to the core principles of qualitative research and then asks the research assistant to apply those principles through <span class="hlt">practice</span> in a setting structured on critical reflection. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active"><span>22</span></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_22 --> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=disability+AND+employment&pg=5&id=EJ983955','ERIC'); return false;" href="https://eric.ed.gov/?q=disability+AND+employment&pg=5&id=EJ983955"><span>Implementation of Job <span class="hlt">Development</span> <span class="hlt">Practices</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Migliore, Alberto; Butterworth, John; Nord, Derek; Cox, Monica; Gelb, Amy</p> <p>2012-01-01</p> <p>We investigated the extent to which employment consultants implemented job <span class="hlt">development</span> <span class="hlt">practices</span> recommended in the literature when assisting job seekers with intellectual or developmental disabilities. We contacted 83 employment consultants from 25 employment programs in Minnesota and Connecticut. Fifty-nine participants were eligible and…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=implementation+AND+integrated+AND+water+AND+resource+AND+management&id=EJ256854','ERIC'); return false;" href="https://eric.ed.gov/?q=implementation+AND+integrated+AND+water+AND+resource+AND+management&id=EJ256854"><span>Towards a Participatory <span class="hlt">Strategy</span> for Integrated Rural <span class="hlt">Development</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Lowdermilk, Max; Laitos, W. Robert</p> <p>1981-01-01</p> <p>Details essential elements of any rural <span class="hlt">development</span> program, describes a seven-stage project <span class="hlt">development</span> <span class="hlt">strategy</span> which has proved successful in water management projects in Pakistan and Egypt, delineates the key concepts in each of the seven stages, and recommends integration of the client system into rural <span class="hlt">development</span> programs. (Author)</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=models+AND+quality+AND+service&pg=5&id=EJ835312','ERIC'); return false;" href="https://eric.ed.gov/?q=models+AND+quality+AND+service&pg=5&id=EJ835312"><span>Enhancing Personal Outcomes: Organizational <span class="hlt">Strategies</span>, Guidelines, and Examples</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Schalock, Robert L.; Verdugo, Miquel A.; Bonham, Gordon S.; Fantova, Fernando; Van Loon, Jos</p> <p>2008-01-01</p> <p>Education and rehabilitation programs in the field of intellectual disabilities are <span class="hlt">developing</span> specific <span class="hlt">strategies</span> related to demonstrated personal outcomes, quality of life (QOL)-related services and supports, evidence-based <span class="hlt">practices</span>, and quality improvement. The purpose of this article is to summarize key aspects of these <span class="hlt">strategies</span> within a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15714019','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15714019"><span>Enhancing presentation skills for the advanced <span class="hlt">practice</span> nurse: <span class="hlt">strategies</span> for success.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Vollman, Kathleen M</p> <p>2005-01-01</p> <p>Professional speaking is a component of the professional <span class="hlt">practice</span> role of the advanced <span class="hlt">practice</span> nurse (APN). The skills to communicate effectively to one person or an audience of 100 provide the APN with the essential tools for implementing change, collaborating effectively, presenting information at professional meetings, or communicating the impact of clinical outcomes in the boardroom. Public speaking skills, a professional image, and improved communication can facilitate advancement along any career ladder. The greater your fear, the more self-confidence you will gain by stepping up to a challenge and conquering it. This article describes <span class="hlt">strategies</span> for organizing and presenting your message in a clear and concise format. Techniques to manage the anxiety produced when attempting to articulate your thoughts is essential for effective communication. Skills for enhancing the delivery of your message through effective body language, professional image, voice modulation, and use of audiovisual aids are addressed. Creative techniques for fielding questions are key in promoting a dynamic closure and provide consistent reinforcement of the key message content.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AIPC.1613...16F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AIPC.1613...16F"><span>Actual curriculum <span class="hlt">development</span> <span class="hlt">practices</span> instrument: Testing for factorial validity</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Foi, Liew Yon; Bakar, Kamariah Abu; Hamzah, Mohd Sahandri Gani; Alwi, Nor Hayati</p> <p>2014-09-01</p> <p>The Actual Curriculum <span class="hlt">Development</span> <span class="hlt">Practices</span> Instrument (ACDP-I) was <span class="hlt">developed</span> and the factorial validity of the ACDP-I was tested (n = 107) using exploratory factor analysis procedures in the earlier work of [1]. Despite the ACDP-I appears to be content and construct valid instrument with very high internal reliability qualities for using in Malaysia, the accumulated evidences are still needed to provide a sound scientific basis for the proposed score interpretations. Therefore, the present study addresses this concern by utilising the confirmatory factor analysis to further confirm the theoretical structure of the variable Actual Curriculum <span class="hlt">Development</span> <span class="hlt">Practices</span> (ACDP) and enrich the psychometrical properties of ACDP-I. Results of this study have <span class="hlt">practical</span> implication to both researchers and educators whose concerns focus on teachers' classroom <span class="hlt">practices</span> and the instrument <span class="hlt">development</span> and validation process.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25537352','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25537352"><span>Family, school, and community partnerships: <span class="hlt">practical</span> <span class="hlt">strategies</span> for afterschool programs.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Finn-Stevenson, Matia</p> <p>2014-12-01</p> <p>Much attention is given today to the importance of forging family, school, and community partnerships. Growing numbers of schools, many of them with afterschool programs, are dedicating resources to support and sustain relationships with families and community-based organizations. And, among government agencies and the philanthropic sector, there is widespread recognition that schools cannot be successful if they function alone in their quest to educate our nation's children, but must work with families and in the context of the community. Although the field is enjoying unprecedented popularity and many more schools and afterschool programs are partnering with community agencies and organizations, the notion of engaging parents and the community has not yet become an integral part of school reform, and in the afterschool field, practitioners who work at the program level directly with students often struggle with how they can make partnerships a reality. This chapter draws upon lessons learned from the School of the 21st Century (21C) to provide <span class="hlt">practical</span> <span class="hlt">strategies</span> for reaching out to and working with families and the community. The School of the 21st Century includes an afterschool component and is one of several national initiatives that use a community school <span class="hlt">strategy</span>. © 2014 WILEY PERIODICALS, INC.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5087590','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5087590"><span>The impact of rural-exposure <span class="hlt">strategies</span> on the intention of dental students and dental graduates to <span class="hlt">practice</span> in rural areas: a systematic review and meta-analysis</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Suphanchaimat, Rapeepong; Cetthakrikul, Nisachol; Dalliston, Alexander; Putthasri, Weerasak</p> <p>2016-01-01</p> <p>Background and objectives The objective of this study was to assess the impact of <span class="hlt">strategies</span> on the intention of dental students/graduates to <span class="hlt">practice</span> in rural areas. The <span class="hlt">strategies</span> included the recruitment of dental students from rural backgrounds and clinical rotations in rural areas during the training of dental students. Materials and methods The study undertook a systematic review and utilized meta-analysis to assess these <span class="hlt">strategies</span>. International literature published between 2000 and 2015 was retrieved from three main search engines: Medline, Embase, and Scopus. The selected articles were scanned to extract the main content. The impact of the <span class="hlt">strategies</span> was quantitatively assessed by meta-analysis, using the random-effect model. The pooled effect was reported in terms of odds ratios (ORs) with 95% confidence intervals. Sensitivity and subgroup analyses were performed. Publication bias was assessed by the Funnel plot and Egger’s test. Results Seven of the initially selected 897 articles were included for the full review. The majority of the selected articles had been published in <span class="hlt">developed</span> countries. The meta-analysis results revealed that the pooled OR of rural exposure on the intention to <span class="hlt">practice</span> in rural areas was approximately 4.1, statistically significant. Subgroup analysis showed that clinical rotations in rural areas tended to have a slightly greater influence on rural dental <span class="hlt">practice</span> than recruiting students from rural backgrounds (OR 4.3 versus 4.2). There was weaker evidence of publication bias, which was derived from small-study effects. Conclusion Enrolling students with rural backgrounds and imposing compulsory clinical rotation in rural areas during their study appeared to be effective <span class="hlt">strategies</span> in tackling the shortage and maldistribution of dentists in rural areas. PMID:27822134</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25312580','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25312580"><span>Retrieval <span class="hlt">practice</span> as an effective memory <span class="hlt">strategy</span> in children and adolescents with traumatic brain injury.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Coyne, Julia H; Borg, Jacquelyn M; DeLuca, John; Glass, Leslie; Sumowski, James F</p> <p>2015-04-01</p> <p>To investigate whether retrieval <span class="hlt">practice</span> (RP) is a more effective memory <span class="hlt">strategy</span> than restudy in children and adolescents with traumatic brain injury (TBI). Three × two within-subjects experiment: 3 (learning condition: massed restudy [MR], spaced restudy [SR], retrieval <span class="hlt">practice</span> [RP]) × 2 (stimulus type: verbal paired associates [VPAs] and face-name pairs [FNPs]). The dependent measure was delayed recall of VPAs and FNPs. Subacute pediatric neurorehabilitation center. Pediatric survivors of TBI (N=15) aged 8 to 16 years with below-average memory. During RP, participants were quizzed on to-be-learned information (VPAs and FNPs) shortly after it was presented, such that they <span class="hlt">practiced</span> retrieval during the learning phase. MR consisted of repeated restudy (tantamount to cramming). SR consisted of restudy trials separated in time (ie, distributed learning). Delayed recall of 24 VPAs and 24 FNPs after a 25-minute delay. VPAs and FNPs were equally divided across 3 learning conditions (16 per condition). There was a large main effect of learning condition on delayed recall (P<.001; ηp(2)=.84), with better mean recall of VPAs and FNPs studied through RP (6.23±1.39) relative to MR (3.60±1.53; P<.001) and SR (4.77±1.39; P<.001). Moreover, RP was the single best learning <span class="hlt">strategy</span> for every participant. Memory problems and related academic learning difficulties are common after pediatric TBI. Herein, we identify RP as a promising and simple <span class="hlt">strategy</span> to support learning and improve memory in children and adolescents with TBI. Our experimental findings were quite robust and set the stage for subsequent randomized controlled trials of RP in pediatric TBI. Copyright © 2015 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016MEdRJ..28..441R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016MEdRJ..28..441R"><span><span class="hlt">Developing</span> mathematical <span class="hlt">practices</span> through reflection cycles</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Reinholz, Daniel L.</p> <p>2016-09-01</p> <p>This paper focuses on reflection in learning mathematical <span class="hlt">practices</span>. While there is a long history of research on reflection in mathematics, it has focused primarily on the <span class="hlt">development</span> of conceptual understanding. Building on notion of learning as participation in social <span class="hlt">practices</span>, this paper broadens the theory of reflection in mathematics learning. To do so, it introduces the concept of reflection cycles. Each cycle begins with prospective reflection, which guides one's actions during an experience, and ends with retrospective reflection, which consolidates the experience and informs the next reflection cycle. Using reflection cycles as an organizing framework, this paper synthesizes the literature on reflective <span class="hlt">practices</span> at a variety of levels: (1) metacognition, (2) self-assessment, (3) noticing, and (4) lifelong learning. These <span class="hlt">practices</span> represent a spectrum of reflection, ranging from the micro level (1) to macro level (4).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/7411557','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/7411557"><span><span class="hlt">Developing</span> marketing <span class="hlt">strategies</span> for university teaching hospitals.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fink, D J</p> <p>1980-07-01</p> <p>University teaching hospitals face increasing competition from community hospitals, expanding regulation of health care, a rising tide of consumerism, and in many cases a declining urban population base. These problems, which may threaten the teaching hospital's ability to continue tertiary care, teaching, and research functions, may be solved with the aid of new marketing <span class="hlt">strategies</span>. In <span class="hlt">developing</span> its marketing <span class="hlt">strategy</span>, a hospital must assess its strengths and weaknesses, specify its goals in measurable terms, implement tactics to achieve these goals, and evaluate its marketing program. The <span class="hlt">strategies</span> should be directed toward achieving better relationships with institutions, practitioners, and surrounding communities and increasing patient, visitor, and employee satisfaction. A wide variety of programs can be used to reach these goals and to help teaching hospitals meet the competitive challenges of this decade.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=improve+AND+effectiveness+AND+teaching+AND+science&pg=2&id=EJ1041694','ERIC'); return false;" href="https://eric.ed.gov/?q=improve+AND+effectiveness+AND+teaching+AND+science&pg=2&id=EJ1041694"><span>The Impact of the "Getting <span class="hlt">Practical</span>: Improving <span class="hlt">Practical</span> Work in Science" Continuing Professional <span class="hlt">Development</span> Programme on Teachers' Ideas and <span class="hlt">Practice</span> in Science <span class="hlt">Practical</span> Work</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Abrahams, Ian; Reiss, Michael J.; Sharpe, Rachael</p> <p>2014-01-01</p> <p>Background: Despite the widespread use of <span class="hlt">practical</span> work in school it has been recognised that more needs to be done to improve its effectiveness in <span class="hlt">developing</span> conceptual understanding. The "Getting <span class="hlt">Practical</span>" CPD (Continuing Professional <span class="hlt">Development</span>) programme was designed to contribute towards an improvement in the effectiveness of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23246516','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23246516"><span>Torching the Haystack: modelling fast-fail <span class="hlt">strategies</span> in drug <span class="hlt">development</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Lendrem, Dennis W; Lendrem, B Clare</p> <p>2013-04-01</p> <p>By quickly clearing the <span class="hlt">development</span> pipeline of failing or marginal products, fast-fail <span class="hlt">strategies</span> release resources to focus on more promising molecules. The Quick-Kill model of drug <span class="hlt">development</span> demonstrates that fast-fail <span class="hlt">strategies</span> will: (1) reduce the expected time to market; (2) reduce expected R&D costs; and (3) increase R&D productivity. This paper outlines the model and demonstrates the impact of fast-fail <span class="hlt">strategies</span>. The model is illustrated with costs and risks data from pharmaceutical and biopharmaceutical companies. Copyright © 2012 Elsevier Ltd. All rights reserved.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26285818','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26285818"><span>A qualitative study on the ethics of transforming care: examining the <span class="hlt">development</span> and implementation of Canada's first mental health <span class="hlt">strategy</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Park, Melissa M; Lencucha, Raphael; Mattingly, Cheryl; Zafran, Hiba; Kirmayer, Laurence J</p> <p>2015-08-19</p> <p>The Mental Health Commission of Canada worked collaboratively with stakeholders to create a new framework for a federal mental health <span class="hlt">strategy</span>, which is now mandated for implementation by 2017. The proposed <span class="hlt">strategies</span> have been written into provincial health plans, hospital accreditation standards, and the annual objectives of psychiatric departments and community organizations. This project will explore the decision-making process among those who contributed to Canada's first federal mental health policy and those implementing this policy in the clinical setting. Despite the centrality of ethical reasoning to the successful uptake of the recent national guidelines for recovery-oriented care, to date, there are no studies focused exclusively on the ethical tensions that emerged and continue to emerge during the creation and implementation of the new standards for recovery-oriented <span class="hlt">practice</span>. This two-year Canadian Institute of Health Research Catalyst Grant in Ethics (2015-2017) consists of three components. C-I, a retrospective, qualitative study consisting of document analysis and interviews with key policy-makers of the ethical tensions that arose during the <span class="hlt">development</span> of Canada's Mental Health <span class="hlt">Strategy</span> will be conducted in parallel to C-II, a theory-based, focused ethnography of how mental health practitioners in a psychiatric setting reason about and act upon new standards in everyday <span class="hlt">practice</span>. Case-based scenarios of ethical tensions will be <span class="hlt">developed</span> from C-I/II and fed-forward to C-III: participatory forums with policy-makers, mental health practitioners, and other stakeholders in recovery-oriented services to collectively identify and prioritize key ethical concerns and generate action steps to close the gap between the policy-making process and its implementation at the local level. Policy-makers and clinicians make important everyday decisions that effect the creation and implementation of new <span class="hlt">practice</span> standards. Particularly, there is a need to</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20140002718','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20140002718"><span>Affordable <span class="hlt">Development</span> and Qualification <span class="hlt">Strategy</span> for Nuclear Thermal Propulsion</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Gerrish, Harold P., Jr.; Doughty, Glen E.; Bhattacharyya, Samit K.</p> <p>2013-01-01</p> <p>Nuclear Thermal Propulsion (NTP) is a concept which uses a nuclear reactor to heat a propellant to high temperatures without combustion and can achieve significantly greater specific impulse than chemical engines. NTP has been considered many times for human and cargo missions beyond low earth orbit. A lot of <span class="hlt">development</span> and technical maturation of NTP components took place during the Rover/NERVA program of the 60's and early 70's. Other NTP programs and studies followed attempting to further mature the NTP concept and identify a champion customer willing to devote the funds and support the <span class="hlt">development</span> schedule to a demonstration mission. Budgetary constraints require the use of an affordable <span class="hlt">development</span> and qualification <span class="hlt">strategy</span> that takes into account all the previous work performed on NTP to construct an existing database, and include lessons learned and past guidelines followed. Current guidelines and standards NASA uses for human rating chemical rocket engines is referenced. The long lead items for NTP <span class="hlt">development</span> involve the fuel elements of the reactor and ground testing the engine system, subsystem, and components. Other considerations which greatly impact the <span class="hlt">development</span> plans includes the National Space Policy, National Environmental Policy Act, Presidential Directive/National Security Council Memorandum #25 (Scientific or Technological Experiments with Possible Large-Scale Adverse Environmental Effects and Launch of Nuclear Systems into Space), and Safeguards and Security. Ground testing will utilize non-nuclear test capabilities to help down select components and subsystems before testing in a nuclear environment to save time and cost. Existing test facilities with minor modifications will be considered to the maximum extent <span class="hlt">practical</span>. New facilities will be designed to meet minimum requirements. Engine and test facility requirements are based on the driving mission requirements with added factors of safety for better assurance and reliability</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=market+AND+target+AND+strategy&pg=3&id=ED178777','ERIC'); return false;" href="https://eric.ed.gov/?q=market+AND+target+AND+strategy&pg=3&id=ED178777"><span>Effective Instructional <span class="hlt">Strategies</span> in Business Education. Bulletin No. 215.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>New York State Education Dept., Albany. Bureau of Business Education.</p> <p></p> <p>This document presents summaries of instructional <span class="hlt">strategies</span> which are uniquely suited to <span class="hlt">develop</span> student competencies through utilization of the business community. The instructional <span class="hlt">strategies</span> are divided into ten areas: (1) all business education areas, (2) bookkeeping/accounting, (3) shorthand, (4) typewriting, (5) secretarial <span class="hlt">practice</span>/office…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25377537','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25377537"><span>A mini-midwifery business institute in a midwifery professional roles course: an innovative teaching <span class="hlt">strategy</span> for successful career planning and business management of <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Jesse, D Elizabeth; Dewees, Connie; McDowell, William C</p> <p>2015-01-01</p> <p>It is essential to include teaching <span class="hlt">strategies</span> in midwifery education that address career planning and the business aspects of <span class="hlt">practice</span>. This article presents the Mini-Midwifery Business Institute (M-MBI), an innovative teaching <span class="hlt">strategy</span> for midwives that can also be applied to other advanced <span class="hlt">practice</span> professions. The M-MBI can be integrated into a professional roles course. Before and after graduation, midwifery students and other advanced <span class="hlt">practice</span> professionals can use the information to gain confidence and skills for successful career planning and the business management of <span class="hlt">practice</span>. © 2014 by the American College of Nurse-Midwives.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16199384','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16199384"><span>Communication <span class="hlt">strategy</span> for implementing community IMCI.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ford, Neil; Williams, Abimbola; Renshaw, Melanie; Nkum, John</p> <p>2005-01-01</p> <p>In resource-poor <span class="hlt">developing</span> countries, significant improvements in child survival, growth, and <span class="hlt">development</span> can be made by: (a) shifting from sectoral programmes (for example, in nutrition or immunization) to holistic <span class="hlt">strategies</span> such as the Integrated Management of Childhood Illnesses (IMCI) and (b) improving household and community care and health-seeking <span class="hlt">practices</span> as a priority, while concurrently strengthening health systems and the skills of health professionals. This article focuses on household and community learning, and proposes a communication <span class="hlt">strategy</span> for implementing community IMCI (c-IMCI) that is based on human rights principles such as inclusion, participation, and self-determination. Rather than attempt to change the care <span class="hlt">practices</span> and health-seeking behaviour of individuals through the design and delivery of messages alone, it proposes an approach that is based on community engagement and discussion to create the social conditions in which individual change is possible. The <span class="hlt">strategy</span> advocates for the integration of sectoral programmes rather than the <span class="hlt">development</span> of new holistic programmes, so that integrated programmes are created from "multiple entry points". As integration occurs, the participatory communication processes that are used in sectoral programmes can be enriched and combined, improving the capacity of governments and agencies to engage community members effectively in a process of learning and action related to child health and <span class="hlt">development</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4413944','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4413944"><span>Methods of Genomic Competency Integration in <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Jenkins, Jean; Calzone, Kathleen A.; Caskey, Sarah; Culp, Stacey; Weiner, Marsha; Badzek, Laurie</p> <p>2015-01-01</p> <p>Purpose Genomics is increasingly relevant to health care, necessitating support for nurses to incorporate genomic competencies into <span class="hlt">practice</span>. The primary aim of this project was to <span class="hlt">develop</span>, implement, and evaluate a year-long genomic education intervention that trained, supported, and supervised institutional administrator and educator champion dyads to increase nursing capacity to integrate genomics through assessments of program satisfaction and institutional achieved outcomes. Design Longitudinal study of 23 Magnet Recognition Program® Hospitals (21 intervention, 2 controls) participating in a 1-year new competency integration effort aimed at increasing genomic nursing competency and overcoming barriers to genomics integration in <span class="hlt">practice</span>. Methods Champion dyads underwent genomic training consisting of one in-person kick-off training meeting followed by monthly education webinars. Champion dyads designed institution-specific action plans detailing objectives, methods or <span class="hlt">strategies</span> used to engage and educate nursing staff, timeline for implementation, and outcomes achieved. Action plans focused on a minimum of seven genomic priority areas: champion dyad personal <span class="hlt">development</span>; <span class="hlt">practice</span> assessment; policy content assessment; staff knowledge needs assessment; staff <span class="hlt">development</span>; plans for integration; and anticipated obstacles and challenges. Action plans were updated quarterly, outlining progress made as well as inclusion of new methods or <span class="hlt">strategies</span>. Progress was validated through virtual site visits with the champion dyads and chief nursing officers. Descriptive data were collected on all <span class="hlt">strategies</span> or methods utilized, and timeline for achievement. Descriptive data were analyzed using content analysis. Findings The complexity of the competency content and the uniqueness of social systems and infrastructure resulted in a significant variation of champion dyad interventions. Conclusions Nursing champions can facilitate change in genomic nursing capacity through</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Is+AND+Mays+AND+L.&pg=3&id=EJ1034876','ERIC'); return false;" href="https://eric.ed.gov/?q=Is+AND+Mays+AND+L.&pg=3&id=EJ1034876"><span>L2 Writing <span class="hlt">Practice</span>: Game Enjoyment as a Key to Engagement</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Allen, Laura K.; Crossley, Scott A.; Snow, Erica L.; McNamara, Danielle S.</p> <p>2014-01-01</p> <p>The Writing Pal (W-Pal) is an intelligent tutoring system (ITS) designed to provide students with explicit writing <span class="hlt">strategy</span> instruction and <span class="hlt">practice</span>. W-Pal includes a suite of educational games <span class="hlt">developed</span> to increase writing engagement and provide opportunities to <span class="hlt">practice</span> writing <span class="hlt">strategies</span>. In this study, first (L1) (n = 26) and second (L2)…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21646891','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21646891"><span>Reflective <span class="hlt">practice</span>: a framework for case manager <span class="hlt">development</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Brubakken, Karen; Grant, Sara; Johnson, Mary K; Kollauf, Cynthia</p> <p>2011-01-01</p> <p>The role of a nurse case manager (NCM) incorporates <span class="hlt">practice</span> that is built upon knowledge gained in other roles as well as components unique to case management. The concept of reflective <span class="hlt">practice</span> was used in creating a framework to recognize the developmental stages that occur within community based case management <span class="hlt">practice</span>. The formation of this framework and its uses are described in this article. The <span class="hlt">practice</span> setting is a community based case management department in a large midwestern metropolitan health care system with Magnet recognition. Advanced <span class="hlt">practice</span> nurses provide care for clients with chronic health conditions. Twenty-four narratives were used to identify behaviors of community based case managers and to distinguish stages of <span class="hlt">practice</span>. The behaviors of advanced <span class="hlt">practice</span> found within the narratives were labeled and analyzed for similarities. Related behaviors were grouped and descriptor statements were written. These statements grouped into 3 domains of <span class="hlt">practice</span>: relationship/partnership, coordination/collaboration, and clinical knowledge/decision making. The statements in each domain showed <span class="hlt">practice</span> variations from competent to expert, and 3 stages were determined. Reliability and validity of the framework involved analysis of additional narratives. The reflective <span class="hlt">practice</span> process, used for monthly case review presentations, provides opportunity for professional <span class="hlt">development</span> and group learning focused on improving case manager <span class="hlt">practice</span>. The framework is also being used in orientation as new case managers acclimate to the role. Reflective writing has unveiled the richness and depth of nurse case manager <span class="hlt">practice</span>. The depth of knowledge and skills involved in community-based case management is captured within this reflective <span class="hlt">practice</span> framework. This framework provides a format for describing community based case manager <span class="hlt">practice</span> <span class="hlt">development</span> over the course of time and has been used as a tool for orientation and peer review.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active"><span>23</span></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_23 --> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28919844','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28919844"><span><span class="hlt">Practical</span> nutritional recovery <span class="hlt">strategies</span> for elite soccer players when limited time separates repeated matches.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Ranchordas, Mayur Krachna; Dawson, Joel T; Russell, Mark</p> <p>2017-01-01</p> <p>Specific guidelines that aim to facilitate the recovery of soccer players from the demands of training and a congested fixture schedule are lacking; especially in relation to evidence-based nutritional recommendations. The importance of repeated high level performance and injury avoidance while addressing the challenges of fixture scheduling, travel to away venues, and training commitments requires a strategic and <span class="hlt">practically</span> feasible method of implementing specific nutritional <span class="hlt">strategies</span>. Here we present evidence-based guidelines regarding nutritional recovery <span class="hlt">strategies</span> within the context of soccer. An emphasis is placed on providing <span class="hlt">practically</span> applicable guidelines for facilitation of recovery when multiple matches are played within a short period of time (i.e. 48 h). Following match-play, the restoration of liver and muscle glycogen stores (via consumption of ~1.2 g⋅kg -1 ⋅h -1 of carbohydrate) and augmentation of protein synthesis (via ~40 g of protein) should be prioritised in the first 20 min of recovery. Daily intakes of 6-10 g⋅kg -1 body mass of carbohydrate are recommended when limited time separates repeated matches while daily protein intakes of >1.5 g⋅kg -1 body mass should be targeted; possibly in the form of multiple smaller feedings (e.g., 6 × 20-40 g). At least 150% of the body mass lost during exercise should be consumed within 1 h and electrolytes added such that fluid losses are ameliorated. Strategic use of protein, leucine, creatine, polyphenols and omega-3 supplements could also offer <span class="hlt">practical</span> means of enhancing post-match recovery.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/1980merc.rept......','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/1980merc.rept......"><span>Central station market <span class="hlt">development</span> <span class="hlt">strategies</span> for photovoltaics</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p></p> <p>1980-11-01</p> <p>Federal market <span class="hlt">development</span> <span class="hlt">strategies</span> designed to accelerate the market penetration of central station applications of photovoltaic energy system are analyzed. Since no specific goals were set for the commercialization of central station applications, strategic principles are explored which, when coupled with specific objectives for central stations, can produce a market <span class="hlt">development</span> implementation plan. The study includes (1) background information on the National Photovoltaic Program, photovoltaic technology, and central stations; (2) a brief market assessment; (3) a discussion of the viewpoints of the electric utility industry with respect to solar energy; (4) a discussion of commercialization issues; and (5) <span class="hlt">strategy</span> principles. It is recommended that a set of specific goals and objectives be defined for the photovoltaic central station program, and that these goals and objectives evolve into an implementation plan that identifies the appropriate federal role.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/19810008998','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/19810008998"><span>Central station market <span class="hlt">development</span> <span class="hlt">strategies</span> for photovoltaics</span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p></p> <p>1980-01-01</p> <p>Federal market <span class="hlt">development</span> <span class="hlt">strategies</span> designed to accelerate the market penetration of central station applications of photovoltaic energy system are analyzed. Since no specific goals were set for the commercialization of central station applications, strategic principles are explored which, when coupled with specific objectives for central stations, can produce a market <span class="hlt">development</span> implementation plan. The study includes (1) background information on the National Photovoltaic Program, photovoltaic technology, and central stations; (2) a brief market assessment; (3) a discussion of the viewpoints of the electric utility industry with respect to solar energy; (4) a discussion of commercialization issues; and (5) <span class="hlt">strategy</span> principles. It is recommended that a set of specific goals and objectives be defined for the photovoltaic central station program, and that these goals and objectives evolve into an implementation plan that identifies the appropriate federal role.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED417781.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED417781.pdf"><span>Assessment of Institutional Impact and Long-Term <span class="hlt">Strategies</span> <span class="hlt">Development</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>American Association of Community Colleges, Washington, DC.</p> <p></p> <p>If community colleges are to expand their roles in delivering workforce training, they must <span class="hlt">develop</span> long-term <span class="hlt">strategies</span> that respond effectively to changes in society and workforce needs. In rendering these change <span class="hlt">strategies</span>, colleges should define their internal and external environments, as well as their service areas. Internally, instructional…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2017AGUFM.H23B1648X','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2017AGUFM.H23B1648X"><span>Perspective on Eco-Hydrology <span class="hlt">Developing</span> <span class="hlt">Strategy</span> in China</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Xia, J.</p> <p>2017-12-01</p> <p>China is one of <span class="hlt">developing</span> countries with higher eco-environmental press in the world due to large population and its socio-economic <span class="hlt">development</span>. In China, water is not only the sources for life, but also the key for production, and the foundation for eco-system. Thus, Eco-hydrology becomes a fundamental also an applied sciences related to describe the hydrologic mechanisms that underlie ecologic patterns and processes. This paper addresses the issue of Eco-hydrology <span class="hlt">Developing</span> <span class="hlt">Strategy</span> in China, supported by Chinese Academy of Sciences (CAS). Major contents include four aspects, namely: (1) Demands and frontier of eco-hydrology in the world; (2) Major theories and approaches of Eco-hydrology; (3) Perspective of future <span class="hlt">development</span> on Eco-hydrology; (4) Enacting and proposal for China <span class="hlt">development</span> <span class="hlt">strategy</span> on Eco-hydrology. Application fields involves urban, rural area, wetland, river & lake, forest and special regions in China, such as the arid and semi-arid region and so on. The goal is to promote the disciplinary <span class="hlt">development</span> of eco-hydrology, and serve for national demands on ecological civilization construction in China.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24641560','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24641560"><span>Aligning leadership across systems and organizations to <span class="hlt">develop</span> a strategic climate for evidence-based <span class="hlt">practice</span> implementation.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Aarons, Gregory A; Ehrhart, Mark G; Farahnak, Lauren R; Sklar, Marisa</p> <p>2014-01-01</p> <p>There has been a growing impetus to bridge the gap between basic science discovery, <span class="hlt">development</span> of evidence-based <span class="hlt">practices</span> (EBPs), and the availability and delivery of EBPs in order to improve the public health impact of such <span class="hlt">practices</span>. To capitalize on factors that support implementation and sustainment of EBPs, it is important to consider that health care is delivered within the outer context of public health systems and the inner context of health care organizations and work groups. Leaders play a key role in determining the nature of system and organizational contexts. This article addresses the role of leadership and actions that leaders can take at and across levels in <span class="hlt">developing</span> a strategic climate for EBP implementation within the outer (i.e., system) and inner (i.e., organization, work group) contexts of health care. Within the framework of Edgar Schein's "climate embedding mechanisms," we describe <span class="hlt">strategies</span> that leaders at the system, organization, and work group levels can consider and apply to <span class="hlt">develop</span> strategic climates that support the implementation and sustainment of EBP in health care and allied health care settings.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4348088','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4348088"><span>Aligning Leadership Across Systems and Organizations to <span class="hlt">Develop</span> Strategic Climate to for Evidence-Based <span class="hlt">Practice</span> Implementation</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Aarons, Gregory A.; Farahnak, Lauren R.; Ehrhart, Mark G.; Sklar, Marisa</p> <p>2015-01-01</p> <p>There has been a growing impetus to bridge the gap between basic science discovery, <span class="hlt">development</span> of evidence-based <span class="hlt">practices</span> (EBPs) and their availability and delivery in order to improve public health impact of such <span class="hlt">practices</span>. In seeking to capitalize on factors that support implementation and sustainment of EBPs, it is important to consider that healthcare is delivered within the outer context of public health systems, and the inner context of healthcare organizations and workgroups. Leaders have a key role in determining the nature of system and organizational context. This article will addresses the role of leadership across levels in <span class="hlt">developing</span> strategic climate for EBP implementation within the outer (i.e., system) and inner (i.e., organization, work group) contexts of healthcare. Within the framework of Edgar Schein’s “climate embedding mechanisms,” we describe <span class="hlt">strategies</span> that leaders at the system, organization, and work group levels can consider and apply to <span class="hlt">develop</span> a strategic climates that support the implementation and sustainment of EBP in healthcare and allied healthcare settings. PMID:24641560</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16910808','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16910808"><span>Peer-professional workgroups in palliative care: a <span class="hlt">strategy</span> for advancing professional discourse and <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Byock, Ira; Twohig, Jeanne Sheils; Merriman, Melanie; Collins, Karyn</p> <p>2006-08-01</p> <p> 24 months. Promoting Excellence leadership chose workgroup topic areas that addressed patient populations underserved for palliative care, and corresponding professional specialties with demonstrated interest and readiness to improve education, evidence base, and professional expertise in palliative aspects of care. Each workgroup was highly productive and advanced changes in respective fields through <span class="hlt">developing</span> and disseminating recommendations to their respective fields regarding <span class="hlt">practice</span>, education, clinical and health service research and policy. Beyond their chartered responsibilities, workgroups also <span class="hlt">developed</span> educational programs and curricula and a wide array of resources. The workgroups also authored articles for publication, intended to stimulate professional discourse and influence clinical norms and culture. The national peer-professional workgroup model exceeded original expectations and produced well-considered Recommendations to the Field as well as a body of resources for professionals in expanding access to and quality of palliative care. Results of this experimental venture in professional change suggest that the workgroup model may be a useful, cost-effective, rapid-change <span class="hlt">strategy</span> for quality improvement in other areas of professional <span class="hlt">practice</span> and service delivery.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4509878','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4509878"><span><span class="hlt">Development</span> of the Nurse Practitioner Standards for <span class="hlt">Practice</span> Australia</span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Buckley, Thomas; Donoghue, Judith; Heartfield, Marie; Bryce, Julianne; Cox, Darlene; Waters, Donna; Gosby, Helen; Kelly, John; Dunn, Sandra V.</p> <p>2015-01-01</p> <p>This article describes the context and <span class="hlt">development</span> of the new Nurse Practitioner Standards for <span class="hlt">Practice</span> in Australia, which went into effect in January 2014. The researchers used a mixed-methods design to engage a broad range of stakeholders who brought both political and <span class="hlt">practice</span> knowledge to the <span class="hlt">development</span> of the new standards. Methods included interviews, focus groups, surveys, and work-based observation of nurse practitioner <span class="hlt">practice</span>. Stakeholders varied in terms of their need for detail in the standards. Nonetheless, they invariably agreed that the standards should be clinically focussed attributes. The pillars common in many advanced <span class="hlt">practice</span> nursing standards, such as <span class="hlt">practice</span>, research, education, and leadership, were combined and expressed in a new and unique clinical attribute. PMID:26162455</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29856581','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29856581"><span>[The <span class="hlt">development</span> of novel tumor targeting delivery <span class="hlt">strategy</span>].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gao, Hui-le; Jiang, Xin-guo</p> <p>2016-02-01</p> <p>Tumor is one of the most serious threats for human being. Although many anti-tumor drugs are approved for clinical use, the treatment outcome is still modest because of the poor tumor targeting efficiency and low accumulation in tumor. Therefore, it is important to deliver anti-tumor drug into tumor efficiently, elevate drug concentration in tumor tissues and reduce the drug distribution in normal tissues. And it has been one of the most attractive directions of pharmaceutical academy and industry. Many kinds of <span class="hlt">strategies</span>, especially various nanoparticulated drug delivery systems, have been <span class="hlt">developed</span> to address the critical points of complex tumor microenvironment, which are partially or mostly satisfied for tumor treatment. In this paper, we carefully reviewed the novel targeting delivery <span class="hlt">strategies</span> <span class="hlt">developed</span> in recent years. The most powerful method is passive targeting delivery based on the enhanced permeability and retention(EPR) effect, and most commercial nanomedicines are based on the EPR effect. However, the high permeability and retention require different particle sizes, thus several kinds of size-changeable nanoparticles are <span class="hlt">developed</span>, such as size reducible particles and assemble particles, to satisfy the controversial requirement for particle size and enhance both tumor retention and penetration. Surface charge reversible nanoparticles also shows a high efficiency because the anionic charge in blood circulation and normal organs decrease the unintended internalization. The charge can change into positive in tumor microenvironment, facilitating drug uptake by tumor cells. Additionally, tumor microenvironment responsive drug release is important to decrease drug side effect, and many <span class="hlt">strategies</span> are <span class="hlt">developed</span>, such as p H sensitive release and enzyme sensitive release. Except the responsive nanoparticles, shaping tumor microenvironment could attenuate the barriers in drug delivery, for example, decreasing tumor collagen intensity and normalizing tumor</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=stress+AND+can+AND+help&id=EJ1151106','ERIC'); return false;" href="https://eric.ed.gov/?q=stress+AND+can+AND+help&id=EJ1151106"><span>Coping <span class="hlt">Strategies</span> and the <span class="hlt">Development</span> of Psychological Resilience</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Booth, Jessie W.; Neill, James T.</p> <p>2017-01-01</p> <p>This paper describes psychological theory about stress, coping, and psychological resilience, and considers how coping <span class="hlt">strategies</span> can help <span class="hlt">develop</span> resilience in the context of outdoor education. Outdoor education programs often aim to <span class="hlt">develop</span> psychological resilience through structured challenging and reflective experiences. Use of coping…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11338909','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11338909"><span>Road map for the <span class="hlt">development</span> of an e-healthcare <span class="hlt">strategy</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gilbert, I; Johnson, E S; Szenczy, C</p> <p>2001-01-01</p> <p>This article presents a case study describing how Saint Francis Care <span class="hlt">developed</span> its <span class="hlt">strategy</span> for using the Internet and e-commerce. Planning <span class="hlt">strategies</span> are discussed, as are implementation plans and expected benefits.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18940028','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18940028"><span>A capacity-building conceptual framework for public health nutrition <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Baillie, Elizabeth; Bjarnholt, Christel; Gruber, Marlies; Hughes, Roger</p> <p>2009-08-01</p> <p>To describe a conceptual framework to assist in the application of capacity-building principles to public health nutrition <span class="hlt">practice</span>. A review of the literature and consideration of the determinants of effective public health nutrition <span class="hlt">practice</span> has been used to inform the <span class="hlt">development</span> of a conceptual framework for capacity building in the context of public health nutrition <span class="hlt">practice</span>. The limited literature supports a greater integration and application of capacity-building <span class="hlt">strategies</span> and principles in public health nutrition <span class="hlt">practice</span>, and that this application should be overt and strategic. A framework is proposed that identifies a number of determinants of capacity for effective public health nutrition action. The framework represents the key foundations for building capacity including leadership, resourcing and intelligence. Five key strategic domains supported by these foundation elements, including partnerships, organisational <span class="hlt">development</span>, project management quality, workforce <span class="hlt">development</span> and community <span class="hlt">development</span>, are proposed. This framework can be used to assist the systematic assessment, <span class="hlt">development</span> and evaluation of capacity-building activity within public health nutrition <span class="hlt">practice</span>. Capacity building is a <span class="hlt">strategy</span> within public health nutrition <span class="hlt">practice</span> that needs to be central to public health nutrition intervention management. The present paper defines, contextualises and outlines a framework for integrating and making explicit the importance of capacity building within public health nutrition <span class="hlt">practice</span> at many levels.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15921142','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15921142"><span>Medical <span class="hlt">practice</span> branding using cable television.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Miaoulis, George; Kissinger, Mark; Sirko-Fiorilli, Mary Ann</p> <p>2005-01-01</p> <p>Genesis Medical Associates is an independent primary care <span class="hlt">practice</span> in the suburbs of Pittsburgh. Given competitive pressures, a member of the physician leadership began thinking about the need for the <span class="hlt">practice</span> to <span class="hlt">develop</span> an "identity and awareness" program to set the <span class="hlt">practice</span> apart from the competition. The idea for branding the campaign began when Dr. Rob Potter, Jr., was attending a Pittsburgh Pirates baseball game and a fan said to him, "You're that doctor I see on television" in the nursing home commercial. Triggered by this experience, Potter saw the opportunity to <span class="hlt">develop</span> an awareness and identity campaign for Genesis. In this article we share the reasons for, the steps taken, and initial results in <span class="hlt">developing</span> a medical <span class="hlt">practice</span> branding <span class="hlt">strategy</span>.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=community-based+AND+rehabilitation&pg=5&id=EJ577432','ERIC'); return false;" href="https://eric.ed.gov/?q=community-based+AND+rehabilitation&pg=5&id=EJ577432"><span>A Training <span class="hlt">Strategy</span> for Personnel Working in <span class="hlt">Developing</span> Countries.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>McConkey, Roy; O'Toole, Brian</p> <p>1998-01-01</p> <p>Describes the training <span class="hlt">strategy</span> <span class="hlt">developed</span> by the Community Based Rehabilitation Programme in Guyana. The <span class="hlt">strategy</span> has three components: the identification of training needs of families and support workers, the production of video-based training packages on specific topics, and the utilization of available personnel to act as local tutors.…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15946277','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15946277"><span>Admiral nursing competency project: <span class="hlt">practice</span> <span class="hlt">development</span> and action research.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Dewing, Jan; Traynor, Victoria</p> <p>2005-07-01</p> <p>Admiral Nurses are specialist dementia care nurses working in the community with carers of those who have a dementia. The aim of the competency project (2000-2003) was threefold. Firstly to work collaboratively with these specialist nurses to facilitate the <span class="hlt">development</span> a competency framework that reflects the needs of the Admiral Nursing Service. Secondly, to provide a way to structure evidence demonstrating evolving competency. Thirdly, to specifically enable the nurses to demonstrate evidence of achieving the UK Nursing and Midwifery Council's Higher Level <span class="hlt">Practice</span> standard. The two complementary approaches of emancipatory action research and systematic <span class="hlt">practice</span> <span class="hlt">development</span> were adopted. Methods were taken from action research and systematic <span class="hlt">practice</span> <span class="hlt">development</span> approaches with an emphasis on promoting and enabling enlightenment, critical reflection, ownership and creating the best conditions for long-term commitment to the competency framework. The main outcome from this project was the <span class="hlt">development</span> of a specialist nursing competency framework. The Admiral Nurses' Competency Framework is made up of a set of eight core competencies with three levels of competency statements, loosely structured around the Higher Level <span class="hlt">Practice</span> standard, and guidance documentation to illustrate how work-based evidence can be generated to demonstrate competence. There were also process-derived outcomes associated with combining systematic <span class="hlt">practice</span> <span class="hlt">development</span> with emancipatory action research that had an impact on the culture. The main outcomes here were that practitioners engaged in and experienced learning about how to research their own <span class="hlt">practice</span> and the consequences of doing this. They also learnt about specialist nursing <span class="hlt">practice</span> more widely than Admiral Nursing. Finally, there was some increase in awareness about the culture within their teams and organizations. The final competency framework reflects the needs of the service, is owned by the majority of practitioners and</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.osti.gov/servlets/purl/503523','SCIGOV-STC'); return false;" href="https://www.osti.gov/servlets/purl/503523"><span>A national research & <span class="hlt">development</span> <span class="hlt">strategy</span> for biomass crop feedstocks</span></a></p> <p><a target="_blank" href="http://www.osti.gov/search">DOE Office of Scientific and Technical Information (OSTI.GOV)</a></p> <p>Wright, L.L.; Cushman, J.H.</p> <p></p> <p>Planning was initiated in 1996 with the objective of reevaluating current biomass feedstock research and <span class="hlt">development</span> <span class="hlt">strategies</span> to: (1) assure that by 2005, one or more commercial lignocellulosic to ethanol projects will be able to acquire a dependable supply of biomass crop feedstocks; (2) assure that recently initiated demonstrations of crops to electricity will be successful and; (3) assure that the research base needed to support future biomass industry expansion is being <span class="hlt">developed</span>. Multiple trends and analyses indicate that biomass energy research and <span class="hlt">development</span> <span class="hlt">strategies</span> must take into account the fact that competition for land will define the upper limitsmore » of available biomass energy crop supplies and will largely dictate the price of those supplies. Only crop production and utilization <span class="hlt">strategies</span> which contribute profit to the farmer or landowner and to energy producers will be used commercially for biomass energy production. <span class="hlt">Strategies</span> for <span class="hlt">developing</span> biomass {open_quotes}energy{close_quotes} crop supplies must take into consideration all of the methods by which biomass crops will enter biomass energy markets. The lignocellulosic materials derived from crops can be available as primary residues or crop by-products; secondary residues or processing by-products; co-products (at both the crop production and processing stages); or, as dedicated energy crops. Basic research and <span class="hlt">development</span> (R&D) leading to yield improvement continues to be recommended as a major long-term focus for dedicated energy crops. Many additional near term topics need attention, some of which are also applicable to by-products and co-products. Switchgrass R&D should be expanded and <span class="hlt">developed</span> with greater collaboration of USDA and state extension groups. Woody crop research should continue with significant cost-share from industries <span class="hlt">developing</span> the crops for other commercial products. Co-product options need more investigation.« less</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015IJSEd..37.3038H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015IJSEd..37.3038H"><span>Learning Visualization <span class="hlt">Strategies</span>: A qualitative investigation</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Halpern, Daniel; Oh, Kyong Eun; Tremaine, Marilyn; Chiang, James; Bemis, Karen; Silver, Deborah</p> <p>2015-12-01</p> <p>The following study investigates the range of <span class="hlt">strategies</span> individuals <span class="hlt">develop</span> to infer and interpret cross-sections of three-dimensional objects. We focus on the identification of mental representations and problem-solving processes made by 11 individuals with the goal of building training applications that integrate the <span class="hlt">strategies</span> <span class="hlt">developed</span> by the participants in our study. Our results suggest that although spatial transformation and perspective-taking techniques are useful for visualizing cross-section problems, these visual processes are augmented by analytical thinking. Further, our study shows that participants employ general analytic <span class="hlt">strategies</span> for extended periods which evolve through <span class="hlt">practice</span> into a set of progressively more expert <span class="hlt">strategies</span>. Theoretical implications are discussed and five main findings are recommended for integration into the design of education software that facilitates visual learning and comprehension.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23064736','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23064736"><span>The first two years of <span class="hlt">practice</span>: a longitudinal perspective on the learning and professional <span class="hlt">development</span> of promising novice physical therapists.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Hayward, Lorna M; Black, Lisa L; Mostrom, Elizabeth; Jensen, Gail M; Ritzline, Pamela D; Perkins, Jan</p> <p>2013-03-01</p> <p>Physical therapists work in complex health care systems requiring professional competence in clinical reasoning and confidence in decision-making skills. For novice physical therapists, the initial <span class="hlt">practice</span> years are a time for <span class="hlt">developing</span> professional identity and <span class="hlt">practical</span> knowledge. The study purpose was to extend previous research describing the experiences, learning, and professional <span class="hlt">development</span> of 11 promising novice therapists during their first year of <span class="hlt">practice</span>. The present study examined the continued <span class="hlt">development</span> of the same therapists during their second year of clinical <span class="hlt">practice</span>. Seven researchers from 4 physical therapist educational programs in the eastern and midwestern United States used a longitudinal, qualitative, multiple case study approach. Eleven physical therapist graduates identified as "promising novices" were recruited using purposive sampling. Participants ranged in age from 24 to 29 years and entered varied <span class="hlt">practice</span> settings. Data were collected for 2 years using semistructured interviews, reflective journals, and participant observation. A conceptual model describing the participants' ongoing <span class="hlt">development</span> during the second year of <span class="hlt">practice</span> emerged. The 3 themes were formal and informal learning, increasing confidence and expansion of skills, and engagement in an environment characterized by collaborative exchange and opportunities for teaching. The second year represented consolidation and elaboration of <span class="hlt">practice</span>-based learning and skills. The expansion of confidence, skills, and responsibilities and the externalization of learning the participants experienced promoted professional role formation. Learning previously directed inward and self-focused turned outward, fueled by growing self-confidence. Research illuminating the professional role formation experienced during early clinical <span class="hlt">practice</span> is not widely available. The current study and further research into the learning and <span class="hlt">development</span> of novice practitioners may assist educators in</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15960686','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15960686"><span>Characteristics of medical <span class="hlt">practices</span> in three <span class="hlt">developed</span> managed care markets.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Landon, Bruce E; Normand, Sharon-Lise T; Frank, Richard; McNeil, Barbara J</p> <p>2005-06-01</p> <p>To describe physician <span class="hlt">practices</span>, ranging from solo and two-physician <span class="hlt">practices</span> to large medical groups, in three geographically diverse parts of the country with strong managed care presences. Surveys of medical <span class="hlt">practices</span> in three managed care markets conducted in 2000-2001. We administered questionnaires to all medical <span class="hlt">practices</span> affiliated with two large health plans in Boston, MA, and Portland, OR, and to all <span class="hlt">practices</span> providing primary care for cardiovascular disease patients admitted to five large hospitals in Minneapolis, MN. We offer data on how physician <span class="hlt">practices</span> are structured under managed care in these geographically diverse regions of the country with a focus on the structural characteristics, financial arrangements, and care management <span class="hlt">strategies</span> adopted by <span class="hlt">practices</span>. A two-staged survey consisting of an initial telephone survey that was undertaken using CATI (computerized assisted telephone interviewing) techniques followed by written modules triggered by specific responses to the telephone survey. We interviewed 468 <span class="hlt">practices</span> encompassing 668 distinct sites of care (overall response rate 72 percent). <span class="hlt">Practices</span> had an average of 13.9 member physicians (range: 1-125). Most (80.1 percent) medium- (four to nine physicians) and large-size (10 or more physicians) groups regularly scheduled meetings to discuss resource utilization and referrals. Almost 90 percent of the <span class="hlt">practices</span> reported that these meetings occurred at least once per month. The predominant method for paying <span class="hlt">practices</span> was via fee-for-service payments. Most other payments were in the form of capitation. Overall, 75 percent of physician <span class="hlt">practices</span> compensated physicians based on productivity, but there was substantial variation related to <span class="hlt">practice</span> size. Nonetheless, of the <span class="hlt">practices</span> that did not use straight productivity methods (45 percent of medium-sized <span class="hlt">practices</span> and 54 percent of large <span class="hlt">practices</span>), most used arrangements consisting of combinations of salary and productivity formulas. We</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active"><span>24</span></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_24 --> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED332838.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED332838.pdf"><span>Recouple: Natural Resource <span class="hlt">Strategies</span> for Rural Economic <span class="hlt">Development</span>.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Thomas, Margaret G.</p> <p></p> <p>This source book provides guidance and technical assistance material on utilizing forest, agricultural, and scenic and wildlife resources for rural economic <span class="hlt">development</span>. The document focuses on the uniqueness of existing rural resources for new enterprise opportunities. Natural resource-based economic <span class="hlt">development</span> <span class="hlt">strategies</span> are a means to…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27807452','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27807452"><span>Child Survival <span class="hlt">Strategies</span>: Assessment of Knowledge and <span class="hlt">Practice</span> of Rural Women of Reproductive Age in Cross River State, Nigeria.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Etokidem, Aniekan Jumbo; Johnson, Ofonime</p> <p>2016-01-01</p> <p>Introduction . Nigeria is one of the five countries that account for about 50% of under-five mortality in the world. The objective of this study was to assess the knowledge and <span class="hlt">practice</span> of child survival <span class="hlt">strategies</span> among rural community caregivers in Cross River State of Nigeria. Materials and Methods . This descriptive cross-sectional survey used a pretested questionnaire to obtain information from 150 women of reproductive age. Data analysis was done using SPSS version 20. Results . The child survival <span class="hlt">strategy</span> known to most of the respondents was oral rehydration therapy as indicated by 98% followed by female education by 73.3% and immunization by 67.3%. Only 20% of the respondents had adequate knowledge of frequency of weighing a child while only 32.7% knew that breastfeeding should be continued even if the child had diarrhea. More respondents with nonformal education (83.3%) <span class="hlt">practiced</span> exclusive breastfeeding of their last children compared to respondents with primary education (77.3%), secondary education (74.2%), and tertiary education (72.2%). Conclusion . Although respondents demonstrated adequate knowledge and <span class="hlt">practice</span> of most of the <span class="hlt">strategies</span>, there was evidence of gaps, including myths and misconceptions that could mar efforts towards reducing child morbidity and mortality in the state.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25079287','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25079287"><span>The German government's global health <span class="hlt">strategy</span>--a <span class="hlt">strategy</span> also to support research and <span class="hlt">development</span> for neglected diseases?</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Fehr, Angela; Razum, Oliver</p> <p>2014-01-01</p> <p>Neglected tropical infectious diseases as well as rare diseases are characterized by structural research and <span class="hlt">development</span> (R&D) deficits. The market fails for these disease groups. Consequently, to meet public health and individual patient needs, political decision makers have to <span class="hlt">develop</span> <span class="hlt">strategies</span> at national and international levels to make up for this R&D deficit. The German government recently published its first global health <span class="hlt">strategy</span>. The <span class="hlt">strategy</span> underlines the German government's commitment to strengthening global health governance. We find, however, that the <span class="hlt">strategy</span> lacks behind the international public health endeavors for neglected diseases. It fails to make reference to the ongoing debate on a global health agreement. Neither does it outline a comprehensive national <span class="hlt">strategy</span> to promote R&D into neglected diseases, which would integrate existing R&D activities in Germany and link up to the international debate on sustainable, needs-based R&D and affordable access. This despite the fact that only recently, in a consensus-building process, a National Plan of Action for rare diseases was successfully <span class="hlt">developed</span> in Germany which could serve as a blueprint for a similar course of action for neglected diseases. We recommend that, without delay, a structured process be initiated in Germany to explore all options to promote R&D for neglected diseases, including a global health agreement.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=dynamic+AND+workforce&id=EJ983942','ERIC'); return false;" href="https://eric.ed.gov/?q=dynamic+AND+workforce&id=EJ983942"><span>Response to the National Career <span class="hlt">Development</span> <span class="hlt">Strategy</span> Green Paper</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Australian Journal of Career Development, 2012</p> <p>2012-01-01</p> <p>The Career <span class="hlt">Development</span> Association of Australia (CDAA) congratulates the Commonwealth Government on the <span class="hlt">development</span> of the National Career <span class="hlt">Development</span> <span class="hlt">Strategy</span> Green Paper. This is a timely and important document that provides a framework to demonstrate the central contribution that career <span class="hlt">development</span> services play in supporting individuals,…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28099701','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28099701"><span>A systematic review of implementation <span class="hlt">strategies</span> to deliver guidelines on obstetric care <span class="hlt">practice</span> in low- and middle-income countries.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Imamura, Mari; Kanguru, Lovney; Penfold, Suzanne; Stokes, Tim; Camosso-Stefinovic, Janette; Shaw, Beth; Hussein, Julia</p> <p>2017-01-01</p> <p>Healthcare measures to prevent maternal deaths are well known. However, effective implementation of this knowledge to change <span class="hlt">practice</span> remains a challenge. To assess whether <span class="hlt">strategies</span> to promote the use of guidelines can improve obstetric <span class="hlt">practices</span> in low- and middle-income countries (LMICs). Electronic databases were searched up to February 7, 2014, using relevant terms for implementation <span class="hlt">strategies</span> (e.g. "audit," "education," "reminder"), and maternal mortality. Randomized and non-randomized studies of implementation <span class="hlt">strategies</span> targeting healthcare professionals within the formal health services in LMICs were included. Cochrane methodological guidance was followed. Because of heterogeneity in the interventions, a narrative synthesis was completed. Nine studies met the inclusion criteria. Moderate-to-low-quality evidence was found to show improvement in the areas of doctor-patient communication (one study), analgesic provision (one study), the management of emergencies (two studies) and maternal and late neonatal mortality (one study each). Intervention effects were not consistent across studies. Implementation <span class="hlt">strategies</span> targeting health professionals could lead to improvement in obstetric care in LMICs. Future research should explore what feature of an intervention is effective in one context and how this could be translated into another context. CRD42014010310. © 2016 International Federation of Gynecology and Obstetrics.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://hdl.handle.net/2060/20060018336','NASA-TRS'); return false;" href="http://hdl.handle.net/2060/20060018336"><span>Testing <span class="hlt">Strategies</span> for Model-Based <span class="hlt">Development</span></span></a></p> <p><a target="_blank" href="http://ntrs.nasa.gov/search.jsp">NASA Technical Reports Server (NTRS)</a></p> <p>Heimdahl, Mats P. E.; Whalen, Mike; Rajan, Ajitha; Miller, Steven P.</p> <p>2006-01-01</p> <p>This report presents an approach for testing artifacts generated in a model-based <span class="hlt">development</span> process. This approach divides the traditional testing process into two parts: requirements-based testing (validation testing) which determines whether the model implements the high-level requirements and model-based testing (conformance testing) which determines whether the code generated from a model is behaviorally equivalent to the model. The goals of the two processes differ significantly and this report explores suitable testing metrics and automation <span class="hlt">strategies</span> for each. To support requirements-based testing, we define novel objective requirements coverage metrics similar to existing specification and code coverage metrics. For model-based testing, we briefly describe automation <span class="hlt">strategies</span> and examine the fault-finding capability of different structural coverage metrics using tests automatically generated from the model.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014NHESD...2..385L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014NHESD...2..385L"><span>Assessment of the effectiveness of participatory <span class="hlt">developed</span> adaptation <span class="hlt">strategies</span> for HCMC</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Lasage, R.; Veldkamp, T. I. E.; de Moel, H.; Van, T. C.; Phi, H. L.; Vellinga, P.; Aerts, J. C. J. H.</p> <p>2014-01-01</p> <p>Coastal cities are vulnerable to flooding, and flood risk to coastal cities will increase due to sea-level rise. Moreover, especially Asian cities are subject to considerable population growth and associated urban <span class="hlt">developments</span>, increasing this risk even more. Empirical data on vulnerability and the cost and benefits of flood risk reducing measures are therefore paramount for sustainable <span class="hlt">development</span> of these cities. This paper presents an approach to explore the impacts of sea level rise and socio-economic <span class="hlt">developments</span> on flood risk for the flood prone District 4 in Ho Chi Minh City, Vietnam, and to <span class="hlt">develop</span> and evaluate the effects of different adaptation <span class="hlt">strategies</span> (new levees, dry- and wet flood proofing of buildings). A flood damage model was <span class="hlt">developed</span> to simulate current and future flood risk using the results from a household survey to establish stage-damage curves for residential buildings. the model has been used to assess the effects of several participatory <span class="hlt">developed</span> adaptation <span class="hlt">strategies</span> to reduce flood risk, expressed in Expected Annual Damage (EAD). Adaptation <span class="hlt">strategies</span> were evaluated assuming combinations of both sea level scenarios and land use scenarios. Together with information on costs of these <span class="hlt">strategies</span>, we calculated the benefit-cost ratio and net present value for the adaptation <span class="hlt">strategies</span> until 2100, taking into account depreciation rates of 2.5% and 5%. The results of this modeling study indicate that the current flood risk in District 4 is 0.31 million USD yr-1, increasing up to 0.78 million USD yr-1 in 2100. The net present value and benefit-cost ratios using a discount rate of 5% range from USD -107 to -1.5 million, and from 0.086 to 0.796 for the different <span class="hlt">strategies</span>. Using a discount rate of 2.5% leads to an increase in both net present value and benefit cost ratio. The adaptation <span class="hlt">strategies</span> wet proofing and dry proofing generate the best results using these economic indicators. The information on different <span class="hlt">strategies</span> will be used by</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28375657','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28375657"><span>Goal <span class="hlt">Development</span> <span class="hlt">Practices</span> of Physical Therapists Working in Educational Environments.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Wynarczuk, Kimberly D; Chiarello, Lisa A; Gohrband, Catherine L</p> <p>2017-11-01</p> <p>The aims of this study were to (1) describe the <span class="hlt">practices</span> that school-based physical therapists use in <span class="hlt">developing</span> student goals, and (2) identify facilitators and barriers to <span class="hlt">development</span> of goals that are specific to participation in the context of the school setting. 46 school-based physical therapists who participated in a previous study on school-based physical therapy <span class="hlt">practice</span> (PT COUNTS) completed a questionnaire on goal <span class="hlt">development</span>. Frequencies and cross tabulations were generated for quantitative data. Open-ended questions were analyzed using an iterative qualitative analysis process. A majority of therapists reported that they frequently <span class="hlt">develop</span> goals collaboratively with other educational team members. Input from teachers, related services personnel, and parents has the most influence on goal <span class="hlt">development</span>. Qualitative analysis identified five themes that influence <span class="hlt">development</span> of participation-based goals: (1) school-based philosophy and <span class="hlt">practice</span>; (2) the educational environment, settings, and routines; (3) student strengths, needs, and personal characteristics; (4) support from and collaboration with members of the educational team; and (5) therapist <span class="hlt">practice</span> and motivation. Goal <span class="hlt">development</span> is a complex process that involves multiple members of the educational team and is influenced by many different aspects of <span class="hlt">practice</span>, the school environment, and student characteristics.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19361778','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19361778"><span>Anesthesiology and competitive <span class="hlt">strategy</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Gross, Wendy L; Gold, Barbara</p> <p>2009-03-01</p> <p>Whether we like it or not, medicine is big business. The argument is sometimes made that standard management <span class="hlt">strategies</span> from the business world do not apply to medicine because the economics and <span class="hlt">practice</span> of medicine are unique--driven by science and rapid rates of change. But an exploding knowledge base, light-speed technological <span class="hlt">development</span>, and ever-changing reimbursement schemes are not exclusive to medicine and health care. Some fundamental principles of finance, business management, and strategic <span class="hlt">development</span> have evolved to deal with problems of rapid change. These principles do apply to modern medicine. The business side of anesthesia <span class="hlt">practice</span> is off-putting to many clinicians. However, knowledge of the market forces at play can help enhance patient care, improve service, expand opportunities, and extend the perimeter of the discipline. The mission and current market position of anesthesiology <span class="hlt">practice</span> are considered here.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1105315.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1105315.pdf"><span><span class="hlt">Developing</span> a Scale for Quality of Using Learning <span class="hlt">Strategies</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Tasci, Guntay; Yurdugul, Halil</p> <p>2016-01-01</p> <p>This study aims to <span class="hlt">develop</span> a measurement tool to measure the quality of using learning <span class="hlt">strategies</span>. First, the quality of using learning <span class="hlt">strategies</span> was described based on the literature. The 32 items in the 5-point Likert scale were then administered to 320 prospective teachers, and they were analysed with exploratory factor analysis using…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=TICE&pg=2&id=EJ822152','ERIC'); return false;" href="https://eric.ed.gov/?q=TICE&pg=2&id=EJ822152"><span>Teachers' Knowledge <span class="hlt">Development</span> and Change: Untangling Beliefs and <span class="hlt">Practices</span></span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Theriot, Shirley; Tice, Kathleen C.</p> <p>2009-01-01</p> <p>Through a case-study approach, the authors focus on understanding the complexity of teachers' knowledge <span class="hlt">development</span>, particularly as it pertains to teachers' beliefs about literacy <span class="hlt">development</span> and their teaching <span class="hlt">practices</span> in literacy. Participants of the study are middle-school teachers who shared their beliefs and <span class="hlt">practices</span> through (1) a…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27291292','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27291292"><span>Using trauma informed care as a nursing model of care in an acute inpatient mental health unit: A <span class="hlt">practice</span> <span class="hlt">development</span> process.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Isobel, Sophie; Edwards, Clair</p> <p>2017-02-01</p> <p>Without agreeing on an explicit approach to care, mental health nurses may resort to problem focused, task oriented <span class="hlt">practice</span>. Defining a model of care is important but there is also a need to consider the philosophical basis of any model. The use of Trauma Informed Care as a guiding philosophy provides a robust framework from which to review nursing <span class="hlt">practice</span>. This paper describes a nursing workforce <span class="hlt">practice</span> <span class="hlt">development</span> process to implement Trauma Informed Care as an inpatient model of mental health nursing care. Trauma Informed Care is an evidence-based approach to care delivery that is applicable to mental health inpatient units; while there are differing <span class="hlt">strategies</span> for implementation, there is scope for mental health nurses to take on Trauma Informed Care as a guiding philosophy, a model of care or a <span class="hlt">practice</span> <span class="hlt">development</span> project within all of their roles and settings in order to ensure that it has considered, relevant and meaningful implementation. The principles of Trauma Informed Care may also offer guidance for managing workforce stress and distress associated with <span class="hlt">practice</span> change. © 2016 Australian College of Mental Health Nurses Inc.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25412582','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25412582"><span>[Implementation of clinical <span class="hlt">practice</span> guidelines: how can we close the evidence-<span class="hlt">practice</span> gap?].</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Muche-Borowski, Cathleen; Nothacker, M; Kopp, I</p> <p>2015-01-01</p> <p>Guidelines are intended as instruments of knowledge transfer to support decision-making by physicians, other health professionals and patients in clinical <span class="hlt">practice</span> and thereby contribute to quality improvements in healthcare. To date they are an indispensable tool for healthcare. Their benefit for patients can only be seen in application, i.e. the implementation of guideline recommendations. For successful implementation, implementability and <span class="hlt">practicability</span> play a crucial role and these characteristics can be influenced and should be promoted by the guideline <span class="hlt">development</span> group. In addition, a force field analysis to identify barriers against and facilitators for the implementation of specific guideline recommendations from the perspective of physicians and patients is recommended to guide the <span class="hlt">development</span> of an individual implementation <span class="hlt">strategy</span> and the selection of appropriate interventions. However, implementation cannot be achieved by the guideline <span class="hlt">development</span> group alone and a universal implementation <span class="hlt">strategy</span> does not exist. Therefore, a process using theory, analysis, experience and shared responsibility of stakeholders in healthcare is recommended, with the aim to achieve sustainable behavioral change and improve the quality of care by guideline-oriented behavior.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24660691','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24660691"><span>Preliminary <span class="hlt">development</span> and validation of the Supervisee Attachment <span class="hlt">Strategies</span> Scale (SASS).</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Menefee, Deleene S; Day, Susan X; Lopez, Frederick G; McPherson, Robert H</p> <p>2014-04-01</p> <p>The influence of counselor trainees' adult attachment orientations in the context of supervision has the potential to inform both training and supervision <span class="hlt">practice</span>. However, the pursuit of such research requires the availability of appropriate assessment tools. The present study describes the <span class="hlt">development</span> and validation of the Supervisee Attachment <span class="hlt">Strategies</span> Scale (SASS), a theory-based measure of counseling trainees' attachment orientations toward their clinical supervisors. Participants were recruited online through their training directors at Association of Psychology Postdoctoral and Internship Centers member programs. Data were nationally collected from 352 trainees representing programs in the United States and Canada. Exploratory factor analysis yielded 2 interpretable factors along the adult attachment dimensions of avoidance vs. engagement and rejection concern vs. security. These 2 factors accounted for 55.85% of the interitem variance in the rotated solution of the 22-item SASS scale. SASS subscale scores were negatively correlated with the supervisory working alliance and predicted greater endorsement of role conflict and role ambiguity in the current supervisory relationship. Higher avoidance (but not rejection concern) predicted diminished perceptions of satisfaction with the overall training experience. Findings from this study suggest that trainees who engaged in adaptive attachment <span class="hlt">strategies</span> may be more likely to address conflict, negotiate additional explorative opportunities in training, and seek out their supervisors in times of uncertainty. (PsycINFO Database Record (c) 2014 APA, all rights reserved).</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2557135','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2557135"><span>Models, <span class="hlt">Strategies</span>, and Tools: Theory in Implementing Evidence-Based Findings into Health Care <span class="hlt">Practice</span></span></a></p> <p><a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a></p> <p>Sales, Anne; Smith, Jeffrey; Curran, Geoffrey; Kochevar, Laura</p> <p>2006-01-01</p> <p>This paper presents a case for careful consideration of theory in planning to implement evidence-based <span class="hlt">practices</span> into clinical care. As described, theory should be tightly linked to strategic planning through careful choice or creation of an implementation framework. <span class="hlt">Strategies</span> should be linked to specific interventions and/or intervention components to be implemented, and the choice of tools should match the interventions and overall <span class="hlt">strategy</span>, linking back to the original theory and framework. The thesis advanced is that in most studies where there is an attempt to implement planned change in clinical processes, theory is used loosely. An example of linking theory to intervention design is presented from a Mental Health Quality Enhancement Research Initiative effort to increase appropriate use of antipsychotic medication among patients with schizophrenia in the Veterans Health Administration. PMID:16637960</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16637960','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16637960"><span>Models, <span class="hlt">strategies</span>, and tools. Theory in implementing evidence-based findings into health care <span class="hlt">practice</span>.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Sales, Anne; Smith, Jeffrey; Curran, Geoffrey; Kochevar, Laura</p> <p>2006-02-01</p> <p>This paper presents a case for careful consideration of theory in planning to implement evidence-based <span class="hlt">practices</span> into clinical care. As described, theory should be tightly linked to strategic planning through careful choice or creation of an implementation framework. <span class="hlt">Strategies</span> should be linked to specific interventions and/or intervention components to be implemented, and the choice of tools should match the interventions and overall <span class="hlt">strategy</span>, linking back to the original theory and framework. The thesis advanced is that in most studies where there is an attempt to implement planned change in clinical processes, theory is used loosely. An example of linking theory to intervention design is presented from a Mental Health Quality Enhancement Research Initiative effort to increase appropriate use of antipsychotic medication among patients with schizophrenia in the Veterans Health Administration.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22238680','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22238680"><span>A novel <span class="hlt">strategy</span> for <span class="hlt">development</span> of recombinant antitoxin therapeutics tested in a mouse botulism model.</span></a></p> <p><a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a></p> <p>Mukherjee, Jean; Tremblay, Jacqueline M; Leysath, Clinton E; Ofori, Kwasi; Baldwin, Karen; Feng, Xiaochuan; Bedenice, Daniela; Webb, Robert P; Wright, Patrick M; Smith, Leonard A; Tzipori, Saul; Shoemaker, Charles B</p> <p>2012-01-01</p> <p>Antitoxins are needed that can be produced economically with improved safety and shelf life compared to conventional antisera-based therapeutics. Here we report a <span class="hlt">practical</span> <span class="hlt">strategy</span> for <span class="hlt">development</span> of simple antitoxin therapeutics with substantial advantages over currently available treatments. The therapeutic <span class="hlt">strategy</span> employs a single recombinant 'targeting agent' that binds a toxin at two unique sites and a 'clearing Ab' that binds two epitopes present on each targeting agent. Co-administration of the targeting agent and the clearing Ab results in decoration of the toxin with up to four Abs to promote accelerated clearance. The therapeutic <span class="hlt">strategy</span> was applied to two Botulinum neurotoxin (BoNT) serotypes and protected mice from lethality in two different intoxication models with an efficacy equivalent to conventional antitoxin serum. Targeting agents were a single recombinant protein consisting of a heterodimer of two camelid anti-BoNT heavy-chain-only Ab V(H) (VHH) binding domains and two E-tag epitopes. The clearing mAb was an anti-E-tag mAb. By comparing the in vivo efficacy of treatments that employed neutralizing vs. non-neutralizing agents or the presence vs. absence of clearing Ab permitted unprecedented insight into the roles of toxin neutralization and clearance in antitoxin efficacy. Surprisingly, when a post-intoxication treatment model was used, a toxin-neutralizing heterodimer agent fully protected mice from intoxication even in the absence of clearing Ab. Thus a single, easy-to-produce recombinant protein was as efficacious as polyclonal antiserum in a clinically-relevant mouse model of botulism. This <span class="hlt">strategy</span> should have widespread application in antitoxin <span class="hlt">development</span> and other therapies in which neutralization and/or accelerated clearance of a serum biomolecule can offer therapeutic benefit.</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sustainable+AND+rural+AND+development&pg=3&id=EJ1094335','ERIC'); return false;" href="https://eric.ed.gov/?q=sustainable+AND+rural+AND+development&pg=3&id=EJ1094335"><span>From Attitudes to <span class="hlt">Practice</span>: Utilising Inclusive Teaching <span class="hlt">Strategies</span> in Kenyan Primary Schools</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Elder, Brent C.; Damiani, Michelle L.; Oswago, Benson O.</p> <p>2016-01-01</p> <p>The purpose of this paper is to provide evidence of Kenyan primary school teachers using inclusive teaching <span class="hlt">strategies</span> in a rural setting with many known barriers to the <span class="hlt">development</span> of a sustainable inclusive education system. This qualitative study examines teachers' uses of inclusive teaching <span class="hlt">strategies</span> in primary schools following a series of…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=swimming+AND+motor+AND+skills&pg=4&id=ED309154','ERIC'); return false;" href="https://eric.ed.gov/?q=swimming+AND+motor+AND+skills&pg=4&id=ED309154"><span>The Best of <span class="hlt">Practical</span> Pointers.</span></a></p> <p><a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a></p> <p>Association for Research, Administration, Professional Councils & Societies, Reston, VA.</p> <p></p> <p>This publication is a compilation of monographs offering <span class="hlt">practical</span> suggestions for teachers of adapted physical education. It contains numerous suggestions on teaching techniques, activity adaptations, equipment modifications, programming information, coaching hints, skill <span class="hlt">development</span> <span class="hlt">strategies</span>, and curriculum data. The five sections offer…</p> </li> <li> <p><a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015IAUGA..2257790S','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015IAUGA..2257790S"><span>Communication <span class="hlt">strategies</span> and volunteer management for the IAU-OAD</span></a></p> <p><a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a></p> <p>Sankatsing Nava, Tibisay</p> <p>2015-08-01</p> <p>The IAU Office of Astronomy for <span class="hlt">Development</span> will be <span class="hlt">developing</span> a new communication <span class="hlt">strategy</span> to promote its projects in a way that is relevant to stakeholders and the general public. Ideas include a magazine featuring best <span class="hlt">practices</span> within the field of astronomy for <span class="hlt">development</span> and setting up a workflow of communication that integrates the different outputs of the office and effectively uses the information collection tools <span class="hlt">developed</span> by OAD team members.To accomplish these tasks the OAD will also <span class="hlt">develop</span> a community management <span class="hlt">strategy</span> with existing tools to effectively harness the skills of OAD volunteers for communication purposes. This talk will discuss the new communication <span class="hlt">strategy</span> of the OAD as well the expanded community management plans.</p> </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active"><span>25</span></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div><!-- col-sm-12 --> </div><!-- row --> </div><!-- page_25 --> <div class="footer-extlink text-muted" style="margin-bottom:1rem; text-align:center;">Some links on this page may take you to non-federal websites. Their policies may differ from this site.</div> </div><!-- container --> <footer><a id="backToTop" href="#top"> </a><nav><a id="backToTop" href="#top"> </a><ul class="links"><a id="backToTop" href="#top"> </a><li><a id="backToTop" href="#top"></a><a href="/sitemap.html">Site Map</a></li> <li><a href="/members/index.html">Members Only</a></li> <li><a href="/website-policies.html">Website Policies</a></li> <li><a href="https://doe.responsibledisclosure.com/hc/en-us" target="_blank">Vulnerability Disclosure Program</a></li> <li><a href="/contact.html">Contact Us</a></li> </ul> <div class="small">Science.gov is maintained by the U.S. Department of Energy's <a href="https://www.osti.gov/" target="_blank">Office of Scientific and Technical Information</a>, in partnership with <a href="https://www.cendi.gov/" target="_blank">CENDI</a>.</div> </nav> </footer> <script type="text/javascript"><!-- // var lastDiv = ""; function showDiv(divName) { // hide last div if (lastDiv) { document.getElementById(lastDiv).className = "hiddenDiv"; } //if value of the box is not nothing and an object with that name exists, then change the class if (divName && document.getElementById(divName)) { document.getElementById(divName).className = "visibleDiv"; lastDiv = divName; } } //--> </script> <script> /** * Function that tracks a click on an outbound link in Google Analytics. * This function takes a valid URL string as an argument, and uses that URL string * as the event label. */ var trackOutboundLink = function(url,collectionCode) { try { h = window.open(url); setTimeout(function() { ga('send', 'event', 'topic-page-click-through', collectionCode, url); }, 1000); } catch(err){} }; </script> <!-- Google Analytics --> <script> (function(i,s,o,g,r,a,m){i['GoogleAnalyticsObject']=r;i[r]=i[r]||function(){ (i[r].q=i[r].q||[]).push(arguments)},i[r].l=1*new Date();a=s.createElement(o), m=s.getElementsByTagName(o)[0];a.async=1;a.src=g;m.parentNode.insertBefore(a,m) })(window,document,'script','//www.google-analytics.com/analytics.js','ga'); ga('create', 'UA-1122789-34', 'auto'); ga('send', 'pageview'); </script> <!-- End Google Analytics --> <script> showDiv('page_1') </script> </body> </html>