Relevant bibliographies by topics / Discharge education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Discharge education'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Discharge education"

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de los Reyes, Samantha, Dana Al-Khaled, Katherine Brito, Manizha Kholmatov, Brianna Farley, Melissa Kuriloff, Gayle Stamos, David Victorson, and Beth Plunkett. "AWHONN postpartum discharge education: patient knowledge and sustainability." BMJ Open Quality 11, no. 4 (November 2022): e001528. http://dx.doi.org/10.1136/bmjoq-2021-001528.

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ObjectiveThe objective is to evaluate whether the implementation of the Association of Women’s Health, Obstetric and Neonatal Nurses (AWHONN) postpartum discharge educational initiative is associated with improved patient knowledge of warning signs of severe maternal morbidity (SMM) and if the initiative is self-sustaining.DesignA pre–post design was used to evaluate patient knowledge of warning signs of SMM (Plan–Do–Study–Act, PDSA cycle 1) and if the quality improvement initiative was self-sustaining (PDSA cycle 2). Patient understanding of warning signs of SMM prior to initiation of the AWHONN education (Usual Discharge) was compared with understanding of those who were discharged after implementation (POST-BIRTH discharge). The initiative was designed to be self-sustaining. The POST-BIRTH flyer describes nine warning signs of SMM. Eligible participants were English-speaking patients discharged with a live newborn who were able to be contacted within 2 weeks. Participants completed a telephone administered nine-item survey to assess knowledge of SMM. The primary outcome was the percentage of correct answers. To evaluate sustainability, whether the POST-BIRTH fliers and discharge checklist were still being used at 19 months postinitiative was planned.ResultsFor PDSA cycle 1, in the Usual Discharge group, 347 patients were discharged, 164 (44.7%) were eligible and 151 (92.1%) completed the survey. In the POST-BIRTH discharge group, 268 patients were discharged, 199 (74.3%) were eligible and 183 (92.0%) completed the survey. Compared with the Usual Discharge group, the POST-BIRTH group had significantly more correct responses (30% vs 60%, p<0.001). In PDSA cycle 2, POST-BIRTH flyers were still being used universally on one of the two floors from which postpartum patients are discharged, but not the other.ConclusionThe implementation of an educational initiative for postpartum patients is associated with improved knowledge of warning signs of SMM. The use of the education was self-sustaining on one discharge floor but not the other.
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Ackermann, Lily L., Emily A. Stewart, and Jeffrey M. Riggio. "Improved Supervision and Safety of Discharges Through Formal Discharge Education." American Journal of Medical Quality 34, no. 3 (August 30, 2018): 226–33. http://dx.doi.org/10.1177/1062860618794283.

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The goal of this study is to evaluate change in residents’ assessment of supervision and safety of the discharge process after formal discharge instruction education. An educational lecture and workshop addressing high-risk medications, medication reconciliation, follow-up, and handoffs were provided to internal medicine residents. Residents were given a longitudinal survey before and after the discharge education session. Significant improvement in perception was demonstrated in review of discharge instructions ( P < .001), review of new medications/side effects with patients ( P < .001), and review of discharge instructions with and receiving feedback from attending physicians ( P < .001). On review of 40 discharge instructions pre and post intervention, there was an improvement in completion of instructions for high-risk medications ( P < .05 [14 insulin, 26 anticoagulation]). This intervention was viewed positively by residents; more than two thirds of all residents favored a process of formal training over the current model of “training by doing.”
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Ivy, Jaclyn, Sharon Knauss, and Kimberly Platt. "Destress With Discharge Education." Journal of PeriAnesthesia Nursing 33, no. 4 (August 2018): e16. http://dx.doi.org/10.1016/j.jopan.2018.06.039.

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Reddick, Bobbie, and Cecil Holland. "Reinforcing discharge education and planning." Nursing Management (Springhouse) 46, no. 5 (May 2015): 10–14. http://dx.doi.org/10.1097/01.numa.0000463887.70222.50.

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Lees, Liz, Denise Price, and Amanda Andrews. "Developing discharge practice through education." Nurse Education in Practice 10, no. 4 (July 2010): 210–15. http://dx.doi.org/10.1016/j.nepr.2009.08.008.

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Polster, Debra. "Preventing readmissions with discharge education." Nursing Management (Springhouse) 46, no. 10 (October 2015): 30–37. http://dx.doi.org/10.1097/01.numa.0000471590.62056.77.

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Choi, Jeungok. "Improving Discharge Education Using Pictographs." Rehabilitation Nursing 38, no. 5 (May 23, 2013): 240–46. http://dx.doi.org/10.1002/rnj.101.

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Whitfield, Stephen J. "Discharge or incarcerate." Academic Questions 16, no. 2 (June 2003): 5–7. http://dx.doi.org/10.1007/s12129-003-1015-9.

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Sinha, Sanjai, John Dillon, Savira Kochhar Dargar, Alexi Archambault, Paul Martin, Brittney A. Frankel, Jennifer Inhae Lee, Amanda S. Carmel, and Monika Safford. "What to expect that you’re not expecting: A pilot video education intervention to improve patient self-efficacy surrounding discharge medication barriers." Health Informatics Journal 25, no. 4 (August 31, 2018): 1595–605. http://dx.doi.org/10.1177/1460458218796644.

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The objective of this study was to test the feasibility of video discharge education to improve self-efficacy in dealing with medication barriers around hospital discharge. We conducted a single-arm intervention feasibility trial to evaluate the use of video education in participants who were being discharged home from the hospital. The scores of pre- and post-intervention self-efficacy involving medication barriers were measured. We also assessed knowledge retention, patient and nursing feedback, follow-up barrier assessments, and hospital revisits. A total of 40 patients participated in this study. Self-efficacy scores ranged from 5 to 25. Median pre- and post-intervention scores were 21.5 and 23.5, respectively. We observed a median increase of 2.0 points from before to after the intervention (p = 0.046). In total, 95 percent of participants reported knowledge retention and 90 percent found the intervention to be helpful. Video discharge education improved patient self-efficacy surrounding discharge medication challenges among general medicine inpatients. Patients and nurses reported satisfaction with the video discharge education.
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Walter, Lora, and Meigan Robb. "Promoting Discharge Readiness Through Staff Education." Journal for Nurses in Professional Development 35, no. 3 (2019): 132–36. http://dx.doi.org/10.1097/nnd.0000000000000519.

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Dissertations / Theses on the topic "Discharge education"

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Snyder, Eric C. "Implementation of Educational Program for Nurses to Improve Knowledge and Use of Discharge Planning Best Practices." Otterbein University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1429530002.

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Gardner, Lyndsay E. "Advanced Practitioner Provided Pre-Hospital Discharge Asthma Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2654.

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Asthma is a leading cause of pediatric hospital admissions. Parents of children under the age of 18 with asthma require education to recognize and manage the signs and symptoms of the disease. Parent education has shown to decrease their children's hospital admission and readmission rates. The purpose of this pilot project was to develop an asthma educational module for the parents of children with asthma and obtain parent feedback on the content. Families with children under the age of 18 who had been admitted to the hospital with a diagnosis of asthma, an asthma exacerbation, or status asthmaticus were invited to participate. A nurse practitioner provided three parents with information on the signs, symptoms, and medication management of asthma, as well as hands-on demonstration of inhaler use. Twenty-eight staff nurses provided verbal feedback on module content, including educational benefit and readability for parents. Parent and staff verbal feedback indicated the module was both a useful and effective tool for asthma education. Clinical leaders plan to expand the pilot study on two additional pediatric units using the same module used in the pilot program with intent to analyze readmission rates. The project promotes social change through parent empowerment to care for their child in the home environment.
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First-Williams, Julie. "Educating Staff Nurses for Successful Patient Discharge." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7473.

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The definition of a successful discharge is a discharge that results in patients successfully managing a chronic disease for at least 30 days without requiring an acute inpatient hospitalization. Many chronic disease readmissions are preventable. Successful discharge planning takes a multidisciplinary team that includes nurses who assess the discharge plan and provide additional education where needed. The purpose of this project was to determine staff nurses' understanding of their role in discharge education. Dorothea Orem's self-care deficit theory guided the project and root cause analysis was used in the development of the problem statements. Staff nurses (n=12) from evening and day shift of a rural hospital were interviewed using questions developed from the content from the literature review. Individual interviews were conducted with the volunteer participants and data from the interviews were examined using content analysis. Results included barriers to discharge education were related to inadequate nursing education, poor patient compliance, and inadequate discharge planning. Recommendations from the nurses' interviewed included the need for staff nurse education regarding their role in the educational needs of the patient and their family prior to discharge. The findings from this project may benefit nurses' practice by providing them with an understanding of the need for effective discharge education for patients. When patients are appropriately educated prior to discharge, their ability to self-manage their disease may improve, which can result in a decrease in health care costs and preventable readmissions. Educating nurses about their role in discharge planning promotes positive social change by improving the quality of the discharge education and patient outcomes.
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Naseri, Chiara. "Tailored education for older adult fall prevention after hospital discharge." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/78789.

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The research in this thesis evaluated how tailored fall prevention education provided at hospital discharge affected older adults’ level of engagement in fall prevention strategies during the six months after hospital discharge. Secondary outcomes were levels of capability and motivation to engage in fall prevention activities after hospital discharge, and an exploration of the opportunity (barriers and enablers) experienced by older adults to engage in fall prevention activities during the six months after hospital discharge.
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Jensen, Gwenneth Anne. "Outcomes of heart failure discharge instructions." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/3318.

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Acute decompensation of chronic heart failure is common and results in many patients being re-hospitalized every year (Jancin 2008). One of four voluntary core measures deployed by the Joint Commission for evaluation of quality of heart failure care in hospitals is heart failure discharge instructions, also called core measure HF1. Although the core measure is a widely disseminated standardized measure related to discharge education, there is little evidence about its impact on patient or readmission outcomes. The purpose of this study was to determine the relationship between the completion of heart failure discharge instructions as defined by the Joint Commission core measure HF1 in a single site, 500 bed tertiary hospital population in the Upper Midwest and the primary endpoint of subsequent readmission to the hospital 30, 90, 180 and 365 days following an index discharge for primary diagnosis of heart failure. Secondary endpoints included hospital readmission charges and total hospital readmission days per year. Patient characteristics, clinical characteristics, unit factors and index visit utilization variables were controlled. This study also described the relationship between nursing unit factors and completion of HF1. A retrospective, descriptive design, and analyses using primarily generalized linear models, were used to study the relationship of HF1 to utilization outcomes (readmission, hospital days and cost) and unit context (discharge unit and number of inter-unit transfers). Individual level retrospective demographic, clinical, administrative and performance improvement data were used (n = 1034). Results suggested a weak and non-significant association of completion of the core measure HF1 bundle and readmission within 30 days for all cause readmissions (p = .22; OR 1.32), and no association with HF to HF readmissions at 30 days. There was an inverse association 2 after 6 months for all cause readmission, and after 90 days for HF to HF readmission. There was a non-significant trend toward a relationship to total hospital days, but no relationship of HF1 to total annual charges. The study did find a significant relationship between type of discharge nursing unit and HF1 completion, and type of discharge unit and readmission. The discharge nursing unit was quite consistently and strongly related to all cause readmissions in binary (p = .029: OR 1.58) and counts analyses (p = .001; OR 1.52), but was not related to the subset of HF to HF readmissions. The study concludes that there is limited relationship between HF1 and 30 day all cause hospital readmission and total readmission days, but a stronger relationship between HF1 and discharge from a cardiology specialty unit. There was also a relationship between cardiology discharge unit and reduction in all cause readmissions.
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Causey-Upton, Renee. "READINESS FOR DISCHARGE AFTER TOTAL KNEE REPLACEMENT: EXPLORING PATIENTS’ PERCEPTIONS OF DISCHARGE PREPARATION AND PROVIDERS’ DESCRIPTIONS OF PRE-OPERATIVE EDUCATION." UKnowledge, 2018. https://uknowledge.uky.edu/rehabsci_etds/47.

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Discharge readiness following total knee replacement (TKR) has often been defined using quantitative factors, such as knee range of motion or walking a specified distance. These measurements fail to include other features that could impact readiness for discharge, such as social support or patient perceptions. Most patients have positive results following TKR surgery, however others experience negative outcomes such as falls, reduced functional performance, and hospital readmission. Readiness for returning home after TKR begins with pre-operative education to prepare patients for surgery and the post-operative phase. Health care providers must have a clear understanding of patients’ perceptions of readiness to return home after surgery. It is also essential to describe the current structure of pre-operative education nationally as a mechanism for better preparing patients to return home following knee replacement. This dissertation includes three studies that explore aspects of discharge readiness following TKR including patients’ perceptions of readiness for discharge as well as the structure of pre-operative education for TKR across the United States. The first study examined patients’ experiences preparing for discharge home from the acute care setting following TKR surgery. Results indicated that patients felt prepared overall for discharge and received appropriate supports for returning home after surgery, but some felt unprepared for certain aspects of recovery such as the amount of pain experienced in the post-operative phase. The second study surveyed health care providers who participated in pre-operative education before TKR to identify the current structure of education programs in the United States. This pilot study revealed that pre-operative education teams were commonly interprofessional with education being typically provided in a group format in a single session lasting between 1 and 1.5 hours. Verbal and written instruction were common delivery methods to provide education. The final dissertation study used mixed-methods to explore the current structure of pre-operative education for TKR in the United States with a large, national sample. Orthopedic nurses completed an online survey to describe their pre-operative education program. The majority of participants provided pre-operative education as part of interprofessional teams in either a group format or a format that included both group and individual education. Verbal instruction was the most common educational delivery method followed by written instruction. Most pre-operative education classes lasted between 1 and 1.5 hours, were delivered in a single session, and included a variety of topics. Ten orthopedic nurses were then interviewed and interview transcripts were analyzed qualitatively for common themes among participants. Participants expressed that pre-operative education was a significant component impacting patient outcomes following surgery. Interprofessional pre-operative education was valued by participants, but pragmatic factors were identified as barriers to the inclusion of other disciplines within these programs. Education programs were constantly evolving based on current evidence-based practice and changes to orthopedic protocols. Descriptions of pre-operative programs nationally combined with providers’ perceptions provides a strong basis for determining best practice to support better post-operative patient outcomes. This dissertation research culminated in recommendations for best practice as well as the creation of a model, the ICF-I-EDUCATE, which combines the International Classification of Health, Functioning and Disability (ICF), interprofessional practice, and the EDUCATE model for providing patient and family education. Research is needed to examine the ICF-I-EDUCATE model in clinical practice for patients with planned TKR.
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Haire, Tracey Marie. "Alleviating Discharge Confusion for Older Patients Using the Teach-Back Method." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3684.

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Discharge instructions and medication directions can be overwhelming for older adults, which can lead to potential medication errors, noncompliance, readmissions, and patient safety concerns. At a specialty lung clinic, the goal is to improve patient safety and to decrease the chance of errors by standardizing the discharge process via a Teach-Back education policy and protocol. Without consistency, there is a potential for mistakes and misunderstandings. The Agency for Healthcare Research and Quality (AHRQ) and the Institute for Healthcare Improvement (IHI) considers the Teach-Back discharge method as best practice and should be considered universal practice among health care workers. Using the Always Use Teach-Back Toolkit for education and evaluation provided strategies and resources for the project. Five nurse practitioners and a physician assistant, who are responsible for discharge instructions, participated in the study by viewing an online teaching module and completing written surveys. The Conviction and Confidence Tool revealed 100% of the clinicians agreed that Teach-Back education was '10-Very Important' and were '10-Very Confident' in their abilities to apply the Teach-Back methods using a 1-10 Likert scale. Likewise, the practitioners showed significant improvements when comparing the pre-implementation and one-month, post-policy implementation, as indicated in the paired t test of the second part of the Conviction and Confidence Teach-Back Tool. Nursing plays a pivotal role in positive social change by using an evidence-based education method, which improves patient care through medication compliance and decreased readmission rates, thus showing significant transformation in chronic health management.
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Whicker, Mary Ann. "Bedside Nurses' Influence on Patients' Continuum of Care Through Effective Discharge Teaching." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/314.

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The evolution of person-centered healthcare reinforces the need for nursing to provide effective patient education. Literature suggests nurses desire to provide strong discharge education to patients, but are challenged by knowledge gaps and other barriers. This DNP project developed a plan for integrating teach-back on a 30-bed cardiac unit, focusing on heart failure patients. Following a logic model, the process improvement plan to implement teach-back includes education on teach-back, empowerment of unit champions to support the project and evaluation of effectiveness of the education plan and impact on heart failure patients. The sample size of 15 cardiac nurses provides a group representative of other cardiac units and allows for testing and data collection to support spread of the project. Collaboration with the unit leadership to sequence the implementation of the project will direct the timeline for execution and minimize competing priorities that could impede the success. Evaluation of the project takes into account the implementation processes that focus on resources such as education hours needed to implement and heart failure patient outcomes related to readmission rates. Pre- and post-implementation heart failure patient readmission rates as supplied by the site quality improvement team will be analyzed using ttest to correlate the education intervention on heart failure readmission rates. Nursing will drive improved patient outcomes and promote positive social change by using an evidence-based teaching methodology that allows for better patient understanding of how to manage their health. Empowered and better prepared heart failure patients enjoy autonomy with their health management and with reduced readmissions, decrease health care costs.
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Thomas, Lacy Rebaka. "Reducing Congestive Heart Failure Hospital Readmissions through Discharge Planning." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5138.

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Every year, thousands of congestive heart failure (CHF) patients are readmitted to the hospital within 30 days of discharge. There is a gap in practice in the care continuum of patients with CHF within the transition from hospital to home. One of the factors known to increase a patient's risk for readmission is the lack of patient engagement and self-efficacy regarding the treatment plan. The purpose of this project was to implement a transition of care practice guideline that consisted of the use of a risk identification tool, a customized care plan for patients at high risk for readmission, and a discharge checklist crafted specifically for CHF patients who are at risk for readmission. The practice initiative utilized the Iowa model of Evidence Based Practice as a framework and the teach-back method for discharge education. A sample of 193 patients admitted during a 1-month timeframe fit the inclusion criteria and was generated from the electronic health record. Descriptive statistics were used to analyze the data collected during implementation. In fact, of the 106 CHF patients who benefited from the CHF checklist only 2 required readmission within 30 days, a 1.8% 30 day readmission rate. As compared to the 22% readmission rate experienced in 2017, this represented a considerable improvement, albeit preliminary. Efforts to improve the lives of patients and their families will ultimately serve society well, making a significant contribution to positive social change. Providing comprehensive discharge education to patients using the teach-back method to assess the retention of knowledge will help close the gap in the transition of care between hospital and home, ultimately reducing CHF readmissions.
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Scarlett, Marjorie V. "Evidence-Based Diabetic Discharge Guideline: A Standardized Initiative to Promote Nurses' Adherence." NSUWorks, 2017. https://nsuworks.nova.edu/hpd_con_stuetd/51.

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Background: Diabetes mellitus (DM) affects more than 29.1 million Americans. Standardized clinical practice guidelines recommended by regulatory healthcare agencies are the standard of care for diabetic patients and must be adhered to by healthcare professionals providing care. Purpose: The purpose of this quality improvement project was to identify Centers for Medicare and Medicaid Services’, Joint Commission on Accreditation of Healthcare Organization’s, and other professional healthcare organizations’ guidelines for nurses’ knowledge of evidence-based discharge practices; determine level of nurses’ knowledge on evidence-based discharge practice process; develop a quality improvement plan, including development of an evidence-based guideline for diabetic discharge instructions; present guideline to stakeholders; implement the guideline in fall of 2017; and evaluate nursing compliance with the guideline at a for-profit adult care hospital in South Florida. Theoretical Framework: The chronic care model was utilized as the framework. This model has been used for improving practice and preventing many chronic illnesses. Methods: Two quantitative nonparametric descriptive designs were used, the Wilcoxon signed- rank test and a paired t test. An online demographic survey and pre- and posttest surveys were administered to determine nurses’ knowledge of diabetes discharge guideline practices. The Appraisal of Guidelines for Research and Evaluation II (AGREE II) evaluation tool evaluated the guideline, and data were analyzed with Wilcoxon and paired t tests. Results: A statistically significant difference was found in the pre-posttest survey responses for question 5 (p=0.046 Wilcoxon; p=0.041t test), and question 13 (p= 0.022 Wilcoxon; p=0.018 t test), indicating improvement. With the AGREE II tool, the multidisciplinary team evaluated the guideline at 100%, and 76% of Advanced Practice Registered Nurses (APRNs) and Registered Nurses (RNs) demonstrated compliance with guideline use. Conclusion: A standardized diabetic discharge guideline incorporated into the hospital’s discharge process provided APRNs and RNs with tools for educating and providing diabetic patients for increase in quality of life after discharge. The guideline was recommended by the administrative team for continued use throughout the hospital. Implementation of an evidence-based standardized diabetic discharge guideline to promote nurses’ adherence results in effective nursing practices and an informed patient population.
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Books on the topic "Discharge education"

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Office, General Accounting. Military attrition: DOD could save millions by better screening enlisted personnel : report to the Chairman and the Ranking Member, Subcommittee on Personnel, Committee on Armed Services, U.S. Senate. Washington, D.C: The Office, 1997.

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Office, General Accounting. Military attrition: Better data, coupled with policy changes, could help the services reduce early separations : report to the Chairman and the Ranking Minority Member, Subcommittee on Personnel, Committee on Armed Services, U.S. Senate. Washington, D.C. (P.O. Box 37050 Washington 20013): The Office, 1998.

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Simpson, Kathleen Rice. Easing the transition from hospital to home: Postpartum discharge planning and homecare services. Edited by Wellman Lynn, Damus Karla, and Freda Margaret Comerford. White Plains, N.Y: Education & Health Promotion Dept., March of Dimes Birth Defects Foundation, 1996.

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Gebicke, Mark E. Military attrition: Better screening of enlisted personnel could save DOD millions of dollars : statement of Mark E. Gebicke, Director, Military Operations and Capabilities Issues, National Security and International Affairs Division, before the Subcommittee on Personnel, Committee on Armed Services, U.S. Senate. Washington, D.C: The Office, 1997.

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Gebicke, Mark E. Military attrition: Better screening of enlisted personnel could save millions of dollars : statement for the record of Mark E. Gebicke, Director, Military Operations and Capabilities Issues, National Security and International Affairs Division, for the Subcommittee on Military Personnel, Committee on National Security, House of Representatives. Washington, D.C: The Office, 1997.

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Gebicke, Mark E. Military attrition: Better screening of enlisted personnel could save DOD millions of dollars : statement of Mark E. Gebicke, Director, Military Operations and Capabilities Issues, National Security and International Affairs Division, before the Subcommittee on Personnel, Committee on Armed Services, U.S. Senate. Washington, D.C: The Office, 1997.

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Gebicke, Mark E. Military attrition: DOD needs to better understand reasons for separation and improve recruiting systems : statement of Mark E. Gebicke, Director, Military Operations and Capabilities Issues, National Security and International Affairs Division, before the Subcommittee on Personnel, Committee on Armed Services, U.S. Senate. Washington, D.C: The Office, 1998.

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Gebicke, Mark E. Military attrition: Better screening of enlisted personnel could save millions of dollars : statement for the record of Mark E. Gebicke, Director, Military Operations and Capabilities Issues, National Security and International Affairs Division, for the Subcommittee on Military Personnel, Committee on National Security, House of Representatives. Washington, D.C: The Office, 1997.

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Gebicke, Mark E. Military attrition: DOD needs to follow through on actions initiated to reduce early separations : statement of Mark E. Gebicke, Director, Military Operations and Capabilities Issues, National Security and International Affairs Division, before the Subcommittee on Personnel, Committee on Armed Services, U.S. Senate. Washington, D.C: The Office, 1999.

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Proehl, Jean A. Mosby's emergency department: Patient teaching guides. St. Louis: Mosby, 1997.

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Book chapters on the topic "Discharge education"

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Yahaya, A. G., T. Okuyama, J. Kristof, M. G. Blajan, and K. Shimizu. "The Physicochemical/Electrical Properties of Plasma Activated Medium by Dielectric Barrier Discharge Microplasma." In Research and Education: Traditions and Innovations, 335–42. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0379-3_35.

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Feijo, Isabelle, Steve Hoare, Amanda Scali, and Jennifer Shumack. "Learning Centre and School Reintegration." In Longer-Term Psychiatric Inpatient Care for Adolescents, 61–68. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1950-3_7.

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AbstractThe Learning Centre is an important part of the Walker Unit Program as it provides structure to the day and helps the young person to regain confidence in their cognitive ability after often a long absence in education and learning, and it supports the young person in the transition to an appropriate educational setting after discharge.
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Zhang, Yaodan. "Game Analysis of Japan’s Nuclear Wastewater Discharge and China’s Countermeasures." In Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022), 1714–21. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-89-3_197.

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Luo, DaoJun, Nan Yao, YaTao Zhang, and Zhen Xian. "Partial Discharge Detection of High Voltage Electrical Equipment Based on Acoustic Imaging(AI)." In Proceedings of the 2nd International Conference on Internet, Education and Information Technology (IEIT 2022), 647–53. Dordrecht: Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-058-9_103.

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Lee, Seungbok, Yim-Taek Oh, Hogene Kim, and Jongbae Kim. "Data-Driven Smart Medical Rehabilitation Exercise and Sports Program Using a Living Lab Platform to Promote Community Participation of Individuals with a Disability: A Research and Development Pilot Program." In Lecture Notes in Computer Science, 112–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09593-1_9.

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AbstractPatients discharged from hospitals following the onset of an acute illness or injury rendered with disabling conditions require systematic medical-based and rehabilitation-focused sports and exercise programs accessible in their communities. This proposal aims to build a data-driven smart health system that allows people with disabilities to continuously improve their health by alleviating modifiable factors, including architectural barriers and related challenges following discharge from an inpatient hospital or rehabilitation course. Our goal is to promote a multi-ministerial data-driven innovative medical exercise system using a digital living lab platform as a testbed program to provide lifestyle exercise and physical education for community-dwelling individuals with disabilities. The pilot program of services will be rendered at the living lab center of the National Rehabilitation Center, equipped with data servers for storing accumulated pertinent information and continuous data acquisition. We envision an encrypted data collection and acquisition system, whereby newly acquired data will be merged with data information from original records of individuals generated during the inpatient hospital course.
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Rhoads, Michelle M., and Tracy Campbell. "Discharge Considerations." In The Pediatric Procedural Sedation Handbook, edited by Cheryl K. Gooden, Lia H. Lowrie, and Benjamin F. Jackson, 126–31. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190659110.003.0019.

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Preparation for discharge should begin well before the patient arrives in the recovery room. To ensure a safe and timely discharge, goals must be established for each patient. Elements of a successful discharge include collaboration of team members, use of evidence-based policies and procedures, and adequate patient preparation. Readiness for discharge can be determined by using objective and measureable discharge criteria, taking into consideration the needs of the patient and family. Assessment for discharge readiness should include use of validated discharge criteria or sedation score, postoperative nausea and vomiting evaluation, management of pain, postprocedural/sedation care education, and an understanding of follow-up needs. Adherence to these essential criteria will not only help to ensure a timely and safe discharge but will also improve patient and family satisfaction.
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Pang, Linda, Reena Karani, and Sara M. Bradley. "Medical students’ reflections of a posthospital discharge patient visit." In Clinical Education in Geriatrics, 104–15. Routledge, 2020. http://dx.doi.org/10.4324/9780429330407-10.

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Cheng, Vincent Shing. "Post-discharge Reintegration and Surveillance." In Hypocrisy, 103–17. Hong Kong University Press, 2019. http://dx.doi.org/10.5790/hongkong/9789888455683.003.0006.

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This chapter frames drug detainees’ experience in a more general context of the policing of ‘targeted populations’. In China, all released prisoners, including those discussed in this study, are categorized as ‘targeted populations’. Different policies are made to manage, control, and obtain information about such ‘targeted populations’. Since most of these former prisoners were incarcerated because of drug use, many of these control techniques are concerned with the control of former and current drug users. With the example of four control techniques, it demonstrates how the concern for control hijacks the concern for education and reintegration and destroys the police’s image of ‘benevolent saviours’.
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"Partial discharge pattern recognition in switchgear based on statistical parameters of the support vector machine." In Computing, Control, Information and Education Engineering, 333–36. CRC Press, 2015. http://dx.doi.org/10.1201/b18828-71.

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Manzunzu, Nomatter, and Joyce Maera. "Teacher Beliefs and Practices in Emergencies." In Advances in Early Childhood and K-12 Education, 93–101. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7020-3.ch007.

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Teachers' practices are usually determined by their beliefs and cultural dispositions. To this end, teachers' beliefs and practices in emergencies have an effect on their day-to-day discharge of duties. This chapter establish whether teachers' beliefs and practices can spell the demise of Early Childhood Development (ECD) or not. In addressing this, a qualitative case approach was adopted. Five ECD teachers in three schools were purposively selected, observed and interviewed. Teachers` fears of Covid-19 were observed and these influenced their practices. Teachers were less prepared to handle ECD learners. Further, learners did not have adequate Personal Protective Equipment (PPEs) such as masks. Use of alternative teaching methods such as online learning emerged though they need to be well supported by the government.
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Conference papers on the topic "Discharge education"

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Qiuling, Tang, Liang Ye, Qin Yongming, and Wen Huan. "Joint scaling of battery discharge and modulation scheme in wireless sensor networks." In Education (ICCSE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccse.2010.5593632.

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Olaru, M., S. G. McMeekin, B. G. Stewart, and G. Morison. "Partial discharge signal de-noising evaluation of SGWT." In 2012 5th European DSP Education and Research Conference (EDERC). IEEE, 2012. http://dx.doi.org/10.1109/ederc.2012.6532264.

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Gautam, Kumar, Amit Kumar Singh, and Bidesh Roy. "Predicting response parameter of micro electrical discharge machining using ANFIS." In INTERNATIONAL CONFERENCE ON RENEWABLE ENERGY RESEARCH AND EDUCATION (RERE-2018). Author(s), 2018. http://dx.doi.org/10.1063/1.5049097.

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Wang, Gaofeng. "Study on the Wide Gap Dielectric Barrier Discharge Device." In 2016 4th International Conference on Management, Education, Information and Control (MEICI 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/meici-16.2016.158.

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Shapiro, Natasha, Alyssa Rios, Hollis Bogdanffy, and Martha Caprio. "The Effect of Breastfeeding Education in the NICU on Post-Discharge Breastfeeding Duration." In Selection of Abstracts From NCE 2015. American Academy of Pediatrics, 2017. http://dx.doi.org/10.1542/peds.140.1_meetingabstract.10.

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Shapiro, Natasha, Alyssa Rios, Hollis Bogdanffy, and Martha Caprio. "The Effect of Breastfeeding Education in the NICU on Post-Discharge Breastfeeding Duration." In Selection of Abstracts From NCE 2015. American Academy of Pediatrics, 2017. http://dx.doi.org/10.1542/peds.140.1_meetingabstract.55.

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Geng, Liting, Bo Chen, and Xiangfan Piao. "Research on Charge and Discharge Control System of Hybrid Bicycle." In 7th International Conference on Education, Management, Information and Mechanical Engineering (EMIM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emim-17.2017.14.

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Louis Tizhe, Buggu. "Effects of Discharge Effluents from Kaduna Refinery on River Rido, Kaduna, Nigeria." In 4th International Conference on Social Science, Humanities and Education. Acavent, 2020. http://dx.doi.org/10.33422/4th.icshe.2020.12.37.

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Yusron, Rifky Maulana, Dhika Aditya Purnomo, Saiful Arif, and Rahayu Mekar Bisono. "Micro Topography on Tool Steel Processed using Wire Electrical Discharge Machining." In International Conference on Culture Heritage, Education, Sustainable Tourism, and Innovation Technologies. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0010305601650172.

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Ranjan, Rahul, Siddhartha Kar, and Promod Kumar Patowari. "Parametric optimization of micro drilling on brass in micro electrical discharge machining." In INTERNATIONAL CONFERENCE ON RENEWABLE ENERGY RESEARCH AND EDUCATION (RERE-2018). Author(s), 2018. http://dx.doi.org/10.1063/1.5049101.

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Reports on the topic "Discharge education"

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Stephanie A. Wissel and Andrew Zwicker, Jerry Ross, and Sophia Gershman. The Use of DC Glow Discharges as Undergraduate Educational Tools. Office of Scientific and Technical Information (OSTI), October 2012. http://dx.doi.org/10.2172/1053196.

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Bedford, Philip, Alexis Long, Thomas Long, Erin Milliken, Lauren Thomas, and Alexis Yelvington. Legal Mechanisms for Mitigating Flood Impacts in Texas Coastal Communities. Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, May 2019. http://dx.doi.org/10.37419/eenrs.mitigatingfloodimpactstx.

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Flooding is a major source of concern for Texas’ coastal communities. It affects the quality of infrastructure, the lives of citizens, and the ecological systems upon which coastal communities in Texas rely. To plan for and mitigate the impacts of flooding, Texas coastal communities may implement land use tools such as zoning, drainage utility systems, eminent domain, exactions, and easements. Additionally, these communities can benefit from understanding how flooding affects water quality and the tools available to restore water bodies to healthy water quality levels. Finally, implementing additional programs for education and ecotourism will help citizens develop knowledge of the impacts of flooding and ways to plan and mitigate for coastal flooding. Land use tools can help communities plan for and mitigate flooding. Section III addresses zoning, a land use tool that most municipalities already utilize to organize development. Zoning can help mitigate flooding, drainage, and water quality issues, which, Texas coastal communities continually battle. Section IV discusses municipal drainage utility systems, which are a mechanism available to municipalities to generate dedicated funds that can help offset costs associated with providing stormwater management. Section V addresses land use and revenue-building tools such as easements, eminent domain, and exactions, which are vital for maintaining existing and new developments in Texas coastal communities. Additionally, Section VI addresses conservation easements, which are a flexible tool that can enhance community resilience through increasing purchase power, establishing protected legal rights, and minimizing hazardous flood impacts. Maintaining good water quality is important for sustaining the diverse ecosystems located within and around Texas coastal communities. Water quality is regulated at the federal level through the Clean Water Act. As discussed in Section VII, the state of Texas is authorized to implement and enforce these regulations by implementing point source and nonpoint source pollutants programs, issuing permits, implementing stormwater discharge programs, collecting water quality data, and setting water quality standards. The state of Texas also assists local communities with implementing restorative programs, such as Watershed Protection Programs, to help local stakeholders restore impaired water bodies. Section VIII addresses ecotourism and how these distinct economic initiatives can help highlight the importance of ecosystem services to local communities. Section VIX discusses the role of education in improving awareness within the community and among visitors, and how making conscious decisions can allow coastal communities to protect their ecosystem and protect against flooding.
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Honduras: Postpartum and postabortion patients want family planning. Population Council, 2001. http://dx.doi.org/10.31899/rh2001.1014.

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Approximately half of deliveries in Honduras take place in hospitals, however hospitals rarely offer family planning (FP) services to postpartum or postabortion patients. In 1999, the Honduran Ministry of Health and the Population Council began a two-year project to expand access to FP counseling and methods following childbirth or treatment for incomplete abortion. The intervention built upon a previous Population Council project that showed that 30 percent of women hospitalized for a delivery or an abortion-related complication were interested in adopting an FP method prior to discharge. In all five hospitals participating in the study, delivery was the principal reason for admission. Admission for abortion complications was also relatively common. The intervention consisted of training all staff members assisting postpartum and postabortion women in FP service promotion and counseling; training 65 physicians and nurses in contraceptive methodology; providing FP methods, equipment, and educational aids; and supervising activities. As detailed in this brief, when providers were trained to provide FP counseling and methods to postpartum and postabortion women, the proportion of women receiving this information doubled and the proportion who received a method tripled.
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