tag:blogger.com,1999:blog-61850257854319887052024-03-13T08:33:36.003-07:00e-learning unpad kwGet your professional carrier by E-learning program.Unknownnoreply@blogger.comBlogger19125tag:blogger.com,1999:blog-6185025785431988705.post-80102900429511548592013-09-10T06:58:00.002-07:002013-09-10T06:58:46.364-07:00Professional Association of Diving Instructors (PADI)History of PADI founded in 1966 by John Cronin and Ralph Erickson. Nowadays become the world's largest recreational diving membership and Diver training organization. Wherever you go, PADI certificate will be recognized.<br />
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PADI overs many category of courses, such Discover snorkeling, open water Diver, Adventure Diver, Advanced open water Diver, Rescue Diver, until master scuba Diver.<br />
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If you want to join, you can start your adventure with the PADI open water Diver course online. For more information just open <a href="https://www.padi.com/elearning-scuba-registration/default.aspx">PADI e-learning.</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6185025785431988705.post-42816948404285029862013-05-05T14:25:00.001-07:002013-05-05T14:27:19.890-07:00E-Learning Management system<br />
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<b>Definition of E-learning Management System<o:p></o:p></b></div>
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<span style="line-height: 14.4pt;">A</span><span class="apple-converted-space" style="line-height: 14.4pt;"> E-</span><b style="line-height: 14.4pt;">Learning Management System (LMS)</b><span class="apple-converted-space" style="line-height: 14.4pt;"> </span><span style="line-height: 14.4pt;">is a</span><span class="apple-converted-space" style="line-height: 14.4pt;"> </span><a href="http://en.wikipedia.org/wiki/Software_application" style="line-height: 14.4pt;" title="Software application"><span style="color: #0b0080;">software
application</span></a><span class="apple-converted-space" style="line-height: 14.4pt;"> </span><span style="line-height: 14.4pt;">for the
administration, documentation, tracking, reporting and delivery of</span><span class="apple-converted-space" style="line-height: 14.4pt;"> </span><a href="http://en.wikipedia.org/wiki/E-learning" style="line-height: 14.4pt;" title="E-learning"><span style="color: #0b0080;">e-learning</span></a><span class="apple-converted-space" style="line-height: 14.4pt;"> </span><span style="line-height: 14.4pt;">education
courses or training programs.</span></div>
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<o:p></o:p></div>
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Learning Management Systems range
from systems for managing training and educational records to software for
distributing<span class="apple-converted-space"> </span><a href="http://en.wikipedia.org/wiki/Internet" title="Internet"><span style="color: #0b0080;">online</span></a><span class="apple-converted-space"> </span>or blended/hybrid college courses over
the Internet with features for online collaboration. <o:p></o:p></div>
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<b><o:p> </o:p><span style="font-family: 'Times New Roman', serif; font-size: 12pt; line-height: 14.4pt;">Purpose</span></b></div>
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The key to
understanding the difference between Learning Management Systems and other
computer education terms is to understand the systemic nature of LMS. LMS is
the framework that handles all aspects of the learning process. An LMS is the
infrastructure that delivers and manages instructional content, identifies and
assesses individual and organizational learning or training goals, tracks the
progress towards meeting those goals, and collects and presents data for
supervising the learning process of organization as a whole.<span class="apple-converted-space"> </span>An LMS delivers content but also
handles registering for courses, course administration, skills gap analysis,
tracking, and reporting.<o:p></o:p></div>
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<b><span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">Benefits<o:p></o:p></span></b></div>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">Improve learning program efficiency<o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">Reduce learning and development costs<o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;">77% of global organizations plan on using social
learning, yet only 33% have installed tools today, according to the Masie
Center.</span></div>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 18.0pt;"><b>Success Factors Learning Management Software</b></span><br />
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<b><span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Learning Management increases workforce performance</span></b></div>
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<b><span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><br /></span></b></div>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">For
a company to succeed in today's rapidly changing and competitive marketplace,
it must increase workforce productivity and optimize organization-wide talent.
With rapidly changing skill sets and job requirements, this becomes an even
more difficult challenge for organizations.<o:p></o:p></span></div>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The
best-in class Learning Management System enables HR organizations to create,
deliver, measure and evaluate corporate learning programs to create a
high-performing workforce. It enables you to:<o:p></o:p></span></div>
<ul type="disc">
<li class="MsoNormal" style="background: white; color: #666666; line-height: 18.0pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Drive employee performance to
new levels: Dramatically impacting your business' bottom line.<o:p></o:p></span></li>
<li class="MsoNormal" style="background: white; color: #666666; line-height: 18.0pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Tie learning to various HR
activities: Engage employees with development opportunities, such as
performance tracking, career development and succession planning.<o:p></o:p></span></li>
<li class="MsoNormal" style="background: white; color: #666666; line-height: 18.0pt; mso-list: l0 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Tightly link learning
initiatives with key business operations: Increase revenue, customer
satisfaction and overall results.<o:p></o:p></span></li>
</ul>
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<span style="color: #333333; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Companies
are beginning to realize the importance of integrating a highly functional LMS
across all facets of the business. It's not a question of "if" an
organization needs to do this, but rather "when and how".<o:p></o:p></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6185025785431988705.post-41272883989029253902013-04-14T04:56:00.001-07:002013-04-14T05:02:02.777-07:00E-learning Program<br />
E-learning refers to the use of electronic media and information and communication technologies (ICT) in education. E-learning is broadly inclusive of all forms of educational technology in learning and teaching. E-learning is inclusive of, and is broadly synonymous with multimedia learning, technology-enhanced learning (TEL), computer-based training (CBT), computer-assisted instruction (CAI), internet-based training (IBT), web-based training (WBT), online education, virtual education, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital educational collaboration. These alternative names emphasize a particular aspect, component or delivery method.<br />
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E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underly many e-learning processes.<br />
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E-learning Program help the student improve learning skills by effectiveness using of digital technologies, so student can enjoy, relax and have flexible learning experience.<br />
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Student who join in e-learning program must know:<br />
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1. What is the benefits of e-learning<br />
2. How to improve understanding of the potential of digital technologies to support learning and teaching<br />
3. How to access a wide range of different experience<br />
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Advantages and disadvantages E-learning Program<br />
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The advantages of E-learning Program:<br />
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Improved open access to education, including access to full degree programs<br />
Better integration for non-full time students, particularly in continuing education,<br />
Improved interactions between students and instructors,<br />
Provision of tools to enable students to independently solve problems,<br />
Acquisition of technological skills through practice with tools and computers.<br />
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The disadvantages of E-learning program, that have been found to make learning less effective than traditional class room settings, are<br />
Potential distractions that hinder actually learning,<br />
Ease of cheating,<br />
Bias towards tech-savvy students over non-technical students,<br />
Teachers lack of knowledge and experience to manage virtual teacher-student interaction,<br />
Lack of social interaction between teacher and students,<br />
Lack of direct and immediate feedback from teachers,<br />
Asynchronic communication hinders fast exchange of question,<br />
Danger of procrastionation.<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6185025785431988705.post-45848945487212804732013-03-26T20:43:00.003-07:002013-03-26T21:04:04.757-07:00E-learning UF (University of Florida)Student who Wants to join e-learning UF ( University of Florida) can start to study with flexible time and many of advantages such as:<br />
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- Class work can be scheduled around work and family<br />
- Reduces travel time and travel costs<br />
- Students may have the option to select learning material that meets their level of knowledge and interest<br />
- Student can study an where they have access to a computer and internet connection<br />
- Self-paced learning modules allow student to work at their own pace<br />
- Develops knowledge of the Internet and computers skills that will help learners throughout theri lives and careers<br />
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<a href="http://www.ufl.edu/"><img border="0" height="133" src="http://1.bp.blogspot.com/-cntjexECQnU/UVJu9-NYL6I/AAAAAAAAAHU/lduZZPd6pKM/s200/photo.PNG" width="200" /></a></div>
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<a href="http://www.ufl.edu/">University of Florida</a> is ranked 17th overall among all public national universities in the current 2012 U.S news & world Report rankings, and consistently ranks within the top 100 universities world wide.<br />
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E-learning UF has mission of teaching and learning research and extension by researching adopting and supporting campus wide, internet -based systems.<br />
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<a href="https://lss.at.ufl.edu/"><img border="0" height="133" src="http://4.bp.blogspot.com/-Mcgt-rt55cM/UVJu7J_kENI/AAAAAAAAAHM/w3N2Q-kNxWw/s200/photo1.PNG" width="200" /></a></div>
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If you are interested just browse and login to<a href="https://lss.at.ufl.edu/"> https://lss.at.uf/edu</a>. Get your professional careers soon.<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6185025785431988705.post-9033657848127758652013-03-10T13:05:00.001-07:002013-03-12T11:31:43.327-07:00Scholarships in King Fahd University of Petroleum and MineralsScholarships in King Fahd University of Petroleum and Mineral (KFUPM) Saudi Arabia.<br />
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Not only e-learning program, also there is a big opportunity who wants to continue further study engineering. Scholarships Post graduate program in king Fahd University of Petroleum and Minerals (KFUPM) Saudi Arabia.<br />
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Post graduate program in King Fahd University of Petroleum and Mineral (KFUPM), Saudi Arabia over full scholarships for Master degree and Phd program for academic year 2013 - 2014, who will start in August 2013. Dead line on line registration until 4 March 2013 through <a href="http://www1.kfupm.edu.sa/gs/application/preonline.asp">http://www1.kfupm.edu.sa/gs/application/preonline.asp</a> and the next step is sending documents through <a href="http://adgs.kfupm.edu.sa/">http://adgs.kfupm.edu.sa/</a> before 11 March 2013.<br />
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Subjects for this academic year are:<br />
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1. Aerospace Engineering (M.Sc.)<br />
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2. Architectural Engineering (M.Sc, M.Engg)<br />
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3. Business Administration (M.B.A., Exec. M.B.A.)<br />
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4. Chemical Engineering (M.Sc., PhD)<br />
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5. Chemistry (M.Sc., PhD)<br />
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6. City & Regional Planning (Master)<br />
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7. Civil Engineering (M.Sc., M.Engg., PhD)<br />
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8. Computer Engineering (M.Sc.)<br />
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9. Computer Networks (M.Sc.)<br />
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10.Computer Science (M.Sc.)<br />
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11.Computer Science & Engineering (PhD)<br />
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12.Construction Engineering & Management (M.Sc., M.Engg.)<br />
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13.Electrical Engineering (M.Sc., PhD)<br />
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14.Engineering Management (Master)<br />
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15.Environmental Science (M.Sc.)<br />
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16.Geology (M.Sc., Master, PhD)<br />
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17.Geophysics (M.Sc., Master)<br />
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18.Industrial & Systems Engineering (M.Sc., PhD)<br />
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19.Materials Science & Engineering (M.Sc.)<br />
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20.Mathematics (M.Sc., PhD)<br />
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21.Mechanical Engineering (M.Sc., PhD)<br />
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22.Medical Physics (Master)<br />
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23.Petroleum Engineering (M.Sc., PhD)<br />
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24.Physics (M.Sc., Ph.D.)<br />
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25.Supply Chain Management (Master)<br />
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26.Systems Engineering (M.Sc., PhD)<br />
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27.Telecommunication Engineering (M.Sc.)<br />
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28.Software Engineering (M.Sc.)<br />
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29.Security and Information Assurance (M.Sc.)<br />
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30.Applied Statistics (M.Sc.)<br />
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For candidates who are interested can read all informations in <a href="http://www.kfupm.edu.sa/gs">http://www.kfupm.edu.sa/gs</a> , or by email <span style="color: blue;">gs-admissions@kfupm.edu.sa</span> or phone number +966-3-860-2800.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6185025785431988705.post-75840769163106923972013-03-07T11:27:00.001-08:002013-03-07T11:38:11.223-08:00E-learning study english IELTS preparation videoFor some one who want to improve speaking, reading, writing and listening academic skills in English for IELTS preparation test, you can try to open this 2 hours duration video below. Margot Politis explains about many important things for IELTS preparation test such as:<br />
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How she explains the different between fact and opinion, explains about businesses and different ways to discuss about economic information, explains about comparison, brain storming, taking notes, developing ideas about global warming, explains about using cause and effect, ex green house effect. Explains about processes ex toilet. Explains about acronyms, abbreviations, names ex ( attention deficit hyperactivity disorder), she explains also how the way to use connecting ideas.<br />
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<span style="color: blue;"><span style="font-size: x-small;">IELTS preparation series 1</span></span><br />
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<span style="color: blue; font-size: x-small;"> IELTS preparation series 2</span><br />
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<a href="http://www.youtube.com/watch?v=fPB6jQNKhWg"><img border="0" height="133" src="http://3.bp.blogspot.com/-mTpJB2E8Aks/UTjrU7OJUyI/AAAAAAAAAG8/jjJA2VBxALk/s200/ilets.PNG" width="200" /></a></div>
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6185025785431988705.post-681156816049632392012-08-24T05:38:00.002-07:002012-08-25T04:58:00.211-07:00E-learning of Human Anatomy and PhysiologyE-learning of Human Anatomy and Physiology<br />
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<a href="http://3.bp.blogspot.com/-IdkPOaW1LVM/UDi9mlZt4xI/AAAAAAAAAGU/ysQwYko4RjM/s1600/photo.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="133" src="http://3.bp.blogspot.com/-IdkPOaW1LVM/UDi9mlZt4xI/AAAAAAAAAGU/ysQwYko4RjM/s200/photo.PNG" width="200" /></a><br />
For Medical, Health allied, Nursing student who want to study more deeply and clearly about human anatomy and physiology, we can attend e-learning class by watching integrative lectures from different organ body systems by Professor Marian Diamond form University of California Berkeley.<br />
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Thanks for watching the programs.<br />
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<a href="http://www.youtube.com/watch?v=S9WtBRNydso&feature=relmfu">Lecture 1 about organization of body</a><br />
<a href="http://www.youtube.com/watch?v=FjCIRLwkl3k&feature=relmfu">Lecture 2 about skeletal system part 1</a><br />
<a href="http://www.youtube.com/watch?v=EvrWHa1PLUQ&feature=relmfu">Lecture 3 about skeletal system part 2</a><br />
<a href="http://www.youtube.com/watch?v=gv0VcUWAaQw&feature=relmfu">Lecture 4 about skeletal system part 3 </a><br />
<a href="http://www.youtube.com/watch?v=Him_dCGaVS4&feature=relmfu">Lecture 5 about skeletal system part 4</a><br />
<a href="http://www.youtube.com/watch?v=nT2Sbmp1We0&feature=relmfu">Lecture 6 about skeletal system part 5</a><br />
<a href="http://www.youtube.com/watch?v=Y4igRkNlth4&feature=relmfu">Lecture 7 about skeletal system part 6 </a><br />
<a href="http://www.youtube.com/watch?v=TpQ1S7ARs-k&feature=relmfu">Lecture 8 about skeletal system part 7</a><br />
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<a href="http://www.youtube.com/watch?v=uSeCYT1g6eo&feature=relmfu">Lecture 9 about muscular system part 1</a><br />
<a href="http://www.youtube.com/watch?v=O4xUnplkc6g&feature=relmfu">Lecture 10 about muscular system part 2 </a><br />
<a href="http://www.youtube.com/watch?v=4DlAZJeFrrE&feature=relmfu">Lecture 11 about muscular system part 3 </a><br />
<a href="http://www.youtube.com/watch?v=XGS-gGsyMTw&feature=relmfu">Lecture 12 about hematology part 1</a><br />
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<a href="http://www.youtube.com/watch?v=vxoioZ4auoU&feature=relmfu">Lecture 13 about hematology part 2 </a><br />
<a href="http://www.youtube.com/watch?v=P680vk8hPZg&feature=relmfu">Lecture 14 about hematology part 3 </a><br />
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<a href="http://www.youtube.com/watch?v=4FScPwj_Wdc&feature=relmfu">Lecture 15 about cardiology </a><br />
<a href="http://www.youtube.com/watch?v=y_-ugHJl-OE&feature=relmfu">Lecture 16 about blood vascular system part 1 </a><br />
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<a href="http://www.youtube.com/watch?v=zIY8gGQnSVw&feature=relmfu">Lecture 17 about blood vascular system part2 </a><br />
<a href="http://www.youtube.com/watch?v=2bDMk1ciDm8&feature=relmfu">Lecture 18 about lymphatic system </a><br />
<a href="http://www.youtube.com/watch?v=P0gbdNAXs9E&feature=relmfu">Lecture 19 about respiratory system part 1</a><br />
<a href="http://www.youtube.com/watch?v=m4THumADnB8&feature=relmfu">Lecture 20 about review</a>
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<a href="http://www.youtube.com/watch?v=lB91pPs_HWE&feature=relmfu">Lecture 21 about respiratory system part 2 </a><br />
<a href="http://www.youtube.com/watch?v=PBoC8LNUrTU&feature=relmfu">Lecture 22 about neuro hystology part 1</a><br />
<a href="http://www.youtube.com/watch?v=ZWnUo6nq-XY&feature=relmfu">Lecture 23 about neuro hystology part 2 </a><br />
<a href="http://www.youtube.com/watch?v=-LG0J20qnZE&feature=relmfu">Lecture 24 about development of neuro system </a><br />
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<a href="http://www.youtube.com/watch?v=S9fNxlNLn1A&feature=relmfu">Lecture 25 about spinal cord and nerves </a><br />
<a href="http://www.youtube.com/watch?v=-BEwOOEegKA&feature=relmfu">Lecture 26 about peripheral nerves </a><br />
<a href="http://www.youtube.com/watch?v=zxUJ7qTJRi8&feature=relmfu">Lecture 27 about sensory and motor pathways </a><br />
<a href="http://www.youtube.com/watch?v=w4p-pkTkutU&feature=relmfu">Lecture 28 about motor pathways and forebrain</a><br />
<a href="http://www.youtube.com/watch?v=2hqiIrx5dME&feature=relmfu">Lecture 29 about forebrain </a><br />
<a href="http://www.youtube.com/watch?v=9hyOQ6Dg4_E&feature=relmfu">Lecture 30 about eye </a><br />
<a href="http://www.youtube.com/watch?v=RLThOYtqPcs&feature=relmfu">Lecture 31 about review </a><br />
<a href="http://www.youtube.com/watch?v=-Y76SuDnVro&feature=relmfu">Lecture 32 about digestive system part 1</a><br />
<br />
<br />
<a href="http://www.youtube.com/watch?v=juSEiC8jo84&feature=relmfu">Lecture 33 about digestive system part 2</a><br />
<a href="http://www.youtube.com/watch?v=rVyDLGRqfi4&feature=relmfu">Lecture 34 about digestive, urinary system </a><br />
<a href="http://www.youtube.com/watch?v=5GhpmcWf_-Q&feature=relmfu">Lecture 35 about urinary system </a><br />
<a href="http://www.youtube.com/watch?v=Du0nK8QQSTc&feature=relmfu">Lecture 36 about endocrine system</a><br />
<a href="http://www.youtube.com/watch?v=BpZ75E72po0&feature=relmfu">Lecture 37 about endocrine, female reproductive system </a><br />
<a href="http://www.youtube.com/watch?v=5BWhx9oc8vE&feature=relmfu">Lecture 38 about female reproductive system </a><br />
<a href="http://www.youtube.com/watch?v=HVLGICFkd2w&feature=relmfu">Lecture 39 about male reproductive system</a> <br />
<div style="color: black;">
<a href="http://www.youtube.com/watch?v=cFbRAaHhpJA&feature=relmfu">Lecture 40 about integumentary system </a></div>
<br />
<br />Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-6185025785431988705.post-136151294763541432012-08-23T02:56:00.004-07:002012-08-23T04:10:33.707-07:00E-learning by online free IELTS tests<br />
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To proof your English language ability and to find out how
much your score in English language skill, you</div>
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The IELTS (International English Language Training System)
is the standardized test that citizenship or immigration in English spoken
countries recognizes as proof of English language ability for immigration, work
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<b style="mso-bidi-font-weight: normal;">IELTS Band Score</b></div>
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To receive the maximum number of English language ability
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Try and good luck. So you will fell confident and have idea
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Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-6185025785431988705.post-81221306560148181532012-08-21T12:33:00.003-07:002012-08-23T02:57:55.465-07:00E-learning by study online program<a href="http://www.study-online.net/" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://4.bp.blogspot.com/-IwKkcW7TgCc/UDPk3_QCZrI/AAAAAAAAAFU/G0vhGkawgkA/s200/photo+1.PNG" width="133" /></a><br />
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You can find in study online.net many lists of online
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dual programs, online degrees, online courses, test online, etc.</div>
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You have a unique opportunity to earn your degree, diploma
and/or certificate via<a href="http://www.study-online.net/"> study online.</a><br />
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<a href="http://1.bp.blogspot.com/-Bf5SBrDbb2U/UDPk6rgrsPI/AAAAAAAAAFc/duLZNbYLe1I/s1600/photo+2.PNG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://1.bp.blogspot.com/-Bf5SBrDbb2U/UDPk6rgrsPI/AAAAAAAAAFc/duLZNbYLe1I/s200/photo+2.PNG" width="133" /></a></div>
Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-6185025785431988705.post-11881125296029795912012-07-08T03:30:00.000-07:002012-07-08T03:42:59.194-07:00Online learning math by Heymath<div class="separator" style="clear: both; text-align: center;">
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Online learning math by Heymath</div>
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<a href="http://www.heymath.com/index_row.jsp"><img border="0" height="320" src="http://3.bp.blogspot.com/-yCwlMysm7VA/T_ljmgYcEVI/AAAAAAAAAFE/V-NRvLaJTXQ/s320/photo%285%29.JPG" width="213" /></a></div>
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With animated and interactive lessons plans, learning and teaching math no more horrible for student and parents, HeyMath makes easy and enjoyable for student. HeyMath is learning resources and online course to improve math skills including math worksheets, math games, math tests and math revisions.</div>
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HeyMath also good website for educator to recycle, remix and renew their resources of math questions bank.</div>
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How HeyMath works:<br />
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<a href="http://3.bp.blogspot.com/-QlLGWtNkgvc/T_ljjuUpWoI/AAAAAAAAAE8/4D5ix3VqZ4M/s1600/photo%286%29.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://3.bp.blogspot.com/-QlLGWtNkgvc/T_ljjuUpWoI/AAAAAAAAAE8/4D5ix3VqZ4M/s200/photo%286%29.JPG" width="133" /></a></div>
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HeyMath lessons program in school.<br />
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Whenever teacher online, selects a lesson to explain a math concept then use demos the lesson in class using projector or whiteboard. Then student can access the lesson from home, reinforces what they have learned in the class, so the reports from students help teacher track and monitor progress student.<br />
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HeyMath lessons program at home.<br />
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Student select according grade level; from elementary, middle or high. Then student has to access curriculum for after-school study and revision, easy, real-life, animation and visual example can dispel the fear of math. The result can improve student motivation, leading to better results of math.<br />
<a href="http://2.bp.blogspot.com/-V8HmXSKi1WY/T_ljhXwOdFI/AAAAAAAAAE0/YknOjTA_ZU4/s1600/photo%287%29.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://2.bp.blogspot.com/-V8HmXSKi1WY/T_ljhXwOdFI/AAAAAAAAAE0/YknOjTA_ZU4/s200/photo%287%29.JPG" width="133" /></a><br />
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For demo you can <a href="http://www.heymath.com/main/samples/us07/teacherstemplate.html">open HeyMath.</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6185025785431988705.post-28146737320821832552012-07-05T12:54:00.002-07:002012-07-05T13:27:51.229-07:00E-Learning and Study in Ontario Canada<br />
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E-Learning and Study in Ontario Canada<br />
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<a href="http://www.edu.gov.on.ca/eng/students/" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://4.bp.blogspot.com/-xyKr9CrWwME/T_X0ZbLcBFI/AAAAAAAAAEo/naf5zwVN1mo/s200/photo%284%29.JPG" width="133" /></a></div>
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Looking for best education around the world for your future
career, maybe Canada is your choice. Canadian’s place great importance on
learning, and have developed one of the world’s finest education systems with
high standards.</div>
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More than 90,000 students come to study in Canada every year
in different subjects. If you are
interested to study in Canada, and learn new experience you can get some information about universities,
colleges, career colleges, secondary and elementary schools in <a href="http://www.edu.gov.on.ca/eng/">Ontario ministry of training, colleges and universities website.</a></div>
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Ontario is one of the important province in Canada. Ontario
connection to international business and cultural makes it a magnet for
students from all over the world. And in return, Ontario welcomes international
students because of the diverse perspectives they bring to their institutions
of higher learning.</div>
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By exploring Ontario ministry of training, colleges and
universities website, you will get many information about eligibility, visas and permits, choosing a school and timelines, fees, life in Ontario, life after graduation, working and financial support, and many other important information including<a href="http://www.edu.gov.on.ca/elearning/"> e-learning program</a> from different universities and colleges in Canada and <a href="https://courses.elearningontario.ca/">e-learning on-line Ontario course.</a></div>
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<br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6185025785431988705.post-76287794868507226642012-06-25T01:52:00.009-07:002012-07-05T11:51:00.343-07:00Free E-Learning University of People<a href="http://www.uopeople.org/?gclid=CJ26obPy6LACFQFAzQod_XzcfA" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="http://3.bp.blogspot.com/-KvY4HitPI5Y/T-gqXpmWM4I/AAAAAAAAAEc/fWbfLdv84VE/s320/photo%25286%2529.JPG" width="214" /></a><br />
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Many university offer on line e-learning program and course, but for university of the people (UoPeople) is unique and different. (UoPeople) is supported by United nations, Yale University, Ashoka, New York university, Hewlett Packard (Hp), PNB, OCW, and Clinton Global Initiative. <br />
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University of the people is the world's tuition free, non-profit, on line academic institution dedicated to opening access to higher education globally. The method of learning by combines peer-based and collaborative learning, with information technology and internet, online study communities, discuss, submit assignments and take exams. Student who study in University of the People will minimize the budget without sacrificing the quality of education. When you join and accepted as a student in University of People, you can start study by same learning model includes lessons, classes, discussions, readings, assignments and exam like any university. With flexible time to study, student receive maximum freedom in choosing their location and hours of study. <br />
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University of the People offers the following four undergraduate degrees: Associate (A.S.) and Bachelor (B.S.) degrees in Computer Science and Associate (A.S.) and Bachelor (B.S.) degrees in Business Administration. Then All Exam are administered online. To meet application requirements, the applicant needs to be over the age of 18, be able to demonstrate secondary school completion with the presentation of a certified diploma and a transcript, and be proficient in the English language. <br />
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If You are interested you explore more in <a href="http://www.uopeople.org/?gclid=CJ26obPy6LACFQFAzQod_XzcfA">University of People </a>website to study e-learning, join with thousands of student from around the world, and good luck for your future and get your success.<br />
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If You want to star your application you can click <a href="https://uopforms.webox07.com/Admissions.aspx?__utma=1.504941404.1340610286.1340610286.1340610286.1&__utmb=1.0.10.1340610286&__utmc=1&__utmx=-&__utmz=1.1340610286.1.1.utmgclid=CJ26obPy6LACFQFAzQod_XzcfA%7Cutmccn=%28not%20set%29%7Cutmcmd=%28not%20set%29%7Cutmctr=free%20e-learning&__utmv=-&__utmk=225826330">here</a>.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6185025785431988705.post-59221199496395072522012-06-16T04:05:00.003-07:002012-07-05T11:53:15.996-07:00E-learning for Health careE-learning for Health Care<br />
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<a href="http://e-lfh.org.uk/" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="http://4.bp.blogspot.com/-hBLIyTyTNMw/T9xtHG1dmVI/AAAAAAAAAEI/s7JOPSwO6YI/s320/photo.JPG" width="214" /></a> If you are looking for free web site for health care profession online training content, you can open <a href="http://e-lfh.org.uk/">www.e-lfh.org.uk</a>. This website provides e-learning for health care, supports existing teaching methods and provide a valuable reference point which can be accessed anytime, anywhere.<br />
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<a href="http://3.bp.blogspot.com/-AJi80PFfEx8/T9xtGvoa8iI/AAAAAAAAADw/UkJI1MLgUes/s1600/photo%25282%2529.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://3.bp.blogspot.com/-AJi80PFfEx8/T9xtGvoa8iI/AAAAAAAAADw/UkJI1MLgUes/s200/photo%25282%2529.JPG" width="133" /></a> E-Learning for Health Care is a department of health program in partnership with the NHS UK and professional bodies providing high quality free content from audiology to anesthesia, dentistry to dermatology, pathology to pharmacology, by providing 24/7 access to online. <br />
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E-learning for health care is designed and built to be engaging and interactive, using quality images, video, audio and animation to help trainees learn real-life scenarios, cases study and knowledge. You can try to open and explore with <a href="http://cs1.e-learningforhealthcare.org.uk/content/WEB_Type3Demo/d/ELFH_Session/598/session.html#tab_660.html">demo page.</a><br />
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<a href="http://4.bp.blogspot.com/-pAny4mTrhmY/T9xtG1PalFI/AAAAAAAAAD8/Y4BzR5swYng/s1600/photo%25281%2529.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://4.bp.blogspot.com/-pAny4mTrhmY/T9xtG1PalFI/AAAAAAAAAD8/Y4BzR5swYng/s200/photo%25281%2529.JPG" width="133" /></a> E-learning for health care is advantage for nurses who want to prepare NCLEX-RN exam, and for other health profession who want to improve their knowledges and skill experiences in their fields.<br />
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You just <a href="http://portal.e-lfh.org.uk/Account/logon">sign up</a> in e-learning for health care and enjoy the study materials.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6185025785431988705.post-79887910172612042012012-06-02T12:03:00.003-07:002012-07-05T11:48:25.696-07:00E-learning for KidsE-learning for Kids<br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://www.e-learningforkids.org/index_main.html" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="http://4.bp.blogspot.com/-J3orlzSH3zo/T8pplN17g3I/AAAAAAAAADg/5uHuxA6k10s/s320/photo.PNG" width="213" /></a></div><br />
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If you are searching online e-learning program for your kids to teach reading, math, science and computer, you can try to open <a href="http://www.e-learningforkids.org/index.html">e-learning program for kids </a>website, it is available in many languages, english, nederlands, francais, espanol and portugues. With many volunteer staffs who consists of committed education and e-learning experts and business professionals from around the world with their vision is to be the source for childhood learning on the Internet – available from anywhere and without charge. Established in late 2004, e-Learning for Kids is a global, nonprofit foundation dedicated to fun and free learning on the Internet for children ages 5 - 12. They offer free, best-in-class courseware in math, science, reading and keyboarding; and we’re building a community for parents and educators to share innovations and insights in childhood education.<br />
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This web site is not advantage only for children but also guide line for parents who want to get more engage in their kids education, for educators and experts champion e-learning and contribute their knowledge on how kids can learn better. For Commercial education and game developers, for corporations and associations channel and for people with a passion for childhood education make a difference.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6185025785431988705.post-6038719142602328842009-01-10T01:12:00.000-08:002009-01-10T01:16:49.300-08:00How to Treat Bedsores<span style="font-weight:bold;">Step 1<br />Be sure not to massage any reddened areas of the skin, especially those over bony prominences.<br /> <br />Step 2<br />Keep all pressure off of the reddened or ulcerated area. The sore will not heal until all pressure is removed. <br /><br />Step 3<br />Clean the bedsore, if it is ulcerated, with gauze soaked in sterile water or normal saline. Use a gentle cleansing solution to reduce tissue damage.<br /> <br />Step 4<br />Use betadine swabs (gauze pads soaked in betadine solution) to clean infected bedsores. Wear sterile gloves. Always clean the wound from the center and work out towards the edges. You want the germy debris to get dragged out and away from the ulcer.<br /> <br />Step 5<br />Obtain a culture, if the ulcer is infected, as ordered by your doctor. A culture will tell you what germ is growing inside the ulcer so that your doctor can prescribe the proper antibiotics.<br /> <br />Step 6<br />Talk to your doctor about debriding the ulcer. When you debride a wound, you remove the dead tissue, allowing the pink, healthy tissue to flourish.<br /> <br />Step 7<br />Apply an occlusive dressing over the bedsore, as ordered by your doctor. These dressings are usually clear, and protect the bedsore from worsening by allowing the migration of fresh skin cells. <br /><br />Step 8<br />Consider surgery for bedsores that will not heal, including incision and drainage, skin flaps, skin grafts and bone resection.</span><br /><br />Source: http://www.ehow.com/how_13175_treat-bedsores.htmlUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-6185025785431988705.post-13305904533291447172008-12-19T23:00:00.000-08:002008-12-19T23:06:28.295-08:00432 The Journal of Continuing Education in Nursing · September 2008 · Vol 39, No 9<br />resource reviews<br />Susan C. Haussler, EdD, RN, CNE<br />Associate Editor<br />Stressed Out About<br />Communication Skills<br />by Kathleen Bartholomew; 2007;<br />Marblehead, MA: HCPro, Inc.; 153<br />pages; $29.95; softcover.<br />This timely book is written for<br />entry-level students in nursing<br />and health-related disciplines and<br />novice nurses. Communication encounters<br />(nurse to patient, nurse to<br />nurse, nurse to physician, and nurse<br />to manager) are clearly presented<br />in an easy to follow format. Practical<br />tips and strategies for effective<br />communication are provided. Visual<br />symbols are consistently used<br />throughout the book to orient the<br />reader to particular passages. The<br />final chapters outline excellent strategies<br />for developing and exploring<br />communication techniques in<br />a variety of settings and personal<br />encounters. The final page encourages<br />the reader to develop his or her<br />voice within the discipline of nursing.<br />Often humorous, Bartholomew<br />shares her nursing experiences and<br />encounters over the years in the<br />hope of facilitating the communication<br />process across the health care<br />continuum.<br />Stressed Out About Communication<br />Skills clearly orients the reader<br />to effective communication skills<br />and strategies. These skills and strategies<br />are applied to a variety of settings<br />and encounters that nursing<br />students and novice nurses will face.<br />I fully recommend this book for its<br />content, style, and importance.<br /><br />Thomas W. Connelly, Jr., PhD, RN<br />Director, ASN Program<br />Anna Maria College<br />Paxton, Massachusetts<br /><br /><span style="font-weight:bold;">The Johns Hopkins<br />Nursing Evidence-Based<br />Practice Model and<br />Guidelines</span><br />by Robin P. Newhouse, Sandra L.<br />Dearholt, Stephanie S. Poe, Linda C.<br />Pugh, and Kathleen M. White; 2007;<br />Indianapolis, IN: Sigma Theta Tau<br />International; $29.95; 224 pages;<br />softcover.<br /><br />Health care today exemplifies a<br />culture of improving quality,<br />promoting patient safety, supporting<br />practice with evidence, and closing<br />the traditional gap between research<br />and practice with knowledge. Regarding<br />this culture, “nursing interventions<br />and processes informed by<br />the best evidence are critical to realizing<br />healthcare improvements” (p. 3).<br />The Johns Hopkins Nursing<br />Evidence-Based Practice Model and<br />Guidelines demystifies evidencebased<br />practice. This book describes<br />the model and its guidelines in a practical,<br />reader-friendly manner that the<br />student, the new nurse beginning<br />his or her career, and the extremely<br />experienced practitioner would find<br />useful. This book goes beyond the<br />discussion of the model—it provides<br />health care organizations with key<br />strategies for implementing model<br />concepts, effective tools to define<br />nursing problems or issues, and<br />sample forms to test the model. Its<br />well-structured index helps readers<br />quickly locate key sections of the<br />text.<br />The Johns Hopkins Nursing<br />Evidence-Based Practice Model and<br />Guidelines would be an extremely<br />valuable addition to any nursing<br />library, education department, or<br />nursing practice or research council.<br />Linda J. Curtin, RN, PhD, CCRN<br />Director, Nursing Practice, Education and<br />Research<br />Caritas Good Samaritan Medical Center<br />Brockton, MassachusettsUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-6185025785431988705.post-65024537133968913032008-12-11T08:12:00.000-08:002008-12-11T08:13:18.594-08:00Nursing theories <meta equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 12"><meta name="Originator" content="Microsoft Word 12"><link rel="File-List" href="file:///C:%5CUsers%5Cuser%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_filelist.xml"><o:smarttagtype namespaceuri="urn:schemas-microsoft-com:office:smarttags" name="place"></o:smarttagtype><o:smarttagtype namespaceuri="urn:schemas-microsoft-com:office:smarttags" name="City"></o:smarttagtype><link rel="themeData" href="file:///C:%5CUsers%5Cuser%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_themedata.thmx"><link 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@list l1 {mso-list-id:753285428; mso-list-type:hybrid; mso-list-template-ids:-1207008024 67698703 67698713 67698715 67698703 67698713 67698715 67698703 67698713 67698715;} @list l1:level1 {mso-level-tab-stop:.5in; mso-level-number-position:left; text-indent:-.25in;} ol {margin-bottom:0in;} ul {margin-bottom:0in;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman","serif";} </style> <![endif]--> <p class="MsoNormal" style="text-align: left; direction: ltr; unicode-bidi: embed;"><b><span style="font-size: 20pt;"><span style=""> </span><span style=""> </span><span style=""> </span>Nursing theories <o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: left; direction: ltr; unicode-bidi: embed;"><b><span style="font-size: 20pt;"><o:p> </o:p></span></b></p> <p class="MsoNormal" style="text-align: left; direction: ltr; unicode-bidi: embed;"><u><span style="font-size: 14pt;">A)<span style=""> </span>Example of grand theories<o:p></o:p></span></u></p> <p class="MsoNormal" style="text-align: left; direction: ltr; unicode-bidi: embed;"><o:p> </o:p></p> <ol style="margin-top: 0in;" start="1" type="1"><li class="MsoNormal" style="margin-right: 0in; margin-left: 0.5in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>Faye G. Abdullah : Patient-Center Approaches to nursing<o:p></o:p></b></li><li class="MsoNormal" style="margin-right: 0in; margin-left: 0.5in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>Virginia Henderson: The principles and practice of nursing<o:p></o:p></b></li><li class="MsoNormal" style="margin-right: 0in; margin-left: 0.5in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>Dorothea E. Orem: The self-care deficit nursing theory.<o:p></o:p></b></li><li class="MsoNormal" style="margin-right: 0in; margin-left: 0.5in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>Dorothy Johnson: The behavioral system model.<o:p></o:p></b></li><li class="MsoNormal" style="margin-right: 0in; margin-left: 0.5in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>Betty Neuman: The Neuman system model<o:p></o:p></b></li><li class="MsoNormal" style="margin-right: 0in; margin-left: 0.5in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>Imogen king: Kings systems framework and theory of goal attainment<o:p></o:p></b></li><li class="MsoNormal" style="margin-right: 0in; margin-left: 0.5in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><st1:city st="on"><st1:place st="on"><b>Myra</b></st1:place></st1:city><b> E. Levins: The conservation model<o:p></o:p></b></li><li class="MsoNormal" style="margin-right: 0in; margin-left: 0.5in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>Sister Callista Roy: The <st1:city st="on"><st1:place st="on">Roy</st1:place></st1:city> adaptation model<o:p></o:p></b></li><li class="MsoNormal" style="margin-right: 0in; margin-left: 0.5in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>Jean Watson: Nursing-Human science and Human caring<o:p></o:p></b></li><li class="MsoNormal" style="margin-right: 0in; margin-left: 0.5in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>Martha Rogers: The Science of Unitary and irreducible human being.<o:p></o:p></b></li><li class="MsoNormal" style="margin-right: 0in; margin-left: 0.5in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>Margerate Newman: Heath as expanding consciousness<o:p></o:p></b></li><li class="MsoNormal" style="margin-right: 0in; margin-left: 0.5in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>Rosemarie Parse: The theory of human being<o:p></o:p></b></li></ol> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b><o:p> </o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 150%; direction: ltr; unicode-bidi: embed;"><b><o:p> </o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 150%; direction: ltr; unicode-bidi: embed;"><b><o:p> </o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 150%; direction: ltr; unicode-bidi: embed;"><b><o:p> </o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 150%; direction: ltr; unicode-bidi: embed;"><b><o:p> </o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 150%; direction: ltr; unicode-bidi: embed;"><b><o:p> </o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 150%; direction: ltr; unicode-bidi: embed;"><b><o:p> </o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 150%; direction: ltr; unicode-bidi: embed;"><b><o:p> </o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 150%; direction: ltr; unicode-bidi: embed;"><b><o:p> </o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 150%; direction: ltr; unicode-bidi: embed;"><b><o:p> </o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 150%; direction: ltr; unicode-bidi: embed;"><b><o:p> </o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 150%; direction: ltr; unicode-bidi: embed;"><b><o:p> </o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 150%; direction: ltr; unicode-bidi: embed;"><b><o:p> </o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 150%; direction: ltr; unicode-bidi: embed;"><b><o:p> </o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 150%; direction: ltr; unicode-bidi: embed;"><b><u><span style="font-size: 14pt; line-height: 150%;">B) Example of borrowed theories<o:p></o:p></span></u></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 150%; direction: ltr; unicode-bidi: embed;"><b><u><span style=""> </span>Theories from sociology<o:p></o:p></u></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b><span style=""> </span>2. General system theory<o:p></o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b><span style=""> </span>3. Role theory<o:p></o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b><span style=""> </span>4. Feminist theory<o:p></o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b><span style=""> </span>5. Critical social theory<o:p></o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b><span style=""> </span>6. Theories from behavioral science<o:p></o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b><span style=""> </span>7. Psychoanalytic theory<o:p></o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b><span style=""> </span>8. Interpersonal theory<o:p></o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b><span style=""> </span>9. Operant conditioning<o:p></o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>10. Human needs theory<o:p></o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>11. Person-centered theory<o:p></o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>12. Stress, coping, adaptation theory<o:p></o:p></b></p> <p class="MsoNormal" style="margin-left: 0.25in; text-align: left; line-height: 150%; direction: ltr; unicode-bidi: embed;"><b><u>Theories from medical sciences<o:p></o:p></u></b></p> <ol style="margin-top: 0in;" start="1" type="1"><li class="MsoNormal" style="margin-right: 0in; margin-left: 0.5in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>Germ theory and principles of infection<o:p></o:p></b></li><li class="MsoNormal" style="margin-right: 0in; margin-left: 0.5in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>Homoeostasis<o:p></o:p></b></li><li class="MsoNormal" style="margin-right: 0in; margin-left: 0.5in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>Theories of immunity and immune infection<o:p></o:p></b></li><li class="MsoNormal" style="margin-right: 0in; margin-left: 0.5in; text-align: left; line-height: 200%; direction: ltr; unicode-bidi: embed;"><b>Genetic principles and theories<o:p></o:p></b></li></ol> <b><span style="font-size: 12pt; font-family: "Times New Roman","serif";">Pain management: Gate control theory</span></b>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6185025785431988705.post-24905732589846099462008-12-11T07:08:00.001-08:002012-06-02T01:05:18.176-07:00Applications of Dorothea Orem’s Self- Care Deficit Nursing TheoryAccording to Orem (2001), it is the special focus on human being<br />
that disthinguishes or differentiates nursing from other human<br />
services. From this point of view, the role of nursing in society<br />
is to enable individuals to develop and exercise their selfcare<br />
abilities to the extent that they can provide for<br />
themselves the amount and quality of care required.<br />
According to the theory, individuals whose<br />
requirements for self-care exceed their capabilities<br />
for engaging in self-care are said to be experiencing<br />
a self-care deficit.Moreover, it is the presence of an<br />
existing or potential self-care deficit that identifies<br />
those persons in need of nursing. Thus, Orem’s<br />
Self-Care Deficit Nursing Theory explains when<br />
and why nursing is required.<br />
Orem (2001) describes the Self-Care Deficit<br />
Nursing Theory as a general theory of nursing.<br />
General theories of nursing are applicable across all<br />
practice situations in which persons need nursing<br />
care. As such, the Self-Care Deficit Nursing Theory<br />
describes and explains the key concepts common to<br />
all nursing practice situations (Orem, 1995). The<br />
theory consists of four concepts about persons<br />
under the care of nurses, two nurse-related concepts,<br />
and three interrelated theories (the Theory of<br />
Nursing Systems, the Theory of Self-Care Deficit,<br />
and the Theory of Self-Care). Concepts in the general<br />
theory include, self-care, self-care agency, therapeutic<br />
self-care demand, self-care deficit, nursing<br />
agency, and nursing systems. The theory describes<br />
and explains the relationship between the capabilities<br />
of individuals to engage in self-care (self-care<br />
agency) and their requirements for self-care (therapeutic<br />
self-care demand). The term “deficit” refers<br />
to a particular relationship between self-care<br />
agency and self-care demand that is said to exist<br />
when capabilities for engaging in self-care are less<br />
than the demand for self-care.<br />
The comprehensive development of the self-care<br />
concepts enhances the usefulness of the Self-Care<br />
Deficit Nursing Theory as a guide to nursing practice<br />
situations involving individuals across the life<br />
span who are experiencing health or illness, and to<br />
nurse-client situations aimed at health promotion,<br />
health restoration, or health maintenance.<br />
According to this theory, nurses use their specialized<br />
capabilities to create a helping system insituations<br />
where persons are deemed to have an existentor<br />
potential self-care deficit. Decisions about<br />
<img src="file:///C:/Users/user/AppData/Local/Temp/moz-screenshot-2.jpg" alt="" />what type of nursing system is appropriate in a<br />
given nursing practice situation rests with the<br />
answer to the question, “Who can and should<br />
perform the self-care operations?” (Orem, 2001,<br />
p. 350). When the answer is the nurse, a wholly<br />
compensatory system of helping is appropriate.<br />
When it is concluded that the patient can and<br />
should perform all self-care actions, the nurse assumes<br />
a supportive-educative role and designs a<br />
nursing system accordingly. In nursing practice<br />
situations, the goal of nursing is to empower<br />
the person to meet their self-care requirements by<br />
doing for (wholly compensatory system), doing<br />
with (partly compensatory system), or developing<br />
agency (supportive-educative system).<br />
This chapter focuses on the extent to which<br />
Orem’s theory is offering direction to nurse scholars<br />
and scientists in advancing nursing science and<br />
professional practice. Dorothy Johnson (1959), in<br />
her treatise on nursing theory development, viewed<br />
this attribute of a theory as its value for the profession,<br />
its social utility.<br />
Research<a name='more'></a><br />
Dorothea Orem’s theory is offering clear direction<br />
to nurses in the advancement of nursing science in<br />
this millennium. Orem describes nursing as a practical<br />
science that is comprised of both theoretical<br />
and practical knowledge, a point of view that is<br />
grounded in modern realism (2001, p. 170). There<br />
are parallels between Orem’s description of nursing<br />
as a practical science and Donaldson and Crowley’s<br />
discussion of nursing as a professional discipline.<br />
Recall that Donaldson and Crowley (1978) stated<br />
that the aim of professional disciplines is to know<br />
and to use knowledge to achieve the practical goal<br />
of the discipline. Both perspectives address the<br />
need for nurses to develop both theoretical and<br />
practical knowledge.<br />
Orem (2001, p. 170) has identified a model<br />
comprised of five stages for nursing science development.<br />
Each stage is intended to yield different<br />
kinds of knowledge about persons with existent or<br />
potential health-related self-care deficits. Stages 1<br />
and 2 of this developmental schema for science<br />
focus on the advancement of the theoretical component<br />
of nursing science. The theory is the result<br />
of Stage 1. Stage 2 is described as the study of con<br />
concurrent<br />
variations between the concepts proposed<br />
within the Self-Care Deficit Nursing Theory for the<br />
purpose of verifying and further explicating the<br />
propositions (Orem, 2001, p. 171). The propositions<br />
of the Self-Care Deficit Nursing Theory provide<br />
direction to nursing researchers who aim to<br />
focus their inquiry in theory-based research.<br />
Numerous examples of research illustrating scientific<br />
inquiry at the Stage 2 level of development<br />
are contained in the nursing literature. The aspect<br />
of the Self-Care Deficit Nursing Theory that has<br />
generated the most research of this type is the<br />
relationship posited between basic conditioning<br />
factors and self-care agency. The basic conditioning<br />
factors were identified initially by the Nursing<br />
Development Conference Group (1979) and were<br />
formalized later in a proposition linking them to<br />
self-care agency. The second proposition listed in<br />
the Self-Care Deficit Nursing Theory states that individuals’<br />
abilities to engage in self-care (self-care<br />
agency) are conditioned by age, developmental<br />
state, life experiences, sociocultural orientation,<br />
health, and available resources (Orem, 2001,<br />
p. 167). This proposition offers direction to nurses<br />
interested in engaging in theory-based research.<br />
Basic conditioning factors are defined as “conditions<br />
or events in a time-place matrix that affect the<br />
value of person’s abilities to care for themselves”<br />
(Orem). It is important to note that the influence of<br />
the basic conditioning factors on self-care agency is<br />
not assumed to be operative at all times. Nor are all<br />
the basic conditioning factors assumed to be operative<br />
at all times. Because the influence of these factors<br />
occurs within a time-place matrix, research is<br />
necessary to identify those nursing practice situations<br />
in which the factors are operative and to explain<br />
the nature of their influence on self-care<br />
agency. Based upon research findings, relationships<br />
between the basic conditioning factors and the substantive<br />
structure of self-care agency can then be<br />
made explicit. Programs of research designed in<br />
this way can verify the existence of linkages between<br />
these concepts and can explain the nature of<br />
the linkages. Scholarly work of this type is vital to<br />
the advancement of the theoretical knowledge of<br />
nursing science.<br />
Over the past decade, nurse researchers have<br />
studied the influence of basic conditioning factors,<br />
singularly and in combination, on individuals’ selfcare<br />
abilities. Foremost among the basic condition-<br />
ing factors studied is health state. Several studies<br />
designed to determine the nature of the influence of<br />
variations in health state on self-care abilities are reported<br />
in the research literature. Research suggests<br />
that this relationship is particularly salient in practice<br />
situations in which persons are experiencing<br />
chronic health problems. The work of selected investigators<br />
is presented here to exemplify this line of<br />
inquiry. The influence of change in health state on<br />
the self-care abilities of persons with coronary<br />
artery disease has been studied with both American<br />
and Dutch adult patient populations (Isenberg,<br />
1991; Isenberg, Evers, & Brouns, 1987). Across these<br />
studies, changes in health state were found to be<br />
critical determinants of the quality of the self-care<br />
abilities of this patient population. As the health<br />
state of patients improved, so did their capabilities<br />
for self-care. Conversely, self-care capabilities<br />
tended to decline as patients experienced recurrence<br />
of pain and declining health. The findings revealed<br />
a positive relationship between health state<br />
and self-care agency in patients with cardiac disease.<br />
In addition to the study of variation in health<br />
state due to pathophysiology, the conditioning influence<br />
of health state on self-care agency has also<br />
been explored in situations in which the variation<br />
in health state is due to psychopathology. West<br />
(1993) investigated the influence of clinical variations<br />
in the level of depression, conceptualized as a<br />
health-state factor, on the self-care abilities of<br />
young American women.West (1993) reported that<br />
of the basic conditioning factors studied, the level of<br />
depression (health state) was the dominant predictor<br />
of the quality of the self-care abilities of her<br />
sample. In a study with Dutch psychiatric patients,<br />
Brouns (1991) also reported that variations in mental<br />
health state significantly influenced patients’<br />
self-care capabilities. In both studies a positive relationship<br />
between health state and self-care agency<br />
was revealed. Higher levels of mental health were<br />
correlated with higher self-care agency scores.<br />
These findings verified the conditioning influence<br />
of health state on the self-care agency of patients’<br />
experience variations in physical and mental health.<br />
Moreover, the research findings clarified the nature<br />
of the influence of health state on self-care agency.<br />
The conditioning influence of other basic factors<br />
on the self-care abilities of clinical and nonclinical<br />
populations has been the focus of inquiry<br />
of several nurse scholars. For example, Brugge<br />
(1981) studied the influence of family as a social<br />
support system on the self-care agency of adults<br />
with diabetes mellitus. Vannoy (1989) explored the<br />
influence of basic conditioning factors on the selfcare<br />
agency of persons enrolled in a weight-loss<br />
program. Schott-Baer (1989) studied the influence<br />
of family variables and caregiver variables on the<br />
self-care abilities of the spouses of patients with a<br />
cancer diagnosis. Baker (1991) explored the predictive<br />
effect of basic conditioning factors on the selfcare<br />
agency and self-care in adolescents with cystic<br />
fibrosis. McQuiston (1993) investigated the influence<br />
of basic conditioning factors on the self-care<br />
capabilities of unmarried women at risk for sexually<br />
transmitted disease.Horsburgh (1994) conceptualized<br />
personality as a basic conditioning factor<br />
and tested the model with a healthy population and<br />
a comparative clinical population with chronic<br />
renal disease. O’Connor (1995) studied the influence<br />
of basic conditioning factors on the self-care<br />
abilities of a healthy and clinical adult population<br />
enrolled in a nurse-managed primary care clinic.<br />
Baiardi (1997) explored the influence of health<br />
state and caregiving factors on the self-care agency<br />
of the caregivers of cognitively impaired elders.<br />
Artinian, Magnan, Sloan, and Lange (2002) examined<br />
the influence of personal and environmental<br />
factors on the self-care behaviors among patients<br />
with congestive heart failure.<br />
THEORY VERIFICATION AND<br />
SPECIFIC CLINICAL POPULATIONS<br />
Opportunities to test elements of the Self-Care<br />
Deficit Nursing Theory have been greatly enhanced<br />
by the measurement work with self-care concepts<br />
that has transpired over the past 20 years. It is important<br />
to note that the theory-testing studies cited<br />
above were made possible by the development and<br />
psychometric testing of instruments to measure the<br />
theoretical concepts. Instruments are currently<br />
available to measure the self-care agency of adolescent<br />
populations (Denyes, 1982), adult populations<br />
(Evers, Isenberg, Philipsen, Senten, & Brouns, 1993;<br />
Geden & Taylor, 1991; Hanson & Bickel, 1985), and<br />
elderly populations (Biggs, 1990). The availability<br />
of valid and reliable measures of self-care agency<br />
has been vital to the advancement of the theoretical<br />
component of self-care nursing science.<br />
In addition to the theory verification line of<br />
research, the Self-Care Deficit Nursing Theory is<br />
being used to guide research programs to identify<br />
the self-care requisites and self-care behaviors of<br />
specific clinical populations. Intervention studies<br />
designed to enhance self-care performance are also<br />
under way. For example, Dodd has launched a program<br />
of research focused on the self-care of cancer<br />
patients who were receiving chemotherapy or radiation<br />
therapy. Her early descriptive studies clarified<br />
the health-deviation self-care requisites of this population<br />
and documented the therapeutic self-care<br />
demand (Dodd, 1982, 1984).More recent work described<br />
specific self-care behaviors initiated by patients<br />
receiving these therapies and led to the<br />
identification of a patient profile of self-care that<br />
can be used in practice to target specific patient<br />
groups who are in most need of nursing interventions<br />
(Dodd, 1997). Dodd’s intervention studies<br />
demonstrated that with targeted information,<br />
patients can learn more about their treatment and<br />
can perform more effective self-care behaviors<br />
(Dodd, 1997). Her work has advanced to conducting<br />
randomized control trials to test a selfcare<br />
intervention called PRO-SELF© to decrease<br />
chemotherapy-related morbidity (Dodd, 1997).<br />
Through her 20-year program of descriptive, predictive,<br />
and intervention studies based on self-care<br />
theory, Dodd’s research has demonstrated how to<br />
enhance patients’ knowledge of their treatment and<br />
how to increase effective self-care activities. Dodd<br />
clearly qualifies as a pioneer in self-care theorybased<br />
research.<br />
Investigators have used Orem’s theory to identify<br />
the self-care requisites and self-care capabilities<br />
of patients across a broad range of health deviations.<br />
Based on the theory, Utz and Ramos (1993)<br />
have conducted a sequence of studies to explore<br />
and describe the self-care needs of people with<br />
symptomatic mitral valve prolapse. The self-care<br />
capabilities and the self-care needs (requisites) of<br />
persons with rheumatoid arthritis have also been<br />
described. The most frequently reported universal<br />
self-care requisites for these clients were the maintenance<br />
of a balance between activity and rest, the<br />
promotion of normalcy, and the prevention of hazards<br />
(Ailinger & Dear, 1997). Duration of illness<br />
(health state) and educational level were found to<br />
be related to self-care agency (Ailinger & Dear,<br />
1993). Aish (1993) tested the effect of an Orembased<br />
nursing intervention on the nutritional<br />
self-care of myocardial infarction patients. A<br />
supportive-educative nursing system was reported<br />
to be effective in promoting healthy low-fat eating<br />
behavior (Aish, 1993). Metcalfe (1996) studied the<br />
therapeutic self-care demand, self-care agency, and<br />
the self-care actions of individuals with chronic obstructive<br />
lung disease. Health state was found to<br />
offer significant explanation of variations in the<br />
self-care actions of this population. Based on the<br />
universal, developmental, and health deviation selfcare<br />
requisites, Riley (1996) developed a tool to<br />
measure the performance and frequency of the selfcare<br />
actions of patients with chronic obstructive<br />
lung disease. This tool has the potential to be useful<br />
as an outcome measure in future intervention studies<br />
designed to enhance the self-care abilities of this<br />
population.<br />
Moore (1995) has used the Self-Care Deficit<br />
Nursing Theory as the basis for her program of research<br />
with children. She has developed the Child<br />
and Adolescent Self-Care Practice questionnaire,<br />
which can be used to assess the self-care performance<br />
of children and adolescents. In a study of<br />
children with cancer, Mosher and Moore (1998)<br />
reported a significant relationship between selfconcept<br />
and self-care. Children with higher<br />
self-concept scores were found to perform more<br />
self-care activities than children with low selfconcept<br />
scores (Mosher & Moore, 1998).Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6185025785431988705.post-91976398398127085112008-07-29T12:11:00.000-07:002008-07-29T12:27:15.325-07:00Selamat diterima sebagai mahasiswa FIKep unpad<p> Selamat bagi rekan-rekan perawat di kuwait yang telah diterima sebagai mahasiswa unpad program s1 keperawatan jalur khusus, setelah mengikuti tes pada tanggal 19 juli 2008 di KBRI kuwait, yang hasilnya bisa rekan-rekan loggin di website UNPAD.</p><p> Bagi rekan-rekan yang telah dinyatakan lulus seleksi masuk, diharapkan secepatnya registrasi ulang online ke wesite unpad...<a href="http://www.unpad.ac.id">http://www.unpad.ac.id</a>, serta registrasi akademis dan keuangan ke pengurus e-learning INNAK selambat-lambatnya tanggal 5 agustus 20.08 dan melaporakan rencana cuti tahun 2009 untuk menyesuaikan dengan program praktikum dna pembelajaran.</p><p> Dimohon rekan-rekan untuk mengakses secara rutin blog ini, karena kedepannya menjadi salah satu sumber informasi bagi keberlangsungan pembelajaran yang menjembatani, dosen, pembimbing dan mahasiswa</p>Unknownnoreply@blogger.com0