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CASLD 2 > WHO - ICF & EBP > Flashcards

WHO - ICF & EBP Flashcards

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1
Q

Provides a standard language and framework for the description of health and health-related domains

A

INTERNATIONAL CLASSIFICATION OF FUNCTIONING, DISABILITY AND HEALTH (ICF)

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2
Q

help us to describe changes in body function and structure, what a person with a health condition can do in a standard environment (their level of capacity), as well as what they actually do in their usual environment (their level of performance)

A

INTERNATIONAL CLASSIFICATION OF FUNCTIONING, DISABILITY AND HEALTH (ICF)

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3
Q

all body functions, activities and participation

A

Functioning

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4
Q

an umbrella term for impairments, activity limitations and participation restrictions

A

Disability

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5
Q

How do we apply the ICF in service provisions?

A

individual level
institutional level
societal level

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6
Q

How do we apply the ICF in the individual level?

A
  • It can be used as an assessment of individuals
  • It can also be used for assessment planning and treatment planning
  • It can also be used for the evaluation of the efficacy or effectiveness of your treatment and intervention approaches
  • It could be used as a tool to communicate with other healthcare providers and it could also be used by the patients themselves to self-evaluate their functioning or their progress given the intervention
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7
Q

How do we apply the ICF at the institutional level?

A
  • It could be used as educational and training
  • It could be used for resource planning and development, quality improvement as well as management and outcome evaluation measures
  • For managed care models of healthcare delivery
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8
Q

How do we apply the ICF for the higher level that is at the social level?

A
  • It has something to do with the social policies with the entitlements or distribution of the benefits, disability pensions
  • The needs assessment for service delivery and assessment of implementation of mandated accessibility or environmental facilitators and barriers
  • The necessary changes to social policy
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9
Q

looks into the functioning and disability within the context of the individual’s activities and participation in everyday life

A

WHO - ICF Part: Health Conditions

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10
Q

viewed as outcomes of interactions with the health condition and its interactions with the contextual factors

A

WHO - ICF Part: Functioning and Disability

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11
Q

3 levels of human functioning

A
  • body part
  • level of the whole person
  • person in the social context
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12
Q

physiological functions of body systems (including psychological functions)

A

Body Functions

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13
Q

anatomical parts of the body such as organs, limbs and their components

A

Body Structures

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14
Q

problems in body function or structure such as a significant deviation or loss

A

Impairments

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15
Q

the execution of a task or action by an individual

A

Activity

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16
Q

involvement in a life situation

A

Participation

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17
Q

difficulties an individual may have in executing activities

A

Activity Limitations

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18
Q

Problems an individual may experience in involvement in life situations. It has something to do with the patient encounters in the daily life situations

A

Participation Restrictions

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19
Q

make up the physical, social and attitudinal environment in which people live and
conduct their lives; It could be in the family, society, at work place

A

Environmental Factors

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20
Q

Indicates the presence of an impairment and, on a five point scale, the degree of the impairment of function or structure and also has the percentage od the level or degree of the impairment of function or structure for you to be able to gauge the severity of the impairment

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A

Body and Function and Structure Qualifiers

21
Q

Body and Function Qualifiers five point scale

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A

1 - no impairment (0-4%)
2 - mild (5-24%)
3 - moderate (25-49%)
4 - severe (50-95%)
5 - complete (96-100%)

22
Q

2 ACTIVITY AND PARTICIPATION QUALIFIERS

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A

performance qualifications and capacity qualifier

23
Q

This qualifier refers to what an individual does in his or her current environment

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A

Performance qualifications

24
Q

This qualifier describes an individual’s ability to execute a task or an action in a standard environment

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A

Capacity qualifier

25
2 ENVIRONMENTAL QUALIFIERS
barrier and a facilitator
26
is a schematic device for representing a set of concept meanings embedded in a framework of propositions” (Mok et al, 2013)
concept map
27
Students create this to visually present relationships between ideas and clarify understanding (Novak and Cohen, 1984)
concept map
28
We use concept maps during analysis of cases to?
(1) organize ideas and data, (2) analyze them, (3) exhibit our critical thinking about the case.
29
True or False: Educators show that concept mapping do not facilitates the students’ use of critical thinking in knowledge integration and implication to clinical settings.
FALSE. Educators show that concept mapping FACILITATES the students’ use of critical thinking in knowledge integration and implication to clinical settings.
30
The concept map will promote the use of
promote use of various critical thinking and cognitive skills such as analyzing, interpretation, inference, explanation and self-regulation
31
Attributes of Concept Map
- Nodes - Links - Cross Links - Propositions - Overall Appearance
32
Basically the concepts within a box or a circle
Nodes
33
Basic unit of the concept map
Propositions
34
3 Components of EBP
clinical expertise, current best evidence, and client perspectives
35
True or False: Doing EBP means you are being a life-long learner because you are consistently updating your knowledge and skills
True
36
IMPORTANCE OF EBP IN SLP PRACTICE
1) Makes education in SLP more about problem-centered, lifelong learning 2) Facilitates continuing professional education encouraging more focused and productive reading and data handling 3) Improves confidence in clinical decision making and facilitates better communication with other profession 4) Enhances the immediate application of good research findings to clinical practice 5) Makes speech-language pathologists think of outcomes explicitly 6) Funding
37
5As of EBP
Ask Acquire Appraise Apply Assess
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5As of EBP
Ask Acquire Appraise Apply Assess
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PICO QUESTION
Population or Problem Intervention Comparison Outcome
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PICO QUESTION
Population or Problem Intervention Comparison Outcome
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these are the subjective observations and objective performance datasets
Internal Evidence
42
these are the subjective observations and objective performance datasets
Internal Evidence
43
Results, data, statistic analysis, and conclusions from scientific literature
External evidence
44
Results, data, statistic analysis, and conclusions from scientific literature
External evidence
45
Level of External Evidence
Ia - Systematic reviews, Meta-analyses Ib - Randomized controlled trials (RCTs) II - Controlled study without randomization III - Case-controlled Trial IV - Case series or expert opinion, clinical experience of respected authorities
46
Level of External Evidence
Ia - Systematic reviews, Meta-analyses Ib - Randomized controlled trials (RCTs) II - Controlled study without randomization III - Case-controlled Trial IV - Case series or expert opinion, clinical experience of respected authorities
47
HOW DO YOU KNOW IF YOUR EBP IS VALID AND RELIABLE?
Internal Evidence - Does your client RESPOND to the intervention? - Is that response SIGNIFICANT for the client? - How much longer should you CONTINUE the intervention? - Is it time to CHANGE the therapy target, intervention approach, or service delivery model? External Evidence - Determine the RELEVANCE to your question - Appraise the VALIDITY and TRUSTWORTHINESS - Review the RESULTS and CONCLUSIONS
48
APPLY: WHAT IS D.E.C.I.D.E?
Define the first 3 steps of EBP (ask, acquire, appraise) Extrapolate clinically applicable information from the external evidence Consider your expertise and others Incorporate the client’s perspective and their family Develop assessment and treatment planning Evaluate the clinical decision

CASLD 2 (4 decks)

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