Module 1 Frameworks Flashcards
Clinical Reasoning Cycle Steps (8)
1 - Consider patient situation
2 - Collect cues / information
3 - Process Information
4 - Identify problems / Issues
5 - Establish Goals
6 - Take Action
7 - Evaluate outcomes
8 - Reflect on process & new learning
Clinical Reasoning Cycle 8 Steps:
1 - Consider the patient situation:
(1)
Describe:
Context
People
situation
Clinical reasoning 8 Steps
2 - Collect cues / Information (3)
Review:
current information (reports, history, results from previous investigations)
Gather:
new information (patient assessment)
Recall:
knowledge (Ethics, standards)
Clinical Reasoning Cycle 8 Steps:
3 - Process information (6)
Interpret:
Analyse data
Compare normal vs abnormal
Discriminate:
distinguish relevant and irrelevant info
Relate:
discover new relationships, patterns
Infer:
make deductions/ form opinions
Consider alternatives
Match:
current situation with past
Current client with past clients
Predict:
an outcome
Clinical Reasoning Cycle 8 Steps:
4 - Identify problems (1)
Synthesise
Facts to make definitive diagnosis of the patient’s problem
Clinical Reasoning Cycle 8 Steps:
5 - Make Goals
Describe
What you want to happen
Desired outcomes
Time frame
Clinical Reasoning Cycle 8 Steps:
6 - Take Action
Select
A course of action between alternatives available
Clinical Reasoning Cycle 8 Steps:
7 - Evaluate outcomes
Evaluate
Effectiveness of actions
outcomes
Clinical Reasoning Cycle 8 Steps:
8 - Reflect on process & new learnings
Contemplate
What you have learnt from this process
What would you do differently next time?
What else do you need to know?
Why is clinical reasoning important? (3)
Better client outcomes
Better quality care
Aligns our actions to our professional standards
What are the benefits of clinical reasoning cycle? (3)
Patient-centred care & Evidence based care
Successful intervention
Accurate diagnosis / identification of problem
SP practice areas (6)
Speech
Language
Voice
Fluency
Swallowing
Multimodal communication
Clinical Activities (4)
Assess
Interpret / diagnose
Plan Intervention
Evaluate
What does PSSP outline?
Skills, knowledge & attributes of SPs in Aus
3 domains of PSSP
Professional conduct
Reflective practice & lifelong learning
SP Practice
Domain 1
Professional Conduct: (7)
EBP
legislation & standards
Safe + quality services
Collaborate with individuals + supports
high standards of communication, information sharing, records
Consider client needs
Advocate for optimal communication + swallowing
Domain 2
Reflective practice + lifelong learning: (7)
Self awareness
Critical reflection
personal development goals
professional development
Acquire, critique and integrate knowledge from wide range of sources
Engage in learning from peers
Contribute to SP evidence base
Domain 3
SP Practice: (6)
Clinical activities:
Assess communication + swallowing needs
Interpret, diagnose + report assessments
Plan SP intervention
Implement and evaluate intervention
Support development of profession
Develop shared understanding of SP
Professional standards for SP emphasise importance of: ____(3) practice
Person-centred
Family-centred
Community-centred
practice
Code of ethics:
Ethical values (4)
Respect and dignity:
Respect unique characteristics of all
Value, listen, show compassion
Person-centred care
Responsiveness:
Respond to needs
Collaborate, engage, advocate & partner with individuals, families other professionals
Quality & safety:
Provide quality and EBP services
Professionalism + Integrity:
Be professional, objective
Code of Ethics:
Ethical Principles: (5)
Autonomy:
Client self determination
Beneficence:
Benefit others
Non-maleficence:
Do no harm
Truth & Veracity (accuracy):
Act honestly & respectfully
Justice & Fairness:
Fair & equitable decisions
EBP relates to which Code of Ethics? (3)
Using EBP allows us:
Professional competence: highest standards
Professional Conduct: Safe quality services
Accurate & Timely Information
ICF: features (6)
Health Condition
Body function + structures
Cognition
Emotions
Pulmonary system
Activities + Participations
Self care
Mobility
social participation
domestic life
Environmental Factors:
Services
Attitudes
home environment
Personal Factors
Gender
Cultural identity
Age
Personal preferences
Educational level
Coping style
Which ICF section:
Supportive friends in the community garden
Reluctant to engage with volunteering
Access to services
Environmental Factors
Services
Attitudes
Home environment
Which ICF section:
Working in the community garden
Volunteering at the primary school
Difficulty communicating with strangers
Bushwalking in nearby national park
Activities + Participation
Self care
Mobility
Social participation
Domestic life
Which ICF section:
Dysarthria associated with parkinsons disease
Hoarse voice
Reduced loudness
Changes in prosody
Body Structures & Functions
Functions and structures of pulmonary system
Functions and structures of emotions
Functions and structures of cognition
Which ICF section:
Male
35 years old
Enjoys helping others
resilient
Personal Factors
Gender
Cultural identity
Age
Personal preferences
Educational level
Coping styles
EBP ensures health professionals consider four sources of evidence when evaluating options for clients and patients: (4)
Clinical expertise
Research evidence
Patient’s values & circumstance
Practice context (standards, code of ethics, policies)
