The program is conceived as a two year commitment over two successive years (2015 and 2016). The first session (November 23 – December 4, 2015) will consist of lectures by scholars with a seminar approach on the origins and development of literary genres and literacy in Ancient Greece, Rome and the Near East.
The faculty consists of scholars active in the field of Greek, Latin and Ancient Near Eastern literature, including: Alessandro Barchiesi (Università di Siena – Stanford University); Ettore Cingano (Università Ca’ Foscari Venezia); Joy Connolly (New York University); Richard Hunter (Trinity College, Cambridge); Dirk Obbink (Christ Church, Oxford); Alessandro Schiesaro (Università di Roma La Sapienza); David Sider (New York University); Antoine Cavigneaux (Université de Genève); Yoram Cohen (Tel Aviv University), Rocio Da Riva (Universitat deBarcelona) and Dina Katz (Nederlands Instituut voor het Nabije Oosten)..
Good knowledge of Greek and Latin, and/or of some of the ancient Near Eastern languages, is expected. Lectures will be in English. Good knowledge of spoken and written English is also a prerequisite.
The lectures will take place at Venice International University, on the Island of San Servolo, in Venice (Italy).
The program is open to 20 fellows who will be either in an advanced stage of doctoral research, or recently completed Ph.D.s. The candidates will be selected by a committee whose decision will be final.
Critical Thinking. Nursing education has emphasized critical thinking as an essential nursing skill for more than 50 years.1The definitions of critical thinking have evolved over the years.
The high-performance expectation of nurses is dependent upon the nurses’ continual learning, professional accountability, independent and interdependent decisionmaking, and creative problem-solving abilities. Learning to provide safe and quality health care requires technical expertise, the ability to think critically, experience, ...
Nurses who want to improve the quality and safety of care can do so though improving the consistency of data and information interpretation inherent in evidence-based practice. Initially, before evidence-based practice can begin, there needs to be an accurate clinical judgment of patient responses and needs.
Good clinical judgment is required to select the most relevant research evidence. The best clinical judgment, that is, reasoning across time about the particular patient through changes in the patient’s concerns and condition and/or the clinician’s understanding, are also required.
Use nursing and other appropriate theories and models, and an appropriate ethical framework; Apply research-based knowledge from nursing and the sciences as the basis for practice; Use clinical judgment and decision-making skills ; Engage in self-reflective and collegial dialogue about professional practice;
Situated in a practice setting, clinical reasoning occurs within social relationships or situations involving patient, family, community, and a team of health care providers. The expert clinician situates themselves within a nexus of relationships, with concerns that are bounded by the situation.
Clinical judgment requires clinical reasoning across time about the particular , and because of the relevance of this immediate historical unfolding, clinical reasoning can be very different from the scientific reasoning used to formulate, conduct, and assess clinical experiments.
Low-quality evidence suggested a benefit of multifaceted infection control/quality improvement programs to reduce the risk of CAUTI. 3,260-267 This was based on a decreased risk of SUTI, bacteriuria/unspecified UTI, and duration of catheter use with implementation of such programs. Studies evaluated various multifaceted interventions. The studies with significant findings included:
2B.1. If the CAUTI rate is not decreasing after implementing a comprehensive strategy to reduce rates of CAUTI, consider using antimicrobial/antiseptic-impregnated catheters. The comprehensive strategy should include, at a minimum, the high priority recommendations for urinary catheter use, aseptic insertion, and maintenance (see Section III. Implementation and Audit). (Category IB)
1C.1. Minimize urinary catheter use and duration in all patients, particularly those who may be at higher risk for mortality due to catheterization, such as the elderly and patients with severe illness. (Category IB)
Very low-quality evidence suggested a benefit of using urinary catheter reminders to prevent CAUTI. 268-270 This was based on a decreased risk of bacteriuria and duration of catheterization and no differences in recatheterization or SUTI when reminders were used. Reminders to physicians included both computerized and non-computerized alerts about the presence of urinary catheters and the need to remove unnecessary catheters.
Very low-quality evidence suggested a benefit of using nursing feedback to prevent CAUTI. 275 This was based on a decreased risk of unspecified UTI during an intervention where nursing staff were provided with regular reports of unit-specific rates of CAUTI.
2D.1.a. Ensure that healthcare personnel and others who take care of catheters are given periodic in-service training stressing the correct techniques and procedures for urinary catheter insertion, maintenance, and removal. (Category IB)
2C.1. Unless clinical indications exist (e.g., in patients with bacteriuria upon catheter removal post urologic surgery), do not use systemic antimicrobials routinely as prophylaxis for UTI in patients requiring either short or long-term catheterization. (Category IB)