Michelle Cleary – författare

Athletic trainers are often the first ones on the scene when an individual sustains an acute injury. Therefore, knowing how to assess injuries and illnesses and begin treatment quickly is of vital importance for aspiring athletic trainers. Acute and Emergency Care in Athletic Training With Web Study Guide teaches students how to recognize and manage emergency conditions so they can provide appropriate patient care between the field and the emergency department.Authors Michelle Cleary and Katie Walsh Flanagan take an interdisciplinary approach, drawing from literature, position statements, and guidelines from numerous professional health care organizations to offer current evidence-based clinical best practices. The book’s comprehensive coverage adheres to and incorporates guidelines from the Commission on Accreditation of Athletic Training Education (CAATE) and the Board of Certification (BOC), and it is one of the first textbooks to align with the competencies outlined in the CAATE 2020 standards.To prepare students to effectively provide appropriate care before getting an injured or ill athlete to the hospital, Acute and Emergency Care in Athletic Training includes the following learning aids:• Case studies in the web study guide offer practical scenarios that will facilitate critical thinking and decision-making skills.• Clinical Skills sidebars guide students through the process of completing specific tasks such as splinting, wound care, and airway maintenance.• Red Flag sidebars indicate areas where significant caution is warranted.• Decision-making algorithms and decision trees lead students through selecting the most appropriate treatment option based on a patient’s signs and symptoms.• Key terms are boldfaced in the text and are defined in the glossary section.With a full-color presentation and more than 280 photos and illustrations, the text takes a systematic approach to acute and emergency care, with the content divided into two parts. Part I provides critical information on prevention and risk management strategies, including developing an emergency action plan, conducting an emergency examination, and administering emergency medications. Part II then provides the basics of emergency evaluations, describing how to examine, treat, and manage common acute injuries and illnesses to limit the severity of these potentially life-threatening conditions.To aid instructors using Acute and Emergency Care in Athletic Training in the classroom, there is a full array of ancillaries, including a test package, an instructor guide with sample answers to the case study questions, and a presentation package plus image bank.When an athlete is injured on the field of play, time is of the essence. Acute and Emergency Care in Athletic Training is an invaluable resource for training and preparing the initial responders to recognize critical situations and treat the acutely injured or ill patient.

Athletic trainers have a responsibility to provide high-quality pharmaceutical care while meeting both legal and ethical requirements. Clinical Pharmacology in Athletic Training empowers athletic trainers with a functional understanding of pharmacology that enables them to formulate a treatment plan intended to mitigate disease and improve the overall health of their patients. This text incorporates the most up-to-date content from the 2020 Commission on Accreditation of Athletic Training Education (CAATE) standards, and it emphasizes interprofessional practice to enable future and current athletic trainers to collaborate with other health professionals in a manner that optimizes the quality of care.Clinical Pharmacology in Athletic Training begins by addressing drug legislation and the legal aspects of the athletic trainer’s role in sport medication. The text provides an overview of pharmacokinetics and pharmacodynamics with an emphasis on concepts relevant to clinical practice. Students are introduced to the generic and brand names, general classifications, and appropriate administration of drugs and are guided toward appropriate online reference materials. Part II of this text describes common medications for pain, inflammation, and infections. Part III includes medications for specific conditions, including respiratory, cardiovascular, gastrointestinal, neurological, gynecological, and mental health conditions. The text also includes current information on opioid analgesics, cannabis, and cannabinoid-based medications.Clinical Pharmacology in Athletic Training teaches students to administer appropriate pharmacological agents for the management of the patient’s condition. The information includes indications, contraindications, dosing, interactions, and adverse reactions. The following features are included to aid in the learning process: Chapter objectives set the stage for the main topics covered in the chapter.Key terms are boldfaced to indicate terms of special importance, and a glossary of definitions is included at the back of the book.Red Flag sidebars highlight warnings and precautions for certain medications or medicolegal issues.Evidence in Pharmacology sidebars highlight recent research regarding medications.Clinical Application sidebars present real-life stories from the field of athletic training.Case studies highlight specific therapeutic medication applications and are accompanied by questions that prompt readers to think critically about the issues presented.Quick reference drug tables describe medication types, generic and brand names, pronunciations, common indications, and other special considerations for the athletic trainer.Over the past decade, there has been an increased emphasis on pharmacology in athletic training. Clinical Pharmacology in Athletic Training will equip students with appropriate skills and competencies, prepare them to meet patient needs, and enable them to work in interprofessional teams.

This unique monograph, based on empirical research, used the oral history approach to explore the careers of 31 intellectual disability nurses from England and the Republic of Ireland; each with at least 30 years'' experience. We sought to understand motives for such long service to nursing practice. Some had worked in the intellectual disability hospitals of the 19th and 20th Centuries. In both jurisdictions these have almost closed and been replaced with smaller living configurations; subsequently few such nurses have experience of these institutions. This makes it important to hear their stories, which were digitally recorded; now forming a unique collection in the Royal College of Nursing''s archives. These oral histories when synthesised with prevailing discourse of intellectual disability nursing from literature, and research put into perspective contemporary nursing workforce challenges faced by these nurses in both jurisdictions. Their stories are testament, amongst other things, to a strong ''sense of justice… doing the right thing and making a difference''. Some reported a ''very early interest in working with people with intellectual disabilities''. And at ''journey’s end'' sadly, almost universally, they reported a sense of being ''undervalued''. Their narratives articulate enormous health and social care change witnessed over three decades or more. But above all else they give voice to commitment, dedication, and kindness to a vulnerable, and often marginalised people, those with intellectual disabilities, as such it gives voice to otherwise ''Untold Stories''.

This unique monograph, based on empirical research, used the oral history approach to explore the careers of 31 intellectual disability nurses from England and the Republic of Ireland; each with at least 30 years'' experience. We sought to understand motives for such long service to nursing practice. Some had worked in the intellectual disability hospitals of the 19th and 20th Centuries. In both jurisdictions these have almost closed and been replaced with smaller living configurations; subsequently few such nurses have experience of these institutions. This makes it important to hear their stories, which were digitally recorded; now forming a unique collection in the Royal College of Nursing''s archives. These oral histories when synthesised with prevailing discourse of intellectual disability nursing from literature, and research put into perspective contemporary nursing workforce challenges faced by these nurses in both jurisdictions. Their stories are testament, amongst other things, to a strong ''sense of justice… doing the right thing and making a difference''. Some reported a ''very early interest in working with people with intellectual disabilities''. And at ''journey’s end'' sadly, almost universally, they reported a sense of being ''undervalued''. Their narratives articulate enormous health and social care change witnessed over three decades or more. But above all else they give voice to commitment, dedication, and kindness to a vulnerable, and often marginalised people, those with intellectual disabilities, as such it gives voice to otherwise ''Untold Stories''.