Background: Cardiac rehabilitation is one of the most widely recommended strategies to reduce the burden of cardiovascular disease. The multicomponent nature of cardiac rehabilitation programs requires a multidisciplinary team of healthcare professionals including nurses who are equipped with extensive knowledge and skills. However, there is a lack of a comprehensive, explicit career pathway that contains academic and clinical development to prepare nurses to become cardiac rehabilitation specialists.
Results: Some attempts have been made in developing frameworks of career development for cardiac rehabilitation professionals with these 3 components through guidelines/standards and core curriculum development worldwide, among which the United States is the only country with a well-established system including guidelines for cardiac rehabilitation/secondary prevention programs, a position statement in terms of competencies, and certification examination for cardiac rehabilitation professionals. Nevertheless, further development and integration of these efforts, specifically for cardiac rehabilitation nurses, are required.
Background: Children with disability face long wait times for rehabilitation services. Before the COVID-19 pandemic, telehealth adoption was low across pediatric rehabilitation. Owing to the COVID-19 pandemic restrictions, pediatric therapists were asked to rapidly shift to telehealth, often with minimal training. To facilitate the behavior changes necessary for telehealth adoption, provision of appropriate evidence-based training and support is required. However, evidence to support the effective implementation of such training is lacking. The successful real-world implementation of a training intervention and program of support (TIPS) targeting pediatric therapists to enhance the adoption of family-centered telerehabilitation (FCT) requires the evaluation of both implementation and effectiveness.
Conclusions: This study will generate knowledge about the effectiveness of TIPS targeting pediatric therapists to enhance FCT adoption in pediatric rehabilitation settings, identify facilitators for and barriers to adoption, and document the impact of telehealth adoption on therapists, services, and families. The study knowledge gained will refine the training intervention, enhance intervention uptake, and support the integration of telehealth as a consistent pediatric rehabilitation service option for families of children with disabilities.
Your doctor can provide specific recommendations based on your unique situation, but in general, the following timeline and rehabilitation tips may help you recover as quickly and safely as possible from ACL surgery.
This is a critical time during the recovery process because it is when your body is most vulnerable. Surgery is a traumatic experience for your muscles, ligaments, and other tissues, which is why the body responds with inflammation. During the period immediately after surgery, you may experience pain, swelling, and the buildup of excess fluid around the knee joint. The rehabilitation process starts right after the surgery, and you may be given exercises that must be performed daily to support your recovery. During this time, your ability to bear weight on the affected leg may be limited, so plan on using crutches and limiting your mobility for at least 10 days.3
In preparing this guide, we have highlighted the significant differences between the rights and responsibilities of students with disabilities in the high school setting and the rights and responsibilities these students will have once they are in the postsecondary education setting. Following a set of frequently asked questions, we have provided some practical suggestions that high school educators can share with students to facilitate their successful transition to postsecondary education.
Learn time management skills. Although a primary role of high school educators is to provide monitoring, direction and guidance to students as they approach the end of their high school career, staff also need to prepare students to act independently and to manage their own time with little to no supervision. High school educators can assist students by identifying resources that will help them learn time management and scheduling skills.
Acquire computer skills. Because postsecondary students use computers to complete a multitude of tasks, from registering for classes to accessing course material and obtaining grades, it is essential that students learn to use computers if they are to be prepared for postsecondary education. Ideally, students with disabilities need to start using computers as early as possible in school to increase their familiarity with, and their comfort level in using, computers. Students with visual impairments, hearing impairments, learning disabilities or mobility impairments may have problems with inputting data or reading a computer monitor. Assistive technology can help certain students with disabilities use computers and access information.
Consider supplemental postsecondary education preparatory programs. A variety of institutions of postsecondary education have summer programs in which students can participate while they are still in high school, or after graduation, to ease their transition to postsecondary education. These programs often expose students to experiences that they are likely to encounter in postsecondary education, such as living in dorms, relating to other students and eating in dining halls. The programs may also focus on instruction in certain subject areas, such as math or English, or in certain skills, such as computer, writing or study skills, that can prepare a student to be successful in postsecondary education. High school educators can assist students with disabilities by identifying such program opportunities in their area of residence.
According to data compiled by the U.S. Bureau of Justice Statistics, the average sentence length in state courts for those sentenced to confinement in a state prison is about 4 years and the average time served is about 2.5 years. Those sentenced for a violent offense typically serve about 4.7 years with persons sentenced for murder or manslaughter serving an average of 15 years before their release.5 Thus, it is important to consider the conditions of prison life in understanding how individuals rejoin society at the conclusion of their sentence. Are they prepared to be valuable community members What lessons have they learned during their confinement that may help them turn their life around Will they be successful in avoiding a return to prison What is the most successful path for helping returning citizens reintegrate into their communities
Despite having histories of associating with other people who commit crimes and use illegal drugs, incarcerated individuals have pro-social family and friends in their lives. They also may have some personality characteristics that make it difficult to resist involvement in criminal behavior, including impulsivity, lack of self-control, anger/defiance, and weak problem-solving and coping skills. Psychologists have concluded that the primary individual characteristics influencing criminal behavior are thinking patterns that foster criminal activity, associating with other people who engage in criminal activity, personality patterns that support criminal activity, and a history of engaging in criminal activity.8 While the context constrains individual behavior and choices, the motivation for incarcerated individuals to change their behavior is rooted in their value of family and other positive relationships. However, most prison environments pose significant challenges for incarcerated individuals to develop motivation to make positive changes. Interpersonal relationships in prison are difficult as there is often a culture of mistrust and suspicion coupled with a profound absence of empathy. Despite these challenges, cognitive behavioral interventions can provide a successful path for reintegration.
As the country with the highest incarceration rate in the world, current U.S. incarceration policies and practices are costly for families, communities, and state budgets. Openly punitive incarceration policies make it exceedingly difficult for incarcerated individuals to successfully reintegrate into communities as residents, family members, and employees. A long-term policy goal in the U.S. must be to reduce our over-reliance on incarceration through shorter prison terms, increased reliance on community sanctions, and closing prisons. The COVID-19 pandemic revealed that decarceration poses minimal risk to community safety. Given this steady decline in the prison population and decline in prison building in the U.S. since 2000, we encourage other types of development in rural communities to loosen the grip of prisons in these areas. Alternative development for rural communities is important because the most disadvantaged rural communities are both senders of prisoners and receivers of prisons with roughly 70 percent of prison facilities located in rural communities.
Some existing jail and prison correctional systems are implementing broad organization changes, including immersive faith-based correctional programs, jail-based 60- to 90-day reentry programs to prepare individuals for their transition to the community, Scandinavian and other European models to change prison culture, and an innovative Cognitive Community approach operating in several correctional facilities in Virginia. However, these efforts have not been rigorously evaluated. New models could be developed and tested widely, preferably through randomized controlled trials, and funded by the research arm of the Department of Justice, the National Institute of Justice (NIJ), or various private funders, including Arnold Ventures.
Now that you have completed transition to high school your next big step is to