identifying patient preferences: Topics by rhein-main-verzeichnis.info
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As gatekeeper they are supposed to manage the growing demand for specialist services and as patient advocate they should be responsive to patients' preferences. We used an innovative approach to develop a referral guideline for patients with chronic knee pain that explicitly incorporates patients' preferences.
A guideline development group of 12 members including patients, GPs, orthopaedic surgeons and other health care professionals used formal consensus development informed by systematic evidence reviews. They rated the appropriateness of referral for case scenarios describing patients according to symptom severity, age, body mass, co-morbidity and referral preference.
Ratings of referral appropriateness were strongly influenced by symptom severity and patients' referral preferences. The influence of other patient characteristics was small. There was consensus that patients with severe knee symptoms who want to be referred should be referred and that patient with moderate or mild symptoms and strong preference against referral should not be referred.
Referral preference had a greater impact on the ratings of referral appropriateness when symptoms were moderate or severe than when symptoms were mild. Referral decisions for patients with osteoarthritis of the knee should only be guided by symptom severity and patients' referral preferences.
The guideline development group seemed to have given priority to avoiding inefficient resource use in patients with mild symptoms and to respecting patient autonomy in patients with severe symptoms.
Personal experiences with depression can affect adherence to therapy, but the effect of vicarious experience is unstudied. Chapter 21 42 new readings, including 14 multimodal readings. New reading strategies helping students assess their knowledge of a topic, deal with difficult texts, and use a coding system for responding to a text.
Chapter 41 A new chapter on choosing media, helping students decide which media print, electronic, or spoken and which modes words, images, video, audio, hyperlinks best suit their needs.
Chapter 52 A new chapter on designing text. Chapter 53 A new chapter on incorporating images and sound — photographs, graphs, charts, videos, sound effects, and more.
It has clear assignment sequences if you want them, or you can cre- ate your own. If you want students to use sources, add the appropriate research chapters. If you want them to submit a topic proposal, add that chapter.
If you focus on genres, there are complete chapters on all the genres college students are often assigned. Color-coded links will help you bring in details about research or other writing strategies as you wish.
If you organize your course thematically, a Thematic Guide will lead you to readings on 25 themes. Chapter 24 on generating ideas can help get stu- dents thinking about a theme. You can also assign them to do research on the theme, starting with Chapter 44 on finding sources, or perhaps with Chapter 22 on writing as inquiry. If they then write in a particular genre, there will be a chapter to guide them.
If you want students to do research, there are 9 chapters on the research process, including guidelines and sample papers demonstrating MLA and APA documentation. The chapters assume these to be strategies that a writer might use for many writing purposes, and also include links that lead students through the process of writing an essay organized around a particular mode. If you teach online, the book is available as an ebook — and in a quick- reference version for use on mobile devices.
In addition, a companion Coursepack includes exercises, quizzes, video tutorials, and more. As much as we like the positive response, though, we are especially grateful when we receive suggestions for ways the book might be improved. Thank you all, both for your kind words and for your good suggestions. Some people need to be singled out for thanks, especially Marilyn Moller, the guiding editorial spirit of the Field Guide through all three editions.
When we presented Marilyn with the idea for this book, she encouraged us and helped us conceptualize it — and then taught us how to write a textbook.
The quality of the Field Guide is due in large part to her knowledge of the field of composition, her formidable editing and writing skills, her some- times uncanny ability to see the future of the teaching of writing — and her equally formidable, if not uncanny, stamina. Development editor John Elliott has shepherded the third edition through its revisions and additions with a careful hand and a clear eye for appropriate content and language.
Many others have contributed, too. Thanks to project editor Rebecca Homiski for her energy, patience, and great skill in coordinating the tightly scheduled production process for the book and her wonderful talent for researching and handling the new images.
Erica Wnek helped find read- ings, managed the reviewing process, and contributed to the planning of the new edition; Tenyia Lee helped find photos, check pageproofs, and more. Anna Palchik designed the award-winning, user-friendly, and attrac- tive interior, and Kimberly Glyder created the beautiful new cover design. Francine Weinberg wrote the ingenious documentation chapters and the glossary, and did heavy lifting on much of the first edition. Jane Searle and Andy Ensor transformed a scribbled-over manuscript into a finished prod- uct with admirable speed and precision, while Jude Grant copyedited and Mark Gallaher proofread.
Megan Jackson and Bethany Salminen cleared text permissions, coping efficiently with ongoing changes, and Michael Fodera cleared permission for the images. Juliana Fidler, our excellent intern, located author images and updated manuscript files. Cliff Landes- man planned, designed, and produced the sensational website with help from Stefani Wallace. Steve Dunn and especially Lib Triplett helped us all keep our eyes on the market. Rich has many, many people at Wright State University to thank for their support and assistance.
Henry Limouze and then Carol Loranger, chairs of the English Department, gave him room to work on this project with patience and good humor.
Graham Wardle and Amber Marshall in Heartland on CBC.
Sandy Trimboli, Becky Traxler, and Lynn Morgan, the secretaries to the writing programs, kept him anchored. And he thanks especially the more than graduate teaching assistants and 10, first- year students who class-tested various editions of the Field Guide and whose experiences helped — and continue to help — to shape it.
Lester, Vice President of Humanities and Arts and former chair of the English Department, and the assistance of Jason Diller, her former grad- uate research assistant, and Judy Holiday, her former graduate mentee, for their reading suggestions. Thanks also go to ASU instructors and first-year students who have used the Field Guide and have offered good suggestions.
Finally, Maureen wants to pay tribute to her students, who are themselves among her best teachers. Thanks to the teachers across the country who reviewed the second edi- tion of the Field Guide and helped shape this third edition: Cloud State University; Robert B. Yount, Alamance Com- munity College. Thanks also to the many teachers across the country who have reviewed various previous versions and offered valuable input and encour- agement: Foster, Hampton University; Ivonne M.
Writing and revising The Norton Field Guide over the past several years, we have enjoyed the loving and unconditional sup- port of our spouses, Barb and Peter, who provide the foundation for all we do.
Some peo- ple need to do a lot of planning on paper; others write entire drafts in their heads. The Norton Field Guide is designed to allow you to chart your own course as a writer, offering guidelines that suit your writing needs. It is organized in seven parts: This part will help you consider each of these elements, as well as the par- ticular kinds of rhetorical situations created by academic assignments.
Use these chapters for help with specific kinds of writing, from abstracts to lab reports to memoirs and more. These chapters offer general advice for all writing situations — from generating ideas and text to drafting, revising and rewriting, com- piling a portfolio — and more.
Use the advice in this part to develop and organize your writing — to write effective beginnings and endings, to guide readers through your text, and to use comparison, description, dialogue, and other strategies as appropriate. Use this section for advice on how to do research, work with sources, and compose and document research- based texts using MLA and APA styles.
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This section offers guidance in designing your work and using visuals and sound, and in deciding whether and how to deliver what you write on paper, on screen, or in person.
This section includes readings in 9 genres, and one chapter of texts that mix genres—50 readings in all that provide good exam- ples of the kinds of writing you yourself may be assigned to do. Ways into the Book The Norton Field Guide gives you the writing advice you need, along with the flexibility to write in the way that works best for you. Here are some of the ways you can find what you need in the book.
Inside the back cover is a menu of all the readings in the book. Pages xviii—xxxvi contain a detailed table of contents.