Physical Therapy Management of a Patient on Portable Extracorporeal Membrane Oxygenation as a Bridge to Lung Transplantation: A Case Report     

John D. Lowman  Tamara K. Kirk  Diane E. Clark 《Cardiopulmonary Physical Therapy Journal》2012,23(1):30-35

Introduction

Although the life expectancy for patients with cystic fibrosis (CF) has increased dramatically in the preceding decades, often the final therapeutic option for patients with end-stage CF is lung transplantation. Prior to transplantation, patients with severe disease may require mechanical ventilation. Those refractory to mechanical ventilation may require extracorporeal membrane oxygenation (ECMO). The purpose of this case report is to describe the physical therapy management of a patient who received ECMO as a bridge to lung transplantation.

Case Presentation

A 16-year-old girl with severe acute respiratory failure due to a CF exacerbation eventually required ECMO to maintain adequate gas exchange. While on ECMO, she received physical therapy interventions ranging from therapeutic exercise, manual therapy, and integumentary protection techniques in addition to airway clearance techniques. Prior to her transplant, she was standing multiple times per day with moderate assistance, was sitting on the edge-of-bed, as well as taking steps to transfer to/from a chair. She successfully received a bilateral lung transplant after 8 days on ECMO.

Conclusion

Physical therapy interventions, including out-of-bed mobility, can be safely provided to patients on portable ECMO as a bridge to lung transplantation. These interventions were focused on preventing the negative sequelae of bed rest, increasing her strength and endurance, as well as improving her level of consciousness and psychological well being in preparation for lung transplantation.Key Words: extracorporeal membrane oxygenation, lung transplantation, physical therapy, exercise  相似文献   

School improvement plans and student learning in Jamaica     

Marlaine Lockheed  Abigail Harris  Tamara Jayasundera   《International Journal of Educational Development》2010,30(1):54-66

A school improvement program that provided support to poor-performing schools on the basis of needs identified in a school improvement plan was implemented in 72 government schools in Jamaica, from 1998 to 2005. In this independent evaluation of the program, we use propensity score matching to create, post hoc, a control group of schools that were similar to program schools in the baseline year. By the final year of the program, we find that program schools had received more inputs to improve literacy and numeracy than control schools, and that some inputs associated with the program were correlated with improvements school average achievement: supplementary reading materials, additional training for reading resource teachers, and functioning computers. At the student level, however, we find no evidence that students enrolled in program schools achieved higher reading or math scores than those in control schools. We suggest three possible reasons for this: (a) the lack of sensitivity of the learning measures to improvements at the lower end of the scales; (b) the availability of program-like inputs in non-program schools, provided by other programs and donors; and (c) the growth in student enrollment in the program schools, which may have diluted the program effect for incoming students in upper grades. Schools with school improvement plans did not outperform comparable schools that did not have these plans.  相似文献   

Kontinuität und Innovation     

J. Fischer  G. Doll-Tepper  Prof. Dr. B. Strauß 《Sportwissenschaft》2009,39(1):4-4

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Lehrpläne Sport     

Rolf Geßmann 《Sportwissenschaft》2009,39(4):362-363

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Inklusive Schulbildung     

Prof. Dr. Christoph Wulf  Prof. Dr. phil. Hans-Günther Roßbach 《Zeitschrift für Erziehungswissenschaft》2014,17(4):597-599

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Tertiary Education and Management (TEAM)     

Tamara Welschot 《Tertiary Education and Management》2005,11(4):369-375

Instructions for Authors

Tertiary Education and Management (TEAM)  相似文献   

Kartellverbot und Verhaltenskoordinationen im Sport     

Isolde Hannamann  Horst M. Schellhaaß 《Sportwissenschaft》2002,32(2):228-233

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Distance education in south dakota:     

Tamara Bauck 《TechTrends》2001,45(3):15-17

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JIME: an interactive journal for interactive media     

Simon Buckingham Shum  Tamara Sumner 《Learned Publishing》2001,14(4):273-285

How can new media positively transform scholarly practices? In this article, we describe the Journal of Interactive Media in Education (JIME). JIME's peer-review process is designed to promote multidisciplinary dialogue through the use of a purpose-designed web document–discussion interface. This innovative peer-review model and the resulting enriched digital documents illustrate some of the possibilities for promoting knowledge construction and preserving intellectual products in digital scholarly publications. We present JIME's technical infrastructure, editorial policy, and peer-review process, and discuss how these features are used to support the journal's goals. Finally, we conclude by considering what aspects of our approach might be suitable for e-journals in other disciplines.  相似文献   

Entwicklungen im Kindergarten und in der Grundschule     

Hans-Günther Roßbach 《Zeitschrift für Erziehungswissenschaft》2000,3(1):21-34

Zusammenfassung Der Beitrag berichtet über einige übergreifende gesellschaftliche Rahmenentwicklungen im Bereich von Kindergarten und Grundschule (Schülerzahlen, mütterliche Erwerbst?tigkeit, Alleinerziehende. Gestaltungsautonomie) und diskutiert die m?glichen Auswirkungen dieser Entwicklungen auf zukünftige Ver?nderungen im Bereich von Kindergarten und Grundschule sowie die Verzahnung dieser beiden Bereiche.

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Summary Development in Kindergarten and Primary School The article considers some general societal structural developments in the areas of kindergarten and primary school (number of students in the classroom, maternal employment, single parenting, school autonomy). It also discusses the possible effects of these developments on future changes in the areas of kindergarten and primary school, as well as the integration of these two sectors.

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