Multifractal analysis of nonlinear complexity of sacral skin blood flow oscillations in older adults.

The objective of this study was to investigate the relationship between cutaneous vasodilatory function and nonlinear complexity of blood flow oscillations (BFO) in older people. A non-painful fast local heating protocol was applied to the sacral skin in 20 older subjects with various vasodilatory functions. Laser Doppler flowmetry was used to measure skin blood oscillations.

A leadership focus on evidence-based practice: tools for successful implementation.

Purpose/objectives: Case managers grapple with best methods to infuse case management evidence into their practice. This article examines the role of each case manager as a leader in evidence-based practice (EBP) and emphasizes proven strategies for case management leaders to move EBP into their case management environment. Special focus is placed on steps to establish a practice culture supportive of EBP, creating the organizational infrastructure to support EBP, and practical tips for success.

Putting the "easy" into evidence-based practice.

This article examines evidence-based practice (EBP) and emphasizes how the case manager can find and use research about best practices. EBP should be a mainstay of care but fear about accessing and lack of time to purse EBP material may deter many case managers from integrating best practices into their everyday care coordination. EBP can be made approachable and understandable for case managers at both the basic and advanced levels of practice.

A faculty case management practice: integrating teaching, service, and research.

Like many other schools, the faculty of the University of Oklahoma College of Nursing (OUCN) recently revised its baccalaureate and master's curricula to prepare students better for the evolving changes in the nursing profession and the health care job market. Our personal visions of needed changes, reviews of the literature, and feedback from nursing leaders and community employers supported the need for four significant changes. First, students needed more experiences in the community and clients' homes, with the aged, the chronically ill, and the disabled in all age brackets.