Link to a repository of public domain images that are related to delirium, many of which appear in peer-reviewed literature that is in the public domain. Includes both algorithms for managing delirium, tables from published articles, as well as diagrams of neurotransmitters

This unit describes the application of evidence-based medicine (EBM). The discussion begins with the framing of clinical questions that can be answered by appropriate evidence. It then demonstrates how to find and apply the best evidence for answering four major types of clinical questions: interventions, diagnosis, harm, and prognosis. The unit also introduces summarizing of evidence (systematic reviews) as well as clinical practice guidelines and concludes with a discussion of the limitations of EBM.

This Module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours). When you have completed the Module, be sure to visit parts two and three.

This Module, the second in a series of three, discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour). Before completing this Module, consider visiting part one. When you have finished parts one and two, proceed to part three.

This Module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours). If you have not done so already, consider completing parts one and two before beginning this resource.

This Module discusses the importance of selecting evidence-based practices and programs. It also examines actions that school personnel can take to increase the likelihood that the practice or program is implemented as it was designed (est. completion time: 3 hours).

This Module describes the components of high-quality mathematics instruction: a standards-based curriculum and evidence-based practices. It also highlights a number of evidence-based practices as well as other classroom practices that teachers can use to teach mathematics (est. completion time: 1.5 hours).

Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan