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CRRN Certified Rehabilitation Registered Nurse Study Guide |

CRRN Study Guide - Certified Rehabilitation Registered Nurse Updated: 2024

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Exam Code: CRRN Certified Rehabilitation Registered Nurse Study Guide January 2024 by team

CRRN Certified Rehabilitation Registered Nurse

1. Rehabilitation nursing models and theories (6%)

2. Functional health patterns (theories, physiology, assessment, standards of care, and interventions in individuals with injury, chronic illness, and disability across the lifespan) (58%)

3. The function of the rehabilitation team and community reintegration (13%)

4. Legislative, economic, ethical, and legal issues (23%).

The CRRN exam Content Outline lists each domain with related tasks, knowledge, and skill statements. It is the best source of information for exam content.

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Domain I: Rehabilitation Nursing Models and Theories (6%)

Task 1: Incorporate evidence-based practice, models, and theories into patient-centered care.

Knowledge of:

a. Evidence-based practice

b. Nursing theories and models significant to rehabilitation (e.g., King, Rogers, Neuman, Orem)

c. Nursing process (i.e., assessment, diagnosis, outcomes identification, planning, implementation, evaluation)

d. Rehabilitation standards and scope of practice

e. Related theories and models (e.g., developmental, behavioral, cognitive, moral, personality, caregiver development and function)

f. Patient-centered care Skill in:

a. Applying nursing models and theories

b. Applying rehabilitation scope of practice

c. Applying the nursing process

d. Incorporating evidence-based practice

Domain II: Functional Health Patterns (theories, physiology, assessment, standards of care, and interventions in individuals with injury, chronic illness, and disability across the lifespan) (58%)

Task 1: Apply the nursing process to optimize the restoration and preservation of the individual's health and wellbeing.

Knowledge of:

a. Physiology and management of health, injury, acute and chronic illness, and adaptability

b. Pharmacology

c. Rehabilitation standards and scope of practice

d. Technology (e.g., smart devices, internet sources, personal response devices, and telehealth)

e. Alterations in sexual function and reproduction

Skill in:

a. Assessing health status and health practices

b. Teaching interventions to manage health and wellness

c. Using rehabilitation standards and scope of practice

d. Using technology

e. Assessing goals related to sexuality and reproduction

f. Teaching interventions and technology related to sexuality and reproduction (e.g., body positioning,
mirrors, adaptive equipment, medication)

Task 2: Apply the nursing process to promote optimal nutrition.

Knowledge of:

a. Adaptive equipment and feeding techniques (e.g., modified utensils, scoop plates, positioning)

b. Anatomy and physiology related to nutritional and metabolic patterns (e.g., endocrine, obesity,

c. Diagnostic testing

d. Diet types (e.g., cardiac, diabetic, renal, dysphagia)

e. Fluid and electrolyte balance

f. Nutritional requirements

g. Skin integrity (e.g., Braden scale, pressure ulcer staging)

h. Pharmacology (e.g., anticholinergics, opioids, antidepressants)

i. Safety concerns and interventions (e.g., swallowing, positioning, food textures, fluid consistency)

Skill in:

a. Assessing nutritional and metabolic patterns (e.g., nutritional intake, fluid volume deficits, skin
integrity, metabolic functions, feeding and swallowing)

b. Implementing and evaluating interventions for nutrition

c. Implementing and evaluating interventions for skin integrity (e.g., skin assessment, pressure relief,
moisture reduction, nutrition and hydration)

d. Teaching interventions for swallowing deficits

e. Using adaptive equipment

Task 3: Apply the nursing process to optimize the individual's elimination patterns.

Knowledge of:

a. Anatomy and physiology of altered bowel and bladder function

b. Bladder and bowel adaptive equipment and technology (e.g., bladder scan, types of catheters,
suppository inserter)

c. Bladder and bowel training (e.g., scheduled self -catheterization, timed voiding, elimination

d. Pharmacologic and non-pharmacological interventions

Skill in:

a. Assessing elimination patterns (e.g., elimination diary, patients history)

b. Implementing and evaluating interventions for bladder and bowel management (e.g., nutrition,
exercise, pharmacological, adaptive equipment)

c. Teaching interventions to prevent complications (e.g., constipation, urinary tract infections,
autonomic dysreflexia)

d. Providing patient and caregiver education related to bowel and bladder management

e. Using adaptive equipment and technology

Task 4: Apply the nursing process to optimize the individuals highest level of functional ability.

Knowledge of:

a. Anatomy, physiology, and interventions related to musculoskeletal, respiratory, cardiovascular, and
neurological function

b. Assistive devices and technology (e.g., mobility aids, orthostatic devices, orthotic devices)

c. Clinical signs of sensorimotor deficits

d. Activity tolerance and energy conservation

e. Pharmacology (e.g., antispasmodics, vasopressors, analgesics)

f. Safety concerns (e.g., falls, burns, skin integrity, infection prevention)

g. Self-care activities (e.g., activities of daily living, instrumental activities of daily living)

Skill in:

a. Assessing and implementing interventions to prevent musculoskeletal, respiratory, cardiovascular,
and neurological complications (e.g., motor and sensory impairments, contractures, heterotrophic
ossification, aspiration, pain)

b. Assessing, implementing, and evaluating interventions for self-care ability and mobility

c. Implementing safety interventions (e.g., sitters, reorientation, environment, redirection, nonbehavioral restraints)

d. Using technology (e.g., mobility aids, pressure relief devices, informatics, assistive software)

e. Teaching interventions to prevent complications of immobility (e.g., skin integrity, DVT prevention)

Task 5: Apply the nursing process to optimize the individual's sleep and rest patterns.

Knowledge in:

a. Factors affecting sleep and rest (e.g., diet, sleep habits, alcohol, pain, environment)

b. Pharmacology

c. Physiology of sleep and rest cycles

d. Technology

Skill in:

a. Assessing sleep and rest patterns

b. Evaluating effectiveness of sleep and rest interventions

c. Teaching interventions and strategies to promote sleep and rest (e.g., energy conversation,
environmental modifications)

d. Using technology (e.g., sleep study, CPAP, BiPAP, relaxation technology)

Task 6: Apply the nursing process to optimize the individual's neurological function.

Knowledge of:

a. Measurement tools (e.g., Rancho Los Amigos, Glasgow, Mini Mental State Examination, ASIA, pain
analog scales)

b. Neuroanatomy and physiology (e.g., cognition, judgment, sensation, perception)

c. Pain (e.g., receptors, acute, chronic, theories)

d. Pharmacology

e. Safety concerns (e.g., seizure precautions, fall precautions, impaired judgment)

f. Technology

Skill in:

a. Assessing cognition, perception, sensation, apraxia, perseveration, and pain

b. Implementing and evaluating strategies for safety (e.g., personal response devices, alarms, helmets,

c. Teaching strategies for neurological deficits

d. Teaching strategies for pain and comfort management (e.g., pharmacological, non-pharmacological)

e. Using technology (e.g., TENS unit, baclofen pump)

f. Implementing behavioral management strategies (e.g., contracts, positive reinforcement, rule

Task 7: Apply the nursing process to promote the individuals optimal psychosocial patterns and holistic wellbeing.

Knowledge of:

a. Individual roles and relationships (e.g., cultural, environmental, societal, familial, gender, age)

b. Role alterations

c. Psychosocial disorders (e.g., substance abuse, anxiety, depression, bipolar, PTSD, psychosis)

d. Theories (e.g., self-concept, role, relationship, interaction, developmental, human behaviors)

e. Traditional and alternative modalities (e.g., medications, healing touch, botanicals)

f. Cultural competence

Skill in:

a. Assessing and promoting self-efficacy, self-care, and self-concept

b. Accessing supportive team resources and services (e.g., psychologist, clergy, peer support,
community support)

c. Promoting strategies to cope with role and relationship changes (e.g., individual and caregiver
counseling, peer support, education)

d. Including the individual and caregiver in the plan of care

e. Incorporating cultural and spiritual values

f. Promoting positive interaction among individual and caregivers

g. Evaluating the effects of values, belief systems, and spirituality of the individual

Task 8: Apply the nursing process to optimize coping and stress management skills of the individual and


Knowledge of:

a. Community resources (e.g., face-to-face support groups, internet, respite care, clergy)

b. Coping and stress management strategies for individuals and support systems

c. Cultural competence

d. Physiology of the stress response

e. Safety concerns regarding harm to self and others

f. Technology for self-management

g. Theories (e.g., developmental, coping, stress, grief and loss, self-esteem, self-concept)

h. Types of stress and stressors

i. Stages of grief and loss

Skill in:

a. Assessing potential for harm to self and others

b. Assessing the ability to cope and manage stress

c. Facilitating appropriate referrals

d. Implementing and evaluating strategies to reduce stress and Improve coping (e.g., biofeedback,
cognitive behavioral therapy, complementary alternative medicine, pharmacology)

e. Using therapeutic communication

Task 9: Apply the nursing process to optimize the individual's ability to communicate effectively.

Knowledge of:

a. Anatomy and physiology (e.g., cognition, comprehension, sensory deficits)

b. Communication techniques (e.g., active listening, anger management, reflection)

c. Cultural competence

d. Developmental factors

e. Linguistic deficits (e.g., aphasia, dysarthria, language barriers)

f. Assistive technology and adaptive equipment

Skill in:

a. Assessing comprehension and communication (e.g., oral, written, auditory, visual)

b. Implementing and evaluating communication interventions

c. Involving and educating support systems

d. Using assistive technology and adaptive equipment

e. Using communication techniques

Domain III: The Function of the Rehabilitation Team and Community Reintegration (13%)

Task 1: Collaborate with the interdisciplinary/interprofessional team to achieve patient-
centered goals.
Knowledge of:

a. Goal setting and expected outcomes (e.g., SMART goals, functional independence measures [FIM],

b. Types of healthcare teams (e.g., interdisciplinary/
interprofessional, multidisciplinary, transdisciplinary)

c. Rehabilitation philosophy and definition

d. Roles and responsibilities of team members

e. Theory (e.g., change, leadership, communication, team function, organizational)

Skill in:

a. Advocating for inclusion of appropriate team members

b. Applying appropriate theories (e.g., change, leadership, communication, team function,

c. Communicating and collaborating with the interdisciplinary/
interprofessional team

d. Developing and documenting plans of care to attain patient-centered goals

Task 2: Apply the nursing process to promote the individual's community reintegration.

Knowledge of:

a. Technology and adaptive equipment (e.g., electronic hand-held devices, electrical simulation, service
animals, equipment to support activities of daily living)

b. Community resources (e.g., housing, transportation, community support systems, social services,
recreation, CPS, APS)

c. Personal resources (e.g., financial, caregiver support systems, caregivers, spiritual, cultural)

d. Professional resources (e.g., psychologist, neurologist, clergy, teacher, case manager, vocational
rehabilitation counselor, home health, outpatient therapy)

e. Teaching and learning strategies for self-advocacy

Skill in:

a. Accessing community resources

b. Assessing readiness for discharge

c. Assessing barriers to community reintegration

d. Evaluating outcomes and adjusting goals (e.g., interdisciplinary/interprofessional team and patientcentered)

e. Identifying financial barriers and providing appropriate resources

f. Initiating referrals

g. Participating in team and patient caregiver conferences

h. Planning discharge (e.g., home visits, caregiver teaching)

i. Teaching health and wellness maintenance

j. Teaching life skills

k. Using adaptive equipment and technology (e.g., voice activated call systems, computer supported

Domain IV: Legislative, Economic, Ethical, and Legal Issues (23%)

Task 1: Integrate legislation and regulations to guide management of care.

Knowledge of:

a. Agencies related to regulatory, disability, and rehabilitation (e.g., CARF, The Joint Commission, APS,

b. Specific legislation related to disability and rehabilitation (e.g., Medicare, Medicaid, ADA,
rehabilitation acts, HIPAA, Affordable Care Act, workers compensation, IDEA, Vocational, IMPACT

Skill in:

a. Accessing, interpreting, and applying legal, regulatory, and accreditation information

b. Using assessment, measurement, and reporting tools (e.g., functional independence measures [FIM],
patient satisfaction, IRF-PAI)

Task 2: Use the nursing process to deliver cost effective patient-centered care.

Knowledge of:

a. Clinical practice guidelines

b. Community and public resources

c. Insurance and reimbursement (e.g., PPS, workers compensation)

d. Regulatory agency audit process

e. Staffing patterns and policies

f. Utilization review processes

Skill in:

a. Analyzing quality and utilization data

b. Collaborating with private, community, and public resources

c. Incorporating clinical practice guidelines

d. Managing current and projected resources in a cost effective manner

Task 3: Integrate ethical considerations and legal obligations that affect nursing practice.

Knowledge of:

a. Ethical theories and resources (e.g., deontology, ombudsperson, ethics committee)

b. Legal implications of healthcare related policies and documents (e.g., HIPAA, advance directives,
powers of attorney, POLST/MOLST, informed consent)

Skill in:

a. Advocating for the individual

b. Documenting services provided

c. Identifying appropriate resources to assist with legal documents

d. Implementing strategies to resolve ethical dilemmas

e. Applying ethics in the delivery of care

Task 4: Integrate quality and safety in patient-centered care.

Knowledge of:

a. Quality measurement and performance improvement processes (e.g., Agency for Healthcare
Research and Quality; Institute of Medicine; National Database of Nursing Quality Indicators)

b. Models and tools used in process improvement (e.g., Plan, Do, Check, Act; Six Sigma; Lean approach)

c. Federal quality measurement efforts

d. Reporting requirements (e.g., infection rates, healthcare acquired pressure injury, sentinel events,
discharge to community, readmission rates)

Skill in:

a. Assessing safety risks

b. Minimizing safety risk factors

c. Implementing safety prevention measures

d. Utilizing assessment, measurement, and reporting tools (e.g., functional independence
measurement; patient satisfaction)

e. Incorporating standards of professional performance
Certified Rehabilitation Registered Nurse
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Certified Rehabilitation Registered Nurse
Question: 1
Which of the following is the BEST description of naturopathy?
A. A system that focuses on strengthening the body's defense mechanisms rather than trying to
heal particular disease symptoms.
B. A system that involves balancing qi (vital energy) by inserting tiny needles into specific sites
referred to as acupoints.
C. A system that involves applying pressure or electric stimulation at acupoints to promote
D. A system that involves various manipulations of muscles and joints and alignment of the
spine to maintain health.
Answer: A
Question: 2
A patient with a spinal cord injury develops signs of autonomic dysreflexia (sweating and
flushing above injury, severe headache, nasal congestion, anxiety, nausea). He first does a
pressure release and checks his indwelling catheter, which is in place and draining freely. What
should he do next?
A. Perform digital stimulation to stimulate a bowel movement.
B. Lie down flat.
C. Call 9-1-1.
D. Take nifedipine or nitroglycerine sublingually.
Answer: A
Question: 3
Constraint-induced movement therapy (CIMT) for those with stroke or traumatic brain injury
(TBI) includes constraint of the uninvolved upper extremity and which of the following other
A. Forced use of weakened limbs for 90 minutes daily.
B. Massed practice.
C. Forced use of weakened limbs for 90% of waking hours and massed practice.
D. Doing progressively more difficult tasks in small steps for 90 minutes daily with positive
Answer: C
Question: 4
A patient with a spinal cord injury has developed a stage II pressure ulcer (4 cm in diameter) on
the medial aspect of the right knee. In addition to relieving pressure, which of the following is
the MOST appropriate treatment?
A. Cleanse with antiseptic and expose to the air.
B. Apply wet-to-dry saline dressings.
C. Cleanse with normal saline and apply a hydrocolloid dressing.
D. Apply a heat lamp to the area 3 times daily.
Answer: C
Question: 5
A 19-year-old man with an above-knee right amputation is depressed and refuses to see his
parents. The parents ask the rehabilitation nurse for an update on their son's condition. Which of
the following is MOST appropriate in accordance with HIPAA regulations?
A. Advise the parents that information regarding the patient's condition is private.
B. Provide a brief general update, without specific details
C. Refer the parents to the physician to get information.
D. Tell the patient he should speak to his parents.
Answer: A
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Medical Rehabilitation Study Guide - BingNews Search results Medical Rehabilitation Study Guide - BingNews Division of Pediatric Rehabilitation Medicine

Inpatient and Outpatient Rehabilitation services at Children's of Alabama are provided by professionals who recognize the uniqueness of each child and support the accomplishments of mutually established goals. The child's abilities, rather than disabilities, are emphasized. Further, the Rehabilitation Team believes the involvement of child and family in goal setting is essential for success. 

The Rehabilitation Team includes the following professionals:

Physician - The physician specializes in pediatric Physical Medicine and Rehabilitation (PM&R). The physician's primary responsibility is for the medical care of the child. 

Nurse Clinician/Practitioner - The nurse clinician/practitioner with the Rehabilitation Medicine team is available to patients and families to answer questions regarding the child's hospitalization and plan of care. He or she also assists with patient and family education and discharge planning. The practitioner often discusses patient progress and advocates for items needed after hospitalization with insurance companies, case managers and school officials.

Occupational Therapist - The Occupational Therapist, through evaluation and treatment, provides patients with an opportunity to reach their maximum level of physical and psychosocial function so that they can live independently. Occupational Therapists teach patients how to perform activities of daily living (such as dressing, bathing, feeding and personal hygiene). Exercise programs are developed to Improve muscle strength and endurance of the upper extremities and trunk musculature. The OT may conduct evaluations to help the family make the home physically more accessible and provide adaptive equipment recommendations when indicated to maximize the patient's level of function in the home.

Physical Therapist - Physical Therapy services are aimed at helping patients overcome difficulties with movement caused by injury or disease so that they can more fully participate in life's activities. The Physical Therapist evaluates the patient and develops and carries out a treatment plan to Improve and restore mobility, strength, flexibility, endurance, balance and coordination. The PT will teach the patient and family how to move safely and efficiently utilizing adapted equipment and/or devices when needed. The PT may also recommend and assist with acquisition of appropriate assistive mobility devices for home use prior to discharge.

Speech Language Pathologist - The Speech-Language Pathologist will be involved when there is difficulty with communication or cognition. He or she will help Improve language skills, including comprehension of what your child hears and read, as well as how to express oneself with words and written language. Assistance and suggestions will be given to help speech clarity if the child's speech is difficult to understand. Cognitive areas may also be addressed in therapy, such as concentration, orientation, memory, problem-solving and organizational skills. The speech-language pathologist also works as part of a team to evaluate swallowing difficulties and ensure that your child can swallow safely and efficiently. 

Therapeutic Recreation Therapist – The Therapeutic Recreation Specialist provides patients with opportunities that will help them become more socially involved with others. Through participation in therapeutic recreation programs, patients will develop and use their physical and intellectual abilities as well as learn new skills and/or modify old ones. When appropriate, patients attend community reentry outings which allow them to practice new skills before they return home. Taking time for recreation is an important part of good mental health. 

Unit Nurse - The nurses, along with other team members, provide 24-hour care to children. They assess each child's health status every shift and develop an appropriate plan of care. Any abnormal or unexpected findings are reported to the physician. Rehabilitation nurses assist with the education and training of the patient and family members to safely perform all prescribed patient care activities, such as medication administration, self-care tasks, including bowel/bladder programs and maintenance of healthy skin. The nurses, along with members of the rehabilitation team, work together so that the transition from hospital to home can be accomplished smoothly. 

Pastoral Care - The chaplain provides support to patients and families and assesses resilience factors. The chaplain encourages patients and families to identify, recognize and use spiritual resources available for living with hope in their present situation.

Pediatric Neuropsychologist - The neuropsychologist evaluates neuropsychological functioning including cognition, behavior, personality and coping skills. He or she provides children, youth and their families with recommendations designed to enhance independent functioning and overall well-being. The neuropsychologist also serves as a consultant to other members of the Rehabilitation Team, families, schools, mental health professionals, physicians and attorneys. 

Counselor - A counselor typically sees all patients on the rehabilitation service and their family members. Individual counseling helps each family member identify, understand and resolve personal and relationship difficulties. Family counseling helps a family work together more effectively and supports the growth and development of all its members. Counselors also provide coping techniques to families and patients to help reduce and manage stress and anxiety.

Registered Dietitian - The dietitian plays an integral role in the care of the child. A thorough nutritional assessment is conducted upon admission to determine each child's unique needs. The dietitian monitors each child's nutritional status, ensures nutritional needs are met and assists in choosing a healthy lifetime diet. 

Respiratory Therapist - A respiratory therapist is available to assess the breathing status of children. Treatment is provided by the respiratory staff as deemed necessary by the medical staff. Respiratory therapists provide the family and the child with education regarding respiratory needs.

Social Worker - The social worker serves as a patient and family advocate and ensures that the family has input into the patient's treatment program. The social worker keeps the family informed of the patient's process and sets up family conferences and teaching sessions as needed. Assistance in understanding financial resources, community services and follow-up issues will also be provided. The social worker assists the patient and family in their discharge planning by making appropriate community referrals and helping to obtain special equipment. 

Teacher - The teacher will discuss the spectrum of services available to your child through your local school system. He or she initiates contact with your child's school to let administration know what services and supports may be needed upon discharge. When appropriate, the teacher will request and assist your child with his or her school assignments while he or she is hospitalized. The teacher also provides assistance in the transition from the hospital setting by arranging homebound school services, participating in IEP/504 meetings and/or assisting with the school re-entry program.

Thu, 30 Jul 2020 15:20:00 -0500 en-US text/html
Medical Students

Acting Internships

This rotation is preferred for fourth-year medical students interested in applying for a Physical Medicine & Rehabilitation residency.

Each four-week rotation is composed of assignments on the inpatient services (TBI, SCI, Stroke, General Rehab) and/or outpatient clinics. Students are expected to fully participate in the service, including morning rounds, conferences, clinics, and other didactic activities. Students do not take call during these experiences. Finally, students are asked to prepare one, 10-minute presentation to be given at the end of the rotation, during an afternoon conference.


This rotation is designed for third and fourth-year medical students. If students decide to pursue Physical Medicine & Rehabilitation, they are strongly encourage to take the AI.

Each four-week rotation is composed of assignments on the inpatient services (TBI, SCI, Stroke, General Rehab) and/or outpatient clinics. Students are expected to fully participate in the service, including morning rounds, conferences, clinics, and other didactic activities. Students do not take call during these experiences. Finally, students are asked to prepare one, 10-minute presentation to be given at the end of the rotation, during an afternoon conference.

Wed, 04 Aug 2021 22:49:00 -0500 en-US text/html
Study Reveals RehabChat’s Potential in Traumatic Brain Injury Rehabilitation No result found, try new keyword!Discover how RehabChat, a pioneering chatbot from Flinders University, is transforming traumatic brain injury rehabilitation. Fri, 22 Dec 2023 15:55:40 -0600 en-us text/html Wearable ultrasound monitors can help with injury rehabilitation: Study

Every year, millions of people suffer from musculoskeletal injuries, and the healing process is typically lengthy and arduous with patients usually undergoing therapy as they gradually regain muscle strength when the injuries heal.

Wearable ultrasound monitors can help with injury rehabilitation: Study(Unsplash)
Wearable ultrasound monitors can help with injury rehabilitation: Study(Unsplash)

A variety of tasks and exercises are used by medical experts to evaluate a patient's progress. However, because these exercises are dynamic, acquiring a detailed image of real-time muscle activity is particularly difficult.

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Parag Chitnis of George Mason University led a team that developed a wearable ultrasound system that can produce clinically relevant information about muscle function during dynamic physical activity. He will present his work at the International Convention Centre Sydney.

Many medical technologies can give doctors a window into the inner workings of a patient's body, but few can be used while that patient is moving. A wearable ultrasound monitor can move with the patient and provide an unprecedented level of insight into body dynamics.

"For instance, when an individual is performing a specific exercise for rehabilitation, our devices can be used to ensure that the target muscle is actually being activated and used correctly," said Chitnis. "Other applications include providing athletes with insights into their physical fitness and performance, assessing and guiding recovery of motor function in stroke patients, and assessing balance and stability in elderly populations during routine everyday tasks."

Designing a wearable ultrasound device took much more than simply strapping an existing ultrasound monitor to a patient. Chitnis and his team reinvented ultrasound technology nearly from scratch to produce the results they needed.

"We had to completely change the paradigm of ultrasound imaging," said Chitnis. "Traditionally, ultrasound systems transmit short-duration pulses, and the echo signals are used to make clinically useful images. Our systems use a patented approach that relies on transmission of long-duration chirps, which allows us to perform ultrasound sensing using the same components one might find in their car radio."

This modified approach allowed the team to design a simpler, cheaper system that could be miniaturized and powered by batteries. This let them design an ultrasound monitor with a small, portable form factor that could be attached to a patient.

Soon, Chitnis hopes to further Improve his device and develop software tools to more quickly interpret and analyze ultrasound signals.

Fri, 08 Dec 2023 02:50:00 -0600 en text/html
Study reveals spatial neglect occurs after brain injury as well as stroke

A study conducted by Kessler Foundation has reported a notable incidence of spatial neglect among individuals undergoing rehabilitation for traumatic brain injury (TBI). The article, "Spatial neglect not only occurs after stroke, but also after traumatic brain injury," is published in the Annals of Physical and Rehabilitation Medicine. The authors are Peii Chen, Ph.D., of Kessler Foundation and Kimberly Hreha, EdD, OTR/L, of Duke University.

The findings have important implications for the of individuals with TBI, who have been understudied compared to stroke survivors. "We found that spatial neglect affects a substantial percentage of people with TBI," said Dr. Chen, senior research scientist in the Center for Stroke Rehabilitation Research at the Foundation.

Spatial neglect is more likely to occur with right brain damage, with an incidence of 40% to 45% compared to 19% to 23% for left brain damage after stroke, according to previously published Foundation studies. This condition manifests as a failure to respond to stimuli on the side opposite the injury and difficulty in initiating or completing movements toward that side. Spatial neglect can lead to prolonged disability after by impairing daily functions and reducing the effectiveness of rehabilitation therapies.

This study involved an implementation project across 16 U.S. rehabilitation hospitals, in which were trained to use the Kessler Foundation Neglect Assessment Process (KF-NAP) to assess spatial neglect in individuals with neurological disorders. This standardized method incorporates the Catherine Bergego Scale (CBS) to measure impairment and categorize the severity of neglect. In total, 4,454 individuals were assessed, with 3,645 (82%) having had a stroke and 266 (6%) with TBI. The overall prevalence of spatial neglect was found to be 58% post stroke and 38% after TBI.

"It is clear from this study that neglect screening is warranted in TBI rehabilitation as well as in rehabilitation programs," Dr. Chen emphasized. "By extending timely treatment for spatial neglect to the population with TBI, we may Improve their rehabilitation outcomes, optimize their recovery, and lessen the burdens of caregivers."

More information: Peii Chen et al, Spatial neglect not only occurs after stroke but also after traumatic brain injury, Annals of Physical and Rehabilitation Medicine (2023). DOI: 10.1016/

Provided by Kessler Foundation

Citation: Study reveals spatial neglect occurs after brain injury as well as stroke (2023, December 21) retrieved 5 January 2024 from

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UNStudio teamed up with the FlySolo medical expert team to discuss in depth the importance of flexible space planning for carrying out different rehabilitation treatment activities.

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