Continuing Education for Nurses in Alaska
Looking for continuing education courses for nurses in Alaska? Elite has you covered with high-quality nursing CEU credit courses that will help you to improve your industry expertise and maintain your professional license in Alaska.
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Alaska Nursing packages
Advanced Practice Nursing Package — 33 Contact Hours for Alaska
This 33 contact hour package meets the minimum requirements for license renewal established by the Alaska Board of Nursing. Course topics... More
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Our extensive library of online courses include include free learning aides, multimedia components and are iPad compatible.
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Human Trafficking: A Personal View
About the Course
Audience
This webinar is for any nurse or health care professional in the front line of health care settings such as: emergency departments, community health providers, urgent and primary care clinics, obstetrics, gynecology and urology practices, school nurses, planned parenthood, mobile clinics, and SANE nurses.
Purpose Statement
Human Trafficking has been declared a public health crisis and the statistics of persons in trafficking is rising across the United States. Health care providers are in a unique position to report and assist survivors. Medical professionals are the first line of defense in combating the largest social justice issue of our times. Nurses are one of the few populations that connect with victims while they are still under the control of their trafficker. Identifying the signs of commercial sexual exploitation and reporting suspected human trafficking can lead to the potential recovery of countless lives.
Human Trafficking a Personal View is an ANCC approved course taught by a sex trafficking survivor and subject matter expert that is designated to equip healthcare providers with the classified information that is exclusive to the profession. Tara Madison uses parts of her story pertaining to past interactions with medical professionals while she was trafficked, to help pinpoint missed signs and indicators.
Learning Objectives
- Debunk myths which create unwarranted perceptions of victims.
- Report the at risk populations for sex trafficking.
- Identify victims of commercial sexual exploitation through key indicators specific to the medical profession.
- State how to interact with victims in your professional setting.
- Demonstrate the confidence to follow through with reporting.
About the Author
Tara Madison
Tara Madison is a human trafficking subject matter expert and a survivor of US domestic sex and labor trafficking. She is a consultant for Homeland Security and a certified national victims advocate, who works with law enforcement agencies assisting survivors in the state of Florida. She is a content writer and a sought after international speaker whose chief aim is to strategically educate professionals on the typographies of human trafficking. Madison has trained numerous medical professionals, law enforcement, government agencies, and business owners through her organization Human Trafficking Education.
Patient and Family Anger: What to do When Frustration Spills into the Workplace
About the Course
AudienceThe potential for angry and frustrated patients and family may occur in every health care setting. This course is therefore appropriate for all nurses working in any setting.
Purpose Statement
Workplace violence in healthcare settings can affect anyone who works or volunteers in such areas. Violence can also affect other patients, families, and visitors. It is imperative that persons who work in healthcare know the factors which trigger violent behavior and which actions to take to reduce the potential for that violence. They must also know how to deal with violence, whether it is verbal or physical, if and when it does occur. This education program is designed to help nurses reduce the occurrence of workplace violence and to intervene effectively when it does occur.
Learning Objectives
- Discuss the incidence and prevalence of violence in the workplace.
- Identify barriers to reporting incidents of workplace violence.
- Predict what factors trigger violence in healthcare work settings.
- Relate how communication affects the ability to reduce/prevent workplace violence in healthcare settings.
- Identify strategies to reduce the potential for workplace violence in healthcare settings, and prepare staff on how to deal with it when it occurs.
About the Author
Adrianne Avillion. D.Ed., RN
Adrianne E. Avillion, D.Ed., RN, is an accomplished nursing professional development specialist and healthcare author. She earned her doctoral degree in adult education and her M.S. in nursing from Penn State University and a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care and physical medicine and rehabilitation settings with emphasis on neurological and mental health nursing as well as a number of leadership roles in nursing professional development. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for healthcare professionals and consulting services in nursing professional development. Her most recent publications include The Path to Stress-Free Nursing Professional Development: 50 No-Nonsense Solutions to Everyday Challenges and Nursing Professional Development: A Practical Guide for Evidence-Based Education.
Nursing-Sensitive Indicators and Patient Outcomes
- Define nursing-sensitive indicators of patient outcomes.
- Clarify the connection between the nursing minimum data set and nursing-sensitive patient outcomes.
- Describe the importance of monitoring nursing-sensitive patient outcomes.
- Use an example of a practice setting to identify the unique nursing-sensitive patient outcomes.
- Determine stakeholders in quality improvement data collection.
- List resources for further information on nursing-sensitive patient outcomes.
Occult Trauma: Assessment and Care in the Emergency Department
- Describe the challenges of trauma care in a non-designated trauma setting and strategize ways to improve care in this setting.
- Describe possible mechanisms of injury and forces, and discuss potential clinical presentation.
- Describe the challenges of treating patients with obesity in trauma care.
- Describe the management of pneumothorax.
- List ways the nurse can be alert to history and exam to prevent occult trauma.
Older Adult Immunizations: A Public Health Priority
About the Course
Audience: This course is intended for all nurses who care for older adults.
Learning Objectives
- Discuss the impact of vaccine-preventable diseases.
- Explain the adult immunization goals from the Healthy People 2020 initiative for at least two of the recommended vaccinations.
- Discuss the reasons for promoting older adult immunizations.
- Identify barriers to, and recommendations for, older adult immunization.
About the Author
Sue E. Durkin, DNP, MSN, RN, CCRN, CCNS
Dr. Durkin is the lead APRN advocate at Good Samaritan Hospital in Chicago. She has expertise in population health management. Her focus is to address the needs of aging and frail populations.
Older Adult Polypharmacy
About the Course
Audience
This course is for registered nurses and nurse practitioners that work with older adults. Understanding the prescription and over the counter medications individuals take is important in coordinating care. This course focuses on common Polypharmacy issues and medications that may not be effective or compatible when taken with other medications. The nurse has a responsibility to reconcile the possible problems.
Purpose Statement
As the population becomes older, they have increased chronic diseases and they may take multiple medications. Often, because specialist orders the prescriptions, there may not be careful coordination of all medications the individual is taking. This course presents the concept of polypharmacy as well as common medication problems, strategies to combat unnecessary polypharmacy, and drug classes that cause the most risk.
Learning Objectives
- Provide at least one definition of polypharmacy.
- Quantify the approximate prevalence of polypharmacy in a nursing home practice setting.
- List two predictors of polypharmacy.
- Describe two potential consequences resulting from polypharmacy.
- Identify a therapeutic class of drugs commonly associated with functional impairment.
- Provide two general strategies useful to combat unnecessary polypharmacy.
- Name two key ideas for nurses to keep in mind for the management or prevention of polypharmacy.
- List two handy questions useful for conducting medication reviews.
About the Author
Bradley Gillespie, PharmD.
Bradley Gillespie, PharmD, trained as a clinical pharmacist, has practiced in an industrial setting for the past 20+ years. His initial role was a Clinical Pharmacology and Biopharmaceutics reviewer at FDA, followed by 15 years of leading Early Development programs in the pharma/biotech/ nutritional industries. Currently, he supports efforts at the National Institutes of Health to develop therapeutics for rare and neglected disease. In addition to his industrial focus, he remains a registered pharmacist and operates a medical writing business, with a focus on developing health professional continuing education programs.
Older Adults: Important Concepts for Care
- Differentiate among the different types of older adult (elder) abuse.
- Identify risk factors for older adult abuse.
- Describe the reporting process for older adult abuse.
- Describe the assessment process for older adult abuse.
- Explain interventions to deal with older adult abuse.
- Describe age-related memory and cognitive changes.
- Identify strategies to enhance memory and cognition in older adults.
- Describe strategies for dealing with behaviors associated with dementia.
- Describe ways to reduce impact of chronic conditions in the older adult population.
- Identify helpful end-of-life care strategies.
Opioid Use in the Treatment of Chronic Pain
Caring for patients with chronic pain is both challenging and complex. This course provides details of the best practices for prescribing and managing pain when using opioids and related products. Federal and state laws are being updated and best practices protocols are being developed.
Learning Outcomes:
- Describe six pain-related components of an initial patient evaluation.
- Describe two tools for patient risk assessment.
- Describe three advantages of creating written patient/provider opioid agreements.
- Explain the value of function-based treatment goals over pain-relief goals.
- Describe four key steps to take prior to initiating treatment with an opioid pain medication.
- Explain why special care must be taken with extended-release/long-acting (ER/LA) opioid formulations.
- Explain two reasons why methadone must be used with particular caution.
- Describe two ways to potentially address unpleasant or intolerable opioid side effects.
- Explain three potential benefits of using prescription drug monitoring programs (PDMPs).
About the Author
Katie Blair, PharmD, RPh
Katie Blair, PharmD, RPh, is a pharmacist and freelance writer specializing in pharmacy education. She works as a consultant pharmacist in Vancouver, Washington, serving long-term care facilities in the area. Katie also has over six years of experience working as a staff pharmacist at a community pharmacy in Seattle. She graduated from Northeastern University in Boston in 2009 with a Doctor of Pharmacy degree. Katie has done freelance work writing and revising continuing education programs for pharmacists, pharmacy technicians, and nurses, as well as writing practice questions for various pharmacy technician exams.
Overdose: Pain Pills, Heroin, Fentanyl and Beyond
About the Course
Audience: This course will benefit all nurses at the bedside and in the community who deal with the general population, particularly the population at risk for opioid misuse, addiction, and overdose.
Course overview: Opioid addiction and overdose is a widespread epidemic throughout the United States. Nurses and healthcare professionals have a duty to both understand the problem, as well as provide compassionate care to affected individuals and families. The nurse has a unique role to provide medical and supportive care, as well as social and emotional support. Throughout this course, the nurse will learn common terminology related to opioid use and addiction, as well as common pharmaceutical and street formulations. This course will review the basic pharmacology of opioids and position the nurse to be able to swiftly identify signs and symptoms of acute withdrawal, as well as acute overdose. The nurse should be able to educate patients who are given opioids in both the inpatient and outpatient settings regarding their risks for side effects, dependence, and addiction. Furthermore, this course will present the theory of prevention model and the unique points of potential intervention to help prevent, identify, and treat opioid addiction. This course will provide a comprehensive overview of opioid pharmacology, risk factors for addiction, individual and public health consequences of addiction, as well as detailed prevention and treatment modalities for opioid addiction.
About the Author
Amanda LaManna, MSN, NP-C, WHNP-BC is a nurse practitioner living and practicing in Rochester, New York. Amanda has worked in emergency medicine for the past 4 years and currently works at the region's Level I trauma and tertiary care center. Amanda also works as a Sexual Assault Nurse Examiner (SANE). Amanda graduated in 2011 from Yale School of Nursing, where she completed a master's degree specializing in both adult and women's health. Prior to working in emergency medicine, Amanda worked in the pain management specialty with a physician committed to reducing the excessive use of opioids for chronic pain. Amanda came to the medical field from a background in the arts, obtaining a dual degree in violin performance and Italian literary studies from the University of Connecticut in 2008. She is a proud mother to one-year-old twin girls.
Pain Assessment and Care: A Critical Challenge
About the Course
Target audience: This course is intended for nurses who want more knowledge on pain assessment and management.
Course overview: This program provides nurses with an overview of the physiology of pain and the differences between acute and chronic pain. The focus of the program is on assessment, pharmacologic and nonpharmacologic treatment modalities, and the challenge of pain management for the patient experiencing pain.
Learning Objectives
- Define pain.
- Differentiate between acute and chronic pain.
- Discuss the physiology of pain.
- Perform a pain assessment with various pain assessment tools.
- Describe various treatments for pain, including pharmacological and nonpharmacological treatment modalities.
- Describe the challenges of managing chronic pain.
- Discuss the special considerations for pain management in various populations, including the elderly, pediatric, addicts, and those at risk for addiction.
- Discuss the risks for opioid addiction and the misuse of opioids in the United States.
- Provide educational information to patients regarding pain management.
- Identify barriers and disparities of the treatment of pain.
About the Author
Susan L. Rubin, MSN, RN
Susan L. Rubin, MSN, RN, received her baccalaureate degree in nursing from West Chester University and a master's degree in clinical trials nursing from Drexel University. She is a published author who has experience as a progressive care unit nurse with a special interest in cardiac nursing.
Pain: Is More than a Four-Letter Word
About the Course
Audience
The target audience for this education program is nurses who want to enhance their ability to assess pain and facilitate pain management.
Learning Objectives
- Define pain according to the International Association for the Study of Pain.
- Examine the physiology, classifications, and characteristics of acute and chronic pain.
- Address the impact of pain on economic and personal statuses, as well as on potential prescription drug abuse.
- Describe the requisite steps in assessing and treating pain.
- Explore the pain management resources available for patients and/or families.
About the Authors
Adrianne E. Avillion, D.Ed., RN and Wanda M. Baker, MN, RN, FNP, CNE
Panic Disorder: Anxiety at its Worst
About the Course
Audience
The target audience for this education program is nurses who want to 1) increase their knowledge of panic disorder and 2) enhance their ability to provide safe and effective nursing care for clients who experience panic disorder.
Purpose Statement
Stress and anxiety is very prevalent in today's society. To understand these concepts and their root causes helps to understand the true diagnosis of Panic Disorder. This course focuses on the DSM5 Panic Disorder as well as it's incidence, prevalence, risk factors, impact, diagnosis, and care in the adult patient.
Learning Objectives
- Describe the characteristics of panic disorder.
- Discuss the incidence and prevalence of panic disorder.
- Identify risk factors for panic disorder.
- Outline the impact of panic disorder.
- Explain the etiology and course of panic disorder.
- Describe the diagnostic process for panic disorder.
- Discuss treatment interventions for panic disorder.
- Explain the nurse's role in the management of clients with panic disorder.
About the Author
Adrianne E. Avillion, D.Ed., RN
Adrianne E. Avillion, D.Ed., RN, is an accomplished nursing professional development specialist and healthcare author. She earned her doctoral degree in adult education and her M.S. in nursing from Penn State University and a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care and physical medicine and rehabilitation settings and leadership roles in professional development. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for healthcare professionals and consulting services in nursing professional development. Her most recent publications include The Path to Stress-Free Nursing Professional Development: 50 No-Nonsense Solutions to Everyday Challenges and Nursing Professional Development: A Practical Guide for Evidence-Based Education.
Online
Patient Education for Older Adults: An Effective Encounter Requires Nurse Understanding
About the Course
Audience: This course is for nurses who wish to increase their knowledge
of how to effectively communicate with older adults.
Learning Objectives
- State the physical and psychosocial barriers that may prevent older adults from adhering to a recommended care plan.
- Create appropriate teaching that addresses the cognitive and learning abilities of older adults.
- Describe proper communication and behavior of nurses during teaching/learning encounters with older adults.
About the Author
Mary Beth Fischer, MSN,
RN-BC
Mary Beth Fischer is a
member of the School of Nursing faculty at St. Luke’s University Health Network
in Bethlehem, Pa. She specializes in geriatrics.
No Room for Error: Promoting Medication Safety
Learning objectives
Upon completion of this course, the nurse should be able to:
- Define terms related to medication safety.
- Discuss the impact of the Institute of Medicine’s (IOM) (now the National Academy of Medicine) research on patient safety.
- Describe the role of governing bodies and professional organizations in medication safety.
- Discuss the various types of medication errors.
- Identify risk factors for medication errors and adverse drug events.
- Describe healthcare professionals’ interventions that promote medication safety.
About the Author
Adrianne E. Avillion, D.Ed., RN
Dr. Avillion is an accomplished nursing professional development specialist and published healthcare education author. She is the owner of Strategic Nursing Professional Development, a business devoted to helping nurses maintain competency and enhance their professional growth and development. Dr. Avillion earned her doctoral degree in adult education and her M.S. from Penn State University, along with a BSN from Bloomsburg University. She has served in various nursing roles over her career in both leadership positions and as a bedside clinical nurse. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development.
Patient Safety: A Critical Practice Concern
Learning Objectives
- Implement patient care designed to achieve National Patient Safety Goals.
- Identify the most frequently occurring sentinel events from 2017.
- Describe how to prevent “never-ever” events.
- Explain how to reduce the occurrence of non-reimbursable hospital-acquired conditions.
About the Author
Adrianne E. Avillion, D.Ed., RN
Dr. Avillion is an accomplished nurse educator and published health-care education author. Dr. Avillion earned her doctoral degree in adult education and her MS from Penn State University, along with a BSN from Bloomsburg University. She has served in various nursing positions throughout her career, in both leadership roles and as a bedside clinical nurse. She has published extensively and is a frequent presenter at conferences and conventions devoted to continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business specializing in continuing education for health-care professionals and consulting services in nursing professional development.
As a clinician and an educator in both schools of nursing and as the person responsible for the continuing education of nurses in various health-care settings, Dr. Avillion has provided continuing education regarding safety issues for nurses and all employees at various sized health-care facilities in her role as director of professional development. Additionally, she writes on safety issues in her role as editor and writer of a newsletter for The National Association of Physicians Nurses and incorporates safety education as part of continuing education tutorials for various continuing education companies.
Online
3 Hrs
3 Hrs
Pediatric Headaches: Warning Signs of an Emergency and a Threat to the Quality of Life for Children
About the Course
Audience
Nurses who work in both acute and primary care settings will benefit from this course as it covers acute, emergency red flags for infants, children, and adolescents with a headache and also prevention strategies and information about chronic, recurring headaches. The nurse who takes this course does not need to work in pediatrics in order to benefit from this course. A nurse who is working primarily with adults will be able to gain exposure to variation in headache presentation due to the age of the child and be aware of the signs and symptoms of pediatric headache emergencies.
Purpose Statement
A headache in a child may be benign or it may signal a medical emergency. How can you tell the difference? What are signs and symptoms specific to infants, children, and adolescents? What in the history or physical exam is crucial to notice quickly and efficiently in order to provide the best care for a child? A nurse may be caring for an infant, child, or adolescent who presents with a headache in either an acute, emergency situation or in a primary care setting. This patient may have a history of regular, recurrent headaches causing a decreased quality of life for the child, or the patient may have a new, acute headache that may indicate serious medical condition such as a head injury, illness, or congenital disease. This course will explore recurrent headaches in children and adolescents, headache prevention strategies, and will describe the acute headache and to identify those with serious or life threatening causes ("red flags"). An exploration of the components of the pediatric history and neurological exam will be discussed. Various examples of primary headaches and secondary headaches will be described. After taking this course, the nurse will be able to identify red flags, describe signs and symptoms specific to children, and be able to distinguish between different types of pediatric headaches. Nurses who are experienced in pediatrics or are completely new to the pediatric population will equally benefit from this course.
Learning Objectives
- Identify red flags in clinical presentation and history taking of a child with a headache.
- Describe the characteristics, signs/symptoms, assessment, and management of different types of headaches in children.
- Distinguish between primary and secondary headaches.
- Explain the importance of good history taking with both parent and child.
- Identify ways to educate parents/children regarding headaches in order to promote headache prevention, decrease headache frequency, reduce the risk of falling and head trauma, and allow children and adolescents to help manage their own headache care through the incorporation of patient education into the nurse's practice.
- Lead the effort to provide a child and their family with outside resources such as mental health specialists and counselors in order to treat possible underlying stress, anxiety, and school issues for children who attribute stress to their recurrent headaches.
- Describe differences in how young children present with headaches versus adults.
About the Author
Erin Luckiesh, MSN, RN, CPNP-PC
Erin Luckiesh MSN, RN, CPNP-PC is a pediatric nurse practitioner living in the Boston, Massachusetts area. Erin graduated from Yale School of Nursing in 2016 where she completed a master's degree in the pediatric specialty. She has had pediatric clinical experiences at Yale New Haven Hospital in New Haven, Connecticut and at various pediatric primary care sites in Connecticut, and has worked as a registered nurse in a pediatric mixed urgent care/primary care setting in Maine.
Pediatric Pharmacology Case Study: Acute Lymphoblastic Leukemia
About the Course
Audience: This course is intended for pediatric, oncology and advanced practice nurses who are responsible for the care of children with Acute Lymphoblastic Leukemia.
Course Overview: Caring for a child with Acute Lymphoblastic Leukemia is a challenge on so many different fronts. This pediatric pharmacology case study provides the learner the opportunity to make decisions that impact the care of the patient.
Learning objectives
Upon completion of this course, nurses will be able to:
- Describe the incidence of pediatric acute lymphoblastic leukemia (ALL);
- Identify three risk factors for ALL;
- Discuss favorability/unfavorability of the Philadelphia chromosome in the bone marrow of ALL patients;
- Identify three distinct phases of ALL therapy;
- Quantify the objective of remission induction therapy;
- Describe the sequence of methotrexate and leucovorin therapy during the consolidation phase of ALL therapy;
- Name three key factors leading to successful coping mechanisms for patients with ALL and their families.
About the Author
Bradley Gillespie, PharmD
Bradley Gillespie, PharmD, trained as a clinical pharmacist, has practiced in an industrial setting for the past 20+ years. His initial role was a Clinical Pharmacology and Biopharmaceutics reviewer at FDA, followed by 15 years of leading Early Development programs in the pharma/biotech/ nutritional industries. Currently, he supports efforts at the National Institutes of Health to develop therapeutics for rare and neglected disease. In addition to his industrial focus, he remains a registered pharmacist and operates a medical writing business, with a focus on developing health professional continuing education programs.
Online
1 Hrs
1 Hrs
Pediatric Pharmacology Case Study: Acute Pediatric Asthma Exacerbation
About the Course
Audience: If you care for children who may have asthma, this course is for you
Course Overview: Children who gasp for air because of an exacerbation of Asthma can be a frightening experience. This pediatric pharmacology case study focuses on the assessment and care of a child experiencing an asthma crisis.
Learning objectives
- Describe three symptoms of an acute asthma exacerbation.
- List three potential interventions that could be used to resolve an acute asthma exacerbation.
- Name three oxygen delivery systems.
- Describe one potential adverse event associated with the use of albuterol.
- Explain one potential upside to using off-label ipratropium bromide in the treatment of an acute asthma attack.
- Identify one key parameter to monitor in children receiving chronic treatment with corticosteroids.
- Characterize one benefit of coaching asthma attack patients through their breathing treatment.
About the Author
Brad Gillespie, PharmD
Bradley Gillespie, PharmD, trained as a clinical pharmacist, has practiced in an industrial setting for the past 20+ years. His initial role was a Clinical Pharmacology and Biopharmaceutics reviewer at FDA, followed by 15 years of leading Early Development programs in the pharma/biotech/ nutritional industries. Currently, he supports efforts at the National Institutes of Health to develop therapeutics for rare and neglected disease. In addition to his industrial focus, he remains a registered pharmacist and operates a medical writing business, with a focus on developing health professional continuing education programs.
Pediatric Pharmacology Case Study: Complicated Tetralogy of Fallot
About the Course
Audience: For all nurses and advanced practice nurses who provide care of children with complex medical conditions.
Course Overview: This course is a case study of a young child who has complicated Tetralogy of Fallot. The challenge for the reader is to understand the medications and pharmacological interventions that are appropriate for his care.
Learning objectives
Upon completion of this course, nurses will be able to:
- Identify 2 ECG abnormalities associated with tetralogy of Fallot;
- Name 3 pharmacotherapeutic agents used to treat congestive heart failure;
- Describe 3 adverse events commonly observed in patients receiving digoxin;
- Name one indication for furosemide;
- Identify the most common adverse event observed when using enalapril;
- Describe an extemporaneous preparation of carvediol that can be used for small children;
- Describe one surgical correction required to surgically repair tetralogy of Fallot.
About the Author
Bradley Gillespie, PharmD
Bradley Gillespie, PharmD, trained as a clinical pharmacist, has practiced in an industrial setting for the past 20+ years. His initial role was a Clinical Pharmacology and Biopharmaceutics reviewer at FDA, followed by 15 years of leading Early Development programs in the pharma/biotech/ nutritional industries. Currently, he supports efforts at the National Institutes of Health to develop therapeutics for rare and neglected disease. In addition to his industrial focus, he remains a registered pharmacist and operates a medical writing business, with a focus on developing health professional continuing education programs.
Pediatric Pharmacology Case Study: Diabetic Emergency
About the Course
Audience: This course is intended for bedside and advanced practice nurses who are responsible for the care of children who are diabetics or who may experience a diabetic emergency
Course Overview: The prevalence of children with diabetes in this country is staggering. This course presents a pediatric pharmacology case study with critical thinking decision making of how to handle a child who is experiencing a diabetic emergency.
Learning objectives
- Identify three signs of diabetes.
- Describe one antibody that may be present in patients presenting with Type 1 diabetes.
- Name one potential cause of diabetic ketoacidosis (DKA).
- Identify one cause of hypokalemia in patients receiving fluid therapy to treat hyperglycemia and DKA.
- Name two types of insulin used in the treatment of Type 1 diabetes.
- Describe the etiology of cerebral edema in patients being treated for DKA.
- Provide two instances that may lead to a need for an increased dose of insulin in diabetic patients.
- Name three early symptoms of hypoglycemia.
About the Author
Brad Gillespie, PharmD
Bradley Gillespie, PharmD, trained as a clinical pharmacist, has practiced in an industrial setting for the past 20+ years. His initial role was a Clinical Pharmacology and Biopharmaceutics reviewer at FDA, followed by 15 years of leading Early Development programs in the pharma/biotech/ nutritional industries. Currently, he supports efforts at the National Institutes of Health to develop therapeutics for rare and neglected disease. In addition to his industrial focus, he remains a registered pharmacist and operates a medical writing business, with a focus on developing health professional continuing education programs.
Pediatric Pharmacology Case Study: Pediatric Immunizations
About the Course
About the Author
Brad Gillespie, PharmD
Bradley Gillespie, PharmD, trained as a clinical pharmacist, has practiced in an industrial setting for the past 20+ years. His initial role was a Clinical Pharmacology and Biopharmaceutics reviewer at FDA, followed by 15 years of leading Early Development programs in the pharma/biotech/ nutritional industries. Currently, he supports efforts at the National Institutes of Health to develop therapeutics for rare and neglected disease. In addition to his industrial focus, he remains a registered pharmacist and operates a medical writing business, with a focus on developing health professional continuing education programs.
Pediatric Pharmacology Case Study: Status Epilepticus
About the Course
Audience: This course is intended for bedside and advanced practice nurses who are responsible for the care of children.
Course Overview: Caring for children is a specialty and unless it is part of everyday practice, a child having a seizure can be a frightening event. This course presents an overview of status epilepticus and challenges the reader to make the correct decisions for care.
Learning objectives
- Identify at least two seizure triggers.
- Distinguish between the two varieties of seizures related to traumatic brain injury.
- Name two actions that must be taken within the first two minutes of treatment.
- Describe the most common adverse event associated with the use of lorazepam in the treatment of pediatric status epilepticus.
- Suggest a third-line treatment to employ in the case when first- and second-line treatments for pediatric status epilepticus fail.
- Identify two anti-convulsant drugs sometimes associated with hyperactivity.
About the Author
Brad Gillespie, PharmD
Bradley Gillespie, PharmD, trained as a clinical pharmacist, has practiced in an industrial setting for the past 20+ years. His initial role was a Clinical Pharmacology and Biopharmaceutics reviewer at FDA, followed by 15 years of leading Early Development programs in the pharma/biotech/ nutritional industries. Currently, he supports efforts at the National Institutes of Health to develop therapeutics for rare and neglected disease. In addition to his industrial focus, he remains a registered pharmacist and operates a medical writing business, with a focus on developing health professional continuing education programs.
Peripherally Inserted Central Catheters (PICCs): Some Whys and Hows
About the Course
Audience: This course is intended for nurses who work with peripherally inserted central catheters (PICCs) in any setting.
Learning Objectives
- Identify the indications for PICC use.
- Associate clinical symptoms with PICC complications.
- Describe the care of a PICC throughout the duration of its use.
About the Authors
Sarah L. Krein, PhD, RN and Vineet Chopra, MD, MSc
Sarah L. Krein, PhD, RN, and Vineet Chopra, MD, MSc, of the U.S. Department of Veterans Affairs Ann Arbor Healthcare System and Department of Internal Medicine, University of Michigan, Ann Arbor; and Britt Meyer, MSN, RN, CRNI, VA-BC, NE-BC, of Duke University Hospital and Health System, Durham, N.C.
Practice Makes Perfect: Drug Calculations, Ratios and Proportions
About the Course
Audience
This course is designed to challenge the knowledge and skills of registered nurses who are responsible for calculating and adding medications to IV solutions. This course is especially good for nurses who may be returning to an acute care setting or nurses who have not been responsible for drug calculations for a while and now are responsible for accurately making such calculations.
Purpose Statement
This course will provide you with a review of your knowledge, as well as opportunity to practice your skills and abilities to calculate accurate dosages and solution rates using ratio and proportion. The course involves basic mathematics as well as review and challenges to calculate dosages using ratio and proportion methods.
Learning Objectives
- Perform basic arithmetic calculations.
- Relate the equivalents for a household measurement system.
- Relate the equivalents for the apothecaries system.
- Relate the equivalents for the metric system.
- Convert among the systems of measurement.
- Accurately calculate oral, parenteral and intravenous dosages using ratio and proportion, including for pediatric dosages that are based on body weight.
About the Author
Arlene Burke, MSN, RN
Alene Burke, MSN, RN. Alene received her Master of Science in Nursing Administration and Nursing Education from Adelphi University, and has completed coursework towards a Ph. D. Alene has been consulting on the development, design, and production of competency and educational activities since 1998. She has authored several publications including resource books and textbook chapters. She has provided continuing education for numerous medical professionals, including pharmacists. She is currently the president of Alene Burke and Associates.
Online
4 Hrs
4 Hrs
Prescribing Controlled Substances: The Scope and Ethics for Advanced Practice Nurses
About the Course
Target audience: The target audience for this education program is acute registered nurse practitioners who want to practice evidence-based care when treating patients with controlled substances.
Learning Objectives
- Demonstrate how to diagnosis pain.
- Describe the role of patient-centered care in the treatment of patients with pain.
- Identify methods to monitor opioid compliance (e.g., urine drug screens, prescription drug monitoring).
- Recall appropriate patient counseling points on controlled substances.
- Discuss the incidence of substance abuse and methods to help deter it.
- Report the ethical issues with prescribing controlled substances.
- Summarize the legal aspects of controlled substance prescriptions.
- List the benefits and risks of using medical marijuana to treat patients.
- Distinguish between low-, medium-, and high-risk patients when prescribing opioids.
- Calculate the appropriate dose when converting opioid products.
About the Author
Jodi Dreiling, PharmD, BCPS, BCCCP
Dr. Jodi Dreiling completed her doctor of pharmacy degree at Ohio Northern University in Ada, Ohio. Subsequently, she completed a pharmacy practice residency at Duke University Medical Center. Dr. Dreiling is currently a critical care pharmacotherapy specialist at Cleveland Clinic Akron General. She is also board certified in pharmacotherapy and critical care. She is involved with the education of other health care professionals and holds several college appointments.
Online
Nurse Practitioner’s Guide to Prescribing Controlled Substances – Focus on Opioids
About the Course
Learning Objectives
- Describe the roles of the DEA, FDA, and HHS in scheduling controlled substances and enforcing controlled substance laws and regulations.
- Understand the different DEA Controlled Substance Schedules and prescribing regulations associated with the different DEA Controlled Substance Schedules.
- Describe important considerations when prescribing any controlled substances, including regulatory exceptions and clinical concerns.
- Discuss rationale for using opioids in acute and non-cancer related chronic pain management.
- Assess patients to identify and monitor for patient-specific risks of opioid medications.
- Differentiate between opioid equianalgesic doses and morphine milligram equivalents (MMEs) and their roles in pain management therapy.
- Discuss strategies to ensure appropriate and safe prescribing and use of opioid analgesics in patients with acute and chronic pain.
About the Author
Kathleen J. Vieson, PharmD
Kathleen Vieson, PharmD, is a clinical pharmacist living in the Tampa, Florida, area. Kathy graduated from the Ohio State University in 1989 with a Bachelor of Science degree in pharmacy. She gained clinical and hospital pharmacy experience during a general hospital residency at the University of Cincinnati Medical Center. She went on to receive her Doctor of Pharmacy degree from the University of Kentucky in 1991 and completed an oncology specialty pharmacy residency at the Pittsburgh Cancer Institute/University of Pittsburgh School of Pharmacy in 1993. After completing her training, Kathy worked as clinical pharmacist at the H. Lee Moffitt Cancer Center in Tampa, where her experience included oncology, malignant and non-malignant hematology, pain management, critical care, and oncology ambulatory care. Kathy then spent the next part of her career at Gold Standard/Elsevier Clinical Solutions where she served in various roles including oncology specialty editor, managing editor of drug databases, vice president clinical drug information resources (clinical pharmacology and ToxED), editor-in-chief, clinical drug information, and vice president, diagnosis, treatment and care content. During her time at Elsevier, she developed numerous drug information applications, clinical decision support databases and tools, and directed content development for physicians, nurses, pharmacists and patients. Currently, Kathy is the senior director of product management and drug information for MedKeeper, which provides pharmacy workflow solutions, including IV Workflow Management software (PharmacyKeeper).
Online
New Clinical Guidelines for the Management of Hypertension
About the Course
Audience: This course is intended for advanced practice nurses who manage patients with hypertension and/or prescribe hypertensive medications.
Course Overview: This program is intended to provide a hypertension treatment overview. Safe and effective prescribing decisions must be guided by an in-depth understanding of each agent: how it works, how to dose it, anticipated adverse events, drug interactions, etc. When combination drugs are included, there may be as many as 200 different pharmacological options (both individual agents, as well as combination products) that are approved by FDA for the treatment of hypertension. As a result, this educational program is designed only to highlight the major categories of therapeutics by identifying key products and characterizing them as a class. In an attempt to provide perspective, an effort was made to provide highlights of clinically meaningful outcomes studies for the various drug classes.
Objectives:
- Characterize the different stages of high blood pressure including elevated blood pressure, Stage 1 hypertension, Stage 2 hypertension and hypertensive crisis.
- Distinguish between primary (also known as essential) and secondary hypertension.
- Describe two myths associated with the symptoms of hypertension.
- Name three factors implicated in the development of hypertension.
- Identify three components of the DASH diet.
- Name one antihypertensive agent identified by JNC 8 for initial treatment of black hypertensive patients.
- List three class side effects associated with the use of beta blockers.
- Identify one advantage to using combination drug products to treat hypertension.
- Describe one neurologic abnormality potentially associated with a hypertensive emergency.
About the Author
Bradley Gillespie, PharmD
Bradley Gillespie, PharmD, trained as a clinical pharmacist and has practiced in an industrial setting for the past 20-plus years. His initial role was clinical pharmacology and biopharmaceutics reviewer at the FDA, followed by 15 years of leading early development programs in the pharma/biotech/nutritional industries. Currently, he supports efforts at the National Institutes of Health to develop therapeutics for rare and neglected diseases. In addition to his industrial focus, he remains a registered pharmacist and operates a medical writing business, with a focus on developing health professional continuing education programs.
Online
7 Hrs
7 Hrs
Psychiatric and Substance Use Disorders: Clinical Challenges and Psychopharmacology
Learning outcomes
- Discuss the pharmacological interventions and evidence-based (EBP) nursing considerations for the treatment of depressive disorders.
- Discuss the pharmacological interventions and evidence-based (EBP) nursing considerations for the treatment of post-traumatic stress disorder and anxiety disorders.
- Discuss pharmacological interventions and evidence-based (EBP) nursing considerations for the treatment of substance use disorders.
- Discuss pharmacological interventions and evidence-based (EBP) nursing considerations for the treatment of bipolar spectrum disorders.
- Discuss pharmacological interventions and evidence-based (EBP) nursing considerations for the treatment of schizophrenia/psychotic disorders.
- Review neurobiology and pertinent pharmacokinetics with respect to psychotropic medications.
- Discuss various clinical challenges when prescribing medication for patients diagnosed with psychiatric disorders.
- Discuss the challenges in treatment and management of patients diagnosed with co-occurring psychiatric and substance use disorders.
- Present and discuss case studies of actual patients, and recommendations for treatment and management for the psychiatric nurse practitioner.
About the Author
Kathleen A. Vertino, DNP, MS, PMHNP-BC, CARN-AP
Dr. Kathleen Vertino holds dual board certification as a psychiatric nurse practitioner and certified addictions RN – advanced practice. She currently holds a clinical position in the behavioral health clinic at the Veterans Administration Hospital in Western New York, and the VA residential post-traumatic stress disorder treatment programs at Batavia, N.Y. In these settings, Dr. Vertino provides care to many male and female veterans with complex co-occurring disorders.
Dr. Vertino received her Doctor of Nursing Practice (DNP) and MS in nursing degrees from the State University of New York (SUNY) at Buffalo. She has practiced as a clinician in mental health for decades and has practiced as an NP in psychiatry for over 17 years. When not providing care to veterans, her passions are writing and teaching. As such, Dr. Vertino has published in flagship nursing journals and has authored textbook chapters. She contributes to the profession by serving as a peer reviewer for several scientific journals. Dr. Vertino is a polished speaker and has presented to statewide and national audiences on a variety of psychiatric/mental health and addictions topics.
Mass Casualty: Natural Disasters in the U.S.
- Define mass casualty event terminology relative to natural disasters.
- Explain the roles of responders in the incident command structure.
- Describe the importance of communication and control in a mass casualty event.
- Examine the human responses to mass casualty events and natural disasters.
- Describe ethical dilemmas in mass casualty care.
- Review the competencies for disaster nursing.
- Identify specific risks and consequences associated with tornados, hurricanes, floods, fires, earthquakes, and blizzards.
- List resources for further information on mass casualty care.
Leadership Lesson 5: Got Gap? Managing the Intergenerational Workplace
About the Course
Target Audience: The target audience for this education program is nurse managers who want to enhance the ability of nurses from various generations to work together in a respectful, productive manner.
Course Overview: The complexity of the workplace has become more interesting with the presence of at least four generations in the workplace. Managing this type of work environment can be a challenge for nurse managers since staff bring a mixture of values, life experiences, cultural diversity, and work ethics to the organization. It is the goal of the nurse manager to nurture a work environment where there is respect for everyone, regardless of the generational mix.
Objectives: Upon completion of this course, the learner will be able to:
- Identify the key characteristics of the various generations in the workplace.
- Describe motivators for each generation in the workplace.
- Implement strategies to effectively manage multiple generations.
About the Author
Barbara J. Fry, MEd (Adult), BN, RN
Ms. Fry is an active member of the College of Registered Nurses in Nova Scotia, and a professional keynote speaker and facilitator. She received a BN and diploma in Teaching in Schools of Nursing from Dalhousie University, Halifax, Nova Scotia, Canada, a Change Management Certificate from Queen's University (1997), and a master of Adult Education from St. Francis Xavier University (2003). As a former staff nurse, nursing instructor, and nurse manager (for 16 years), she inspired a climate of personal excellence and professional competence in the workplace. Drawing on her experience as a nurse manager, healthy workplace relationship consultant, professional speaker, and adult educator, she shares her wealth of knowledge and strategies that work in today's changing health care workplace. She provides leadership in improving quality of work life and facilitates individual and group leadership and accountability for creating healthy workplace relationships. As a speaker, Ms. Fry advocates and facilitates professionalism in nursing practice and promotes healthy workplace relationships.
Leadership Lesson 6: Managing and Facilitating Change and Transitions
About the Course
Target Audience: The target audience for this education program is nurse managers who want to effectively facilitate change and manage transitions.
Course Overview: The ability to facilitate change and manage transitions remains a relatively new competency for nurse managers. The education program will help nurse mangers to understand the potential impact of organizational change on the psychological transitions of staff and the workplace culture and to respond to change in a proactive and supportive manner.
Objectives:
- Discuss the human impact of organizational change.
- Describe how psychological transitions influence staff behaviors in the workplace.
- Identify strategies for facilitating change in the practice setting.
About the Author
Barbara J. Fry, Med (Adult), BN, RN
Ms. Fry is an active member of the
College of Registered Nurses in Nova Scotia, and a professional keynote speaker
and facilitator. She received a BN and diploma in Teaching in Schools of
Nursing from Dalhousie University, Halifax, Nova Scotia, Canada, a Change
Management Certificate from Queen's University (1997), and a master of Adult
Education from St. Francis Xavier University (2003). As a former staff
nurse, nursing instructor, and nurse manager (for 16 years), she inspired a
climate of personal excellence and professional competence in the workplace.
Drawing on her experience as a nurse manager, healthy workplace relationship
consultant, professional speaker, and adult educator, she shares her wealth of
knowledge and strategies that work in today's changing health care workplace.
She provides leadership in improving quality of work life and facilitates
individual and group leadership and accountability for creating healthy
workplace relationships. As a speaker, Ms. Fry advocates and facilitates
professionalism in nursing practice and promotes healthy workplace
relationships.
Leadership Lesson 7: It’s Over, Managing the End of Old Ways of Being
About the Course
Target Audience: The target audience for this education program is nurse managers who need to help staff nurses manage what happens when the familiar way of doing things is over.
Course Overview: Good teamwork means that team members are familiar with one another and with the ways things are successfully done. When change is introduced, routines and staff relationships are often disrupted or severed. This education program helps nurse managers to identify common staff responses when change occurs and how to help staff manage what happens when the once familiar is gone.
Objectives: Upon completion of this course, the learner will be able to:
- Identify behaviors to look for when staff members are faced with the end of what was once familiar.
- Discuss strategies for helping staff let go of the past.
About the Author
Barbara J. Fry, MEd (Adult), BN, RN
Ms. Fry is an active member of the
College of Registered Nurses in Nova Scotia, and a professional keynote speaker
and facilitator. She received a BN and diploma in Teaching in Schools of
Nursing from Dalhousie University, Halifax, Nova Scotia, Canada, a Change
Management Certificate from Queen's University (1997), and a master of Adult
Education from St. Francis Xavier University (2003). As a former staff
nurse, nursing instructor, and nurse manager (for 16 years), she inspired a
climate of personal excellence and professional competence in the workplace.
Drawing on her experience as a nurse manager, healthy workplace relationship
consultant, professional speaker, and adult educator, she shares her wealth of
knowledge and strategies that work in today's changing health care workplace.
She provides leadership in improving quality of work life and facilitates
individual and group leadership and accountability for creating healthy
workplace relationships. As a speaker, Ms. Fry advocates and facilitates
professionalism in nursing practice and promotes healthy workplace
relationships.
Leadership Lesson 8: Now What? Managing Chaos and Confusion
About the Course
Target Audience: The target audience for this education program is nurse managers who want to be able to recognize how staff members may respond to chaos and confusion and to effectively manage their innovative and sometimes challenging behavior.
Course Overview: After it becomes apparent that change is an imminent event, staff members may respond by producing both positive and negative behaviors. It is essential that nurse managers be able to recognize some of the reactions that staff members may display in response to their emerging new reality. They must also be able to manage these innovative and occasionally challenging behaviors.
Objectives: Upon completion of this course, the learner will be able to:
- Discuss how chaos and confusion impact staff as they move through the second phase of transition toward a new way of being.
- Identify strategies for managing chaos and confusion.
About the Author
Barbara J Fry, Med (Adult), BN, RN
Ms. Fry is an active member of the College of Registered Nurses in Nova Scotia, and a professional keynote speaker and facilitator. She received a BN and diploma in Teaching in Schools of Nursing from Dalhousie University, Halifax, Nova Scotia, Canada, a Change Management Certificate from Queen's University (1997), and a master of Adult Education from St. Francis Xavier University (2003). As a former staff nurse, nursing instructor, and nurse manager (for 16 years), she inspired a climate of personal excellence and professional competence in the workplace. Drawing on her experience as a nurse manager, healthy workplace relationship consultant, professional speaker, and adult educator, she shares her wealth of knowledge and strategies that work in today's changing health care workplace. She provides leadership in improving quality of work life and facilitates individual and group leadership and accountability for creating healthy workplace relationships. As a speaker, Ms. Fry advocates and facilitates professionalism in nursing practice and promotes healthy workplace relationships.
Online
Leadership Lesson 9: From Isolation to Collaboration: Managing a New Way of Being
About the Course
Target Audience: The target audience for this education program is nurse managers who are leading their staff members away from egocentricity and chaos and toward alignment, collaboration, and acceptance of a new way of being.
Course Overview: After dealing with the predicable chaos and confusion that accompanies change, a period of respite occurs during which calm and serenity prevail. However, this period of calm will last only until the next inevitable advent of change. This education program will help nurse managers to move from chaos toward alignment, collaboration, and overall acceptance of a new way of being.
Objectives:
- Identify signs that change is beginning to embed.
- Develop strategies for managing a new way of being.
About the Author
Barbara J Fry, MEd, BN, RN
Ms. Fry is an active member of the College of Registered Nurses in Nova Scotia, and a professional keynote speaker and facilitator. She received a BN and diploma in Teaching in Schools of Nursing from Dalhousie University, Halifax, Nova Scotia, Canada, a Change Management Certificate from Queen's University (1997), and a master of Adult Education from St. Francis Xavier University (2003). As a former staff nurse, nursing instructor, and nurse manager (for 16 years), she inspired a climate of personal excellence and professional competence in the workplace. Drawing on her experience as a nurse manager, healthy workplace relationship consultant, professional speaker, and adult educator, she shares her wealth of knowledge and strategies that work in today's changing health care workplace. She provides leadership in improving quality of work life and facilitates individual and group leadership and accountability for creating healthy workplace relationships. As a speaker, Ms. Fry advocates and facilitates professionalism in nursing practice and promotes healthy workplace relationships.
LGBT Health: Improving Access to Care and Identifying Risk Factors
About the Course
Audience This course is intended for all nurses.
Learning Objectives
- Identify causes of health-case disparity in the LGBT population.
- Name risks that are increased among LGBT groups.
- Suggest changes to increase LGBT access to primary case.
About the Author
Cheryl Jackson, DNP, CRNP.
Cheryl Jackson is an assistant professor in the School of Nursing at Bloomsburg University in Bloomsburg, PA.
Making a Difference as a Medical Humanitarian Volunteer: One Nurse’s Story
About this Course
Learning Objectives
- Discuss the key steps to take when developing a patient education program for a developing nation.
- Summarize how nurses can made a difference in the health and well-being of a developing nation through patient education.
- Discuss the importance of measuring patient education outcomes when volunteering with a medical humanitarian organization.
About the Faculty
Cindy Tryniszewski, MSN, RN, FAEN
Cindy Tryniszewski is a registered nurse with over 40 years of experience. Cindy has a Bachelor of Science Degree in Nursing and a Master of Science Degree in Nursing. She worked for many years in critical care in various roles including staff nurse, manager, director, and clinical specialist. Cindy spent over 25 years in healthcare publishing, most recently as the Vice President of Clinical Content for Elsevier. She has authored journal articles and worked closely with several key nursing associations, such at the Emergency Nurses Association and the Association of Critical-Care Nurses, to create successful online continuing education products for nurses. Cindy has also been involved in medical humanitarian work for many years. She sits on the Board of Directors of Project Helping Hands, is the African Regional Education Director, and is the team Education Leader for Uganda. She has traveled twice to Bolivia and will travel for the 6th time in January to Uganda.
Management of Behavioral Issues in a Brain-Injured Patient
About the Course
Target Audience: Providers working with children and adults with a recent history of traumatic brain injury, including concussion.
Course Overview: Traumatic brain injury (TBI) can result in short-term and long-term behavioral sequelae, including aggression, irritability, depression, and disinhibition. This course provides an overview of TBI mechanisms as well as behavioral changes and possible management plans after TBI. Also discussed is an overview of brain architecture and functions of the frontal, temporal, parietal, and occipital lobes, as well as the cerebellum.
Objectives:
- State the various mechanisms of brain injury.
- Describe the pharmacological treatments used for patients with behavioral issues after brain injury.
- Review the various nonpharmacologic measures used in the treatment of a brain-injured patient.
About the Author
Mary Bucnis, BSN, RN; Melissa List BSN, RN, CCRN, PCCN; and Misti Tuppeny MSN, CNS, CCRN, CNRN, CCNS
Mary Bucnis works at St. Joseph Hospital, Nashua, NH. Her specialty is neurological critical care and neurological progressive care.
Melissa List has significant expertise in neurological PCU for 2.5 and neurological critical care. She has worked with a variety of patients with conditions ranging from subarachnoid hemorrhage, brain tumors, seizures, and traumatic brain injury.
Misti Tuppeny is a clinical nurse specialist in neuroscience, behavioral health, and rehabilitation at Florida Hospital Orlando.
Managing Pain Without Opioids: Consider a Multidisciplinary Approach
- Discuss individualized pain therapy, including alternative opioid medications and a multidisciplinary approach to treatment.
- Determine options for non-narcotic pain management medication and precautions, as well as side effects that coincide with substitute treatment.
- Describe alternative therapy treatment approaches to treating acute or chronic pain.
Online
4 Hrs
4 Hrs
Marijuana: Ancient Medicine, the Devil’s Playground, or Medical Miracle?
About the Course
Target audience: This course is intended for nurse practitioners responsible for prescribing or managing the care of patients taking marijuana for medical purposes.
Course overview: This course presents the latest information about medical marijuana. Although the approval and use of marijuana remains controversial, this course will help the reader understand its use and history, and it documents benefits and related best practices.
Learning Objectives
- Describe two differences between hemp and marijuana.
- Identify two marijuana indications according to the United States Pharmacopeia (published before its illegalization).
- Name marijuana's main psychoactive component.
- Characterize three dysphoric reactions associated with marijuana use.
- State potential uses for medical marijuana in the treatment of HIV/AIDS, depression, cancer, MS, and epilepsy.
- Distinguish the pharmacological activities associated with the CB1 and CB2 cannabinoid receptors.
- Characterize one potential adverse effect of marijuana on unborn fetuses.
About the Author
Brad Gillespie, PharmD
Bradley Gillespie, PharmD, trained as a clinical pharmacist and has practiced in an industrial setting for the past 20+ years. His initial role was a clinical pharmacology and biopharmaceutics reviewer at FDA, followed by 15 years of leading early development programs in the pharma/biotech/nutritional industries. Currently, he supports efforts at the National Institutes of Health to develop therapeutics for rare and neglected diseases. In addition to his industrial focus, he remains a registered pharmacist and operates a medical writing business, with a focus on developing health professional continuing education programs.
Mass Casualty: Chemical Agents
About the Course
Audience: Nurses in every setting should be prepared to safeguard the public and their patients in the event of a chemical disaster. Nurses in rural or urban centers should be aware of hazards and emergency responses.
Learning Objectives:
- Define chemical mass casualty event terminology.
- Explain the roles of responders in the incident command system.
- Identify specific risks, symptoms and consequences associated with specific chemical exposures.
- Identify the responsibilities of federal and state agencies in chemical events.
- Describe the importance and procedures of decontamination in a chemical event.
- Examine the all-hazard risk appraisal for chemical exposure.
- Describe the considerations for triage and movement of chemical casualties.
- Describe confounding factors in mass casualty chemical disasters.
- Review the competencies for chemical disaster nursing.
- List resources for further information on chemical mass casualty care.
About the Author
Mary C. Ross, RN, PhD
Dr. Ross is an experienced nurse who has practiced and taught in a variety of health-care facilities and universities. A former flight nurse in the Air Force with multiple deployments, she graduated from The University of Alabama in Birmingham and completed her doctorate in nursing at The University of Texas at Austin, School of Nursing.
Measles, Mumps, and Rubella: Prophylactics and Clinical Updates
- Understand the hazards of infectious diseases to humans.
- Provide two common symptoms associated with measles, mumps, and rubella.
- List two potential complications associated with measles, mumps, and rubella.
- Describe potential methods for diagnosing measles, mumps, and rubella.
- Discuss potential post-exposure prophylaxis treatments appropriate for use after exposure to measles, mumps, or rubella.
- Describe differences between the adult and child immunization schedules for vaccination against measles, mumps, and rubella.
- List two contraindications and precautions for vaccination against measles, mumps, and rubella using the MMR vaccine product.
- Discuss two strategies that can be used to improve immunization rates.
Never Shake a Baby: A National Tragedy
About the Course
Target Audience: Emergency and acute care nurses who work in clinical practice with new mothers, parents, or care givers, as well as nurses who work in areas where babies and young children receive health care. This course meets the requirements for a one-time educational course related to pediatric abusive head trauma (PAHT).
Course Overview: This course presents the significance of pediatric abusive head trauma (PAHT) or "shaken baby syndrome" and its cause, pathophysiology, risk factors, identification, and care strategies. Children less than two years of age are at the highest risk of this preventable and irreversible injury. Knowledge of risk, case identification, and care strategies are important to good care.
Learning Objectives
- Define pediatric abusive head trauma (PAHT).
- Identify the significance and incidence of PAHT in the United States.
- Explain the cause of PAHT.
- Describe risk factors for PAHT.
- Evaluate the signs and symptoms of PAHT.
- Explain the pathophysiology of PAHT.
- Compare diagnostic tests to confirm PAHT.
- Explain ways to prevent PAHT.
About the Author
Margaret Nihoul, MSN, RN
Margaret Nihoul is a Pediatric Nurse Practitioner at a community health center and a school-based health center in Massachusetts. She is a graduate from Yale School of Nursing.
Medical Consequences of Acts of Terrorism: A National Perspective
Terrorism has become a fact of daily life in the United States and most of the world. It is not always obvious when a disaster is a terrorist attack and not all emergencies or disasters are terrorist attacks. Understanding the basics of a disaster and/or terrorist attack, as well as the role the nurse plays in dealing with the medical consequences, syndromic surveillance/reporting requirements, and treatment, are vital to successful mitigation and response in a disaster or terrorist attack.
Learning Outcomes:
- Distinguish between terrorist acts, disasters, and emergencies.
- Explain the Centers for Disease Control and Prevention Health Alert Network.
- Correlate the different biological and chemical terrorism agents to their medical consequences.
- Describe the signs and symptoms of exposure to and emergency treatment for victims exposed to biological and chemical agents.
- Correlate the different radiological terrorism agents to their medical consequences.
- Describe the signs and symptoms of exposure to and emergency treatment for victims exposed to nuclear agents.
- Correlate the different weapons of mass destruction (WMD) to their medical consequences.
- Describe the signs and symptoms of exposure to and emergency treatment for victims exposed to weapons of mass destruction.
- Develop a disaster preparedness response for personal and professional terrorist response.
- Determine when the legal rights of the public take precedence over individuals’ rights in a disaster.
About the Authors:
Laura Kay Wood, DNP, RN, CMCN; Deborah S. Adelman, Ph.D., RN, NE-BC; Mary Anne Theiss, PhD, JD, RN, CNE, CMCN
Laura Kay Wood, DNP, RN, CMCN, is a professor of graduate nursing at Purdue University Global. She received her DNP in executive leadership. Her evidence-based practice (EBP) project focused on disaster nurse competencies. She holds a Master’s of Science in Nursing (MSN) in nursing education from Kaplan University. Her Bachelor of Science in Nursing (BSN) is from Kaplan University. She is a board-certified managed care nurse. She has written and presented on disaster nursing.
Deborah S. Adelman, Ph.D., RN, NE-BC, is a professor of graduate nursing at Purdue University Global and a noted disaster nursing specialist who has responded to national and local disasters. She has published a disaster nursing textbook, continuing education (CE) disaster offerings, written numerous disaster nursing articles, and given presentations to various organizations on disaster nursing and response. She holds a Doctor of Philosophy with a human resource education focus from the University of Illinois, Urbana/Champaign College of Education, and received a Master of Science in nursing in nursing administration with a focus on public health nursing from the University of Illinois, University Center. She has a Bachelor of Science in nursing from the University of Illinois, Medical Center, College of Nursing. She is a board-certified nurse executive and has held a variety of positions within nursing in mental health, public health, and nursing administration.
Mary Anne Theiss, PhD, JD, RN, CNE, CMCN, is a professor of graduate nursing at Purdue University Global. As an attorney she brings a legal perspective to the area of disaster nursing. She has written and presented in disaster nursing. She holds a law degree from Syracuse University with a specialization in medical litigation, a PhD from Capella University in education with a specialization in instructional design for online learning, and a Master’s in Nursing (MSN) from Syracuse University as a clinical nurse specialist. She is board-certified as a nurse educator and managed-care nurse.
Medical Errors: A Critical Practice Issue
About the Course
Audience
Each professional nurse has a responsibility to provide a safe environment of care. This course focuses on preventable medical errors and strategies for implementation. This is a critical course for every practicing nurse.
Course Overview
Medical errors are a silent and largely unseen tragedy. Estimates suggest that medical errors and other instances of preventable harm at hospitals result in the death of 210,000 to 440,000 Americans each year. This course addresses preventable medical errors and provides strategies for nurses in Florida to use to prevent or reduce common errors.
Learning Objectives
- Define terms important to the concept of medical error.
- Describe the various categories of medical errors.
- Identify factors that contribute to medical error occurrence.
- Identify strategies for reducing nine common medical errors.
About the Author
Adrianne Avillion, D.Ed., RN
Adrianne is an accomplished nursing professional development specialist and healthcare author. She earned her doctoral degree in adult education and her M.S. in nursing from Penn State University and a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care and physical medicine and rehabilitation settings and leadership roles in professional development. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for healthcare professionals and consulting services in nursing professional development.
Medical Marijuana: Panacea or Snake Oil
- Describe the history of marijuana.
- Identify two marijuana indications according to the United States Pharmacopeia (published prior to its illegalization).
- Name marijuana’s main psychoactive component.
- Characterize three dysphoric reactions associated with marijuana use.
- State two potential uses for medical marijuana in the treatment of HIV/AIDS.
- Distinguish the pharmacological activities associated with the CB1 and CB2 cannabinoid receptors.
- Characterize one potential adverse effect of marijuana on unborn fetuses.
Medication Management & Risk Reduction in Assisted Living
About the Course
Audience: This program is designed
to provide skilled nurses with additional knowledge and tools to better manage
their residents’ medications, thus reducing risks that can cause adverse
incidents in assisted-living communities.
Learning Objectives
- Describe the basics, as well as the regulatory structure, of assisted living.
- Cite where to access information regarding regulations and different levels of care within the learner’s state.
- Summarize the role of unlicensed assistive personnel in the community.
- Incorporate the tools reviewed in this course in order to provide meaningful education and training for all staff, as well as establish a comprehensive medication management plan for the community.
- Assess and design a medication management plan that meets the individual needs of the residents they serve.
- Identify the qualities of polypharmacy and adverse side effects, as well as which events to report.
- Develop a risk-reduction plan that will reduce improper medication use.
About the Author
Stephani Hunt, MSN, RN,
WCC, OMS, ONC
Online
More Than a Viral Illness: The Diagnosis and Management of Three Tick-Borne Diseases
About the Course
Audience: This course focuses on the diagnosis and management of three tick-borne illnesses and is intended for the primary care clinician or clinicians looking to refresh and refine their knowledge of Lyme disease (LD), Powassan virus (POWV) and Rocky Mountain spotted fever (RMSF).
Course overview: This course will review the epidemiology, etiology, clinical presentation, work up and management of three tick-borne conditions increasing in prevalence around the United States: Lyme disease, Powassan virus and Rocky Mountain spotted fever. This course will help readers distinguish between these tick-borne diseases and viral illness or erythematous rashes. Additionally, the course will review post-Lyme disease syndromes, treatment of Lyme disease co-infections and prevention of tick attachment.
Learning objectives:
- Identify the components of history and exam which differentiate Lyme disease, Powassan virus and Rocky Mountain spotted fever from viral illness.
- State the rationale behind the two-step testing process for Lyme disease and Rocky Mountain spotted fever.
- Counsel patients on prevention of tick attachment, removal of ticks and management of tick bites in the absence of vector-borne disease symptoms.
- Explain the current evidence supporting and refuting post-Lyme disease syndromes to colleagues and patients.
- Summarize the evidence for early doxycycline treatment for treating RMSF in children with intent to spread knowledge to other clinicians about this potentially fatal diagnosis and importance of early and appropriate management.
About the Author
Angela Hasler, MSN, RN, CPNP-PC
About the author: Angela grew up in the Northeast, spending her summers camping and exploring around the woods of New England. She remembers frequently checking for ticks, wearing long sleeves and pants in the hot summer weather and more than once finding ticks crawling on her clothing. Angela later attended Yale School of Nursing in Connecticut - not far from the community where Lyme was originally discovered. Angela specialized in primary care and tick-borne diseases were a concern among patients of all ages.
MRSA Infection: National Guidelines Should Direct Treatment
About the Course
Audience: This course is intended for
all nurses who provide patient care in the community or hospital.
Learning Objectives
- Differentiate community-acquired MRSA from hospital-acquired MRSA.
- Identify appropriate treatments for MRSA infections based on current treatment guidelines.
- Describe techniques for preventing the spread of MRSA.
About the Author
Vashti Miller, DNP, ANP-BC
Vashti Miller is a
nurse practitioner and investigator at Columbus Regional Research Institute in
Columbus, GA.
Multiple Sclerosis Symptoms and Patient Care
About the Course
Audience: This course is intended to educate nurses about multiple sclerosis.
Course overview: This course will describe the various types of multiple sclerosis and the management of symptoms.
Objectives:
- Identify the four types of multiple sclerosis (MS) and describe their etiology.
- Describe the most common symptoms associated with MS.
- State the various medications that can be ordered for a patient with MS.
- Discuss nursing responsibilities in the care of the patient with MS.
About the Author
Helene Harris, MSN, RN; Carla J. Smith, MS, RN
Helene Harris is a clinical educator.
Carla J. Smith is a clinical education instructor, both at Central Texas Veterans Health Care System in Temple, Texas.
Online
1 Hrs
My Back Hurts: Evaluating and Treating One of the More Common Complaints in Primary Care
About the Course
Audience: The following course is intended for all nurses who have patients who complain of low back pain or may experience back pain themselves.
Learning Objectives
- Describe the approach necessary to perform a physical examination for patients presenting with low back pain.
- Utilize diagnostic tools to form a working diagnosis for patients with low back pain.
- Develop an appropriate treatment plan for patients with low back pain.
About the Author
Marie Pham-Russell, DNP, APRN, FNP-C
Marie Pham-Russell is an assistant professor in the BSN program at the University of Arkansas Fort Smith and practices as a family nurse practitioner at River Valley Primary Care Services in Fort Smith. She has completed a disclosure statement and reports no relationships related to this article.
My Liver is Fat, Now What?
- Describe the epidemiology of Fatty Liver disease.
- Differentiate the signs and symptoms of NASH and NAFLD.
- Discuss the current and future treatment of Fatty Liver disease.
- The audience will be able to identify NASH and NAFLD in a case study scenario.
Negativity in Nursing: Turning Things Around
About the Course
Audience
This program is appropriate for all nurses regardless of practice setting.
Purpose Statement
Gossip, nastiness, and back-biting... it's all in a day's work for many nurses. Whether you dish it out or are the recipient of it, negativity and hostility will take a toll on your health, happiness, job satisfaction, and career prospects, not to mention patient care. The purpose of this webinar is to understand factors and triggers that cause negative feelings in the workplace and personal environment as well as to learn strategies to turn those feelings around.
Learning Objectives
By the end of this webinar, participants will learn strategies to
- Shift negative thought patterns
- Become a catalyst for positive change
- Experience more happiness, energy, and professional pride
- Increase your sense of well-being and self-worth
- Empower yourself for success
About the Author
Donna Cardillo, RN, MA, CSP
Donna Cardillo is "The Inspiration Nurse." She travels the world helping nurses and healthcare professionals find happiness in their careers and learn how to maximize their potential. She is the original Dear Donna columnist at Nurse.com, Expert Blogger at DoctorOz.com, and the former Health Careers Expert at Monster.com.
Donna has also been called the "Nurse Whisperer" and "Rosie the Riveter" of the nursing community. Her humor, passion, and enthusiasm keep her audiences engaged and entertained while providing solid content for personal and professional growth.
She is an author of four books, including her most recent Falling Together: How to Find Balance, Joy, and Meaningful Change When Your Life Seems to be Falling Apart.
Online
1 Hrs
Neurological Assessment: Recognition of Change in Mental Status Can Alter the Course of Care
- Describe and distinguish levels of consciousness related to a neurological assessment.
- Discuss the use of behavioral and observational (nonverbal) pain assessment tools.
- Identify strategies to prevent and manage delirium.
Preventing and Dealing with Sexual Harassment in the Workplace
Learning objectives:
- Upon completion of this course, the learner should be able to:
- Define sexual harassment.
- Discuss federal mandates related to sexual harassment in the workplace.
- Explain how to report sexual harassment in the workplace.
- Discuss the impact of sexual harassment in the workplace.
- Identify interventions to help persons who have been sexually harassed.
- Discuss ways to prevent sexual harassment in the workplace.
About the Author
Author: Adrianne E. Avillion, D.Ed., RN
Dr. Avillion is an accomplished nursing professional development specialist and published healthcare education author. She is the owner of Strategic Nursing Professional Development, a business devoted to helping nurses maintain competency and enhance their professional growth and development. Dr. Avillion earned her doctoral degree in adult education and her M.S. from Penn State University, along with a BSN from Bloomsburg University. She has served in various nursing roles over her career in both leadership roles and as a bedside clinical nurse. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development.
Psychiatric Special Topics: Anxiety Disorders
About the Course
Target Audience: The target audience for this education program is nurses who want to increase their knowledge of anxiety disorders, as well as to improve their ability to provide nursing care for patients affected by such disorders.
Course Overview: Anxiety disorders are the most common type of psychiatric disorders. Anxiety disorders have a negative impact not only on health and wellness, but also on the monetary cost of healthcare. Patients who are diagnosed with these types of disorders often experience significant difficulties in the home and in the workplace. This education program provides nurses with information about the various anxiety disorders, how to recognize them, as well as the demographics, diagnosis, and treatment pertaining to them.
Learning Objectives:
- Define specific anxiety disorders.
- Discuss the incidence and prevalence of specific anxiety disorders.
- Explain the diagnostic processes for anxiety disorders.
- Describe treatment interventions for anxiety disorders.
About the Author
Jacqueline Rhoads, PhD, APRN-BC, CNL-BC, PMHNP-BE, FAANP, is a professor of nursing at University of Texas Medical Branch at Galveston School of Nursing. Dr. Rhoads earned her PhD from the University of Texas, Austin, and has earned post-master's degrees in acute care NP, community health primary care adult NP, gerontology NP, and psychiatric/mental health NP, and recently earned her clinical nurse leader certification. She is a fellow in the American Academy of Nurse Practitioners, and was awarded numerous commendations and medals for meritorious service in the U.S. Army Nurse Corps. Dr. Rhoads has authored multiple books as well as numerous articles. Her recent publication, Nurses' Clinical Consult to Psychopharmacology, won first place as AJN Book of the Year Award, 2012. Her textbook, Clinical Consult to Psychiatric Mental Health Care, won second place as AJN Book of the Year Award in 2011.
Patrick J. M. Murphy, PhD, is an assistant professor at the Seattle University College of Nursing, where he teaches introduction to pharmacology, and advanced pharmacological application in primary care and psychopharmacology in advanced practice nursing, among other courses. He holds an MS and PhD in pharmacology from the University of Michigan. Dr. Murphy is the recipient of multiple honors and awards. He is a member of the Phi Sigma Tau Academic Honorary Society and the Phi Eta Sigma Academic Honorary Society.
Online
1 Hrs
Leadership Lesson 3: Competencies for a Changing Workplace Managing New Rules, New Roles
About the Course
Target audience: The target audience for this education program is nurse managers who want to improve their competency in adapting to a new workplace environment.
Course overview: Both staff members and nurse managers may have difficulty dealing with changes in the workplace. Such changes demand that nurse managers lead the way in facilitating change and becoming competent to deal with such changes. This education program will help nurse managers prepare to look at change as a professional opportunity.
Learning Objectives
Upon completion of this course, the learner will be able to:
- Identify the impact of transitioning to a new way of being in the workplace.
- Describe competencies necessary for the positive influence of nursing practice in a changing workplace.
- Implement strategies to manage new competencies in a changing workplace.
About the Author
Barbara J. Fry, MEd (Adult), BN, RN
Ms. Fry is an active member of the College of Registered Nurses in Nova Scotia, and a professional keynote speaker and facilitator. She received a BN and diploma in Teaching in Schools of Nursing from Dalhousie University, Halifax, Nova Scotia, Canada, a Change Management Certificate from Queen's University (1997), and a master of Adult Education from St. Francis Xavier University (2003). As a former staff nurse, nursing instructor, and nurse manager (for 16 years), she inspired a climate of personal excellence and professional competence in the workplace. Drawing on her experience as a nurse manager, healthy workplace relationship consultant, professional speaker, and adult educator, she shares her wealth of knowledge and strategies that work in today's changing health care workplace. She provides leadership in improving quality of work life and facilitates individual and group leadership and accountability for creating healthy workplace relationships. As a speaker, Ms. Fry advocates and facilitates professionalism in nursing practice and promotes healthy workplace relationships.
Vaccine Preventable Diseases: Staying Healthy
- Identify diseases for which vaccines are administered.
- Discuss why some parents and other caregivers are reluctant immunize their children.
- Identify potential consequences of not obtaining recommended immunizations.
- Identify factors that contraindicate immunization.
- Describe the pathophysiology of various vaccine-preventable diseases.
- Evaluate treatment initiatives, including prevention strategies, for various vaccine-preventable diseases.
- Discuss nursing considerations related to vaccine-preventable diseases.
Online
5 Hrs
5 Hrs
Tetanus, Diphtheria and Pertussis: Prophylactics and Clinical Updates
Target Audience: Advanced nurse practitioners (ANPs) have responsibilities that extend far beyond administering immunizations. ANPs are challenged to understand the significance of common communicable diseases, their prevention, recognition and care. More specifically, tetanus, diphtheria and pertussis have the potential to cause significant illness and disability. It is imperative that professional nurses clearly understand these diseases, identify the risks and take the necessary steps to reduce the burden of illness.
Course Overview: This educational program is designed to provide an overview of tetanus, diphtheria and pertussis, covering important information related to their history, epidemiology, symptoms, complications, prevention and potential treatments. Since the tetanus, diphtheria and pertussis, (DTaP and Tdap) vaccine products are proven to be effective in preventing all three diseases, this course will describe their use in enough detail to facilitate its usage as a foundation of contemporary care.
Prior to the availability of efficacious vaccines, up to 200,000 cases of both diphtheria and pertussis were recorded annually in the United States. Although not as common, hundreds of tetanus incidences were also reported each year. The availability of vaccinations for these maladies has proven to be effective with incidences of tetanus and diphtheria reduced by approximately 99 percent. While not as impressive, systematic immunization for pertussis has blunted the occurrence of the disease by about 80 percent (CDC, 2017). Nonetheless, although these communicable diseases were once on the cusp of being eliminated, they continue to appear in the U.S.
This educational program endeavors to help counter these trends, illustrating the significant value of maintaining high-immunization rates, especially in vulnerable populations. This approach is critical to sustaining low levels of vaccine-preventable illnesses. ANPs, as immunization providers, are perfectly poised to ensure that vaccinations are administered in a timely manner to everyone who needs them. It is essential that ANPs strictly adhere to communicating the importance of immunizing, vaccination schedules and patient education on the safety of vaccinations to maintain high immunization levels. This course also presents strategies for prevention, education, recognition and care.
Learning Objectives
- Understand the hazards of infectious diseases to humans.
- Describe how tetanus can be transmitted to humans.
- Name three risk factors for contracting diphtheria.
- Identify the most common cause of death associated with pertussis.
- Describe differences between the adult and child immunization schedules for vaccination against tetanus, diphtheria and pertussis.
- List two contraindications and two precautions for the Tdap vaccine product.
- Discuss two strategies that can be used to improve immunization rates.
The Endocrine System: Diseases, Disorders and Clinical Updates
The endocrine system, in conjunction with the nervous system, is responsible for regulating and integrating the body’s metabolic activities. It consists of endocrine glands, hormones and receptors. This system is quite complex and impacts virtually every organ in the body and its appropriate functioning. It is imperative that nurses understand how the endocrine system works, and how pathophysiologic changes lead to disease and disorders. This course provides information about the anatomy and physiology of the endocrine system and diseases and disorders of the system, their pathophysiology, diagnosis, treatment and necessary nursing interventions.
Learning Outcomes:
- Describe the anatomy and physiology of the endocrine system.
- Identify diseases and disorders of the endocrine system.
- Explain the pathophysiology of diseases and disorders of the endocrine system.
- Identify the diagnostic process for diseases and disorders of the endocrine system.
- Describe treatment initiatives for diseases and disorders of the endocrine system.
- Discuss nursing interventions for patients dealing with diseases and disorders of the endocrine system.
Online
The Fourth Trimester of Pregnancy: New Recommendations for Optimizing Postpartum Care
About the
Course
Learning
Outcome
By completing
this course, the nurse will have a better understanding of patient needs during
the postpartum period as well as a need for health-care policy changes to
support optimal postpartum care.
Learning
objectives
- Define the postpartum period.
- Identify the comprehensive health needs specific to postpartum women.
- Describe the crisis of maternal mortality in the United States.
- Discuss risk factors and disparities that contribute to adverse postpartum outcomes.
- Identify core members of the postpartum care team.
- Discuss the changes needed in health-care policy to support optimal postpartum care for women.
- Recognize nursing’s role in counseling pregnant and postpartum women.
About the
Author
Amanda
LaManna, MSN, NP-C, WHNP-BC
Amanda LaManna, MSN, NP-C, WHNP-BC, is a nurse practitioner living and practicing in Rochester, New York. Amanda has worked in emergency medicine for the past four years and currently works at the region’s Level I trauma and tertiary care center. Amanda also works as a sexual assault nurse examiner (SANE). Amanda graduated in 2011 from Yale School of Nursing where she completed a master’s degree specializing in both adult and women’s health. Amanda came to the medical field from a background in the arts, obtaining a dual degree in violin performance and Italian literary studies from the University of Connecticut in 2008. She is a proud mother to 2-year-old twin girls.
The Gastrointestinal System: Diseases and Disorders
About the Course
Audience
This well received course was developed for generalist nurses who care for patients and their families with gastrointestinal disorders and diseases.
Purpose Statement
Diseases and disorders of the gastrointestinal system affect millions of individuals each year. This course reviews many of the more common problems as well as presents patient assessment and current treatments and best practices for nursing care.
Learning Objectives
- Review the anatomy of the gastrointestinal system.
- Identify selected diseases and disorders of the gastrointestinal tract.
- Examine the pathophysiology of diseases and disorders of the gastrointestinal tract.
- Interpret signs and symptoms of gastrointestinal disease processes.
- Identify appropriate nursing interventions and treatments for selected gastrointestinal diseases.
About the Author
Stephani M. Hunt, MSN, RN, WCC, OMS, ONC
Stephani Hunt, MSN, RN, WCC, OMS, ONC received her Masters in Nursing from Framingham State University and her Baccalaureate in Nursing degree from Northeastern University, Boston. She is Wound Care Certified, an Ostomy Management Specialist, and is a Certified Orthopaedic Nurse. Ms. Hunt is currently the Medical Surgical Clinical Nurse Educator at Elliot Health System, Manchester, NH. Where she provides wound care education, consultation, and standardization for nursing throughout the institution. Prior to her current position, she was actively involved as a wound care specialist at New England Baptist Hospital, Boston. In this position, she was an active member of the Wound Care Team and provided individualized consultation to patients with complex wounds. She also coordinated wound care orientation for new staff, developed the documentation criteria for the electronic health record, and provided standardization for wound care dressings throughout the institution.
The Great Outdoors: Common Health-Related Problems
About the Course
Audience
The target audience for this education program is nurses who want to expand their knowledge of seasonal disorders and how to effectively provide nursing care for the resolution of these problems.
Purpose Statement
Nurses are often confronted with seasonally related healthcare problems and emergencies. For example, drowning occurs more often during the summer months. Frostbite is generally a winter-related problem. It is important for nurses to be able to intervene swiftly when confronted by illness or injuries that are associated with particular times of the year. The purpose of this education program is to help nurses deal with health and wellness problems related to the great outdoors, seasons, and the environment.
Learning Objectives
- Describe preventive health initiatives for individuals who exercise outdoors year round.
- Explain how to survive dangerous conditions that can occur due to winter storms.
- Describe the effects of carbon monoxide poisoning.
- Discuss treatment initiatives for frostbite.
- Recognize the clinical effects of hypothermia.
- Explain treatment initiatives for seasonal affective disorder (SAD).
- Paraphrase treatment measures for allergic rhinitis.
- Differentiate among the different types of reactions to insect bites and stings.
- Describe first-aid initiatives for animal bites.
- Assess patients for concussion.
- Initiate first aid for lacerations and puncture wounds.
- Explain treatment initiatives for near-drowning victims.
- Differentiate among the categories of heat syndrome.
- Identify the characteristics of Lyme disease.
- Describe the clinical effects of common poisonous plants.
- Explain treatment measures for poisonous snake bites.
- Correlate the level of spinal cord injury with its physiological effects.
- Differentiate between sprains and strains.
- Describe the risk factors for sunburn.
- Explain the clinical manifestations of West Nile virus infection.
About the Author
Adrianne Avillion, DEd., MSN, RN
Adrianne E. Avillion, D.Ed., RN, is an accomplished nurse educator and published healthcare education author. Dr. Avillion earned her doctoral degree in Adult Education and her M. S. from Penn State University, along with a BSN from Bloomsburg University. Adrianne has served in various nursing roles over her career in both leadership roles and as a bedside clinical nurse. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. She currently owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for healthcare professionals and consulting services in nursing professional development.
The Health Benefits of Humor: Laughter Can Be the Best Medicine
About the Course
Target audience: The target audience for this education program is nurses who want to learn how to incorporate therapeutic benefits of humor into their nursing practice.
Course overview: Humor and laughter bring joy and lighten the mood. Humor is helpful not only for patients and families but also for nurses. Humor can be a powerful form of self-care and can enhance coping skills. This education program is designed to help nurses implement humor therapeutically into their nursing practice.
Learning Objectives
Upon completion of this course, the learner should be able to:
- Describe the physiological benefits of laughter.
- Discuss research findings pertaining to the health benefits of laughter.
- Identify strategies for the implementation of laughter therapy into nursing practice.
About the Author
Adrianne Avillion, D.Ed., RN
Adrianne E. Avillion, D.Ed., RN, is an accomplished nursing professional development specialist and healthcare author. She earned her doctoral degree in adult education and her M.S. in nursing from Penn State University and a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care and physical medicine and rehabilitation settings with emphasis on neurological and mental health nursing as well as a number of leadership roles in nursing professional development. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for healthcare professionals and consulting services in nursing professional development. Her most recent publications include The Path to Stress-Free Nursing Professional Development: 50 No-Nonsense Solutions to Everyday Challenges and Nursing Professional Development: A Practical Guide for Evidence-Based Education.
Online
1 Hrs
1 Hrs
The Importance of Sleep: Promoting Restful Sleep in Patients as Well as the Nurses Who Care for Them
- State the stages of sleep.
- Discuss health problems associated with non-restful sleep.
- Describe interventions to improve sleep.
The Pathophysiology of the Cardiovascular System
About the Course
Audience
This adult focused course is for all generalist nurses who care for adults. The course includes practice standards, best practices guidelines, and therapies related to assessment and care of patients with disease of the cardiovascular system
Purpose Statement
Caring for diseases of the cardiovascular system are part of every day nursing care. This course reviews the pathophysiology of the cardiovascular system, and updates current standards and therapies. It is a vital course of contemporary best practices nursing care.
Learning Objectives
- Describe the anatomy and physiology of the heart.
- Discuss the pathophysiology of pumping and non-pumping diseases of the heart.
- Describe the causes and etiology of pumping and non-pumping diseases of the heart.
- Recognize signs and symptoms of pumping and non-pumping diseases of the heart.
- List three various tests used for diagnosis.
- Determine pharmacologic and non-pharmacologic treatment of the various diseases.
About the Author
Carol Gelman, MD, MS, HC.
Dr. Gelman received her medical degree in South Africa. She has now lived in the United States for the past 16 years and now considers this her home. Dr. Gelman considers medicine to be an essential part of who she is. Since arriving in the U.S., she realizes how important communication is in understanding, implementing, and working in health care. This led her to return to school for a degree in health communication from Metropolitan College, Boston. The blend of medicine and health communication has provided Dr. Gelman the perfect foundation for writing and educating. Elite is privileged to have Dr. Gelman as a course writer. In her spare time, Dr. Gelman, who lives in Atlanta, cares for two lovely girls, aged 9 and 17, a golden retriever, and a stray cat. She also enjoys creating vintage digital French graphics.
Trauma Informed Care: The Nurses Guide to Caring for the Sexual Assault Survivor
About the Course
Sexual trauma is a widespread concern in the US and, with 1 in 3 women and 1 in 6 men experiencing sexual trauma in their life, there is a high likelihood nurses in all settings will care for sexual assault survivors. Implementing trauma informed care principles into the nursing practice involves understanding the connection between the presenting medical concerns with the survivor’s past history of sexual trauma while avoiding unintentional re-victimization. This webinar will provide an overview of the impact of sexual trauma, the basic principles of trauma informed care, and methods to implement trauma informed care into nursing practice.
About the Author:
Teresa Devitt-Lynch, MSN, RN, ANF-BC, SANE-A
Teresa Devitt-Lynch holds a master’s degree in nursing and is board certified in Advanced Forensic Nursing and Adult/Adolescent Sexual Assault Nurse Examinations. She is also a 20-year veteran of the US Navy with a nursing background in medical surgical, couplet care, ambulatory surgery, education and training, and forensic healthcare. As a forensic nurse and educator, she has developed and provided forensic education to military and civilian healthcare staff, with a focus on sexual assault and domestic violence issues. Teresa is also engaged in several organizational, national and community-based committees aimed at enhancing forensic healthcare and fostering multidisciplinary collaboration in the investigation prosecution of crimes that involve medical evidence such as sexual assault, domestic violence and strangulation. Currently a Legal Nurse Consultant and owner of the INTREPID Forensic Healthcare Consulting, LLC, Teresa provides criminal case consulting and educational services to healthcare providers, law enforcement, and law professionals on forensic healthcare topics.
Online
6 Hrs
6 Hrs
Treatment Resistant Bacteria: How to Best Manage in a Contemporary Setting
About the Course
Audience: This course is intended for advance practice nurses and other nurses responsible for managing patients requiring antibiotics.
Course overview: A variety of infection types requiring antibiotics is presented. In addition, the course presents standardized information about bacteria and bacterial resistance to antibiotics. Finally, advanced practice nurses are issued a charge to facilitate antimicrobial stewardship and support responsible antibiotic use.
Learning Objectives
- Name three common types of bacterial infections.
- Distinguish one key difference between bacteriostatic and bactericidal antibiotics.
- Based on the WHO assessment, name one resistant bacteria listed as critical in nature.
- Describe one mechanism bacteria use to achieve resistance.
- Identify one key approach to eliminating the threat of foodborne bacteria.
- Name four tools that can be used to facilitate good antimicrobial stewardship.
- Provide one reason why nurse practitioners are in an ideal position to support the rational use of antibiotics.
About the Author
Bradley Gillespie, PharmD, trained as a clinical pharmacist, has practiced in industrial and government setting for the past 20+ years. His initial role was a clinical pharmacology and biopharmaceutics reviewer at FDA, followed by 18 years of leading drug development efforts in the pharma/biotech/nutritional industries. Currently, he supports development projects at the Department of Defense. In addition to his industrial focus, he remains a registered pharmacist, operates a medical writing business focused on developing health professional continuing education programs, and serves as part-time instructor at Montgomery College.
Online
What Would You Do? A Prominent Family is Involved in a Possibly Abusive Situation
About the Course
Audience
The target audience for this education program is nurses who must intervene to protect patients dealing with the trauma of intimate partner violence.
Purpose Statement
Nurses have an ethical and, in most states, a legal obligation to report suspected intimate partner violence, also be referred to as domestic violence (Brent, 2017; Yasgur, 2015). Such violence is a major health care issue that affects almost 6% of women in the United States every year (Dudgeon & Evanson, 2014). Men, too, are victims of intimate partner violence. According to the National Coalition against Domestic Violence (2015), one in seven men have been severely physically abused by an intimate partner. Facing situations of suspected intimate partner violence can be challenging for a nurse. The purpose of this education program is to assist nurses to appropriately intervene in the best interests of the patient suspected of being a victim of intimate partner violence.
Learning Objectives
- Discuss the incidence and prevalence of intimate partner violence.
- Recognize the signs and symptoms of intimate partner violence.
- Describe the nurse's role in helping persons experiencing intimate partner violence.
About the Author
Adrianne Avillion, DEd., MSN, RN
Adrianne E. Avillion, D.Ed., RN, is an accomplished nurse educator and published healthcare education author. Dr. Avillion earned her doctoral degree in Adult Education and her M. S. from Penn State University, along with a BSN from Bloomsburg University. Adrianne has served in various nursing roles over her career in both leadership roles and as a bedside clinical nurse. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. She currently owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for healthcare professionals and consulting services in nursing professional development.
Suicide Assessment and Prevention for Health Professionals
- Identify risk factors for suicide.
- Identify the reasons for an increased risk among the veteran population.
- Describe treatment and management of suicidal ideations (management of suicidal behaviors).
- Describe the prevalence of suicide within the medical setting.
- Select appropriate ways of assessing patients at risk for suicide.
- Screen patients for depression using the Patient Health Questionnaire (PHQ-2).
- Screen the severity of suicidality using the Columbia Suicide Risk Assessment.
- Address safety for patients who are at risk for suicide through lethal means removal and creation of a crisis response plan.
- Manage with other healthcare colleagues the patient’s depression and level of suicidality.
- Plan interventions related to the suicidal patient’s depression and underlying causes.
- Understand when to refer a suicidal patient to a mental health specialist.
- Identify various resources available to assist healthcare providers in managing suicidal risk in patients.
What Would You Do? Accused of Inappropriate Sexual Contact
About the Course
Target Audience: The target audience for this education program is nurses who must be prepared to deal with the impact of sexual misconduct allegations.
Course Overview: Being accused of inappropriate sexual contact with a patient is a devastating experience. It may be construed as sexual abuse. The possibility of being charged with sexual abuse has numerous negative implications. This education program provides information about what constitutes sexual abuse and what to do if a patient accuses you of inappropriate sexual contact.
Note that this information is for education purposes only and is not meant to be taken as legal advice.
Learning Objectives: Upon completion of this course, the learner should be able to:
- Discuss the issue of patients refusing to have nurses of the opposite gender take care of them.
- Discuss what constitutes sexual abuse.
- Describe how to respond to allegations of inappropriate sexual contact with a patient.
About the Author
Adrianne Avillion, D.Ed., RN
Adrianne E. Avillion, D.Ed., RN, is an accomplished nursing professional development specialist and healthcare author. She earned her doctoral degree in adult education and her M.S. in nursing from Penn State University and a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care and physical medicine and rehabilitation settings with emphasis on neurological and mental health nursing, as well as a number of leadership roles in nursing professional development. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for healthcare professionals and consulting services in nursing professional development. Her most recent publications include The Path to Stress-Free Nursing Professional Development: 50 No-Nonsense Solutions to Everyday Challenges and Nursing Professional Development: A Practical Guide for Evidence-Based Education.
What Would You Do? Chest Pain: Nurse Needs Help Stat
About the Course
Target audience: The target audience for this education program is nurses who want to improve their ability to deal with the legal and ethical dilemmas that occur when getting a patient necessary help becomes difficult.
Course overview: Nurses have both ethical and legal obligations to ensure that patients receive necessary and appropriate care. Unfortunately, there are occasions when external conditions interfere with a nurse's ability to provide nursing care according to legal and ethical standards. This education program deals with the dilemma that occurs when a patient's physician refuses to provide critical medical attention.
Learning Objectives
- Discuss the ethical obligations to provide nursing services according to patient need.
- Identify the legal implications (including patients' rights) of failing to provide nursing care according to patient need.
- Describe appropriate actions for obtaining necessary assistance during emergencies.
About the Author
Adrianne Avillion, D.Ed., RN
Adrianne E. Avillion, D.Ed., RN, is an accomplished nursing professional development specialist and health care author. She earned her doctoral degree in adult education and her M.S. in nursing from Penn State University and a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care and physical medicine and rehabilitation settings with emphasis on neurological and mental health nursing as well as a number of leadership roles in nursing professional development. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for health care professionals and consulting services in nursing professional development. Her most recent publications include The Path to Stress-Free Nursing Professional Development: 50 No-Nonsense Solutions to Everyday Challenges and Nursing Professional Development: A Practical Guide for Evidence-Based Education.
What Would You Do? Germs on the Loose
About the Course
Audience
The target audience for this education program is nurses who must intervene to protect patients from healthcare associated infections.
Purpose Statement
Healthcare associated infections (HAIs) are responsible for the deaths of tens of thousands of patients and cost the United States healthcare system billions of dollars annually (health.gov, 2017). It is imperative that nurses take an active role in the prevention of such infections. The purpose of this education program is to help nurses intervene in the best interests of the patients to protect them from HAIs.
Learning Objectives
- Discuss the impact of HAIs.
- Identify the legal implications of HAIs.
- Describe infection control strategies to prevent HAIs.
About the Author
Adrianne Avillion, DEd, RN
Adrianne E. Avillion, D.Ed., RN, is an accomplished nursing professional development specialist and healthcare author. She earned her doctoral degree in adult education and her M.S. in nursing from Penn State University and a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care and physical medicine and rehabilitation settings with emphasis on neurological and mental health nursing as well as a number of leadership roles in nursing professional development. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for healthcare professionals and consulting services in nursing professional development. Her most recent publications include The Path to Stress-Free Nursing Professional Development: 50 No-Nonsense Solutions to Everyday Challenges and Nursing Professional Development: A Practical Guide for Evidence-Based Education.
What Would You Do? Mother’s Needs versus Infant Safety
About the Course
Target Audience: The target audience for this education program is nurses who want to cope more effectively when conflicts arise regarding family needs versus patient safety.
Course Overview: The American Academy of Pediatrics has published specific safe sleep recommendations, which are contradicted by a pediatric patient's mother. An infant should never sleep in the same bed as the parents. The infant's safety and well-being must be ensured, while simultaneously supporting a mother during a stressful time. This education program offers suggestions for supporting a distraught loved one while maintaining patient safety.
Learning Objectives: Upon completion of this course, the learner will be able to:
- Explain the American Academy of Pediatrics' safe sleep recommendations.
- Describe communication strategies to defuse tense situations between family members and healthcare professionals.
- Identify education strategies that facilitate patient/family teaching and promote learning.
About the Author
Adrianne Avillion, D.Ed.
Adrianne E. Avillion, D.Ed., RN, is an accomplished nursing professional development specialist and healthcare author. She earned her doctoral degree in adult education, her M.S. in nursing from Penn State University and a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care and physical medicine and rehabilitation settings with emphasis on neurological and mental health nursing, as well as a number of leadership roles in nursing professional development. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for healthcare professionals and consulting services in nursing professional development. Her most recent publications include The Path to Stress-Free Nursing Professional Development: 50 No-Nonsense Solutions to Everyday Challenges and Nursing Professional Development: A Practical Guide for Evidence-Based Education.
Online
What Would You Do? Narcotic Medications Are Missing
About the Course
Target audience: The target audience for this education program is nurses who need to know how to deal with the implications of missing medications and confronting the problem of nurse colleagues who may have a substance use disorder.
Course overview: Missing medications, particularly missing narcotic medications, is a serious matter. It may be something as simple as someone, in the confusion of the crisis atmosphere, neglected to lock the narcotic cabinet or counted incorrectly during a medication withdrawal. Or it may mean that someone on the unit has stolen narcotics. Substance use disorder is a growing problem. Nurses have an ethical and, in most states, a legal obligation to report nurses suspected of substance use disorder. This education program provides information to help nurses act professionally when dealing with issues surrounding the possible abuse of narcotics.
Learning Objectives
- Identify signs and symptoms of substance use disorder in nurses.
- Explain nurses' obligations regarding the reporting of suspected substance use disorder in nursing colleagues.
- Discuss actions to take when there is a suspicion of narcotic tampering and substance use disorder.
About the Author
Adrianne Avillion, D.Ed., RN
Adrianne E. Avillion, D.Ed., RN, is an accomplished nursing professional development specialist and health care author. She earned her doctoral degree in adult education and her M.S. in nursing from Penn State University and a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care and physical medicine and rehabilitation settings with emphasis on neurological and mental health nursing as well as a number of leadership roles in nursing professional development. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for health care professionals and consulting services in nursing professional development. Her most recent publications include The Path to Stress-Free Nursing Professional Development: 50 No-Nonsense Solutions to Everyday Challenges and Nursing Professional Development: A Practical Guide for Evidence-Based Education.
What Would You Do? Passing On: End of Life Conflicts
About the Course
Target Audience: The target audience for this education program is nurses who want to improve their ability to deal with the ethical dilemma resulting from conflicts between patients and family regarding treatment and end-of-life issues.
Course Overview: Nurses face many ethical decisions, often on a daily basis. One of the most difficult ethical dilemmas nurses face involves working with patients and families who have different views about the patient's treatment. This education program deals with a patient who has an advanced, but treatable form of cancer, and has decided he does not want treatment. His family wants everything possible to be done, and the patient (when his family is present) agrees with them. However, when the nurse and the patient are alone, he confides that he, in fact, does not want to pursue treatment. How should such a situation be handled?
Learning Objectives: Upon completion of this course the learner will be able to:
- Describe how patient's rights in healthcare settings are incorporated into informed patient decision making.
- Discuss the role of the ethics committee in helping to resolve patient and family conflicts regarding treatment.
- Identify strategies to reduce the ramifications of ethical dilemmas as they pertain to conflicts between family and the patient regarding treatment.
About the Author
Adrianne Avillion, D.Ed., RN
Adrianne E. Avillion, D.Ed., RN, is an accomplished nursing professional development specialist and healthcare author. She earned her doctoral degree in adult education, her M.S. in nursing from Penn State University and a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care and physical medicine and rehabilitation settings with emphasis on neurological and mental health nursing, as well as a number of leadership roles in nursing professional development. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for healthcare professionals and consulting services in nursing professional development. Her most recent publications include The Path to Stress-Free Nursing Professional Development: 50 No-Nonsense Solutions to Everyday Challenges and Nursing Professional Development: A Practical Guide for Evidence-Based Education.
Online
What Would You Do? Private Duty Expectation
About the Course
Target Audience: The target audience for this education program is nurses who deal with family members who are upset and/or make extensive demands.
Course Overview: All nurses deal with patients and/or family members who are upset and sometimes argumentative for one reason or another. It is up to the nurse to control the situation as much as possible, defuse potentially volatile conflict, and meet the needs of patients and families as they struggle with illness and injury. This education program offers information that will help nurses defuse conflict and strive for a therapeutic relationship for patients and family members as well.
Learning Objectives: Upon completion of this course, the learner will be able to:
- Identify possible causes of "misdirected" anger.
- Implement non-verbal therapeutic communication techniques to help defuse conflict.
- Implement verbal therapeutic communication techniques to help defuse conflict.
- Identify actions to take when confronted by an angry family member or patient.
About the Author
Adrianne Avillion, D.Ed., RN
Adrianne E. Avillion, D.Ed., RN, is an accomplished nursing professional development specialist and healthcare author. She earned her doctoral degree in adult education and her M.S. in nursing from Penn State University and a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care and physical medicine and rehabilitation settings with emphasis on neurological and mental health nursing, as well as a number of leadership roles in nursing professional development. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for healthcare professionals and consulting services in nursing professional development. Her most recent publications include The Path to Stress-Free Nursing Professional Development: 50 No-Nonsense Solutions to Everyday Challenges and Nursing Professional Development: A Practical Guide for Evidence-Based Education.
Online
What Would You Do? Running Clear: Failure to Administer Antibiotic Medication Vial
About the Course
Target Audience: The target audience for this education program is nurses who want to improve their ability to cope with medical errors in an ethical and professional manner while adhering to legal nursing standards.
Course Overview: Nurses have an ethical and legal obligation to always, without exception, act in the best interests of the patient while adhering to standards of nursing practice. The discovery of a medication error that has the potential for serious consequences requires the nurse to act in a way that protects the patient and identifies the problem that needs to be corrected. This education program provides information about appropriate action to take when a medication error is discovered.
Learning Objectives: Upon completion of this course the learner will be able to:
- Discuss how the 10 rights of medication administration impact circumstances surrounding a medication error.
- Identify the elements of malpractice that correlate with a medication error.
- Describe appropriate actions for the nurse to take upon discovering a medication error.
About the Author
Adrianne Avillion, D.Ed., RN
Adrianne E. Avillion, D.Ed., RN, is an accomplished nursing professional development specialist and healthcare author. She earned her doctoral degree in adult education, her M.S. in nursing from Penn State University and a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care and physical medicine and rehabilitation settings with emphasis on neurological and mental health nursing, as well as a number of leadership roles in nursing professional development. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for healthcare professionals and consulting services in nursing professional development. Her most recent publications include The Path to Stress-Free Nursing Professional Development: 50 No-Nonsense Solutions to Everyday Challenges and Nursing Professional Development: A Practical Guide for Evidence-Based Education.
What Would You Do? Sky High Blood Pressure
About the Course
Target audience: The target audience for this education program is nurses who must deal with patients who refuse admission or choose to discharge against medical advice.
Course overview: It is imperative that nurses be prepared to deal with patients who refuse admission or critical treatment. They must know the laws that govern the definition of adulthood in the states in which they practice and the policies and procedures that guide nurses' actions under these kinds of circumstances. This education program provides information to help nurses deal with a patient's refusal for admission or treatment.
Learning Objectives
- Discuss a patient's right to refuse treatment.
- Describe the issues of informed consent as they relate to refusing treatment.
- Discuss actions to take when a patient refuses admission or treatment.
About the Author
Adrianne Avillion, D.Ed., RN
Adrianne E. Avillion, D.Ed., RN, is an accomplished nursing professional development specialist and healthcare author. She earned her doctoral degree in adult education and her M.S. in nursing from Penn State University and a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care and physical medicine and rehabilitation settings with emphasis on neurological and mental health nursing, as well as a number of leadership roles in nursing professional development. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for healthcare professionals and consulting services in nursing professional development. Her most recent publications include The Path to Stress-Free Nursing Professional Development: 50 No-Nonsense Solutions to Everyday Challenges and Nursing Professional Development: A Practical Guide for Evidence-Based Education.
What Would You Do? There is One on Every Unit
About the Course
Target audience: The target audience for this education program is nurses who want to effectively deal with bullying and help to stop and prevent this toxic behavior.
Course overview: Bullying takes many forms. This education program deals with the phenomenon of horizontal violence, a type of bullying that involves aggressive behavior directed toward one's peers. This type of bullying can significantly impact its victims and an organization as a whole. This education program offers information to help nurses deal with horizontal violence and to help stop and prevent this toxic behavior.
Learning Objectives
- Describe the various types of behaviors associated with horizontal violence.
- Analyze the impact of horizontal violence.
- Identify strategies to stop and prevent horizontal violence.
About the Author
Adrianne E. Avillion, D.Ed., RN
Adrianne E. Avillion, D.Ed., RN, is an accomplished nursing professional development specialist and health care author. She earned her doctoral degree in adult education and her M.S. in nursing from Penn State University and a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care and physical medicine and rehabilitation settings with emphasis on neurological and mental health nursing as well as a number of leadership roles in nursing professional development. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for health care professionals and consulting services in nursing professional development. Her most recent publications include The Path to Stress-Free Nursing Professional Development: 50 No-Nonsense Solutions to Everyday Challenges and Nursing Professional Development: A Practical Guide for Evidence-Based Education.
What Would You Do? Who's In Charge
About the Course
Target Audience: The target audience for this education program is nurses who may have to deal with controversies that arise when child patients want treatment and parents oppose treatment.
Course Overview: Nurses must deal with many ethical and legal challenges. The challenge of helping to resolve conflicts regarding treatment is significant. They must be aware of their roles and responsibilities as healthcare professionals when it comes to such conflicts. Nurses must also avoid giving personal opinions and must strive to maintain their objectivity. This education program provides nurses with information to help them deal with the challenges resulting from conflicts involving treatment.
Learning Objectives: Upon completion of this course, the learner will be able to:
- Discuss the legal rights and obligations of parents as they pertain to treatment of their children.
- Describe how patients' rights impact treatment decisions.
- Identify strategies to help resolve dilemmas when parents and child disagree over treatment options.
About the Author
Adrianne Avillion, D.Ed., RN
Adrianne E. Avillion, D.Ed., RN, is an accomplished nursing professional development specialist and healthcare author. She earned her doctoral degree in adult education and her M.S. in nursing from Penn State University and a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care and physical medicine and rehabilitation settings with emphasis on neurological and mental health nursing as well as a number of leadership roles in nursing professional development. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for healthcare professionals and consulting services in nursing professional development. Her most recent publications include The Path to Stress-Free Nursing Professional Development: 50 No-Nonsense Solutions to Everyday Challenges and Nursing Professional Development: A Practical Guide for Evidence-Based Education.
Surgical Site Infection Prevention
About the Course
Target audience: Operative and acute care nurses who work in hospitals with patients undergoing surgical procedures should know the content of this course. This course meets the requirements for a one-time educational course related to surgical site infection (SSI).
Course overview: This course describes the importance of reducing surgical site infections (SSIs) in the United States in order to lead to better patient health outcomes by reducing morbidity and mortality, as well as decreasing national health care costs. Knowledge of SSI risk, identification, and prevention strategies is important to good care.
Learning Objectives:
- Define surgical site infection (SSI) and classify wounds.
- Recognize the significance and incidence of SSI in the United States.
- Identify risk factors for SSI.
- Describe antimicrobial prophylaxis for SSI.
- Describe the microbiology of SSI.
- Discuss general infection control strategies to reduce the risk of SSI.
- Describe preoperative, perioperative, and postoperative strategies to reduce the risk of SSI.
- Identify ways of increasing patient engagement in reducing SSIs.
- Describe strategies to implement SSI prevention interventions in the health care setting.
About the Author
Margaret Nihoul is a pediatric nurse practitioner at a community health center and a school-based health center in Massachusetts. She graduated from Yale School of Nursing in 2016.
Substance-Use Disorder in Nursing: Recognition, Reporting, and Support
About the Course
Audience
The target audience for this program is nurses who want to enhance their ability to recognize and legally and ethically intervene when colleagues show signs of impairment related to substance use disorder.
Purpose Statement
The American Nurses Association suggests that up to 10% of the RN workforce may be dependent on drugs or alcohol (Starr, 2015). Additionally, many cases of dependence are unreported. These statistics indicate that about one of every five to seven RNs is affected by substance abuse, either as an impaired nurse or by working with one who is impaired. This course is designed to instruct RNs how to recognize signs of impairment in colleagues and also how to potentially recognize their own signs of impairment.
Learning Objectives
- Identify Diagnostic and Statistical Manual of Mental Disorders (DSM-5) criteria for substance use disorder.
- Describe the incidence and prevalence substance use disorder among nurses.
- Identify risk factors for substance abuse.
- Differentiate between myths and truths as they relate to substance use disorder among nurses.
- Describe the impact of substance addiction.
- Identify signs and behaviors of substance use disorder among nurses in the workplace.
- Discuss employer initiatives to ensure a safe patient environment as it relates to substance use disorder among nurses.
- Describe important aspects of making a report or a referral for the nurse who is dealing with substance use disorder.
- Describe employer initiatives to provide assistance for the nurse who has substance use disorder.
- Explain treatment interventions for the nurse who is dealing with substance use disorder.
About the Author
Adrianne E. Avillion, D.Ed., RN
Adrianne E. Avillion, D.Ed., RN, is an accomplished nursing professional development specialist and healthcare author. She earned her doctoral degree in adult education and her M.S. in nursing from Penn State University and a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care and physical medicine and rehabilitation settings with emphasis on neurological and mental health nursing as well as a number of leadership roles in nursing professional development. She has published extensively and is a frequent presenter at conferences and conventions devoted to the specialty of continuing education and nursing professional development. Dr. Avillion owns and is the CEO of Strategic Nursing Professional Development, a business that specializes in continuing education for healthcare professionals and consulting services in nursing professional development. Her most recent publications include The Path to Stress-Free Nursing Professional Development: 50 No-Nonsense Solutions to Everyday Challenges and Nursing Professional Development: A Practical Guide for Evidence-Based Education.
Online
Psychiatric Special Topics: Behavioral and Psychological Disorders in the Elderly
About the Course
Target Audience: The target audience for this education program is nurses who want to enhance their nursing skills in the provision of older adults who have behavioral and/or psychological disorders.
Course Overview: Behavioral and psychological disorders in the elderly are problems that most, if not all, nurses will encounter at some point in their practice. In order to provide high quality nursing care it is imperative that nurses have significant knowledge of these disorders. This education program provides information about delirium, dementia and Alzheimer's disease, major depressive disorder, and generalized anxiety disorder in the older adult population.
Learning Objectives: Upon completion of the course, the learner should be able to:
- Describe prominent behavioral and psychological disorders in the older adult.
- Discuss the demographics related to behavioral and psychological disorders in the older adult.
- Explain the diagnostic process for diagnosing behavioral and psychological disorders in the older adult.
- Describe treatment regimens for behavioral and psychological disorders in the older adult.
About the Author
Jacqueline Rhoads, PhD, APRN-BC, CNL-BC, PMHNP-BE, FAANP, is a professor of nursing at University of Texas Medical Branch at Galveston School of Nursing. Dr. Rhoads earned her PhD from the University of Texas, Austin, and has earned post-master's degrees in acute care NP, community health primary care adult NP, gerontology NP, and psychiatric/mental health NP, and recently earned her clinical nurse leader certification. She is a fellow in the American Academy of Nurse Practitioners, and was awarded numerous commendations and medals for meritorious service in the U.S. Army Nurse Corps. Dr. Rhoads has authored multiple books as well as numerous articles. Her recent publication, Nurses' Clinical Consult to Psychopharmacology, won first place as AJN Book of the Year Award, 2012. Her textbook, Clinical Consult to Psychiatric Mental Health Care, won second place as AJN Book of the Year Award in 2011.
Patrick J. M. Murphy, PhD, is an assistant professor at the Seattle University College of Nursing, where he teaches introduction to pharmacology, and advanced pharmacological application in primary care and psychopharmacology in advanced practice nursing, among other courses. He holds an MS and PhD in pharmacology from the University of Michigan. Dr. Murphy is the recipient of multiple honors and awards. He is a member of the Phi Sigma Tau Academic Honorary Society and the Phi Eta Sigma Academic Honorary Society.
Online
Recognition and Interpretation of Life-Threatening ECG Rhythms
About the Course
Audience: Nurses who care for patients being monitored for ECG rate and rhythm will benefit from this course. Monitored patients and their primary care providers have an expectation that nurses working on monitor units are competent in assessing the ECG rhythm and responding appropriately to changes in rate and rhythm. This course serves as an overview of rhythms that may be life-threatening, either immediately or over the longer term. It is intended for health care providers who have an understanding of cardiac structure, function, the basic features of the most common cardiac rhythms, and basic patient assessment skills.
Course Overview:
Recognition and Interpretation of Life-threatening ECG Rhythms is an overview of the ECG dysrhythmias which may pose a threat to life, either immediately or over the longer term. It is designed for nurses and other health care professionals who have a basic knowledge of ECG rhythm interpretation and patient assessment. This course provides a discussion of dangerous rhythms, including the mechanisms that cause patient harm. Guidelines on how to recognize and interpret these dysrhythmias are given, and sample strips are provided. Recommended nursing actions are also discussed. You will gain skill in recognizing and interpreting potentially dangerous rhythms, and be more confident in your response to life-threatening rhythms.
Learning Objectives:
Upon completion of this course, the learner should be able to:
- Describe sinus rhythms, and give examples of when they might require intervention due to abnormal rates.
- Explain how cardiac rhythms can affect cardiac output.
- Describe features of dysrhythmias that make them dangerous or potentially dangerous.
- Accurately recognize potentially life-threatening dysrhythmias.
- Describe appropriate nursing interventions for the patient in unstable SVT, atrial flutter, or atrial fibrillation.
- Describe appropriate nursing interventions for the patient in unstable ventricular tachycardia.
- Describe appropriate nursing interventions for the patient in ventricular fibrillation.
- Recognize and appropriately respond to idioventricular escape rhythm.
- Recognize potentially dangerous AV blocks and differentiate them from relatively benign AVB.
- Describe appropriate nursing interventions for the patient with hemodynamically-unstable AV block.
- Explain why it is important to recognize early hyperkalemia.
- Describe appropriate nursing interventions for the patient with suspected acute myocardial infarction.
- Recognize the ECG changes associated with tricyclic antidepressant overdose.
- Recognize the ECG changes associated with increased intracranial pressure.
- List ways nurses can be better prepared to respond to dysrhythmia emergencies.
About the Author
Dawn Altman, RN
Dawn Altman has been teaching ECG interpretation to health care providers for over 35 years. After a long career as an Emergency Department nurse and Paramedic clinical instructor, she worked in a large full-service cardiac hospital. Dawn is an accomplished instructor who teaches basic ECG interpretation as well as more advanced 12-lead ECG interpretation. In 1986, she authored an ECG textbook (under the name Dawn Bean). She now administers a website designed to provide free teaching materials for other ECG instructors.
Psychiatric Special Topics: Feeding and Eating Disorders
About the Course
Target Audience: The target audience for this education program is nurses who provide nursing care to individuals who are dealing with feeding and eating disorders and who want to improve their ability to provide high quality nursing care when working with individuals affected by eating disorders.
Course Overview: Anorexia nervosa and bulimia nervosa are serious health problems that are growing in prevalence and incidence. This education program discusses the characteristics, incidence and prevalence, diagnostic process, and treatment for these significant health issues.
Course Objectives: Upon completion of this education program, the learner should be able to:
- Identify the characteristics of anorexia nervosa.
- Discuss the incidence and prevalence of anorexia nervosa.
- Explain the diagnostic process for anorexia nervosa.
- Describe treatment initiatives for anorexia nervosa.
- Identify the characteristics of bulimia nervosa.
- Discuss the demographics associated with bulimia nervosa.
- Explain the diagnostic process for bulimia nervosa.
- Describe treatment initiatives for bulimia nervosa.
About the Author
Jacqueline Rhoads, PhD, APRN-BC, CNL-BC, PMHNP-BE, FAANP, is a professor of nursing at University of Texas Medical Branch at Galveston School of Nursing. Dr. Rhoads earned her PhD from the University of Texas, Austin, and has earned post-master's degrees in acute care NP, community health primary care adult NP, gerontology NP, and psychiatric/mental health NP, and recently earned her clinical nurse leader certification. She is a fellow in the American Academy of Nurse Practitioners, and was awarded numerous commendations and medals for meritorious service in the U.S. Army Nurse Corps. Dr. Rhoads has authored multiple books as well as numerous articles. Her recent publication, Nurses' Clinical Consult to Psychopharmacology, won first place as AJN Book of the Year Award, 2012. Her textbook, Clinical Consult to Psychiatric Mental Health Care, won second place as AJN Book of the Year Award in 2011.
Patrick J. M. Murphy, PhD, is an assistant professor at the Seattle University College of Nursing, where he teaches introduction to pharmacology, and advanced pharmacological application in primary care and psychopharmacology in advanced practice nursing, among other courses. He holds an MS and PhD in pharmacology from the University of Michigan. Dr. Murphy is the recipient of multiple honors and awards. He is a member of the Phi Sigma Tau Academic Honorary Society and the Phi Eta Sigma Academic Honorary Society.
Psychiatric Special Topics: Mood Disorders
About the Course
Target Audience: The target audience for this education program is nurses who want to increase their knowledge of how to recognize mood disorders and to enhance their ability to provide nursing care for those patients diagnosed with such disorders.
Course Overview: Mood disorders are characterized by feelings of overwhelming sadness or lack of enjoyment and affect millions of Americans. This education program provides information that will help nurses to recognize mood disorders and to help facilitate treatment among those affected by such problems.
Learning Objectives: Upon completion of the course, the learner should be able to:
- Define specific mood disorders.
- Discuss the incidence and prevalence of mood disorders.
- Explain the diagnostic process for mood disorders.
- Describe treatment interventions for mood disorders.
About the Author
Jacqueline Rhoads, PhD, APRN-BC, CNL-BC, PMHNP-BE, FAANP, is a professor of nursing at University of Texas Medical Branch at Galveston School of Nursing. Dr. Rhoads earned her PhD from the University of Texas, Austin, and has earned post-master's degrees in acute care NP, community health primary care adult NP, gerontology NP, and psychiatric/mental health NP, and recently earned her clinical nurse leader certification. She is a fellow in the American Academy of Nurse Practitioners, and was awarded numerous commendations and medals for meritorious service in the U.S. Army Nurse Corps. Dr. Rhoads has authored multiple books, as well as numerous articles. Her recent publication, Nurses' Clinical Consult to Psychopharmacology, won first place as AJN Book of the Year Award, 2012. Her textbook, Clinical Consult to Psychiatric Mental Health Care, won second place as AJN Book of the Year Award in 2011.
Patrick J. M. Murphy, PhD, is an assistant professor at the Seattle University College of Nursing, where he teaches introduction to pharmacology, and advanced pharmacological application in primary care and psychopharmacology in advanced practice nursing, among other courses. He holds an MS and PhD in pharmacology from the University of Michigan. Dr. Murphy is the recipient of multiple honors and awards. He is a member of the Phi Sigma Tau Academic Honorary Society and the Phi Eta Sigma Academic Honorary Society.
Psychiatric Special Topics: Personality Disorders
About the Course
Target Audience: The target audience for this education program is nurses who provide nursing care to patients with personality disorders and want to improve their nursing skills when working with such patients.
Course Description: Personality disorders are characterized by maladaptive or dysfunctional personality traits. These traits affect those around the affected individual, including family, friends, and co-workers and are long-term in nature. People with personality disorders do not recognize their own problems are due to their disorders, but instead blame others as the source of their difficulties, Persons with personality disorders are challenging to treat. This education program provides descriptions of various personality disorders, how they are diagnosed, and treatment strategies.
Learning Objectives: Upon completion of this education program, the learner should be able to:
- Describe the background and demographics of antisocial personality disorder.
- Explain the diagnostic process for antisocial personality disorder.
- Identify treatment interventions for antisocial personality disorder.
- Discuss the background and demographics of borderline personality disorder.
- Explain the diagnostic process for borderline personality disorder.
- Describe treatment interventions for borderline personality disorder.
- Discuss the background and demographics of narcissistic personality disorder
- Describe the diagnostic process for narcissistic personality disorder.
- Explain treatment interventions for narcissistic personality disorder.
About the Author
Jacqueline Rhoads, PhD, APRN-BC, CNL-BC, PMHNP-BE, FAANP, is a professor of nursing at University of Texas Medical Branch at Galveston School of Nursing. Dr. Rhoads earned her PhD from the University of Texas, Austin, and has earned post-master's degrees in acute care NP, community health primary care adult NP, gerontology NP, and psychiatric/mental health NP, and recently earned her clinical nurse leader certification. She is a fellow in the American Academy of Nurse Practitioners, and was awarded numerous commendations and medals for meritorious service in the U.S. Army Nurse Corps. Dr. Rhoads has authored multiple books as well as numerous articles. Her recent publication, Nurses' Clinical Consult to Psychopharmacology, won first place as AJN Book of the Year Award, 2012. Her textbook, Clinical Consult to Psychiatric Mental Health Care, won second place as AJN Book of the Year Award in 2011.
Patrick J. M. Murphy, PhD, is an assistant professor at the Seattle University College of Nursing, where he teaches introduction to pharmacology, and advanced pharmacological application in primary care and psychopharmacology in advanced practice nursing, among other courses. He holds an MS and PhD in pharmacology from the University of Michigan. Dr. Murphy is the recipient of multiple honors and awards. He is a member of the hi Sigma Tau Academic Honorary Society and the Phi Eta Sigma Academic Honorary Society.
Psychiatric Special Topics: Psychotherapeutic Management
About the Course
Target Audience: The target audience for this education program is nurses who want to help develop and implement an effective plan for psychotherapeutic management.
Course Overview: It is important for nurses to be able to assist with the development and implementation of an effective psychotherapeutic management plan. This education program provides nurses with information regarding the establishment of a philosophy of management, an overview of standards of care in psychotherapeutic management, and a description of the management of psychotherapeutic disorders.
Learning Objectives: Upon completion of the course, the learner should be able to:
- Establish a philosophy of management.
- Discuss the standards of care in psychotherapy management.
- Identify components of the initial interview.
- Describe components of the psychotherapeutic management of disorders.
About the Author
Jacqueline Rhoads, PhD, APRN-BC, CNL-BC, PMHNP-BE, FAANP, is a professor of nursing at University of Texas Medical Branch at Galveston School of Nursing. Dr. Rhoads earned her PhD from the University of Texas, Austin, and has earned post-master's degrees in acute care NP, community health primary care adult NP, gerontology NP, and psychiatric/mental health NP, and recently earned her clinical nurse leader certification. She is a fellow in the American Academy of Nurse Practitioners, and was awarded numerous commendations and medals for meritorious service in the U.S. Army Nurse Corps. Dr. Rhoads has authored multiple books, as well as numerous articles. Her recent publication, Nurses' Clinical Consult to Psychopharmacology, won first place as AJN Book of the Year Award, 2012. Her textbook, Clinical Consult to Psychiatric Mental Health Care, won second place as AJN Book of the Year Award in 2011.
Patrick J. M. Murphy, PhD, is an assistant professor at the Seattle University College of Nursing, where he teaches introduction to pharmacology, and advanced pharmacological application in primary care and psychopharmacology in advanced practice nursing, among other courses. He holds an MS and PhD in pharmacology from the University of Michigan. Dr. Murphy is the recipient of multiple honors and awards. He is a member of the Phi Sigma Tau Academic Honorary Society and the Phi Eta Sigma Academic Honorary Society.
Psychiatric Special Topics: Psychotic Disorders
About the Course
Learning Objectives:
- Discuss the etiology of brief psychotic disorder, delusional disorder, schizoaffective disorder, schizophrenia, and schizophreniform disorder.
- Identify demographics related to brief psychotic disorder, delusional disorder, schizoaffective disorder, schizophrenia, and schizophreniform disorder.
- Recognize risk factors for brief psychotic disorder, delusional disorder, schizoaffective disorder, schizophrenia, and schizophreniform disorder.
- Explain the processes for diagnosing brief psychotic disorder, delusional disorder, schizoaffective disorder, schizophrenia, and schizophreniform disorder.
- Differentiate among the treatment interventions for brief psychotic disorder, delusional disorder, schizoaffective disorder, schizophrenia, and schizophreniform disorder.
- Describe critical aspects of patient education for persons experiencing brief psychotic disorder, delusional disorder, schizoaffective disorder, schizophrenia, and schizophreniform disorder.
- Explain medical/legal pitfalls related to the care of patients with brief psychotic disorder, delusional disorder, schizoaffective disorder, schizophrenia, and schizophreniform disorder.
About the Author
Jacqueline Rhoads, PhD, APRN-BC, CNL-BC, PMHNP-BE, FAANP, is a professor of nursing at University of Texas Medical Branch at Galveston School of Nursing. Dr. Rhoads earned her PhD from the University of Texas, Austin, and has earned post-master's degrees in acute care NP, community health primary care adult NP, gerontology NP, and psychiatric/mental health NP, and recently earned her clinical nurse leader certification. She is a fellow in the American Academy of Nurse Practitioners, and was awarded numerous commendations and medals for meritorious service in the U.S. Army Nurse Corps. Dr. Rhoads has authored multiple books as well as numerous articles. Her recent publication, Nurses' Clinical Consult to Psychopharmacology, won first place as AJN Book of the Year Award, 2012. Her textbook, Clinical Consult to Psychiatric Mental Health Care, won second place as AJN Book of the Year Award in 2011.
Patrick J. M. Murphy, PhD, is an assistant professor at the Seattle University College of Nursing, where he teaches introduction to pharmacology, and advanced pharmacological application in primary care and psychopharmacology in advanced practice nursing, among other courses. He holds an MS and PhD in pharmacology from the University of Michigan. Dr. Murphy is the recipient of multiple honors and awards. He is a member of the Phi Sigma Tau Academic Honorary Society and the Phi Eta Sigma Academic Honorary Society.
Psychiatric Special Topics: Sleep Disorders
About the Course
Target Audience: The target audience for this education program is nurses who provide nursing care to patients with sleep disorders and who want to enhance their nursing skills in this field.
Course Overview: Sleep disorders are a fairly common problem. Sleep disorders are often accompanied by depression, anxiety, and cognitive changes. This course provides information about various sleep disorders, their demographics, etiology, diagnosis, and treatment.
Learning Objectives:
- Identify the risk factors for insomnia disorder.
- Describe treatment strategies for insomnia disorder.
- Discuss the diagnostic process for hypersomnolence disorder.
- Identify appropriate measures to decrease hypersomnolence.
- Discuss the demographics related to narcolepsy.
- Evaluate treatment initiatives for narcolepsy.
- Identify possible causes/risk factors for nightmare disorder.
- Explain how nightmare disorder is treated.
- Describe diagnostic criteria for non-rapid eye movement sleep arousal disorders.
- Discuss treatment of non-rapid eye movement sleep arousal disorders.
About the Author
Jacqueline Rhoads, PhD, APRN-BC, CNL-BC, PMHNP-BE, FAANP, is a professor of nursing at University of Texas Medical Branch at Galveston School of Nursing. Dr. Rhoads earned her PhD from the University of Texas, Austin, and has earned post-master's degrees in acute care NP, community health primary care adult NP, gerontology NP, and psychiatric/mental health NP, and recently earned her clinical nurse leader certification. She is a fellow in the American Academy of Nurse Practitioners, and was awarded numerous commendations and medals for meritorious service in the U.S. Army Nurse Corps. Dr. Rhoads has authored multiple books as well as numerous articles. Her recent publication, Nurses' Clinical Consult to Psychopharmacology, won first place as AJN Book of the Year Award, 2012. Her textbook, Clinical Consult to Psychiatric Mental Health Care, won second place as AJN Book of the Year Award in 2011.
Patrick J. M. Murphy, PhD, is an assistant professor at the Seattle University College of Nursing, where he teaches introduction to pharmacology, and advanced pharmacological application in primary care and psychopharmacology in advanced practice nursing, among other courses. He holds an MS and PhD in pharmacology from the University of Michigan. Dr. Murphy is the recipient of multiple honors and awards. He is a member of the Phi Sigma Tau Academic Honorary Society and the Phi Eta Sigma Academic Honorary Society.
Psychiatric Special Topics: Substance Use Disorders
About the Course
Target Audience: The target audience for this education program is nurses who want to improve their nursing skills regarding recognizing, treating, and facilitating recovery in those who have substance use disorders.
Course Overview: Abuse, dependence, and addiction are world-wide problems that have serious impact on all facets of society. This course offers information about the various types of substance use disorders and their treatment, and includes nursing actions important to the treatment and facilitating recovery from these disorders.
Objectives: Upon completion of the course, the learner should be able to:
- Discuss the incidence and prevalence of substance use disorder.
- Describe the pharmacologic treatment of substance use disorder.
- Distinguish between substance abuse and substance dependence.
- Describe the psychopharmacotherapy for specific substances.
- Discuss the diagnostic process for intoxication.
- Explain treatment measures for intoxication.
- Describe the clinical presentation of withdrawal for specific types of drugs.
- Explain the medical/legal pitfalls when working with patients going through withdrawal.
- Describe the types of disorders that can be substance/medication induced.
About the Author
Jacqueline Rhoads, PhD, APRN-BC, CNL-BC, PMHNP-BE, FAANP, is a professor of nursing at University of Texas Medical Branch at Galveston School of Nursing. Dr. Rhoads earned her PhD from the University of Texas, Austin, and has earned post-master's degrees in acute care NP, community health primary care adult NP, gerontology NP, and psychiatric/mental health NP, and recently earned her clinical nurse leader certification. She is a fellow in the American Academy of Nurse Practitioners, and was awarded numerous commendations and medals for meritorious service in the U.S. Army Nurse Corps. Dr. Rhoads has authored multiple books as well as numerous articles. Her recent publication, Nurses' Clinical Consult to Psychopharmacology, won first place as AJN Book of the Year Award, 2012. Her textbook, Clinical Consult to Psychiatric Mental Health Care, won second place as AJN Book of the Year Award in 2011.
Patrick J. M. Murphy, PhD, is an assistant professor at the Seattle University College of Nursing, where he teaches introduction to pharmacology, and advanced pharmacological application in primary care and psychopharmacology in advanced practice nursing, among other courses. He holds an MS and PhD in pharmacology from the University of Michigan. Dr. Murphy is the recipient of multiple honors and awards. He is a member of the Phi Sigma Tau Academic Honorary Society and the Phi Eta Sigma Academic Honorary Society.
Psychiatric Special Topics: The Psychiatric Interview and Diagnosis
About the Course
Target Audience: The target audience for this education program is nurses who want to enhance their skills in the psychiatric interview and diagnostic process.
Course Overview: It is important that nurses have the skills necessary to conduct a thorough and appropriate psychiatric interview. They must also be able to correlate their interview findings with diagnostic criteria. This education program offers nurses information to help them enhance their psychiatric interview and diagnostic process.
Learning Objectives:
- Identify nonverbal communication skills to use during the psychiatric interview process.
- Discuss verbal communication skills to use during the psychiatric interview process.
- Identify the phases of the diagnostic encounter.
- Explain the components of the diagnostic encounter.
- Describe the process of diagnostic formulation.
About the Author
Jacqueline Rhoads, PhD, APRN-BC, CNL-BC, PMHNP-BE, FAANP, is a professor of nursing at University of Texas Medical Branch at Galveston School of Nursing. Dr. Rhoads earned her PhD from the University of Texas, Austin, and has earned post-master's degrees in acute care NP, community health primary care adult NP, gerontology NP, and psychiatric/mental health NP, and recently earned her clinical nurse leader certification. She is a fellow in the American Academy of Nurse Practitioners, and was awarded numerous commendations and medals for meritorious service in the U.S. Army Nurse Corps. Dr. Rhoads has authored multiple books as well as numerous articles. Her recent publication, Nurses' Clinical Consult to Psychopharmacology, won first place as AJN Book of the Year Award, 2012. Her textbook, Clinical Consult to Psychiatric Mental Health Care, won second place as AJN Book of the Year Award in 2011.
Patrick J. M. Murphy, PhD, is an assistant professor at the Seattle University College of Nursing, where he teaches introduction to pharmacology, and advanced pharmacological application in primary care and psychopharmacology in advanced practice nursing, among other courses. He holds an MS and PhD in pharmacology from the University of Michigan. Dr. Murphy is the recipient of multiple honors and awards. He is a member of the Phi Sigma Tau Academic Honorary Society and the Phi Eta Sigma Academic Honorary Society.
Rapid Response Teams: An Overview of Contributions and Effects
- Discuss how Rapid Response Teams impact nursing practice.
- State rapid response calling criteria.
- Discuss alternative tasks that rapid response teams can perform to improve patient outcomes.
Online
Rapid Trauma Assessment: What Nurses Need to Know
- Identify the requirements for providing effective trauma care.
- Describe the rationale for utilizing a standardized “primary” and “secondary” system of head-to-toe assessment with trauma patients.
- Recognize triggers among trauma nurses that may cause moral/emotional distress.
Online
Recognition and Interpretation of Basic ECG Rhythms
About the Course
Audience: Nurses who care for patients being monitored for ECG rate and rhythm will benefit from this course. Monitored patients and their primary care providers expect nurses working on monitor units to be competent in assessing the ECG rhythm and responding appropriately to changes in rate and rhythm. This course serves as an overview of the most common rhythms. It is intended for health care providers who have an understanding of cardiac structure and function, the basic features of the cardiac cycle, an