Continuing Education for Nurses in Massachusetts

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.

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.

About the Course

Audience: This course is intended for all nurses who care for older adults.  

Learning Objectives

1. Discuss the impact of vaccine-preventable diseases.
2. Explain the adult immunization goals from the Healthy People 2020 initiative for at least two of the recommended vaccinations.
3. Discuss the reasons for promoting older adult immunizations.
4. 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.

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

1. Provide at least one definition of polypharmacy.
2. Quantify the approximate prevalence of polypharmacy in a nursing home practice setting.
3. List two predictors of polypharmacy.
4. Describe two potential consequences resulting from polypharmacy.
5. Identify a therapeutic class of drugs commonly associated with functional impairment.
6. Provide two general strategies useful to combat unnecessary polypharmacy.
7. Name two key ideas for nurses to keep in mind for the management or prevention of polypharmacy.
8. 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.   

About the Course

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.

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.

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.

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

1. Define pain according to the International Association for the Study of Pain.
2. Examine the physiology, classifications, and characteristics of acute and chronic pain.
3. Address the impact of pain on economic and personal statuses, as well as on potential prescription drug abuse.
4. Describe the requisite steps in assessing and treating pain.
5. 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

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

1. Describe the characteristics of panic disorder.
2. Discuss the incidence and prevalence of panic disorder.
3. Identify risk factors for panic disorder.
4. Outline the impact of panic disorder.
5. Explain the etiology and course of panic disorder.
6. Describe the diagnostic process for panic disorder.
7. Discuss treatment interventions for panic disorder.
8. 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.

About the Course

Audience

The 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

1. Discuss the incidence and prevalence of violence in the workplace.
2. Identify barriers to reporting incidents of workplace violence.
3. Predict what factors trigger violence in healthcare work settings.
4. Relate how communication affects the ability to reduce/prevent workplace violence in healthcare settings.
5. 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.

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

1. State the physical and psychosocial barriers that may prevent older adults from adhering to a recommended care plan.
2. Create appropriate teaching that addresses the cognitive and learning abilities of older adults.
3. 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.

About the Course
Learning Objectives

1. Implement patient care designed to achieve National Patient Safety Goals.
2. Identify the most frequently occurring sentinel events from 2017.
3. Describe how to prevent “never-ever” events.
4. 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.

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.  

Learning Objectives:

• 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.

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.  

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.  

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.  

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.  

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.  

About the Course

Audience: This course is intended for nurses who work with peripherally inserted central catheters (PICCs) in any setting.

Learning Objectives

1. Identify the indications for PICC use.
2. Associate clinical symptoms with PICC complications.
3. 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.

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

1. Perform basic arithmetic calculations.
2. Relate the equivalents for a household measurement system.
3. Relate the equivalents for the apothecaries system.
4. Relate the equivalents for the metric system.
5. Convert among the systems of measurement.
6. 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.

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.

About this Course
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.

About the Course
Learning outcomes

1. Discuss the pharmacological interventions and evidence-based (EBP) nursing considerations for the treatment of depressive disorders.
2. Discuss the pharmacological interventions and evidence-based (EBP) nursing considerations for the treatment of post-traumatic stress disorder and anxiety disorders. 
3. Discuss pharmacological interventions and evidence-based (EBP) nursing considerations for the treatment of substance use disorders.
4. Discuss pharmacological interventions and evidence-based (EBP) nursing considerations for the treatment of bipolar spectrum disorders.
5. Discuss pharmacological interventions and evidence-based (EBP) nursing considerations for the treatment of schizophrenia/psychotic disorders. 
6. Review neurobiology and pertinent pharmacokinetics with respect to psychotropic medications. 
7. Discuss various clinical challenges when prescribing medication for patients diagnosed with psychiatric disorders. 
8. Discuss the challenges in treatment and management of patients diagnosed with co-occurring psychiatric and substance use disorders. 
9. 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. 

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: 

1. Define specific anxiety disorders.
2. Discuss the incidence and prevalence of specific anxiety disorders.
3. Explain the diagnostic processes for anxiety disorders.
4. 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.

Learning Objectives:

• 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.

About the Course

Learning Objectives

1. Describe the roles of the DEA, FDA, and HHS in scheduling controlled substances and enforcing controlled substance laws and regulations.
2. Understand the different DEA Controlled Substance Schedules and prescribing regulations associated with the different DEA Controlled Substance Schedules.
3. Describe important considerations when prescribing any controlled substances, including regulatory exceptions and clinical concerns.
4. Discuss rationale for using opioids in acute and non-cancer related chronic pain management.
5. Assess patients to identify and monitor for patient-specific risks of opioid medications.
6. Differentiate between opioid equianalgesic doses and morphine milligram equivalents (MMEs) and their roles in pain management therapy.
7. 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).

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. 

Learning Objectives:

• 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.

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:

1. Identify the key characteristics of the various generations in the workplace.
2. Describe motivators for each generation in the workplace.
3. 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.

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:

1. Discuss the human impact of organizational change.
2. Describe how psychological transitions influence staff behaviors in the workplace.
3. 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. 

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:

1. Identify behaviors to look for when staff members are faced with the end of what was once familiar.
2. 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. 

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:

1. Discuss how chaos and confusion impact staff as they move through the second phase of transition toward a new way of being.
2. 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.

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:

1. Identify signs that change is beginning to embed.
2. 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.

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.

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.

Learning Objectives:

• 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.

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.

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:

1. Define chemical mass casualty event terminology.
2. Explain the roles of responders in the incident command system.
3. Identify specific risks, symptoms and consequences associated with specific chemical exposures.
4. Identify the responsibilities of federal and state agencies in chemical events.
5. Describe the importance and procedures of decontamination in a chemical event.
6. Examine the all-hazard risk appraisal for chemical exposure.
7. Describe the considerations for triage and movement of chemical casualties.
8. Describe confounding factors in mass casualty chemical disasters.
9. Review the competencies for chemical disaster nursing.
10. 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. 

Learning Objectives:

• 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.

About this Course

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.

About this Course

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. 

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

1. Define terms important to the concept of medical error.
2. Describe the various categories of medical errors. 
3. Identify factors that contribute to medical error occurrence.
4. 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.