Continuing Education for Nurses in Utah

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

1. Describe the basics, as well as the regulatory structure, of assisted living.
2. Cite where to access information regarding regulations and different levels of care within the learner’s state.
3. Summarize the role of unlicensed assistive personnel in the community.
4. 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.
5. Assess and design a medication management plan that meets the individual needs of the residents they serve.
6. Identify the qualities of polypharmacy and adverse side effects, as well as which events to report.
7. Develop a risk-reduction plan that will reduce improper medication use.

About the Author

Stephani Hunt, MSN, RN, WCC, OMS, ONC

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.

About the Course

Audience: This course is intended for all nurses who provide patient care in the community or hospital.

Learning Objectives

1. Differentiate community-acquired MRSA from hospital-acquired MRSA.
2. Identify appropriate treatments for MRSA infections based on current treatment guidelines.
3. 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. 

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.

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

1. Describe the approach necessary to perform a physical examination for patients presenting with low back pain.
2. Utilize diagnostic tools to form a working diagnosis for patients with low back pain.
3. 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.

• 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.

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

1. Shift negative thought patterns
2. Become a catalyst for positive change
3. Experience more happiness, energy, and professional pride
4. Increase your sense of well-being and self-worth
5. 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.

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 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.

About the Course

Target Audience: The target audience for this education program is nurse managers interested in enhancing their ability to manage the power and politics associated with the managerial role. 

Course Overview: The role of the nurse manager is a challenging one. Although they have positional power, many nurse managers continue to feel powerlessness, caught in the middle, and that they actually have the responsibility without the authority. To effectively fulfill the managerial role, it is important to harness positive power, acquire savvy political skills, and recognize the possibilities for managerial success when the two are combined. 

Learning Objectives:

Upon completion of this course, the learner will be able to:

1. 1. Measure how much power the managerial role has in his or her organization.
2. Describe strategies for harnessing power in personal and professional roles.
3. Demonstrate political acumen that is necessary for the fulfillment of the managerial role.

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.

• 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.

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.

• 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.

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

1. Define the postpartum period.
2. Identify the comprehensive health needs specific to postpartum women.
3. Describe the crisis of maternal mortality in the United States.
4. Discuss risk factors and disparities that contribute to adverse postpartum outcomes.
5. Identify core members of the postpartum care team.
6. Discuss the changes needed in health-care policy to support optimal postpartum care for women.
7. 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. 

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

1. Review the anatomy of the gastrointestinal system.
2. Identify selected diseases and disorders of the gastrointestinal tract.
3. Examine the pathophysiology of diseases and disorders of the gastrointestinal tract.
4. Interpret signs and symptoms of gastrointestinal disease processes.
5. 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.

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

1. Describe preventive health initiatives for individuals who exercise outdoors year round.
2. Explain how to survive dangerous conditions that can occur due to winter storms.
3. Describe the effects of carbon monoxide poisoning.
4. Discuss treatment initiatives for frostbite.
5. Recognize the clinical effects of hypothermia.
6. Explain treatment initiatives for seasonal affective disorder (SAD).
7. Paraphrase treatment measures for allergic rhinitis.
8. Differentiate among the different types of reactions to insect bites and stings.
9. Describe first-aid initiatives for animal bites.
10. Assess patients for concussion.
11. Initiate first aid for lacerations and puncture wounds.
12. Explain treatment initiatives for near-drowning victims.
13. Differentiate among the categories of heat syndrome.
14. Identify the characteristics of Lyme disease.
15. Describe the clinical effects of common poisonous plants.
16. Explain treatment measures for poisonous snake bites.
17. Correlate the level of spinal cord injury with its physiological effects.
18. Differentiate between sprains and strains.
19. Describe the risk factors for sunburn.
20. 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.

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:

1. Describe the physiological benefits of laughter.
2. Discuss research findings pertaining to the health benefits of laughter.
3. 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.

• State the stages of sleep.
• Discuss health problems associated with non-restful sleep.
• Describe interventions to improve sleep.

About the Course

Audience

The target audience for this education program is nurses who want to increase their knowledge and strategies for the assessment and care of older adults.

Course Overview

The age of the population in the United States is continuing to inch upward. As the density of the aging population increases, there are increased demands on the health care system and increased challenges for nursing. Nurses have a unique opportunity to assess, care for, teach, and promote the health of older adults. This course provides a wide variety of health challenges for the older adult. Topics in this course include assessment, cultural sensitivities, nutrition, the importance of medications and possible interactions, sleep challenges, sexual interests of the older adult, pain assessment, mental health, abuse assessment, sensory and integumentary concerns, and select other topics.

Learning Objectives

1. Discuss demographics related to the older adult population.
2. Perform a "first glance" assessment.
3. Review the importance of providing culturally appropriate care.
4. Assess the nutritional status of an older adult.
   
5. Discuss practical suggestions for maintaining a healthy diet.
6. Describe the important components of pharmacology assessment in the older adult.
7. Describe the components of a sexual assessment of the older adult.
8. Assess the sleep patterns of the older adult.
9. Identify strategies for pain assessment in the older adult.
10. Assess the mental health of the older adult.
11. Recognize signs and symptoms of abuse of the older adult.
12. Describe changes in vision, hearing, and sensation that affect the older adult.
13. Identify common health problems related to the integumentary system in the older adult.
14. Assess the older adult for potential problems related to cardiovascular functioning.
15. Identify lung disorders commonly found in older adults.
16. Identify important aspects of endocrine system assessment.
17. Explain the ways age influences hematologic function.
18. Recognize common health problems of the nervous system in the older adult.
19. Review age-related issues of the genitourinary system.
20. Discuss common age-related conditions of the musculoskeletal system.
21. Recognize age-related immune system deficiencies related to the aging process.

About the Author

Adrianne E. Avillion, D.Ed., RN

Adrianne E. Avillion 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.

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

1. Describe the anatomy and physiology of the heart.
2. Discuss the pathophysiology of pumping and non-pumping diseases of the heart.
3. Describe the causes and etiology of pumping and non-pumping diseases of the heart.
4. Recognize signs and symptoms of pumping and non-pumping diseases of the heart.
5. List three various tests used for diagnosis.
6. 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.  

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.

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

1. Discuss the incidence and prevalence of intimate partner violence.
2. Recognize the signs and symptoms of intimate partner violence.
3. 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.

• 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.

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:

1. Discuss the issue of patients refusing to have nurses of the opposite gender take care of them.
2. Discuss what constitutes sexual abuse.
3. 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.

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.

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

1. Discuss the impact of HAIs.
2. Identify the legal implications of HAIs.
3. 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.

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:

1. Explain the American Academy of Pediatrics' safe sleep recommendations.
2. Describe communication strategies to defuse tense situations between family members and healthcare professionals.
3. 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.

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.

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:

1. Describe how patient's rights in healthcare settings are incorporated into informed patient decision making.
2. Discuss the role of the ethics committee in helping to resolve patient and family conflicts regarding treatment.
3. 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.

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:

1. Identify possible causes of "misdirected" anger.
2. Implement non-verbal therapeutic communication techniques to help defuse conflict.
3. Implement verbal therapeutic communication techniques to help defuse conflict.
4. 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.

About the Course

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.

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.

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.

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:

1. Discuss the legal rights and obligations of parents as they pertain to treatment of their children.
2. Describe how patients' rights impact treatment decisions.
3. 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.

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.

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

1. Identify Diagnostic and Statistical Manual of Mental Disorders (DSM-5) criteria for substance use disorder.
2. Describe the incidence and prevalence substance use disorder among nurses.
3. Identify risk factors for substance abuse.
4. Differentiate between myths and truths as they relate to substance use disorder among nurses.
5. Describe the impact of substance addiction.
6. Identify signs and behaviors of substance use disorder among nurses in the workplace.
7. Discuss employer initiatives to ensure a safe patient environment as it relates to substance use disorder among nurses.
8. Describe important aspects of making a report or a referral for the nurse who is dealing with substance use disorder.
9. Describe employer initiatives to provide assistance for the nurse who has substance use disorder.
10. 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.

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.

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.

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. 

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.

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.

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.

About the Course

Learning Objectives:

1. Discuss the etiology of brief psychotic disorder, delusional disorder, schizoaffective disorder, schizophrenia, and schizophreniform disorder.
2. Identify demographics related to brief psychotic disorder, delusional disorder, schizoaffective disorder, schizophrenia, and schizophreniform disorder.
3. Recognize risk factors for brief psychotic disorder, delusional disorder, schizoaffective disorder, schizophrenia, and schizophreniform disorder.
4. Explain the processes for diagnosing brief psychotic disorder, delusional disorder, schizoaffective disorder, schizophrenia, and schizophreniform disorder.
5. Differentiate among the treatment interventions for brief psychotic disorder, delusional disorder, schizoaffective disorder, schizophrenia, and schizophreniform disorder.
6. Describe critical aspects of patient education for persons experiencing brief psychotic disorder, delusional disorder, schizoaffective disorder, schizophrenia, and schizophreniform disorder.
7. 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. 

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: 

1. Identify the risk factors for insomnia disorder.
2. Describe treatment strategies for insomnia disorder.
3. Discuss the diagnostic process for hypersomnolence disorder.
4. Identify appropriate measures to decrease hypersomnolence.
5. Discuss the demographics related to narcolepsy.
6. Evaluate treatment initiatives for narcolepsy.
7. Identify possible causes/risk factors for nightmare disorder.
8. Explain how nightmare disorder is treated.
9. Describe diagnostic criteria for non-rapid eye movement sleep arousal disorders.
10. 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.

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:

1. Discuss the incidence and prevalence of substance use disorder.
2. Describe the pharmacologic treatment of substance use disorder.
3. Distinguish between substance abuse and substance dependence.
4. Describe the psychopharmacotherapy for specific substances.
5. Discuss the diagnostic process for intoxication.
6. Explain treatment measures for intoxication.
7. Describe the clinical presentation of withdrawal for specific types of drugs.
8. Explain the medical/legal pitfalls when working with patients going through withdrawal.
9. 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.

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: 

1. Identify nonverbal communication skills to use during the psychiatric interview process.
2. Discuss verbal communication skills to use during the psychiatric interview process.
3. Identify the phases of the diagnostic encounter.
4. Explain the components of the diagnostic encounter.
5. 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.

• 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.

• 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.

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, and ECG waveforms. Nurses, monitor technicians, and other health care professionals will also benefit from this course. 

Course overview: Recognition and Interpretation of Basic ECG Rhythms is an overview of normal ECG rhythms and the most common dysrhythmias. It is designed for nurses and other health care professionals who have basic knowledge of the cardiac conduction system and ECG waveforms. This course provides criteria for identifying rhythms and sample strips. The course discusses the effects the rhythms have on patients, as well as recommended nursing interventions. You will gain confidence in your monitor strip interpretation skills and in your ability to react appropriately to dysrhythmias. 

Learning Objectives

• Describe the information obtainable from the electrocardiogram (ECG) monitor.
• Discuss the nurse's role in rhythm monitoring.
• Describe the ECG criteria for the sinus rhythms.
• Explain the basic function of ECG leads as viewpoints.
• Obtain a quality rhythm strip free of artifact.
• Explain the mechanism of ectopy, including escape and prematurity.
• Describe the ECG criteria for dysrhythmias initiated in the atria.
• Describe the ECG criteria for dysrhythmias initiated in the junction.
• Describe the ECG criteria for dysrhythmias initiated in the ventricles.
• Discuss the mechanisms of AV block.
• Recognize a paced rhythm.
•  Explain what actions should be taken when pacemaker malfunction is suspected.
• Use a systematic process for interpreting ECG strips.
• Confidently implement appropriate nursing interventions based on accurate identification of common dysrhythmias.

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.

• Define compassion fatigue, burnout, moral distress, and compassion satisfaction.
•  Discuss the differences and similarities between compassion fatigue, burnout, and moral distress.
•  Discuss the importance of compassion fatigue on the nursing profession and patients.
•  Discuss contributing factors to compassion fatigue.
•  List signs and symptoms of compassion fatigue.
•  Discuss ways of recognizing compassion fatigue in yourself and others.
•  Discuss strategies for preventing and treating compassion fatigue.

About the Course

Audience

The target audience for this education program is nurses who want to expand their knowledge of the pathophysiology of stroke and provide safe and appropriate nursing care in the emergency and acute care settings.

Purpose Statement

This course is intended for professional nurses working in settings that offer stroke victim rehabilitation services. Standards for rehabilitation services, and the prevention of future stroke events are included.

Learning Objectives

1. Justify rehabilitation services following stroke events.
2. Explain specific rehabilitation interventions that follow a stroke event.
3. Describe the nurse's role in stroke rehabilitation.
4. Explain effective patient/family education strategies.
5. Differentiate among the different healthcare accrediting associations.
6. Explain strategies to prevent recurrent stroke.
7. Identify important factors to consider regarding long-term care facilities.

About the Author

Adrianne Avillion, D.Ed., MSN, 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 as well as a BSN from Bloomsburg University. Dr. Avillion has held a variety of nursing positions as a staff nurse in critical care, physical medicine, and rehabilitation settings along with 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

This course is intended for Advanced Practice Nurses and all nurses who are responsible for the safe and effective prescribing practices for controlled substances. 

Purpose Statement

Opiate abuse has been declared a public health epidemic.  In 2012, the Substance Abuse and Mental Health Administration determined that the use of prescriptions for nonmedical purposes has increased significantly.   Nurse practitioners who prescribe controlled substances have a great responsibility to ensure patients receive the care they need, while also preventing their prescriptions from becoming a source of abuse or diversion. This course serves to provide an overview of the safe and effective prescribing of controlled substances, and three of the most common disease states that warrant more frequent prescribing of controlled substances. 

Learning Objectives

1. Describe the concepts of prescription drug abuse, misuse, addiction, and diversion, including their recognition, risk factors, and prevention.
2. Explain the laws pertaining to the prescribing of controlled substances, including the medication schedules, prescription-filling rules, registration requirements, and Florida-specific rules.
3. Discuss the treatment of pain, including evaluation, treatment, and medications used.
4. Describe steps to take to ensure safe and effective prescribing of controlled substances, including professional documentation, patient-provider agreements, and informed consent. 

About the Author

Katie Ingersoll, PharmD, Registered Pharmacist

Dr. Ingersoll graduated from Northeastern University with a Doctor of Pharmacy degree in 2009.  She works for a national chain pharmacy and has a certificate in Pharmacy-Based Immunization from the American Pharmacists Association.  Dr. Ingersoll is involved in administering vaccinations and counseling patients about all medications and medication concerns on a daily basis.

• Discuss pathophysiology and treatment goals necessitating a sedated, intubated patient.
• Describe effective approaches and treatment for sedated patients.
• State the importance of patient safety and comfort with vigilant nursing care.

About the Course

Audience: This course is intended to educate nurses about sepsis in the adult patient and provide vital information that nurses can utilize to help identify and care for patients with sepsis.

Course overview: The following program will provide nurses with an overview of the progression and treatment of sepsis in the adult patient and screening tools to recognize early signs and symptoms that will improve patient outcomes and reduce mortality associated with sepsis.

Learning Objectives

Upon completion of this course, the learner will be able to:

• Define sepsis and septic shock.
• Describe the pathophysiology of sepsis.
• Discuss the signs and symptoms of sepsis.
• Identify the patients at risk of sepsis.
• Become familiar with recommendations and guidelines for sepsis management.
• Discuss the challenges associated with sepsis in the older adult.
• Discuss pregnancy and sepsis.
• Discuss ways the nurse can help identify and prevent sepsis.
• Describe prevention of nosocomial infections.
• Describe postsepsis syndrome.

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.

• Discuss the characteristics of varicella zoster virus, including primary infection and secondary reactivation of the latent virus.
• Identify complications of herpes zoster infection.
• Explain treatment initiatives for herpes zoster infection.
• Describe the efficacy, contraindications and precautions, adverse reactions, and administration of Zostavax.
• Discuss the efficacy, contraindications and precautions, adverse reactions, and administration of Shingrix.
• Explain the recommendations of the Advisory Committee on Immunization Practices (ACIP) for the use of shingles vaccinations.

• Describe the normal anatomy and pathophysiology of the skin.
• Compare and contrast various types of acute and chronic wounds. 
• Identify each phase of wound healing. 
• Identify factors that affect the normal healing process. 
• Describe the nurse’s responsibility in assessing and documenting wounds.
• Explain how wounds are diagnosed. 
• Identify treatment modalities for various types of wounds. 
• Identify nursing interventions used to prevent acute and chronic wounds. 
• Discuss the legal implications for nurses caring for patients with wounds.