Courses
| Title | Duration | CME Certified Sort descending |
|---|---|---|
| Building Care Teams and Establishing Checkpoints: Diabetes | 0.75 | |
|
Diabetes, a very common chronic condition, can be managed by prescribing proper diet, exercise, and pharmaceutical treatments. This course discusses building care teams for these patients, teaching team members key milestones and checkpoints, ensuring medication adherence, and coordinating care with other providers as it relates to diabetes. Implement best practices for building a care team of providers for patients with diabetes. Teach all members of the care team the key milestones and necessary care checkpoints for patients with diabetes. Coordinate care with other condition-relevant providers, and ensure medication adherence. List evaluation strategies for care teams that manage diabetes. Staff Writer |
||
| Effective Strategies for Achieving Cost | 1.00 | |
|
This course discusses how to improve healthcare quality while decreasing costs within the payer environment. You will learn evidence-based practices to improve health outcomes for member populations, along with the role of medical-necessity criteria in creating a roadmap for financially responsible optimal care. Included in the discussion is the role of utilization management, common misconceptions about its purpose, key metrics every utilization manager needs to know, and the review and appeals process. Explain the need for balancing cost and quality in the healthcare industry. Explain the use of evidence-based practices and medical necessity criteria within utilization management and utilization review. Describe the role that utilization management and utilization reviewers play in driving both cost-effective and high-quality services in the payer setting. Summarize the appeals and review process. Instructor |
||
| Mammography for the Radiologic Technologist | 1.00 | |
|
Two of the most important aspects of breast cancer care are length of life and quality of life. Early detection can help lead to positive outcomes in both of these areas. Careful practices in mammography are essential for accurate pathological diagnosing, as well as for providing patient safety and comfort. This course for radiologic technologists in acute care facilities discusses specified methods of Quality Control (MQSA) for ACR accreditation, false positives, common pathologies found in radiographic mammography, tumor mapping used in nuclear medicine, and steps to ensure patient safety during mammography. Address false positives and which false positives could be avoided. Identify specified methods of Quality Control (MQSA) for ACR accreditation. Describe common pathologies found in radiographic mammography. List steps to ensure patient safety during mammography. Describe breast lymphoscintigraphy, the tumor mapping used in nuclear medicine. Staff Writer Instructor |
||
| Palliative vs. Hospice Care | 1.25 | |
|
Although palliative care can be a tremendous benefit for individuals with chronic, life-limiting conditions, many qualifying individuals are not referred to such care because of a lack of understanding of the services. Another point of confusion is how palliative care and hospice care differ. This course explains each type of care, including when they are appropriate, the services offered, team-member roles, and payer sources. Thus equipped, healthcare professionals can better advocate for the most appropriate care, provide education and guidance to individuals and their families, and, when necessary, ease the transition from palliative care to hospice care. Define palliative care and hospice care. Explain the services provided in palliative and hospice care and the payer sources for each. Identify when palliative care and hospice care are appropriate. Illustrate the roles of palliative care and hospice care team members. Describe the benefits of palliative care and hospice care. Discuss the transition from palliative care to hospice care, and discharge from hospice care. Staff Writer Expert Reviewer |
||
| Introduction to Care Coordination and Case Management | 1.00 | |
|
In today's increasingly complex healthcare system, care coordination and case management are vital for producing optimal member outcomes, decreasing care costs, and ensuring that healthcare services are utilized effectively. This course focuses on care coordination and case management within the payer setting. You will learn about the need for these services; common challenges you may encounter; and the latest goals, philosophies, and guiding principles of these functions. Also included are seven critical steps in the care coordination and case management process, along with tangible benefits and superior outcomes that these steps produce for providers, members, and payer organizations. Define two functions of care coordination and case management in the payer setting. Describe how effective care coordination and case management goes beyond clinical perspectives to drive more encompassing healthcare improvement. Summarize two key benefits that care coordination and case management create for providers, members, and payer organizations. Describe two key components involved in the care coordination and case management process. Instructor |
||
| Incident Reporting | 1.00 | |
|
Origination: Reviewed: Expiration: Be equipped with the tools and knowledge you need to effectively prevent and/or report serious incidents in behavioral health settings. Included in this course are interactive exercises, helpful vignettes, and informative guidelines. Define the purpose of incident reporting. Identify the basic types of incidents that need to be reported. Report incidents appropriately and on time. Describe the best practices for making reports. Instructor |
||
| Managing the Patient with Peripheral Artery Disease | 1.00 | |
|
The goal of this course is to provide the clinician with up-to-date best practices for identifying and treating patients who have peripheral artery disease (PAD). The module covers symptoms, complications, risk factors, and modifications of PAD, along with the topics of diagnostic tests, assessment, and treatment strategies. Describe symptoms and complications associated with Peripheral Artery Disease (PAD). Identify risk factors and complications related to PAD. List two diagnostic tests for identifying PAD. Discuss assessment and disease management for patients with PAD. Describe important strategies for and elements of patient and family teaching for PAD. Expert Reviewer Staff Writer |
||
| Advanced Quality Improvement for Leadership | 1.25 | |
|
All health centers funded by the Health Resources and Services Administration (HRSA) must have in place a system to improve patient care and outcomes, which is your center’s quality improvement (QI) program. While the primary benefit is improving patient care and outcomes, there are also financial benefits. The Department of Health and Human Services has allocated $36.3 million to fund centers that meet or exceed quality improvement measures. Although most health centers have established some QI functions, this course will enable you to take a comprehensive approach to implementing QI systems. You will learn about the essentials of QI infrastructure, systems, and programs, along with how to identify quality-related problems using proactive strategies, such as peer review and patient satisfaction surveys, as well as reactive strategies, such as patient complaint tracking systems. Also included is how to put the FOCUS-PDSA model into action. Describe the elements of a successful quality improvement program. Explain the 5 components of the quality improvement process. Apply the Model for Improvement to put a quality improvement initiative into action. Describe specific proactive and reactive quality improvement strategies for health centers. Expert Reviewer Expert Reviewer Instructor |
||
| Caring for Women Experiencing Hysterectomy | 1.00 | |
|
This course explains the indications for hysterectomy, a commonly performed surgical procedure. You will learn the different approaches and the areas of special learning needs for women experiencing this procedure. Also covered is post-operative nursing care for women who undergo a hysterectomy, whether that care takes place in a surgery center, a hospital, or at home. List three indications for a hysterectomy Identify three areas of special learning needs for women experiencing a hysterectomy Outline the nursing care in the surgery center or hospital and at home for women who undergo a hysterectomy Instructor |
||
| Clinical Express: Multi Drug-Resistant Organisms (MDRO): Prevention and Control | 0.10 | |
|
Origination: Reviewed: Expiration: The goal of this course is to provide clinicians in hospitals with knowledge of interventions to reduce microbial resistance and decrease the spread of infections caused by multidrug-resistant organisms. List at least four strategies for preventing the transmission of infections in healthcare organizations. Describe the goal and purpose of antibiotic stewardship. Describe at least four antibiotic stewardship interventions for hospitals. Instructor |
||
| Building Care Teams and Establishing Checkpoints: Hypertension, Congestive Heart Failure, Coronary Artery Disease | 0.50 | |
|
Identify checkpoints for managing and preventing the hospitalization of patients with hypertension (HTN), congestive heart failure (CHF), and coronary artery disease (CAD). Identify best practices for building a care team of healthcare providers for patients with HTN, CHR, and CAD. Define key check points and follow-up with patients. Identify strategies for coordinating care with other providers. Recognize different ways to evaluate the care provided by the care team. Instructor |
||
| CMS Training: MACRA Quality Payment Program Overview | 1.00 | |
|
This course discusses quality payment programs, participation, and how these programs work, along with sources of additional information. It is designed for presentation to trainers and other information-givers, and can easily be adapted for presentations to groups of beneficiaries. Discuss the Quality Payment Program. Identify who can participate. Summarize how the Quality Payment Program works. Know where to go to learn more. Instructor |
||
| Managing the Patient with Aneurysms | 1.75 | |
|
Aneurysms are known as silent killers. Without early detection and prompt intervention, their mortality rate can reach as high as 90 to 100 percent. A number of commonly found risk factors and comorbidities can increase the risk of developing an aneurysm. To help you achieve quality outcomes for your patients, this course discusses the symptoms of a potential aneurysm, how to identify aneurysm types and their physical location, and common techniques used in managing the patient with an aneurysm. Discuss the concepts associated with vascular physiology. Identify the types of aneurysms and their physical location. Recognize the clinical manifestations of aneurysms. Outline the common techniques utilized in managing the patient with an aneurysm. Instructor |
||
| Managing the Patient with Chest Tubes | 1.25 | |
|
Chest-tube placement and maintenance can be stressful not only for patients and their families, but also for the nursing staff. A thorough understanding of the principles surrounding chest-tube placement and maintenance—along with the risks, complications, and need for emotional support before, during, and after this procedure—allows the nurse to properly manage such patients, resulting in better patient outcomes and satisfaction. This course is intended to equip nurses to safely manage patients before, during, and after chest-tube placement and to properly operate—and troubleshoot—chest-tube drainage systems. Describe thoracic anatomy and physiology relative to the use of chest tubes. Identify pathological conditions requiring chest tube placement. Identify the functions of single-chamber, two-chamber, and three-chamber chest drainage systems. Discuss risk factors and potential complications before, during, and after chest tube placement. Describe the proper techniques for chest tube management. Instructor |
||
| The Ten Guiding Principles for the Management and Prevention of Diabetes: Principle 1-3 | 1.25 | |
|
Diabetes, the leading cause of adult blindness, non-traumatic amputation, renal failure, and cardiovascular disease, affects 29 million people in the U.S., putting a tremendous strain on healthcare costs. The National Diabetes Education Program (NDEP) partnered with numerous health organizations to produce Guiding Principles for the Care of People with or at Risk for Diabetes. The publication includes ten principles developed to guide healthcare providers in delivering quality care to adults who have or who are at risk for diabetes. This introductory course, appropriate for nurses, dieticians, rehab professionals, nurses’ aides, and anyone interested in learning more, presents three of the publication’s guidelines (Principles 1–3) related to current evidence-based diabetes management and prevention. Describe diagnostic criteria for diabetes, pre-diabetes and gestational diabetes. Manage prediabetes to prevent or delay the onset of Type 2 diabetes. Compare and contrast diabetes self-management education DSME) and diabetes self-management support (DSMS). Instructor Paula Ackerman, MS, RD, CDE |
||
| Discussions about Grief, Loss, Death, and Dying | 1.00 | |
|
Discussing end-of-life issues is not easy, because few of us are ready to face the difficult choices surrounding death and dying. Regardless of whether or not we acknowledge it, most of us fear death. This course will take you on the journey of facing issues surrounding death and dying. The decisions to be made are difficult for everyone involved: the dying person, their family and loved ones, and the healthcare professionals sharing the experience. Each person and family will have unique needs and cope in different ways. For many patients and their families, this can also be a time of personal growth. These events often provide people with the opportunity to find out more about themselves and appreciate what is most important to them. Describe the communication process at the end of life. Identify the ethical issues surrounding end-of-life decisions. Identify the physical process of dying. Discuss loss, grief, and bereavement. Describe the goals of palliative care. Describe pain and symptoms common at end of life. Instructor |
||
| Best Practices for Interviewing the Patient | 1.00 | |
|
The patient interview is the most important part of your exam. Gaining the patient’s perspective and learning more about issues important to them can guide you in developing patient-specific care plans. This course will discuss how to conduct patient-centered interviews. You will learn interviewing methods to effectively elicit the important details about a patient's reason for presenting to the clinic. Information will also be presented on how to approach a challenging patient and how to adapt for several specific patient types. Recall four approaches to use to prepare for and begin an interview with a patient. Explain four strategies for using patient-centered interviewing techniques. Discuss eight important facets of a patient interview. Recognize four types of challenging patients and techniques to use when interviewing each type. Instructor Staff Writer |
||
| Challenging Behaviors of Older Adults with Dementia | 2.00 | |
|
Caregivers who work with older adults with dementia often report that the biggest obstacles they face are related to managing challenging behaviors. This course offers a clinically based overview of such behaviors, along with the most common effects of the pharmacological agents used to treat these behaviors. You will learn practical techniques to use in your own setting to help you determine the most effective strategies for managing the people you serve. Identify at least three challenging behaviors that commonly occur among individuals with dementia. Describe the most common effects of pharmacological agents used to treat these challenging behaviors. Explain at least three practical strategies that you can use to manage challenging behaviors among people served. Instructor |
||
| An Overview of Substance Use Disorders | 1.00 | |
|
Origination: Reviewed: Expiration: Substance use is a growing problem across populations. As a helping professional, you need a basic understanding of how substance use affects your clients. This information will help you to provide support and resources to help clients seek treatment and recovery. In this course, you will explore substance use disorders, how they develop, and their impact on individuals. The course also explains your role as a paraprofessional when working with individuals with substance use disorders. You will be provided an overview of evidence-based interventions and the types of substance use treatment programs available, when additional treatment may be necessary. Detailed examples will help you to apply this information in your own work. The goal of this course is to provide paraprofessionals and peer support specialists in health and human service settings with information on substance use disorders and evidence-based interventions. Explain what a substance use disorder is, how it develops, and how it impacts individuals. Identify strategies that paraprofessionals can use when working with individuals diagnosed with substance use disorders to encourage behavior change. Describe the types of treatment that exist for people diagnosed with substance use disorders. Instructor |
||
| Clinical Express: Pain Assessment | 0.25 | |
|
Origination: Reviewed: Expiration: The goal of this course is to provide clinicians with knowledge of the components techniques for assessing pain. Describe important components of a pain history. Differentiate the definitions of acute and chronic pain. Relate descriptions of pain quality and location with anatomic origins. Relate various pain scales and tools with the appropriate patient population and aspects of pain they are designed to assess. Identify behavioral and physiological indicators of pain. Instructor |
||
| Care Management to Increase Access and Decrease Readmissions | 1.00 | |
|
The Centers for Disease Control estimates that about 50 percent of American adults have at least one chronic condition. Today's primary care providers have the ability to better manage this population by utilizing care management. This course discusses use of the care management model in the ambulatory care setting to increase patients' access to providers and decrease hospital visits, including readmission. It also addresses the issue of some payment systems not allowing providers to profit from managing chronic conditions. Define care management and how it relates to ambulatory care. State ways that care management increases access to healthcare providers. Discuss how care management decreases hospital readmissions. Identify strategies for creating a successful care management program. Instructor |
||
| Managing the Patient with Hepatic Failure | 2.25 | |
|
Origination: Reviewed: Expiration: Hepatic failure is one of the leading causes of death in this country. According to the American Liver Foundation (ALF), one in 10 Americans—approximately 30 million people—has some form of hepatic failure, with 16,000 such patients currently on the transplant list waiting for a new liver. So you can better manage and care for this patient population, this course presents the causes, symptoms, risk factors, complications, treatment strategies, and characteristics of hepatic failure. Identify the anatomical and physiological aspects of the liver. Identify causes of hepatic failure. Describe symptoms and complications of liver disease and hepatic failure. Discuss diagnostic and monitoring strategies for patients with liver disease. Identify evidence-based treatment and management strategies for persons with liver disease. Describe the symptoms, diagnosis, treatment, and prevention of hepatitis A, B, and C. Instructor |
||
| The Ten Guiding Principles for the Management and Prevention of Diabetes: Principles 7-10 | 1.25 | |
|
Diabetes, the leading cause of adult blindness, non-traumatic amputation, renal failure, and cardiovascular disease, affects 29 million people in the U.S., putting a tremendous strain on healthcare costs. The National Diabetes Education Program (NDEP) partnered with numerous health organizations to produce Guiding Principles for the Care of People with or at Risk for Diabetes. The publication includes 10 principles developed to guide healthcare providers in delivering quality care to adults who have or are at risk for diabetes. This introductory course, appropriate for nurses, dieticians, rehab professionals, nurses’ aides, and anyone interested in learning more, presents three of the publication’s guidelines (Principles 7–10) related to current evidence-based diabetes management and prevention. State blood pressure and lipids goals for persons with diabetes. Describe the management of one microvascular complication of diabetes. State glycemic goals for persons with diabetes. Define patient centered care. Instructor |
||
| Quality Assurance and Performance Improvement for Direct Care Professionals | 1.00 | |
|
Origination: Reviewed: Expiration: Quality Improvement (QI) can be implemented within almost any healthcare setting and can prove highly beneficial for achieving improved delivery of service outcomes. For quality improvement to be effective, it is crucial that everyone at your agency or clinic be informed of any QI projects and how their roles and responsibilities might impact these projects. The better you understand the QI process, the more proficient you will be as an active participant in improving the quality of services your agency or clinic provides. Using several quality improvement models, as well as detailed and specific examples that demonstrate these models in action, this course offers an overview of quality improvement, along with relevant aspects of how quality improvement impacts not only your job, but also your clinic or agency’s performance. You will be armed with the knowledge you need to apply these concepts in your own setting. Define quality improvement in behavioral healthcare settings. Recognize at least three areas of behavioral healthcare services that are impacted by quality improvement. Identify a model of quality improvement that aligns with your agency's mission, vision, and values. Describe two ways that you can effectively implement quality improvement in your agency. Staff Writer Instructor |
||
| Managing the Patient with Acute Kidney Injury | 1.25 | |
|
Acute kidney injury (AKI)—a sudden, temporary loss of kidney functioning—is associated with an increased incidence of hospitalizations and mortality. This course presents the signs and symptoms of AKI as well as examination strategies that can lead to early identification of renal compromise. You will also learn nursing care and prevention strategies for patients and those at risk for AKI. Identify key anatomical structures that contribute to normal kidney functioning. Define examination strategies that can lead to early identification of renal compromise. Describe acute kidney injury signs, symptoms, and nursing care. Identify patients at risk for acute kidney injury. Instructor |
||
| Cardiac Catheterization: Complications and Common Mistakes | 1.25 | |
|
This final presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Identify common complications that occur during a cardiac catheterization or a coronary intervention. Delineate left heart catheterization waveforms. Identify valvular disorders based on cardiac waveforms. Describe how disease processes affect cardiac pressures. Identify the need for emergency equipment readily available. Verbalize the rationale for the use of radial versus femoral cardiac catheterizations. Instructor Staff Writer |
||
| A Perfect Match: Preventing Blood Incompatibility Errors | 1.00 | |
|
More than 21 million blood components are transfused annually in the U.S. But if blood types are mismatched, transfusions can be deadly. Three factors that commonly lead to ABO incompatibility errors have been identified as mislabeling of the blood specimen for cross-matching, misinterpretation by the blood bank, and misidentification of the patient before blood transfusion. Nurses who generally administer blood products must follow facility policy to ensure that they give the correct blood product to the correct patient. List three factors that contribute to blood incompatibility errors Describe blood type compatibility between the donor and recipient Explain the procedure for safely administering blood transfusions Instructor |
||
| Payer Perspective: Diabetes Management | 1.00 | |
|
Diabetes is not an uncommon condition in today’s healthcare system. This high-volume condition can be managed very effectively, but diabetes disease management can also become very complicated. How can patients learn to manage their own diabetes? What strategies are most effective in teaching patient self-care? By creating an action plan with their patients, primary care providers can not only help to improve patient outcomes, but they also empower the patient to take a bigger role in their own disease management. When patients take on more responsibility for their care, resources (both time and economic) are freed up and can be allocated to other patients or areas of need. However, creating an action plan requires input from both the primary care provider and the patient, and no two plans are likely to be the same. Factors such as finances, living situation, or other social determinants of health all must be considered when putting together a plan. A patient’s diet may also play a role. In this module, the topics of action plans, the social determinants of health, and nutritional counseling will be explored. Indicate best practices for providing diabetes care and management while achieving cost effectiveness. Identify different educational tools for teaching self-management to patients with diabetes. Cite the appropriate annual testing parameters for diabetes. Write a diabetes action plan with your patients. Identify how to provide nutritional counseling for patients with diabetes. Identify potential social determinants of health that could impact adherence to the care plan Staff Writer Expert Reviewer |
||
| Clinical Express: Central Line-Associated Bloodsteam Infections (CLABSI): Risks and Implications | 0.10 | |
|
Origination: Reviewed: Expiration: The goal of this course is to provide clinicians with knowledge of risk factors and implications of central line-associated bloodstream infections. Describe the four types of central venous catheters and their risks associated with central line-associated bloodstream infections. Define central line-associated bloodstream infection. Describe implications of central line-associated bloodstream infections. List at least five risk factors for central line-associated bloodstream infections. Instructor |
||
| Anesthesia in the Perioperative and Postoperative Settings | 2.00 | |
|
The perioperative nurse plays a primary role in the operative process. Knowledge of procedures, appropriate patient assessment, and care management guidelines will positively impact patient outcomes. Patients consider anesthesia to be a major risk of surgery and expect perioperative team members to be their advocates by caring for their pre-, intra-, and post-operative needs and providing safe and effective care. This course discusses anesthetics and adjuvant medications used in the clinical setting, anesthesia-related complications, and the nurse’s role in management of perioperative patients. Identify the stages and types of anesthesia, and medications commonly used in the perioperative setting. Recognize important assessment areas for the post-anesthesia patient. Describe complications of anesthesia and their treatments. Instructor |
||
| Client/Patient Rights | 2.00 | |
|
Origination: Reviewed: Expiration: The more familiar you are with the essentials of ethical care, informed consent, and advance directives, the better equipped you will be to provide higher quality patient care in medical and behavioral healthcare settings. This course covers the fundamentals of the Client Bill of Rights, the six principles of ethical care, the process for obtaining informed consent, and how to interpret behavioral health advance directives. Through interactive exercises and vignettes, you will have the opportunity to apply these concepts so you can provide your clients with a higher standard of care. Summarize the Client Bill of Rights and the six principles of ethical care. Recount the process of obtaining informed consent. Interpret behavioral health advance directives. Expert Reviewer |
||
| Diabetes and Other Co-Morbid Conditions | 1.00 | |
|
Rather than being a stand-alone disease, diabetes (particularly Type II diabetes) is a metabolic dysfunction at the cellular level. This metabolic dysfunction contributes to many comorbidities being associated with diabetes. Taking a purely pharmaceutical approach—looking only at blood glucose or A1C as an endpoint—fails to identify and address the potential underlying causes of diabetes and other comorbidities. To help you facilitate the best outcomes for your patients, this course discusses the correlation between diabetes and comorbidities, the underlying pathological processes, and the impact of glucose control. You will come away with an understanding of the common comorbidities associated with diabetes and of the proper management of these conditions. Explain the correlations between diabetes and comorbid conditions. Discuss the screening and evaluation of common comorbidities associated with diabetes. Illustrate the proper management of diabetes and comorbid conditions. Instructor Expert Reviewer |
||
| The Ten Guiding Principles for the Management and Prevention of Diabetes: Principles 4-6 | 1.25 | |
|
Diabetes, the leading cause of adult blindness, non-traumatic amputation, renal failure, and cardiovascular disease, affects 29 million people in the US, putting a tremendous strain on healthcare costs. The National Diabetes Education Program (NDEP) partnered with numerous health organizations to produce Guiding Principles for the Care of People with or at Risk for Diabetes. The publication includes 10 principles developed to guide healthcare providers in delivering quality care to adults who have or are at risk for diabetes. This introductory course, appropriate for nurses, dieticians, rehab professionals, nurses’ aides, and anyone interested in learning more, presents three of the publication’s guidelines (Principles 4–6) related to current evidence-based diabetes management and prevention. State the macronutrient recommendations for persons with or at risk for diabetes. State the physical recommendations for persons with or at risk for diabetes. State the glycemic goals for persons with diabetes. Instructor |
||
| Sexual Harassment for Employees | 0.50 | |
|
Origination: Reviewed: Expiration: Sexual harassment makes it hard for workers to feel comfortable and perform their jobs. It also creates problems for employers. This course discusses what sexual harassment is, how to recognize it in the workplace, how it affects individuals and organizations, and what actions to take in response to it. This information will help employees in any industry to be better equipped when dealing with sexual harassment. Define sexual harassment. Learn to recognize sexual harassment in the workplace. Describe how sexual harassment affects individuals and organizations. Take action in response to sexual harassment. Instructor |
||
| Managing the Patient with Hematological Disorders | 1.25 | |
|
Because hematologic conditions affect every system within the body, caring for a patient with a blood disorder can be challenging. Nurses should be familiar with hematological conditions and how to recognize their symptoms, along with understanding diagnostic tests, treatment and management strategies, and the education patients need to optimize quality of life and prevent complications. This course is designed to equip nurses with essential knowledge necessary for caring for patients with these conditions. Identify the components and functions of the hematological system. Describe the pathology for common hematological disorders. Identify the causes and symptoms of hematological disorders. Identify diagnostic tests and treatment strategies for hematological disorders. Discuss complications associated with hematological disorders. Instructor |
||
| Cardiac Catheterization: Equipment for Diagnostic Cardiac Catheterization | 1.25 | |
|
This fourth presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Identify commonly used catheters in the cannulation of the left and right coronary arteries. Identify coronary catheters utilized to cannulate coronary arteries by pass grafts. Verbalize the diagnostic wires and ancillary equipment commonly utilized in a standard heart catheterization. Instructor Staff Writer |
||
| Integrating Primary and Behavioral Healthcare | 1.00 | |
|
Origination: Expiration: In this course, you will become familiar with various models and configurations of integrated care. You will learn about the costs, benefits, and goals of integrated care systems. As there are numerous challenges to integrating care, you will become aware of some of these key challenges, and familiar with particular characteristics of well-functioning integrated care systems. Finally, you will learn a variety of ways that behavioral healthcare professionals, including you, can function effectively in an integrated care environment. Define up to five levels of integrated care List three benefits and goals of an integrated system of care Name two characteristics of well-functioning systems Describe three types of integrated care settings Identify two effective interventions for behavioral health professionals in integrated care environments. Name three core competencies required of an integrated care workforce Instructor |
||
| Harassment in the Workplace | 1.00 | |
|
This course is about harassment in the workplace, including sexual harassment and other types of workplace harassment. It looks at the basic skills needed to deal with situations involving harassment. This course will provide information that will help produce a healthy work environment that is free of harassment. It will also help you understand your role if you encounter harassment in the workplace. The content in this course is applicable to all employees. Define workplace harassment. Identify examples of harassment situations and problems. Recognize examples of retaliation. Describe how to effectively respond to harassment incidents in the workplace. Summarize workplace behaviors that help maintain a harassment-free workplace. Instructor |
||
| Wellness and Recovery | 1.00 | |
|
Each year, substance use is linked to over 11 million deaths worldwide (Ritchie & Roser, 2019). Supporting individuals’ long-term recovery from substance use can help save lives. Recovery is a lifelong process that aims to keep an individual substance-free while improving their overall quality of life. Wellness strategies enhance recovery outcomes by focusing on optimal health across all dimensions of an individual’s life. Explain how wellness approaches can positively impact recovery from substance use disorders. Identify the eight dimensions of wellness. Identify wellness strategies to facilitate long-term recovery from substance use disorders. Instructor |
||
| Clinical Express: Handoff Communication | 0.10 | |
|
Origination: Reviewed: Expiration: The goal of this course is to provide clinicians with knowledge needed to perform safe and effective handoff communication. Describe best practices for safe and effective handoffs. Identify contributing factors to failed handoffs and potential consequences. Identify critical handoff information. Describe the I-PASS and ISBAR handoff communication processes. Instructor |
||
| Recognizing Prescription Drug Misuse and Diversion | 1.00 | |
|
Origination: Expiration: Controlled prescription medications, such as opioids, central nervous system depressants, and stimulants, are used to help manage health conditions but are also misused. Because of this, the U.S. Drug Enforcement Administration and state agencies monitor use closely. Practitioners and pharmacies are required to monitor and report use of these substances and make ethical dispensing decisions. Due to many regulations regarding controlled substances, pharmacy technicians should be familiar with warning signs of misuse, signs of fraudulent prescriptions, and laws. They should avoid unnecessary judgment or bias and treat patients with compassion and respect. Identify three commonly misused prescription drugs and their side effects. Identify three signs of prescription drug misuse. State what techniques are used to prevent drug diversion. Explain what interventions to take if prescription drug misuse is suspected. Instructor Expert Reviewer |
||
| Cardiac Catheterization: Equipment for Interventional Catheterization | 1.25 | |
|
This fifth presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Identify commonly used guiding catheters in the cannulation of the left and right coronary arteries for the purpose of providing TIMI flow. Identify ancillary coronary treatment options such as atherectomy, left ventricular support devices, intra-aortic balloon pumps, and pacemakers. Verbalize the interventional wires and coronary balloons commonly used for support and trackability. Instructor Staff Writer |
||
| Care Coordination in Healthcare: Principles and Best Practices | 1.25 | |
|
As they age, many patients find themselves developing one or more chronic diseases, but they don’t know how to navigate this country’s fragmented and exorbitantly expensive healthcare system in order to receive appropriate care. Care coordination by the medical team—providing additional services such as education and close monitoring of the disease process—has been shown to decrease healthcare costs while improving patients’ health. Unfortunately, standardized techniques or processes for care coordination are not in place. This course for nurses discusses care coordination’s process, its various components, current efforts, ideas for improvement, and a review of practical applications for your nursing practice. Describe care coordination and reasons why it is important for patients and providers. Recall three strategies for care coordination. Explain the six components of care coordination. Discuss six steps for initiating a coordinated care effort. Staff Writer Instructor Expert Reviewer |
||
| Sexual Harassment: What Supervisors Need to Know | 1.00 | |
|
This course is designed to provide greater awareness of sexual harassment in the workplace, steps to take to prevent it, and methods to deal with it if it does occur. The course will focus on federal laws, liability issues, harassment policies, employee rights, supervisor responsibilities, and investigation procedures. The content in this course is applicable to supervisors in all settings. Differentiate between types of sexual harassment. Describe the laws regarding sexual harassment in the workplace Discuss both employee and non-employee rights regarding sexual harassment Explain the role you have in preventing, recognizing, investigating, and taking corrective action concerning sexual harassment in the workplace Describe the investigation process of a sexual harassment claim Expert Reviewer Staff Writer |
||
| Advance Care Planning: Program Implementation with Five Wishes® | 1.00 | |
|
This course will help you determine the steps you need to take to implement an advance care planning program, and how resources from the Five Wishes program can help. You will learn how to build support, determine goals and measures, and identify processes to ensure your program is making a difference for your recipients and your healthcare organization. This course will help you determine the steps you need to take to build and implement an effective advance care planning program, and how resources from the Five Wishes program can help. You will learn how to build support, determine goals and measures, and identify processes and standards to ensure your program is making a difference for your care recipients and your healthcare organization. This course is Part 3 of a 3-part series on advance care planning designed to build off one another. Describe the basic components of advance care planning and the benefits for care recipients and healthcare providers. Define meaningful goals, measures, and processes for an advance care planning program. Assess education and training options for training clinicians to facilitate advance care planning conversations. Identify standards of practice for an advance care planning program. Discuss the importance of community engagement as part of an advance care planning program. Instructor |
||
| Essentials of Communication: Effective Listening | 1.00 | |
|
Origination: Reviewed: Expiration: Listening skills are an often-undeveloped component of effective communication. Leaders and managers with strong listening skills build more productive and engaged teams and increase their own effectiveness. In this course, you will learn the consequences of not listening effectively and how adapting the techniques of active listening will benefit you. You will develop a greater understanding of why and how managers and leaders must listen actively, not passively, to build stronger teams and increase their impact. You will learn the importance of establishing common ground and practicing empathy as you apply the techniques for becoming a better listener. Recognize that listening is a critical communication skill, and understand its value to your managerial and leadership effectiveness. Discover the different listening styles that can either help or hinder your ability to lead and influence others. Learn and apply best-practice techniques for improving your active listening skills. Expert Reviewer |
||
| Clinical Express: Fall Prevention | 0.15 | |
|
Origination: Reviewed: Expiration: The goal of this course is to provide healthcare employees with knowledge of fall risks and universal and targeted preventive strategies. Identify and differentiate intrinsic and extrinsic fall risks. Describe the three steps in the fall prevention process. Identify and differentiate universal and targeted fall prevention interventions. Instructor |
||
| CMS Training - Coordination of Benefits | 2.00 | |
|
This course explains how the coordination of benefits works when people have Medicare and certain other types of health coverage. Module 5, Coordination of Benefits, explains the rules that govern payers’ responsibilities when people have Medicare and certain other types of health and/or prescription drug coverage. This module was developed and approved by the Centers for Medicare and Medicaid Services (CMS), the federal agency that administers Medicare, Medicaid, the Children’s Health Insurance Program (CHIP), and the federally facilitated Health Insurance Marketplace. This course is designed for trainers and other information givers who are familiar with the Medicare program. It can be easily adapted for presentations to groups of beneficiaries. Explain health and drug coverage coordination. Determine who pays first. Identify where to get more information. Instructor |
||
| Employee Wellness - Emotional Intelligence: Awareness | 0.25 | |
|
Origination: Reviewed: Expiration: Emotional intelligence (EQ) is your ability to understand, express, and manage your emotions as well as your level of insight into what the people around you are feeling. Being equipped with EQ can add to your quality of life and career success. In this course, you’ll learn about developing emotional awareness—the bedrock of emotional intelligence. Define emotional intelligence. Develop your EQ by becoming more aware of your emotions and those of others. Instructor |
||
| Preparing for Pandemic Influenza | 1.00 | |
|
To be equipped for any type of emergency, your healthcare organization must include a plan for addressing a possible pandemic influenza event. In this course on the three stages of preparation, response, and recovery, you will learn about pandemic influenza, the basic elements of creating a plan to address it, and the steps needed to implement such a plan when responding to a pandemic. Explain how pandemic influenza occurs. Describe three essential elements of a pandemic influenza plan. Explain how the elements of a pandemic influenza plan are implemented during the response phase. Instructor |
||
| Managing the Patient with Acute Stroke - Dysphagia Screening | 1.00 | |
|
Neurological dysphagia, most often caused by acute stroke, can lead to malnutrition, social restrictions, anxiety, dehydration, aspiration pneumonia, acute/chronic illnesses, or even death. This course for clinicians explains how to identify those at risk for dysphagia, and it discusses treatment strategies to improve overall outcomes for stroke patients. You will learn practical information about current swallowing screens, who should receive them, who should carry them out, and how to implement them at your facility. Describe the incidence and outcomes of dysphagia and aspiration in those with acute strokes. Identify the role of the Speech-Language Pathologist (SLP) in supporting, developing, and managing a dysphagia screening program for acute strokes. Identify dysphagia screening methods and/or tools nurses can use. Describe the role of nurses in identifying those at risk for dysphagia. Name diagnostic procedures and treatments for those with dysphagia. Instructor Staff Writer |
||
| Cultural Competence | 0.50 | |
|
This introductory overview of cultural diversity will help enable you to interact with others of diverse cultures and effectively perform your job responsibilities. Explain the importance of understanding a person's culture when providing services. Examine common issues in cultural diversity. Identify appropriate responses to cultures that differ from your own. Benjamin Reese, Jr., Psy.D. |
||
| Understanding Stroke | 1.00 | |
|
Experiencing a stroke can result in a permanently devastating condition. While some risk factors are uncontrollable, certain practices can help prevent, limit, and even reverse stroke damage. This course equips providers of senior healthcare to facilitate stroke recovery by knowing the signs and symptoms of stroke, being able to perform quick assessments, and responding appropriately. Also included: strategies for stroke prevention and ways to help your patients achieve quality of life after a stroke. Discuss the pathophysiology of a stroke, including scope, risk factors, effects, treatment, and prevention. Describe the connection between stroke and heart disease. Perform and interpret stroke assessments and intervene according to professional standards of practice. Identify strategies for achieving quality of life after a stroke. Instructor Staff Writer |
||
| Documentation for Treatment Planning | 2.00 | |
|
A critical step for service providers in receiving reimbursement is to submit treatment-planning documentation. This course reinforces what you already know about plans of care, while offering suggestions for capturing the real therapeutic relationship on paper. You will learn how to hone in on core principles for clinical documentation; take a fresh look at ways to record your client’s strengths, goals, and treatment objectives; and evaluate methods of accurately representing interventions, outcomes, and discharge plans. Identify the preferences and needs of various stakeholders in the treatment planning process, most importantly the client. Summarize seven core principles of effective treatment planning documentation. Identify at least three effective ways to document client strengths and barriers to treatment during the planning process. Describe how to develop measurable and client-focused goals and objectives for treatment planning. Explain how to document planned interventions, desired outcomes, and treatment changes that occur based on client progress. Instructor |
||
| Personal Protective Equipment (PPE) | 1.00 | |
|
Origination: Expiration: This course will familiarize the learner with personal protective equipment. The different types and proper application of personal protective equipment are discussed. Choosing the correct personal protective equipment for the type of exposure is presented. This course engages the learner in discovering educational resources for commonly used chemicals and tactics for choosing personal protective equipment used in situations where exposure risks are evolving. Discuss the different types of personal protective equipment (PPE) and the proper application Demonstrate knowledge in choosing the correct type of PPE for the type of exposure presented Instructor |
||
| Advance Directives | 0.50 | |
|
Origination: Expiration: Advance directives are legal documents with instructions that apply if an adult is not able to make decisions about their own healthcare. They are meant to ensure that a person’s values related to dying, quality of life, and other relevant considerations are honored. It’s important for everyone to have a basic understanding of what advance directives are and when they are applied so personal wishes can be observed at the end of life. Identify the most common types of advance directives and find out if a person has made them. Explain how advance directives can improve quality of life even at the end of life. Anticipate cultural and other issues that can impact end of life planning. Instructor |
||
| What Matters Most: Introduction to Five Wishes Advance Care Planning Conversations | 1.00 | |
|
Communication is one of the most important elements of excellent care. This is especially true when decisions about medical treatments need to be made. Advance care planning is an ongoing process in which people explore and discuss their goals, values, and understanding of their health to guide future end-of-life treatment decisions. In this course, you will learn when and how to start conversations and how to use a framework called FIVE WISHES® that simplifies and personalizes the end-of-life conversation and helps to elicit valuable information for decision-making. The goal of this course is to provide healthcare staff with an overview of the benefits and components of effective advance care planning conversations.
Identify the importance and relevance of advance care planning in healthcare today. Define the components of effective advance care planning that help increase the likelihood of wishes being honored. Explain the Five Wishes framework for conversations. Identify the necessary steps to properly document and update advance care plans. Instructor |
||
| Clinical Express: End-of-Life Care and Organ Donation | 0.25 | |
|
Origination: Reviewed: Expiration: This course equips healthcare professionals with knowledge of the unique needs of patients at the end of life and the federal and accrediting agency requirements and issues surrounding organ donation. Describe attributes of a “good death.” Describe and differentiate palliative care and hospice care services. Discuss distressing symptoms patient often face at the end of life and interventions for preventing and relieving them. Describe the organ donation process. Describe federal requirements for notifying an organ procurement organization of potential organ donors. Instructor |
||
| CMS Training - Medicaid and CHIP | 2.50 | |
|
This course explains the eligibility, benefits, and administration of Medicaid and the Children’s Health Insurance Program (CHIP). Also discussed are the implications of the Affordable Care Act on Medicaid and CHIP. Describe the eligibility, benefits, and administration of Medicaid. Define the eligibility, benefits, and administration of the Children's Health Insurance Program (CHIP). Summarize the implications of the Affordable Care Act on Medicaid and CHIP. Instructor |
||
| HIPAA and CFR42 in the Emergency Department | 0.75 | |
|
Critical situations in the emergency department (ED) often result in a rapid flow of information between providers and patients. In the midst of the volume and urgency of such exchanges, ED providers must be especially careful to safeguard patient information. This course covers the basics of the Health Insurance Portability and Accountability Act (HIPAA) and 42 CFR Part 2. As an overview of each law is discussed, you will learn about the specific information you can and cannot share, how to share it appropriately, and what the information you may not be able to access. Included are practical approaches for acquiring the information you need in a timely and efficient manner. NOTE: The content in this course is based on information from HIPAA (US Department of Health and Human Services [USDHHS], 2014) and 42 CFR Part 2 (United States Government Publishing Office [USGPO], 2015). If you wish to view the law in its entirety, please see the References section at the end of the course. This course is intended for all emergency department personnel and providers. Please note that this course focuses on federal law. However, every state has its own privacy and confidentiality laws, and it is your responsibility to know your state's laws and regulations. Furthermore, this course is not intended as legal advice for any individual provider or situation. If you need more comprehensive information, please review the resources listed at the end of the course and consult with your organization's legal and compliance team. Identify information sharing standards under HIPAA and 42 CFR Part 2. Discuss the concept of consent and when you must obtain it to share or receive information. Recognize the types of information that may not be available to you. Disclose and acquire information while maintaining compliance. Staff Writer Instructor |
||
| Managing the Patient with Stroke: Thrombolytic Therapy | 1.25 | |
|
The American Stroke Association estimates that 85 percent of all strokes are related to ischemia, and in the United States, ischemic strokes are the leading cause of adult disability. Since early intervention is key, this course discusses pharmacological agents (thrombolytics) that destroy clots and are often used as part of the treatment plan. Outline patient monitoring techniques and management principles. Describe the physiological stages of clot creation. Differentiate between clot inhibition and fibrinolysis. Staff Writer Expert Reviewer |
||
| Preventing Unnecessary Hospital Admissions and Readmissions | 0.50 | |
|
Origination: Reviewed: Expiration: “Bounce back,” “frequent flyer,” “rehospitalization,” “readmission”—regardless of the term used, the revolving door of hospital admission and readmission is often associated with the development of delirium, depression, functional decline, and healthcare complications. Unnecessary hospital admissions and readmissions are also costly for Medicare and other payers. As a caregiver, you are in a unique position to help prevent unnecessary hospital admissions and readmissions. This course presents information about how you can accomplish that by providing your patients with the appropriate level of care based on their current conditions, in other words, the right kind of care provided in the right place at the right time. Explain why unnecessary hospital admissions and readmissions are problematic. Describe how you can prevent unnecessary hospital admissions and readmissions. Instructor |
||
| Workplace Harassment | 1.25 | |
|
Ensuring that employees are free from harassment in a safe and healthy work environment is key to achieving your company's goals. This course examines various types of workplace harassment, the basic skills needed to understand and deal with such situations, and information concerning your role in ensuring a harassment-free work environment. Define workplace harassment. Recognize examples of harassment situations and problems that may occur in the workplace. Identify retaliation and recognize why retaliation against employees who complain of workplace harassment is prohibited. Describe how to effectively respond to harassment incidents in the work place. Assist your organization in promoting workplace behaviors that do not create or contribute to harassment. Instructor |
||
| Pediatric Immunizations Overview | 0.25 | |
|
Pediatric immunizations are orchestrated specifically to protect young children from life-threatening diseases. These immunizations are often administered on a schedule. This course discusses the immunization schedule recommended by the Centers for Disease Control and Prevention (CDC) as well as related contraindications for pediatric immunizations. Identify the recommended immunizations for pediatric ages, ranging from birth to 18 years. Describe potential complications related to various pediatric immunizations. Describe potential pandemic effects of non-vaccination of the pediatric population. Adam Roesner, BSN |
||
| Managing the Patient at Risk for Stroke - Lifestyle and Medical Risk Factors Managing the Patient at risk | 1.25 | |
|
Cerebrovascular accidents (CVAs) or strokes are the fifth leading cause of death in the United States. However, they can be treated if the patient is helped within the first four and a half hours of the event, according to the American Stroke Association. This course for healthcare providers identifies medical and lifestyle risk factors that can lead to a stroke, describes diagnostic measures used to assess stroke risk, and outlines stroke-prevention strategies and lifestyle changes. You will be equipped to educate patients on how their lifestyle can significantly impact their stroke risk and how making key changes can help them to avoid medical emergency. Outline stroke prevention strategies and lifestyle changes. Identify medical and lifestyle risk factors that can lead to a stroke. Describe diagnostic measures used to assess stroke risk. Staff Writer
|
||
| SBIRT: Screening and Interventions for Individuals with Substance Use Issues | 1.25 | |
|
Research indicates that screening and brief interventions by health-care professionals can have a significant impact on individuals with drug or alcohol difficulties. This course presents step-by-step guidelines about how to integrate screenings, how to conduct brief interventions that “meet people where they are” in their stage of change, and how to refer individuals to appropriate resources when they suffer from more severe substance issues. This training illustrates best practices using the SBIRT (Screening, Brief Intervention, and Referral to Treatment) approach outlined by SAMHSA’s Center for Substance Abuse Treatment. You will be equipped with the tools you need to successfully screen and provide brief interventions for substance use issues in your own health-care setting. Identify the core components of SBIRT. Discuss reasons why implementing SBIRT in a general medical setting is beneficial to identifying and treating persons with hazardous substance use and the most common screening tools used. Identify the basic philosophy, principles, and techniques of Motivational Interviewing and Stages of Change and how they apply to SBIRT. Discuss the steps of providing brief interventions. Apply SBIRT knowledge to case scenarios. Instructor Staff Writer |
||
| Hand Trauma: Emergency Measures to Rehab | 1.00 | |
|
About 20 percent of emergency department visits are due to hand and wrist injuries. While most hand injuries are straightforward, many cause long-term complications that may profoundly alter a person‘s ability to work, create, and enjoy life to the fullest. This continuing education program, which includes the steps for preserving an amputated body part, addresses the assessment and treatment of patients with hand trauma. List the critical information that must be gathered upon admission of the patient with hand trauma Describe the six general categories of hand injuries Explain the steps needed to properly preserve an amputated body part Instructor |
||
| Introduction to HIPAA | 0.50 | |
|
Origination: Expiration: The Health Insurance Portability and Accountability Act (HIPAA) gives rights to individuals concerning the protection of their personal healthcare information. Allowing non-authorized individuals to see this personal information, even accidentally, can have severe consequences for you and your organization. This course provides basic information about the principles of confidentiality, and explains two important branches of HIPAA: the Privacy Rule (what information is protected) and the Security Rule (the steps that must be taken to protect this information). NOTE: This course is not intended as legal advice for any individual provider or situation. Comprehensive information is available from the resources listed in the courses' references section, as well as through consultation with your company's legal and compliance team. Describe protected health information. Explain confidentiality and the requirements of the HIPAA Privacy Rule for protecting and releasing information. Identify best practices for compliance with HIPAA. Instructor |
||
| Regulation Express: Responsible Use of Social Media | 0.15 | |
|
Origination: Reviewed: Expiration: The goal of this course is to provide members of the healthcare workforce with knowledge of the risks and responsibilities associated with the use of social media. Discuss ways the use of social media can cause harm to healthcare personnel, patients, and employers. Describe best practices and cautions for use of social media by members of the healthcare workforce. Instructor Rebecca Smallwood, MBA, RN |
||
| Clinical Express: Cultural and Age-Specific Competencies | 0.25 | |
|
Origination: Reviewed: Expiration: The goal of this course is to equip learners with knowledge of the perspectives and skills needed for providing age-specific and culturally competent care. Define terminology associated with culture and cultural competency. Describe the role of self-awareness in providing culturally competent care. Describe the knowledge, skills, and perspectives necessary for cross-cultural communication. Identify unique characteristics and care considerations for patients of various stages of age and development. Instructor |
||
| CMS Training - Medicare Preventive Services | 2.00 | |
|
This course explains Medicare-Covered Preventive Services, and was developed and approved by the Centers for Medicare and Medicaid Services (CMS), the federal agency that administers Medicare, Medicaid, the Children’s Health Insurance Program (CHIP), and the federally facilitated Health Insurance Marketplace. It includes information on which preventive services are covered, who can receive them, when said services are covered, how much you pay, and where to get more information. Learn which preventive services are covered. Define who is eligible to receive them. Describe when preventive services are covered. Learn how much you pay. Learn where to get more information. Staff Writer Expert Reviewer |
||
| HIPAA Do's and Don'ts: Electronic Communication and Social Media | 0.50 | |
|
Origination: Reviewed: Expiration: While opportunities to share information online have increased, so has the challenge of keeping information private. Learn how to avoid social media’s privacy pitfalls so you won’t run the risk of committing Health Insurance Portability and Accountability Act (HIPAA) violations. Explain how the use of protected health information in electronic communications or social media can lead to a HIPAA violation. List three factors that make personal use of electronic communication and social media a high-risk area for HIPAA violations. Identify three steps you can take to avoid HIPAA violations while using electronic communication or social media. Identify whether there is or is not a HIPAA violation within presented scenarios. Instructor |
||
| Medicaid in the Quality Payment Program | 1.00 | |
|
This course discusses what quality payment programs are and who can participate in them. Included are Alternative Payment Models (APMs), Advanced APMs, and Other Payer Advanced APMs, along with the criteria to be considered for each of these programs. Also covered are Qualifying APM Participants (QPs), how payments apply to QP determinations, threshold scores, and payer combination options, along with a discussion of the Physician-Focused Payment Model Technical Advisory Committee (PTAC). This module is designed for presentation to trainers and other information givers and can easily be adapted for presentations to groups of beneficiaries. Discuss the Quality Payment Program and its impact on Medicare Part B payments. Outline how the Quality Payment Program Impacts Alternative Payment Models and the Merit-Based Incentive Payment System (MIPS). Explain who participates in Alternative Payment Models and the Merit-Based Incentive Payment Systems. Summarize how the Physician-Focused Payment Model Technical Advisory Committee impacts Alternative Payment Models for clinicians. Identify where to get additional information. Instructor |
||
| Privacy and Confidentiality for Non-HIPAA Covered Entities | 0.25 | |
|
The long-term care facility, rehabilitation facility, or nursing home you work for provides housing and a variety of services to many individuals. Because your duties include the need to communicate personal information, this course explains your responsibility for protecting the privacy and confidentiality of the personal information of these individuals. Identify confidential information. Recall your responsibility in keeping information confidential. Identify how to protect confidential information. Recognize why social media is a high risk area for privacy and confidentiality violations. Identify the actions required if unauthorized information is disclosed. Staff Writer |
||
| Working in a Team | 0.50 | |
|
Teams are essential in today’s world. Whether the teams you’ve been part of functioned in a professional capacity or a personal one, most likely some teams were more successful than others. This course discusses the team process, relational skills that enhance team participation, and best practices for high performance/high output teams. Demonstrate an understanding of the team process. Integrate relational skills for enhanced team participation. Describe best practices for high-performance/high-output teams. Instructor |
||
| Suspected Child Abuse Assessment | 0.50 | |
|
Every year, hundreds of thousands of children in the United States are abused or neglected (Centers for Disease Control and Prevention, 2018). It is imperative that medical professionals have a better understanding of what they can do to address this serious issue. In this course you will learn the definitions of child abuse and neglect, how to screen and assess risk factors that predispose children to maltreatment, and how to help children and families receive the care that they need. Define child abuse and child neglect. Identify risk and preventive factors for child abuse and neglect. Describe how to evaluate a child suspected of being abused and/or neglected. Jennifer W. Burks, R.N., M.S.N. |
||
| Managing the Patient with a Traumatic Brain Injury (TBI) | 1.00 | |
|
Traumatic Brain Injury (TBI), a complex condition with a wide array of associated symptoms and disabilities, significantly impacts the lives of patients and their families. This course for nurses who care for patients who have experienced a TBI discusses assessment strategies, current treatment guidelines, and supportive care to effect positive outcomes. Describe the pathophysiology of Traumatic Brain Injuries (TBI). Identify surgical and medical treatments for individuals with TBI. Describe nursing care for those with TBI. Explain the education nurses should provide to individuals with TBI. Identify neurologic emergencies for those with TBI. Instructor |
||
| Imaging Modalities in Breast Cancer | 1.00 | |
|
Origination: Expiration: Mammography, the most widely used screening tool for breast cancer, has certain limitations. Several imaging modalities are being developed and improved to overcome mammography’s shortcomings. This course discusses how imaging techniques can reduce breast cancer mortality when used for routine screening and diagnosis, as well as for staging breast cancer, planning treatments, and monitoring response to chemotherapy. Explain the significance of imaging techniques in reducing breast cancer mortality Identify the advantages and disadvantages of mammography Compare and contrast tomographic imaging modalities used in breast cancer Instructor |
||
| Adult Obesity in the United States: A Growing Epidemic | 1.00 | |
|
Origination: Reviewed: Expiration: Obesity affects the entire scope of a person‘s life, including health, social relationships, self-image, and psychological well-being. Now recognizing obesity as a chronic disease that must be managed long term, the American Medical Association has added a new sub specialty to its continuum of care: the obesity medicine physician. As the number of obese people in our society rises, the health care industry must assimilate this aspect of their treatment and care into daily practice. This module discusses the epidemic that obesity has become, reviews current treatments and care plans, and includes the psychosocial impact that being obese has upon the individual and society. Describe six major contributing factors for obesity in adults. Discuss patient education on the benefits and adverse effects of three prescription medications for obesity. Explain the differences between four surgical approaches to the management of obesity. Instructor |
||
| Creating a Culture of Safety and Reducing Medical Errors in the OR | 1.50 | |
|
The OR is a complex environment. Highly trained individuals interact in a specialized setting with sophisticated and technically complicated devices, instruments, and equipment. There also are substantial differences among team members related to education, experience, skill level, influence, and formal and informal power. This module will inform nurses and surgical technologists of the evidence-based steps to take to create a culture of safety in the OR. Describe communication processes that relate to reducing medical errors Discuss the components of a just culture that promote trust and accountability Review recommendations for the safe transfer of patient care information Discuss a 10-step process for creating a culture of safety in the OR Name organizations that are helping to create a culture of patient safety Instructor Expert Reviewer |
||
| Regulation Express: Informed Consent | 0.10 | |
|
Origination: Reviewed: Expiration: The goal of this course is to provide healthcare personnel with knowledge of the informed consent process and provider responsibilities for ensuring informed consents are properly executed. Describe the ethical and legal intent of informed consent. Describe ethical and legal responsibilities of healthcare providers for obtaining informed consent. Identify at least three types of interventions that require informed consent. Instructor |
||
| Clinical Express: Catheter-Associated Urinary Tract Infection (CAUTI) Prevention | 0.15 | |
|
Origination: Reviewed: Expiration: The goal of this course is to provide clinicians with knowledge of established, evidence-based practices for the prevention of catheter-associated urinary tract infections (CAUTI). Describe the importance of preventing CAUTI. Identify evidence-based indications and recommendations for indwelling urinary catheter use. Identify evidence-based recommendations for indwelling urinary catheter insertion. Identify evidence-based recommendations for indwelling urinary catheter maintenance. Instructor |
||
| CMS Training - Medigap | 2.00 | |
|
This course on CMS Medicare Supplement Insurance (Medigap) explains how Medigap policies work with Medicare, what Medigap policies cover, how Medigap policies are structured, and when to buy a policy. Included are definitions of key terms, an explanation of guaranteed issue rights, and where to get information on Medigap rights and protections. Describe what Medigap policies are. Define key Medigap terms. List the steps in buying a Medigap policy. Identify the best time to buy a Medigap policy. Explain guaranteed issue rights. Outline where to get information on Medigap rights and protections. Relias Learning |
||
| HIPAA Privacy | 0.50 | |
|
Origination: Reviewed: Expiration: All persons have the right for their health information to be protected from unauthorized access. To ensure that protection, your healthcare organization is required to follow the Privacy Rule of the Health Insurance Portability and Accountability Act (HIPAA), which limits the situations in which your employees can use and disclose protected health information (PHI). This course explains the Privacy Rule and how breaches can be prevented. Recognize common breaches of the HIPAA Privacy Rule. Illustrate ways to prevent breaches of protected health information. Staff Writer |
||
| Medicare Advantage and Other Medicare Plans Resource | 2.50 | |
|
This course explains Medicare health plan options other than the original Medicare. It was developed and approved by the Centers for Medicare and Medicaid Services (CMS), the federal agency that administers Medicare, Medicaid, the Children’s Health Insurance Program (CHIP), and the federally facilitated Health Insurance Marketplace. Define Medicare Advantage (MA) Plans. Describe how MA Plans work. Explain eligibility requirements and enrollment. Recognize types of MA Plans. Identify other Medicare health plans. Recall rights, protections, and appeals. Summarize the Medicare Marketing Guidelines. Expert Reviewer Staff Writer |
||
| Psychopharmacology in the Emergency Department | 1.50 | |
|
Emergency department (ED) healthcare providers may serve patients who present with symptoms of a behavioral health disorder. In some situations, the ED provider administers psychiatric medications to the patient, while in others it is prudent to wait until the patient is admitted to an inpatient mental health facility or is seen as an outpatient. Often the reason for presentation in the ED is an adverse reaction to a psychiatric medication itself. This course discusses major categories of medications used in treating mental health disorders; precautions for special populations, such as older adults and pregnant and nursing patients; and the major adverse reactions produced by psychiatric medications that are often seen in an ED setting. Describe the major categories of medications used to treat mental health disorders and their adverse side effects. Discuss some of the most common medications in each major category, their indications, and as their usage in the treatment of mental health disorders. Explain the special concerns related to the use of psychotherapeutic medications in treating adults and pregnant and nursing patients. Diagnose and treat adverse reactions to psychotropic medications among patients who present to the emergency department. Jack M. Gorman, MD |
||
| Working with Difficult People | 0.25 | |
|
It can be difficult to work with certain people due to issues such as communication breakdowns, personality clashes, or conflicting work habits. You may not like everyone you work with, but it’s important to respect everyone. By learning ways to reduce conflicts, you’ll become more respected too. In this course, you’ll learn strategies to calmly address misunderstandings before they blow up, deal with differences, communicate clearly, and listen respectfully. Identify high risk or crucial situations that can lead to difficulties in communication and workflow with co-workers. Engage in practices that help all people in a situation feel heard and respected. Describe how to professionally remove yourself from a situation when necessary. Instructor |
||
| Managing the Patient with SIADH | 1.25 | |
|
One of the hormones used by the endocrine system to finely regulate and maintain the human body is Antidiuretic Hormone (ADH). By increasing water absorption, ADH helps control the body’s fluid balance when the circulating blood volume becomes too low. However, a condition known as Syndrome of Inappropriate Antidiuretic Hormone (SIADH) develops when an excessive amount of ADH is secreted or when the body has an increased response to ADH. In this course, you will learn about SIADH, how to identify patients at risk and their clinical presentation, nursing care for those with SIADH, how to identify complications associated with treatment, and the monitoring required for prevention. Explain the role of ADH in the regulation of fluid volume status. Identify patients at risk for SIADH. Describe the clinical presentation of a patient with SIADH. Summarize nursing care for SIADH. Identify complications associated with SIADH treatment and the monitoring required for prevention. Elizabeth Kellerman, MSN, RN |
||
| Managing the Patient with Acute Stroke - Initial On-Set and the First 24 Hours | 1.50 | |
|
The early recognition of stroke symptoms and subsequent intervention have been identified as key factors in the outcomes of patients with completed strokes. This includes the initial assessment and stabilization of critical respiratory, circulatory, hemodynamic, and neurologic status, and obtaining crucial elements of a patient’s history. Distinguishing ischemic from hemorrhagic strokes requires diagnostic applications performed within narrow windows of opportunity, so that appropriate treatment options can be accurately selected and effectively administered. This course discusses the knowledge and skills needed to care for patients with an acute stroke, from onset through the first 24 hours. Describe the physiological and symptomatic differences between ischemic and hemorrhagic strokes. Discuss treatment interventions for acute strokes. Describe management priorities following ischemic and hemorrhagic strokes. Define risk factors for complications related to stroke interventions. Staff Writer |
||
| Uncovering Gestational Diabetes for the Health of Mother and Child | 1.00 | |
|
Although gestational diabetes mellitus (GDM) is increasing in the US, a woman with GDM can experience a healthy pregnancy if the condition is well managed. This course, for providers who work in maternal child health, discusses how pregnancy alters glucose metabolism, what risk assessment is required, and what test results indicate when a pregnant woman has crossed into GDM. You will come away equipped with the information you need to provide quality care for your patients with GDM. List risk factors for developing GDM Identify lab tests and normal values that guide diagnosis and treatment of GDM List the main points of managing care for the patient with GDM Instructor Phyllis Bruno, MSN, RN, CDE Diane B. Johnson, BSN, RNC-OB, C-EFM, TNCC Theresa Ryan, MA, RN |
||
| Writing Effective Incident Reports | 1.50 | |
|
Origination: Expiration: This course will guide you through understanding best practices in incident report writing. It will assist you in understanding how those practices help protect the health and safety of the person you support, while at the same time protecting you. In this course, you will identify factors that affect the quality of incident reports and investigate elements that affect memory and recall. You will focus on reducing factors that negatively impact the completeness and accuracy of incident reports. Demonstrating your understanding of the guidelines taught in this course will ensure your documentation adheres to legal, ethical, and programmatic standards. While completing this course, you will review incident report notes and apply what you have learned to identify unclear, subjective, and ungrammatical elements within the notes. This course is intended for direct support professionals Describe why incident reporting is important and the process of creating an incident report. List and demonstrate the three key components of an effective incident report. Name common elements that affect the quality of incident reports. Instructor |
||
| Depression in Older Adults | 1.75 | |
|
This course is appropriate for clinicians with a basic or intermediate knowledge of working with individuals with late-life depression. It is intended to help human service professionals identify the most common symptoms of a depressive disorder and familiarize them with the major types of effective clinical and psychosocial treatments available for older adults. Employing the interactive exercises and case vignettes in this course will teach you the skills you need to recognize depressive disorders among the older adults with whom you work, and provide them with the best information, support, and resources for treatment. DSM™ and DSM-5™ are registered trademarks of the American Psychiatric Association. The American Psychiatric Association is not affiliated with nor endorses this course. List the symptoms of major depressive disorder among older adults. Identify the most effective types of clinical treatment currently available to older adults with a depressive disorder. Recognize where to refer at-risk older adults for evaluation and treatment for a depressive disorder. Instructor Staff Writer |
||
| Regulation Express: Computer Security | 0.15 | |
|
Origination: Reviewed: Expiration: The goal of this course is to equip healthcare personnel with knowledge needed to prevent cyberattacks and unauthorized access to electronic data. Describe at least two types of cybersecurity threats and potential warning signs. Describe ways to prevent cyberattacks. Identify strategies to prevent unauthorized access to computer information from internal personnel. Instructor |
||
| CMS Training: DME Competitive Bidding Program | 1.00 | |
|
Origination: Reviewed: Expiration: This course explains the Durable Medical Equipment, Prosthetics, Orthotics, and Supplies (DMEPOS) Competitive Bidding Program. This training was developed and approved by the Centers for Medicare and Medicaid Services (CMS), the federal agency that administers Medicare, Medicaid, the Children’s Health Insurance Program (CHIP), and the federally facilitated Health Insurance Marketplace. Understand the purpose of competitive bidding and how it is implemented. Describe who is affected by competitive bidding. Find out where to get more information about the Competitive Bidding Program. Staff Writer |
||
| HIPAA Security | 0.50 | |
|
Origination: Reviewed: Expiration: While the use of technology has improved the delivery and continuity of health care, it also increases the chance that unauthorized persons will be able to access individuals' protected health information (PHI). To protect electronic PHI(e-PHI), your organization and healthcare workers are required to follow the Security Rule of the Health Insurance Portability and Accountability Act (HIPAA). This course explains the Security Rule and how breaches can be prevented. Recognize common breaches related to electronic PHI. Illustrate ways to prevent breaches of the HIPAA Security Rule. Staff Writer |
||
| Common Medications: Actions and Interactions | 1.25 | |
|
This course for entry-level nurses, direct-care staff, and dietary professionals provides information on basic medication actions, with a focus on the physiological changes and potential reactions specific to older adults. Included are federal requirements related to antipsychotic medication prescriptions and administration. Identify why polypharmacy increases the potential for medication errors, adverse drug reactions, and adverse drug events. Differentiate between pharmacokinetics and pharmacodynamics, and describe their relationship to medication toxicity in the older population. Define at least three classifications of medications, with examples of each. Explain the role of antipsychotics and the federal regulations associated with their use. Staff Writer |
||
| Cardiac Catheterization: Information to Function Effectively and Efficiently in the Cath Lab | 1.50 | |
|
Origination: Reviewed: Expiration: This first presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Identify the advent of cardiac catheterization. Describe the blood circulation of the heart. Describe the anatomy and physiology of heart structures. Define the coronary circulation. Describe the electrical system of the heart. Identify the clotting cascade mechanism. Relias Learning |
||
| Workplace Emergencies and Natural Disasters: Earthquakes and Tsunamis | 0.50 | |
|
Origination: Reviewed: Expiration: The powerful forces of nature unleashed by earthquakes and tsunamis can cause catastrophic damage. This course presents some basic facts about earthquakes and tsunamis, including why and when they occur, along with guidelines for preparedness and recommended protective actions to stay safe. Explain why and where earthquakes and tsunamis occur. Secure potential hazards in your workspace before an earthquake to minimize injury. Take protective actions to stay safe during and after an earthquake or tsunami. Instructor |
||
| Managing the Patient with Coagulopathies | 1.00 | |
|
A bleeding disorder—also called coagulopathy—is an impairment of the blood's ability to form clots. This course for nurses in the acute care facility explains the concepts of coagulation and hemostasis. You will learn how to identify emergency situations and will be equipped to care for those with coagulopathies such as immune thrombocytopenia (ITP), disseminated intravascular coagulopathy (DIC), heparin-induced thrombocytopenia (HIT), and warfarin-induced coagulopathy. Explain the concepts of coagulation and hemostasis. Identify proper nursing care for those with TTP, HIT, ITP, DIC, and warfarin-induced coagulopathy. Name tests used to diagnose and monitor those with coagulopathies. Identify emergency situations in those with coagulopathies and the corresponding interventions. Describe TTP, HIT, ITP, DIC, and warfarin-induced coagulopathy and their treatments. Elizabeth Kellerman, MSN, RN |
||
| Abuse, Neglect, and Exploitation of Older Adults | 1.50 | |
|
As the number of older adults increases, especially those who are older and frailer, the incidence of elder abuse is expected to increase. Mistreatment of older adults often occurs in isolation and often remains undetected. The first step to addressing the problem is to heighten awareness of abuse of the old, in particular among those who serve them or have frequent contact with them. Throughout this course, you will learn about types of elder abuse, indicators, consequences, risk factors of abuse, and interventions. You will have the opportunity to test what you have learned in each section through brief quizzes. The course also offers typical elder abuse case scenarios drawn from actual case material from Adult Protective Services or other elder abuse program caseloads. Describe the nature, scope, and severity of elder abuse. Identify the types of abuse suffered by older adults. Identify indicators of abuse for older adults. Identify options for screening older adults for abuse. Recall intervention options for victims and abusers. Staff Writer Instructor |
||
| What’s Being Done to Prevent Wrong-Site Surgery? | 1.00 | |
|
Wrong-site surgery is one of the most devastating sentinel events experienced by patients and practitioners. As defined by The Joint Commission, wrong-site surgery involves the wrong side or region of the body, the wrong procedure (a procedure other than the one intended), or the wrong patient. Perioperative healthcare providers must be knowledgeable about the latest risk-prevention strategies, protocols and tools to ensure the safety of surgical patients. Discuss the evolution of patient safety initiatives for the prevention of wrong-site surgery Review the three steps of the universal protocol Describe the correct-site surgery culture in healthcare Instructor |
||
| Evidence-Based Care for Your Patient With Acute Heart Failure | 1.00 | |
|
Origination: Expiration: This module provides healthcare professionals with information about evidence-based medical therapy, best practice recommendations for the treatment of heart failure, and the role of interprofessional collaboration. It will increase your knowledge about heart failure — how to both recognize and manage it. Identify common diagnostic tests that are used in the diagnosis and treatment of heart failure. Describe evidence-based therapies for heart failure. Discuss strategies for patient self-management and transition of care. Discuss how the interprofessional team can improve outcomes for patients with acute heart failure. Instructor Staff Writer |
||
| Care Plans and RAI Framework | 1.50 | |
|
Care plans are developed to help residents attain and maintain physical, mental and psychosocial well-being while in your care. The purpose of this course is to provide information on the care plan framework so that you can work together as a team to develop comprehensive care plans that maximize the well-being of each resident. The module covers the use of care area triggers, resources and CAA summary so that decision making can be supported and documented in the care of the resident. Explain the Care Area Assessment process Describe Care Area Triggers and their role in the RAI process. Identify the 20 care areas in the CAA framework Identify timelines for care plan completion and updating. Instructor |
||
| Regulation Express: Advance Directives | 0.15 | |
|
Origination: Reviewed: Expiration: The goal of this course is to equip healthcare personnel with knowledge of different types of advance directives, their purpose, related requirements for healthcare providers, and other forms used in advance care planning. Describe advance directives, their purpose, and different types. Identify at least 3 requirements for healthcare facilities related to advance directives under the Patient Self-Determination Act. Describe physician orders for life-sustaining treatment and do-not-resuscitate orders and how they differ from advance directives. Instructor |
||
| Care for Individuals with End-Stage Neurological Diseases | 1.50 | |
|
This course provides detailed information about the pathophysiology, disease trajectory, and unique symptoms experienced by patients with advanced neurological diseases. Learners will identify the clinical features of advanced Parkinson's disease, amyotrophic lateral sclerosis, and Huntington’s disease as well as best practices for symptom management. In addition, the key clinical indicators and symptoms that should serve as triggers to optimally transition a patient with advanced neurological diseases to palliative and hospice care are presented. The unique disease-related stressors for family caregivers are discussed. The goal of this course is to provide nurses in hospice with knowledge of caring for people with end-stage neurological diseases. Identify specific patterns of progression for three neurological disorders. Identify five complications related to neurological disorders, including disease-related stressors for family caregivers. Describe interventions related to end-stage neurological diseases. Identify triggers to optimally transition a patient with advanced neurological disease to palliative care and hospice. Instructor |
||
| About Wound Care: Identification and Assessment | 1.00 | |
|
This course, intended for nurses who frequently encounter wounds while working with a geriatric population, covers the basics of wound assessment. Included: accurately performing wound assessments, standardizing the components of wound assessment, and facilitating wound healing. Discuss how to differentiate between arterial, pressure, venous stasis, and neuropathic ulcers. Discuss the two layers of the skin. List three key functions of the skin. Describe the difference between partial-thickness and full-thickness wounds. Describe how to measure a wound, including length, width, and depth. Define tunneling and undermining. Identify four criteria to include in wound assessment. Staff Writer Karen C. Schnaufer, BSN, RN |
||
| Communicating with People with Dementia | 1.00 | |
|
As dementia gradually destroys areas of the brain responsible for sending and receiving messages, communication becomes increasingly difficult. However, there are guidelines you can follow to ensure effective communication with people who have dementia, including those with severe cognitive impairments. In this course, you will learn how to increase your understanding of persons with dementia by knowing each as an individual and recognizing common speech patterns, find out how people with dementia use behaviors to communicate discomfort, and learn some communication strategies you can employ to ensure that your message is clearly received. Identify how knowing the person with dementia as an individual, not as a disease, promotes effective communication. Give examples of common communication changes that people with dementia exhibit. Interpret the likely messages behind nonverbal communication in people with dementia. Summarize the techniques for communicating more effectively with people with dementia. Instructor Expert Reviewer |
||
| HIPAA: The Basics | 0.50 | |
|
Origination: Reviewed: Expiration: The Health Insurance Portability and Accountability Act (HIPAA) protects the confidentiality of healthcare information. Learn the basics of individual privacy rights and how HIPAA governs the disclosure of personal information. Describe the purpose of HIPAA. Identify when a HIPAA violation has occurred. List three steps you can take to avoid a HIPAA violation. Instructor |
||
| Employee Wellness - Emotional Intelligence: Feeling and Thinking | 0.25 | |
|
Origination: Reviewed: Expiration: Emotional intelligence (EQ) involves the ability to understand, express, and regulate your own emotions, along with awareness of what people around you are feeling. A hallmark skill of EQ is the ability to keep your emotional brain and your thinking brain working together, even in intense or stressful situations. This module discusses how emotions function in the brain, how to choose your response to a situation rather than being hijacked by emotions, and how developing EQ can improve your quality of life. Distinguish between choosing your response to a situation and being hijacked by your emotions. Develop EQ by using one of the practices described in the course. Expert Reviewer |
||
| Cardiac Catheterization: Pressures and Waveforms | 1.50 | |
|
Origination: Reviewed: Expiration: This second presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Delineate right heart catheterization waveforms. Identify normal and abnormal right heart pressure values. Identify disease processes that affect cardiac pressure values. |
||
| Workplace Violence | 0.50 | |
|
Origination: Reviewed: Expiration: Workplace violence includes threats or actual use of physical force. This course presents the key steps- Prevent, Report, and Respond- that you can take to maintain a safe workplace. Know when and how to prevent workplace violence. Know when and how to report workplace violence. Know when and how to respond to workplace violence.
Instructor |
||
| Managing the Patient Undergoing Bronchoscopy | 1.25 | |
|
While bronchoscopy provides valuable diagnostic and therapeutic benefits, it also carries risk for complications, some potentially life-threatening. This course for nurses in the acute care facility discusses conditions for which bronchoscopy is used, its potential benefits, and its possible complications. You will also learn identify safety risks for staff, patients, and visitors, as well as describe nursing interventions before, during, and after a bronchoscopy. Describe the types of bronchoscopies performed and the anatomy for which they are utilized. Identify conditions for which bronchoscopy is utilized and the potential benefits. Discuss potential complications associated with bronchoscopy. Identify safety risks for staff, patients, and visitors associated with bronchoscopy. Describe nursing interventions before, during, and after a bronchoscopy. Rebecca Smallwood, MBA, RN |
||
| Domestic and Intimate Partner Violence | 1.00 | |
|
Origination: Expiration: This course will familiarize the learner with basic information concerning domestic and intimate partner violence (IPV). Information about IPV’s prevalence, characteristics, legal protections and risk factors will be presented. The cycle of abuse will be explained along with issues related intimate partner homicide. Screening and intervention protocols will be described along with community resources available to people experiencing domestic and intimate partner violence. Define domestic and intimate partner violence (IPV). Describe the extent of domestic violence in California and the United States and recognize legal protections. Recognize characteristics of both victims and perpetrators of IPV. Identify red flags and risk factors for IPV. Define the cycle of abuse and list reasons victims may stay in an abusive relationship. Describe risk factors for intimate partner homicide, including guns and strangulation. Describe screening measures used to identify persons who have experienced IPV. List community resources available to assist victims and their families. Instructor |
||
| Clinical Express: Whistleblower Protection | 0.10 | |
|
Origination: Reviewed: Expiration: The goal of this course is to provide healthcare personnel with knowledge of whistleblower protections laws and procedures for reporting whistleblower retaliation. Describe the intent of whistleblower protection laws. Describe at least five retaliatory acts prohibited under whistleblower protection laws. Describe whistleblower protection and procedures for reporting whistleblower retaliation under the False Claims Act, Occupational Safety and Health Act, Fair Labor Standards Act, and the National Labor Relations Act. Describe whistleblower protection enforced by the Equal Employment Opportunity Commission and procedures for reporting whistleblower retaliation. Instructor |
||
| A Primer on Antiretroviral Drugs to Treat HIV | 1.00 | |
|
Origination: Reviewed: Expiration: Treatment for HIV/AIDS has significantly improved over the last few decades and has reduced morbidity and mortality rates in patients living with HIV/AIDS. The use of highly active antiretroviral therapy (ART) slows the progression of the disease by reducing the amount of HIV in the blood. Determining the most effective treatment regimen is a complex process and will require the use of several medications. The goal of this course is to provide pharmacists in acute care settings with an overview of HIV medication classes and factors influencing treatment decisions. Discuss the different classes of antiretroviral drugs used for the treatment of HIV. Explain the guidelines for initiation of antiretroviral therapy, its use in pre-exposure prophylaxis, and its implication for opportunistic infections. Instructor |
||
| Communication with Nurses | 0.00 | |
|
This course explains therapeutic communication, overcoming barriers to communication, nonverbal communication and active listening, words and actions that influence patients’ perceptions of courtesy and respect, how to use interpreters, and how caregivers’ thoughts and beliefs impact their words and behaviors. Relias Learning |
||
| Infection Control: The Basics | 0.25 | |
|
Origination: Reviewed: Expiration: With healthcare-associated infections (HAIs) being such a serious issue, it is essential for all healthcare workers to understand how infections are transmitted. This course discusses the basics of infection control, including the chain of infection, methods of transmission, standard precautions, and transmission-based precautions. Sequence the components in the chain of infection. Apply standard and transmission-based precautions. Differentiate between each of the four methods of transmission. Staff Writer |
||
| Cardiac Catheterization: Radiation Exposure and Contrast Induced Nephropathy | 1.25 | |
|
This third presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Delineate how radiation waves produce x-ray images. Identify radiation safety principles for the patient and worker. Describe how disease processes affect the risk of radiation toxicity. Describe the different types of contrast. Instructor Staff Writer |
||
| Workplace Violence Prevention | 1.00 | |
|
Develop a secure workplace by looking at the dynamics contributing to workplace violence. Included in the course are: active-shooter response protocols, threat assessment protocols, security measures, ways to evaluate your organization’s preparedness, techniques to de-escalate hostile behavior, and ways to address domestic violence in the workplace. Instructor |
||
| Emergency Care is a Patient Right - Insured or Not | 1.00 | |
|
In 1986 Congress enacted the Emergency Medical Treatment & Labor Act (EMTALA) to ensure public access to emergency services regardless of ability to pay. This legislation, plus others, imposes specific obligations regarding certain emergency services, stabilizing treatments, and/or transfers to other facilities. When states’ own statutes are in conflict with EMTALA, state law can be preempted by federal law. This course, for health-care professionals who work in clinical areas in which EMTALA applies, covers EMTALA’s fundamental requirements to provide patients with the care they are entitled to under law. It also equips supervisors to ensure that policies are in place to address EMTALA and that staff members are properly educated. Describe the history of EMTALA and its goals Discuss three fundamental requirements of the EMTALA Explain the legal and regulatory consequences of violations of EMTALA | ||