Courses
Title | Duration Sort ascending | CME Certified |
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Suicide Prevention Training for Washington State | 6.00 | |
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Controlled Substances: Implications for Drug Diversion, SUD, and Pain Management | 3.25 | |
Recognizing, understanding, and addressing patient behaviors, as well as the rationales behind these behaviors, is critical to successfully manage patients and to protect practitioners and their practices. This course will review 3 major areas complicating patient care: drug diversion, SUD, and pain management considerations in patients with SUD. Define drug diversion and identify various classifications of medications that are diverted or abused. Recognize rationales for prescription drug diversion. Recognize and prevent drug diversion behaviors and activities. Utilize tools to detect and deter drug diversion. Define key terms necessary to understand SUD. List common controlled and noncontrolled medications that are abused. Utilize screening and assessment tools helpful in identifying SUD. Outline nonpharmacological and pharmacological treatment of SUD. Define specific types of pain. Outline options for pain management utilizing the most recent CDC guidelines. Instructor Michael G. O'Neil, Pharm.D. |
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Meeting the Challenge of Pediatric Pain Management | 2.90 | |
This course for nurses and physicians describes how to assess pediatric pain and recognize the barriers to effectively treating such pain. You will learn pharmacological and nonpharmacological management options and the complexities of managing pain in special populations. You will come away better equipped to appropriately assess and treat pediatric pain in your own setting. Discuss the past and future status of pain management in children Define pain, clarify commonly misused terms, and develop an understanding of how pain works Describe some of the assessment tools available for children Discuss various pharmacological pain management options Discuss various nonpharmacological pain management options Explain some of the complexities involved in treating the child with chronic pain, cognitive impairments, or a need for palliative care Instructor |
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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 |
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Psychopharmacology: Overview for Behavioral Health Professionals | 2.50 | |
In this course, you will learn about the major categories of medications used in the treatment of mental illness, including antipsychotics, antianxiety medications, antidepressants, and mood stabilizers. You will also learn about the different medications’ indications for use and some of their most common side effects. You will find out about some of the precautions that apply to specific populations taking psychiatric medications, such as older adults and psychiatric medication use during pregnancy and the postpartum period. Summarize general principles of psychiatric medication use, such as how these medications work and what impacts their effects Describe the uses and major side effects of antipsychotic, mood stabilizer, antidepressant, and antianxiety medications Explain the special concerns related to use of psychiatric medications in older adults and during pregnancy and the postpartum period Staff Writer Instructor |
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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 |
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Reducing Medical and Treatment Errors in Behavioral Health | 2.25 | |
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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 |
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Suicide in Adolescents and Transition Age Youth | 2.25 | |
Rates of suicide among youth continue to increase, making it essential for mental health clinicians and other professionals working with adolescents to understand the dynamics of suicide. This course explains the scope of the problem and presents prevailing theories concerning suicidal behaviors. Underscoring that suicide is preventable, the course teaches how to effectively screen potentially suicidal youth and ways you can intervene to lower their risk. Equipped with a knowledge of risk factors and warning signs, along with tools you can use to effectively mitigate risk, you may be the critical factor standing between life and death for a vulnerable at-risk teen. Summarize factors that increase risk and drive suicidal behavior in adolescents and transition age youth. Explain three primary assessment strategies you can use to identify youth who are at risk for suicide. Describe interventions that can effectively reduce the risk of suicide in adolescents and transition age youth. Instructor Expert Reviewer |
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Best Practices in Suicide Screening and Assessment | 2.00 | |
This course will provide you with information about the numerous risk and protective factors of suicide. You will learn effective screening approaches you can use to identify elevated risk. You will also learn how to follow a positive screening with an in-depth clinical assessment, including several different models you can use to guide your assessment. The goal of this course is to provide alcohol and drug counseling, marriage and family therapy, counseling, psychology, and social work professionals in health and human services with skills to identify individuals at increased risk of suicide. Recognize risk and protective factors for suicide. Explain how to effectively screen to identify individuals at risk of suicide. Summarize the major components of a comprehensive suicide assessment. Instructor |
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Understanding Lab Values: Hematology | 2.00 | |
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Approaches to Community-Based Suicide Prevention | 2.00 | |
This course focuses specifically on early interventions that are designed to reduce suicide risk. You will learn how these early interventions impact suicide risk. You will also learn of examples and the role that programs highlighting connectedness, life skills, and resilience play in preventing suicide. The goal of this course is to provide social work, psychology, nursing, alcohol and drug counseling, marriage and family therapy, and counseling professionals in health and human services with information about community-based, upstream suicide prevention approaches. Explain what upstream suicide prevention means and why it is important. Summarize the impact of connectedness as an upstream suicide prevention approach. Describe how fostering life skills and resilience can help to prevent suicide. Instructor Expert Reviewer |
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Recognizing and Preventing Domestic Violence | 2.00 | |
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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 |
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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 |
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Diagnosing and Treating Personality Disorders | 2.00 | |
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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 |
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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 |
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HIPAA and Behavioral Health | 2.00 | |
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Managing the Patient with Mechanical Ventilation | 2.00 | |
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Veterans Suicide Prevention and Intervention | 2.00 | |
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Medical Error Prevention for Healthcare Professionals | 2.00 | |
Given the significant impact medical errors can have on health and safety, all licensed professionals caring for patients must understand how these errors occur and how to prevent them. This course will discuss factors that increase the risk for medical errors and how the root cause analysis process and other evidence-based strategies can aid in preventing them. In addition, five of the most misdiagnosed medical conditions will be reviewed, along with strategies for prevention. Identify definitions related to patient safety, medical errors, and adverse events. Discuss factors that increase the risk for medical errors. Describe the root cause analysis process for medical errors. Identify strategies for preventing medical errors. Discuss vulnerable populations and their safety needs related to medical errors. List factors that contribute to the five most misdiagnosed medical conditions. Instructor Expert Reviewer |
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CMS Conditions of Participation: Infection Control | 2.00 | |
In these videos, the topic of infection control is discussed within the CMS Conditions of Participation regulations. Specifically, this program will discuss the details and final changes to the infection control standards that went into effect November 2019 and how the CMS Infection Control Worksheet is used to assess compliance. Compliance includes an antibiotic stewardship program (ASP), infection control training and protocol, ISMP IV guidelines, safe injection practices, CDC vaccine storage and handling. Participants will be given examples of infection control programs, tracer tools, and resources to support compliance. This course will also discuss how Environmental Services play an important role in complying with the standards. The CMS infection worksheet will be covered in detail. Although the worksheet is not being used per se at Critical Access Hospitals (CAH), the standards are similar and the worksheet provides an excellent self-assessment tool. Recall that the infection control worksheet has a tracer on indwelling urinary catheters. Describe what CMS requires for safe injection practices and sharps safety. Recall that the infection control worksheet has a section on hand hygiene tracer. Discuss that CMS has a final infection control worksheet.
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CMS Conditions of Participation: Revised Hospital Discharge Planning Standards | 2.00 | |
Discharge planning is not only important to ensure compliance with the CMS standards but also for reimbursement. This webinar will discuss what your hospital must do to be in compliance with the revised discharge planning standards. While every hospital that accepts Medicare and Medicaid must be in compliance with the CMS discharge planning guidelines, the standards must be followed for all patients and not just Medicare or Medicaid. It will also review the discharge planning worksheet which is a valuable tool to understand how to comply. Discuss the revised CMS discharge planning requirements that apply to all hospitals and critical access hospitals. Recall patients and physicians can request a discharge planning evaluation. Discuss information about the hospitalization that must be provided to the physician or provider before the first post hospital visit. Describe patient rights to get their medical records timely including a copy of their discharge plan. Presenter |
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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 |
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ADHD: Etiology, Diagnostics, and Treatments | 2.00 | |
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CMS Conditions of Participation: Grievances and Complaints | 2.00 | |
This program will focus on OCR-enforced federal law that is in effect now for hospitals under Section 1557 of the Affordable Care Act for grievance procedures. Hospitals must have a grievance procedure and compliance coordinator to investigate any grievances alleging noncompliance with this law including discrimination. The program will also cross walk the CMS grievance interpretive guidelines with relevant standards of The Joint Commission and DNV Healthcare. Staff should be educated on and follow the hospital’s grievance and complaint policy approved by the Board of Directors. This program will cover what is now required to be documented in the medical record. Although Critical Access Hospitals (CAH) have their own hospital Conditions of Participation, critical assess hospitals as part of a system should know the difference between the two sets of standards and may find this program of interest. Discuss that any hospital that receives reimbursement for Medicare patients must follow the CMS Conditions of Participation on grievances (This is true whether the hospital is accredited by Joint Commission, HCFA, CIHQ, DNV Healthcare or not). Identify that the CMS regulations under grievances includes the requirement to have a grievance committee. Discuss that the Joint Commission has complaint standards in the patient’s right (RI) chapter and DNV grievance standard in the patient rights chapter. Recall that in most cases the patient must be provided with a written notice that includes steps taken to investigate the grievance, the results, and the date of completion. Describe that the Office of Civil Rights requires hospitals to have a process to handle grievances related to discrimination under Section 1557. Presenter |
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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 |
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Managing the Patient with Stroke: Venous Thromboembolism Prophylaxis | 1.75 | |
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Diagnosing and Treating Posttraumatic Stress Disorder | 1.75 | |
The two most common trauma-related disorders are acute stress disorder (ASD) and posttraumatic stress disorder (PTSD). The goal of this educational program is to provide nurses, social workers, marriage and family therapists, professional counselors, and psychologists in health and human services settings with information on the diagnostic criteria for acute stress disorder and posttraumatic stress disorder, steps in the diagnostic process, and psychological and pharmacological interventions to treat PTSD. Recognize the diagnostic criteria for acute stress disorder and posttraumatic stress disorder and how to differentiate between them. Identify at least 4 risk factors for and 4 protective factors against the development of PTSD. Discuss the 3 steps of the diagnostic process. Recall 9 recommended treatment approaches for PTSD. Instructor Staff Writer |
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Motivational Interviewing | 1.75 | |
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Medication Management of Schizophrenia Spectrum and Other Psychotic Disorders | 1.75 | |
The outlook for people with schizophrenia has improved over the last 25 years. Although there is no cure yet, it is important to remember that many people can manage the illness to lead independent, satisfying lives. The main goal of this course is to provide you with the information and current research you need to better understand how to collaborate in the treatment of schizophrenia spectrum disorders. Identify differences between typical and atypical antipsychotic medications List common side effects of antipsychotic medications Recognize antipsychotic medication-related side effects that should be immediately reported and/or addressed Instructor Expert Reviewer |
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Medication-Assisted Treatment for Opioid use Disorder | 1.75 | |
Medication-assisted treatment (MAT) is an effective, yet underused, approach to the treatment of opioid use disorder. Misconceptions about what MAT is, how it is used, and whether it is helpful, are common. Your clients with opioid use disorder may share these misconceptions, creating a barrier to treatment. By taking this course, you will have information that you can share with your clients and their family members about what MAT is, how it helps, its major components, and the medications used in MAT. Note: If you are a prescriber, this course does not meet the federal requirements to qualify for a waiver to prescribe and dispense buprenorphine. You will need to pursue additional training to meet those requirements. The goal of this educational program is to provide alcohol and drug counseling, nursing, professional counseling, social work, and psychology professionals in health and human services settings with an overview of what MAT is, how it helps individuals with opioid use disorder, and the medications used in MAT programs. Describe how opioids affect the brain and can become habit-forming. Discuss the primary components of medication-assisted treatment programs and their efficacy for treating opioid use disorder. List the medications typically prescribed to treat opioid use disorder and the side effects and risks associated with them. Staff Writer Instructor |
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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 |
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Building a Multicultural Care Environment | 1.75 | |
This course examines the factors that may contribute to the underutilization of healthcare services, as well as ways to improve cultural understanding and competency in healthcare treatment. More specifically, this course covers the significance of cultural diversity, demographics, as well as individual and cultural diversity factors. The information in this training proposes some helpful conceptual frameworks for embracing cultural considerations in healthcare. Explain how cultural differences can contribute to healthcare disparities. Describe identities, affiliations, beliefs, and aspects of individual or group diversity that may contribute to the cultural identity of the person served. Explain how cultural humility and improved cultural competency can positively affect healthcare services. Instructor Staff Writer |
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Managing the Patient Undergoing Thoracentesis | 1.75 | |
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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 |
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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 |
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Managing the Patient with Acute Stroke: The A-Fib Connection | 1.50 | |
Origination: Reviewed: Expiration: Atrial fibrillation (AFib), the most common type of arrhythmia, affects approximately 2.2 million people in the US and is a leading risk factor for stroke. Approximately 15 percent of people who experience a stroke have AFib. While AFib is most commonly seen in patients over age 60, many who have the condition are asymptomatic, making it difficult to diagnose. Because strokes resulting from AFib can be prevented with early screening, diagnosis, and intervention, this course covers anatomical and physiological changes that contribute to increased stroke risk, along with interventions for symptom control and stroke-risk management. Describe patient risk factors that can lead to A-Fib and subsequent stroke. Explain anatomical and physiological changes that occur with A-Fib that contribute to increased risk for stroke. Discuss interventions for symptom control in patients with A-Fib. Discuss interventions to manage risk for stroke associated with A-Fib. Instructor Expert Reviewer |
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Caring for Patients with End Stage Neurological Diseases | 1.50 | |
This course provides hospice and palliative care providers with 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 disease as well as best practices for symptom management. In addition, hospice and palliative caregivers will learn 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. The unique disease-related stressors for family caregivers are discussed and resources and suggestions are given for utilizing support from non-profit, disease-specific organizations. Outline assessment for neurological symptom management. Identify specific patterns of progression for neurological disorders. Identify complications commonly related to neurological disorders. Describe common treatment and symptom management options related to neurological disorders. Expert Reviewer |
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A Primer on Antiretroviral Drugs to Treat HIV | 1.50 | |
Origination: Reviewed: Expiration: When treating patients for human immunodeficiency virus (HIV), medical professionals seek to stabilize the immune system so opportunistic infections (OIs) are less likely to occur. The chief method used is highly active antiretroviral therapy (ART, previously referred to as HAART), an approach that has significantly improved the mortality rates of patients with acquired immunodeficiency syndrome (AIDS). This module explains the management of HIV-induced lipodystrophy and the criteria for initiating ART. You will learn the prophylactic management of opportunistic infections, along with different classes of antiretroviral drugs used for HIV treatment. List the different classes of antiretroviral drugs used for the treatment of HIV Explain the criteria for initiating ART in patients with HIV Discuss the management of HIV-induced lipodystrophy in patients with HIV Recognize prophylactic management of opportunistic infections Instructor |
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Abuse and Neglect: What to Look For and How to Respond | 1.50 | |
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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 |
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Recognizing Prescription Drug Abuse and Diversion | 1.50 | |
Origination: Reviewed: Expiration: The US Drug Enforcement Administration (DEA) and state narcotic control bureaus closely monitor controlled prescription medications—such as opioids, tranquilizers, and amphetamines—because of the potential for the drugs’ abuse and diversion. In addition, practitioners and pharmacies are required to report the use of these controlled substances and make ethical dispensing decisions based on each patient‘s condition and need for the drug. In this module, pharmacy technicians will learn warning signs of drug abuse and of fraudulent prescriptions, the etiology of substance use disorders, and laws enacted to prevent drug diversion. You’ll come away better equipped to avoid unnecessary judgment or bias regarding these disorders and to assess each patient individually so you can treat them with compassion and respect. Review definitions for prescription substance abuse disorders Review the Controlled Substance Act and the drug schedules Discuss when and how to report drug diversion to the Drug Enforcement Administration Review current and future techniques and the technology used in detecting diversion in community and the institutional setting Identify some of the most commonly abused prescription drugs Recognize some signs of drug abuse and withdrawal Describe ways to treat patients involved with drug abuse with professionalism and empathy Instructor Expert Reviewer Daniella M. Krantz, MS, BS, CPhT |
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Women and Substance Use | 1.50 | |
In this course, you will learn about the effects of age and life transitions on alcohol and drug use in women and how these are reflected in treatment methodologies. A host of stressors and life transitions can be accompanied by significant changes in substance use and can be implicated in women's development of a substance use disorder. You will learn ways that you can provide gender-sensitive treatment to women struggling with substance use or at risk of developing a substance use disorder. The goal of this educational program is to provide marriage and family counseling, nursing, professional counseling, social work, and psychology professionals in health and human services settings with information about substance use treatment for women at various stages of development. Discuss the unique aspects of substance use and substance use disorders among women. Explain how the use of specific substances, as well as the impact of those substances, changes across the lifespan. Describe ways to address the biological/psychological, social, and developmental needs of women with substance use disorders. Instructor Expert Reviewer |
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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 |
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Crisis Management Basics | 1.50 | |
This course is tailored for paraprofessionals who work in hospitals, residential treatment centers, and community-based agencies. Unpredictable and complex situations often arise when people go into crisis. Seeming to “come out of nowhere,” these situations can throw you into a reactive state. But when you understand how crises develop and you are equipped with the skills and tools to address them, you can effectively intervene in a way that supports recovery and safety. This course explains how you can help the individuals you are serving to learn from crisis situations, so they can use coping skills and support networks more effectively whenever they face stressful events. Identify risks and complicating factors in crises. Recognize critical skills in crisis intervention, stabilization, and prevention. Understand how a crisis develops. Staff Writer |
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Motivational Interviewing in Clinical Practice | 1.50 | |
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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. |
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Suicide-Specific Interventions and Best Practices | 1.50 | |
At the organizational level, routine implementation of evidence-based practices that can identify and intervene with at-risk individuals, has been lacking for many years and remains so in many settings. The goal of this course is to provide knowledge about evidence-based, suicide-specific interventions. This course for healthcare professionals will focus on working with at-risk individuals focuses on interventions for those who have made a recent suicide attempt or who are at risk due to suicidal thoughts, feelings, or behaviors. Also discussed are ways to summarize the process for completing a safety plan and for reducing access to lethal means. Explain the factors you should consider when determining what interventions may be needed for suicidal individuals. Describe three evidence-based interventions for treating individuals at risk for suicide or who have made a recent attempt. Summarize the process for completing a safety plan and for reducing access to lethal means. Instructor |
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Opioids and Pregnancy | 1.50 | |
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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 |
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Cultural Responsiveness in Clinical Practice | 1.50 | |
This training introduces you to several models to enhance your communication with individuals from a range of diverse backgrounds. You will also learn about cultural barriers to treatment, several health belief systems, and factors to consider in a culturally responsive assessment. It is worth noting that culture is always at play, regardless of the healthcare provider’s capacity to recognize and/or respond to it appropriately. Summarize how to use three culturally competent assessment frameworks to enhance communication and engagement. Explain at least two approaches you can use to improve the cultural sensitivity of your assessment process. State options for helping individuals of culturally diverse groups overcome barriers to treatment. Describe the four major health belief systems. Staff Writer Instructor |
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Telehealth in Clinical Practice | 1.50 | |
Many individuals with behavioral health problems are unable to access behavioral healthcare. Telehealth (enhancing health care through the use of telecommunications technologies) is designed to provide everyone with access to health care, regardless of their location. In this course you will learn what telehealth is, its history, potential advantages and challenges, and the research base supporting telehealth for behavioral health services. You will be equipped with practical strategies you can apply in your own setting to use telehealth for adults with behavioral health issues. Describe what telehealth is, its various formats and the modalities and equipment through which it can be delivered. Summarize at least three key points regarding the history of telehealth. Review at least two key components of telehealth literature that support its efficacy in treatment delivery. Apply two specific considerations when utilizing telehealth in terms of potential benefits and drawbacks for people served. Instructor Staff Writer |
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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 |
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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 |
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Clinical Assessment Via Telehealth Applications | 1.50 | |
Due to increasing demands on healthcare providers—along with dwindling resources with which to provide care—telehealth services (enhancing healthcare through the use of telecommunications technologies) offer immense value to your organization and the people you serve. This course for licensed providers in behavioral health settings focuses on delivery systems and specific remote clinical services that begin with remote intake and referral processes. You will learn helpful approaches for establishing rapport during the comprehensive intake process, and gain information about screening assessments, interventions, and treatment referrals. Interactive exercises and practical examples will help you to incorporate these assessment strategies in your own setting. Describe the essential components of the intake process when providing treatment services via telehealth. Summarize the best practices, methodology, and frequency of completing risk assessments via telehealth. Compare and contrast clinical assessment tools for telehealth services. Apply knowledge of the existing software and hardware applications available for assessing clients remotely. Staff Writer Instructor |
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Managing the Patient with Ischemic Stroke and Hemorrhagic Stroke - Pathophysiology and Presentations | 1.50 | |
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Pain Assessment and Management | 1.50 | |
Origination: Reviewed: Expiration: This entry-level course in pain assessment and management is for direct-care staff and activity professionals in long-term care, hospice, and home-health settings. It covers types and classifications of pain, pain assessment tools to use with both verbal and nonverbal individuals, the basics of pain assessment, some pain management strategies, and federal regulations that address quality of life and quality of care. Discuss what pain is and, how it affects individuals physically and mentally. Describe how to assess for pain, including special considerations for persons diagnosed with a mental illness. Identify pharmacological and non-pharmacological interventions used for pain management. Summarize how to minimize the impact of pain for people with mental illness and substance use issues in order to avoid exacerbation of symptoms. Instructor Expert Reviewer |
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Data-based and Analytical Decision Making in Case Management | 1.50 | |
This course will provide an overview of innovative ways that data are being applied to improve healthcare costs, quality, and outcomes. You will begin with a broad perspective of what experts are calling the “data revolution” in healthcare, or the “age of big data,” and dive into what this means from a technology perspective. Following this, you will learn how data are being applied in ways never before seen by payers and providers to drive healthcare improvement through an analytic approach. Next, you will dig down to the micro level of healthcare data application within the payer setting. You will examine the different ways in which data are helping payers to improve overall population health, manage healthcare costs, and inform the creation of innovative pilot programs. Finally, you will learn about the application of healthcare data from the case management perspective within the payer setting. An overview will be provided about member case management selection, the intersection of healthcare data and member preference, and how data are being used to inform best practices through medical necessity criteria and clinical guidelines. This course is intended for all case managers and care coordinators with payer organizations. Discuss the background and implications of big data in healthcare. Describe how data are utilized by case managers within different areas of the payer setting to improve care outcomes. Summarize how data plays a part in the application of medical necessity criteria and evidence-based guidelines. Explain how data has the potential to revolutionize healthcare and the challenges associated with bringing this to fruition. Instructor |
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Alcohol Pharmacotherapies and Medical Practice | 1.50 | |
The incorporation of screening for alcohol use disorders in a general medical setting can significantly increase the number of individuals with alcohol use disorders who are identified and treated. The U.S. Food and Drug Administration (FDA) has approved 4 medications to treat alcohol use disorder, making treatment in primary care and other general medical settings a viable alternative to specialty care. This course will give you valuable information about these medications as well as several medications used off-label, empowering those you serve and increasing the likelihood of their recovery. Identify the benefits of treating alcohol use disorder in a medical setting. Discuss the importance of screenings and brief interventions to treat individuals who have alcohol use disorder and identify common tools used for screenings. Explain the steps involved in the treatment of alcohol use disorder. Discuss the common medications used to treat alcohol use disorder. Instructor Staff Writer |
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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 |
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Assessment and Treatment of Anxiety in Children and Adolescents | 1.50 | |
This course provides an overview of how anxiety impacts children and adolescents. You will learn about the specific types of anxiety disorders and the multiple pathways by which anxiety can develop. As you progress through this course, you will learn assessment strategies and evidence-based interventions that you can implement to identify and treat these disorders in children and adolescents. State the common symptoms of anxiety disorders in children and adolescents. Describe evidence-based interventions for treating problematic anxiety in children and adolescents. Explain three of the possible origins of anxiety based on the research accumulated to date. List assessment tools and practices to use when evaluating anxiety symptoms in children and adolescents. Instructor Expert Reviewer |
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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 |
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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 |
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Diagnosing and Treating Anxiety Disorders | 1.25 | |
Anxiety disorders, the most common psychiatric illnesses, affect millions of American adults, filling their lives with overwhelming anxiety, fear, and uncertainty out of proportion to any actual danger. These symptoms often persist for significant periods of time, and if not treated, can grow progressively worse. Anxiety disorders frequently occur in conjunction with other psychiatric or physical illnesses, making symptoms even worse. This course provides an overview of signs and symptoms as well as the most effective psychopharmacological and psychotherapeutic treatments available. New and improved therapies can help most people with anxiety disorders lead productive, fulfilling lives. This course will help you recognize anxiety disorders in those you serve and implement the most appropriate form of treatment. Identify the signs and symptoms of anxiety disorders. List three common psychopharmacological treatments for anxiety disorders. Explain three of the psychotherapeutic interventions for anxiety disorders. Instructor |
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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 |
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Managing the Patient with Stroke - Understanding and Using the NIHSS | 1.25 | |
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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 |
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Understanding Lab Values: Chemistry | 1.25 | |
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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 |
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Antibiotic Stewardship | 1.25 | |
The rise of the serious problem of multidrug resistant organisms (MDROs) has been linked to the inappropriate prescribing and use of antibiotics. In response, antibiotic stewardship programs have been developed to guide best practice in treating this powerful group of medications resourcefully. The goal is for healthcare providers to steward antibiotics in such a way that these medications can continue to be used to fight infections. This course discusses the Core Elements of Antibiotic Stewardship developed by the Centers for Disease Control and Prevention (CDC) and how you can apply components of the program to your nursing practice. Name three benefits of antibiotic stewardship. State the difference between broad and narrow spectrum antibiotics. Describe the elements of an antibiotic stewardship program. Recognize different team members' roles in antibiotic stewardship. Instructor Elizabeth Kellerman, MSN, RN
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Preventing Readmissions Through Ambulatory Care: A Simulation | 1.25 | |
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Biopsychosocial Model of Addiction | 1.25 | |
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CT Scans for the Radiologic Technologist | 1.25 | |
During the imaging process, it is essential for radiographers to identify challenges and errors in techniques, and understand how they affect patient outcomes during the imaging process. In order to help radiologic technologists in acute care facilities identify common pathologies in differential diagnostics, this course describes the sectional anatomy of the head, neck, chest, and abdomen. It also discusses radiation safety, imaging techniques, common pathologies resulting from radiographic imaging, and the importance of patient safety during imaging procedures. Describe the sectional anatomy of the head, neck, chest, and abdomen. List common pathologies resulting from radiographic imaging. Understand imaging techniques and radiation safety. Discuss the importance of patient safety during imaging procedures. Instructor Staff Writer |
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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 |
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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
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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 |
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Understanding and Treating Borderline Personality Disorder | 1.25 | |
This course was created to give you the tools you need to accurately identify individuals with BPD and provide you information about the treatment options available. You will learn about how BPD develops, the theoretical perspectives and conflicting theories of BPD, the goals of treatment, and the challenges you might experience when working with this population. Finally, you will learn some of the most common issues that individuals with BPD experience while in treatment. List the criteria needed to identify and diagnose an individual with borderline personality disorder (BPD) Explain at least three theories of BPD Describe four best evidence-based approaches to treating clients with BPD Identify up to five possible challenges to the treatment of BPD List at least three ways to manage treatment challenges. Instructor |
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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 |
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Individual and Organizational Approaches to Multicultural Care | 1.25 | |
This course presents an overview of multicultural care and service delivery. You will be guided through the national standards in the United States for working with individuals from diverse backgrounds and cultures, along with key concepts that relate to your role in the alleviation of health disparities. Examples of individual and organizational applications of multicultural care will help you to apply these concepts in your own setting. You will learn about ways that you and your organization can improve quality of care by considering health literacy, cultural responsiveness, and structural disparities. Identify ways individual healthcare providers can approach working with culturally diverse populations to reduce health disparities. Describe organizational applications of the national Culturally and Linguistically Appropriate Service (CLAS) standards. Summarize the types of challenges faced by healthcare providers that create obstacles to the cultivation of cultural responsiveness. Staff Writer Instructor |
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MACRA for Clinical Staff: Quality | 1.25 | |
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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 |
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Assessing Opioid Abuse in Families | 1.25 | |
An important tool to address the opioid crisis in America is to perform better assessments of patients within the health care system. Addiction has a genetic component, and assessing opioid abuse in families may be a way to a way to lower risk. This webinar will provide information regarding the background issues related to the opioid epidemic, and also provide the listener with the tools to perform better assessments of opioid risk in families. Identify the risks associated with opioid abuse. Describe some of the population based risks that translate into higher risk of opioid abuse. Perform a brief assessment of the risk of opioid abuse based on a patient’s family history. Instructor Staff Writer |
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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 |
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Managing the Patient with Acute Stroke - Latest Medical Information | 1.25 | |
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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 |
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Managing the Patient with Acute Stroke - Post Hospital Care Coodination | 1.25 | |
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EMTALA | 1.25 | |
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Understanding Lab Values: Acid-Base Balance | 1.25 | |
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Chronic Medical Conditions and Pregnancy | 1.25 | |
The U.S. is one of just eight countries to see a rise in maternal mortality during the past decade, with a ranking of 60 out of 180 countries for maternal deaths. High-risk pregnancies with mothers who are surviving childhood conditions into adulthood are among the reasons for the high rate; however, a large proportion of maternal deaths are still considered preventable, indicating that further improvement is possible. This course provides comprehensive knowledge about medical conditions the pregnant woman might face and how access to other disciplines such as cardiology, dermatology and rheumatology may improve the health and outcomes for the mother and fetus. Discuss current medical management and nursing implications of heart disease in pregnancy Explain the criteria for using insulin to manage diabetes during pregnancy Describe two potential complications that may occur in a pregnant woman with congenital heart disease Compare the effects of pregnancy-induced hypertension and diabetic nephropathy on the management of pregnancy, labor and delivery Recognize the assessment findings in a patient with sickle-cell disease complicating pregnancy Describe at least one way in which thyroid disease complicates pregnancy Explain how autoimmune disorders complicate pregnancy Identify three goals of the antepartum management of clients with chronic medical conditions Instructor Expert Reviewer |
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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 |
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Payer Perspective: Hypertension/CAD/CHR for Clinicians | 1.25 | |
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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 |
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Payer Perspective: Adherence for Clinicians | 1.25 | |
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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 |
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Treatment of Opioid Dependence Among Adolescents and Young Adults | 1.25 | |
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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 |
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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 |
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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 |
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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 |
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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 |
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Cardiac Pharmacology | 1.00 | |
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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 |
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Treating the Opiate Epidemic | 1.00 | |
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Illness Management and Recovery Model | 1.00 | |
This introductory course for behavioral health professionals provides an overview of evidence-based practices of Illness Management and Recovery (IMR). Included is a discussion of the core values of IMR and the approach's teaching principles, to better help your clients with severe mental illness manage and recover from their illnesses. Through the use of interactive exercises and detailed vignettes, you will gain the information and techniques you need to make IMR an effective part of your therapeutic toolbox. Explain the core values, principles, and goals of IMR. Describe how to use the key evidence-based components of IMR to support recovery with individuals with behavioral health disorders. Identify adaptations of the IMR model, and how their core values, principles, and goals differ from IMR. Instructor Stacy Smith, LPC-S, CS-I, LCAS, NCC |
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Advance Directives: Conversations Matter | 1.00 | |
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Pediatric Tracheostomy Emergencies | 1.00 | |
Origination: Expiration: Children with tracheostomies are routinely being cared for in the home and in community settings. Numerous studies show that an increased mortality rate is associated with tracheal complications during emergencies. This course for EMS professionals, dietitians, and nurses working with children with tracheostomies examines reasons why children may need tracheostomy tubes and explains how to manage pediatric tracheostomies and emergencies associated with them. Explain why a child may require a tracheostomy Describe routine tracheostomy management and emergency preparation and prevention in the home Describe a step-wise approach to tracheostomy emergency response in the home Instructor Expert Reviewer |
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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 |
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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 |
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Buprenorphine | 1.00 | |
Origination: Reviewed: Expiration: Opioid dependence continues to be a growing problem in the United States. Even when patients discontinue opioid use, they often require treatment to prevent relapse. In this module you will learn key differences between three drugs—including Buprenorphine—that the FDA has approved for treating opioid dependence. Also presented is a discussion of the safety and efficacy of each formulation, along with regulations that control prescribing and dispensing them. Describe the key differences among the three FDA-approved drugs for the treatment of opioid dependence Explain the regulations that control prescribing and dispensing of methadone and buprenorphine for the treatment of opioid dependence Summarize how buprenorphine is dosed and administered for the treatment of opioid dependence Instructor Kawshik Chowdhury, RPh, PhD |
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The Two Sides of Stroke | 1.00 | |
Origination: Expiration: Stroke, the fifth-ranking cause of death and a leading cause of disability in the U.S., is the country‘s primary neurological problem. Each year, about 800,000 people have a new or recurrent stroke costing more than $34 billion in medical care and disability. Risk factors, characteristics of left- and right-hemispheric strokes and appropriate rehabilitation goals are discussed. List modifiable and nonmodifiable risk factors of stroke Identify neurological deficits associated with left- and right-hemispheric strokes List appropriate goals of rehabilitation for a patient who has had a stroke Instructor |
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Bulimia Nervosa: Management of a Serious Eating Disorder | 1.00 | |
Origination: Reviewed: Expiration: The goal of this course is to provide knowledge about the clinical aspects of managing patients with BN. Identify physical and emotional signs and symptoms of eating disorders, specifically bulimia nervosa. Discuss the complications of bulimia nervosa. Describe pharmacologic and non-pharmacologic management strategies for patients with bulimia nervosa. Instructor Laura Bell, BSN, RN, CCRN |
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Human Trafficking: Forced Labor | 1.00 | |
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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 |
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Sports-Related Concussions: Tackling a Growing Trend | 1.00 | |
Schools, counties, states, and athletic organizations are paying attention to the dangers of concussions and taking steps to mitigate them. Some clinicians feel there is mounting evidence that concussions can cause long-term problems and permanent brain injury, including cognitive impairment, learning disabilities, personality changes, and even dementia. Healthcare providers can do much to inform the public and patients about the dangers of concussions. This course will discuss expert recommendations for preventing and managing sports-related concussions. |