The National Institute of Child Health and Human Development (NICHD) workgroup standard for fetal heart rate monitoring assessment and categorization, first proposed in 1997 and subsequently updated in 2008 was meant to promote commonality of FHR tracing nomenclature and interpretation. Based on these recommendations, a three-tiered categorization pattern based on the visual assessment of the fetal heart rate pattern was adopted. This module aims to review and apply essential FHR content in several clinical scenarios to highlight an important Clinical Pearl: The Category III tracing is a rare intrapartum FHR pattern that is highly associated with fetal acidemia and adverse neonatal outcomes.

A case of obstetrical hemorrhage due to uterine atony, requiring medical and surgical interventions and blood component replacement therapy is presented. Emphasis: A review of obstetrical hemorrhage, etiologies, and treatments is provided. The importance of early recognition and response to excessive blood loss is stressed. Medical and surgical interventions for uterine atony are reviewed. Current recommendations for blood component replacement therapy for massive hemorrhage are discussed.

Whenever a crime occurs, evidence can be transferred among the perpetrator, victim, and the crime scene. Law enforcement personnel collect and preserve crime scene evidence. Healthcare professionals can simultaneously assist with a crime investigation and provide good healthcare to patients by collecting and preserving evidence from the patient’s body. It is imperative to understand that the collection and preservation of evidence from a patient should never compromise the patient’s safety, autonomy, or legal rights. This course provides an overview of interviewing, collecting, and preserving forensic evidence, toxicology, and documentation.

Computed tomography (CT) scans of the head are essential for diagnosing brain disorders in the acute care setting. This course will cover the different types of CT scans indicated for a person with a brain disorder and the signs of abnormalities in those CT scans. A review of brain anatomy will help improve awareness of common brain disorders that can be diagnosed with a CT scan. This course also reviews how to prepare patients for CT scans and basic techniques for performing CT scans. By the end of this course, learners will be able to apply knowledge of CT scans and brain disorders to provide appropriate patient care.

Good communication can be challenging because of the many distractors in today’s workplace, such as technology, stress, and multitasking. If communication is weak, it can lead to poor work relationships and decreased satisfaction for everyone. It is essential for you to learn how to communicate effectively with everyone you come into contact with. This course discusses how to communicate clearly, concisely, and professionally.

Effective communication with patients and families is the foundation for a therapeutic, safe, and positive patient experience. The patient‘s experience of care is greatly influenced by what is communicated and observed. It is also a vital component of obtaining an accurate history and physical assessment, providing informed, comprehensive care, and educating patients and families to achieve optimal outcomes. The goal of this course is to provide information about how to effectively communicate with patients in healthcare settings.

Within healthcare, a patient with limited English proficiency (LEP) is an individual whose primary means of communication is not English and who has a limited command of the language in reading, writing, speaking, or understanding (Office for Civil Rights, 2016). These patients need the careful attention of healthcare personnel to ensure the safety and quality of care. Healthcare professionals should understand regulations and standards related to patients with LEP, such as the use of an interpreter for communication.

The goal of this educational program is to improve the ability of the healthcare team to provide quality care and better outcomes for patients with limited English proficiency (LEP).

Front-line healthcare providers are often recruited to lead quality improvement activities. Thus, they must have knowledge of quality improvement science and concepts that underpin continuous quality improvement strategies, such as Plan-Do-Study-Act, Lean, Six Sigma, and Root Cause Analysis. The goal of this course is to educate healthcare providers in acute care settings on continuous quality improvement and associated methodologies. It will use review questions and story-based learning to promote active learning.  

Chronic pain is a common condition for which healthcare providers often prescribe controlled substances, such as opioids. Prescription opioids can alleviate pain in certain patients, but the risk of misuse, abuse, and overdose means providers need to evaluate the risks and benefits for each patient. This course will educate healthcare providers on the role of prescription opioids along with other therapies for chronic pain, using recommendations from current national guidelines.

The goal of this course is to educate healthcare providers on methods for the safe and responsible use of controlled substances for the management of chronic pain.

Cultural competence in healthcare refers to the delivery of quality care. It refers to meeting the needs of people with disabilities, members of the LGBTQ+ community, and those from diverse socioeconomic and cultural backgrounds. Cultural competence must be a two-way system to benefit people with differing beliefs, attitudes, values, and behaviors. This course discusses cultural competence and how organizations can use cultural competency to create an atmosphere of inclusion.

Culturally appropriate interventions must be utilized when working with culturally diverse clients and patients. Cultural competency goes beyond having knowledge of traditional cultures. This course discusses how cultural competency functions to deliver culturally competent care related to diet and nutrition.

The goal of this course is to educate fitness professionals, health education professionals, and nutrition and dietetics professionals with information on developing cultural competency.

As the population of the U.S. soars in diversity, healthcare professionals must be prepared to care for childbearing families from many different cultures. All cultures and families should be given the same respect, be assured of the highest quality of care, have their religious, ethnic, and cultural values respected and integrated into their care, and have their physical and educational needs met in a way that honors their spiritual beliefs and individuality. Knowledge of the cultures one is serving and the influence they have on women’s perceptions of childbirth are important for achieving positive outcomes. Equally and perhaps more important is applying the principles of cultural humility to nursing care.

The goal of this continuing education course is to improve the ability of nurses and health educators in acute care settings to assess and meet the sociocultural needs of childbearing families of diverse cultural and social groups.