Malignant hyperthermia (MH) is a life-threatening syndrome associated with an anesthetic trigger. Awareness of MH by all perioperative team members, from those working in the preoperative holding area to those in the Post Anesthesia Care Unit (PACU), is important in preventing negative patient outcomes.

Define risk factors for MH and preventive measures for improving patient outcomes. 

Identify the signs and symptoms of MH along with diagnostic and genetic considerations. 

Describe the best practices for managing and treating MH.

Subject Matter Expert
Brandy Verton, BSN, RN, CNOR

Do no harm: A fundamental principle of medical care, yet thousands of patients suffer harm from medical errors every day. Some reports estimate annual deaths from medical errors in the U.S. to be as high as 250,000, but a more recent study revealed that number may be highly inflated (Rodwin et al., 2020). The actual number of preventable deaths estimated by a meta-analysis was 22,165, with most occurring in people expected to have less than 3 months to live. For those who were expected to live longer than 3 months, 7,150 deaths occurred. The difference may be due to over-estimation or from initiatives to reduce errors since initial values were released. Regardless, healthcare professionals are obliged to do no harm, so continued efforts are needed to reduce medical errors.

This course is intended to educate nurses, physicians, and physician assistants on the causes and strategies for preventing medical errors.

Identify definitions related to patient safety, medical errors, and adverse events.

Discuss risk factors, prevention strategies, and populations most vulnerable to medical errors.

Describe the root cause analysis process for medical errors.

List factors that contribute to the five most misdiagnosed medical conditions.

Expert Reviewer
Rebecca Smallwood, MBA, RN

Instructor
Cathryn Ayers, RN

You work for a company that provides services to many people. You may need to discuss personal information about the people you serve, but this must be done thoughtfully. Everyone’s personal information must be kept safe.

Explain how to protect confidential information.

Recall what to do when confidential information is shared without consent.

Subject Matter Expert
Sherry D. Haszto, MSN, RN

eams with talented people and a skilled leader are often unable to maintain optimum results over a long period of time. Team leaders must continually assess, evaluate, and monitor the team’s motivation level toward achieving its goals. They must also facilitate emotional buy-in and commitment. This course provides healthcare staff with an overview of how to motivate and enhance a team.

Explain the difference between a team and a group. 

Apply motivational approaches to facilitate an effective team environment and engaged workforce. 

Recognize the importance of assessing and evaluating the current state of your team.

Subject Matter Expert
Linda M. Wantuch, MSM, SPHR, SHRM-CP

Heart failure (HF) treatment is costly and requires a multidisciplinary approach. Evidence-based treatment guidelines improve patient outcomes, and it is essential to become familiar with these guidelines to reduce patient mortality. Healthcare team members play a significant role in treating acute HF (AHF), helping to reduce the morbidity and mortality of the disease and decrease the use and costs associated with care. This course aims to educate nurses and nutrition and dietetics professionals in the acute care setting about evidence-based heart failure treatment guidelines.

Describe heart failure, including its classification systems, presentation, treatment, and evidence-based therapies.

Describe strategies for patient self-management.

Writer
Zeliha Ozen, MSN, RN, CCRN, CNL

Subject Matter Expert
Kristine Anne Scordo, Ph.D., ACNP-BC, FAANP

Reviewer
Meredith Moyers MS, RD, LDN

In patients with symptoms of acute stroke, early recognition and interventions have been identified as critical factors in stroke outcomes. Evidence-based care can identify, manage, and prevent stroke-related complications. Nurses and physicians must understand stroke management to prevent disability and death. This course aims to present the most up-to-date practices for managing patients with acute stroke.

Discuss current diagnostic practices in patients with acute stroke.

Recall best practice protocols for early identification of acute stroke.

Writer
Sarah Hunter, RN, SCRN, CNRN, CMSRN

In patients with symptoms of stroke, early recognition and intervention have been identified as critical factors in stroke outcomes. This includes an initial assessment, a thorough neurological exam, and stabilization of hemodynamic changes. In addition, distinguishing ischemic from hemorrhagic strokes requires time-sensitive assessment parameters, interventions, and diagnostic procedures. Timely diagnoses allow the healthcare team to administer the appropriate treatment options accurately and effectively.

Describe the physiologic and symptomatic differences in ischemic and hemorrhagic stroke.

Discuss assessment tools, management strategies, and complications related to acute stroke.

Staff Writer
Zeliha Ozen, MSN, RN, CCRN, CNL

In patients recovering from a stroke, post-hospital care and interventions have been identified as critical factors in favorable stroke outcomes. Improving patient care by managing stroke complications can significantly improve recovery. Given this, nurses and physicians must understand the different types of stroke complications, appropriate interventions, and identify risk factors for recurrent stroke.

Describe two interventions to decrease the reoccurrence of a secondary stroke.

Identify complications and their appropriate interventions after a stroke.

Describe two-stroke risk factors.

Staff Writer
Zeliha Ozen, MSN, RN, CCRN, CNL

The Centers for Disease Control and Prevention (CDC) states that approximately 795,000 people within the U.S. experience a stroke annually, and among these individuals, over 75% experience a stroke for the first time (National Center for Chronic Disease Prevention and Health Promotion, 2021). Stroke, a national and international neurological problem, is the fifth leading cause of death in the U.S. and the second leading cause of death globally (World Health Organization [WHO], 2020; American Stroke Association [ASA], n.d.). Nurses need to be informed about the urgency of early treatment to be proactive in educating their communities. They also need to understand the resulting behavioral differences created in right- versus left-hemispheric strokes, and how a lack of knowledge can negatively impact immediate post-stroke care.

Identify the risk factors, causes, and acute treatment strategies of strokes.

Recognize the neurologic deficits associated with left- and right-sided strokes, the significance of post-stroke depression, and the importance of depression screening.

Instructor
Andrea Powell, RN, BSN

The National Institutes of Health Stroke Scale (NIHSS) is a tool used to measure the severity of stroke symptoms and aid in identifying the location of the injury. The NIHSS has been shown to strongly predict the likelihood of a patient’s recovery after stroke. 

The goal of this course is to equip clinicians with the knowledge necessary to apply the NIHSS to patients experiencing an acute stroke.

State the primary purpose of the National Institutes of Health Stroke Scale (NIHSS).

List all NIHSS items and areas of assessment that are used to test for stroke severity.

Calculate NIHSS scores that correspond to levels of stroke severity.

Instructor
Cathryn Ayers, RN

About 70% of adults in the U.S. have experienced at least one traumatic event (Sidran Institute, 2018). Most overcome their trauma responses without formal intervention. Others, however, experience persistent symptoms that need formal intervention. The goal of this course is to provide addiction, behavioral health counseling, marriage and family therapists, nursing, psychology, and social work professionals in health and human services settings with information on how to assess and treat trauma- and stressor-related disorders.

Recognize common symptoms that individuals may have in response to experiencing trauma.

Identify at least three tools that can help screen and assess for trauma-related disorders.

Determine which interventions would be most relevant for someone with a trauma-related disorder.

Subject Matter Expert
Lauren Quick-Graham, MSW, LCSW, LCAS, CCS

Reviewer
Johnny J. Bethea, II, RPh

Obesity rates in the U.S. have risen to the level of an epidemic, as 1 in 3 adults are affected by this disease. Obesity is a disease that significantly affects a person’s health and is not simply due to poor diet and lack of exercise. This course introduces healthcare professionals to the causes, management, and treatment options for adult obesity.

The goal of this course is to familiarize healthcare professionals with the growing epidemic of obesity among adults in the U.S.

Identify the current problem and contributing factors of obesity in the U.S.

Describe the management and treatment options for obesity.

Subject Matter Expert
Sooa Devereaux, MSN, RN

Age-specific competency is not only a regulatory requirement but a professional necessity. Patients of differing ages are prone to different risks and have specific needs. For instance, infants require lots of attention; toddlers require constant supervision; and older adults depend on healthcare professionals (HCPs) to help them avoid potentially life-threatening complications. Nurses who have developed age-specific competencies are sensitive to these needs and risks. They are also adept at assessing, diagnosing, planning, implementing, and evaluating the care for these patients. Ensuring staff members are competent in caring for patients of differing ages is one important way that healthcare organizations ensure safe, high-quality care.

The goal of this course is to provide nursing professionals and health educators in acute care with an overview of age-specific competency requirements needed when planning and delivering healthcare.

Discuss the importance of age-specific and cultural competence when caring for pediatric and adult patients. 

Identify the stages of growth and development for pediatric and adult patients. 

Indicate clinical considerations for pediatric and adult patients.

Subject Matter Expert
Alia Lutz, BA, BSN, RN

No matter how much we know, there is always something more to learn about communication, teamwork, and interprofessional/interpersonal work relationships. Healthcare is a continuously evolving, fast-paced, multigenerational, and multicultural work environment. Communication and teamwork are vital components of safe and effective healthcare. Preceptors must incorporate these elements into preceptorships to successfully transition new staff into ambulatory care and clinical patient care arenas. This becomes particularly important when transitioning preceptees into specialty practice that requires them to work interdependently, such as in ambulatory care. The goal of this course is to provide nurses and nurse preceptors in ambulatory care settings with information about communication and teamwork in preceptorships.

Identify professional attributes of a preceptor, various communication styles, and effective communication techniques in ambulatory settings. 

Recognize important elements of teamwork and the role of the preceptor in team building.

Instructor
Diana Swihart, PhD, DMin, MSN, APN CS, NPD-BC, FAAN
Laura Bell, BSN, RN, CCRN

The world of legalities, red tape, and ethics can be a daunting one. We have all heard about the importance of confidentiality and trust in healthcare. How do these issues apply to preceptorships? This educational activity addresses integrity in preceptorships and gives you information you can share with preceptees to enhance professional and personal character, confidence, and wisdom in nursing practice. It also reviews important ethical and legal considerations that should be reviewed and incorporated into a preceptorship. The goal of this course is to provide nurses and nurse preceptors in ambulatory care settings with information about integrity, ethical conduct, and legal considerations in nursing practice and preceptorships.

Identify core competencies of preceptors, ethical principles, and potential boundaries to ethical practice in preceptoring others.

Recall at least three legal considerations important for preceptorships in ambulatory care settings.

Instructor
Diana Swihart, PhD, DMin, MSN, APN CS, NPD-BC, FAAN

Writer
Laura Bell, BSN, RN, CCRN

Substance use is a growing problem across populations. As a helping professional, you need a basic understanding of how substance use affects your clients. This information will help you to provide support and resources to help clients seek treatment and recovery. In this course, you will explore substance use disorders, how they develop, and their impact on individuals. The course also explains your role as a paraprofessional when working with individuals with substance use disorders. You will be provided an overview of evidence-based interventions and the types of substance use treatment programs available, when additional treatment may be necessary. Detailed examples will help you to apply this information in your own work. The goal of this course is to provide paraprofessionals and peer support specialists in health and human service settings with information on substance use disorders and evidence-based interventions.

Explain what a substance use disorder is, how it develops, and how it impacts individuals.

Identify strategies that paraprofessionals can use when working with individuals diagnosed with substance use disorders to encourage behavior change.

Describe the types of treatment that exist for people diagnosed with substance use disorders.

Instructor
Bryn Davis, M.Ed, LPC

There are external conditions which exist with the potential to affect a patient’s current and future health, often beyond a patient’s direct control. These conditions, referred to as social determinants of health, encompass where a patient lives and works, socioeconomic policies, systems, and norms, and more. These factors and many other contribute to health inequity and inequalities at local, state, national, and international levels. The social determinants of health impact the daily delivery, accessibility, and engagement of health improvement efforts. The conceptual framework behind social determinants of health, current inequalities and inequities in healthcare are important for clinicians to consider when while caring for patients and improving  the health of individuals and communities.   Clinicians must explore how to increase awareness and interest in the determinants, as well as ways to engage patients, stakeholders, and other clinicians in addressing social determinants of health.

Recognize how social determinants of health impact health inequities and inequalities.

Identify strategies to assess social determinants of health that may be affecting the patient population.

Recall the five domains of social determinants of health.

Instructor
Stephanie M. Smith MS, BSN, RN, CPN

This course provides an overview about the safety of patients undergoing a trial of labor after cesarean (TOLAC) to attempt a vaginal birth after cesarean delivery (VBAC). Research evidence has influenced where VBACs are performed, which women are eligible and how the practice is conducted, including the safe use of induction/augmentation medications. The safety of VBAC for mother and newborn always remains the primary underlying principle that guides care.

Identify three risk factors and benefits associated with TOLAC and recommendations for safe TOLAC.

Recall essential components of nursing education, informed consent, safe medication administration, and fetal assessment related to TOLAC.

Writer
Claire Hartman, RN, IBCLC

The goal of this course is to equip nurses in the acute care setting with knowledge of the different bariatric surgical options and the psychosocial, metabolic, and physiological issues that patients may encounter before and after bariatric surgery.

Recall the different bariatric surgical options available for patients with obesity.

Identify psychosocial and quality-of-life issues affecting patients before bariatric surgery.

Recognize metabolic, physiological, and psychological changes that can occur in patients after bariatric surgery and the role nurses have in their care.

Subject Matter Expert
Andrea Powell, RN, BSN

The perioperative nurse plays a primary role in the anesthesia experience. Knowledge of techniques, patient assessment, and care management for the patient receiving or recovering from anesthesia positively impacts patient outcomes. This course discusses anesthetics and adjuvant medications used in the perioperative setting, anesthesia-related complications, and the nurse’s role in assisting with anesthesia management. Csche

This course provides nursing professionals with information about the principles and practices of anesthesia care in the perioperative setting.

Identify the stages and types of anesthesia, and associated medications commonly used in the perioperative setting. 

Recognize important assessment areas and nursing interventions for the perioperative patient receiving or recovering from anesthesia. 

Describe complications of anesthesia and their treatments.

Subject Matter Expert
Brandy Verton, BSN, RN, CNOR

Antibiotic stewardship is a movement to improve antibiotic use through evidence-based practice. Team members become the stewards of antibiotics. This helps these medications continue to effectively fight infections. Antibiotic stewardship follows core elements to improve the use of antibiotics and their outcomes. This course discusses the core elements and benefits of an antibiotic stewardship program.
 

Describe the elements of an antibiotic stewardship program.

Identify at least three benefits of antibiotic stewardship.

Subject Matter Expert
Kathleen Koopmann, RN, BSN, PCCN

HIPAA rules underlie every service related to behavioral health, and they change to meet evolving trends. There are potentially catastrophic organizational and individual consequences if the current HIPAA rules are not followed. This course will help you to identify potential legal and ethical issues related to HIPAA, improve your compliance approach, and develop more effective risk management strategies.

The goal of this course is to assist alcohol and drug counselors, marriage and family therapists, professional counselors, psychologists, social workers, and nurses in health and human services settings in understanding and applying current HIPAA regulations.

Indicate the purpose of HIPAA and how it applies to behavioral healthcare providers.

Recall at least three ways that the Privacy Rule impacts the day-to-day responsibilities of behavioral health providers.

Identify at least three steps that behavioral health providers need to take to ensure compliance with the Security Rule.

Instructor
Stephanie L. Furness-Kraft, LCSW, CCTP

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.

Monique Kahn, Psy.D.
Kathryn Falbo-Woodson, MSW, LCSWA

Healthcare workers will often interact with patients who make up stories or memories that are inaccurate, sometimes wildly so. These patients are not lying, they are confabulating. A nurse who knows how to manage confabulation can help these patients. With proper interventions, most patients can stop confabulating or learn to manage the condition. This course will give you a solid foundation of knowledge about and skills to handle confabulation by explaining what it is, who does it, what causes it, and how to manage it.

The goal of this course is to inform nurses in the acute care setting about confabulation and how to assess and manage patients with confabulation.

Recall the types of confabulation and the pathophysiology of confabulation. 

Identify two methods of assessing confabulation. 

Apply several approaches for managing confabulation.

Subject Matter Expert
Sarah Hunter, RN, SCRN, CNRN, CMSRN

In this course, you will learn to identify different depressive disorders, as well as the unique ways depression manifests in children and adolescents. Additionally, you will learn to recognize risk factors for both depression and suicidality in youth.  

An integrated care model treats the whole child by combining primary care and mental healthcare in one setting. Within this model, treatment providers understand how to screen for depression and suicidality in order to coordinate care. You will learn about specific instruments useful for detecting depression and suicidality among youth. An understanding of the root causes of depression will highlight the rationale for various treatment approaches. Lastly, you will be able to describe the best practices available to help children and adolescents manage depression.  

Identify three different types of depressive disorders and common symptoms of depression in children and adolescents.

Identify at least five causes and risk factors of clinical depression and how to screen for depressive disorders in children and adolescents.

Describe three interventions to treat child and adolescent depressive disorders.

Staff Writer
Pamela Green, LCSW RPT

The patient interview is the most important part of your exam. Gaining the patient’s perspective and learning more about issues important to them can guide you in developing patient-specific care plans. This course will discuss how to conduct patient-centered interviews. You will learn interviewing methods to effectively elicit the important details about a patient's reason for presenting to the clinic. Information will also be presented on how to approach challenging situations that arise during patient encounters.

Recall at least four ways you can facilitate rapport, engage patients in effective interviews, and facilitate discussions that guide quality treatment for your patients.

Indicate at least three strategies you can use to overcome common challenges that arise when interviewing patients.

Subject Matter Expert
Jacob Helton, Psy.D.

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.

Monique Kahn, Psy.D.

All healthcare professionals must be aware of bias and the challenges that bias can create in healthcare. This includes knowing some of the challenges people face with the healthcare system. In this course, you will learn best practices to help recognize and manage bias.

Define bias.

Identify how biases can affect healthcare.

Describe steps that can help decrease barriers created by bias.

Subject Matter Expert
Juan Armando Rojas Joo, Ph.D.

The biopsychosocial model takes a more holistic perspective, emphasizing biological, sociocultural, and psychological factors that relate to the risk of these disorders. This course will present an overview of this model’s primary assumptions, how it differs from other perspectives on substance-related and addictive behaviors, and how it can inform your approach to treatment. The goal of this course is to provide social workers, psychologists, alcohol and drug counselors, marriage and family therapists, professional counselors, and nurses in health and human services with information on how the biopsychosocial model is used in treatment for substance-related and addictive disorders.

Explain how substance-related and addictive disorders develop according to the primary assumptions of the biopsychosocial model.

State how the biopsychosocial model differs from other perspectives on substance-related and addictive disorders, such as the biomedical/ disease model.

Describe how the biopsychosocial model impacts treatment approaches for substance-related and addictive disorders.

Instructor
Bryn Davis, LPC, MAC

This course explains the concept of a professional therapeutic boundary and how it differs from a personal relationship. You will learn about the ethical role of the clinical practitioner in establishing appropriate roles and boundaries, the difference between boundary crossings and boundary violations, how to appropriately use social media and other technology, and how to recognize situations with high potential for harmful boundary violations. As you master these skills, you will become more effective in maintaining an appropriate relationship between you and your clients.

Recall the meaning of a therapeutic boundary and the difference between boundary crossings and boundary violations.

Indicate how to avoid the red flags of boundary violations.

Discuss current standards for use of social media and other technology pertaining to maintaining therapeutic boundaries.

Instructor
Amanda Gayle, Ph.D.

Boundaries are important in guiding acceptable and unacceptable interactions. People working in service or care professions are often in situations where the lines between a professional and social relationship become blurred. Setting and keeping professional boundaries are key to protecting your clients, yourself, and the service or care process. The goal of this course is to provide paraprofessionals in health and human services settings with information about professional boundaries, boundary crossings and violations, and situations when crossing a boundary may be acceptable.

Define professional boundaries.

Differentiate between a social relationship and professional relationship.

Explain three differences between a boundary crossing and a boundary violation.

Identify three considerations when deciding whether it is appropriate to intentionally cross a professional boundary.

Staff Writer
Kimberly Cobb, MS

Bowel ischemia, infarctions, perforations, and obstructions are serious conditions that require prompt recognition and interventions to prevent severe complications and death. There are several underlying conditions that predispose patients to these conditions, for which education and risk modifications are crucial. 

The goal of this course is to equip nursing professionals in acute care with knowledge of risk factors, signs and symptoms, and management strategies for bowel ischemia, infarction, perforation, and obstruction.

Identify anatomical and physiological aspects of the intestines associated with bowel ischemia, infarctions, perforations, and obstructions.

Describe risk factors, causes, signs/symptoms, management, treatment, and complications of bowel ischemia, infarctions, perforations, and obstructions.

Instructor
Andrea Powell, RN, BSN

This course provides detailed information about the pathophysiology, disease trajectory, and unique symptoms experienced by patients with advanced neurological diseases. Learners will identify the clinical features of advanced Parkinson's disease, amyotrophic lateral sclerosis, and Huntington’s disease as well as best practices for symptom management. In addition, the key clinical indicators and symptoms that should serve as triggers to optimally transition a patient with advanced neurological diseases to palliative and hospice care are presented. The unique disease-related stressors for family caregivers are discussed. The goal of this course is to provide nurses in hospice with knowledge of caring for people with end-stage neurological diseases.

Identify specific patterns of progression for three neurological disorders.

Identify five complications related to neurological disorders, including disease-related stressors for family caregivers.

Describe interventions related to end-stage neurological diseases.

Identify triggers to optimally transition a patient with advanced neurological disease to palliative care and hospice.

Instructor
Susan Heinzerling, BSN, RN, CHPN

Utilizing care management can improve and assist in managing patients with chronic health conditions. Care management provides the opportunity to deliver various medical services to patients recently discharged from the hospital. In addition, care management models in a primary care setting can increase a patient’s access to providers, decrease hospital visits, and reduce readmission. 

The goal of this course is to educate case managers, nurses, care managers, and social workers in ambulatory care, acute care, patient-centered medical homes, and behavioral health homes on care management. 

Discuss how care management decreases hospital readmissions.

Identify strategies for creating a successful care management program.

Recognize strategies in care management that increase access to healthcare providers.

Writer
Zeliha Ozen, MSN, RN, CCRN, CNL

All healthcare staff must be aware of the challenges that people in minority groups may experience. This includes knowing the effects of those challenges on how people seek and receive healthcare services. This course discusses sexual and gender minorities and their healthcare experiences.

Identify various terms used to describe sexual and gender minority populations.

Describe current health trends related to the sexual and gender minority population.

Choose best practices for improving the healthcare experience for sexual and gender minority populations.

Writer
Annette Brownlee BSN, RN

Subject Matter Expert
Juan Armando Rojas Joo, Ph.D.

The goal of this course is to provide nurses and prescribing providers (physicians) in all healthcare settings with best practices to improve their care team approach to patients with depression and anxiety.

Recall care team best practices, including collaboration, communication, and roles.

Identify how care team best practices can improve outcomes for patients with depression and anxiety.

Subject Matter Expert
Shalla Newton, MSN, RN, NE-BC

The Certified Emergency Nurse (CEN®) is required to demonstrate competency in the domain of emergency nursing which includes knowledge of cardiovascular conditions and emergencies, such as acute coronary syndrome, aortic aneurysm/dissection, and cardiopulmonary arrest.

Identify signs and symptoms of cardiovascular emergencies and conditions.

Describe a comprehensive plan for the care of cardiovascular emergencies, including diagnostic and treatment interventions, and patient education.

Instructor
Rhoda Phillips, MSN, RN, CEN

he purpose of this course is to inform the emergency nurse of communicable diseases, including a comprehensive assessment and appropriate interventions.

Identify alterations in the biological, physiological, and psychological status of patients experiencing communicable disease emergencies.

Describe a comprehensive plan for the care of communicable disease conditions including diagnostic and treatment interventions, and patient education.

Instructor
Rhoda Phillips, MSN, RN, CEN

The Certified Emergency Nurse (CEN®) is required to demonstrate competency in the domain of emergency nursing which includes knowledge of cardiovascular conditions and emergencies, such as acute coronary syndrome, aortic aneurysm/dissection, and cardiopulmonary arrest.

The goal of this course is to inform the emergency nurse of cardiovascular conditions and emergencies, including a comprehensive assessment and appropriate intervention.

Identify signs and symptoms of cardiovascular emergencies and conditions.

Describe a comprehensive plan for the care of cardiovascular emergencies, including diagnostic and treatment interventions, and patient education.

Instructor
Rhoda Phillips, MSN, RN, CEN

The Certified Emergency Nurse (CEN®) is required to demonstrate competency in the domain of emergency nursing which includes knowledge of gastrointestinal (GI) and genitourinary (GU) conditions and diseases, their signs and symptoms, management, and applicable nursing interventions.

Identify signs and symptoms of gastrointestinal and genitourinary emergencies and injuries.

Describe a comprehensive plan for the care of gastrointestinal and genitourinary conditions including diagnostic and treatment interventions, and patient education.

Instructor
Rhoda Phillips, MSN, RN, CEN

The Certified Emergency Nurse (CEN®) is required to demonstrate competency in the domain of emergency nursing which includes knowledge of gynecological and obstetrical conditions and diseases, their signs and symptoms, management, and applicable nursing interventions.

Identify signs and symptoms of gynecological and obstetrical emergencies and injuries.

Describe a comprehensive plan for the care of gynecological and obstetrical conditions including diagnostic and treatment interventions, and patient education.

Instructor
Rhoda Phillips, MSN, RN, CEN

The Certified Emergency Nurse (CEN®) is required to demonstrate competency in the domain of emergency nursing which includes knowledge of maxillofacial and ocular emergencies, their signs and symptoms, management, and applicable nursing interventions. 

The goal of this course is to review the knowledge domains specific to maxillofacial and ocular emergencies included as a part of the Certified Emergency Nurse (CEN®) exam.

This course is not affiliated with the Board of Certification for Emergency Nursing (BCEN).

Identify signs and symptoms and the management of life-threatening maxillofacial illnesses and injuries.

Analyze strategies to manage ocular conditions and emergencies.

Instructor
Rhoda Phillips, MSN, RN, CEN

The purpose of this program is to inform the emergency nurse of medical emergencies, including a comprehensive assessment and appropriate intervention.

Identify signs and symptoms of medical conditions and injuries.

Describe a comprehensive plan for the care of medical conditions including diagnostic and treatment interventions, and patient education.

Instructor
Rhoda Phillips, MSN, RN, CEN

The purpose of this program is to inform the emergency nurse of common orthopedic emergencies, including a comprehensive assessment and appropriate interventions.

Identify signs and symptoms of orthopedic and wound emergencies.

Describe a comprehensive plan for the care of orthopedic and wound emergencies including diagnostic and treatment interventions, and patient education.

Instructor
Rhoda Phillips, MSN, RN, CEN

The purpose of this program is to describe the impact of professional practice issues as they relate to the emergency nurse, their patients, and the health care system.

Recognize vulnerable patient populations and sensitive care situations facing emergency nurses.

Identify professional practice issues across the health care system that support high-quality patient care and satisfaction.

Instructor
Rhoda Phillips, MSN, RN, CEN

The Certified Emergency Nurse (CEN®) is required to demonstrate competency in the domain of emergency nursing which includes knowledge of psychosocial emergencies, their signs and symptoms, their management, and the nursing interventions that are needed.

The goal of this course is to review the knowledge domains specific to psychosocial emergencies included as a part of the Certified Emergency Nurse (CEN®) exam.

Recognize signs and symptoms of specific psychosocial emergencies.

Identify strategies to manage psychosocial emergencies.

Instructor
Rhoda Phillips, MSN, RN, CEN

The Certified Emergency Nurse (CEN®) is required to demonstrate competency in the domain of emergency nursing which includes knowledge of respiratory emergencies, their signs and symptoms, their management, and the nursing interventions. 

The goal of this course is to review the knowledge domains specific to respiratory emergencies included as a part of the Certified Emergency Nurse (CEN®) exam.

This course is not affiliated with the Board of Certification for Emergency Nursing (BCEN).

Identify signs and symptoms of life-threatening respiratory illnesses and injuries.

Analyze strategies to manage respiratory conditions and emergencies that present to the emergency department.

Instructor
Rhoda Phillips, MSN, RN, CEN

Aneurysms can be deadly and can come on suddenly. Knowing what to do to help your patient with an aneurysm could be the difference between life and death for them. Early detection and management are the best tools to prevent a fatal outcome. Healthcare professionals should know what an aneurysm is, which of their patients are at highest risk, the signs and symptoms of an aneurysm, and how to manage an emergency rupture. This course focuses on central arterial aneurysms of the abdominal and thoracic aorta.

Recall concepts associated with vascular physiology and types of aneurysms.

Recognize clinical manifestations of central arterial aneurysms and associated risk factors.

Apply common techniques for managing patients with abdominal and thoracic aneurysms, pseudoaneurysms, and dissections.

Writer
Sarah Hunter, RN, CNRN, CMSRN

In this Change Management 2: Leading the Implementation of Change course, you will explore strategies for planning and implementing change, as well as guiding your team through the change process. You will gain an understanding of the common reasons why most change efforts fail. You will learn how to effectively overcome these challenges and have the opportunity to assess the change readiness of your team. Successful change implementation requires a focus on the behaviors and attitudes of your team and employees to ensure they adapt to, and support, the change. You will identify the four stages of change and learn how to help your employees adapt to change effectively. The goal of this course is to provide managers and supervisors with strategies for planning and implementing change, as well as for guiding their team through the change process.

Recognize the reasons why most change efforts fail, and how to avoid failure. 

Identify effective ways to plan, and prepare for, change. 

Determine methods for guiding your team through the stages of change. 

Apply best-practice strategies for implementing change within your team and department.

Expert Reviewer
David A. Winter, MBA, SPHR, SHRM-SP

Supervisors and managers are challenged by change every day and must consistently demonstrate self-confidence to their teams in the face of these challenges. In this course, you will explore the characteristics, behaviors, and actions of being an effective “change agent,” (one who guides, supports, or leads change) which is a critical role in guiding your teams through change. The goal of this course is to provide managers and supervisors with an understanding of the common reasons for resistance to change and learn ways to counteract it.

Recognize the reasons people resist change and learn ways to overcome resistance. 

Identify the characteristics, behaviors, and actions required to be an effective agent of change. 

Learn communication actions to help people adapt to change.

Expert Reviewer
David A. Winter, MBA, SPHR, SHRM-SP

While the demand for emergency department (ED) care remains high, EDs continue to decline in number nationwide. Those that remain are overcrowded and at capacity, often having patients wait hours or even days to be admitted. Although many seek care in the ED for an acute injury or illness, others seek treatment for acute exacerbations of poorly managed chronic illness, such as diabetes, or management of a chronic illness in the absence of an acute problem, such as for blood pressure control and cardiac or asthma medication refills. The ED has become the largest provider of unscheduled primary care visits, seriously stressing the healthcare safety net. Patients in the ED are staying longer for prolonged observation and complex diagnostic workups. There is an increasing number of critically ill patients being treated and cared for in the ED rather than the critical and intensive care unit. Additionally, chronic mental and psychiatric patients often seek treatment in the ED rather than with individual providers. This has resulted in overcrowding in the ED, putting strain on its personnel.

Identify the common chronic physical and mental health conditions for which patients seek care in the ED.

Determine the financial impact of patients seeking chronic care in the ED and measures to mitigate it.

Define how chronic care in the emergency setting differs from that in traditional primary care settings.

Instructor
Rakesh Tripathi MBA, MPH, BSN, RN- CEN

Writer
Kimberly Workman, MA

Three different obstetrical scenarios, complicated by a Category II Fetal Heart Rate pattern, are presented to illustrate the importance of clinical context when formulating management plans. Emphasis, characteristics, and potential etiologies of Category II fetal heart rate tracings are reviewed. Management of the patient with a Category II fetal heart rate pattern is discussed, with special emphasis on the importance of the clinical context and fetal heart rate pattern evolution.

Describe characteristics of Category II FHR tracings.

Identify common etiologies for Category II FHR tracings during labor.

Examine clinical interventions for Category II FHR tracings.

Review the etiology-based management of Category II FHR tracings.

Expert Reviewer
William Cusick, MD, MFM, FACOG
Dr. Patricia Hensley, DNP, MHA, BSN, RNC-OB
Catherine McGovern, MSN, WHNP-BC, CNM, IBCLC, RN

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.

Consistently apply 1997 and 2008 NICHD definitions and terminology when describing intrapartum fetal heart rate patterns.

Identify intrapartum fetal heart rate tracings using the 2008 NICHD 3-tiered system.

Recognize the fetal heart rate characteristics that define a Category III pattern.

Review the diagnostic imprecision and clinical significance of minimal fetal heart rate variability.

Expert Reviewer
William Cusick, MD, MFM, FACOG
Dr. Patricia Hensley, DNP, MHA, BSN, RNC-OB
Catherine McGovern, MSN, WHNP-BC, CNM, IBCLC, RN

The prevalence of gestational diabetes mellitus (GDM) is increasing in the U.S. and worldwide. However, if the condition is well managed, it can result in a healthy pregnancy. Maternal child health professionals must understand the condition, risk factors, and how to treat it.

Identify the pathophysiology of and risk factors for developing gestational diabetes mellitus.

Identify lab tests and values that guide the diagnosis and treatment of gestational diabetes mellitus.

Discuss monitoring and treatment of patients with gestational diabetes mellitus.

Instructor
Lauren Manaker, MS, RD, LD, CLEC

Staff Writer
Kimberly Workman, MA

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.

List common risk factors for OH.

Review medical treatments for uterine atony.

Identify pre-surgical and surgical treatments for uterine atony.

Describe blood component therapy for massive hemorrhage.

Expert Reviewer
William Cusick, MD, MFM, FACOG
Dr. Patricia Hensley, DNP, MHA, BSN, RNC-OB
Susan Hale, DNP, RNC-OB, C-EFM

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.

Recognize how nurses and other healthcare professionals can impact the outcome of criminal investigations. 

Describe how to document information regarding the collection of evidence and forensic findings while providing patient-centered, high-quality healthcare.

 Identify the measures necessary to preserve forensic evidence and maintain the proper chain of custody.

Subject Matter Expert
Trisha Sheridan, DNP, MSN, RN, WHNP-BC, SANE-A, SANE-P

Instructor
Carrie Furberg, BSN, RN, CRN

People have used substances since ancient times. Sometimes substances were used as a medicine to treat an ailment, for recreation, or to support spiritual practices. The desire to find ways to feel or think differently is a normal part of the human experience. However, some people who use drugs develop patterns of compulsive use that are hard for them to control due to how the drug impacts their brain. They can experience harmful, even fatal, consequences. In 2019, the results from the National Survey on Drug Use and Health estimated that 20.4 million people, or 7.4% of the population of the U.S. had a substance use disorder (SAMHSA, 2020a). As behavioral health providers, we have opportunities in our interactions with clients to address thoughts, beliefs, and behaviors around substance use. We can support clients around learning about substances, the impact of substances, work to prevent or identify problematic use and substance use disorders, as well as offer information about treatment or provide treatment to clients.

Identify at least four types of substances used and how they affect the body.

Recognize aspects of problematic use and elements of the diagnosis of a substance use disorder.

Recall at least three evidence-based treatments of substance use disorders

Instructor
Jennifer Niles, MSW, LCSW, LCAS

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.

Identify the key elements of communication.

Subject Matter Expert
Kathleen Koopmann, RN, BSN, PCCN

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).

Recall the importance of medical interpretation services for patients with LEP. 

Identify regulatory, accreditation, and evidence-based standards related to patients with LEP and linguistic services. 

Choose strategies for effectively communicating with patients with LEP, including best practices when using an interpreter.

Subject Matter Expert
Andrea Powell, RN, BSN

Concussions are head injuries that are caused by a traumatic, biomechanical force. The symptoms of concussion are primarily the result of functional disturbances, not structural injuries, and may include headache, dizziness, changes in mood or behavior, and changes in sleep patterns. Despite increased awareness of the injury, concussion remains under-reported and under-diagnosed. Diagnosis of a concussion is based largely on the presence of clinical symptoms as there is no quantitative test for concussion. Neuroimaging is considered to be overused in the acute evaluation of concussions since imaging technologies, such as CT, cannot diagnose concussion. CT can only identify more serious injuries, such as hemorrhages or contusions. In the future, serum biomarkers may be helpful in stratifying patients at increased risk of related injuries or complications from concussion.

Identify signs and symptoms of a concussion in the pediatric patient.

Discuss the evaluation, diagnosis, and management of concussion in the pediatric patient.

List the complications of concussion in the pediatric patient.

Staff Writer
Stephanie M. Smith MS, BSN, RN, CPN

Expert Reviewer
Olive Peart, MS,RT(R)(M)

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.

Indicate treatment options for patients with chronic pain. 

Identify safe strategies to initiate or change opioid analgesics. 

Name patient factors and characteristics that can make prescribing opioids unsafe.

Subject Matter Expert
Sooa Devereaux, MSN, RN

Recognizing, understanding, and addressing patient behaviors, as well as the rationales behind these behaviors, is critical to successfully manage patients and protect practitioners and their practices. This course will review three major areas complicating patient care: Drug diversion, SUD, and pain management considerations in patients with SUD.

The goal of this course is to equip nurses, social workers, counselors, and physicians in both acute and post-acute care with how to prevent, identify, and manage substance abuse among residents and/or patients.

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.

Identify tools to detect and deter drug diversion. Define key terms necessary to understand SUD.

Name common controlled and noncontrolled medications that are abused.

Describe screening and assessment tools helpful in identifying SUD.

Describe the nonpharmacological and pharmacological treatments of SUD.

Define specific types of pain.

Identify options for pain management using the most recent CDC guidelines.

Instructor
Doug Raiff, PharmD, BCPS

Johnny J. Bethea, II, BSPharm

Contrary to popular belief, Lorem Ipsum is not simply random text. It has roots in a piece of classical Latin literature from 45 BC, making it over 2000 years old. Richard McClintock. 

Contrary to popular belief, Lorem Ipsum is not simply random text. It has roots in a piece of classical Latin literature from 45 BC, making it over 2000 years old. Richard McClintock. Contrary to popular belief, Lorem Ipsum is not simply random text. It has roots in a piece of classical Latin literature from 45 BC, making it over 2000 years old. Richard McClintock

Contrary to popular belief, Lorem Ipsum is not simply random text. It has roots in a piece of classical Latin literature from 45 BC, making it over 2000 years old. Richard McClintock. Contrary to popular belief, Lorem Ipsum is not simply random text. It has roots in a piece of classical Latin literature from 45 BC, making it over 2000 years old. Richard McClintock. Contrary to popular belief, Lorem Ipsum is not simply random text. It has roots in a piece of classical Latin literature from 45 BC, making it over 2000 years old. Richard McClintock

Crisis is broadly defined as an exceptional event that is disruptive and beyond a person‘s usual coping skills. The goal of crisis intervention is to return individuals or families to the optimum level of functioning they experienced before the crisis. In addition, a potential for growth exists when people develop new and effective coping skills. Nurses need to understand crises and assessment and intervention strategies because they are often the first medical personnel to spend enough time with patients to recognize the signs of crisis.

Identify types and phases of crises

Describe comorbidities and other limiting factors that affect crisis outcomes

Discuss assessment strategies and intervention techniques for crisis management

Instructor
Connie Vogel, PhD, RN, CNS-BC, CNE

Computed tomography (CT) scans are essential for emergent and urgent diagnosis of brain injuries. CT scans are preferred over other forms of imaging due to their availability, lower comparable costs, and the brief amount of time it takes to perform. According to the American Heart Association/American Stroke Association guidelines, a patient presenting with stroke-like symptoms should have a CT scan or magnetic resonance imaging (MRI) completed within 20 minutes of arriving to the emergency department (ED) (Powers et al., 2019). Understanding the anatomy of the normal, injured, or diseased brain can help improve awareness of common brain injuries that can be diagnosed with a CT scan. The goal of this course is to educate nursing and radiology professionals in the acute care setting on common disorders that affect the brain and the role of the CT scan.

Describe the basic anatomy of the brain and the changes that occur after injury.

List the common types of injuries that can be diagnosed with a head CT scan and the basic medical or surgical management of those injuries.

Recognize the differences between a normal CT scan and a CT scan of an injured brain.

Writer
Amy Bonadies, RN, BSN

Subject Matter Expert
Hayley Johnson, BS, RT(R)(CT)(ARRT)

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.

Define cultural competency.

Describe the role of cultural competency in healthcare.

Writer
Amanda Gayle, Ph.D.

Subject Matter Expert
Juan Armando Rojas Joo, Ph.D.

Health inequities in pain management are prevalent across different healthcare settings. The cultural, ethnic, and social differences influence patients’ and providers’ perceptions and responses to pain. Several studies report higher incidences of pain, disability, and suffering in women and people of color compared to non-Hispanic White people. This course covers influential sociocultural factors grouped into the patient, the provider, and systemic factors. This course helps healthcare professionals become familiar with cultural differences associated with pain perceptions and management. Pain variables such as culture, religion or ethnicity are not part of standardized pain scales. Healthcare workers need to provide culturally competent care to their patients by asking about specific practices, beliefs, and values regarding pain that impacts the patient’s quality of life.

The goal of this course is to provide nurses, physicians, and social workers with an overview of cultural sensitivity in the management of pain.

Identify cultural factors influencing the patient’s perception and expression of pain.

Recall strategies for reducing barriers in pain assessment and promoting management decisions to respond to a patient’s pain in a culturally sensitive manner.

Writer
Monica Caicedo Orellana, MS, RN, OCN, CNE

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.

Explain the importance of integrating cultural competence into individual and organizational practice.

Identify culturally competent strategies and incorporate them into practice.

Apply knowledge of traditional cultural diets into effective patient teaching.

Staff Writer
Stephanie M. Smith MS, BSN, RN, CPN

Expert Reviewer
Julie Stefanski, MEd, RDN, CSSD, LDN, CDCES, FAND

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. 

Recall the relationship of culture, subculture, acculturation, assimilation, ethnocentrism, cultural relativism, and cultural humility to healthcare practice.

Recognize elements of cultural assessment and respectful maternity care that can improve quality of care and meet the unique needs of culturally diverse families.

Writer
Claire Hartman, RN, IBCLC

Culture affects how individuals talk about and recognize their mental health symptoms. It also affects how providers conceptualize and work with individuals with diverse backgrounds. It is important to recognize how culture influences the ways individuals and providers approach mental health. Healthcare providers should be encouraged to use interventions and strategies that assist in delivering culturally competent care.

This course will examine the reasons for healthcare disparities among culturally diverse individuals, how both the cultural backgrounds of patients and their providers can impact patients’ mental health outcomes, and what kinds of actions providers can take to provide more effective care to patients of diverse cultures.

Distinguish between some of the different assumptions and values that mental health providers and individuals hold, which influence their approaches to mental health. Explain why patients of diverse cultures with mental health needs are encountering disparities. Select assessment and intervention strategies that promote culturally competent care.

Subject Matter Expert
Amanda Gayle, Ph.D.

According to the U.S. Census Bureau, minority groups will outnumber what is now considered mainstream culture by the middle of this century. Healthcare professionals need to heighten their awareness about the importance of role, culture, and tradition in preventing and treating women’s unique healthcare problems. When there is a lack of cultural sensitivity in communication, patients are less likely to be content with their healthcare experience, increasing the likelihood of miscommunication and possible cultural disparities. These factors can also cause non-compliance with treatment, worse health outcomes, and a higher incidence of adverse events.

The goal of this course is to equip healthcare professionals with knowledge of the impact of culture on women’s health beliefs and practices and their responses to current approaches to care.

Recall different cultural practices that impact women in various stages of life. Identify two cultural practices that interfere with women’s health. Recognize ways to provide culturally competent care to women.

Subject Matter Expert
Andrea Powell, RN, BSN

The goal of this course is to provide education to entry-level professional counselors, marriage and family therapists, alcohol and drug counselors, psychologists, nurses, and social workers working in the health and human services field about types, prevalence, causes, and consequences of medical and treatment errors in the behavioral health setting, as well as how to address them and reduce risk of future errors.

Discuss types and prevalence of medical and treatment errors in behavioral health.

Describe causes and consequences of medical and treatment errors.

Identify strategies to address an error and reduce the risk of future errors.

Staff Writer
Jennifer Niles, MSW, LCSW, LCAS

Instructor
Cecelia Garritt, RN, BAS, BSN, MPH

Increasing awareness of cultural diversification has challenged traditional institutions and practices. This includes the delivery of treatment services. Outcome studies have consistently demonstrated the need for change in the way that healthcare and other services operate. Awareness of and sensitivity to cultural issues are critical to establishing a positive relationship with the people you are serving and ensuring beneficial treatment outcomes. 

Identify three primary reasons why a commitment to diversity, equity, and inclusion is critical for providing quality care and improving outcomes for individuals with behavioral health needs.

Summarize ways you can identify and mitigate the impact of bias in your professional interactions.

Indicate at least three approaches you can use to demonstrate cultural humility and a commitment to diversity, equity, and inclusion.

Subject Matter Expert
Kayte Thomas, PhD, LCSW, CCTP, CIMHP

Writer
Lauren Quick-Graham, MSW, LCSW, LCAS, CSI

Depression and suicide are among the top public health concerns facing older adult populations. Older adults encounter changes physically, cognitively, and psychosocially that often contribute to the onset of depression. Further, older adult populations have among the highest incident rates of suicide than any other age group, which makes appropriate diagnosis and treatment of depression in this population even more critical. This course will provide an overview of some physical, cognitive, and psychosocial factors that could be contributing to depression in an older adult, as well as important information on recognizing risk factors and warning signs of depression in this population. Additionally, information related to evidence-based treatment strategies for older adult populations will be discussed along with the importance of monitoring treatment adherence.

Recall common indicators of depression, as well as risk factors and warning signs for suicide in older adult populations.

Indicate strategies to use to assess depressive symptoms and risk of suicide among older adults.

Describe evidence-based interventions for adults with depressive symptoms or those at heightened risk for suicide.

Instructor
Jacob Helton, Psy.D.

The U.S. Equal Employment Opportunity Commission (EEOC) is responsible for enforcing federal laws that make it illegal to discriminate against a job applicant or an employee because of the person's race, color, religion, sex, national origin, age, disability, or genetic information. The federal laws are very specific about the ways in which you, as an employer, are expected to select, promote, and accommodate your employees. You can be held liable for discrimination whether or not you intentionally discriminated against your employee, so it is imperative that you understand the federal laws prohibiting discrimination.

Identify at least five employment practices that may constitute discrimination. Identify at least three examples of “reasonable accommodation” of employees and “undue hardship” to an organization.

Subject Matter Expert
Linda M. Wantuch, MSM, SPHR, SHRM-CP

End-of-life issues are difficult to face. The decisions to be made are challenging for everyone involved including the dying person, their loved ones, and the healthcare team. Individuals will have their own unique needs and concerns and will cope in their own way. But this can also be an opportunity for personal growth. These events will often provide people with the opportunity to self-reflect and gain insight into what is most valuable to them.

Identify the goals of end-of-life care.

Discuss the ethical issues surrounding end-of-life decisions.

Explain best practices for supporting individuals' end-of-life decisions.

Subject Matter Expert
Elizabeth Vaccaro, BSN RN, MSCN

Ensuring that a healthcare system is culturally competent can reduce health disparities. Healthcare employees who have effective interpersonal and working relationships are essential to successful healthcare outcomes. Healthcare staff provide care to individuals from many backgrounds, so it is essential that they get proper Diversity, Equity, and Inclusion (DEI) training. DEI training should be integrated into the standard hiring and onboarding process for the entire healthcare workforce. The goal of this course is to provide healthcare employees with training about Diversity, Equity, and Inclusion (DEI).

Define cultural competence, implicit bias, and indirect discrimination.

Describe at least two assumptions and myths related to stereotypes.

Explain best practices when working with people from different races, cultures, values, and sexual orientations.

List at least three barriers to providing quality healthcare.

Identify at least two ways to make the healthcare environment welcoming for all people. 

Instructor
Juan Armando Rojas Joo, Ph.D.

Staff Writer
Kimberly Workman, MA

In healthcare there is a saying that if it was not documented, it did not happen. While this saying is typically used by healthcare providers and nursing staff, it is also true for managers and human resource professionals. Your goal for documentation is to officially record agreements with employees, actions taken, goals set, and employee issues. Documentation not only helps protect your organization, it also helps make important staff decisions. When you understand your documentation responsibility and when documentation is necessary and helpful, you will be in a better position to lead your staff. Good documentation promotes clarity and understanding. This course discusses when and what people managers should document. It also discusses documentation best practices.

Describe the manager’s role and responsibility in documentation.

Indicate at least three personnel matters that require manager documentation.

Subject Matter Expert
Annette Brownlee BSN, RN

As a professional nurse, you are expected to be familiar with many aspects of care. You are not exempt from malpractice or negligence claims because you were following orders. You are responsible for assessing, planning, implementing, and evaluating appropriate nursing care. What you document can and does reflect the care provided and the outcomes of that care. Documentation that is factual, complete, timely, and detailed is required. In this course, you will learn about concepts and rules regarding documentation in the medical record. Legal aspects to be aware of while practicing will also be discussed. The goal of this course is to educate nursing professionals in post-acute care settings about the legal implications of documentation.

Discuss malpractice, negligence, and compensatory and punitive damages as they relate to healthcare. Explain four intentional torts that a healthcare professional may be held liable for. Describe four documentation techniques to use to avoid legal issues.

Subject Matter Expert
Tameka N. Warren, MSN, RN, CLC

Nurses encounter victims of domestic violence or intimate partner violence regardless of where they work. Those who practice in offices, hospitals, clinics, homes, or facilities must be aware that living with domestic violence may be part of a person’s daily life. Even though education for healthcare professionals and routine screening in EDs is mandated, many abused people do not receive needed support. Nurses are able to recognize and help victims, yet do not necessarily receive education about domestic violence. This updated CE module provides information nurses need to increase their understanding of and provide support to people experiencing domestic and intimate partner violence.

Disclaimer: Images in this course depict violence that has been inflicted on children and adults. They may be disturbing to some learners.

List steps ensuring the safety of abused women who decide to leave an abusive environment Identify the role of intimate partner advocacy in helping victims or survivors to understand that physical, sexual, or emotional abuse is not their fault but an issue of power and control. Relate direct and indirect questions that broach the subject of violence and abuse with patients, partners, and family members to screen for abuse. Identify risk factors, signs, and symptoms associated with abuse and neglect across the lifespan.

Staff Writer
Cathryn Ayers, RN

Economic stability is defined as a domain of social determinants of health in the Healthy People 2030 campaign. In this course, you will learn how economic stability relates to an individual’s ability to access resources, such as food, adequate housing, and healthcare. Income and health are strongly, positively correlated (Khullar & Chockshi, 2018). Each of the components of economic stability, which include poverty, employment, food security, and housing stability, are linked to individual health outcomes.

Describe the four components of economic stability.

Explain how economic stability affects health and health outcomes.

Describe strategies for helping patients overcome barriers to economic stability and how they positively impact health outcomes.

Instructor
Stephanie M. Smith MS, BSN, RN, CPN

This nursing leadership module educates nurses about trends in the healthcare industry, discusses skills nurses can learn to influence change, and challenges every nurse to become a strong leader and a supportive team member.

Define change strategies and how resistance to change can be anticipated and managed.

Identify leadership skills that will help nurses positively influence change in healthcare organizations.

Recall characteristics of effective leaders and supportive followers.

Instructor
Elizabeth Kellerman, MSN, RN

In an emergency department, information often flows amongst providers and patients quickly because of urgent, sometimes life-threatening, situations. Due to the volume of information being shared, as well as the need for it to be shared quickly and accurately, emergency department providers must be especially careful to safeguard patient information.

The goal of this course is to update nursing professionals in the acute care setting with basic information about the Health Insurance Portability and Accountability Act (HIPAA) and 42 CFR Part 2.

Identify information sharing standards under HIPAA and 42 CFR Part 2.

Define the concept of consent, when you must obtain it to share or receive information, and the types of information that may not be available to you.

Instructor
Amanda C Richards, MA, LPCC, LADC, MAC

Abdominal pain is the single most common ED complaint (up to 10% of visits) and is in the top four for emergency medicine litigation. Emergency providers must be proficient in diagnosing abdominal pain to provide excellent care to patients and reduce their risk of being named in litigation. This course will address abdominal pain diagnosis and treatment in the ED for the elderly, adults, children, and young women (of childbearing potential).

State the evaluation of abdominal pain in the elderly.

Recognize the approach to abdominal pain in the post-bariatric surgery patient.

Discuss the presentation of testicular torsion.

Describe the scoring systems for appendicitis in adults and children.

Assess the non-abdominal causes of abdominal pain.

Presenter

Stephen Colucciello, MD, FACEP

Planner/Reviewer

Edward Boudreau, DO, FACEP

The management of the female who presents to the emergency department (ED) in active labor is stressful and overwhelming. Ideally, the ED has a plan in place, based on hospital resources, for the imminent delivery of a newborn. Decisions regarding delivery in the ED or transferring the patient to labor and delivery are based on a variety of factors. Knowledge of the possible complications of delivery will provide anticipatory guidance to improve maternal and fetal outcomes.

Know the clinical presentation and physical exam findings associated with pregnancy.

Recognize the common complications associated with pregnancy. Plan the steps to prepare the process of delivery of a newborn.

Recognize common complications of delivery of a newborn.

Subject Matter Expert
Ann Dietrich, MD, FAAP, FACEP

Caregiving demands a tremendous amount of compassion and empathy. While this can be incredibly rewarding, it can cause some adverse side effects. The goal of this course is to provide all staff with an overview of caregiving side effects.

Recognize the signs and symptoms of caregiver stress.

Apply practical methods to address the symptoms of caregiver stress.

Subject Matter Expert
Jennifer W. Burks, M.S.N., R.N.

You have probably heard about an “IQ” score that measures intelligence, but have you ever heard of “emotional intelligence” or EQ? Emotional intelligence is your ability to understand, express, and manage your emotions, as well as your insight into what the people around you are feeling. EQ can add to your quality of life and contribute to career success. In this course, you’ll learn about developing emotional awareness, which is the foundation of emotional intelligence.

Describe emotional intelligence.

Explain how to recognize your feelings and the feelings of others.

Subject Matter Expert
Jennifer W. Burks, M.S.N., R.N.

Emotional intelligence (EQ) is the ability to understand, express, and regulate your own emotions. It also refers to your awareness of what the people around you are feeling. One of the hallmark skills of EQ is the ability keep your emotional brain and your thinking brain working together, even in intense or stressful situations. Why is this important? What can it do for you?

The goal of this course is to teach all staff strategies to manage emotions.

Choose between responding intentionally to a conflict and reacting on the basis of emotions. Apply practices to strengthen your emotional intelligence, or EQ.

Stress is part of everyone’s life. That’s not necessarily a bad thing. A certain level of stress is healthy because it motivates you to be productive. However, too much stress can do the opposite, leaving you feeling drained and irritable. You can’t escape stress, but you can learn to respond to it differently.

The goal of this course is to teach employees how to identify triggers and develop a personal stress management plan.

Identify at least three common causes of stress in the workplace.

Describe at least two techniques to manage and decrease your own stress.

Subject Matter Expert
Jennifer W. Burks, M.S.N., R.N.

The Emergency Medical Treatment and Active Labor Act (EMTALA) was enacted to prevent patient dumping by hospitals seeking to avoid unrecoverable costs of care for patients without insurance or the ability to pay for medical services. Language within the statute has led to inconsistencies in how it has been interpreted. Patient dumping and inappropriate medical screening examinations (MSEs) are the most common reasons for EMTALA violations (Ladd & Gupta, 2021). This course will describe how key terms are currently interpreted and how they apply to hospitals with a dedicated emergency department (ED). In addition, learners will have an opportunity to review cases where EMTALA violations were alleged and judgments applied by the courts. 

Define key terms and requirements associated with EMTALA.

Describe how EMTALA applies to certain situations.

Staff Writer
Rebecca Smallwood, MBA, RN

Instructor
Cathryn Ayers, RN

Listening skills are an often-undeveloped component of effective communication. Leaders and managers with strong listening skills build more productive and engaged teams and increase their own effectiveness. In this course, you will learn the consequences of not listening effectively and how adapting the techniques of active listening will benefit you. You will develop a greater understanding of why and how managers and leaders must listen actively, not passively, to build stronger teams and increase their impact. You will learn the importance of establishing common ground and practicing empathy as you apply the techniques for becoming a better listener.

Recognize that listening is a critical communication skill, and understand its value to your managerial and leadership effectiveness.

Discover the different listening styles that can either help or hinder your ability to lead and influence others.

Learn and apply best-practice techniques for improving your active listening skills.

Expert Reviewer
David A. Winter, MBA, SPHR, SHRM-SP

This course, which was designed to comply with HIPAA law, will help you protect the privacy of the people you provide care for. Allowing unauthorized individuals to see a person’s personal health information can have severe consequences for you and your organization, even if it happens by accident.

The goal of this course is to provide post-acute care staff with basic information about the principles of confidentiality, privacy, and security.

Explain why HIPAA exists.

Identify at least three things in the medical record that can be used to identify an individual.

Describe at least three best practices to prevent HIPAA violations.

Expert Reviewer
Ron Orth RN, CHC, CMAC

This course will offer a blend of ethical and legal information, clinical vignettes, and strategies that can later be applied in therapeutic settings. The content of this course includes information about informed consent, confidentiality, privacy, boundaries, mandatory reporting, and rules for sharing information. The course assumes the learner has a basic understanding of telehealth technologies and formats. To learn more, you can search the Relias library for additional courses related to telehealth.

The goal of this course is to provide addictions professionals, behavioral health counselors, marriage and family therapists, psychologists, social workers, and nurses in health and human services settings with strategies and information for competent and ethical telehealth practice.

Name the key sources of information that inform ethical and legal telehealth service delivery.

Identify at least two competencies required for delivering telehealth services.

List specific steps for ensuring confidentiality, informed consent, appropriate boundaries, mandated reporting, and sharing of information within telehealth service delivery.

Describe common ethical missteps and legal problems that arise with telehealth service delivery and how providers can avoid these issues.

Instructor
Stephanie L. Furness-Kraft, LCSW, CCTP

Establishing an effective corporate compliance program helps healthcare organizations prevent, detect, and correct unlawful and unethical behavior. This course discusses the laws and behaviors related to ethics. It also discusses your responsibilities in preventing and identifying unlawful and unethical behavior. The goal of this course is to familiarize general staff in healthcare settings with the most common types of fraudulent and improper conduct.

Identify common high-risk areas for fraudulent conduct.

Recall at least three types of fraudulent or other improper conduct.

Staff Writer
Annette Brownlee BSN, RN

Hospitals are standardizing care based on the best evidence to reduce inconsistencies, improve high-quality and safe patient care, and minimize costs. Nurses and leaders alike are responsible for accelerating efforts to ensure the adoption of evidence-based practice exists and is embedded into all aspects of patient care. This course presents various evidence-based practice (EBP) models and frameworks that aid nurses in translating the best evidence into practice. Adopting an EBP model creates a standardized approach to inquiry and guides the implementation of best practices.

Identify the seven steps of the EBP Process.

Determine a PICO-T question from a clinical practice question.

Name three steps for leading the implementation of EBP. Explain three models, frameworks, and theories used to implement EBP.

Instructor
Jill Whade, MSN, RN, CPN

Staff Writer
Sooa Devereaux, MSN, RN

Despite great strides in the reduction of medical errors, mistakes that result in patient harm remain too frequent in American healthcare institutions. In recent years, healthcare systems and institutions have sought to emulate the model of the high reliability organization or HRO. HROs are known for their safe operation and limited degree of failure despite engaging in potentially hazardous and highly complex activities. Researchers have identified several distinctive qualities specific to HROs that may be applied to healthcare contexts, with some caveats. Due to their unique and ubiquitous role within healthcare institutions, nurses have the potential to make significant contributions to this process.

The goal of this course is to equip nurses with knowledge of the characteristics and principles of high reliability organizations and the role of nurses in supporting high reliability.

Describe the characteristics and principles of high reliability organizations.

Describe the role and responsibilities of nursing in supporting high reliability organizations.

Instructor
Carrie Furberg, BSN, RN, CRN

Intrapartum fetal heart rate monitoring is an integral part of modern day obstetrics and when properly interpreted, may provide valuable insight into the fetal metabolic state. During labor, the physiologic stress posed by regular uterine contractions and maternal expulsive efforts may adversely impact the fetal acid-base status, leading to changes in the fetal heart rate pattern.

This module aims to review and apply essential FHR content in several clinical scenarios to highlight an important Clinical Pearl: Management of the laboring patient requires that the FHR pattern trends are interpreted in context with the clinical scenario and progress of labor.

Consistently apply 1997 and 2008 NICHD definitions when describing intrapartum fetal heart rate patterns.

Identify the importance of FHR variability evolution when assessing the FHR pattern.

Review the importance of FHR tracing trend assessment when managing the abnormal intrapartum FHR tracing.

Recognize the importance of clinical scenario, FHR pattern evolution, and stage of labor when managing the Category II tracing in labor.

The Family and Medical Leave Act (FMLA) is a federal law that mandates unpaid leave, job protection, and other benefits for eligible employees who face specific family or medical challenges. As an employer or supervisor, you need to know what obligations the FMLA imposes on your organization when an employee requests leave from their job. This course introduces you to key provisions of the FMLA such as which employees have rights under the FMLA and the circumstances under which they are eligible to take protected leave. 

The goal of this course is to educate administrators and human resource (HR) professionals in all healthcare settings about the Family Medical Leave Act. 

Discuss the FMLA mandates regarding employee leave and reinstatement.

Determine whether the FMLA applies to employees at your organization.

Identify at least two FMLA-qualifying events.

Subject Matter Expert
Linda M. Wantuch, MSM, SPHR, SHRM-CP

Reviewer
Edward Bartels, RN, BSN, MICN

Healthcare in the U.S. is fragmented and exorbitantly expensive. Many patients find themselves developing one or more chronic diseases but have little knowledge of how to navigate the healthcare system to receive appropriate care. Many times, these same patients have no insurance or are underinsured, making them less likely to have access to the resources needed.Care coordination is a deliberate process shown to decrease healthcare costs while improving the health of the patient. This course will provide additional information on the process of care coordination including the various components of care coordination, ideas on how to initiate a care coordination process, and practical applications for current practice.

Recall the meaning of care coordination and the primary types of activities that it encompasses. Indicate at least three ways that effective care coordination benefits your clients. Identify strategies you can use to enhance care coordination to maximize the benefits of services for your clients.

Instructor
Jacob Helton, Psy.D.

A common complication of pregnancy is gestational diabetes mellitus (GDM). GDM is a type of diabetes that develops in pregnant people who normally do not have diabetes. Proper diet, exercise, and pharmacological interventions can help your patient have a healthy pregnancy and newborn.

The goal of this course is to educate the healthcare team on current screening recommendations, diagnostic criteria, blood glucose goals, and treatment interventions for GDM.

Recognize risk factors for gestational diabetes mellitus. 

Define at least one fetal and one maternal complication resulting from gestational diabetes mellitus. 

Recall three interventions to achieve target blood glucose goals and improve outcomes for women with gestational diabetes mellitus.

Writer
Monica Caicedo Orellana, MS, RN, OCN

This course is about harassment in the workplace, including sexual harassment and other types of workplace harassment. It looks at the basic skills needed to deal with situations involving harassment. This course will provide information that will help produce a healthy work environment that is free of harassment. It will also help you understand your role if you encounter harassment in the workplace. The content in this course is applicable to all employees.

Define workplace harassment. Identify examples of harassment situations and problems.

Recognize examples of retaliation.

Describe how to effectively respond to harassment incidents in the workplace.

Summarize workplace behaviors that help maintain a harassment-free workplace.

Instructor
David A. Winter, MBA, SPHR, SHRM-SP

Improving hospital processes surrounding discharge and transitions of care can reduce adverse events and readmissions. Process improvements may also lead to better patient adherence to the treatment plan and their overall experience with care. The Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey is a national standardized survey required for hospitals participating in Centers for Medicare & Medicaid Services (CMS) programs. Survey results are linked to hospital reimbursement from CMS. This course provides updated information for clinicians about care coordination and transitions of care in relation to HCAHPS.

Determine the impacts of Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) and Hospital Value-Based Purchasing (HVBP) programs on healthcare organizations.

Categorize transitions of care, care coordination, and discharge planning.

Select strategies to improve interprofessional teamwork.

Instructor
Stephanie M. Smith MS, BSN, RN, CPN

Expert Reviewer
Deborah Zastocki, DNP, EdM, MA, RN, NEA-BC, FACHE(r)

Hospitals and providers currently receive reimbursement by meeting criteria established by the Centers for Medicare & Medicaid Services (CMS). Quality measures and length of stay data are measures that affect hospital reimbursement. Yet the patient’s experience of care also remains a key factor in hospital reimbursement models. CMS uses the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey to measure the patient’s experience, and nursing care is one part of the survey. Hospitals that perform well on the HCAHPS ratings are more likely to receive better reimbursement and bonuses. Nurses impact hospital ratings and reimbursement by providing the patient with a positive care experience.

Describe the impact of patients’ perception of their care experience on hospital reimbursement.

Discuss HCAHPS survey questions about staff responsiveness and strategies for improving survey ratings for these items.

Discuss the HCAHPS survey questions about medications and strategies for improving survey ratings for these items.

Instructor
Deborah Zastocki, DNP, EdM, MA, RN, NEA-BC, FACHE®

Staff Writer
Carrie Furberg, BSN, RN, CRN

This course discusses the factors that contribute to health disparities as they relate to emergency care as well as strategies to reduce disparities and improve public health.

None

Instructor
Ava Pierce, MD
Marquita Norman, MBA, MD
Juan Rendon, MD
Danielle Rucker, MD
Larissa Velez, MD

The federal Health Insurance Portability and Accountability Act (HIPAA) was implemented in 1996 and has evolved significantly. While HIPAA regulations have many varying components, the part of HIPAA most relevant to healthcare professionals, however, centers around the protection of an individual’s healthcare information. Because you play a key role in the production of healthcare information, you play a key role in its protection.

The goal of this course is to provide licensed professionals with an understanding of HIPAA, privacy, and security.

Describe the intent of HIPAA. Apply professional practices that protect privacy. Recognize practices that protect the security of electronic protected health information.

Subject Matter Expert
Jennifer W. Burks, M.S.N., R.N.

The Health Insurance Portability and Accountability Act, commonly called HIPAA, protects the confidentiality and security of healthcare information. HIPAA creates and protects individual privacy rights for protected health information and governs the use and disclosure of that information.

The goal of this course is to provide all staff with an overview of the principles of HIPAA.

The content of this course is sourced from 45 CFR Parts 160,162, and 164 (2020) or HIPAA-related resources from the Health and Human Services (HHS) unless otherwise noted.

Define the purpose of HIPAA.

Recognize when a HIPAA violation has occurred.

Identify three steps you can take to avoid a HIPAA violation.

Expert Reviewer
Jennifer W. Burks, M.S.N., R.N.

Social media and other forms of electronic communication allow people to instantly share pictures and messages with anyone, anywhere. But as the opportunities to share information online have increased, so have the challenges for keeping information private.

The Health Insurance Portability and Accountability Act, known as HIPAA, was designed to protect individuals’ rights and their personal healthcare information. HIPAA applies to both the storage and transfer of electronic protected health information, so these electronic communications must be handled carefully.

Describe at least three ways to avoid HIPAA violations when using electronic communication.

Subject Matter Expert
Jennifer W. Burks, M.S.N., R.N.

All healthcare organizations must follow a specific HIPAA rule, known as the Privacy Rule. This rule limits the use and disclosure of protected health information, known as PHI. The Privacy Rule also grants people the right to view and correct their medical records, receive copies, or request that copies are sent. The goal of this course is to provide all staff with knowledge of the HIPAA Privacy Rule.

Recognize common violations of the HIPAA Privacy Rule.

Identify ways to prevent violations of the HIPAA Privacy Rule.

Instructor
Susan Heinzerling, BSN, RN, CHPN

The use of technology has bloomed in the healthcare industry. While technology’s use has improved the delivery and continuity of care, it increases the chance that an unauthorized person will be able to access individuals’ protected health information, or PHI. Therefore, to protect electronic PHI, your organization is required to follow a specific HIPAA rule, known as the Security Rule.

The goal of this course is to describe the Security Rule and ways you can prevent breaches.

Describe the HIPAA Security Rule.

Identify at least three ways to prevent breaches of the HIPAA Security Rule.

Expert Reviewer
Jennifer W. Burks, M.S.N., R.N.

Human trafficking is a significant issue in the U.S. and worldwide. Human trafficking victims are often concealed by their traffickers; however, studies show that many victims interact with healthcare professionals while they are being victimized. This places healthcare professionals in a unique position to recognize the signs and risk factors of human trafficking and take steps if they suspect a person may be a victim of human trafficking.

Identify the two major types of human trafficking. Recall how force, coercion, and fraud relate to human trafficking.

Recognize federal laws regarding human trafficking.

Select at least three barriers to identifying human trafficking.

Identify at least three signs that someone may be a trafficking victim.

Prioritize steps to take if you suspect a person is being trafficked.

Expert Reviewer
Catie Hart

Uncontrolled hypertension can cause multiple complications ranging from a myocardial infarction (MI) to stroke. Diagnosing and managing this chronic condition involves a team approach to improve a patient's outcome. There continues to be a global and national push to manage hypertension. There are various evidence-based approaches and strategies when treating patients who have or are at risk for developing hypertension. This course aims to educate nurses, registered dietitian nutritionists, pharmacists, physical therapists, physicians, and radiologic technologists about current guidelines and drug therapy for the management of hypertension.

Recall blood pressure goals for various stages of hypertension.

Recall lifestyle modification strategies in managing patients with hypertension.

Discuss major concerns related to the four classes of antihypertensive drugs.

Staff Writer
Johnny J. Bethea, II, BSPharm
Zeliha Ozen, MSN, RN, CCRN, CNL
Meredith Moyers MS, RD, LDN

Intimate partner violence (IPV) affects thousands of people each year. It affects people from all social and economic backgrounds, ages, sex, genders, sexual orientations, race, and ethnicities. Those who experience IPV often suffer adverse social and health outcomes that make early recognition, identification, and response a priority for professionals working in healthcare and health and human services.

Identify five types of IPV and five dynamics of survivor and perpetrator relationships.

Recall at least four types of risk factors and protective factors of IPV.

Identify best practices and key considerations for the assessment and treatment of IPV.

Subject Matter Expert
Pamela Green, LCSW RPT

You will learn about the three different presentations of ADHD along with key behaviors of each. In addition to specific diagnostic criteria of ADHD, you will learn how to identify typical symptoms, particularly how symptoms manifest differently in individuals of different ages.

This course also discusses some of the possible causes of ADHD as well as current treatment options for children, teenagers, and young adults, including both pharmacological and non-pharmacological interventions. A series of experiential lessons and interactive exercises will help you practice and apply what you have learned.

Describe the symptoms of the three different presentations of ADHD and how they may manifest differently in children, teenagers, and young adults.

Identify the current theories on the etiology of ADHD.

Discuss some of the conditions that may hinder accurate diagnosis of ADHD, as well as the other disorders that commonly co-occur with ADHD.

Explain the different treatment options for ADHD, including medications and therapeutic interventions.

Instructor
Pamela Green, LCSW RPT

Borderline personality disorder (BPD) is an increasingly common diagnosis. Unfortunately, BPD continues to be misunderstood, stigmatized, and ineffectively treated. Part of the reason for this is the behaviors associated with the disorder fit into many diagnostic categories, making it sometimes difficult to distinguish BPD from other disorders. This course was created to give you the tools you need to accurately identify individuals with BPD and provide you with information about the treatment options available. You will learn about how BPD develops, 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.
 
The goal of this course is to provide addictions, behavioral health counseling, marriage and family therapy, nursing, psychology, and social work professionals with information about theory, treatment, and common challenges when working with an individual that has BPD.
 
DSM™ and DSM-5-TR™ are registered trademarks of the American Psychiatric Association. The American Psychiatric Association is not affiliated with nor endorses this course.

Indicate the primary symptoms of BPD, its general course and prognosis, and the risk factors associated with it. Identify at least 3 evidence-based approaches to treating clients with BPD. Describe common challenges that arise when treating individuals with BPD and ways to address these or reduce their potential impact.

Subject Matter Expert
Lauren Quick-Graham, MSW, LCSW, LCAS, CSI

The goal of this course is to provide addictions, behavioral health counseling, marriage and family therapy, nursing, psychology, and social work professionals in health and human service settings with information about how substance use disorders can impact family systems and approaches to help the family system. 

Identify how family dynamics impact the development of a substance use disorder.

Recognize how substance use impacts the family members of individuals with substance use disorders.

Indicate evidence-based interventions that you can use to successfully address the relationship between the dynamics of family systems and substance use.

Instructor
Bryn Davis, LPC, MAC

Expert Reviewer
Lauren Quick-Graham, MSW, LCSW, LCAS, CSI

While most health centers have some quality improvement (QI) functions established, many have not implemented a comprehensive, organization-wide QI program. Improving patient care and outcomes is the primary goal of QI programs. There are also financial benefits to providing quality care, especially as our healthcare system, including the Centers for Medicare and Medicaid Services (CMS), moves towards a “pay for performance” model (NEJM Catalyst, 2018b). This course will explain a comprehensive approach to implementing QI systems. You will learn about the essential elements of a QI program, including principles, program infrastructure, and process components. You will also learn how you can put the Model for Improvement QI methodology into action. Finally, you will learn how to identify quality-related problems using proactive and reactive strategies.

Recall the key components of a successful quality improvement program. Describe models and national initiatives for quality improvement and how they can benefit individuals receiving care from your organization. Indicate at least three specific actions you can implement in your setting to improve the quality of care provided.

Editor
Jacob Helton, Psy.D.

Subject Matter Expert
Alison Shely

Recent movement toward diversity, equity, and inclusion (DEI) is encouraging for historically overlooked individuals. It brings a variety of frequently ignored perspectives and experiences, but it has also uncovered the depth of implicit biases.

Biases are among the most significant factors for healthcare. This course presents the impact of implicit biases and other forms of discrimination on the provision of healthcare, as well as best practices to reduce implicit bias.

The goal of this course is to provide healthcare employees with training about implicit bias in healthcare.

Define implicit bias.

Describe the impact of historical discrimination on the provision of healthcare.

Identify methods of evaluating the presence and extent of implicit bias.

Describe measures that can be taken to reduce implicit bias.

Subject Matter Expert
Juan Armando Rojas Joo, Ph.D.

Military cultural competence is essential to effectively engage, understand, and support active duty service members, reservists, and veterans in behavioral health treatment. Those in the military represent a specific cultural group. This course will provide you with an introduction to military culture. You will learn about the overall structure of the military, the core values of the primary branches, and the unique experiences of specific sub-populations within the military. This information will help you more effectively engage with, understand, respect, and support the military service members who seek your services.

The goal of this course is to provide addiction, behavioral health counseling, case management/care management, marriage and family therapy, nursing, psychologist, and social worker professionals in health and human services settings with information about military culture in general, the effects of military culture on sub-populations, and how behavioral health concerns affect military service members and veterans.

Describe key aspects of military culture, the sub-populations within military culture, and the unique needs and experiences of those groups.

Describe the overall structure of the military and its primary branches.

Recall two perceived consequences by service members and veterans of receiving a behavioral health disorder diagnosis.

Subject Matter Expert
Scottie Smith, Psy.D.

Reviewer
Kimberly Workman, MA

While much of the responsibility for nurse retention has been placed on the administration hierarchy, nurses themselves must take an active role in understanding why colleagues choose to remain in their jobs. Nurses play a vital role in developing and implementing strategies that create an engaging and rewarding work culture. Improving nurse retention also directly improves patient outcomes.

Discuss the benefits of retention on the quality of patient care and the reasons nurses leave an organization.

Recall strategies for retaining nurses in the workplace.

Subject Matter Expert
Andrea Powell, RN, BSN

Throughout this course, you will gain knowledge about common challenges encountered during telehealth appointments and learn ways to overcome those challenges. You also will learn about effective techniques to communicate, interact, build rapport, and engage with your clients via telehealth. The course will also explore how to improve clinical effectiveness and client outcomes through the use of telehealth within integrated care. Information and vignettes will be blended to offer practical strategies that you can apply in your own setting to use telehealth for adults with behavioral health issues.

Identify common challenges encountered during telehealth appointments and ways to overcome them.

Select effective communication and presentation techniques for providers to build rapport and engage with clients via telehealth.

List at least three ways using telehealth within an integrated care model can improve the efficiencies and client outcomes in behavioral healthcare.

Instructor
Bryn Davis, LPC, MAC

Healthcare-associated infections are a serious issue. On any given day, approximately 1 in 31 hospitalized patients has a healthcare-associated infection, and over 75,000 of these infections result in death (CDC, 2018). Astounding, isn’t it? And these numbers don’t account for infections acquired in other healthcare settings. Preventing the transmission of infections from one person to another is critical.

The goal of this course is to provide staff in all healthcare settings with the basics of infection control.

Sequence the six components in the chain of infection.

Differentiate between each of the four methods of transmission.

Apply standard and transmission-based precautions.

Expert Reviewer
Ron Orth RN, CHC, CMAC

The goal of the course is to discuss how innovations can be recognized, developed, adopted, and disseminated amongst staff, as well as review areas where innovations are likely to change the provision of care. We will also explore the patient’s role in innovation, and how patient and family-centered care will drive ongoing changes.

Review the process of innovation development and dissemination. 

Summarize innovations that are modifying the current healthcare environment. 

Discuss the nurse, patient, and family roles in the future of care delivery.

Instructor
Nicole Strickland, BA, BSN, RN, CPAN

You will learn about the costs, benefits, and goals of integrated care systems. As there are numerous challenges to integrating care, you will become aware of some of these key challenges, and familiar with particular characteristics of well-functioning integrated care systems. Finally, you will learn a variety of ways that behavioral healthcare professionals, including you, can function effectively in an integrated care environment.

Recall the different levels of integrated care and types of integrated care settings.

Indicate at least three tools or interventions you can use to facilitate an integrated approach to care delivery.

Instructor
Jacob Helton, Psy.D.

Healthcare professionals often feel unprepared to ask about abuse or to counsel a pregnant woman who is being abused, although they are in a unique position to assess for IPV and to support women who experience it. As such, it is necessary for clinicians to skillfully screen for IPV and offer effective interventions when appropriate.

Recognize three barriers to and three recommendations for assessing IPV.

Recall four questions that are used to assess for IPV.

Identify three intervention strategies for women experiencing IPV.

Writer
Claire Hartman, RN, IBCLC

This program presents basic concepts in fetal heart monitoring for bedside perinatal care providers. It is divided into five sections, each of which discusses a separate topic and reinforces key elements of fetal assessment and oxygenation:

Maternal and fetal physiology
Uterine activity and fetal assessments
The instrumentation used in fetal monitoring
Monitoring  and tracing characteristics and selection of clinical interventions
Risk management strategies

Knowledge checks and section Questions and Answers highlight key learning points. Practice exercises and case studies are designed to reinforce the importance of clinicians’ assessments and decisions and their effect on patient care.

AWHONN is the provider of the continuing education activity and Relias is the joint provider.

Delineate the physiological and anatomical aspects of maternal-fetal circulation. 

Describe the characteristics of fetal heart rate (FHR) and uterine activity provided by auscultation and palpation. 

Define the characteristics of FHR and uterine activity obtained via electronic fetal monitoring. 

Interpret electronic FHR and uterine patterns. 

Articulate risk management strategies related to fetal monitoring.

Subject Matter Expert
Jean Salera-Vieira, DNP, APRN-CNS, RNC
Susan Hale, DNP, RNC-OB, C-EFM

Writer
LaShea Haynes, M.Ed, MSN, AGCNS-BC, APRN, RNC, C-EFM
Katrina Johnson, MSN/Ed, RN

Motivational Interviewing (MI) is a way of communicating that draws out people’s own thoughts and beliefs in order to help them resolve ambivalence about change. In addition to examining the underlying spirit of MI, you will learn specific skills and techniques that will support the MI processes of engaging, focusing, evoking, and planning with clients as they discover their own reasons for change. The goal of this course is to provide addictions, behavioral health counseling, marriage and family therapy, nursing, psychology, and social work professionals in health and human service settings with the skills to define and demonstrate the core concepts of Motivational Interviewing.

Identify how the foundational principles and the four processes of Motivational Interviewing help clients consider their own reasons for change.

Recall at least three specific Motivational Interviewing skills you can use to help clients resolve ambivalence in favor of change.

Indicate how Motivational Interviewing is used in different practice settings.

Instructor
Lauren Quick-Graham, MSW, LCSW, LCAS, CSI

Sexuality and gender identity have received significant attention in the last few decades across the spectrum of health and human services. This module presents a brief overview of the lesbian, gay, bisexual, transgender, and queer (LGBTQ+) community and its history within society and healthcare systems. It offers definitions of key concepts related to sexuality and gender identity, as well as general implications for clinical education, practice, and research. This topic is constantly evolving, requiring healthcare professionals to continually need education on this topic. The goal of this course is to provide nursing, occupational therapy, pharmacy, physical therapy, social work, speech-language, and pathology/audiology professionals with education around the historical context of the LGBTQ+ population and best practices when interacting with and providing care for the LGBTQ+ population.

Sexuality and gender identity have received significant attention in the last few decades across the spectrum of health and human services. This module presents a brief overview of the lesbian, gay, bisexual, transgender, and queer (LGBTQ+) community and its history within society and healthcare systems. It offers definitions of key concepts related to sexuality and gender identity, as well as general implications for clinical education, practice, and research. This topic is constantly evolving, requiring healthcare professionals to continually need education on this topic. The goal of this course is to provide nursing, occupational therapy, pharmacy, physical therapy, social work, speech-language, and pathology/audiology professionals with education around the historical context of the LGBTQ+ population and best practices when interacting with and providing care for the LGBTQ+ population.

Indicate historical events and context affecting the LGBTQ+ community. Define key terminology related to sexual orientation and gender. Identify general interprofessional practice guidelines in the care of LGBTQ+ healthcare recipients.

Subject Matter Expert
Jennifer Niles, MSW, LCSW, LCAS

The Health and Medicine Division’s (HMD) Healthy People 2030 and the Agency for Healthcare Research and Quality have highlighted the health disparities affecting LGBTQ+ populations. As evidence of health-illness patterns continues to be reported in the literature, this module presents the complex social determinants of health unique among the LGBTQ+ community. Information will be analyzed based on the six conceptual perspectives for understanding LGBTQ+ health suggested by the HMD: stigma, social constructionism, identity affirmation, life course, intersectionality, and social ecology. The goal of this course is to provide social workers, nurses, occupational therapists, pharmacists, speech-language pathologists and audiologists, physical therapists, and physicians with education regarding the issues of the LGBTQ+ community within the healthcare system.

Identify the lifespan health considerations of LGBTQ+ individuals (childhood, adolescence, adulthood, and older adulthood), including coming out and family systems. Identify social determinants of health and health disparities among LGBTQ+ populations. Define LGBTQ+ health risk factors, including physical, mental, psychosocial, and cultural. Analyze barriers faced by LGBTQ+ people in accessing healthcare and why these barriers exist. Identify strategies for providing sensitive and informed healthcare for the LGBTQ+ community.

Subject Matter Expert
Jennifer Niles, MSW, LCSW, LCAS
 

While strokes can be fatal, symptoms of stroke can be abetted if the patient is treated early enough. Educating patients on stroke prevention is vital for those who are at risk to avoid a medical emergency. In addition, it is important for healthcare providers (HCPs) to understand the etiological risk factors for stroke, as well as management techniques for patients who have already suffered a stroke.

Recognize medical and lifestyle risk factors that can lead to a stroke.

Identify diagnostic measures used to assess stroke risk.

Recall stroke prevention strategies and lifestyle changes.

Staff Writer
Alia Lutz, BSN, RN
Julie Stefanski, MEd, RDN, CSSD, LDN, CDCES, FAND

Every year, workers are injured or killed when the equipment they are working with unexpectedly turns on or the residual energy stored in the equipment is released. Lockout/Tagout, or LOTO, is a set of procedures used to control hazardous energy during the service or maintenance of machine and equipment. The aim of LOTO procedures is to protect workers from the release of hazardous energy.  

The goal of this course is to provide all staff with an overview of lockout/tagout procedures.

Explain key principles of lockout/tagout and why they were implemented.

Instructor
Anthony A. Barone, M.P.S., M.P.H., CBCP, CEM, CHMM, NRP, PMP, and Chief Executive Officer and Protective Paramedic at EMERGILITY, LLC.

As a healthcare professional, you may find yourself in situations where issues with professional boundaries develop. Some boundary violations can be quite serious for you, your team members, your organization, and the people you provide care for. For this reason, it is important for you to be aware of these risks.

You should understand the difference between a boundary crossing and a boundary violation. You must also be able to recognize situations that may lead to a boundary crossing or violation and know how to prevent problems.

The goal of this course is to share with general staff in any setting the basics of how to maintain professional boundaries.

Describe the difference between a boundary crossing and a boundary violation.

Recognize common situations that may lead to a boundary crossing or violation.

Identify ways to prevent boundary crossings and violations.

Instructor
Jennifer W. Burks, M.S.N., R.N.

Worldwide, postpartum hemorrhage (PPH) accounts for high rates of maternal morbidity and mortality. It is important to understand the definitions and causes of PPH, as well as the many risk factors associated with PPH and how to assess a woman’s risk. Early recognition is key to have good outcomes. Recognizing PPH, the stages of PPH, and how to measure blood loss is essential, since treatment is based upon the stages of hemorrhage. Additionally, it is important to understand nursing interventions, treatments for PPH (including medication, surgical procedures, and blood products), and teamwork and communication needs to improve perinatal outcomes.

Identify causes and risk factors for postpartum hemorrhage.

Classify the stages of obstetric hemorrhage.

Recall nursing and medical interventions used during the management of postpartum hemorrhage.

Instructor
Kelly LaMonica, DNP, MSN, RNC-OB, EFM

Staff Writer
Kimberly Workman, MA

Nurses, respiratory therapists, and emergency medical professionals who care for children must have the requisite skills and training on the unique characteristics of a pediatric patient’s respiratory system. Children have significant respiratory system differences compared to adults. These include, but are not limited to: Anatomy, physiology, signs and symptoms of respiratory distress, and respiratory emergencies. In children, the leading cause of cardiopulmonary arrest occurs from etiologies within the respiratory system. Clinicians must understand these differences and be prepared to work collaboratively to quickly respond and provide safe and competent care to any child who is in respiratory distress.

Describe the anatomy and physiology of the pediatric respiratory system and differences vs. adults. 

Recall techniques for conducting a focused assessment of the respiratory system in pediatric patients and interventions for facilitating assessments and treatments. 

Identify clinical manifestations of respiratory distress in pediatric patients. 

Recognize conditions associated with respiratory emergencies in pediatric patients including treatments and interventions.

Writer
Stephanie M. Smith MS, BSN, RN, CPN

Subject Matter Expert
Crystal Dunlevy, EdD, RRT, RCP

Subject Matter Expert
Lawrence Isaacs, MD, FAAEM,FACEP

The focus of this course is coagulopathies. In general, the term coagulopathy refers to bleeding disorders. This course will provide a review of the components of a clot. It will also provide you with valuable information about how to care for those with coagulopathies such as immune thrombocytopenia (ITP), disseminated intravascular coagulopathy (DIC), heparin-induced thrombocytopenia (HIT), and warfarin-induced coagulopathy.

The goal of this course is to provide nurses in the critical care setting with a general overview of coagulopathies, including the recognition and nursing management of ITP, DIC, HIT, and warfarin-induced coagulopathy.