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Title & Short Description  Duration 
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Communication with Nurses N/A Close
Description
This course explains therapeutic communication, overcoming barriers to communication, nonverbal communication and active listening, words and actions that influence patients’ perceptions of courtesy and respect, how to use interpreters, and how caregivers’ thoughts and beliefs impact their words and behaviors.

Clinical Express: Pain Management Responsibilities 0.10 Close
Description
Learn how to implement a pain-management program that includes non --pharmacological interventions, as well as analgesics.

Regulation Express: Computer Security 0.10 Close
Description
Learn what the privacy rule is, who it applies to, and how to keep information safe when using technology, such as computers and smartphones.

Clinical Express: Pain Assessment Techniques 0.10 Close
Description
Learn how properly assessing patients’ pain can help prevent further complications.

Regulation Express: Informed Consent 0.10 Close
Description
Learn about what informed consent is and why it is important.

Clinical Express: Cultural and Age Related Competencies 0.10 Close
Description Learning Objectives
Learn what cultural sensitivity is and the need to respect those that are different from us.
Describe cultural sensitivity.

Explain the need to respect those that are different from us.

Working with Difficult People 0.25 Close
Description Learning Objectives Faculty
It can be difficult working with certain people due to issues such as communication breakdowns, personality clashes, or conflicting work habits. You may not like everyone you work with, but it’s important to respect everyone. By learning ways to reduce conflicts, you’ll become more respected too. In this course, you’ll learn strategies to calmly address misunderstandings before they blow up. Professional relationships can improve when you know how to deal with differences, communicate clearly, and listen respectfully.
Identify high risk or crucial situations that can lead to difficulties in communication and workflow with co-workers.

Engage in practices that help all people in the situation feel heard and respected.

Describe how to professionally remove yourself from a situation when necessary.
Susan Fee, Med, LPCC

Privacy and Confidentiality for Non-HIPAA Covered Entities 0.25 Close
Description Learning Objectives Faculty
The long-term care facility, rehabilitation facility, or nursing home you work for provides housing and a variety of services to many individuals. Because your duties include the need to communicate personal information, this course explains your responsibility for protecting the privacy and confidentiality of the personal information of these individuals.
Identify confidential information.

Recall your responsibility in keeping information confidential.

Identify how to protect confidential information.

Recognize why social media is a high risk area for privacy and confidentiality violations.

Identify actions required if unauthorized information is disclosed.
Jennifer W. Burks, RN, MSN

Effective Communication 0.25 Close
Description Learning Objectives Faculty
In today’s workplace, the abundance of “noise,” such as technology, multitasking, stress, and information overload, can make it hard to communicate effectively, ultimately costing time and money. But by learning how to communicate clearly, concisely, and professionally, you’ll increase understanding with your coworkers. This course identifies primary verbal and nonverbal cues, explains active listening techniques, and suggests how to avoid barriers to good communication.
Engage in key elements of communication.

Identify primary verbal and nonverbal communication cues.

Employ active listening techniques.
Susan Fee, M.Ed., LPCC

Root Cause Analysis 0.25 Close
Description Learning Objectives
Root cause analysis (RCA) is a team approach for investigating adverse events. Rather than calling out individuals who are at fault, its purpose is to identify factors that make adverse events possible. This overview explains some of the commonly used tools for conducting RCA, why uncovering information gives a detailed understanding of the reason the event happened in the first place, and what may prevent it from happening again.
Explain what root cause analysis (RCA) is and how it can be used proactively and reactively

Describe the following data analysis tools and how to use them: The Five Whys, a timeline, a flow chart, and the fishbone diagram.

Employee Wellness - Emotional Intelligence: Feeling & Thinking 0.25 Close
Description Learning Objectives Faculty
Emotional intelligence (EQ) involves the ability to understand, express, and regulate your own emotions, along with being aware of what people around you are feeling. A hallmark skill of EQ is the ability keep your emotional brain and your thinking brain working together, even in intense or stressful situations. This module discusses how emotions function in the brain, how to choose your response to a situation versus being hijacked by emotions, and how developing EQ can improve your quality of life.
Distinguish between choosing your response to a situation and being hijacked by your emotions.

Develop EQ by using one of the practices described in the course.
Sheri L Willis, MA

HIPAA Do's and Don'ts: Electronic Communication and Social Media 0.50 Close
Description Learning Objectives Faculty
While opportunities to share information online have increased, so also has the challenge of keeping information private. Learn how to avoid social media’s privacy pitfalls so you won’t run the risk of committing Health Insurance Portability and Accountability Act (HIPAA) violations.
Explain how the use of protected health information is electronic communications or social media can lead to a HIPAA violation.

List three factors that make personal use of electronic communication and social media a high-risk area for HIPAA violations.

Avoid violations of HIPAA while using electronic communication or social media by identifying three steps you can take.

Identify whether there is or is not a HIPAA violation within presented scenarios.
Linda Weaver, PhD, JD

HIPAA Privacy 0.50 Close
Description Learning Objectives Faculty
All persons have the right for their health information to be protected from unauthorized access. To endure that protection, your health-care organization is required to follow the Privacy Rule of the Health Insurance Portability and Accountability Act (HIPAA), which limits the situations where your employees can use and disclose protected health information (PHI). This course explains the Privacy Rule and how breaches can be prevented.
Recognize common breaches of HIPAA Privacy Rule.

Illustrate ways to prevent breaches of protected health information.
Staff Writer
Jennifer Moore, RN-BC, DNS-CT, CDP

HIPAA Security 0.50 Close
Description Learning Objectives Faculty
While the use of technology has improved the delivery and continuity of health care, it also increases the chance that unauthorized persons will be able to access individuals' protected health information (PHI). To protect electronic PHI(e-PHI), your organization and health-care workers are required to follow the Security Rule of the Health Insurance Portability and Accountability Act (HIPAA). This course explains the Security Rule and how breaches can be prevented.
Recognize common breaches related to electronic PHI.

Illustrate ways to prevent breaches of the HIPAA Security Rule.
Staff Writer
Jennifer Moore, RN-BC, DNS-CT, CDP

HIPAA: The Basics 0.50 Close
Description Learning Objectives Faculty
The Health Insurance Portability and Accountability Act (HIPAA) protects the confidentiality of health-care information. Learn the basics of individual privacy rights and how HIPAA governs the disclosure of personal information.
Describe the purpose of HIPAA.

Identify when a HIPAA violation has occurred.

List three steps you can take to avoid a HIPAA violation.
Linda Weaver, PhD, JD

Quick and Effective Strategies for Engaging Patients in Treatment 0.50 Close
Description Learning Objectives Faculty
When patients are not engaged in their treatment, risks include a worsening of their existing health problems, the rise of new health issues, and medication regimens not being followed. This can lead to medical errors, disability, deaths, and more frequent use of costly treatment approaches, such as emergency department visits and hospitalizations. Learn strategies you can use to engage patients in their treatment to avoid or reduce these risks.
Describe strategies to facilitate shared decision-making and active collaboration with your patients' family members.

Employ communication strategies that support engagement of family members.

Identify potential barriers to engaging family members in treatment and strategies for overcoming these barriers.
Staff Writer
Monique Kahn, Psy.D.

Opioid Use and Abuse Landscape 0.50 Close
Description Learning Objectives Faculty
As a health-care provider, you play a critical role in addressing the opioid epidemic. This overview of the opioid use-and-abuse landscape as it exists in our country today is geared toward providers in behavioral health, ambulatory or pre-acute care, emergency department, and urgent care.
Define the process of opioid addiction as it begins with prescription opioids.

Identify legal and ethical concerns related to opioid abuse and addiction.

State patient outcomes that result from opioid use and abuse.

Recognize some federal and state laws and guidelines concerning opioid medications.

Identify some guidelines given by the Centers for Disease Control and Prevention for prescribing opioid medications.
Instructor
Alisa Brewer, BSN, RN

Expert Reviewer
Jack M. Gorman, MD

Social Determinants of Health: Economic Stability 0.50 Close
Description Learning Objectives Faculty
Due to the strong correlation between income and health, this course discusses economic stability, which is defined as the ability to access such vital resources as food, adequate housing, and necessary health care. Knowledge of your patients’ economic stability can inform your efforts to create successful care plans for them.
Describe the four components of economic stability.

Explain how economic stability affects overall health outcomes for patients.

Identify issues with economic stability in your patients.

Create a care plan that overcomes barriers to economic stability.
Staff Writer
Kris Ericson, BA, MPsSc, PhD

Building Care Teams and Establishing Checkpoints: Hypertension, Congestive Heart Failure, Coronary Artery Disease 0.50 Close
Description Learning Objectives Faculty
Identify checkpoints for managing and preventing the hospitalization of patients with hypertension (HTN), congestive heart failure (CHF), and coronary artery disease (CAD).
Identify best practices for building a care team of healthcare providers for patients with HTN, CHR, and CAD.

Define key check points and follow-up with patients.

Identify strategies for coordinating care with other providers.

Recognize different ways to evaluate the care provided by the care team.
Instructor
Alisa Brewer, BSN, RN

Workplace Violence 0.50 Close
Description Learning Objectives Faculty
Workplace violence includes threats or actual use of physical force. This course presents key steps - Prevent, Report, and Respond - that you can take to maintain a safe workplace.
Know when and how to report workplace violence.

Know when and how to respond to workplace violence.

Know when and how to prevent workplace violence.
Instructor
Johnny Lee, MS

Social Determinants of Health: Health and Healthcare 0.50 Close
Description Learning Objectives Faculty
This course is the fourth in a five-part series on the social determinants of health as defined by the Healthy People 2020 initiative. One of the pillars of the social determinants of health is health services. This course provides an in-depth and interactive analysis of how individuals' access to health care and primary care, along with their health literacy, affects their health and well-being. You will learn how to leverage this knowledge to improve your patients' health outcomes.
Describe the components of health literacy and access.

Explain how health and healthcare affects overall health outcomes for your patients.

Identify issues with health literacy and access in your patients.

Create a care plan that overcomes barriers to health and health cares access and literacy.
Instructor
Kris Ericson, BA, MPsSc, PhD

HIPAA and CFR42 in the Emergency Department 0.75 Close
Description Learning Objectives Faculty
Critical emergency department (ED) situations often result in a rapid flow of information between providers and patients. In the midst of the volume and urgency of such exchanges, ED providers must be especially careful to safeguard patient information. This course covers the basics of the Health Insurance Portability and Accountability Act (HIPAA) and 42 CFR Part 2. As an overview of each law is discussed, you will learn about specific information you can and cannot share, how to share it appropriately, and what information you may not be able to access. Included: practical approaches for acquiring the information you need in a timely and efficient manner.

NOTE: The content in this course is based on information from HIPAA (US Department of Health and Human Services [USDHHS], 2014) and 42 CFR Part 2 (United States Government Publishing Office [USGPO], 2015). If you with to view the law in its entirety, please see the References section at the end of the course. This course is intended for all emergency department personnel and providers. Please note that this course focuses on federal law. However, every state has its own privacy and confidentiality laws, and it is your responsibility to know your state's laws and regulations. Furthermore, this course is not intended as legal advice for any individual provider or situation. If you need more comprehensive information, please review the resources listed at the end of the course and consult with you organization's legal and compliance team.
Identify information sharing standards under HIPAA and 42 CFR Part 2.

Discuss the concept of consent and when you must obtain it to share or receive information.

Recognize the types of information that may not be available to you.

Disclose and acquire information while maintaining compliance.
Staff Writer
Justin Hess, MS

Instructor
Amanda Richards, MA, LPCC, LADC, MAC

Tim Rowan, M.Ed.

Social Determinants of Health: Neighborhood and Built Environment 0.75 Close
Description Learning Objectives Faculty
Physical environment has a direct impact on your patients’ health and wellness. This course covers four components of neighborhoods and the built environment: crime and violence, quality of housing, environmental conditions, and access to healthy foods. Learn how to leverage this knowledge to improve treatment planning for your patients.
Describe the four components of Neighborhood and Built Environment affect overall health outcomes for your patients.

Identify how neighborhood and the built environment affect overall health outcomes for your patients.

Address issues surrounding neighborhood and the built environment in your patient population via care planning.
Expert Reviewer
Kris Ericson, BA, MPsSc, PhD

Staff Writer
Nellie Galindo, MSW, MSPH

Building Care Teams and Establishing Checkpoints: Depression/Anxiety 0.75 Close
Description Learning Objectives Faculty
Learn how to identify best practices for building care teams for patients with depression and anxiety, define key checkpoints and patient follow-ups, identify strategies for coordinating care with other providers, and evaluate the care provided by the team.
Identify best practices for building care teams for patients with depression and anxiety.

Define key checkpoints and follow-ups with patients.

Identify strategies for coordinating care with other providers.

Cite different ways to evaluate the care provided by the team.
Staff Writer
Adam Roesner, BSN

Building Care Teams and Establishing Checkpoints: Asthma and COPD 0.75 Close
Description Learning Objectives Faculty
You can better assist your patients who have asthma and chronic obstructive pulmonary disease (COPD) by building care teams in primary care. Learn how to assemble these teams and utilize certain disease-specific checkpoints for improved patient outcomes and health management.
Identify best practices for building care teams for patients with asthma and/or COPD.

Define key checkpoints and follow-ups with patients.

Cite different ways to evaluate the care provided by the team.
Instructor
Alisa Brewer, BSN, RN

Opioid Abuse: Outpatient Risk Identification and Stratification 0.75 Close
Description Learning Objectives Faculty
The use and abuse of opioids has become an epidemic, costing our country billions of dollars every year. While opioids can serve as a safe and effective method of pain management, they can also be highly addictive. The issue is compounded when prescribers, without first exploring other options, prescribe opioids to patients who are at a high risk of misuse. This course explores the risk factors and stratification of opioid misuse, as well as assessment tools and strategies to ensure safe and effective pain management for patients using opioid medications.
Identify risk factors for opioid misuse.

Discuss risk factors for opioid misuse for specific strata of patients.

Utilize proper assessment tools for at-risk patients.
Staff Writer
Adam Roesner, BSN

Expert Reviewer
Jack M. Gorman, MD

Building Care Teams and Establishing Checkpoints: Diabetes 0.75 Close
Description Learning Objectives Faculty
Diabetes, a very common chronic condition, can be managed by prescribing proper diet, exercise, and pharmaceutical treatments. This course discusses building care teams for these patients, teaching team members key milestones and checkpoints, ensuring medication adherence, and how to coordinate care with other providers as it relates to diabetes.
Implement best practices for building a care team of providers for patients with diabetes.

Teach all members of the care team the key milestones and necessary care checkpoints for patients with diabetes.

Coordinate care with other condition-relevant providers and ensure medication adherence.

List evaluation strategies for care teams that manage diabetes.
Staff Writer
Adam Roesner, BSN

HIPAA Overview 0.75 Close
Description Learning Objectives
The Health Insurance Portability and Accountability Act (HIPAA) give rights to individuals concerning the protection of their personal health-care information. Allowing non-authorized individuals to see this personal information - even accidentally - can have severe consequences for you and your organization. This course provides basic information about the principles of confidentiality, and it explains specific information about two branches of HIPAA: the privacy rule (what information is protected) and the security rule (the steps that must be taken to protect this information).

NOTE: This course is not intended as legal advice for any individual provider or situation. Comprehensive information is available from the resources listed in the courses' references section, as well as through consultation with your company's legal and compliance team.
Describe protected health information.

Explain confidentiality and the requirements of the HIPAA Privacy Rule for protecting and releasing information.

Identify best practices for compliance with HIPAA.

Social Determinants of Health: Practice Scenarios 0.75 Close
Description Learning Objectives Faculty
The following set of scenarios are the culmination of the knowledge and skills you have fostered in the social determinants of health learning path. Within this path, you have learned about social determinants of health, how the Healthy People 2020 campaign categorizes them into five major pillars, and then each pillar’s critical components. Furthermore, you have been exposed to how each determinant impacts health outcomes and the delivery of healthcare, as well as best practices for how to address each determinant as a provider. These concepts will be incorporated into the following set of scenarios to provide you with a glimpse of a real-world experience that challenges you to use your critical thinking and the knowledge and skills you have gained.
Identify the social and environmental factors that impact a person's health.

Educate providers on how to incorporate the social determinants of health into their patient assessments.

Explain how the social determinants of health impact patients' ability to adhere to their care plans.

Improve the care planning process by incorporating social health information.
Expert Reviewers
Kris Ericson, BA, MPsSc, PhD

Nellie Galindo, MSW, MSPH

Staff Writer
Justin Hess, MS

MACRA for Clinicians: Improvement Activities 0.75 Close
Description Learning Objectives Faculty
The Medicare Access and CHIP Reauthorization Act (MACRA) establishes new ways to reimburse physicians for providing care to Medicare beneficiaries. In this course, we will explore MACRA, its various improvement activities, and ways that you can implement change and sustain best practice around MACRA.
Educate staff on what the MACRA Improvement Activities are and how they impact future practice reimbursements.

Provide guidance on how each staff number can impact Improvement Activities scores.

Describe strategies to sustain quality outcomes utilizing Improvement Activities.
Staff Writer
Adam Resner, BSN

Expert Reviewer
Joseph Parks, MD

Incident Reporting 1.00 Close
Description Learning Objectives Faculty
Be equipped with the tools and knowledge you need to effectively prevent and/or report serious incidents in behavioral health settings. Included: Interactive exercises, helpful vignettes, and informative guidelines.
Define the purpose of incident reporting.
 
Identify what basic types of incidents that need to be reported.
 
Report incidents appropriately and on time. 
 
Describe the best practices for making reports.
Jeremy King, LCSW, CASAC

Interviewing the Patient 1.00 Close
Description Learning Objectives Faculty
Critical emergency department (ED) situations often result in a rapid flow of information between providers and patients. In the midst of the volume and urgency of such exchanges, ED providers must be especially careful to safeguard patient information.
Describe patient-centered interviewing.

Describe what a thorough, efficient patient interview entails.

Determine the barriers and techniques utilized when interviewing difficult patients.
Melanie Webb, MSN, RN, AGNP

Workplace Violence Prevention 1.00 Close
Description Faculty
Develop a secure workplace by looking at the dynamics contributing to workplace violence. Included: active shooter response protocols, threat assessment protocols, security measures, your organization’s preparedness, techniques to de-escalate hostile behavior, and addressing domestic violence in the workplace.
Johnny Lee, MS

Treating the Opiate Epidemic 1.00 Close
Description Learning Objectives Faculty
Learn treatment methods for opiate use disorders, including innovative detoxification and maintenance agents such as buprenorphine and depot naltrexone. Also included are the key roles of behavioral therapies, self-help programs, physical exercise, supported employment, and other nonpharmacologic interventions to help prevent opiate overdose deaths.
Identify and diagnose opiate use disorder by recognizing the high prevalence and incidence in the current epidemic.

Recognize the new use of opiate antagonists, such as naloxone, by non-medical persons to prevent opiate overdose deaths.

Describe treatment methods for opiate use disorders including innovative detoxification and maintenance agents such as buprenorphine and depot naltrexone.

Recognize the key roles of behavioral therapies, self-help programs, physical exercise, supported employment, and other non-pharmacologic interventions for primary and secondary prevention.
Instructor
Thomas Kosten, MD

Quick and Effective Strategies for Engaging Family Members in Treatment 1.00 Close
Description
Recent research and healthcare reform efforts highlight the central importance of engaging patients and their families in treatment as a key factor in improving patient outcomes. In family-centered care, collaborative relationships between healthcare providers and the patient’s family members are emphasized for their benefits to quality care. In contrast, lack of engagement of the patient and their family members in treatment is associated with inadequately addressed existing health problems, the emergence of new health issues, treatment complications, medical errors, deaths, disability, and more frequent use of high-cost services such as emergency department (ED) visits and hospitalizations, versus preventive and routine care. This course will provide an Recent research and healthcare reform efforts highlight the central importance of engaging patients and their families in treatment as a key factor in improving patient outcomes. In family-centered care, collaborative relationships between healthcare providers and the patient’s family members are emphasized for their benefits to quality care. In contrast, lack of engagement of the patient and their family members in treatment is associated with inadequately addressed existing health problems, the emergence of new health issues, treatment complications, medical errors, deaths, disability, and more frequent use of high-cost services such as emergency department (ED) visits and hospitalizations, versus preventive and routine care. This course will provide an overview of strategies you can use to engage your patient’s family members in treatment in order to promote greater follow through with discharge recommendations from the ED, and reduce high utilization of costly treatment approaches.

Mock Trial: Copycat Documentation Part 1 1.00 Close
Description Learning Objectives Faculty
Because ineffective communication is a major cause of errors and adverse outcomes in patient care, Part 1 of this course discusses the importance of proper documentation. Included: occasions where communication errors may occur, risks with drag-and-drop charting, and the widespread use of the copy-and-paste function (CPF) by healthcare professionals in a patient’s electronic medical record (EMR).
Describe the risks associated with drag and drop charting in the electronic medical record (EMR).

Discuss the importance of proper and thorough documentation of all patient care provided.

Recognize the importance of effective communication with the healthcare team to prevent adverse patient outcomes.
Natalie Ramello, JD, CHC,CHRC, CHPC, CPHRM

Mock Trial: Copycat Documentation Part 2 1.00 Close
Description Learning Objectives Faculty
Because ineffective communication is a major cause of errors and adverse outcomes in patient care, Part 2 of this course discusses the importance of proper documentation. Included: occasions where communication errors may occur, risks with drag-and-drop charting, and the widespread use of the copy-and-paste function (CPF) by healthcare professionals in a patient’s electronic medical record (EMR).
Describe the risks associated with drag and drop charting in the electronic medical records (EMR).

Discuss the importance of proper and thorough documentation of all patient care provided.

Recognize the importance of effective communication within the healthcare team to prevent adverse patient outcomes.
Natalie Ramello, JD, CHC,CHRC, CHPC, CPHRM

Stroke: Prevention and Treatment 1.00 Close
Description Learning Objectives Faculty
Learn how stroke affects the body and how to recognize its symptoms. Also included: treatments and stroke-prevention strategies.
Identify stroke treatments.

Indicate stroke prevention strategies.

Indicate what a stroke is and how to recognize it.
Yazan Alderazi, MB, BCh

Acute Grief and Loss Management 1.00 Close
Description Learning Objectives Faculty
Dealing with the impact of loss is part of being a health-care professional. This course offers definitions, examples, stage-model, and common symptoms of grief and loss, as well as suggestions for coping with acute grief, family reactions, body viewing, and the death-notification process.
Indicate how to cope with family reactions, body viewing, and concluding the death notification process.

Recognize definitions, examples, and the stage model for grief and loss.

Identify common symptoms, acute grief management, and advice about death notification.
Brian D. Carr, PhD

Vital Signs: Role in Saving Patient Lives from Sepsis 1.00 Close
Description Learning Objectives Faculty
Sepsis can be life-threatening, but correctly obtaining and interpreting vital signs can save patients’ lives. Learn how to identify at-risk and septic patients, detect a patient’s clinical deterioration, and use systemic inflammatory response syndrome (SIRS) criteria.
Explain the importance of vital signs to detect clinical deterioration of a patient.

Identify at-risk and septic patients through respiratory rate, as well as other vital signs.

Indicate the proper methods of obtaining vital signs.

Recognize the clinical presentation and detection of sepsis with the use of systemic inflammatory response syndrome (SIRS) criteria.
Jamie K. Roney, DNP, BSHCM, RN-BC, CCRN-I

Medications Related to Schizophrenia and Other Psychotic Disorders 1.00 Close
Description Learning Objectives Faculty
A hallmark of schizophrenia and other psychotic disorders is impairment in reality testing, meaning that affected individuals have difficulty distinguishing true from false perceptions. Although there is still no cure, the outlook has improved over the last 25 years. Research is helping to unravel the complex causes of the disorders and is gradually leading to newer, more effective medications. Many people improve enough to lead independent, satisfying lives. This course provides information and current research to better understand how to treat the schizophrenia spectrum and other psychotic disorders.
Discuss traditional and newer medications used in the treatment of schizophrenia.

Differentiate between conventional and atypical antipsychotic medications.

List several common side effects of atypical antipsychotics.

Recognize characteristics of medication-induced movement side effects.
Steve Jenkins, PhD

John Santopietro, MD

Kristen Fuchs, MA, LPC, CRC

David Patzer, MD

Corporate Compliance and Ethics 1.00 Close
Description Learning Objectives Faculty
Establishing an effective corporate compliance program minimizes the risks and effects of misconduct by helping ensure that everyone adheres to policies and standards. This course covers fraudulent and ethical conduct, laws pertaining to fraudulent conduct, and your responsibility for preventing and identifying this conduct under a corporate compliance program.
Describe the requirements of the False Claims Act and Deficit Reduction Act.

Recognize fraudulent and other types of improper conduct.

Describe common high-risk areas for fraudulent conduct.
Jennifer Moore, RN-BC, DNS-CT, CDP

Therapeutic Boundaries 1.00 Close
Description Learning Objectives Faculty
Although a “crossing of the therapeutic boundary” may at times seem to strengthen the therapeutic relationship and enhance treatment effectiveness, it can also pose a serious risk. Learn about a clinician’s ethical role, the difference between boundary crossings and boundary violations, and how to recognize potentially dangerous situations. This course is appropriate as a review for mental health clinicians, as well as an introduction for health professionals specializing in other areas—particularly nurses, social workers, addiction professionals, and certified counselors.
Define the meaning of a therapeutic boundary.

Describe the role of staff and the differences between a social relationship and a therapeutic relationship.

Identify and avoid the red flags of therapeutic boundary violations.
Instructors
Kevin Fawcett, PhD

Wendy C. Krull, LCSW

WEBINAR: Exploring Best Practices in Integrated Care 1.00 Close
Description Learning Objectives Faculty
This webinar discusses the importance of integrating behavioral health and primary care. You will learn about the prevalence of various illnesses, how behavioral health has transformed since its inception, the necessity of integrated care and the commitment required to achieve it, as well as how to enact organizational and system change and how to support health behavior change. Also discussed are three approaches to care; how the environment, hiring the right people, and teams can affect organizational and system change; how to use evidence-based tools and their data to inform your change efforts; interventions for each level of organizational change; and the importance of listening to feedback from the people you serve.
Identify the role of leadership and on-going attention to the implementation of integrated care practices.

List three best practices in integrated care and implications for their own practice setting.
Joan Kenerson King, RN, MSN, CS

Effective Strategies for Achieving Cost 1.00 Close
Description Learning Objectives Faculty
This course discusses how to improve health-care quality while decreasing costs within the payer environment. You will learn evidence-based practices to improve health outcomes for member populations, along with the role of medical-necessity criteria in creating a roadmap for financially responsible optimal care. Included in the discussion is the role of utilization management, common misconceptions about its purpose, key metrics every utilization manager needs to know, and the review and appeals process.
Explain the need for balancing cost and quality in the healthcare industry.

Explain the use of evidence based practices and medical necessity criteria within utilization management and utilization review.

Describe the role that utilization management and utilization reviewers play in driving both cost effective and high quality services in the payer setting.

Summarize the appeals and review process.
Instructor
Danyell Jones

Care Management to Increase Access and Decrease Readmissions 1.00 Close
Description Learning Objectives Faculty
The Centers for Disease Control estimates that about 50 percent of American adults have at least one chronic condition. Today's primary care providers have the ability to better manage this population by utilizing care management. This course discusses use of the care-management model in the ambulatory care setting to increase patients' access to providers and decrease hospital visits, including readmission. It also addresses the issue of some payment systems not allowing providers to profit from managing chronic conditions.
Define care management and how it relates to ambulatory care.

State ways that care management increases access to healthcare providers.

Discuss how care management decreases hospital readmissions.

Identify strategies for creating a successful care management program.
Instructor
Alisa Brewer, BSN, RN

Prevention of HIV Infection in Healthcare Personnel 1.00 Close
Description Learning Objectives
The most important strategy in preventing work-related transmission of HIV infection is to avoid exposure in the first place. This course for nurses discusses current best practices and recommended guidelines for the health-care workplace, including the importance of prevention strategies, risk factors for HIV transmission, prompt reporting of potential HIV exposures, and recommended protocols for post-exposure prophylaxis (PEP).
Identify the incidence of healthcare-associated HIV transmissions.

Recognize risk factors for HIV transmission in the workplace.

Indicate the recommended protocols for post-exposure prophylaxis (PEP) when potentially exposed to HIV in the workplace.

CMS Training: DME Competitive Bidding Program 1.00 Close
Description Learning Objectives Faculty
This course explains the Durable Medical Equipment, Prosthetics, Orthotics, and Supplies (DMEPOS) Competitive Bidding Program. This training was developed and approved by the Centers for Medicare & Medicaid Services (CMS), the federal agency that administers Medicare, Medicaid, the Children’s Health Insurance Program (CHIP), and the federally facilitated Health Insurance Marketplace.
Understand the purpose of competitive bidding and how it is implements.

Describe who is affected by competitive bidding.

Find where to get more information about the Competitive Bidding Program.
Staff Writer
Jessica Cairns, RN, RAC-CT, CMAC

Medicaid in the Quality Payment Program 1.00 Close
Description Learning Objectives Faculty
This course discusses what quality payment programs are and who can participate. Included are Alternative Payment Models (APMs), Advanced APMs, and Other Payer Advanced APMs, along with the criteria to be considered for each of these programs. Also covered are Qualifying APM Participants (QPs), how payments apply to QP determinations, threshold scores, and payer combination options, along with a discussion of the Physician-Focused Payment Model Technical Advisory Committee (PTAC). This module is designed for presentation to trainers and other information givers and can easily be adapted for presentations to groups of beneficiaries.
Discuss the Quality Payment Program and its impact on Medicare Part B payments.

Outline how the Quality Payment Program Impacts Alternative Payment Models and the Merit-Based Incentive Payment System (MIPS).

Explain who participates in Alternative Payment Models and the Merit-Based Incentive Payment Systems.

Summarize how the Physician-Focused Payment Model Technical Advisory Committee impacts Alternative Payment Models for clinicians.

Identify where to get additional information.
Centers for Medicare & Medicaid Services National Training Program

Mindfulness for Stress Management and Burnout Prevention: Integrative Medicine 1.00 Close
Description Learning Objectives Faculty
Many health professionals, working long hours under constant pressure, are at risk for burnout. If ignored, burnout can end careers. An inability to find meaning or satisfaction in life can result in a sense of hopelessness, depression, or anxiety, which can trigger episodes of substance abuse or even lead to suicide. This course provides a method to achieve work-life balance through the use of mindfulness meditation. Serving as an underpinning, this approach can be performed anywhere and at any time, allowing you to incorporate it into your existing lifestyle.
Identify the meaning of mindfulness.

Specify the principles required to achieve a state of mindfulness.

Recognize stress in healthcare work and in day-to-day life.

Point to techniques utilized to achieve mindfulness in any environment, at any time.
Sharmila Dissanaike, MD

Conflict Management 1.00 Close
Description Learning Objectives Faculty
Discussion on workplace violent in healthcare settings, the prevalence and severity of such violence, major sources of destructive conflict, risk factors for violence, and recommended tools to de-escalate anger and violence.
Apply tools to de-escalate anger and violence in healthcare settings.

Evaluate the risk factors for violence in healthcare settings.

Identify major sources of destructive conflict within healthcare settings.

Recognize the prevalence and severity of workplace violence in healthcare settings.
Sara Smock Jordan, PhD, LMFT

Human Trafficking: Forced Labor 1.00 Close
Description Learning Objectives Faculty
Human trafficking has been reported in countless industries, including construction, agriculture, hotels, restaurants, nail salons, domestic servitude, and more. Studies show that while they are still being victimized, many victims interact with medical professionals. This course discusses how to spot red flags, what to do if you suspect someone is being trafficked, and how to better understand the complexities of human trafficking. By recognizing the signs and gently working with potential victims, you may be able to help them to freedom.
Identify the types of human trafficking.

Discuss the federal laws regarding human trafficking.

List at least three signs someone may be a trafficking victim.

Discuss characteristics of the perpetrator and the strategies they use.

Identify the steps to take if you suspect a person is being trafficked.
Catie Hart, Trainer and Trafficking Victim

Payer Perspective: Diabetes Management for Clinicians 1.00 Close
Description Learning Objectives Faculty
If not controlled, prediabetes and diabetes lead to costly complications that decrease a patient’s quality of life. By creating an action plan with their patients, primary care providers can help improve outcomes as they empower those with these conditions to take on a larger role in their own disease management, thus freeing up time and economic resources. Since no two plans will be the same, this course covers the topics of pharmacotherapy, action plans, the social determinants of health, and nutritional counseling—all to assist providers in creating the most effective action plan with each patient.
Indicate best practices for providing diabetes care and management while achieving cost effectiveness.

Implement up-to-date recommended pharmacotherapy and lifestyle management in diabetes.

Identify different educational tools for teaching self-management to patients with diabetes.

Cite the appropriate annual testing parameters for diabetes.

Write a diabetes action plan with your patients.

Identify how to provide nutritional counseling for patients with diabetes.

Identify potential social determinants of health that could impact adherence to the care plan.
George L. Oestreich, PharmD, MPA

Adam Roesner, BSN

CMS Training: MACRA Quality Payment Program Overview 1.00 Close
Description Learning Objectives
This course discusses quality payment programs, participation, and how these programs work, along with sources of additional information. It is designed for presentation to trainers and other information givers and can easily be adapted for presentations to groups of beneficiaries.
Discuss the Quality Payment Program.

Identify who can participate.

Summarize how the Quality Payment Program works.

Know where to go to learn more.

Communication Essentials: The Effective Listener 1.00 Close
Description Learning Objectives Faculty
Top leaders know that the ability to listen to others can increase their individual effectiveness as well as provide the necessary leverage they need to build more productive and engaged teams. You will learn the difference between active and passive listening, how to establish common ground, how to practice empathy, and what the consequences are of not listening effectively. This course uses a blend of experiential exercises, instructive information, and self-study to help you apply tips and techniques for becoming an effective communicator—a leader who listens.
Recognize that listening is a critical communication skill, and understand the value it adds 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 increasing your active listening skills.
Instructor
Deborah Waitley, PhD

Tuberculosis Overview 1.00 Close
Description Learning Objectives Faculty
This course is designed for individuals working with people who may have tuberculosis (TB). Since TB can be contracted through the air, quick identification is imperative in order to prevent its spread. TB's symptoms - including fever, loss of appetite, chills, night sweats, and a persistent cough - make seeking medical treatment necessary in order to determine if an individual has active TB. Some symptoms are less obvious, so additional follow up with a health-care team can also be required. This course includes a review of TB's significance, associated health factors, and populations at greatest risk. The material will enable you to identify symptoms as well as understand disease management, infection control practices, and ways to apply your new knowledge in your own work environment.
Describe the risks and significance of TB.

Identify signs and symptoms of active TB infection.

List interventions that help control the spread of TB.

Evaluate methods of testing for TB infection.

Describe TB interventions, treatment, and maintenance.
Instructor
Marissa Brown, MSN, RN, CPN

About Wound Care: Identification and Assessment 1.00 Close
Description
Nurses working with a geriatric population will encounter wounds frequently. This course covers the basics of wound assessment. This course will help the student accurately perform wound assessments as well as standardize the components of wound assessment to better assess wound healing.

Preparing for Pandemic Influenza 1.00 Close
Description Learning Objectives Faculty
To be equipped for any type of emergency, your health-care organization must include a plan for addressing a possible pandemic influenza event. In this course on the three stages of preparation, response, and recovery, you will learn about pandemic influenza, the basic elements of creating a plan to address it, and the steps needed to implement such a plan when responding to a pandemic.
Explain how pandemic influenza occurs.

Describe three essential elements of a pandemic influenza plan.

Explain how the elements of a pandemic influenza plan are implemented during the response phase.
Instructor
Elizabeth Kellerman, MSN RN

End of Life: Grief, Loss, Death, and Dying 1.00 Close
Description
Discussing end-of-life issues is not easy, because few of us are ready to face the difficult choices surrounding death and dying. Regardless of whether or not we acknowledge it, most of us fear death. This course will take you on the journey of facing issues surrounding death and dying. The decisions to be made are difficult for everyone involved: the dying person, his family and loved ones, and the healthcare professionals sharing the experience. Each person and family will have unique needs and cope in different ways. For many patients and their families, this can also be a time of personal growth. These events often provide people with the opportunity to find out more about themselves and appreciate what is most important to them.

The Ten Guiding Principles for the Management and Prevention of Diabetes: Principles 1-3 1.00 Close
Description
Currently, 29 million people in the US have diabetes. It is the leading cause of adult blindness, non-traumatic amputation, renal failure and cardiovascular disease. In addition, it is a tremendous strain on health care costs. As a result, the National Diabetes Education Program (NDEP) partnered with numerous health organizations to to publish Guiding Principles for the Care of People With or at Risk for Diabetes. Ten clinically useful principles were developed to guide health care providers to deliver quality care to adults with or at risk for diabetes. The purpose of this webinar is to educate health care professionals on the first three basic guidelines related to current evidence-based diabetes management and prevention. This is an introductory level course appropriate for nurses, dietitians, rehab professionals, nurses’ aides, and anyone interested in learning more about these topics.

The Ten Guiding Principles for the Management and Prevention of Diabetes: Principles 7-10 1.00 Close
Description
Currently, 29 million people in the US have diabetes. It is the leading cause of adult blindness, non-traumatic amputation, renal failure and cardiovascular disease. In addition, it is a tremendous strain on health care costs. As a result, the National Diabetes Education Program (NDEP) partnered with numerous health organizations to publish Guiding Principles for the Care of People With or at Risk for Diabetes. Ten clinically useful principles were developed to guide health care providers to deliver quality care to adults with or at risk for diabetes. The purpose of this webinar is to educate health care professionals on the 7th – 10th basic guidelines related to current evidence-based diabetes management and prevention. This is an introductory level course appropriate for nurses, dietitians, rehab professionals, nurses’ aides, and anyone interested in learning more about these topics.

About Renal Disease 1.00 Close
Description
Renal disease is the failure of the kidneys to perform their normal function. There are three renal disease categories: acute renal failure (ARF), chronic kidney disease (CKD), and end-stage renal disease (ESRD). The resident’s history, physical examination, signs and symptoms, and test results will allow the physician to differentiate acute from chronic kidney disease. As a healthcare provider, you have a duty to know the signs and symptoms of renal disease, to assess it quickly, and to act appropriately to ensure the resident’s best outcome. You also play a significant role in renal disease education and prevention.

About Stroke 1.00 Close
Description
Experiencing a stroke can be devastating. It can leave a person with a permanent, life-changing condition. Some risk factors for stroke are uncontrollable, but certain practices can help prevent, limit, and even reverse stroke damage. Providers of senior healthcare have the responsibility to know the signs and symptoms of stroke and to be able to perform quick stroke assessments and respond appropriately. You have the responsibility to prevent stroke, to educate others, and to help those who have had a stroke recover. Perhaps the most important stroke-related work you perform is to help the individual live as independently and as normally as possible.

Introduction to Care Coordination and Case Management 1.00 Close
Description Learning Objectives Faculty
In today's increasingly complex health-care system, care coordination and case management are vital for producing optimal member outcomes, decreasing care costs, and ensuring that health-care services are utilized effectively. This course focuses on care coordination and case management within the payer setting. You will learn about the need for these services; common challenges you may encounter; and the latest goals, philosophies, and guiding principles of these functions. Also included are seven critical steps in the care coordination and case management process, along with tangible benefits and superior outcomes that these steps produce for providers, members, and payer organizations.
Define two functions of care coordination and case management in the payer setting.

Describe how effective care coordination and case management goes beyond clinical perspectives to drive more encompassing healthcare improvement.

Summarize two key benefits that care coordination and case management create for providers, members, and payer organizations.

Describe two key components involved in the care coordination and case management process.
Instructor
Danyell Jones

Posttraumatic Stress Disorder 1.00 Close
Description
Posttraumatic stress disorder (PTSD) is becoming more commonly diagnosed, partially as a result of the numbers of military personnel returning from extended tours of war, as well as increased understanding and identification of delayed reactions to traumatic experiences. Unfortunately, PTSD continues to be largely misunderstood and ineffectively treated. This course, which is founded in the newest research in the field of trauma, will give you the tools you need to accurately diagnose and effectively treat PTSD in adults. In this course, you will learn what types of events can cause PTSD, the most common symptoms of PTSD, as well as the specific criteria required for a PTSD diagnosis. You’ll learn about various techniques for accurately identifying a person who is experiencing PTSD, including the use of clinical assessments and interviews. You will then be guided through the evidence-based treatment modalities (including psychopharmacological interventions) currently being applied by trauma experts in the clinical field so that you can more effectively meet the needs of traumatized individuals. A series of interactive vignettes will help you apply what you have learned throughout the course.

The 12 Lead Diagnostic ECG 1.00 Close
Description
The ECG is a tool of remarkable clinical power; it can be mastered with ease and can provide helpful and even vital information in a wide range of situations. One glance at an ECG can diagnose an evolving myocardial infarction, identify a potentially life-threatening arrhythmia, pinpoint the chronic effects of sustained hypertension or the acute effects of a massive pulmonary embolus, or determine the likelihood of underlying coronary artery disease in a patient with chest pain. One must remember that the ECG is only a tool and, like all tools, is only as capable as its user. The purpose of this course is to understand the additional diagnostic features of the 12 lead ECG as well as the associated clinical implications.

Managing the Patient with Acute Stroke - Initial Onset and the First 24 hours 1.00 Close
Description
In patients with symptoms of stroke, early recognition and intervention have been identified as key factors in outcomes of completed strokes. This includes initial assessment and stabilization of critical respiratory, circulatory, hemodynamic, and neurologic status, and obtaining crucial elements of a patient's history. Distinguishing ischemic from hemorrhagic strokes requires diagnostic applications that are performed within narrow windows of opportunity, to accurately and effectively select and administer appropriate treatment options. This course will instruct learners on the knowledge and skills needed to care for patients with an acute stroke from onset through the first 24 hours.

CT Scans for the Radiologic Technologist 1.00 Close
Description
It is essential for radiographers to identify challenges and errors in techniques, as well as the effect on patient outcomes during the imaging process. A complete understanding of the anatomy of the head, neck, chest, and abdomen is necessary to help identify common pathologies in differential diagnostics.

Managing the Patient with Stroke - Understanding and Using the NIHSS 1.00 Close
Description
Every year, approximately 795,000 people suffer a stroke. According to the American Stroke Association (2016), it is the 5th largest cause of death in the United States, killing nearly 130,000 people per year. Of those patients who survive, many experience moderate or severe impairments that require special care. The National Institutes of Health Stroke Scale (NIHSS) is a tool used to measure the severity of stroke symptoms, as well as aid in the identification of the injury location. The NIHSS has also been shown to strongly predict the likelihood of a patient’s recovery after stroke. This course will assist clinicians in the acute care setting who are caring for patients suffering from acute stroke. 

Mammography for the Radiologic Technologist 1.00 Close
Description
Length of life and quality of life are 2 of the most important aspects of breast cancer care. Early detection can help lead both of these to positive outcomes. Careful practices in mammography are essential to ascertaining accurate pathological diagnosing as well as providing patient safety and comfort with breast cancer.

Managing the Patient with Acute Stroke: The A-Fib Connection 1.00 Close
Description
Atrial fibrillation (AFib) is the most common type of arrhythmia. It affects approximately 2.2 million people in the U.S. and is a leading risk factor for stroke. AFib is most commonly seen in patients who are over age 60 years. Many patients with AFib are asymptomatic, making it difficult to diagnose. However, even when AFib is not noticed, it can increase the risk of stroke. Approximately 15% of people who experience a stroke have AFib. Strokes resulting from AFib can be prevented with early screening, diagnosis, and intervention.

Motivational Interviewing 1.00 Close
Description
Motivational interviewing (MI) is increasingly viewed as the most important development in the counseling field in the last 30 years, and yet many people in helping professions do not know the core principles of MI or understand how to apply them in practice. In this course, you will learn about the motivational interviewing approach to helping people change and see the crucial importance of matching interventions to individuals’ stages of change in order to improve the likelihood of success. In addition to examining the principles of MI, you will learn specific skills and techniques that will support the primary goals of MI, which include establishing rapport, eliciting change talk, and establishing commitment language. You will also learn about the recent empirical research supporting the effectiveness of MI. Anyone in a helping profession will benefit from this course, whether it is used to learn about MI for the first time or to reinforce your knowledge of MI’s important principles. The course uses a blend of instructive information and interactive exercises to keep you going (or start you moving) in the right direction.

Documenting the Treatment Planning Process 1.00 Close
Description
A critical step for service providers in receiving reimbursement is to submit treatment planning documentation. This course reinforces what you already know about plans of care, while offering suggestions for capturing the real therapeutic relationship on paper. You will learn how to hone in on core principles for clinical documentation; take a fresh look at ways to record your client’s strengths, goals, and treatment objectives; and evaluate methods of accurately representing interventions, outcomes, and discharge plans.

Cardiac Catheterization: Pressures and Waveforms 1.00 Close
Description
This second presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications.

Cardiac Catheterization: Radiation Exposure and Contrast Induced Nephropathy 1.00 Close
Description
This third presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications.

Sexual Harassment for Supervisors 1.00 Close
Description
This course for supervisors in the health-care setting is designed to provide greater awareness of sexual harassment in the workplace, suggest steps to take to prevent it, and offer methods to deal with it if it does occur. Included is a focus on federal and state laws, liability issues, harassment policies, employee rights, supervisor responsibilities, and investigation procedures.

About Diabetes 1.00 Close
Description
Diabetes, affecting 9.3% of people in the United States, can cause a host of health problems and even lead to death when managed improperly. In fact, it is the seventh leading cause of death in this country. Given this growing problem, it is important to understand how diabetes affects the body and how to help delay its devastating complications. This course for entry-level nurses covers the basics of the disease and the current medical treatment to help you better assess patients’ needs, provide care for them, and problem-solve common medication concerns.

Clinical Practice Guidelines for Prescribing Opioids 1.00 Close
Description
This webinar, presenting an overview of the current opioid epidemic, discusses methods for identifying the potential risks of opioid treatment. It also presents recommended treatment strategies for patients with chronic pain, including an overview of CDC guidelines and general strategies for safer pain-management practices.

Social Determinants of Health Path Assessment 1.00 Close
Description
This assessment measures overall learner competencies as aligned with the modules presented in the social determinants of health learning path. The objectives being assessed are the social factors that impact a person’s health, how providers can incorporate the social determinants of health into their patient assessments, how these determinants impact patients’ ability to adhere to their care plans, and how to improve the care-planning process by incorporating social health information.

Payer Perspective: Hypertension/CAD/CHF for Clinicians 1.00 Close
Description
People living with hypertension, coronary artery disease (CAD), and congestive heart failure (CHF) are among health-care payers’ highest cost members. People may have these conditions simultaneously, and having even just one of them—especially if not well-managed—often increases the risk of developing the others. Early detection and treatment of hypertension reduces disease progression and drives down costs. This course provides evidence-based recommendations on how to provide clinically appropriate care, how to teach patients self-management techniques for their conditions and create an action plan, and how to identify other factors that could impact their condition.

Managing the Patient with a Traumatic Brain Injury (TBI) 1.00 Close
Description
Traumatic Brain Injury (TBI), a complex condition with a wide array of associated symptoms and disabilities, significantly impacts the lives of patients and their families. This course for nurses who care for patients experiencing a TBI, discusses assessment strategies, current treatment guidelines, and supportive care to effect positive outcomes.

Managing the Patient with Stroke: Venous Thromboembolism Prophylaxis 1.00 Close
Description
The American Stroke Association estimates that 85% of all strokes are related to ischemia, and in the United States, ischemic strokes are the leading cause of adult disability. In stroke care, prevention is key. This course discusses patient-monitoring techniques and management principles, along with the use of pharmacological agents that slow or prevent clot development.

Managing the Patient with Ischemic Stroke and Hemorrhagic Stroke - Pathophysiology and Presentations 1.00 Close
Description
Cerebrovascular accidents (CVAs), or strokes, are the fifth leading cause of death in the United States. The early care that patients receive, preferably in the first 4½ hours, is critical in their prognosis and preservation of functional status. Clinicians need a thorough understanding of stroke pathophysiology, along with how to assess, diagnose, and determine the appropriate plan of care. The goal of this course is to equip you to make the best possible decisions in caring for stroke patients.

Managing the Patient at Risk for Stroke - Lifestyle and Medical Risk Factors 1.00 Close
Description
Cerebrovascular accidents (CVAs) or strokes are the fifth leading cause of death in the United States. However, they can be treated if the patient is helped within the first 4½ hours of the event, according to the American Stroke Association. This course for health-care providers identifies medical and lifestyle risk factors that can lead to a stroke, describes diagnostic measures used to assess stroke risk, and outlines stroke-prevention strategies and lifestyle changes. You will be equipped to educate patients concerning how their lifestyle can significantly impact their stroke risk and how making key changes can help them to avoid a medical emergency.

Overview of Children with Disabilities 1.00 Close
Description
Delays in developmental skills in young children can include movement (motor), hearing and speaking (communication), social and emotional development, and thinking and problem-solving skills (cognitive). These difficulties, ranging from mild to severe, may extend into adulthood and can affect learning, communication, and functioning in the community. The onset of some developmental disabilities, such as Down syndrome, can be diagnosed at birth. Other disorders may become apparent only as young children miss important developmental milestones, although the typical sequence of development can have a wide range. This course explains how to identify atypical development in young children, how to recognize common developmental disabilities that require comprehensive assessments, and how to identify and describe common disabilities that may result from environmental factors. Given this knowledge, you will be better equipped to meet the individual needs of the young children with whom you work.

Medication Actions and Interactions 1.00 Close
Description
This course for entry-level nurses, direct care staff, and dietary professionals provides information on basic medication actions, with a focus on the physiological changes and potential reactions specific to older adults. Included are federal requirements related to antipsychotic medication prescriptions and administration.

Infection Control: The Basics 1.00 Close
Description
This course reviews the steps needed to maintain contact precautions, including topics on personal protective equipment (PPE), transportation, equipment, and placement.

Preventing Unnecessary Hospital Admissions and Readmissions 1.00 Close
Description
“Bounce back,” “frequent flyer,” “rehospitalization,” “readmission”—regardless of the term used, the revolving door of hospital admission and readmission is often associated with the development of delirium, depression, functional decline, and health-care complications. Unnecessary hospital admissions and readmissions are also costly for Medicare and other payers. As a caregiver, you are in a unique position to help prevent unnecessary hospital admissions and readmissions. This course presents information about how you can accomplish that by providing your patients with the appropriate level of care based their current conditions. In other words, the right kind of care provided in the right place at the right time.

Social Determinants of Health Overview 1.00 Close
Description
Certain external conditions, often beyond an individual’s direct control, are referred to as the social determinants of health, and they have the potential of affecting the health of your patients. These conditions, contributing to individuals’ health inequity and inequalities at all levels, encompass where a patient lives and works; socioeconomic policies, systems, and norms; and more. This course discusses how the five pillars of social determinants of health impact the daily delivery, accessibility, and engagement of health-improvement efforts. It also presents strategies for assessing the social determinants of health that may be affecting your patient population, how to increase awareness and interest in the determinants, and ways to engage patients, stakeholders, and other providers in addressing social determinants of health.

Payer Perspective: Comorbidity Management for Clinicians 1.00 Close
Description
According to the Centers for Disease Control and Prevention, about half of all adults in this country have one or more chronic health conditions, and one in four adults have two or more chronic health conditions. This course provides an in-depth and interactive analysis of comorbid conditions and how they affect the health and well-being of patients. Included is information about cost effectiveness, social determinants, nutrition needs, and action plans related to patients who have comorbidities.

Clinical Express: Handoff Communication 1.00 Close
Description
This course presents methods for ensuring that continuity of care for the patient is maintained.

Managing the Patient with Mechanical Ventilation 1.00 Close
Description
Annually in this country, an average of 800,000 patient hospitalizations involve mechanical ventilation, with an estimated cost of 27 billion dollars, or 12 percent of all hospital costs. Proper ventilator management techniques are imperative in providing safe, quality patient care. This course discusses related respiratory physiology, modes of ventilation, commonly referenced ventilator values, principles for managing the mechanically ventilated patient, and the pharmacology of pain and sedation used during mechanical ventilation. Applying this information in your health-care setting will help to ensure optimal outcomes for your patients.

Managing the Patient with Hepatic Failure 1.00 Close
Description
Hepatic failure is one of the leading causes of death in this country. According to the American Liver Foundation (ALF), one in 10 Americans—approximately 30 million people—have some form of hepatic failure, with 16,000 such patients currently on the transplant list waiting for a new liver. So you can better manage and care for this patient population, this course presents the causes, symptoms, risk factors, complications, treatment strategies, and characteristics of hepatic failure.

Opioids and Pregnancy 1.00 Close
Description
In the United States, the use and abuse of opioids, whether through prescriptions or illegal means, has reached epidemic proportions. The problem is compounded by the use of opioids during pregnancy. This course presents best practices for identifying and managing pregnant women who have opioid-use disorder, including screening, treatment recommendations, pain management, complications, and postpartum recommendations.

ADHD: Etiology, Diagnostics and Treatments 1.00 Close
Description
Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders diagnosed in childhood, and its symptoms can continue through adolescence and adulthood. Since many children at times exhibit inattentiveness, hyperactivity, or impulsivity, it can be challenging to diagnose and treat individuals with ADHD. This course, appropriate for healthcare professionals with basic to intermediate levels of experience working with children, adolescents, and young adults in a variety of health-care settings, will give you the tools you need to make an accurate diagnosis and choose the most effective treatment options. Included are the 3 different presentations of ADHD and key behaviors of each, specific diagnostic criteria, typical symptoms and how they manifest differently in individuals of different ages, possible causes of ADHD, and current treatment options for children, teenagers, and young adults.

Understanding Lab Values: Acid-Base Balance 1.00 Close
Description
The rising costs of healthcare in the United States has required clinicians to utilize cost-effective measures in the management of patients. Still considered one of the top diagnostic tools, laboratory testing is one of the most effective evaluative tools available, and the most fiscally responsible. Minute changes in the expected values can indicate a considerable change in the status of the patient. The ability to confidently identify abnormal results in frequently measured labs, comprehend the pathophysiological meaning, and treat or monitor the cause is unequivocal to ensure the highest level of care for our patients. The purpose of this course is to understand the physiology of acid-base balance and be able to identify select disturbances in order to provide proper patient management. 

Ethical and Legal Guidelines for Telehealth 1.00 Close
Description Learning Objectives Faculty
This course presents ethical and legal guidelines for conducting telehealth (enhancing health care through the use of telecommunications technologies) with adults who have behavioral health issues. Included are issues of informed consent; guidelines for confidentiality, boundaries, and privacy; and rules for sharing information. You will be equipped with strategies you can use in your own setting as you learn about mandatory reporting under the Health Insurance Portability and Accountability Act (HIPAA), prerequisites for delivering telehealth, and guidelines for billing and practice across state lines.
Summarize laws such as HIPAA as they pertain to the application of telehealth.

Cite the ethical guidelines of using telehealth regarding issues of confidentiality, boundaries, privacy, reporting, and sharing of information.

Discuss at least two prerequisites for delivering telehelath services, such as training and education requirements.

Apply rules governing telehealth practice and billing across state lines.
Instructor
Steven R. Thorp, PhD, ABPP

Staff Writer
Naju Madra, MA

Payer Perspective: Comorbidity Management (Physical and Behavioral) for Clinicians 1.00 Close
Description Learning Objectives Faculty
Behavioral health disorders frequently exist alongside chronic physical health disorders or comorbidities. Patients with chronic health disorders are costly to treat and sometimes over-utilize the health-care system. This course discusses the importance of treating behavioral health disorders so that through best practices and supporting self-management, these patients can see an improvement in their health outcomes and well-being. Providers will also see improved patient satisfaction scores as they focus on regularly following up with their patients and doing what they can to keep them healthy.
Recognize how to educate patients on self-management for their physical and behavioral conditions.

Identify how physical and behavioral conditions can impact each other.

Define the importance of appropriate annual screening and regular follow-up for behavioral health issues.

Cite how to create an action plan.

Define nutritional counseling for maximizing health.

Identify potential social determinants of health that could impact compliance to the plan of care.
Instructor
Christopher Reist, MD, MBA

Staff Writer
Alisa Brewer, BSN, RN

Communicating with People with Dementia 1.00 Close
Description Learning Objectives Faculty

As dementia gradually destroys areas of the brain responsible for sending and receiving messages, communication becomes increasingly difficult. However, there are guidelines you can follow to ensure effective communication with persons who have dementia, including those with severe cognitive impairments. In this course, you will learn how to increase your understanding of persons with dementia by knowing each as an individual and recognizing common speech patterns, how persons with dementia use behaviors for communicating discomfort, and the communication strategies you can employ to ensure that your message is clearly received.

Identify how knowing the person with dementia as an individual, not as a disease, promotes effective communication.

Give examples of common communication changes people with dementia exhibit.

Interpret the likely messages behind nonverbal communication in people with dementia.

Summarize the techniques for communicating more effectively with people with dementia.
Instructor
Elizabeth Kellerman, MSN RN

Expert Reviewer
Jennifer Moore, RN-BC, NDS-CT, CDP

Cardiac Pharmacology 1.00 Close
Description Learning Objectives Faculty
Pharmacological management is both an art and a science. This course discusses the basic mechanisms of action found in commonly used classes of cardiac agents. As you learn the relevant clinical implications of select cardiac medications, you will be better equipped to properly manage various cardiac conditions.
Review physiological concepts associated with cardiovascular pharmacological agents.

Outline the pharmacokinetic and pharmacodynamic principles seen in various classes.

Discuss the relevant clinical implications of select cardiac medications.
Expert Reviewer:
David Hoeft, MD

Staff Writer:
Kristen Ponichtera, BSN, RN, CFRN, CTRN, CCRN

Junctional Rhythms 1.00 Close
Description Learning Objectives Faculty
The ECG, an easily mastered tool of remarkable clinical power, can provide helpful and even vital information in a wide range of situations. One glance at an ECG can diagnose an evolving myocardial infarction, identify a potentially life-threatening arrhythmia, pinpoint the chronic effects of sustained hypertension or the acute effects of a massive pulmonary embolus, or determine the likelihood of underlying coronary artery disease in a patient with chest pain. Since the ECG is only as capable as its user, this course will help you understand the characteristics of junctional rhythms and the approach taken toward narrow complex tachycardia.
Identify the characteristics of junctional rhythms.

Distinguish the identifying features of junctional arrhythmias.

Describe the clinical implications of junctional rhythms.
Staff Writer
Kristen Ponichtera, BSN, RN, CFRN, CTRN, CCRN

Expert Reviewer
David Hoeft, MD

Diabetes and Other Co-Morbid Conditions 1.00 Close
Description Learning Objectives Faculty
Rather than being a standalone disease, diabetes (particularly Type II diabetes) is a metabolic dysfunction at the cellular level. This metabolic dysfunction contributes to many comorbidities associated with diabetes. Taking a purely pharmaceutical approach—looking only at blood glucose or A1C as an endpoint—fails to identify and address the potential underlying causes of diabetes and other comorbidities. To help you facilitate the best outcomes for your patients, this course discusses the correlation between diabetes and comorbidities, the underlying pathological processes, and the impact of glucose control. You will come away with an understanding of the common comorbidities associated with diabetes and proper management of these conditions.
Explain the correlations between diabetes and comorbid conditions.

Discuss the screening and evaluation of common comorbidities associated with diabetes.

Illustrate proper management of diabetes and comorbid contitions.
Instructor
Jennifer Moore, RN-BC, DNS-CT, CDP

Expert Reviewer
Paula Ackerman, MS, RD, CDE

Overview of Case to Care Management 1.00 Close
Description Learning Objectives Faculty
On average, people who live with serious mental illness or co-occurring mental illness and substance-use disorders die 25 to 35 years prematurely. This is largely due to preventable diseases, health disparities, and even the contributing factor of the stigma associated with mental illness. Behavioral health case managers are experts in helping people manage their chronic mental health conditions. By applying those skills in addressing the whole-health needs of these individuals, case managers become care managers in an integrated-systems approach to behavioral health concerns. This course for health and human services professionals offers an overview of case-to-care management, a strategy for incorporating a patient-centered approach, and ways to effectively impact the health outcomes of the people you serve.
Describe barriers in the US healthcare system that perpetuate the fragmentation of care.

Identify three health disparities impacting health outcomes in the behavioral health population.

Summarize the similatrities and differences between case management and care management.

Develop effective methods of managing a multidimensional approach for your clients total healthcare needs.
Staff Writer
Nellie Galindo, MSW, MSPH

Expert Reviewer
Cheryl Holt, MA

Cultural Diversity 1.25 Close
Description Learning Objectives Faculty
This introductory course provides an overview of cultural diversity, including the importance of understanding a person’s culture when providing services, common issues in cultural diversity, and appropriate responses to cultures that differ from your own. This knowledge will enable you to interact with others of diverse cultures and to perform your job responsibilities more effectively.
Explain the importance of understanding a person's culture when providing services.

Examine common issues in cultural diversity.

Identify appropriate responses to cultures that differ from your own.
Instructor
Sherri Taylor, MA

Workplace Harassment 1.25 Close
Description Learning Objectives Faculty
Ensuring that employees are free from harassment in a safe and healthy work environment is key to achieving your company's goals. This course examines various types of workplace harassment, the basic skills needed to understand and deal with such situations, and information concerning your role in ensuring a harassment-free work environment.
Define workplace harassment.

Recognize examples of harassment situations and problems that may occur in the workplace.

Identify retaliation and recognize why retaliation against employees who complain of workplace harassment is prohibited.

Describe how to effectively respond to harassment incidents in the work place.

Assist your organization in promoting workplace behaviors that do not create or contribute to harassment.
Instructor
David A. Winter, MBA

Groundwork for Multicultural Care 1.25 Close
Description Learning Objectives Faculty
Rapid cultural diversification in this country has challenged the traditional delivery of health-care services. Being aware of and sensitive to cultural issues is critical to establishing a positive relationship with the person you are serving. This course examines factors that may contribute to the underutilization of health-care services by certain persons of various races/ethnicities, cultural, and social identities. You’ll learn ways to improve cultural understanding and competency in health-care treatment and be able to accurately identify and incorporate key components of cultural diversity and competency into your daily practice.
Recognize specific culturally diverse practices and beliefs that are important to understanding the individuals and communities you serve.

Demonstrate cultural humility and improved cultural competency in your own practice and work setting.

Associate practical knowledge of specific multicultural considerations with potential healthcare implications and quality of care afforded.
Naju Madra, MA

Sherri Taylor, MA

Care Planning and Implementation 1.25 Close
Description Learning Objectives Faculty
Care plans are developed to help residents attain and maintain physical, mental, and psychosocial well-being. This course provides information that your team can use in developing comprehensive care plans that maximize the well-being of each resident. Also covered are resources, the use of care area triggers, and Care Area Assessment (CAA) summary so that decision making can be supported and documented in the care of each resident.
Explain why care planning is used.

Explain the Care Area Assessment process.

Describe Care Area Triggers and what they are used for.

List 10 of the 20 care areas in the CAA framework.

Discuss interdepartmental communication in the CAA process.
Expert Reviewer
Ron Orth, RN, CHC, CMAC, NHA, AHIMA-Approved ICD-10-CM Ambassador/Trainer

Instructor
Elizabeth Kellerman, MSN, RN

Integrating Primary Care with Behavioral Healthcare 1.25 Close
Description Learning Objectives Faculty
As a health-care professional, you may not be sure what the term “integrated care” means, what its implications for future health-care practice might be, or how you might participate in an integrated-care environment. This course explains the costs, benefits, and goals of various integrated-care models and configurations. You will learn about ways that behavioral health-care professionals can function effectively in such an environment, along with key challenges to and characteristics of well-functioning integrated-care systems.
Recognize the core competencies required of an integrated care workforce.

Describe the costs, benefits, and goals of an Integrated System of Care.

Identify challenges to integration, as well as characteristics of well-functioning systems.

Summarize effective approaches for behavioral health professionals in integrated care environments.
Carol Fornoff, LCPC

John Santopietro, MD

Joseph Murphy, PhD

Care Coordination: Principles and Best Practices 1.25 Close
Description Learning Objectives Faculty
As they age, many patients find themselves developing one or more chronic diseases, but they don’t know how to navigate this country’s fragmented and exorbitantly expensive health-care system in order to receive appropriate care. Care coordination by the medical team—providing additional services such as education and close monitoring of the disease process—has been shown to decrease health-care costs while improving patients’ health. Unfortunately, standardized techniques or processes for care coordination are not in place. This course for nurses discusses care coordination’s process, its various components, current efforts, ideas for improvement, and a review of practical applications for your nursing practice.
Define care coordination and identify the components involved.

Describe the current efforts toward care coordination in the healthcare setting today.

Apply new knowledge of techniques to improve care coordination in your current practice.
Instructor
Chastity Mullins, MSN, RN

Suicide Risk Factors, Screening, and Assessment 1.25 Close
Description Learning Objectives
As a health-care professional who deals with at-risk people, you know that those in distress are at an increased risk of suicide and that screening for suicidality is the first step in prevention. This course dispels some of common myths and provides accurate information about best practices in suicide screening and assessment. You will learn about specific high-risk groups, factors that elevate risk of suicide, how to use screening instruments, and several different models of comprehensive suicide assessment—all geared to helping you potentially save lives.
Recognize risk and protective factors for suicide.

List specific populations that are at increased risk of suicide.

Explain how to effectively use suicide screening instruments to identify individuals at risk.

Summarize the major components of a comprehensive suicide assessment.

Antibiotic Stewardship 1.25 Close
Description Learning Objectives Faculty
The rise of the serious problem of multidrug resistant organisms (MDROs) has been linked to inappropriate prescribing and use of antibiotics. In response, antibiotic stewardship programs have been developed to guide best practice in treating this powerful group of medications resourcefully. The goal is for health-care providers to steward antibiotics in such a way that these medications can continue to be used to fight infections. This course discusses the Core Elements of Antibiotic Stewardship developed by the Centers for Disease Control and Prevention (CDC) and how you can apply components of the program to your nursing practice.
Name three benefits of antibiotic stewardship.

State the difference between broad and narrow spectrum antibiotics.

Describe elements of an antibiotic stewardship program.

Recognize different team members' roles in antibiotic stewardship.
Elizabeth Kellerman, MSN, RN

Understanding Borderline Personality Disorder 1.25 Close
Description Learning Objectives Faculty
Borderline personality disorder (BPD), an increasingly common diagnosis in the mental health profession, continues to be misunderstood and ineffectively treated. Part of the reason is that behaviors associated with the disorder can fit into many diagnostic categories. Drawing from the newest research in the field of personality disorders, including information from Linehan's Skills Training Manual for Treating Borderline Personality Disorder. this course aims to give you the tools you need to accurately identify individuals with BPD and become knowledgeable about available treatment options. You will learn about how BPD develops, the theoretical perspectives of BPD, treatment goals, the challenges you might experience when working with this population, and some of the most common issues that individuals with BPD experience while in treatment. This training is appropriate for mental health professionals with basic to intermediate levels of experience in treating individuals with BPD.
List the criteria needed to identify and diagnose an individual with borderline personality disorder (BPD).

Differentiate and discuss the theoretical perspective of BPD.

Describe the best evidence-based treatment approaches to treating people who have BPD.
Staff Writer
Naju Madra, MA

Instructor
Jodi Ceballos, PsyD

The Ten Guiding Principles for the Management and Prevention of Diabetes: Principles 4-6 1.25 Close
Description Learning Objectives Faculty
Currently, 29 million people in the US have diabetes. It is the leading cause of adult blindness, non-traumatic amputation, renal failure and cardiovascular disease. In addition, it is a tremendous strain on health care costs. As a result, the National Diabetes Education Program (NDEP) partnered with numerous health organizations to publish Guiding Principles for the Care of People With or at Risk for Diabetes. Ten clinically useful principles were developed to guide health care providers to deliver quality care to adults with or at risk for diabetes. The purpose of this webinar is to educate health care professionals on the fourth - sixth basic guidelines related to current evidence-based diabetes management and prevention. This is an introductory level course appropriate for nurses, dietitians, rehab professionals, nurses’ aides, and anyone interested in learning more about these topics.
State the macronutrient recommendations for persons with or at risk for diabetes.

State the physical recommendations for persons with or at risk for diabetes.

State the glycemic goals for persons with diabetes.
Instructor
Paula Ackerman, MS, RD, CDE

End of Life Care for People with Intellectual and Developmental Disabilities 1.25 Close
Description Learning Objectives Faculty
Most people, regardless of abilities, face similar end-of-life issues. People who have intellectual and developmental disabilities (IDD) of encounter additional issues and challenges. With a life expectancy now almost the same as the general population, people with IDD live longer and are more integrated into the community. They frequently outlive family caregivers, often requiring additional supports into advanced age, as well as different service locations, including choosing to receive end-of-life care in their own homes. This course, for all members of the interdisciplinary team that provide support and care, gives an introduction to critical end-of-life issues for people with IDD. It covers basic information about common medical decisions included in and end-of life plan; specialized health-care options, such as palliative care and hospice; basic legal and ethical guidelines for decision making at the end of life; and how advanced planning can provide clarity in complex, stressful situations where people are unable to communicate or provide consent. Your knowledge of an individual's preferences, as well as their basic rights and ethics, will help you support the person you are serving and their families.

This overview course is based on End of Life Care for Children and Adults with Intellectual and Developmental Disabilities (2010), published by AAIDD. Each state and agency will have its own laws, regulatory issues, and policies. After taking this course, staff members should inform themselves about specific policies and regulations that pertain to their roles and responsibilities.
Communicate with individuals with intellectual and developmental disabilities (IDD), their families, and healthcare surrogates about death, dying, and bereavement.

Identify who has the right to make healthcare decisions for individuals with IDD, including the definitions of informed consent, competency vs. capability, and healthcare power of attorney (surrogate, agent, or proxy).

Define advanced directives and explain how you might create an end of life plan for a person you support who does not use verbal communication.

Explain where the following medical terms might fit on the continuum of one person's end of life healthcare: DNR orders, "futile treatment", palliative care, persistent vegetative state, and hospice.

Name three actions you can take in your professional role to promote dignity, equality, life, and autonomy for individuals with disabilities at the end of life.
Staff Writer
Nellie Galindo, MSW, MSPH

Instructor
Margaret A. Nygren, EdD

MACRA for Clinical Staff: Quality 1.25 Close
Description Learning Objectives Faculty
The Medicare Access and CHIP Reauthorization Act (MACRA) establishes new ways to reimburse physicians for providing care to Medicare beneficiaries. In this course, we will explore MACRA, its various quality measures, and ways that you can implement change and sustain best practice around MACRA.
Understand the quality payment program and how it works.

Understand your role in the quality payment program and how it applies to your practice.

Find additional information on requisite metrics and changes to practice.
Staff Writer
Adam Roesner, BSN

Preventing Readmissions Through Ambulatory Care: A Simulation 1.25 Close
Description Learning Objectives Faculty
This simulation, intended to provide a challenging, real-world experience regarding the prevention of readmissions, includes best practices for care management, medication management, medication reconciliation, and screening.
Identify prevention practices to prevent disease processes or the worsening thereof.

Recognize screening strategies for early detection and intervention in ambulatory care.

Identify care coordination to increase positive outcomes across the healthcare continuum.

Indicate key times for medication reconciliation and medication management strategies to improve outcomes and avoid medication errors.
Instructor
Alisa Brewer, BSN, RN

Biopsychosocial Model of Addiction 1.25 Close
Description Learning Objectives Faculty
Substance use and abuse represents a serious health concern in the United States, with the number of deaths from tobacco use and illicit-drug overdoses increasing at alarming rates. Based on content from the National Institutes of Health (NIH) and from the Substance Abuse and Mental Health Services Administration (SAMHSA), this course provides an overview of the biopsychosocial model of addiction. It emphasizes the interplay of biological, psychological, and social factors that contribute to addiction and includes information about various drug types, stages of addiction, risk factors, and treatment options. New and seasoned clinicians will learn how to identify who may be at risk for addiction, as well as how to help clients engage in the recovery process.
Define what addiction is through the lens of a biopsychosocial model.

Identify biopsychosocial risk factors for addiction.

Discuss three treatment approaches using a biopsychosocial model of recovery.
Instructor
David Patzer, MD

Payer Perspective: Adherence for Clinicians 1.25 Close
Description Learning Objectives
With health-care policies shifting from fee-for-service to performance-based payment models that hold providers accountable for poor outcomes, a better understanding of factors that contribute to non-adherence is needed, along with effective strategies for improvement. This course covers the wide array of contributing forces behind non-adherence, along with evidence-based interventions for optimizing outcomes. You will also learn how to apply interventions best suited to individual patients based on their needs and risks related to adherence.
Differentiate between intentional and unintentional non-adherence.

Describe factors that influence therapeutic non-adherence.

Select appropriate interventions based on factors that influence non-adherence.

Cardiac Catheterization: Information to Function Effectively and Efficiently in the Cath Lab 1.25 Close
Description Learning Objectives
This first presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications.
Identify the advent of cardiac catheterization.

Describe the blood circulation of the heart.

Describe the anatomy and physiology of heart structures.

Define the coronary circulation.

Describe the electrical system of the heart.

Identify the clotting cascade mechanism.

Palliative vs. Hospice Care 1.25 Close
Description Learning Objectives Faculty

Although palliative care can be a tremendous benefit for individuals with chronic, life-limiting conditions, many qualifying individuals are not referred for such care because of a lack of understanding about the services. Another point of confusion is how palliative care and hospice care differ. This course explains each type of care, when they are appropriate, the services offered, team-member roles, and payor sources. Thus equipped, health-care professionals can better advocate for the most appropriate care, provide education and guidance to individuals and their families, and, when necessary, ease the transition from palliative care to hospice care. 

Define palliative care and hospice care.

Explain the services provided in palliative and hospice care and the payor sources.

Identify when palliative care and hospice care are appropriate.

Illustrate the roles of the palliative care and hospice care team members.

Describe the benefits of palliative care and hospice care.

Discuss the transition from palliative care to hospice care and discharge from hospice care.
Staff Writer
Jennifer W. Burks, RN, MSN

Expert Reviewer
Sheri Ellington Cook, RN, BSN

EMTALA 1.25 Close
Description Learning Objectives Faculty
This course describes how key terms within the Emergency Medical Treatment and Labor Act (EMTALA) are interpreted and how they apply to hospitals with a dedicated emergency department. Included is a review of cases where EMTALA violations have been alleged and the courts have applied judgments.
Describe the intent of EMTALA.

Identify requirements under EMTALA.

Define key terms associated with EMTALA.

Describe how EMTALA applies to special conditions.

Explain the rationale for judgments in EMTALA cases.
Staff Writer
Rebecca Smallwood, MBA, RN

Expert Reviewer
Ann Dietrich, MD, FAAP, FACEP

Managing the Patient with Stroke: Thrombolytic Therapy 1.25 Close
Description Learning Objectives Faculty
The American Stroke Association estimates that 85% of all strokes are related to ischemia, and in the United States, ischemic strokes are the leading cause of adult disability. Since early intervention is key, this course discusses pharmacological agents (thrombolytics) that destroy clots and are often used as part of the treatment plan.
Outline patient monitoring techniques and management principles.

Describe the physiological stages of clot creation.

Differentiate between clot inhibition and fibrinolysis.
Staff Writer
Adam Roesner, BSN

Expert Reviewer
Lisa Hohlbein, RN, CDP

Substance Use in Women Across the Lifespan 1.25 Close
Description Learning Objectives Faculty
For many years, substance-use research routinely excluded women, leading to an accumulation of data and treatment recommendations heavily biased toward men. New research reveals that women have different pathways in developing a substance-use disorder, as well as different risk factors, treatment needs, and barriers to treatment. In this course, you will learn about the effects of age and life transitions and how these are reflected in treatment methodologies regarding alcohol and drug use in women. You will be equipped with ways to provide gender-sensitive treatment to women struggling with substance use or who are at risk of developing a substance-use disorder.
Discuss the unique aspects of substance use and substance use disorder (SUD) among women.

Explain how the use of specific substances, as well as the impact of those substances changes across the lifespan.

Describe how evidence-based practices can incorporate the unique issues and needs of substance using women at different phases of life.
Instructor
Monique Kahn PsyD

Expert Reviewers
Lisa Britt, LCAS, CRC, MAC
 Jack M. Gorman, MD

Treatment of Opioid Dependence Among Adolescents and Young Adults 1.25 Close
Description Learning Objectives Faculty
In the United States, more than 80% of adolescents who die from an opioid overdose do so accidentally, a reflection of their lack of understanding of the dangers inherent in misuse of opioid medications. Along with the risk of lethal overdose, adolescents who misuse opioids are at increased risk of severe medical complications that require emergency treatment, progression to drugs that are even more dangerous, and the development of a substance-use disorder. This course discusses biological and psychosocial factors, unique to adolescents, that impact their vulnerability to the negative effects of opioids. Increased understanding of the scope of opioid-use disorders among adolescents and young adults will improve your ability to effectively identify and treat problematic, nonmedical use of prescription and other opioids.
Define the scope of opioid use and opioid use disorders among individuals aged 13-25.

Discuss the unique characteristics of opioid use and barriers to treatment among adolescents and young adults.

List evidence-based practices for treating opioid use disorders in asolescents and young adults.

Identify comorbidities common to opioid use disorders, such as other types of substance use, co-occurring mental health disorders, or physical health aliments.
Instructor
Brent Scobie, PhD, LCSW

Expert Reviewer
Karl J. Haake, MD

Cardiac Catheterization: Complications and Common Mistakes 1.50 Close
Description Learning Objectives
This final presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications.
Identify common complications that occur during a cardiac catheterization or a coronary intervention.

Delineate left heart catheterization waveforms.

Identify valvular disorders based on cardiac waveforms.

Describe how disease processes affect cardiac pressures.

Identify the need for emergency equipment readily available.

Verbalize the rationale for the use of radial versus femoral cardiac catheterizations.

Importance of Integrating Debriefing Skills in Nursing Professional Development 1.50 Close
Description Learning Objectives Faculty
Learn how the use of simulations, essential debriefing concepts, and competency assessments effectively enhance learning in higher nursing education.
Describe how to guide reflection during the debriefing process.

Discuss challenges in higher nursing education.

Discuss research findings related to the effectiveness of utilizing simulation in nursing.

Identify concepts which are essential in the debriefing process.
Kyle Johnson, MSN, RN, CHSE

Preterm Labor & Preterm Premature Rupture of Membranes 1.50 Close
Description Learning Objectives Faculty
This course discusses preterm labor, preterm birth, and preterm premature rupture of membranes. Included: risk factors, signs and symptoms, diagnostic evaluation, maternal and fetal risks, management strategies, and nursing interventions.
Apply management strategies and nursing interventions for preterm labor and preterm premature rupture of membranes.

Define current terminology associated with preterm labor and birth.

Discuss signs and symptoms of preterm labor.

Explain risks to the mother and fetus associated with preterm labor and preterm premature rupture of membranes.

Review the implications of preterm birth.

Verbalize risk factors associated with preterm labor and preterm premature rupture of membranes.
Melynda Reeves, MSN, RN, RNC-OB

Cardiac Catheterization: Equipment for Diagnostic Cardiac Catheterization 1.50 Close
Description Learning Objectives
This fourth presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications.
Identify commonly used catheters in the cannulation of the left and right coronary arteries.

Identify coronary catheters utilized to cannulate coronary artery by pass grafts.

Verbalize the commonly used diagnostic wires and ancillary equipment utilized in a standard heart catheterization.

Cardiac Catheterization: Equipment for Interventional Catheterization 1.50 Close
Description Learning Objectives
This fifth presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications.
Identify commonly used guiding catheters in the cannulation of the left and right coronary arteries for the purpose of providing TIMI flow.

Identify the coronary ancillary treatment options such as atherectomy, left ventricular support devices, intra-aortic balloon pumps and pacemakers.

Verbalize the commonly used interventional wires and coronary balloons for support and for trackability.

Advocacy and Multicultural Care 1.50 Close
Description Learning Objectives Faculty
How can health-care professionals address social structures that often hinder health and wellness in certain communities? This course presents an overview of new innovations in multicultural care and service delivery when working with individuals from diverse backgrounds and cultures. Included is a review of the changing landscape of mental-health service provision, along with your role in alleviating oppression and health disparities. Detailed examples will assist you in applying these concepts in your own setting.
Identify implications of increased cultural competence, cultural humility, and multicultural care for the fight against disparities and promotion of wellness.

Illustrate possible organizational applications of the national Culturally and Linguistically Appropriate Service (CLAS) standards for increasing culturally and linguistically responsive care.

Recognize the types of challenges faced by healthcare providers that are obstacles to the cultivation of cultural responsiveness.

Apply available resources in your work setting in order to implement a plan to improve culturally responsive care with the individuals you serve.
Staff Writer
Naju Madra, MA

Instructor
Sherri Taylor, MA

Expert Reviewer
Theopia Jackson, PhD

Overview of Psychopharmacology 1.50 Close
Description Learning Objectives
This course, appropriate for all types of health-care professionals, provides a working knowledge of the types and potential side effects of medications used to treat various psychiatric disorders. Since many of the people you see are likely to be taking one or more psychiatric medications, this course discusses the major categories of such medications, including antipsychotics, antianxiety medications, antidepressants, and mood stabilizers. You will learn about their indications for use and some of their most common side effects, along with precautions that apply to special populations, such as the elderly, children, and pregnancy and nursing women.
Describe the major categories of medications used to treat mental illness and their side effects.

Discuss some of the most common medications in each major category, their indications, as well as usage and efficacies in the treatment of mental illness.

Explain the special concerns related to use of psychotherapeutic medications in older adults and pregnancy and nursing women.

Elder Abuse 1.50 Close
Description Learning Objectives Faculty
Elder abuse is a significant social problem. Mistreatment of older adults tends to occur in isolation and often remains undetected. The first step to addressing the problem is to heighten awareness, particularly among those who serve the elderly or have frequent contact with them. Throughout this course, you will learn about types of elder abuse, indicators, consequences, risk factors, and interventions.
Identify indicators of abuse for older adults.

Identify options for screening older adults for abuse.

Describe the nature, scope, and severity of elder abuse.

Identify the types of abuse suffered by older adults.

Explain the consequences of abuse for the older adult, the abuser, and society.
:all L. Caccamise, LMSW, ACSW

Michael Cottone, MS, HS-BCP

Psychopharmacology in the Emergency Department 1.50 Close
Description Learning Objectives Faculty
Emergency department (ED) health-care providers may serve patients who present with symptoms of a behavioral health disorder. In some situations, the ED provider administers psychiatric medications to the patient, while in others it is prudent to wait until the patient is admitted to an inpatient mental health facility or is seen as an outpatient. Often the reason for presentation in the ED is an adverse reaction to a psychiatric medication itself. This course discusses major categories of medications used in treating mental health disorders; precautions for special populations, such as older adults and pregnant and nursing patients; and major adverse reactions produced by psychiatric medications that are often seen in an ED setting.
Describe the major categories of medications used to treat mental health disorders and their adverse side effects.

Discuss some of the most common medications in each major category, their indications, as well as their usage in the treatment of mental health disorders.

Explain the special concerns related to use of psychotherapeutic medications in order adults and pregnant and nursing patients.

Diagnose and treat adverse reactions to psychotropic medications that present to the emergency department.
Instructor
Jack M. Gorman, MD

Expert Reviewer
Christopher Reist, MD, MBA

Community-Based Suicide Prevention 1.50 Close
Description Learning Objectives Faculty
As a health-care professional, one of the most stressful challenges you can face is discovering that a client has suicidal thinking, intent, or behaviors. The cornerstones of suicide intervention are accurate assessment, safety planning, and treatment. They encompass community-wide programs that target populations long before any elevated risk or suicidal behaviors occur. The most effective suicide prevention is multi-tiered, broad-based, and sustained over time. Rather than focusing on screening, assessment, or interventions with suicidal individuals who may already be at heightened risk, this course examines community-based models that mitigate individual risk factors and support a comprehensive approach. It focuses specifically on public health models of upstream interventions that are designed to reduce suicide risk.
Explain the public health model of suicide prevention.

List strategies that can be used to bolster individual and environmental protective factors.

Describe three primary prevention programs used to reduce suicide risk in various community settings.

State the basic tenets of responsible public messaging about suicide.
Instructors
Kathyrn Falbo-Woodson, MSW, LCSWA

Monique Kahn, Psy.D.

Abuse and Neglect: What to Look For and How to Respond 1.50 Close
Description Learning Objectives Faculty
This course provides the most current and relevant information on child, elder, and dependent adult abuse, as well as intimate partner violence. You will learn about these various types of abuse as they relate to your role as a behavioral healthcare service worker. Upon completion of this course, you will be able to recognize the various signs of abuse among all of these groups, as well as clearly understand your reporting responsibilities and procedures. Most importantly, you will have the key competencies you need to assist victims of violence and help others to avoid victimization. This course is designed for all Human Service personnel for entry level training or compliance reviews.
Detect risk factors of child abuse, elder abuse, dependent adult abuse, and intimate partner violence.

Identify potential signs of physical, mental, and financial abuse.

Apply legally mandated guidelines for reporting abuse and intimate partner violence.

Recognize the prevalence of child abuse, elder abuse, dependent adult abuse, and intimate partner violence.
Staff Writer
Naju Madra, MA

Expert Reviewer
Bridgett Ross, PsyD

Management of Hypertension in Pregnancy 1.50 Close
Description Learning Objectives Faculty
This course discusses hypertensive disorders during pregnancy, including pathophysiology, classifications, characteristics, diagnostic criteria, risk factors, management, and prevention. Also covered are the diagnostic criteria used to screen and monitor women with potential preeclampsia, pathophysiologic changes that occur with preeclampsia, appropriate management of women receiving magnesium sulfate therapy, and the recommended guidelines for administering anti-hypertensive agents.
Discuss pathophysiologic changes that occur in women with preeclampsia.

Discuss recommended guidelines for administration of anti-hypertensive agents in women experiencing acute, sever hypertension.

Recognize diagnostic criteria used to screen and monitor women with potential preeclampsia.

Review appropriate treatment regimen for administration and management of the woman receiving magnesium sulfate therapy.

Verbalize common risk factors associated with hypertensive disorders in pregnancy.

Define current terminology and classifications associated with hypertensive disorders in pregnancy.
Melynda Reeves, MSN, RN, RNC-OB

Crisis Management Basics 1.50 Close
Description Learning Objectives Faculty
Many helping professionals who work in hospitals, residential treatment centers, and community-based agencies face unpredictable and complex situations when people go into crisis. These crises seem to “come out of nowhere” and can throw you into a reactive state. Unless you understand how crises develop and have the skills and tools to address them, crises can place you in unsafe situations. Tailored for paraprofessionals, this course will teach you how to think of crises as developing events that should be carefully addressed with specific approaches. Through discussion, review of case vignettes, and practice quizzes, you will learn detailed strategies for how to prevent the development of crises, as well as how to effectively intervene when people are in full blown crises in a way that supports recovery and safety. You also will study how to help the individuals you are serving learn from crises so that they can use coping skills and support networks more effectively when they face stressful events in the future.
Identify risks and complicating factors in crises.

Recognize critical skills in crisis intervention, stabilization, and prevention.

Understand how a crisis develops.
Expert Reviewer
Carl Fornoff, LCPC

Staff Writers
Gigi Dillon, PhD, MA

Naju Madra, MA

Pain Assessment and Management 1.50 Close
Description Learning Objectives Faculty
This entry-level course in pain assessment and management is for direct care staff and activity professionals in long-term care, hospice, and home health. It covers types and classifications of pain, pain assessment tools to use with both verbal and nonverbal individuals, basics of pain assessment, pain management strategies, and federal regulations that address quality of life and quality of care.
Discuss what pain is, as well as how it affects individuals physically and mentally.

Describe how to assess for pain, including special considerations for persons diagnosed with a mental illness.

Identify pharmacological and non-pharmacological interventions used for pain management.

Summarize how to minimize the impact of pain for people with mental illness and substance use issues in order to avoid exacerbation of symptoms.
Instructor
Jennifer Barut, MSN, RN-BC

Expert Reviewer
David Patzer, MD

SBIRT: Intervention and Treatment Services for Individuals with Substance use Issues 1.50 Close
Description
Professionals in a variety of healthcare settings often see first-hand how excessive drinking or drug use can lead to severe and detrimental consequences. Research indicates that screening and brief interventions can have a significant impact on individuals who have drug or alcohol difficulties. In this course, you will learn step-by-step guidelines about how to integrate screening for drug and alcohol problems into your work, as well as how to conduct brief interventions that “meet people where they are” in their stage of change. You will also learn how to best assist individuals who suffer from more severe substance issues by referring them to the appropriate resource. The information in this training illustrates best practices using the SBIRT (Screening, Brief Intervention, and Referral to Treatment) approach outlined by SAMHSA’s Center for Substance Abuse Treatment. Throughout this course, you will practice applying what you learn through a series of interactive exercises. Taking this course will give you the tools you need to successfully screen and provide brief interventions for substance use issues in your own healthcare setting.

Multi-drug Resistant Organisms (MDROs) 1.50 Close
Description Learning Objectives Faculty
To manage the threat posed by multi-drug resistant organisms (MDROs), all health-care workers and individuals must work together. Along with providing a comprehensive look at new and ever-changing MDROs, this course covers disease trends associated with MDROs, the national approach to combat MDROs, leading practices and clinical interventions, and the psychosocial effects of treatment. You will learn prevention measures and methods to control the spread of MDROs in our communities and throughout health care.
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Describe the current problem with MDROs.

Identify disease trends associated with MDROs.

Identify the most common MDROs.

Identify how to decrease the transmission of MDROs.

Describe the national approach to combat MDROs.

Describe the psychosocial effects of treatment.
Instructor
Anthony Barone, MPH, PMP, CEM, CBCP, CHS-V, CHMM, FF/EMT

Telehealth in Clinical Practice 1.50 Close
Description Learning Objectives Faculty
Many individuals with behavioral health problems are unable to access behavioral health care. Telehealth (enhancing health care through the use of telecommunications technologies) is designed to provide everyone with access to health care, regardless of their location. In this course you will learn what telehealth is, its history, potential advantages and challenges, and the research base supporting telehealth for behavioral health services. You will be equipped with practical strategies you can apply in your own setting to use telehealth for adults with behavioral health issues.
Describe what telehealth is, its various formats, along with the modalitites and equipment with which it can be delivered.

Summarize at least three key points regarding the history of telehealth.

Review at least two key components of telehealth literature that supports its efficacy in treatment delivery.

Apply two specific considerations when utilizing telehealth in terms of potential beneifits and drawbacks for people served.
Instructor
Steven R. Thorp, PhD, ABPP

Staff Writer
Naju Madra, MA

Infusion of Culturally Responsive Practices 1.75 Close
Description Learning Objectives Faculty
Patients’ cultural diversity affects their overall health and well-being. Learn how culturally responsive practices can have a positive effect on your service delivery. Included: assessment models to enhance your aptitude with individuals from a range of diverse backgrounds, a review of barriers to treatment, and ethical considerations important for culturally responsive care.
Summarize the ethical considerations of culturally responsive care and identity development.

Apply individualized, culturally appropriate care in your own setting.

Predict at least two specific barriers to implementing culturally competent care in your workplace.
Staff Writer
Naju Madra, MA

Instructors
Sherri Taylor, MA

Theopia Jackson, PhD.

Diagnosis and Treatment of Personality Disorders 1.75 Close
Description Learning Objectives Faculty
This course for mental health professionals discusses personality disorders, including their diagnostic criteria, how they may develop, their course, and their prevalence. Also presented is the nature of personality disorders, how they are clustered, key concerns regarding differential diagnosis, and distinguishing personality disorders within the context of serious co-occurring psychiatric disorders. Up-to-date information on empirically supported treatment is included to offer you a comprehensive look at these sometimes very complicated disorders, including their effects on others.
Explain factors related to the etiology of personality disorders, including the connection to trauma.

Identify disorders that commonly co-occur or overlap with personality disorders such as substance use of psychotic disorders.

Describe the essential characteristics of all ten personality disorders according to the DSM-5.

Differentiate among personality disorders that share common criteria.

Discuss best practices for treating specific personality disorders.
Instructor
Steve Jenkins, PhD

Staff Writer
Monique Kahn , PsyD

Interventions for Suicide Risk and Postvention for Suicide Loss Survivors 1.75 Close
Description Learning Objectives Faculty
Each year, millions of people across the globe experience the devastating impact of the suicide of a loved one. The risk of suicide increases among those bereaved by suicide. Also, individuals who have made a suicide attempt are at increased risk for a subsequent attempt. This course for health-care professionals working with at-risk individuals focuses on interventions for those who have made a recent attempt or who are at risk due to suicidal thoughts, feelings, or behaviors. Also discussed are important steps you need to take in the aftermath of a suicide, including postvention approaches with individuals exposed to or impacted by suicide, and methods to reduce suicide contagion in your treatment setting and community.
Explain the factors you should consider when determining what interventions may be needed for suicidal individuals.

Describe three evidence-based interventions for treating individuals at risk for suicide or who have made a recent attempt.

List ways you can reduce suicide contagion through responsible communication about suicide.

Discuss how you would use postvention strategies with those affected by or bereaved by suicide.
Instructor
Monique Kahn, PsyD

Expert Reviewer
Jack M. Gorman, MD

Illness Management and Recovery: Evidence-Based Practices 1.75 Close
Description Learning Objectives Faculty
This introductory course for behavioral health professionals provides an overview of evidence-based practices of Illness Management and Recover (IMR). Included is a discussion of the core values of IMR and the approach's teaching principles to better help your clients with severe mental illness manage and recover from their illnesses. Through the use of interactive exercises and detailed vignettes, you will gain the information and techniques you need to make IMR an effective part of your therapeutic toolbox.
Explain the evidence-based approach to illness management, including both the underlying principles and goals.

Describe the four core evidence-based components of illness management.

Apply motivational, psychoeducational, and cognitive behavioral approaches.
Staff Writer
Curtis Hsia, PhD

Expert Reviewers
John Santopietro, MD

Steve Jenkins, PhD

Advanced Quality Improvement for Leadership 1.75 Close
Description
All health centers funded by the Health Resources and Services Administration (HRSA) must have in place a system to improve patient care and outcomes, which is your center’s quality improvement (QI) program. While the primary benefit is improving patient care and outcomes, there are also financial benefits. The Department of Health and Human Services has allocated $36.3 million to fund centers that meet or exceed quality improvement measures. Although most health centers have established some QI functions, this course will enable you to take a comprehensive approach to implementing QI systems. You will learn about the essentials of QI infrastructure, systems, and programs, along with how to identify quality-related problems using proactive strategies, such as peer review and patient satisfaction surveys, as well as reactive strategies, such as patient complaint tracking systems. Also included is how to put the FOCUS-PDSA model into action.

Motivational Interviewing in Clinical Practice 1.75 Close
Description Learning Objectives Faculty
Motivational Interviewing (MI) is an evidence-based, client-centered approach to engaging people in conversations about change. Shown to be effective in a variety of settings, MI is increasingly being adopted by therapists, substance use disorder counselors, and health care workers as a tool to help clients make important behavioral changes. This course is for practitioners who are already familiar with the four processes of and the core skills used in MI and would like to improve their ability to use MI more effectively with a broad range of clients or apply MI concepts to group therapy. Examples from both a medical and mental health setting will provide illustrations of effective MI techniques.
Engage clients who are angry, upset, or disengaged from the therapeutic process. Guide clients who are vague, guarded, or tangential towards a deeper discussion of their reasons, ability, and desire to change a particular behavior. Consolidate commitment from clients who have successfully resolved ambivalence about change. Apply MI principles to group therapy.
Christopher de Beer LCSW

Managing the Patient with Aneurysms 1.75 Close
Description Learning Objectives Faculty
Aneurysms are known as silent killers. Without early detection and prompt intervention, their mortality rate can reach as high as 90 to 100%. A number of commonly found risk factors and comorbidities can increase the risk of developing an aneurysm. To help you achieve quality outcomes for your patients, this course discusses the symptoms of a potential aneurysm, how to identify aneurysm types and their physical location, and common techniques used in managing the patient with an aneurysm.
Discuss the concepts associated with vascular physiology.

Identify the types of aneurysms and their physical location.

Recognize the clinical manifestations of aneurysms.

Outline the common techniques utilized in managing the patient with an aneurysm.
Instructor
Kristen Ponichtera BSN, RN, CFRN, CTRN, CCRN

Medication-Assisted Treatment for Opioid Addiction 2.00 Close
Description Learning Objectives
Opioid addiction is a burdensome and costly public health concern. This course is appropriate for anyone who may be involved with the treatment of opioid addiction. It includes the principles of effective medication-assisted addiction treatment, with special emphasis on assessing the opioid-addicted individual who seeks care. You will learn about formulating care plans, goals for recovery, and confidentiality guidelines for individuals seeking treatment in your own setting.
Discuss the therapy goals and techniques you can employ to help individuals safely self-manage medications for opioid addiction.

Describe the medications typically prescribed to treat opioid addiction and how they are used.

Explain why medication-assisted treatment is the most effective approach to treating opioid use disorders.

CMS Training - Medicare Preventive Services 2.00 Close
Description Learning Objectives Faculty
This course explains Medicare-Covered Preventive Services and was developed and approved by the Centers for Medicare & Medicaid Services (CMS), the federal agency that administers Medicare, Medicaid, the Children’s Health Insurance Program (CHIP), and the federally facilitated Health Insurance Marketplace. It includes information on which preventive services are covered, who can receive them, when said services are covered, how much you pay, and where to get more information.
Which preventive services are covered.

Who is eligible to receive them.

When preventive services are covered.

How much you pay.

Where to get more information.
Expert Reviewer
Lisa Hohlbein, RN, CDP

Staff Writer
Adam Roesner, BSN

CMS Training - Coordination of Benefits 2.00 Close
Description Learning Objectives
This course explains how the coordination of benefits works when people have Medicare and certain other types of health coverage. Module 5, Coordination of Benefits, explains rules that govern payers’ responsibilities when people have Medicare and certain other types of health and/or prescription drug coverage. This module was developed and approved by the Centers for Medicare & Medicaid Services (CMS), the federal agency that administers Medicare, Medicaid, the Children’s Health Insurance Program (CHIP), and the federally facilitated Health Insurance Marketplace. This course is designed for trainers and other information givers who are familiar with the Medicare program. It can be easily adapted for presentations to groups of beneficiaries.
Explain health and drug coverage coordination.

Determine who pays first.

Identify where to get more information.

CMS Training - Medigap 2.00 Close
Description Learning Objectives
This course on CMS Medicare Supplement Insurance (Medigap) explains how Medigap policies work with Medicare, what Medigap policies cover, how they are structured, and when to buy a policy. Included are definitions of key terms, an explanation of guaranteed issue rights, and where to get information on Medigap rights and protections.
Describe what Medigap policies are.

Define key Medigap terms.

List steps needed to buy a Medigap policy.

Identify the best time to buy a Medigap policy.

Explain guaranteed issue rights.

Outline where to get information on Medigap rights and protections.

Recognizing and Preventing Domestic Violence 2.00 Close
Description Learning Objectives Faculty
The public health problem of domestic violence requires all members of the community to recognize, address, report, and prevent. Because health-care professionals often work closely with victims, they are in a unique position to be able to recognize domestic violence. This course provides information on recognizing and responding to domestic violence and presents strategies you can use to report and even prevent it.
Describe domestic violence in the United States as a public health issues.

Define two types of domestic violence.

Identify three risk factors for becoming a victim of domestic violence.

Describe five warning signs of domestic violence.

Illustrate three strategies you can use to assess for domestic violence.

Demonstrate three interventions for responding to and reporting domestic violence.

Explain four ways you can help prevent domestic violence.
Staff Writer
Jennifer W. Burks, RN, MSN

Expert Reviewer
Fatima M. Smith, MSW

Understanding Lab Values - Hematology 2.00 Close
Description Learning Objectives Faculty
Acuity levels for hospital patients have been rising. To meet this demand and prevent medical complications, health-care practitioners must observe sound principles of early recognition and treatment when abnormalities arise. Laboratory testing is one of the simplest forms available for effective diagnostics. This course discusses how to recognize normal and abnormal lab reference ranges related to hematology, it explains the physiological process represented by individual lab values and the effect on the body system(s) involved, and it covers the process of reporting critical lab values. You will be equipped to confidently identify abnormal lab results, comprehend their meaning, and treat and monitor the pathological cause of deviations, thus ensuring the highest level of care for your patients.
Recognize normal and abnormal lab reference ranges found in labs related to hematology.

Explain the physiological process represented by individual lab values and the effect on the body system(s) involved.

Discuss the process of reporting critical lab values.
Staff Writer
Kristen Ponichtera, BSN, RN, CFRN, CTRN, CCRN

Expert Reviewer
David Hoeft, MD

HIPAA and Behavioral Health 2.00 Close
Description
The Health Insurance Portability and Accountability Act of 1996 (HIPAA) protects the confidentiality and security of healthcare information. HIPAA governs the use and disclosure individuals’ identifiable health information, among other things. This includes written and verbal communications that mental health and substance use disorder providers (behavioral health providers) have with the individual, the individual’s family members and friends, other professionals, health plans, law enforcement, and associated documentation requirements. This course addresses some of the most common HIPAA-related legal and ethical challenges faced by behavioral health professionals, including those who work in hospitals, clinics, community mental health centers, addiction treatment centers, and private practice. The goal of this course is to improve your understanding of the HIPAA Privacy and Security Rules and how they apply to your day-to-day professional responsibilities as a behavioral healthcare provider. Interactive case vignettes and exercises will provide you with the opportunity to apply and deepen your knowledge of this critically important topic. By successfully completing this course, you will be able to identify potential legal and ethical issues related to HIPAA, improve your compliance approach, and develop more effective risk management strategies. This course does not constitute legal advice. Please consult with legal counsel regarding any specific HIPAA-related issues you confront in your workplace or practice. If you need more comprehensive information or have more general questions regarding HIPAA, the Department of Health and Human (DHHS) website, your malpractice insurance carrier, HIPAA privacy officer, general counsel, compliance officer, or professional associations may be of additional assistance.

Medicare Advantage and Other Medicare Plans Resource 2.50 Close
Description Learning Objectives Faculty
This course explains Medicare health plan options other than the original Medicare. It was developed and approved by the Centers for Medicare & Medicaid Services (CMS), the federal agency that administers Medicare, Medicaid, the Children’s Health Insurance Program (CHIP), and the federally facilitated Health Insurance Marketplace.
Define Medicare Advantage (MA) Plans.

Describe how MA Plans work.

Explain eligibility requirements and enrollment.

Recognize types of MA Plans.

Identify other Medicare health plans.

Recall rights, protections, and appeals.

Summarize the Medicare Marketing Guidelines.
Lisa Hohlbein, RN, CDP

Adam Roesner, BSN

CMS Training - Medicaid and CHIP 2.50 Close
Description Learning Objectives
This course explains the eligibility, benefits, and administration of Medicaid and the Children’s Health Insurance Program (CHIP). Also discussed are implications of the Affordable Care Act on Medicaid and CHIP.
Describe eligibility, benefits, and administration of Medicaid.

Define eligibility, benefits, and administration of the Children's Health Insurance Program (CHIP).

Summarize implications of the Affordable Care Act on Medicaid and CHIP.

Client/Patient Rights 2.50 Close
Description
The importance of ethical care, informed consent, and advanced directives are widely underestimated in health care settings. The more familiar you are with these vital aspects of clinical practice, the better equipped you will be at providing higher quality patient care. This course covers the fundamentals of ethical care, the informed consent process, and various types of advance directives in medical and behavioral health care settings. Interactive exercises and vignettes will give you the opportunity to apply the concepts you learn in this course. After completing this course, you will be able to provide your clients a higher standard of care by offering them ethical and well-informed treatment.

Client/Patient Safety: Reducing Medical Errors 2.50 Close
Description
All persons who work in healthcare are responsible for the safety of the patients they care for. In order to reinforce the importance of patient safety, healthcare organizations must promote this as their primary goal across every level of the organization. Organizations must maintain a culture that works to continuously improve patient safety and outcomes. However, patient safety takes careful planning and constant vigilance. Any healthcare professional in any healthcare setting can jeopardize patient safety by committing a medical error. While it is erroneous to think that you can prevent all medical errors, there are steps you can take to reduce their occurrence. In this course, you will learn the scope of medical errors within today’s healthcare system. You will explore the types of medical errors, including error-prone situations, and the use of root cause analysis to determine why and how an error occurred. You will explore some best practices that will help improve patient safety and outcomes within your organization. Finally, you will learn your responsibilities regarding the reporting of medical errors. With this information, you will be empowered to create a safe environment in which patients can get the care they need.

Suicide Prevention Training for Washington State 6.00 Close
Description Learning Objectives Faculty
This multi-lesson module provides suicide training according to State of Washington requirements. The four lessons cover: (1) "Suicide Risk Factors, Screening, and Assessment," providing in-depth information on how to identify risk factors of suicide, as well as best practices for suicide screening and assessment; (2) "Interventions for Suicide Risk and Postvention for Suicide Loss Survivors", with information about evidence-based, suicide-specific interventions, as well as approaches for suicide postvention; (3) "Community-Based Suicide Prevention," Discussing community-based, primary prevention approaches for reducing suicide risk; and (4) "Identification, Prevention, and Treatment of Suicidal Behavior for Service Members and Veterans," Discussing suicide in military and veteran populations and its health significance, risks, rates, factors, and interventions.
Recognize risk and protective factors for suicide.

List specific populations that are at increased risk of suicide.

Explain how to effectively use suicide screening instruments to identify individuals at risk.

Summarize the major components of a comprehensive suicide assessment.

Explain the factors you should consider when determining what interventions may be needed for suicidal individuals.

Describe three evidence-based interventions for treating individuals at risk for suicide or who have made a recent attempt.

List ways you can reduce suicide contagion through responsible communication about suicide.

Discuss how you would use postvention strategies with those affected by or bereaved by suicide.

Explain the public health model of suicide prevention.

List strategies that can be used to bolster individual and environmental protective factors.

Describe three primary prevention programs used to reduce suicide risk in various community settings.

State the basic tenets of responsible public messaging about suicide.

Identify risk and protective factors for suicide that are either specific to or more prevalent for the military than in the civilian population.

Discuss how the theories of suicide behavior apply specifically to the military population.

Demonstrate how evidence-based strategies can be used to more effectively assess risk and manage suicidal behavior in a clinical setting.
Instructors

Randy Martin, PhD

Monique Kahn, PsyD

Kathryn Falbo-Woodson, MSW, LCSWA

Jenna Ermold, PhD

Michelle Cornette, PhD

Regina Shillinglaw, PhD

Marjan G. Holloway, PhD

Lisa French, PsyD

Expert Reviewers

Scott Zeller, MD

Jack Gorman, MD

Kimberly Roaten, PhD, CRC




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