Courses
| Title | Duration | CME Certified |
|---|---|---|
| A Perfect Match: Preventing Blood Incompatibility Errors | 1.00 | |
|
More than 21 million blood components are transfused annually in the U.S. But if blood types are mismatched, transfusions can be deadly. Three factors that commonly lead to ABO incompatibility errors have been identified as mislabeling of the blood specimen for cross-matching, misinterpretation by the blood bank, and misidentification of the patient before blood transfusion. Nurses who generally administer blood products must follow facility policy to ensure that they give the correct blood product to the correct patient. List three factors that contribute to blood incompatibility errors Describe blood type compatibility between the donor and recipient Explain the procedure for safely administering blood transfusions Instructor |
||
| A Primer on Antiretroviral Drugs to Treat HIV | 1.50 | |
|
Origination: Reviewed: Expiration: When treating patients for human immunodeficiency virus (HIV), medical professionals seek to stabilize the immune system so opportunistic infections (OIs) are less likely to occur. The chief method used is highly active antiretroviral therapy (ART, previously referred to as HAART), an approach that has significantly improved the mortality rates of patients with acquired immunodeficiency syndrome (AIDS). This module explains the management of HIV-induced lipodystrophy and the criteria for initiating ART. You will learn the prophylactic management of opportunistic infections, along with different classes of antiretroviral drugs used for HIV treatment. List the different classes of antiretroviral drugs used for the treatment of HIV Explain the criteria for initiating ART in patients with HIV Discuss the management of HIV-induced lipodystrophy in patients with HIV Recognize prophylactic management of opportunistic infections Instructor |
||
| About Wound Care: Identification and Assessment | 1.00 | |
|
This course, intended for nurses who frequently encounter wounds while working with a geriatric population, covers the basics of wound assessment. Included: accurately performing wound assessments, standardizing the components of wound assessment, and facilitating wound healing. Discuss how to differentiate between arterial, pressure, venous stasis, and neuropathic ulcers. Discuss the two layers of the skin. List three key functions of the skin. Describe the difference between partial-thickness and full-thickness wounds. Describe how to measure a wound, including length, width, and depth. Define tunneling and undermining. Identify four criteria to include in wound assessment. Staff Writer Karen C. Schnaufer, BSN, RN |
||
| Abuse and Neglect: What to Look For and How to Respond | 1.50 | |
|
||
| Abuse, Neglect, and Exploitation of Older Adults | 1.50 | |
|
As the number of older adults increases, especially those who are older and frailer, the incidence of elder abuse is expected to increase. Mistreatment of older adults often occurs in isolation and often remains undetected. The first step to addressing the problem is to heighten awareness of abuse of the old, in particular among those who serve them or have frequent contact with them. Throughout this course, you will learn about types of elder abuse, indicators, consequences, risk factors of abuse, and interventions. You will have the opportunity to test what you have learned in each section through brief quizzes. The course also offers typical elder abuse case scenarios drawn from actual case material from Adult Protective Services or other elder abuse program caseloads. Describe the nature, scope, and severity of elder abuse. Identify the types of abuse suffered by older adults. Identify indicators of abuse for older adults. Identify options for screening older adults for abuse. Recall intervention options for victims and abusers. Staff Writer Instructor |
||
| ADHD: Etiology, Diagnostics, and Treatments | 2.00 | |
|
||
| Adult Obesity in the United States: A Growing Epidemic | 1.00 | |
|
Origination: Reviewed: Expiration: Obesity affects the entire scope of a person‘s life, including health, social relationships, self-image, and psychological well-being. Now recognizing obesity as a chronic disease that must be managed long term, the American Medical Association has added a new sub specialty to its continuum of care: the obesity medicine physician. As the number of obese people in our society rises, the health care industry must assimilate this aspect of their treatment and care into daily practice. This module discusses the epidemic that obesity has become, reviews current treatments and care plans, and includes the psychosocial impact that being obese has upon the individual and society. Describe six major contributing factors for obesity in adults. Discuss patient education on the benefits and adverse effects of three prescription medications for obesity. Explain the differences between four surgical approaches to the management of obesity. Instructor |
||
| Advance Care Planning Communication Skills for Success: The Five Wishes Framework | 1.00 | |
|
Advance care planning is an ongoing process in which people explore and discuss their goals, values, and understanding of their health to guide future end-of-life treatment decisions. Unfortunately, most people do not engage in these conversations with their care providers, and end-of-life preferences are often unknown. This course provides an overview of the benefits and components of effective advance care planning conversations. You will learn when and how to start conversations and how to use a framework called FIVE WISHES® that simplifies and personalizes the end-of-life conversation and helps to elicit valuable information for decision-making. This course is Part 1 of a 3-part series on advance care planning designed to build off one another. Identify the importance and relevance of advance care planning in healthcare today. Define the components of effective advance care planning that help increase the likelihood of wishes being honored. Identify different ways to start advance care planning conversations. Explain the Five Wishes framework for conversations. Identify the necessary steps to properly document and update advance care plans. Instructor |
||
| Advance Care Planning Conversations: The Five Wishes Framework | 1.00 | |
|
For health providers to engage in effective advance care planning conversations, they must develop specific skills as well as a level of comfort with having these discussions. With training and practice, it becomes more natural to talk with people about end-of-life decisions, and about the values, experiences, and beliefs that shape their choices. This course provides an overview of essential skills and considerations for engaging in sensitive and effective advance care planning conversations. You will learn the most important decision domains to address as outlined in the FIVE WISHES® framework, how to demonstrate compassionate communication, and conversation skills specific to eliciting values-based end-of-life decisions.This course is Part 2 of a 3-part series on advance care planning designed to build off one another. Identify the five most important decision domains to discuss with people during advance care planning conversations as outlined in the Five Wishes conversation framework. Define the benefits of skills needed for compassionate communication. Define and demonstrate specific skills necessary for conducting effective and sensitive advance care planning conversations. Identify general considerations to keep in mind when conducting advance care planning conversations. Instructor |
||
| Advance Care Planning: Program Implementation with Five Wishes® | 1.00 | |
|
This course will help you determine the steps you need to take to implement an advance care planning program, and how resources from the Five Wishes program can help. You will learn how to build support, determine goals and measures, and identify processes to ensure your program is making a difference for your recipients and your healthcare organization. This course will help you determine the steps you need to take to build and implement an effective advance care planning program, and how resources from the Five Wishes program can help. You will learn how to build support, determine goals and measures, and identify processes and standards to ensure your program is making a difference for your care recipients and your healthcare organization. This course is Part 3 of a 3-part series on advance care planning designed to build off one another. Describe the basic components of advance care planning and the benefits for care recipients and healthcare providers. Define meaningful goals, measures, and processes for an advance care planning program. Assess education and training options for training clinicians to facilitate advance care planning conversations. Identify standards of practice for an advance care planning program. Discuss the importance of community engagement as part of an advance care planning program. Instructor |
||
| Advance Directives | 0.50 | |
|
Origination: Expiration: Advance directives are legal documents with instructions that apply if an adult is not able to make decisions about their own healthcare. They are meant to ensure that a person’s values related to dying, quality of life, and other relevant considerations are honored. It’s important for everyone to have a basic understanding of what advance directives are and when they are applied so personal wishes can be observed at the end of life. Identify the most common types of advance directives and find out if a person has made them. Explain how advance directives can improve quality of life even at the end of life. Anticipate cultural and other issues that can impact end of life planning. Instructor |
||
| Advance Directives: Conversations Matter | 1.00 | |
|
||
| Advanced Quality Improvement for Leadership | 1.25 | |
|
All health centers funded by the Health Resources and Services Administration (HRSA) must have in place a system to improve patient care and outcomes, which is your center’s quality improvement (QI) program. While the primary benefit is improving patient care and outcomes, there are also financial benefits. The Department of Health and Human Services has allocated $36.3 million to fund centers that meet or exceed quality improvement measures. Although most health centers have established some QI functions, this course will enable you to take a comprehensive approach to implementing QI systems. You will learn about the essentials of QI infrastructure, systems, and programs, along with how to identify quality-related problems using proactive strategies, such as peer review and patient satisfaction surveys, as well as reactive strategies, such as patient complaint tracking systems. Also included is how to put the FOCUS-PDSA model into action. Describe the elements of a successful quality improvement program. Explain the 5 components of the quality improvement process. Apply the Model for Improvement to put a quality improvement initiative into action. Describe specific proactive and reactive quality improvement strategies for health centers. Expert Reviewer Expert Reviewer Instructor |
||
| Alcohol Pharmacotherapies and Medical Practice | 1.50 | |
|
The incorporation of screening for alcohol use disorders in a general medical setting can significantly increase the number of individuals with alcohol use disorders who are identified and treated. The U.S. Food and Drug Administration (FDA) has approved 4 medications to treat alcohol use disorder, making treatment in primary care and other general medical settings a viable alternative to specialty care. This course will give you valuable information about these medications as well as several medications used off-label, empowering those you serve and increasing the likelihood of their recovery. Identify the benefits of treating alcohol use disorder in a medical setting. Discuss the importance of screenings and brief interventions to treat individuals who have alcohol use disorder and identify common tools used for screenings. Explain the steps involved in the treatment of alcohol use disorder. Discuss the common medications used to treat alcohol use disorder. Instructor Staff Writer |
||
| An Overview of Substance Use Disorders | 1.00 | |
|
Origination: Reviewed: Expiration: Substance use is a growing problem across populations. As a helping professional, you need a basic understanding of how substance use affects your clients. This information will help you to provide support and resources to help clients seek treatment and recovery. In this course, you will explore substance use disorders, how they develop, and their impact on individuals. The course also explains your role as a paraprofessional when working with individuals with substance use disorders. You will be provided an overview of evidence-based interventions and the types of substance use treatment programs available, when additional treatment may be necessary. Detailed examples will help you to apply this information in your own work. The goal of this course is to provide paraprofessionals and peer support specialists in health and human service settings with information on substance use disorders and evidence-based interventions. Explain what a substance use disorder is, how it develops, and how it impacts individuals. Identify strategies that paraprofessionals can use when working with individuals diagnosed with substance use disorders to encourage behavior change. Describe the types of treatment that exist for people diagnosed with substance use disorders. Instructor |
||
| Anesthesia in the Perioperative Setting | ||
|
Not only do patients consider anesthesia to be a major risk of surgery, but they also expect perioperative team members to be their advocates by caring for their pre- and intraop needs. This continuing-education module discusses medications and anesthetics used in clinical settings, anesthesia-related problems—such as aspiration, injection of bolus anesthetic agents, and malignant hyperthermia—and the nurse‘s role in dealing with these problems. You will come away better equipped to provide safe and effective care for surgical patients. Identify three types of anesthetics Discuss two nursing considerations when caring for the surgical patient List two signs and symptoms of malignant hyperthermia crisis Identify the three stages of anesthesia Select the correct medication Instructor |
||
| Antibiotic Stewardship | 1.25 | |
|
The rise of the serious problem of multidrug resistant organisms (MDROs) has been linked to the inappropriate prescribing and use of antibiotics. In response, antibiotic stewardship programs have been developed to guide best practice in treating this powerful group of medications resourcefully. The goal is for healthcare providers to steward antibiotics in such a way that these medications can continue to be used to fight infections. This course discusses the Core Elements of Antibiotic Stewardship developed by the Centers for Disease Control and Prevention (CDC) and how you can apply components of the program to your nursing practice. Name three benefits of antibiotic stewardship. State the difference between broad and narrow spectrum antibiotics. Describe the elements of an antibiotic stewardship program. Recognize different team members' roles in antibiotic stewardship. Instructor Elizabeth Kellerman, MSN, RN
|
||
| Approaches to Community-Based Suicide Prevention | 2.00 | |
|
This course focuses specifically on early interventions that are designed to reduce suicide risk. You will learn how these early interventions impact suicide risk. You will also learn of examples and the role that programs highlighting connectedness, life skills, and resilience play in preventing suicide. The goal of this course is to provide social work, psychology, nursing, alcohol and drug counseling, marriage and family therapy, and counseling professionals in health and human services with information about community-based, upstream suicide prevention approaches. Explain what upstream suicide prevention means and why it is important. Summarize the impact of connectedness as an upstream suicide prevention approach. Describe how fostering life skills and resilience can help to prevent suicide. Instructor Expert Reviewer |
||
| Assessing Opioid Abuse in Families | 1.25 | |
|
An important tool to address the opioid crisis in America is to perform better assessments of patients within the health care system. Addiction has a genetic component, and assessing opioid abuse in families may be a way to a way to lower risk. This webinar will provide information regarding the background issues related to the opioid epidemic, and also provide the listener with the tools to perform better assessments of opioid risk in families. Identify the risks associated with opioid abuse. Describe some of the population based risks that translate into higher risk of opioid abuse. Perform a brief assessment of the risk of opioid abuse based on a patient’s family history. Instructor Staff Writer |
||
| Assessment and Treatment of Anxiety in Children and Adolescents | 1.50 | |
|
This course provides an overview of how anxiety impacts children and adolescents. You will learn about the specific types of anxiety disorders and the multiple pathways by which anxiety can develop. As you progress through this course, you will learn assessment strategies and evidence-based interventions that you can implement to identify and treat these disorders in children and adolescents. State the common symptoms of anxiety disorders in children and adolescents. Describe evidence-based interventions for treating problematic anxiety in children and adolescents. Explain three of the possible origins of anxiety based on the research accumulated to date. List assessment tools and practices to use when evaluating anxiety symptoms in children and adolescents. Instructor Expert Reviewer |
||
| Atrial Rhythms | 1.00 | |
|
||
| Atypical Presentation of Preeclampsia | 0.50 | |
|
This course, for nurses and physicians in acute care facilities, presents three cases of atypical presentations for preeclampsia in pregnancy. These cases illustrate the pattern of renal involvement in preeclampsia, pre-viable and postpartum preeclampsia, and diagnostic significance. This review will assist you in keeping your skills sharp and your patients safe. Review BP assessment during pregnancy. Review diagnostic significance, pattern of renal involvement in preeclampsia, pre-viable preeclampsia, and postpartum preeclampsia. Instructor Expert Reviewer Nancy Irland, DNP, RN, CNM Sandhya Gardner, MD, FACOG |
||
| Basic Supervisory Skills | 1.00 | |
|
Origination: Expiration: The role of supervisor includes being a leader, a motivator, and a coach when guiding and directing others toward common goals. A supervisor’s success is enhanced with a proven set of characteristics, skills, and experiences that can help you effectively lead your organization, whether you are new to the role or have had some supervisory experience in the past. This course discusses specific skills, the qualities of good leadership, and approaches to enhance communication and time-management strategies to maximize your effectiveness as supervisor. Describe approaches to enhance communication Integrate strategies to improve time management Identify qualities or good leaders, motivators, and coaches Instructor |
||
| Behavioral Health Screening Tools | 1.00 | |
|
The connection between physical and behavioral health includes the impact that behavioral health disorders have on chronic health conditions. Behavioral health screening has been shown to improve the identification of disorders, facilitate referrals to needed services, and reduce adverse outcomes by helping avoid complications, achieve treatment goals more rapidly, and reduce the overall cost of care. This screening can be implemented fairly quickly in a variety of health-care settings, requiring minimal time and effort on the provider’s part. This module reviews some of the most widely used behavioral health screening tools and explores important factors for consideration when implementing them in your practice. Identify two examples that demonstrate the impact behavioral health disorders have on chronic health conditions. Describe three factors that are important to consider when incorporating behavioral health screening tools into integrated healthcare settings. Identify at least three behavioral health screening tools that can be used to identify behavioral health disorders that may impact a person’s overall wellness or chronic health condition. Instructor Staff Writer Expert Reviewer
|
||
| Best Practices for Delivering Telehealth | 1.00 | |
|
||
| Best Practices for Interviewing the Patient | 1.00 | |
|
The patient interview is the most important part of your exam. Gaining the patient’s perspective and learning more about issues important to them can guide you in developing patient-specific care plans. This course will discuss how to conduct patient-centered interviews. You will learn interviewing methods to effectively elicit the important details about a patient's reason for presenting to the clinic. Information will also be presented on how to approach a challenging patient and how to adapt for several specific patient types. Recall four approaches to use to prepare for and begin an interview with a patient. Explain four strategies for using patient-centered interviewing techniques. Discuss eight important facets of a patient interview. Recognize four types of challenging patients and techniques to use when interviewing each type. Instructor Staff Writer |
||
| Best Practices in Suicide Screening and Assessment | 2.00 | |
|
This course will provide you with information about the numerous risk and protective factors of suicide. You will learn effective screening approaches you can use to identify elevated risk. You will also learn how to follow a positive screening with an in-depth clinical assessment, including several different models you can use to guide your assessment. The goal of this course is to provide alcohol and drug counseling, marriage and family therapy, counseling, psychology, and social work professionals in health and human services with skills to identify individuals at increased risk of suicide. Recognize risk and protective factors for suicide. Explain how to effectively screen to identify individuals at risk of suicide. Summarize the major components of a comprehensive suicide assessment. Instructor |
||
| Biopsychosocial Model of Addiction | 1.25 | |
|
||
| Boundaries | 0.50 | |
|
Origination: Expiration: As a working professional, you may find yourself in situations where boundaries are blurred between staff and persons who receive services from the organization. Some boundary violations can be dangerous for you and the people you work with. This course explores best practices for maintaining professional boundaries, the difference between areas that are flexible and open to good judgment versus unprofessional and unhealthy situations, and what actions should take place when you recognize that a boundary has been crossed. You will come away knowing how to make sure your working relationships remain professional. Describe the best practices for maintaining professional boundaries. Identify the difference between areas that are flexible and open to good judgment versus situations that are considered unprofessional and unhealthy. Describe what actions should take place when you recognize that a boundary has been crossed. Expert Reviewer |
||
| Building a Multicultural Care Environment | 1.75 | |
|
This course examines the factors that may contribute to the underutilization of healthcare services, as well as ways to improve cultural understanding and competency in healthcare treatment. More specifically, this course covers the significance of cultural diversity, demographics, as well as individual and cultural diversity factors. The information in this training proposes some helpful conceptual frameworks for embracing cultural considerations in healthcare. Explain how cultural differences can contribute to healthcare disparities. Describe identities, affiliations, beliefs, and aspects of individual or group diversity that may contribute to the cultural identity of the person served. Explain how cultural humility and improved cultural competency can positively affect healthcare services. Instructor Staff Writer |
||
| Building Care Teams and Establishing Checkpoints: Asthma and COPD | 0.75 | |
|
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 |
||
| Building Care Teams and Establishing Checkpoints: Depression/Anxiety | 0.75 | |
|
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. Instructor Adam Roesner, BSN |
||
| Building Care Teams and Establishing Checkpoints: Diabetes | 0.75 | |
|
Diabetes, a very common chronic condition, can be managed by prescribing proper diet, exercise, and pharmaceutical treatments. This course discusses building care teams for these patients, teaching team members key milestones and checkpoints, ensuring medication adherence, and coordinating care with other providers as it relates to diabetes. Implement best practices for building a care team of providers for patients with diabetes. Teach all members of the care team the key milestones and necessary care checkpoints for patients with diabetes. Coordinate care with other condition-relevant providers, and ensure medication adherence. List evaluation strategies for care teams that manage diabetes. Staff Writer |
||
| Building Care Teams and Establishing Checkpoints: Hypertension, Congestive Heart Failure, Coronary Artery Disease | 0.50 | |
|
Identify checkpoints for managing and preventing the hospitalization of patients with hypertension (HTN), congestive heart failure (CHF), and coronary artery disease (CAD). Identify best practices for building a care team of healthcare providers for patients with HTN, CHR, and CAD. Define key check points and follow-up with patients. Identify strategies for coordinating care with other providers. Recognize different ways to evaluate the care provided by the care team. Instructor |
||
| Bulimia Nervosa | 1.00 | |
|
||
| Buprenorphine | 1.00 | |
|
Origination: Reviewed: Expiration: Opioid dependence continues to be a growing problem in the United States. Even when patients discontinue opioid use, they often require treatment to prevent relapse. In this module you will learn key differences between three drugs—including Buprenorphine—that the FDA has approved for treating opioid dependence. Also presented is a discussion of the safety and efficacy of each formulation, along with regulations that control prescribing and dispensing them. Describe the key differences among the three FDA-approved drugs for the treatment of opioid dependence Explain the regulations that control prescribing and dispensing of methadone and buprenorphine for the treatment of opioid dependence Summarize how buprenorphine is dosed and administered for the treatment of opioid dependence Instructor Kawshik Chowdhury, RPh, PhD |
||
| C. Difficile Threatens Hospitalized Patients | 1.00 | |
|
The number of cases of nosocomial C. difficile and the proportion of cases with severe and fatal complications have been increasing in hospitals. The Centers for Disease Control and Prevention reports 250,000 infections requiring hospitalization per year with 14,000 deaths. Healthcare professionals play a vital role in preventing transmission of this pathogen to patients when they pay careful attention to infection-control measures and ensure that everyone in contact with infected patients follows contact (barrier) precautions. Explain three reasons why it is difficult to control transmission of C. difficile in hospitals and long-term care facilities. Explain at least four ways the patient-to-patient spread of C. difficile can be prevented. Discuss the two major risk factors for infections with C. difficile. Instructor |
||
| Cardiac Catheterization: Complications and Common Mistakes | 1.25 | |
|
This final presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Identify common complications that occur during a cardiac catheterization or a coronary intervention. Delineate left heart catheterization waveforms. Identify valvular disorders based on cardiac waveforms. Describe how disease processes affect cardiac pressures. Identify the need for emergency equipment readily available. Verbalize the rationale for the use of radial versus femoral cardiac catheterizations. Instructor Staff Writer |
||
| Cardiac Catheterization: Equipment for Diagnostic Cardiac Catheterization | 1.25 | |
|
This fourth presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Identify commonly used catheters in the cannulation of the left and right coronary arteries. Identify coronary catheters utilized to cannulate coronary arteries by pass grafts. Verbalize the diagnostic wires and ancillary equipment commonly utilized in a standard heart catheterization. Instructor Staff Writer |
||
| Cardiac Catheterization: Equipment for Interventional Catheterization | 1.25 | |
|
This fifth presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Identify commonly used guiding catheters in the cannulation of the left and right coronary arteries for the purpose of providing TIMI flow. Identify ancillary coronary treatment options such as atherectomy, left ventricular support devices, intra-aortic balloon pumps, and pacemakers. Verbalize the interventional wires and coronary balloons commonly used for support and trackability. Instructor Staff Writer |
||
| Cardiac Catheterization: Information to Function Effectively and Efficiently in the Cath Lab | 1.50 | |
|
Origination: Reviewed: Expiration: This first presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Identify the advent of cardiac catheterization. Describe the blood circulation of the heart. Describe the anatomy and physiology of heart structures. Define the coronary circulation. Describe the electrical system of the heart. Identify the clotting cascade mechanism. Relias Learning |
||
| Cardiac Catheterization: Pressures and Waveforms | 1.50 | |
|
Origination: Reviewed: Expiration: This second presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Delineate right heart catheterization waveforms. Identify normal and abnormal right heart pressure values. Identify disease processes that affect cardiac pressure values. |
||
| Cardiac Catheterization: Radiation Exposure and Contrast Induced Nephropathy | 1.25 | |
|
This third presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Delineate how radiation waves produce x-ray images. Identify radiation safety principles for the patient and worker. Describe how disease processes affect the risk of radiation toxicity. Describe the different types of contrast. Instructor Staff Writer |
||
| Cardiac Pharmacology | 1.00 | |
|
||
| Care Coordination in Healthcare: Principles and Best Practices | 1.25 | |
|
As they age, many patients find themselves developing one or more chronic diseases, but they don’t know how to navigate this country’s fragmented and exorbitantly expensive healthcare system in order to receive appropriate care. Care coordination by the medical team—providing additional services such as education and close monitoring of the disease process—has been shown to decrease healthcare costs while improving patients’ health. Unfortunately, standardized techniques or processes for care coordination are not in place. This course for nurses discusses care coordination’s process, its various components, current efforts, ideas for improvement, and a review of practical applications for your nursing practice. Describe care coordination and reasons why it is important for patients and providers. Recall three strategies for care coordination. Explain the six components of care coordination. Discuss six steps for initiating a coordinated care effort. Staff Writer Instructor Expert Reviewer |
||
| Care Management to Increase Access and Decrease Readmissions | 1.00 | |
|
The Centers for Disease Control estimates that about 50 percent of American adults have at least one chronic condition. Today's primary care providers have the ability to better manage this population by utilizing care management. This course discusses use of the care management model in the ambulatory care setting to increase patients' access to providers and decrease hospital visits, including readmission. It also addresses the issue of some payment systems not allowing providers to profit from managing chronic conditions. Define care management and how it relates to ambulatory care. State ways that care management increases access to healthcare providers. Discuss how care management decreases hospital readmissions. Identify strategies for creating a successful care management program. Instructor |
||
| Care Plans and RAI Framework | 1.50 | |
|
Care plans are developed to help residents attain and maintain physical, mental and psychosocial well-being while in your care. The purpose of this course is to provide information on the care plan framework so that you can work together as a team to develop comprehensive care plans that maximize the well-being of each resident. The module covers the use of care area triggers, resources and CAA summary so that decision making can be supported and documented in the care of the resident. Explain the Care Area Assessment process Describe Care Area Triggers and their role in the RAI process. Identify the 20 care areas in the CAA framework Identify timelines for care plan completion and updating. Instructor |
||
| Caring for Patients with End Stage Neurological Diseases | 1.50 | |
|
This course provides hospice and palliative care providers with detailed information about the pathophysiology, disease trajectory, and unique symptoms experienced by patients with advanced neurological diseases. Learners will identify the clinical features of advanced Parkinson's disease, amyotrophic lateral sclerosis, and Huntington disease as well as best practices for symptom management. In addition, hospice and palliative caregivers will learn the key clinical indicators and symptoms that should serve as triggers to optimally transition a patient with advanced neurological diseases to palliative and hospice care. The unique disease-related stressors for family caregivers are discussed and resources and suggestions are given for utilizing support from non-profit, disease-specific organizations. Outline assessment for neurological symptom management. Identify specific patterns of progression for neurological disorders. Identify complications commonly related to neurological disorders. Describe common treatment and symptom management options related to neurological disorders. Expert Reviewer |
||
| Caring for Women Experiencing Hysterectomy | 1.00 | |
|
This course explains the indications for hysterectomy, a commonly performed surgical procedure. You will learn the different approaches and the areas of special learning needs for women experiencing this procedure. Also covered is post-operative nursing care for women who undergo a hysterectomy, whether that care takes place in a surgery center, a hospital, or at home. List three indications for a hysterectomy Identify three areas of special learning needs for women experiencing a hysterectomy Outline the nursing care in the surgery center or hospital and at home for women who undergo a hysterectomy Instructor |
||
| Category III Fetal Heart Rate Tracings | 0.50 | |
|
In order to reduce variability in the interpretation of fetal heart rate (FHR) tracings, the National Institute of Child Health and Human Development (NICHD) proposed FHR monitoring assessment and categorization standards (1997, revised 2008). As a result, a three-tiered categorization pattern, based on visual assessment of the fetal heart rate pattern, was adopted. In this supplemental, case-based module, you are placed in medical scenarios where you will make decisions about the appropriate handling of a patient situation, enabling you to review and reinforce your training to keep your skills sharp and your patients safe. Consistently apply 1997 and 2008 NICHD definitions when describing intrapartum fetal heart rate patterns. Classify intrapartum fetal heart rate tracings using the 2008 NICHD 3-tiered system. Review the FHR characteristics that define a Category III pattern. Review the diagnostic imprecision, clinical significance of minimal FHR variability. Instructor Expert Reviewer |
||
| Challenging Behaviors of Older Adults with Dementia | 2.00 | |
|
Caregivers who work with older adults with dementia often report that the biggest obstacles they face are related to managing challenging behaviors. This course offers a clinically based overview of such behaviors, along with the most common effects of the pharmacological agents used to treat these behaviors. You will learn practical techniques to use in your own setting to help you determine the most effective strategies for managing the people you serve. Identify at least three challenging behaviors that commonly occur among individuals with dementia. Describe the most common effects of pharmacological agents used to treat these challenging behaviors. Explain at least three practical strategies that you can use to manage challenging behaviors among people served. Instructor |
||
| Chronic Hypertension with Superimposed Preeclampsia | 0.50 | |
|
This case-based module places you into medical scenarios in which you will make decisions about the appropriate handling of a patient situation. The purpose of this module is to review and reinforce training, keeping your skills sharp and patients safe. Throughout each scenario you will be asked questions about your decisions, but your answer choices will not be scored and you will not receive a report. You can move freely throughout the module and visit earlier sections without losing progress on previously answered questions. You can revisit this module in the future as many times as you would like. Hypertensive diseases complicate 5%–8% of pregnancies, and are estimated to account for over 75,000 maternal and 500,000 infant deaths worldwide. Delays in seeking medical care, establishing the diagnosis, and providing treatment have been associated with an increased risk for adverse perinatal outcomes. Review indication for medical treatment of hypertension in pregnancy. Review management of the patient with chronic hypertension in pregnancy. Review diagnostic criterion for preeclampsia, severe features of preeclampsia. Review management of severe preeclampsia prior to 34 weeks. Instructor Expert Reviewers |
||
| Chronic Medical Conditions and Pregnancy | 1.25 | |
|
The U.S. is one of just eight countries to see a rise in maternal mortality during the past decade, with a ranking of 60 out of 180 countries for maternal deaths. High-risk pregnancies with mothers who are surviving childhood conditions into adulthood are among the reasons for the high rate; however, a large proportion of maternal deaths are still considered preventable, indicating that further improvement is possible. This course provides comprehensive knowledge about medical conditions the pregnant woman might face and how access to other disciplines such as cardiology, dermatology and rheumatology may improve the health and outcomes for the mother and fetus. Discuss current medical management and nursing implications of heart disease in pregnancy Explain the criteria for using insulin to manage diabetes during pregnancy Describe two potential complications that may occur in a pregnant woman with congenital heart disease Compare the effects of pregnancy-induced hypertension and diabetic nephropathy on the management of pregnancy, labor and delivery Recognize the assessment findings in a patient with sickle-cell disease complicating pregnancy Describe at least one way in which thyroid disease complicates pregnancy Explain how autoimmune disorders complicate pregnancy Identify three goals of the antepartum management of clients with chronic medical conditions Instructor Expert Reviewer |
||
| Client/Patient Rights | 2.00 | |
|
Origination: Reviewed: Expiration: The more familiar you are with the essentials of ethical care, informed consent, and advance directives, the better equipped you will be to provide higher quality patient care in medical and behavioral healthcare settings. This course covers the fundamentals of the Client Bill of Rights, the six principles of ethical care, the process for obtaining informed consent, and how to interpret behavioral health advance directives. Through interactive exercises and vignettes, you will have the opportunity to apply these concepts so you can provide your clients with a higher standard of care. Summarize the Client Bill of Rights and the six principles of ethical care. Recount the process of obtaining informed consent. Interpret behavioral health advance directives. Expert Reviewer |
||
| Clinical Assessment Via Telehealth Applications | 1.50 | |
|
Due to increasing demands on healthcare providers—along with dwindling resources with which to provide care—telehealth services (enhancing healthcare through the use of telecommunications technologies) offer immense value to your organization and the people you serve. This course for licensed providers in behavioral health settings focuses on delivery systems and specific remote clinical services that begin with remote intake and referral processes. You will learn helpful approaches for establishing rapport during the comprehensive intake process, and gain information about screening assessments, interventions, and treatment referrals. Interactive exercises and practical examples will help you to incorporate these assessment strategies in your own setting. Describe the essential components of the intake process when providing treatment services via telehealth. Summarize the best practices, methodology, and frequency of completing risk assessments via telehealth. Compare and contrast clinical assessment tools for telehealth services. Apply knowledge of the existing software and hardware applications available for assessing clients remotely. Staff Writer Instructor |
||
| Clinical Express: Cultural and Age Related Competencies | 0.25 | |
|
Learn what cultural sensitivity is and the need to respect other cultural backgrounds. Describe cultural sensitivity. Explain the need to respect other cultural backgrounds. Relias Learning |
||
| Clinical Express: End of Life Care - Compassionate Care, Organ Donation | 0.25 | |
|
In this course, you will learn how to assist the patient with end of life needs and issues. Describe how to assist a patient with their end of life needs and how to address their issues Relias Learning |
||
| Clinical Express: Fall Prevention | 0.25 | |
|
In this course, you will learn the most common causes of falls and how to prevent them. Describe the most common causes of falls and how to prevent them. Relias Learning |
||
| Clinical Express: Handoff Communication | 0.25 | |
|
This course presents methods for ensuring that the continuity of care for the patient is maintained. Employ strategies to ensure that the continuity of care for the patient is maintained. Relias Learning |
||
| Clinical Express: Magnitude of Problem of CLABSIs | 0.25 | |
|
Learn how CLABSIs occur and how to prevent them. Describe how CLABSIs occur and how to prevent them. Relias Learning |
||
| Clinical Express: Pain Assessment Techniques | 0.25 | |
|
Learn how properly assessing patients’ pain can help prevent further complications. Relias Learning |
||
| Clinical Express: Pain Management Responsibilities | 0.25 | |
|
Learn how to implement a pain-management program that includes non --pharmacological interventions, as well as analgesics. Learn about how to implement a pain management program that includes non-pharmacological interventions as well as analgesics. Relias Learning |
||
| Clinical Express: Placement and Care of CVCs | 0.25 | |
|
Learn how to select the right spot for placement of a CVC (central venous catheter) to decrease the opportunity for mechanical problems and to enhance proper care. Demonstrate how to select the right spot for placement of a CVC to decrease opportunity fo mechanical problems and proper care. Relias Learning |
||
| Clinical Express: Prevention and Control of MDROs | 0.25 | |
|
Learn about how to prevent and control MDROs (multidrug-resistant organisms). Discuss prevention and control of MDROs Relias Learning |
||
| Clinical Express: Religion and Spirituality | 0.25 | |
|
In this course, you will learn how to support the patient's spiritual beliefs. Describe how to support a patient's spiritual beliefs. Relias Learning |
||
| Clinical Express: Restraint and Seclusion | 0.25 | |
|
This course will teach what is considered a restraint and when a restrain can or cannot be used. Describe what is considered a restraint. Recite when a restraint can or cannot be used. Relias Learning |
||
| Clinical Express: SSI | 0.25 | |
|
Learn about risk factors and how to prevent a surgical-site infection. Describe risk factors of surgical site infections. Describe how to prevent a surgical site infection. Relias Learning |
||
| Clinical Express: Suicide Prevention | 0.25 | |
|
Origination: Expiration: Learn how to detect risk of suicide and what to do if such risk is identified. Describe how to detect risk of suicide and what to do if there is risk identified. Relias Learning |
||
| Clinical Express: Whistleblower Protection | 0.25 | |
|
Learn what a whistleblower is, what constitutes retaliation, and the protection of the whistleblower under the law. Discuss what a whistleblower is, what constitutes retaliation, and the protection of the whistleblower under the law. Relias Learning |
||
| Clinical Practice Guidelines for Prescribing Opioids | 1.00 | |
|
Origination: Reviewed: Expiration: 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.
Summarize the history of the opioid epidemic in America. Identify the issues surrounding the treatment of chronic pain. Describe the CDC's new opioid prescribing guidelines for chronic pain. Instructor |
||
| CMS Conditions of Participation: Grievances and Complaints | 2.00 | |
|
This program will focus on OCR-enforced federal law that is in effect now for hospitals under Section 1557 of the Affordable Care Act for grievance procedures. Hospitals must have a grievance procedure and compliance coordinator to investigate any grievances alleging noncompliance with this law including discrimination. The program will also cross walk the CMS grievance interpretive guidelines with relevant standards of The Joint Commission and DNV Healthcare. Staff should be educated on and follow the hospital’s grievance and complaint policy approved by the Board of Directors. This program will cover what is now required to be documented in the medical record. Although Critical Access Hospitals (CAH) have their own hospital Conditions of Participation, critical assess hospitals as part of a system should know the difference between the two sets of standards and may find this program of interest. Discuss that any hospital that receives reimbursement for Medicare patients must follow the CMS Conditions of Participation on grievances (This is true whether the hospital is accredited by Joint Commission, HCFA, CIHQ, DNV Healthcare or not). Identify that the CMS regulations under grievances includes the requirement to have a grievance committee. Discuss that the Joint Commission has complaint standards in the patient’s right (RI) chapter and DNV grievance standard in the patient rights chapter. Recall that in most cases the patient must be provided with a written notice that includes steps taken to investigate the grievance, the results, and the date of completion. Describe that the Office of Civil Rights requires hospitals to have a process to handle grievances related to discrimination under Section 1557. Presenter |
||
| CMS Conditions of Participation: Infection Control | 2.00 | |
|
In these videos, the topic of infection control is discussed within the CMS Conditions of Participation regulations. Specifically, this program will discuss the details and final changes to the infection control standards that went into effect November 2019 and how the CMS Infection Control Worksheet is used to assess compliance. Compliance includes an antibiotic stewardship program (ASP), infection control training and protocol, ISMP IV guidelines, safe injection practices, CDC vaccine storage and handling. Participants will be given examples of infection control programs, tracer tools, and resources to support compliance. This course will also discuss how Environmental Services play an important role in complying with the standards. The CMS infection worksheet will be covered in detail. Although the worksheet is not being used per se at Critical Access Hospitals (CAH), the standards are similar and the worksheet provides an excellent self-assessment tool. Recall that the infection control worksheet has a tracer on indwelling urinary catheters. Describe what CMS requires for safe injection practices and sharps safety. Recall that the infection control worksheet has a section on hand hygiene tracer. Discuss that CMS has a final infection control worksheet.
Presenter |
||
| CMS Conditions of Participation: Revised Hospital Discharge Planning Standards | 2.00 | |
|
Discharge planning is not only important to ensure compliance with the CMS standards but also for reimbursement. This webinar will discuss what your hospital must do to be in compliance with the revised discharge planning standards. While every hospital that accepts Medicare and Medicaid must be in compliance with the CMS discharge planning guidelines, the standards must be followed for all patients and not just Medicare or Medicaid. It will also review the discharge planning worksheet which is a valuable tool to understand how to comply. Discuss the revised CMS discharge planning requirements that apply to all hospitals and critical access hospitals. Recall patients and physicians can request a discharge planning evaluation. Discuss information about the hospitalization that must be provided to the physician or provider before the first post hospital visit. Describe patient rights to get their medical records timely including a copy of their discharge plan. Presenter |
||
| CMS Training - Coordination of Benefits | 2.00 | |
|
This course explains how the coordination of benefits works when people have Medicare and certain other types of health coverage. Module 5, Coordination of Benefits, explains the rules that govern payers’ responsibilities when people have Medicare and certain other types of health and/or prescription drug coverage. This module was developed and approved by the Centers for Medicare and Medicaid Services (CMS), the federal agency that administers Medicare, Medicaid, the Children’s Health Insurance Program (CHIP), and the federally facilitated Health Insurance Marketplace. This course is designed for trainers and other information givers who are familiar with the Medicare program. It can be easily adapted for presentations to groups of beneficiaries. Explain health and drug coverage coordination. Determine who pays first. Identify where to get more information. Instructor |
||
| CMS Training - Medicaid and CHIP | 2.50 | |
|
This course explains the eligibility, benefits, and administration of Medicaid and the Children’s Health Insurance Program (CHIP). Also discussed are the implications of the Affordable Care Act on Medicaid and CHIP. Describe the eligibility, benefits, and administration of Medicaid. Define the eligibility, benefits, and administration of the Children's Health Insurance Program (CHIP). Summarize the implications of the Affordable Care Act on Medicaid and CHIP. Instructor |
||
| CMS Training - Medicare Preventive Services | 2.00 | |
|
This course explains Medicare-Covered Preventive Services, and was developed and approved by the Centers for Medicare and Medicaid Services (CMS), the federal agency that administers Medicare, Medicaid, the Children’s Health Insurance Program (CHIP), and the federally facilitated Health Insurance Marketplace. It includes information on which preventive services are covered, who can receive them, when said services are covered, how much you pay, and where to get more information. Learn which preventive services are covered. Define who is eligible to receive them. Describe when preventive services are covered. Learn how much you pay. Learn where to get more information. Staff Writer Expert Reviewer |
||
| CMS Training - Medigap | 2.00 | |
|
This course on CMS Medicare Supplement Insurance (Medigap) explains how Medigap policies work with Medicare, what Medigap policies cover, how Medigap policies are structured, and when to buy a policy. Included are definitions of key terms, an explanation of guaranteed issue rights, and where to get information on Medigap rights and protections. Describe what Medigap policies are. Define key Medigap terms. List the steps in buying a Medigap policy. Identify the best time to buy a Medigap policy. Explain guaranteed issue rights. Outline where to get information on Medigap rights and protections. Relias Learning |
||
| CMS Training: DME Competitive Bidding Program | 1.00 | |
|
Origination: Reviewed: Expiration: This course explains the Durable Medical Equipment, Prosthetics, Orthotics, and Supplies (DMEPOS) Competitive Bidding Program. This training was developed and approved by the Centers for Medicare and Medicaid Services (CMS), the federal agency that administers Medicare, Medicaid, the Children’s Health Insurance Program (CHIP), and the federally facilitated Health Insurance Marketplace. Understand the purpose of competitive bidding and how it is implemented. Describe who is affected by competitive bidding. Find out where to get more information about the Competitive Bidding Program. Staff Writer |
||
| CMS Training: MACRA Quality Payment Program Overview | 1.00 | |
|
This course discusses quality payment programs, participation, and how these programs work, along with sources of additional information. It is designed for presentation to trainers and other information-givers, and can easily be adapted for presentations to groups of beneficiaries. Discuss the Quality Payment Program. Identify who can participate. Summarize how the Quality Payment Program works. Know where to go to learn more. Instructor |
||
| Common Medications: Actions and Interactions | 1.25 | |
|
This course for entry-level nurses, direct-care staff, and dietary professionals provides information on basic medication actions, with a focus on the physiological changes and potential reactions specific to older adults. Included are federal requirements related to antipsychotic medication prescriptions and administration. Identify why polypharmacy increases the potential for medication errors, adverse drug reactions, and adverse drug events. Differentiate between pharmacokinetics and pharmacodynamics, and describe their relationship to medication toxicity in the older population. Define at least three classifications of medications, with examples of each. Explain the role of antipsychotics and the federal regulations associated with their use. Staff Writer |
||
| Communicating with People with Dementia | 1.00 | |
|
As dementia gradually destroys areas of the brain responsible for sending and receiving messages, communication becomes increasingly difficult. However, there are guidelines you can follow to ensure effective communication with people who have dementia, including those with severe cognitive impairments. In this course, you will learn how to increase your understanding of persons with dementia by knowing each as an individual and recognizing common speech patterns, find out how people with dementia use behaviors to communicate discomfort, and learn some communication strategies you can employ to ensure that your message is clearly received. Identify how knowing the person with dementia as an individual, not as a disease, promotes effective communication. Give examples of common communication changes that people with dementia exhibit. Interpret the likely messages behind nonverbal communication in people with dementia. Summarize the techniques for communicating more effectively with people with dementia. Instructor Expert Reviewer |
||
| Communication Essentials: The Effective Listener | 1.00 | |
|
Origination: Reviewed: Expiration: Top leaders know that the ability to listen to others can increase their individual effectiveness while providing 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 some of the consequences 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 |
||
| Communication with Nurses | 0.00 | |
|
This course explains therapeutic communication, overcoming barriers to communication, nonverbal communication and active listening, words and actions that influence patients’ perceptions of courtesy and respect, how to use interpreters, and how caregivers’ thoughts and beliefs impact their words and behaviors. Relias Learning |
||
| Conflict Resolution | 0.50 | |
|
Conflict in the workplace is inevitable, because every person is different. However, handling it the right way leads to better relationships, an improved work environment, a stronger team, and personal goal achievement. This course presents techniques essential to handling conflict in the workplace. Identify different types of conflict. Explain how to handle conflict appropriately. Describe strategies for dealing with difficult people appropriately. Instructor Expert Reviewer |
||
| Controlled Substances: Implications for Drug Diversion, SUD, and Pain Management | 3.25 | |
|
Recognizing, understanding, and addressing patient behaviors, as well as the rationales behind these behaviors, is critical to successfully manage patients and to protect practitioners and their practices. This course will review 3 major areas complicating patient care: drug diversion, SUD, and pain management considerations in patients with SUD. Define drug diversion and identify various classifications of medications that are diverted or abused. Recognize rationales for prescription drug diversion. Recognize and prevent drug diversion behaviors and activities. Utilize tools to detect and deter drug diversion. Define key terms necessary to understand SUD. List common controlled and noncontrolled medications that are abused. Utilize screening and assessment tools helpful in identifying SUD. Outline nonpharmacological and pharmacological treatment of SUD. Define specific types of pain. Outline options for pain management utilizing the most recent CDC guidelines. Instructor Michael G. O'Neil, Pharm.D. |
||
| Core Competencies for Opioid Use Disorder | 1.00 | |
|
When healthcare practitioners address the health concerns of persons abusing opioids and can enhance their willingness to obtain indicated clinical services, opioid-related deaths can be prevented. This webinar presents Core Competencies for healthcare practitioners providing care for these patients who are outside of the normal behavioral health-provider system. You will learn how to identify risk factors for abuse, how to approach the subject with clients, assess the problem, and take brief intervention steps to enhance clients’ motivation for obtaining treatment. Identify basic tools for screening brief intervention and referral to treatment. Explain basic approaches to screening and assessment for clients with substance abuse disorder, where opioid abuse is indicated. Optimize the use of screening tools in risk assessment for opioid abuse. Build core competencies for addressing the needs of persons with Opioid Abuse Disorder, within the context of working across health care agencies to promote behavior change. Instructor |
||
| Corporate Compliance and Ethics | 1.00 | |
|
Origination: Reviewed: Expiration: 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 otherwise improper conduct. Describe common high-risk areas for fraudulent conduct. Staff Writer |
||
| CPR Refresher | 1.00 | |
|
Origination: Expiration: After completing this refresher course on the key action steps in CPR, you will have a grasp on the essential components of cardiopulmonary resuscitation (CPR), including the initial first aid steps you can take prior to performing CPR. Through didactic, interactive exercises and vignettes, you will be able to apply this material when you need it most. This course does not replace formalized training and return demonstration that must be completed for competency according to the American Heart Association. This course should only be used as a “refresher” to remind the learner of the key action steps in CPR. Define the importance of timeliness in performing CPR. Describe the signs and symptoms of a person in need of CPR. Review the correct procedure for performing CPR correctly. Instructor |
||
| Creating a Culture of Safety and Reducing Medical Errors in the OR | 1.50 | |
|
The OR is a complex environment. Highly trained individuals interact in a specialized setting with sophisticated and technically complicated devices, instruments, and equipment. There also are substantial differences among team members related to education, experience, skill level, influence, and formal and informal power. This module will inform nurses and surgical technologists of the evidence-based steps to take to create a culture of safety in the OR. Describe communication processes that relate to reducing medical errors Discuss the components of a just culture that promote trust and accountability Review recommendations for the safe transfer of patient care information Discuss a 10-step process for creating a culture of safety in the OR Name organizations that are helping to create a culture of patient safety Instructor Expert Reviewer |
||
| Crisis Intervention | 1.00 | |
|
Crisis is broadly defined as an exceptional event that is disruptive and beyond a person‘s usual coping skills. The goal of crisis intervention is to return individuals or families to the optimum level of functioning they experienced before the crisis. In addition, a potential for growth exists when people develop new and effective coping skills. Nurses need to understand crises and assessment and intervention strategies because they are often the first medical personnel to spend enough time with patients to recognize the signs of crisis. Identify types and phases of crises Describe comorbidities and other limiting factors that affect crisis outcomes Discuss assessment strategies and intervention techniques for crisis management Instructor |
||
| Crisis Management Basics | 1.50 | |
|
This course is tailored for paraprofessionals who work in hospitals, residential treatment centers, and community-based agencies. Unpredictable and complex situations often arise when people go into crisis. Seeming to “come out of nowhere,” these situations can throw you into a reactive state. But when you understand how crises develop and you are equipped with the skills and tools to address them, you can effectively intervene in a way that supports recovery and safety. This course explains how you can help the individuals you are serving to learn from crisis situations, so they can use coping skills and support networks more effectively whenever they face stressful events. Identify risks and complicating factors in crises. Recognize critical skills in crisis intervention, stabilization, and prevention. Understand how a crisis develops. Staff Writer |
||
| CT Scans for the Radiologic Technologist | 1.25 | |
|
During the imaging process, it is essential for radiographers to identify challenges and errors in techniques, and understand how they affect patient outcomes during the imaging process. In order to help radiologic technologists in acute care facilities identify common pathologies in differential diagnostics, this course describes the sectional anatomy of the head, neck, chest, and abdomen. It also discusses radiation safety, imaging techniques, common pathologies resulting from radiographic imaging, and the importance of patient safety during imaging procedures. Describe the sectional anatomy of the head, neck, chest, and abdomen. List common pathologies resulting from radiographic imaging. Understand imaging techniques and radiation safety. Discuss the importance of patient safety during imaging procedures. Instructor Staff Writer |
||
| Cultural Competence | 0.50 | |
|
This introductory overview of cultural diversity will help enable you to interact with others of diverse cultures and effectively perform your job responsibilities. Explain the importance of understanding a person's culture when providing services. Examine common issues in cultural diversity. Identify appropriate responses to cultures that differ from your own. Benjamin Reese, Jr., Psy.D. |
||
| Cultural Responsiveness in Clinical Practice | 1.50 | |
|
This training introduces you to several models to enhance your communication with individuals from a range of diverse backgrounds. You will also learn about cultural barriers to treatment, several health belief systems, and factors to consider in a culturally responsive assessment. It is worth noting that culture is always at play, regardless of the healthcare provider’s capacity to recognize and/or respond to it appropriately. Summarize how to use three culturally competent assessment frameworks to enhance communication and engagement. Explain at least two approaches you can use to improve the cultural sensitivity of your assessment process. State options for helping individuals of culturally diverse groups overcome barriers to treatment. Describe the four major health belief systems. Staff Writer Instructor |
||
| Data-based and Analytical Decision Making in Case Management | 1.50 | |
|
This course will provide an overview of innovative ways that data are being applied to improve healthcare costs, quality, and outcomes. You will begin with a broad perspective of what experts are calling the “data revolution” in healthcare, or the “age of big data,” and dive into what this means from a technology perspective. Following this, you will learn how data are being applied in ways never before seen by payers and providers to drive healthcare improvement through an analytic approach. Next, you will dig down to the micro level of healthcare data application within the payer setting. You will examine the different ways in which data are helping payers to improve overall population health, manage healthcare costs, and inform the creation of innovative pilot programs. Finally, you will learn about the application of healthcare data from the case management perspective within the payer setting. An overview will be provided about member case management selection, the intersection of healthcare data and member preference, and how data are being used to inform best practices through medical necessity criteria and clinical guidelines. This course is intended for all case managers and care coordinators with payer organizations. Discuss the background and implications of big data in healthcare. Describe how data are utilized by case managers within different areas of the payer setting to improve care outcomes. Summarize how data plays a part in the application of medical necessity criteria and evidence-based guidelines. Explain how data has the potential to revolutionize healthcare and the challenges associated with bringing this to fruition. Instructor |
||
| Depression in Older Adults | 1.75 | |
|
This course is appropriate for clinicians with a basic or intermediate knowledge of working with individuals with late-life depression. It is intended to help human service professionals identify the most common symptoms of a depressive disorder and familiarize them with the major types of effective clinical and psychosocial treatments available for older adults. Employing the interactive exercises and case vignettes in this course will teach you the skills you need to recognize depressive disorders among the older adults with whom you work, and provide them with the best information, support, and resources for treatment. DSM™ and DSM-5™ are registered trademarks of the American Psychiatric Association. The American Psychiatric Association is not affiliated with nor endorses this course. List the symptoms of major depressive disorder among older adults. Identify the most effective types of clinical treatment currently available to older adults with a depressive disorder. Recognize where to refer at-risk older adults for evaluation and treatment for a depressive disorder. Instructor Staff Writer |
||
| Diabetes and Other Co-Morbid Conditions | 1.00 | |
|
Rather than being a stand-alone disease, diabetes (particularly Type II diabetes) is a metabolic dysfunction at the cellular level. This metabolic dysfunction contributes to many comorbidities being associated with diabetes. Taking a purely pharmaceutical approach—looking only at blood glucose or A1C as an endpoint—fails to identify and address the potential underlying causes of diabetes and other comorbidities. To help you facilitate the best outcomes for your patients, this course discusses the correlation between diabetes and comorbidities, the underlying pathological processes, and the impact of glucose control. You will come away with an understanding of the common comorbidities associated with diabetes and of the proper management of these conditions. Explain the correlations between diabetes and comorbid conditions. Discuss the screening and evaluation of common comorbidities associated with diabetes. Illustrate the proper management of diabetes and comorbid conditions. Instructor Expert Reviewer |
||
| Diabetes Management: Core Competency for Cardiac Rehab | 1.00 | |
|
Origination: Reviewed: Expiration: Cardiac rehabilitation involves many facets of health and wellness. One of these facets—diabetes management—requires an interdisciplinary approach involving nurses, dieticians, and therapists. This module will review diabetes management as a core competency in cardiac rehabilitation. Define diabetes. Describe one treatment option for diabetes. Describe treatment for hypoglycemia. Describe physical activity concerns for one chronic complication of diabetes. Instructor |
||
| Diabetes: The Basics | 1.00 | |
|
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 its current medical treatments to help you better assess patients’ needs, provide care for them, and problem-solve common medication concerns. Discuss the growing problem of diabetes in the U.S. Recognize the risk factors for developing Type 2 diabetes. Identify evidence-based standards in diabetic care and treatment. Discuss the pathophysiology and diagnosis of diabetes. List common complications associated with uncontrolled diabetes. Describe maintenance therapy for the control of diabetes. Discuss the nursing care of a person with diabetes. Instructor |
||
| Diagnosing and Treating Anxiety Disorders | 1.25 | |
|
Anxiety disorders, the most common psychiatric illnesses, affect millions of American adults, filling their lives with overwhelming anxiety, fear, and uncertainty out of proportion to any actual danger. These symptoms often persist for significant periods of time, and if not treated, can grow progressively worse. Anxiety disorders frequently occur in conjunction with other psychiatric or physical illnesses, making symptoms even worse. This course provides an overview of signs and symptoms as well as the most effective psychopharmacological and psychotherapeutic treatments available. New and improved therapies can help most people with anxiety disorders lead productive, fulfilling lives. This course will help you recognize anxiety disorders in those you serve and implement the most appropriate form of treatment. Identify the signs and symptoms of anxiety disorders. List three common psychopharmacological treatments for anxiety disorders. Explain three of the psychotherapeutic interventions for anxiety disorders. Instructor |
||
| Diagnosing and Treating Personality Disorders | 2.00 | |
|
||
| Diagnosing and Treating Posttraumatic Stress Disorder | 1.75 | |
|
The two most common trauma-related disorders are acute stress disorder (ASD) and posttraumatic stress disorder (PTSD). The goal of this educational program is to provide nurses, social workers, marriage and family therapists, professional counselors, and psychologists in health and human services settings with information on the diagnostic criteria for acute stress disorder and posttraumatic stress disorder, steps in the diagnostic process, and psychological and pharmacological interventions to treat PTSD. Recognize the diagnostic criteria for acute stress disorder and posttraumatic stress disorder and how to differentiate between them. Identify at least 4 risk factors for and 4 protective factors against the development of PTSD. Discuss the 3 steps of the diagnostic process. Recall 9 recommended treatment approaches for PTSD. Instructor Staff Writer |
||
| Discussions about Grief, Loss, Death, and Dying | 1.00 | |
|
Discussing end-of-life issues is not easy, because few of us are ready to face the difficult choices surrounding death and dying. Regardless of whether or not we acknowledge it, most of us fear death. This course will take you on the journey of facing issues surrounding death and dying. The decisions to be made are difficult for everyone involved: the dying person, their family and loved ones, and the healthcare professionals sharing the experience. Each person and family will have unique needs and cope in different ways. For many patients and their families, this can also be a time of personal growth. These events often provide people with the opportunity to find out more about themselves and appreciate what is most important to them. Describe the communication process at the end of life. Identify the ethical issues surrounding end-of-life decisions. Identify the physical process of dying. Discuss loss, grief, and bereavement. Describe the goals of palliative care. Describe pain and symptoms common at end of life. Instructor |
||
| Documentation for Treatment Planning | 2.00 | |
|
A critical step for service providers in receiving reimbursement is to submit treatment-planning documentation. This course reinforces what you already know about plans of care, while offering suggestions for capturing the real therapeutic relationship on paper. You will learn how to hone in on core principles for clinical documentation; take a fresh look at ways to record your client’s strengths, goals, and treatment objectives; and evaluate methods of accurately representing interventions, outcomes, and discharge plans. Identify the preferences and needs of various stakeholders in the treatment planning process, most importantly the client. Summarize seven core principles of effective treatment planning documentation. Identify at least three effective ways to document client strengths and barriers to treatment during the planning process. Describe how to develop measurable and client-focused goals and objectives for treatment planning. Explain how to document planned interventions, desired outcomes, and treatment changes that occur based on client progress. Instructor |
||
| Domestic and Intimate Partner Violence | 1.00 | |
|
Origination: Expiration: This course will familiarize the learner with basic information concerning domestic and intimate partner violence (IPV). Information about IPV’s prevalence, characteristics, legal protections and risk factors will be presented. The cycle of abuse will be explained along with issues related intimate partner homicide. Screening and intervention protocols will be described along with community resources available to people experiencing domestic and intimate partner violence. Define domestic and intimate partner violence (IPV). Describe the extent of domestic violence in California and the United States and recognize legal protections. Recognize characteristics of both victims and perpetrators of IPV. Identify red flags and risk factors for IPV. Define the cycle of abuse and list reasons victims may stay in an abusive relationship. Describe risk factors for intimate partner homicide, including guns and strangulation. Describe screening measures used to identify persons who have experienced IPV. List community resources available to assist victims and their families. Instructor |
||
| Effective Communication | 0.25 | |
|
Origination: Reviewed: Expiration: 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. Instructor |
||
| Effective Strategies for Achieving Cost | 1.00 | |
|
This course discusses how to improve healthcare quality while decreasing costs within the payer environment. You will learn evidence-based practices to improve health outcomes for member populations, along with the role of medical-necessity criteria in creating a roadmap for financially responsible optimal care. Included in the discussion is the role of utilization management, common misconceptions about its purpose, key metrics every utilization manager needs to know, and the review and appeals process. Explain the need for balancing cost and quality in the healthcare industry. Explain the use of evidence-based practices and medical necessity criteria within utilization management and utilization review. Describe the role that utilization management and utilization reviewers play in driving both cost-effective and high-quality services in the payer setting. Summarize the appeals and review process. Instructor |
||
| Emergency Care is a Patient Right - Insured or Not | 1.00 | |
|
In 1986 Congress enacted the Emergency Medical Treatment & Labor Act (EMTALA) to ensure public access to emergency services regardless of ability to pay. This legislation, plus others, imposes specific obligations regarding certain emergency services, stabilizing treatments, and/or transfers to other facilities. When states’ own statutes are in conflict with EMTALA, state law can be preempted by federal law. This course, for health-care professionals who work in clinical areas in which EMTALA applies, covers EMTALA’s fundamental requirements to provide patients with the care they are entitled to under law. It also equips supervisors to ensure that policies are in place to address EMTALA and that staff members are properly educated. Describe the history of EMTALA and its goals Discuss three fundamental requirements of the EMTALA Explain the legal and regulatory consequences of violations of EMTALA Instructor |
||
| Employee Wellness - Emotional Intelligence: Awareness | 0.25 | |
|
Origination: Reviewed: Expiration: Emotional intelligence (EQ) is your ability to understand, express, and manage your emotions as well as your level of insight into what the people around you are feeling. Being equipped with EQ can add to your quality of life and career success. In this course, you’ll learn about developing emotional awareness—the bedrock of emotional intelligence. Define emotional intelligence. Develop your EQ by becoming more aware of your emotions and those of others. Instructor |
||
| Employee Wellness - Emotional Intelligence: Feeling and Thinking | 0.25 | |
|
Origination: Reviewed: Expiration: Emotional intelligence (EQ) involves the ability to understand, express, and regulate your own emotions, along with awareness of what people around you are feeling. A hallmark skill of EQ is the ability to keep your emotional brain and your thinking brain working together, even in intense or stressful situations. This module discusses how emotions function in the brain, how to choose your response to a situation rather than being hijacked by emotions, and how developing EQ can improve your quality of life. Distinguish between choosing your response to a situation and being hijacked by your emotions. Develop EQ by using one of the practices described in the course. Expert Reviewer |
||
| Employee Wellness - Side Effects of Care-giving | 0.25 | |
|
Origination: Reviewed: Expiration: Caregiving demands a tremendous amount of compassion and empathy. While this can be incredibly rewarding, it can also cause some adverse side effects. This course discusses compassion fatigue—its signs and symptoms, how it can affect you and others, and practical methods of dealing with it. Recognize the signs and symptoms of compassion fatigue. Describe how compassion fatigue can affect yourself and others. Apply practical methods to deal with the symptoms of compassion fatigue. Instructor |
||
| Employee Wellness - Stress Management | 0.25 | |
|
Origination: Reviewed: Expiration: Stress is part of everyone’s life. While a certain level of stress can motivate one’s productivity, too much stress can leave a person feeling drained and irritable. Stress can’t be avoided, but it’s possible to learn to respond differently to it. This course discusses assessing your own stress levels, recognizing the difference between good and bad stress, identifying stress triggers, and developing a personal stress-management plan. Describe time management and procrastination. Formulate successful time-management goals and strategies for change. Instructor |
||
| EMTALA | 1.25 | |
|
||
| End-of-Life Care for People with IDD | 1.00 | |
|
||
| Ethical and Legal Guidelines for Telehealth | 1.00 | |
|
||
| Evidence Based Practices in Treatment of Substance Use Disorders | 1.00 | |
|
Tobacco, alcohol, and illicit drug abuse is costly to the U.S., resulting in more than $740 billion annually in costs related to crime, lost work productivity, and healthcare (National Institute on Drug Abuse [NIDA], 2018). The Substance Abuse and Mental Health Services Administration's (SAMHSA) National Survey on Drug Use and Health (NSDUH) is the primary source of information on the prevalence, patterns, and consequences of alcohol, tobacco, and illegal drug use and abuse in the general US population. Discuss evidence-based treatment options available for common substance use disorders. Compare and contrast different styles of evidence-based treatments. Determine and state which evidence-based therapy may be most useful for your individual client's needs. Instructor |
||
| Evidence-Based Care for Your Patient With Acute Heart Failure | 1.00 | |
|
Origination: Expiration: This module provides healthcare professionals with information about evidence-based medical therapy, best practice recommendations for the treatment of heart failure, and the role of interprofessional collaboration. It will increase your knowledge about heart failure — how to both recognize and manage it. Identify common diagnostic tests that are used in the diagnosis and treatment of heart failure. Describe evidence-based therapies for heart failure. Discuss strategies for patient self-management and transition of care. Discuss how the interprofessional team can improve outcomes for patients with acute heart failure. Instructor Staff Writer |
||
| FMLA for Supervisors | 1.00 | |
|
Origination: Expiration: As an employer or supervisor, you need to know what obligations the FMLA imposes on your organization when an employee requests leave from their job. This course will introduce you to key provisions of the FMLA such as which employees have rights under the FMLA and the circumstances under which they are eligible to take protected leave. Then, you’ll learn about your responsibilities both when an employee asks for leave and wants to return to work. Finally, you’ll learn how to comply with the FMLA and avoid potential pitfalls. The goal of this educational program is to provide administrators and human resource professionals with knowledge of FMLA. Determine whether the FMLA applies to employees at your organization. Identify FMLA qualifying events. Comply with the FMLAs mandates regarding employee leave and reinstatement. Expert Reviewer |
||
| Hand Trauma: Emergency Measures to Rehab | 1.00 | |
|
About 20 percent of emergency department visits are due to hand and wrist injuries. While most hand injuries are straightforward, many cause long-term complications that may profoundly alter a person‘s ability to work, create, and enjoy life to the fullest. This continuing education program, which includes the steps for preserving an amputated body part, addresses the assessment and treatment of patients with hand trauma. List the critical information that must be gathered upon admission of the patient with hand trauma Describe the six general categories of hand injuries Explain the steps needed to properly preserve an amputated body part Instructor |
||
| Harassment in the Workplace | 1.00 | |
|
This course is about harassment in the workplace, including sexual harassment and other types of workplace harassment. It looks at the basic skills needed to deal with situations involving harassment. This course will provide information that will help produce a | ||