Courses
| Title | Duration | CME Certified |
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| A Primer on Antiretroviral Drugs to Treat HIV | 1.00 | |
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Origination: Reviewed: Expiration: Treatment for HIV/AIDS has significantly improved over the last few decades and has reduced morbidity and mortality rates in patients living with HIV/AIDS. The use of highly active antiretroviral therapy (ART) slows the progression of the disease by reducing the amount of HIV in the blood. Determining the most effective treatment regimen is a complex process and will require the use of several medications. The goal of this course is to provide pharmacists in acute care settings with an overview of HIV medication classes and factors influencing treatment decisions. Discuss the different classes of antiretroviral drugs used for the treatment of HIV. Explain the guidelines for initiation of antiretroviral therapy, its use in pre-exposure prophylaxis, and its implication for opportunistic infections. Instructor |
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| About Wound Care: Identification and Assessment | 1.00 | |
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This course, intended for nurses who frequently encounter wounds while working with a geriatric population, covers the basics of wound assessment. Included: accurately performing wound assessments, standardizing the components of wound assessment, and facilitating wound healing. Discuss how to differentiate between arterial, pressure, venous stasis, and neuropathic ulcers. Discuss the two layers of the skin. List three key functions of the skin. Describe the difference between partial-thickness and full-thickness wounds. Describe how to measure a wound, including length, width, and depth. Define tunneling and undermining. Identify four criteria to include in wound assessment. Staff Writer Karen C. Schnaufer, BSN, RN |
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| Abuse and Neglect: What to Look For and How to Respond | 1.50 | |
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| Abuse, Neglect, and Exploitation of Older Adults | 1.50 | |
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As the number of older adults increases, especially those who are older and frailer, the incidence of elder abuse is expected to increase. Mistreatment of older adults often occurs in isolation and often remains undetected. The first step to addressing the problem is to heighten awareness of abuse of the old, in particular among those who serve them or have frequent contact with them. Throughout this course, you will learn about types of elder abuse, indicators, consequences, risk factors of abuse, and interventions. You will have the opportunity to test what you have learned in each section through brief quizzes. The course also offers typical elder abuse case scenarios drawn from actual case material from Adult Protective Services or other elder abuse program caseloads. Describe the nature, scope, and severity of elder abuse. Identify the types of abuse suffered by older adults. Identify indicators of abuse for older adults. Identify options for screening older adults for abuse. Recall intervention options for victims and abusers. Staff Writer Instructor |
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| Addressing Suicide in Adolescents and Transition Age Youth | 1.50 | |
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Rates of suicide among youth continue to increase, making it essential for behavioral health clinicians and other professionals working with adolescents and transition-age youth to understand the dynamics of suicide among young people. After providing a foundation on how widespread the problem is and the prevailing theories about the drivers of suicidal behaviors, this course will teach you about how to effectively screen potentially suicidal youth and ways you can intervene to lower their risk. The goal of this course is to provide alcohol and drug counseling, behavioral counseling, marriage and family therapy, nursing, psychology, and social work professionals in health and human services settings with skills for reducing suicide risk in adolescents and transition-age youth. State 3 primary assessment strategies you can use to identify youth who are at risk for suicide. Describe interventions that can effectively reduce the risk of suicide in adolescents and transition age youth. Explain the primary drivers of suicide according to Joiner’s interpersonal theory and how they operate to increase risk. Summarize the impact of risk and protective factors for adolescents and transition-age youth. Instructor |
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| ADHD: Etiology, Diagnostics, and Treatments | 2.00 | |
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| Adult Obesity in the United States: A Growing Epidemic | 1.00 | |
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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 |
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| Advance Care Planning: Program Implementation with Five Wishes® | 1.00 | |
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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 |
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| Advance Directives | 0.50 | |
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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 |
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| Advance Directives: Conversations Matter | 1.00 | |
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| Advanced Quality Improvement for Leadership | 1.25 | |
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All health centers funded by the Health Resources and Services Administration (HRSA) must have in place a system to improve patient care and outcomes, which is your center’s quality improvement (QI) program. While the primary benefit is improving patient care and outcomes, there are also financial benefits. The Department of Health and Human Services has allocated $36.3 million to fund centers that meet or exceed quality improvement measures. Although most health centers have established some QI functions, this course will enable you to take a comprehensive approach to implementing QI systems. You will learn about the essentials of QI infrastructure, systems, and programs, along with how to identify quality-related problems using proactive strategies, such as peer review and patient satisfaction surveys, as well as reactive strategies, such as patient complaint tracking systems. Also included is how to put the FOCUS-PDSA model into action. Describe the elements of a successful quality improvement program. Explain the 5 components of the quality improvement process. Apply the Model for Improvement to put a quality improvement initiative into action. Describe specific proactive and reactive quality improvement strategies for health centers. Expert Reviewer Expert Reviewer Instructor |
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| Alcohol Pharmacotherapies and Medical Practice | 1.50 | |
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The incorporation of screening for alcohol use disorders in a general medical setting can significantly increase the number of individuals with alcohol use disorders who are identified and treated. The U.S. Food and Drug Administration (FDA) has approved 4 medications to treat alcohol use disorder, making treatment in primary care and other general medical settings a viable alternative to specialty care. This course will give you valuable information about these medications as well as several medications used off-label, empowering those you serve and increasing the likelihood of their recovery. Identify the benefits of treating alcohol use disorder in a medical setting. Discuss the importance of screenings and brief interventions to treat individuals who have alcohol use disorder and identify common tools used for screenings. Explain the steps involved in the treatment of alcohol use disorder. Discuss the common medications used to treat alcohol use disorder. Instructor Staff Writer |
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| An Overview of Substance Use Disorders | 1.00 | |
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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 |
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| Anesthesia in the Perioperative and Postoperative Settings | 2.00 | |
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The perioperative nurse plays a primary role in the operative process. Knowledge of procedures, appropriate patient assessment, and care management guidelines will positively impact patient outcomes. Patients consider anesthesia to be a major risk of surgery and expect perioperative team members to be their advocates by caring for their pre-, intra-, and post-operative needs and providing safe and effective care. This course discusses anesthetics and adjuvant medications used in the clinical setting, anesthesia-related complications, and the nurse’s role in management of perioperative patients. Identify the stages and types of anesthesia, and medications commonly used in the perioperative setting. Recognize important assessment areas for the post-anesthesia patient. Describe complications of anesthesia and their treatments. Instructor |
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| Approaches to Community-Based Suicide Prevention | 2.00 | |
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This course focuses specifically on early interventions that are designed to reduce suicide risk. You will learn how these early interventions impact suicide risk. You will also learn of examples and the role that programs highlighting connectedness, life skills, and resilience play in preventing suicide. The goal of this course is to provide social work, psychology, nursing, alcohol and drug counseling, marriage and family therapy, and counseling professionals in health and human services with information about community-based, upstream suicide prevention approaches. Explain what upstream suicide prevention means and why it is important. Summarize the impact of connectedness as an upstream suicide prevention approach. Describe how fostering life skills and resilience can help to prevent suicide. Instructor Expert Reviewer |
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| Assessment and Treatment of Anxiety in Children and Adolescents | 1.50 | |
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| Assessment and Treatment of Opioid Use Disorder | 1.25 | |
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Opioids are used to treat severe pain but also include serious risks if the medication is misused. The misuse of prescribed and illicit opioids contributes to rising numbers of opioid overdose deaths. This course will provide you with an overview of opioid use disorder, detailed information to gather during a comprehensive assessment, and treatment options to implement with clients diagnosed with opioid use disorder. List the primary symptoms of opioid use disorder and how they impact domains of functioning. Summarize the primary biological and psychosocial factors involved in the etiology of opioid use disorder. Identify information to include in an assessment for opioid use disorder. Explain treatment options for opioid use disorder. Instructor |
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| Atrial Rhythms | 1.00 | |
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| Atypical Presentation of Preeclampsia | 0.50 | |
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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 |
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| Basic Supervisory Skills | 1.00 | |
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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 |
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| Behavioral Health Screening Tools | 1.00 | |
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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
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| Best Practices for Delivering Telehealth | 1.00 | |
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| Best Practices for Interviewing the Patient | 1.00 | |
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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 |
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| Best Practices in Suicide Screening and Assessment | 2.00 | |
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This course will provide you with information about the numerous risk and protective factors of suicide. You will learn effective screening approaches you can use to identify elevated risk. You will also learn how to follow a positive screening with an in-depth clinical assessment, including several different models you can use to guide your assessment. The goal of this course is to provide alcohol and drug counseling, marriage and family therapy, counseling, psychology, and social work professionals in health and human services with skills to identify individuals at increased risk of suicide. Recognize risk and protective factors for suicide. Explain how to effectively screen to identify individuals at risk of suicide. Summarize the major components of a comprehensive suicide assessment. Instructor |
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| Biopsychosocial Model of Substance-Related and Addictive Disorders | 1.00 | |
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The biopsychosocial model takes a more holistic perspective, emphasizing biological, sociocultural, and psychological factors that relate to the risk of these disorders. This course will present an overview of this model’s primary assumptions, how it differs from other perspectives on substance-related and addictive behaviors, and how it can inform your approach to treatment. The goal of this course is to provide social workers, psychologists, alcohol and drug counselors, marriage and family therapists, professional counselors, and nurses in health and human services with information on how the biopsychosocial model is used in treatment for substance-related and addictive disorders. Explain how substance-related and addictive disorders develop according to the primary assumptions of the biopsychosocial model. State how the biopsychosocial model differs from other perspectives on substance-related and addictive disorders, such as the biomedical/ disease model. Describe how the biopsychosocial model impacts treatment approaches for substance-related and addictive disorders. Instructor |
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| Boundaries | 0.50 | |
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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 |
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| Building a Multicultural Care Environment | 1.75 | |
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This course examines the factors that may contribute to the underutilization of healthcare services, as well as ways to improve cultural understanding and competency in healthcare treatment. More specifically, this course covers the significance of cultural diversity, demographics, as well as individual and cultural diversity factors. The information in this training proposes some helpful conceptual frameworks for embracing cultural considerations in healthcare. Explain how cultural differences can contribute to healthcare disparities. Describe identities, affiliations, beliefs, and aspects of individual or group diversity that may contribute to the cultural identity of the person served. Explain how cultural humility and improved cultural competency can positively affect healthcare services. Instructor Staff Writer |
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| Building Care Teams and Establishing Checkpoints: Asthma and COPD | 0.75 | |
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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 |
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| Building Care Teams and Establishing Checkpoints: Depression/Anxiety | 0.75 | |
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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 |
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| Building Care Teams and Establishing Checkpoints: Diabetes | 0.75 | |
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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 |
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| Building Care Teams and Establishing Checkpoints: Hypertension, Congestive Heart Failure, Coronary Artery Disease | 0.50 | |
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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 |
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| Bulimia Nervosa: Management of a Serious Eating Disorder | 1.00 | |
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Origination: Reviewed: Expiration: The goal of this course is to provide knowledge about the clinical aspects of managing patients with BN. Identify physical and emotional signs and symptoms of eating disorders, specifically bulimia nervosa. Discuss the complications of bulimia nervosa. Describe pharmacologic and non-pharmacologic management strategies for patients with bulimia nervosa. Instructor Laura Bell, BSN, RN, CCRN |
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| Buprenorphine | 0.50 | |
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Origination: Reviewed: Expiration: Opioid dependence can be caused by the use of prescription opioids (obtained legally or illegally) or the use of illicit opioids (e.g., heroin). It continues to be a growing problem in the United States with opioid-related deaths occurring daily. Often, patients who discontinue opioid use require treatment to prevent relapse or the extreme effects of withdrawal. Buprenorphine is a partial mu-opioid agonist used for the treatment of patients with opioid dependence. It is available as a sublingual tablet, sublingual or buccal soluble film strip, and injection and is used in formulations with or without naloxone. The goal of this course is to educate nurses, pharmacists, and pharmacy technicians in acute care settings about opioid dependence and the therapeutic use of buprenorphine to treat the condition. Describe the key differences among the three drugs approved for the treatment of opioid dependence. Summarize the pharmacology, dosing, formulations, adverse effects, and interactions of buprenorphine. Explain the regulations that govern the prescribing and dispensing of buprenorphine for the treatment of opioid dependence. Instructor |
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| C. Difficile Threatens Hospitalized Patients | 1.00 | |
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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 |
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| Cardiac Catheterization: Complications and Common Mistakes | 1.25 | |
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This final presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Identify common complications that occur during a cardiac catheterization or a coronary intervention. Delineate left heart catheterization waveforms. Identify valvular disorders based on cardiac waveforms. Describe how disease processes affect cardiac pressures. Identify the need for emergency equipment readily available. Verbalize the rationale for the use of radial versus femoral cardiac catheterizations. Instructor Staff Writer |
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| Cardiac Catheterization: Equipment for Diagnostic Cardiac Catheterization | 1.25 | |
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This fourth presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Identify commonly used catheters in the cannulation of the left and right coronary arteries. Identify coronary catheters utilized to cannulate coronary arteries by pass grafts. Verbalize the diagnostic wires and ancillary equipment commonly utilized in a standard heart catheterization. Instructor Staff Writer |
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| Cardiac Catheterization: Equipment for Interventional Catheterization | 1.25 | |
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This fifth presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Identify commonly used guiding catheters in the cannulation of the left and right coronary arteries for the purpose of providing TIMI flow. Identify ancillary coronary treatment options such as atherectomy, left ventricular support devices, intra-aortic balloon pumps, and pacemakers. Verbalize the interventional wires and coronary balloons commonly used for support and trackability. Instructor Staff Writer |
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| Cardiac Catheterization: Information to Function Effectively and Efficiently in the Cath Lab | 1.50 | |
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Origination: Reviewed: Expiration: This first presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Identify the advent of cardiac catheterization. Describe the blood circulation of the heart. Describe the anatomy and physiology of heart structures. Define the coronary circulation. Describe the electrical system of the heart. Identify the clotting cascade mechanism. Relias Learning |
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| Cardiac Catheterization: Pressures and Waveforms | 1.50 | |
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Origination: Reviewed: Expiration: This second presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Delineate right heart catheterization waveforms. Identify normal and abnormal right heart pressure values. Identify disease processes that affect cardiac pressure values. |
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| Cardiac Catheterization: Radiation Exposure and Contrast Induced Nephropathy | 1.25 | |
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This third presentation in a six-part webinar series is intended to help both new and experienced staff in the cardiac catheterization lab to prepare for the Registered Cardiovascular Invasive Specialist (RCIS) examination. This comprehensive program includes a review of anatomy and physiology, advanced waveform analysis, shunts and treatment modality, right- and left-heart catheterization, interventional equipment, and commonly used cardiac medications. Delineate how radiation waves produce x-ray images. Identify radiation safety principles for the patient and worker. Describe how disease processes affect the risk of radiation toxicity. Describe the different types of contrast. Instructor Staff Writer |
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| Cardiac Pharmacology: In Practice | 1.25 | |
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| Care Coordination in Healthcare: Principles and Best Practices | 1.25 | |
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As they age, many patients find themselves developing one or more chronic diseases, but they don’t know how to navigate this country’s fragmented and exorbitantly expensive healthcare system in order to receive appropriate care. Care coordination by the medical team—providing additional services such as education and close monitoring of the disease process—has been shown to decrease healthcare costs while improving patients’ health. Unfortunately, standardized techniques or processes for care coordination are not in place. This course for nurses discusses care coordination’s process, its various components, current efforts, ideas for improvement, and a review of practical applications for your nursing practice. Describe care coordination and reasons why it is important for patients and providers. Recall three strategies for care coordination. Explain the six components of care coordination. Discuss six steps for initiating a coordinated care effort. Staff Writer Instructor Expert Reviewer |
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| Care for Individuals with End-Stage Neurological Diseases | 1.50 | |
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This course provides detailed information about the pathophysiology, disease trajectory, and unique symptoms experienced by patients with advanced neurological diseases. Learners will identify the clinical features of advanced Parkinson's disease, amyotrophic lateral sclerosis, and Huntington’s disease as well as best practices for symptom management. In addition, the key clinical indicators and symptoms that should serve as triggers to optimally transition a patient with advanced neurological diseases to palliative and hospice care are presented. The unique disease-related stressors for family caregivers are discussed. The goal of this course is to provide nurses in hospice with knowledge of caring for people with end-stage neurological diseases. Identify specific patterns of progression for three neurological disorders. Identify five complications related to neurological disorders, including disease-related stressors for family caregivers. Describe interventions related to end-stage neurological diseases. Identify triggers to optimally transition a patient with advanced neurological disease to palliative care and hospice. Instructor |
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| Care Management to Increase Access and Decrease Readmissions | 1.00 | |
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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 |
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| Care Plans and RAI Framework | 1.50 | |
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Care plans are developed to help residents attain and maintain physical, mental and psychosocial well-being while in your care. The purpose of this course is to provide information on the care plan framework so that you can work together as a team to develop comprehensive care plans that maximize the well-being of each resident. The module covers the use of care area triggers, resources and CAA summary so that decision making can be supported and documented in the care of the resident. Explain the Care Area Assessment process Describe Care Area Triggers and their role in the RAI process. Identify the 20 care areas in the CAA framework Identify timelines for care plan completion and updating. Instructor |
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| Caring for Women Experiencing Hysterectomy | 1.00 | |
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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 |
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| Category III Fetal Heart Rate Tracings | 0.50 | |
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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 |
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| Challenging Behaviors of Older Adults with Dementia | 2.00 | |
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Caregivers who work with older adults with dementia often report that the biggest obstacles they face are related to managing challenging behaviors. This course offers a clinically based overview of such behaviors, along with the most common effects of the pharmacological agents used to treat these behaviors. You will learn practical techniques to use in your own setting to help you determine the most effective strategies for managing the people you serve. Identify at least three challenging behaviors that commonly occur among individuals with dementia. Describe the most common effects of pharmacological agents used to treat these challenging behaviors. Explain at least three practical strategies that you can use to manage challenging behaviors among people served. Instructor |
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| Chronic Hypertension with Superimposed Preeclampsia | 0.50 | |
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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 |
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| Chronic Medical Conditions and Pregnancy | 1.25 | |
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The U.S. is one of just eight countries to see a rise in maternal mortality during the past decade, with a ranking of 60 out of 180 countries for maternal deaths. High-risk pregnancies with mothers who are surviving childhood conditions into adulthood are among the reasons for the high rate; however, a large proportion of maternal deaths are still considered preventable, indicating that further improvement is possible. This course provides comprehensive knowledge about medical conditions the pregnant woman might face and how access to other disciplines such as cardiology, dermatology and rheumatology may improve the health and outcomes for the mother and fetus. Discuss current medical management and nursing implications of heart disease in pregnancy Explain the criteria for using insulin to manage diabetes during pregnancy Describe two potential complications that may occur in a pregnant woman with congenital heart disease Compare the effects of pregnancy-induced hypertension and diabetic nephropathy on the management of pregnancy, labor and delivery Recognize the assessment findings in a patient with sickle-cell disease complicating pregnancy Describe at least one way in which thyroid disease complicates pregnancy Explain how autoimmune disorders complicate pregnancy Identify three goals of the antepartum management of clients with chronic medical conditions Instructor Expert Reviewer |
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| Clinical Assessment Via Telehealth Applications | 1.50 | |
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Due to increasing demands on healthcare providers—along with dwindling resources with which to provide care—telehealth services (enhancing healthcare through the use of telecommunications technologies) offer immense value to your organization and the people you serve. This course for licensed providers in behavioral health settings focuses on delivery systems and specific remote clinical services that begin with remote intake and referral processes. You will learn helpful approaches for establishing rapport during the comprehensive intake process, and gain information about screening assessments, interventions, and treatment referrals. Interactive exercises and practical examples will help you to incorporate these assessment strategies in your own setting. Describe the essential components of the intake process when providing treatment services via telehealth. Summarize the best practices, methodology, and frequency of completing risk assessments via telehealth. Compare and contrast clinical assessment tools for telehealth services. Apply knowledge of the existing software and hardware applications available for assessing clients remotely. Staff Writer Instructor |
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| Clinical Express: Catheter-Associated Urinary Tract Infection (CAUTI) Prevention | 0.15 | |
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Origination: Reviewed: Expiration: The goal of this course is to provide clinicians with knowledge of established, evidence-based practices for the prevention of catheter-associated urinary tract infections (CAUTI). Describe the importance of preventing CAUTI. Identify evidence-based indications and recommendations for indwelling urinary catheter use. Identify evidence-based recommendations for indwelling urinary catheter insertion. Identify evidence-based recommendations for indwelling urinary catheter maintenance. Instructor |
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| Clinical Express: Central Line-Associated Bloodsteam Infections (CLABSI): Risks and Implications | 0.10 | |
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Origination: Reviewed: Expiration: The goal of this course is to provide clinicians with knowledge of risk factors and implications of central line-associated bloodstream infections. Describe the four types of central venous catheters and their risks associated with central line-associated bloodstream infections. Define central line-associated bloodstream infection. Describe implications of central line-associated bloodstream infections. List at least five risk factors for central line-associated bloodstream infections. Instructor |
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| Clinical Express: Cultural and Age-Specific Competencies | 0.25 | |
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Origination: Reviewed: Expiration: The goal of this course is to equip learners with knowledge of the perspectives and skills needed for providing age-specific and culturally competent care. Define terminology associated with culture and cultural competency. Describe the role of self-awareness in providing culturally competent care. Describe the knowledge, skills, and perspectives necessary for cross-cultural communication. Identify unique characteristics and care considerations for patients of various stages of age and development. Instructor |
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| Clinical Express: End-of-Life Care and Organ Donation | 0.25 | |
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Origination: Reviewed: Expiration: This course equips healthcare professionals with knowledge of the unique needs of patients at the end of life and the federal and accrediting agency requirements and issues surrounding organ donation. Describe attributes of a “good death.” Describe and differentiate palliative care and hospice care services. Discuss distressing symptoms patient often face at the end of life and interventions for preventing and relieving them. Describe the organ donation process. Describe federal requirements for notifying an organ procurement organization of potential organ donors. Instructor |
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| Clinical Express: Fall Prevention | 0.15 | |
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Origination: Reviewed: Expiration: The goal of this course is to provide healthcare employees with knowledge of fall risks and universal and targeted preventive strategies. Identify and differentiate intrinsic and extrinsic fall risks. Describe the three steps in the fall prevention process. Identify and differentiate universal and targeted fall prevention interventions. Instructor |
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| Clinical Express: Handoff Communication | 0.10 | |
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Origination: Reviewed: Expiration: The goal of this course is to provide clinicians with knowledge needed to perform safe and effective handoff communication. Describe best practices for safe and effective handoffs. Identify contributing factors to failed handoffs and potential consequences. Identify critical handoff information. Describe the I-PASS and ISBAR handoff communication processes. Instructor |
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| Clinical Express: Multi Drug-Resistant Organisms (MDRO): Prevention and Control | 0.10 | |
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Origination: Reviewed: Expiration: The goal of this course is to provide clinicians in hospitals with knowledge of interventions to reduce microbial resistance and decrease the spread of infections caused by multidrug-resistant organisms. List at least four strategies for preventing the transmission of infections in healthcare organizations. Describe the goal and purpose of antibiotic stewardship. Describe at least four antibiotic stewardship interventions for hospitals. Instructor |
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| Clinical Express: Pain Assessment | 0.25 | |
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Origination: Reviewed: Expiration: The goal of this course is to provide clinicians with knowledge of the components techniques for assessing pain. Describe important components of a pain history. Differentiate the definitions of acute and chronic pain. Relate descriptions of pain quality and location with anatomic origins. Relate various pain scales and tools with the appropriate patient population and aspects of pain they are designed to assess. Identify behavioral and physiological indicators of pain. Instructor |
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| Clinical Express: Pain Management | 0.25 | |
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Origination: Reviewed: Expiration: The goal of this course is to provide clinicians with knowledge of evidence-informed pain management practices. Describe best practices for non-pharmacological and pharmacological pain management. List at least three potential side effects of opioids and three risk factors for opioid adverse events. Discuss the Centers for Disease Control and Prevention recommendations for prescribing opioids for chronic pain. Describe characteristics of an effective pain management goal. Identify important components of pain management patient discharge education. Instructor |
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| Clinical Express: Respecting Religious and Spiritual Preferences | 0.25 | |
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Origination: Reviewed: Expiration: The goal of this course is to equip learners with knowledge of common religions beliefs and practices, and how they may impact health and healthcare decisions. Describe the types of questions healthcare professionals may ask patients to gain an understanding of their religious and spiritual beliefs and how they may impact health and healthcare decisions. Describe and differentiate healthcare considerations for patients who affiliate with various religious groups. Instructor |
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| Clinical Express: Restraint and Seclusion | 0.25 | |
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Origination: Reviewed: Expiration: The goal of this course is to provide clinicians working in acute care settings with knowledge of the regulations for use of restraint in hospitals, types of patient harm that can result from restraint use, potential alternatives to restraint, techniques for safe restraint application, and assessment and monitoring to prevent and recognize restraint-related harm. Discuss criteria for the use of restraint and seclusion according to federal regulations for hospitals. Describe potential patient harm that can result from the use of restraint and seclusion. List at least four potential alternatives to restraint and seclusion. Describe safe application techniques for the use of restraint. Describe elements of assessment and monitoring for patients in restraint or seclusion. Instructor |
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| Clinical Express: Suicide Prevention | 0.25 | |
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Origination: Reviewed: Expiration: The goal of this course is to provide clinicians with the knowledge needed to identify patients at risk for suicide and appropriate interventions based on the patient’s level of risk. Identify risk factors, warning signs, and protective factors for suicide. Differentiate factors associated with low, moderate, and high suicide risks. Describe response recommendations for low, moderate, and high suicide risk patients. Instructor |
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| Clinical Express: Surgical Site Infections (SSI) Prevention | 0.25 | |
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Origination: Reviewed: Expiration: The goal of this course is to provide clinicians with knowledge of risk factors for surgical site infections and evidence-based best practices prevention. Discuss problems associated with surgical site infections. Identify the Centers for Disease Control and Prevention classifications for surgical site infections. Recall risk factors for surgical site infections. Describe evidence-based best practices for preventing surgical site infections. Instructor |
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| Clinical Express: Whistleblower Protection | 0.10 | |
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Origination: Reviewed: Expiration: The goal of this course is to provide healthcare personnel with knowledge of whistleblower protections laws and procedures for reporting whistleblower retaliation. Describe the intent of whistleblower protection laws. Describe at least five retaliatory acts prohibited under whistleblower protection laws. Describe whistleblower protection and procedures for reporting whistleblower retaliation under the False Claims Act, Occupational Safety and Health Act, Fair Labor Standards Act, and the National Labor Relations Act. Describe whistleblower protection enforced by the Equal Employment Opportunity Commission and procedures for reporting whistleblower retaliation. Instructor |
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| CMS Training - Coordination of Benefits | 2.00 | |
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This course explains how the coordination of benefits works when people have Medicare and certain other types of health coverage. Module 5, Coordination of Benefits, explains the rules that govern payers’ responsibilities when people have Medicare and certain other types of health and/or prescription drug coverage. This module was developed and approved by the Centers for Medicare and Medicaid Services (CMS), the federal agency that administers Medicare, Medicaid, the Children’s Health Insurance Program (CHIP), and the federally facilitated Health Insurance Marketplace. This course is designed for trainers and other information givers who are familiar with the Medicare program. It can be easily adapted for presentations to groups of beneficiaries. Explain health and drug coverage coordination. Determine who pays first. Identify where to get more information. Instructor |
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| CMS Training - Medicaid and CHIP | 2.50 | |
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This course explains the eligibility, benefits, and administration of Medicaid and the Children’s Health Insurance Program (CHIP). Also discussed are the implications of the Affordable Care Act on Medicaid and CHIP. Describe the eligibility, benefits, and administration of Medicaid. Define the eligibility, benefits, and administration of the Children's Health Insurance Program (CHIP). Summarize the implications of the Affordable Care Act on Medicaid and CHIP. Instructor |
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| CMS Training - Medicare Preventive Services | 2.00 | |
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This course explains Medicare-Covered Preventive Services, and was developed and approved by the Centers for Medicare and Medicaid Services (CMS), the federal agency that administers Medicare, Medicaid, the Children’s Health Insurance Program (CHIP), and the federally facilitated Health Insurance Marketplace. It includes information on which preventive services are covered, who can receive them, when said services are covered, how much you pay, and where to get more information. Learn which preventive services are covered. Define who is eligible to receive them. Describe when preventive services are covered. Learn how much you pay. Learn where to get more information. Staff Writer Expert Reviewer |
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| CMS Training - Medigap | 2.00 | |
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This course on CMS Medicare Supplement Insurance (Medigap) explains how Medigap policies work with Medicare, what Medigap policies cover, how Medigap policies are structured, and when to buy a policy. Included are definitions of key terms, an explanation of guaranteed issue rights, and where to get information on Medigap rights and protections. Describe what Medigap policies are. Define key Medigap terms. List the steps in buying a Medigap policy. Identify the best time to buy a Medigap policy. Explain guaranteed issue rights. Outline where to get information on Medigap rights and protections. Relias Learning |
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| CMS Training: DME Competitive Bidding Program | 1.00 | |
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Origination: Reviewed: Expiration: This course explains the Durable Medical Equipment, Prosthetics, Orthotics, and Supplies (DMEPOS) Competitive Bidding Program. This training was developed and approved by the Centers for Medicare and Medicaid Services (CMS), the federal agency that administers Medicare, Medicaid, the Children’s Health Insurance Program (CHIP), and the federally facilitated Health Insurance Marketplace. Understand the purpose of competitive bidding and how it is implemented. Describe who is affected by competitive bidding. Find out where to get more information about the Competitive Bidding Program. Staff Writer |
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| CMS Training: MACRA Quality Payment Program Overview | 1.00 | |
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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 |
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| Common Medications: Actions and Interactions | 1.25 | |
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This course for entry-level nurses, direct-care staff, and dietary professionals provides information on basic medication actions, with a focus on the physiological changes and potential reactions specific to older adults. Included are federal requirements related to antipsychotic medication prescriptions and administration. Identify why polypharmacy increases the potential for medication errors, adverse drug reactions, and adverse drug events. Differentiate between pharmacokinetics and pharmacodynamics, and describe their relationship to medication toxicity in the older population. Define at least three classifications of medications, with examples of each. Explain the role of antipsychotics and the federal regulations associated with their use. Staff Writer |
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| Communication and People with Dementia | 1.00 | |
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Dementia gradually destroys the areas of the brain responsible for sending and receiving messages, making communication difficult. There are guidelines that you can follow to ensure effective communication with persons with dementia, even those who have severe cognitive impairments. In this course, you will learn how to understand the person with dementia by knowing them 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 the person receives your message. Give two examples of common communication changes people with dementia exhibit. Describe how knowing the person with dementia as an individual, not as a disease, promotes effective communication. Describe the techniques for communicating more effectively with people with dementia. Instructor |
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| Conflict Resolution | 0.50 | |
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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 |
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| Controlled Substances: Implications for Drug Diversion, SUD, and Pain Management | 3.25 | |
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| Corporate Compliance and Ethics | 1.00 | |
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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 |
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| CPR Refresher | 1.00 | |
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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 |
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| Creating a Culture of Safety and Reducing Medical Errors in the OR | 1.50 | |
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The OR is a complex environment. Highly trained individuals interact in a specialized setting with sophisticated and technically complicated devices, instruments, and equipment. There also are substantial differences among team members related to education, experience, skill level, influence, and formal and informal power. This module will inform nurses and surgical technologists of the evidence-based steps to take to create a culture of safety in the OR. Describe communication processes that relate to reducing medical errors Discuss the components of a just culture that promote trust and accountability Review recommendations for the safe transfer of patient care information Discuss a 10-step process for creating a culture of safety in the OR Name organizations that are helping to create a culture of patient safety Instructor Expert Reviewer |
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| Crisis Intervention | 1.00 | |
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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 |
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| Cultural Competence | 0.50 | |
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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. |
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| Cultural Responsiveness in Clinical Practice | 1.50 | |
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This training introduces you to several models to enhance your communication with individuals from a range of diverse backgrounds. You will also learn about cultural barriers to treatment, several health belief systems, and factors to consider in a culturally responsive assessment. It is worth noting that culture is always at play, regardless of the healthcare provider’s capacity to recognize and/or respond to it appropriately. Summarize how to use three culturally competent assessment frameworks to enhance communication and engagement. Explain at least two approaches you can use to improve the cultural sensitivity of your assessment process. State options for helping individuals of culturally diverse groups overcome barriers to treatment. Describe the four major health belief systems. Staff Writer Instructor |
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| Data-based and Analytical Decision Making in Case Management | 1.50 | |
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This course will provide an overview of innovative ways that data are being applied to improve healthcare costs, quality, and outcomes. You will begin with a broad perspective of what experts are calling the “data revolution” in healthcare, or the “age of big data,” and dive into what this means from a technology perspective. Following this, you will learn how data are being applied in ways never before seen by payers and providers to drive healthcare improvement through an analytic approach. Next, you will dig down to the micro level of healthcare data application within the payer setting. You will examine the different ways in which data are helping payers to improve overall population health, manage healthcare costs, and inform the creation of innovative pilot programs. Finally, you will learn about the application of healthcare data from the case management perspective within the payer setting. An overview will be provided about member case management selection, the intersection of healthcare data and member preference, and how data are being used to inform best practices through medical necessity criteria and clinical guidelines. This course is intended for all case managers and care coordinators with payer organizations. Discuss the background and implications of big data in healthcare. Describe how data are utilized by case managers within different areas of the payer setting to improve care outcomes. Summarize how data plays a part in the application of medical necessity criteria and evidence-based guidelines. Explain how data has the potential to revolutionize healthcare and the challenges associated with bringing this to fruition. Instructor |
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| Depression in Older Adults | 1.75 | |
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This course is appropriate for clinicians with a basic or intermediate knowledge of working with individuals with late-life depression. It is intended to help human service professionals identify the most common symptoms of a depressive disorder and familiarize them with the major types of effective clinical and psychosocial treatments available for older adults. Employing the interactive exercises and case vignettes in this course will teach you the skills you need to recognize depressive disorders among the older adults with whom you work, and provide them with the best information, support, and resources for treatment. DSM™ and DSM-5™ are registered trademarks of the American Psychiatric Association. The American Psychiatric Association is not affiliated with nor endorses this course. List the symptoms of major depressive disorder among older adults. Identify the most effective types of clinical treatment currently available to older adults with a depressive disorder. Recognize where to refer at-risk older adults for evaluation and treatment for a depressive disorder. Instructor Staff Writer |
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| Diabetes Management: A Payer's Perspective | 1.50 | |
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Diabetes is not an uncommon condition in today’s healthcare systemthe U.S.. This high-volume condition can be managed very effectively, but diabetes disease management can also become very complicated. How can patients learn to manage their own diabetes? What strategies are most effective in teaching patient self-care? By creating an action plan with their patients, primary care providers can not only help to improve patient outcomes, but they can also empower the patients to take a bigger role in their own their disease management. When patients take on more responsibility for their care, resources (both time and economic) are freed up and can be allocated to other patients or areas of need. However, creating an action plan requires input from both the primary care provider and the patient, and no two plans are likely to be the same. Factors such as finances, living situation, or other social determinants of health must all must be considered when putting together a plan. A patient’s diet may also play a role. In this module, the topics of action plans, the social determinants of health, and nutritional counseling will be explored. The goal of this course is to provide case/care management, nursing, and social work professionals with information about diabetes management. Identify challenges to the successful and cost-effective management of diabetes for patients and providers. Differentiate the components of a diabetes action plan and the information it provides. Select ways healthcare professionals can help patients become more comfortable with and adept at self-management of diabetes. Instructor |
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| Diabetes: The Basics | 1.00 | |
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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 |
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| Diagnosing and Treating Anxiety Disorders | 1.25 | |
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Anxiety disorders, the most common psychiatric illnesses, affect millions of American adults, filling their lives with overwhelming anxiety, fear, and uncertainty out of proportion to any actual danger. These symptoms often persist for significant periods of time, and if not treated, can grow progressively worse. Anxiety disorders frequently occur in conjunction with other psychiatric or physical illnesses, making symptoms even worse. This course provides an overview of signs and symptoms as well as the most effective psychopharmacological and psychotherapeutic treatments available. New and improved therapies can help most people with anxiety disorders lead productive, fulfilling lives. This course will help you recognize anxiety disorders in those you serve and implement the most appropriate form of treatment. Identify the signs and symptoms of anxiety disorders. List three common psychopharmacological treatments for anxiety disorders. Explain three of the psychotherapeutic interventions for anxiety disorders. Instructor |
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| Diagnosing and Treating Personality Disorders | 2.00 | |
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As a behavioral health professional, you know how challenging it can be to understand the complexities of diagnosing and treating personality disorders. Drawing upon guidelines from the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) and current empirical literature, this course offers you a comprehensive look at the etiology, categories, and diagnostic criteria for personality disorders while considering differential diagnoses and co-occurring disorders. Lastly, this course offers information on best practices for the treatment of personality disorders. Describe the essential characteristics of all 10 personality disorders according to the DSM-5. Discuss reasons for an alternative model for diagnosing personality disorders. Explain 2 factors related to the etiology of personality disorders. Identify at least 3 disorders that commonly co-occur or overlap with personality disorders. List up to 5 best practice approaches for treating specific personality disorders. Instructor |
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| Diagnosing and Treating Posttraumatic Stress Disorder | 1.75 | |
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The two most common trauma-related disorders are acute stress disorder (ASD) and posttraumatic stress disorder (PTSD). The goal of this educational program is to provide nurses, social workers, marriage and family therapists, professional counselors, and psychologists in health and human services settings with information on the diagnostic criteria for acute stress disorder and posttraumatic stress disorder, steps in the diagnostic process, and psychological and pharmacological interventions to treat PTSD. Recognize the diagnostic criteria for acute stress disorder and posttraumatic stress disorder and how to differentiate between them. Identify at least 4 risk factors for and 4 protective factors against the development of PTSD. Discuss the 3 steps of the diagnostic process. Recall 9 recommended treatment approaches for PTSD. Instructor Staff Writer |
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| Discussions about Grief, Loss, Death, and Dying | 1.00 | |
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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 |
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| Diversity, Equity, and Inclusion for the Healthcare Employee | 1.50 | |
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Ensuring that a healthcare system is culturally competent can reduce health disparities. Healthcare employees who have effective interpersonal and working relationships are essential to successful healthcare outcomes. Healthcare staff provide care to individuals from many backgrounds, so it is essential that they get proper Diversity, Equity, and Inclusion (DEI) training. DEI training should be integrated into the standard hiring and onboarding process for the entire healthcare workforce. The goal of this course is to provide healthcare employees with training about Diversity, Equity, and Inclusion (DEI). Define cultural competence, implicit bias, and indirect discrimination. Describe at least two assumptions and myths related to stereotypes. Explain best practices when working with people from different races, cultures, values, and sexual orientations. List at least three barriers to providing quality healthcare. Identify at least two ways to make the healthcare environment welcoming for all people. Instructor Staff Writer |
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| Documentation for Treatment Planning | 2.00 | |
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A critical step for service providers in receiving reimbursement is to submit treatment-planning documentation. This course reinforces what you already know about plans of care, while offering suggestions for capturing the real therapeutic relationship on paper. You will learn how to hone in on core principles for clinical documentation; take a fresh look at ways to record your client’s strengths, goals, and treatment objectives; and evaluate methods of accurately representing interventions, outcomes, and discharge plans. Identify the preferences and needs of various stakeholders in the treatment planning process, most importantly the client. Summarize seven core principles of effective treatment planning documentation. Identify at least three effective ways to document client strengths and barriers to treatment during the planning process. Describe how to develop measurable and client-focused goals and objectives for treatment planning. Explain how to document planned interventions, desired outcomes, and treatment changes that occur based on client progress. Instructor |
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| Domestic and Intimate Partner Violence | 1.00 | |
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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 |
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| Effective Communication | 0.25 | |
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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 |
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| Effective Strategies for Achieving Cost | 1.00 | |
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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 |
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| Emergency Care is a Patient Right - Insured or Not | 1.00 | |
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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 |
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| Employee Wellness - Emotional Intelligence: Awareness | 0.25 | |
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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 |
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| Employee Wellness - Emotional Intelligence: Feeling and Thinking | 0.25 | |
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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 |
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| Employee Wellness - Side Effects of Care-giving | 0.25 | |
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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 |
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| Employee Wellness - Stress Management | 0.25 | |
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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 |
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| EMTALA | 1.25 | |
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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 in which EMTALA violations have been alleged and 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 Expert Reviewer |
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| End-of-Life Care for People with IDD | 1.00 | |
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People with intellectual and developmental disabilities (IDD) face many of the same issues at the end of life as people without such disabilities. They also face additional issues and challenges. As people with intellectual disability (ID) live longer, they outlive family caregivers more frequently. This often requires additional supports in advanced age, different service locations, and additional planning. The number of people in this situation is expected to rise as the “Baby Boomer” generation moves into this age category (Heller, Gibbons, & Fisher, 2015). This course will introduce basic legal and ethical guidelines for decision making at the end of life. Advanced planning can provide clarity in complex, stressful situations when people are unable to communicate or provide consent. Your knowledge of an individual’s preferences and rights, as well as ethics, will help you support the person you are serving and their families. This course provides basic information about some common medical decisions that are included in an end-of-life care plan, as well as information about specialized healthcare options such as palliative care and hospice. The goal of this course is to introduce nurses, psychologists, social workers, and qualified IDD professionals to critical issues at the end of life for people with IDD. Provide a brief history of how dying has been treated in medical and at-home settings. Describe a “good death” and the needs of individuals who are dying. List 3 signs of approaching death. Describe how you can support people with IDD as they experience grief and loss. Describe how to make a plan for end-of-life care. Define palliative care and hospice care. Describe the scope of end-of-life planning documents. Differentiate between competency and capacity. Describe how to use supported decision making to help people with IDD express their end-of-life wishes. Describe the roles medical ethics and ethics committees play in end-of-life decision making. Staff Writer Instructor |
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| Essentials of Communication: Effective Listening | 1.00 | |
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Origination: Reviewed: Expiration: Listening skills are an often-undeveloped component of effective communication. Leaders and managers with strong listening skills build more productive and engaged teams and increase their own effectiveness. In this course, you will learn the consequences of not listening effectively and how adapting the techniques of active listening will benefit you. You will develop a greater understanding of why and how managers and leaders must listen actively, not passively, to build stronger teams and increase their impact. You will learn the importance of establishing common ground and practicing empathy as you apply the techniques for becoming a better listener. Recognize that listening is a critical communication skill, and understand its value to your managerial and leadership effectiveness. Discover the different listening styles that can either help or hinder your ability to lead and influence others. Learn and apply best-practice techniques for improving your active listening skills. Expert Reviewer |
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| Ethical and Legal Guidelines for Telehealth Service Delivery | 1.25 | |
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Origination: Expiration: This course will offer a blend of ethical and legal information, clinical vignettes, and strategies that can later be applied in therapeutic settings. The content of this course includes information about informed consent, confidentiality, privacy, boundaries, mandatory reporting, and rules for sharing information. The course assumes the learner has a basic understanding of telehealth technologies and formats. To learn more, you can search the Relias library for additional courses related to telehealth. The goal of this course is to provide addictions professionals, behavioral health counselors, marriage and family therapists, psychologists, social workers, and nurses in health and human services settings with strategies and information for competent and ethical telehealth practice. Name the key sources of information that inform ethical and legal telehealth service delivery. Identify at least two competencies required for delivering telehealth services. List specific steps for ensuring confidentiality, informed consent, appropriate boundaries, mandated reporting, and sharing of information within telehealth service delivery. Describe common ethical missteps and legal problems that arise with telehealth service delivery and how providers can avoid these issues. Instructor |
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| Evidence Based Practices in Treatment of Substance Use Disorders | 1.00 | |
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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 |
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| Evidence-Based Care for Your Patient With Acute Heart Failure | 1.00 | |
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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 |
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| FMLA for Supervisors | 1.00 | |
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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 |
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| Hand Trauma: Emergency Measures to Rehab | 1.00 | |
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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 |
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| Harassment in the Workplace | 1.00 | |
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This course is about harassment in the workplace, including sexual harassment and other types of workplace harassment. It looks at the basic skills needed to deal with situations involving harassment. This course will provide information that will help produce a healthy work environment that is free of harassment. It will also help you understand your role if you encounter harassment in the workplace. The content in this course is applicable to all employees. Define workplace harassment. Identify examples of harassment situations and problems. Recognize examples of retaliation. Describe how to effectively respond to harassment incidents in the workplace. Summarize workplace behaviors that help maintain a harassment-free workplace. Instructor |
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| HIPAA and Behavioral Health | 2.00 | |
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One of the areas governed by the Health Insurance Portability and Accountability Act of 1996 (HIPAA) is the use and disclosure of written and verbal communications that mental health and substance-use disorder providers (behavioral health providers) have with each individual client; with the individual's family members and friends; and with other professionals, health plans, and law enforcement officials; along with the documentation requirements associated with each type of communication. 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 practices. This course will improve your understanding of HIPAA Privacy and Security Rules and how they apply to your day-to-day professional responsibilities as a behavioral healthcare provider. You'll be better equipped to identify potential legal and ethical issues related to HIPAA, improve your compliance approach, and develop more effective risk management strategies (in consultation with appropriate legal counsel, as needed). Describe the purpose of HIPAA and how it applies to behavioral healthcare providers. Identify the changes you should make to your HIPAA policy and procedures to maintain compliance with the privacy and security rules. Apply the privacy and security rules to your practice or work setting, including your professional communication and documentation practices. Identify potential ethical or legal issues related to HIPAA in your work setting, and employ more effective risk management strategies to avoid violations. Instructor Staff Writer |
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| HIPAA and CFR42 in the Emergency Department | 0.75 | |
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Critical situations in the emergency department (ED) 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 the specific information you can and cannot share, how to share it appropriately, and what the information you may not be able to access. Included are 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 wish 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 your 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 Instructor |
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| HIPAA Do's and Don'ts: Electronic Communication and Social Media | 0.50 | |
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Origination: Reviewed: Expiration: While opportunities to share information online have increased, so 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 in 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. Identify three steps you can take to avoid HIPAA violations while using electronic communication or social media. Identify whether there is or is not a HIPAA violation within presented scenarios. Instructor |
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| HIPAA Privacy | 0.50 | |
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Origination: Reviewed: Expiration: All persons have the right for their health information to be protected from unauthorized access. To ensure that protection, your healthcare organization is required to follow the Privacy Rule of the Health Insurance Portability and Accountability Act (HIPAA), which limits the situations in which 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 the HIPAA Privacy Rule. Illustrate ways to prevent breaches of protected health information. Staff Writer |
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| HIPAA Security | 0.50 | |
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Origination: Reviewed: Expiration: 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 healthcare 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 |
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| HIPAA: The Basics | 0.50 | |
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Origination: Reviewed: Expiration: The Health Insurance Portability and Accountability Act (HIPAA) protects the confidentiality of healthcare 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. Instructor |
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| Human Trafficking: Identification and Assessment of Victims Essential | 1.00 | |
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Human trafficking is widespread, even within the United States. Victims come in all sexes, genders, nationalities, and ethnicities. This form of modern slavery includes domestic, industrial, and farm labor, but the majority of US victims are unwilling participants in the sex trade. This module covers the information, tools, and resources your health-care team needs to identify, assess, and treat victims of human trafficking. It also provides referral resources for legal and social services. Describe the types of, risk factors for, and extent of human trafficking in the United States. Discuss the role and responsibilities of the interprofessional healthcare team in the recognition, assessment, and treatment of victims of human trafficking, including management of medical records, patient safety, and referral sources. Identify reporting and referral resources for victims of human trafficking. Instructor |
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| Hyperemesis Gravidarum — More than Morning Sickness | 1.00 | |
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Nausea and vomiting in pregnancy are very common, and between 50% and 80% of pregnant women experience them. However, the persistent vomiting that characterizes hyperemesis gravidarum is a serious pregnancy complication that without treatment may endanger the life of both the expectant mother and the fetus. It is defined as severe nausea and vomiting that result in weight loss, nutritional imbalance, and dehydration. This educational activity will address the etiology, assessment, and management of the condition. Discuss the etiology and pathophysiology of HG Describe assessment findings, including signs and symptoms along with pertinent laboratory values. Explain treatment options for HG Compare the pros and cons of enteral vs. parenteral nutrition in the treatment of HG. Instructor Expert Reviewer |
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| Illness Management and Recovery Model | 1.00 | |
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This introductory course for behavioral health professionals provides an overview of evidence-based practices of Illness Management and Recovery (IMR). Included is a discussion of the core values of IMR and the approach's teaching principles, to better help your clients with severe mental illness manage and recover from their illnesses. Through the use of interactive exercises and detailed vignettes, you will gain the information and techniques you need to make IMR an effective part of your therapeutic toolbox. Explain the core values, principles, and goals of IMR. Describe how to use the key evidence-based components of IMR to support recovery with individuals with behavioral health disorders. Identify adaptations of the IMR model, and how their core values, principles, and goals differ from IMR. Instructor Stacy Smith, LPC-S, CS-I, LCAS, NCC |
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| Imaging Modalities in Breast Cancer | 1.00 | |
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Origination: Reviewed: Expiration: | ||