Cardiac
       Animated Cardiac Development (1 contact hours for $4 )
     
  • Describe the primitive cardiac tube, and its early growth in length, shape and function.
  • Differentiate the early structures that transform the single chamber into the four chambered pump.
  • Associate the openings between the heart's early chambers, andthe walls that eventually separate those chambers.
  • Describe the tissue growth that separates venous from arterial blood flow.
  • Relate embyrological events to potential cardiac defects in the fetus and newborn.
  

       Cardiac Case Studies (3 contact hours for $12 )
     
  • Identify each dyshythmia.
  • Apply basic dysrhythmia knowledge to analyze the case study.
  

       Children with Down Syndrome (3 contact hours for $12 )
     
  • Identify specific neurological, sensory, orthopedic, cardiac, respiratory, autoimmune, mental health, dental, and oncological health risks of children with Down syndrome, and describe appropriate nursing interventions related to these risks.
  • Cite the health care guidelines established by the National Down Syndrome Society for children with Down syndrome, and highlight nursing interventions to address these guidelines.
  • Identify specific recommendations for feeding and nutrition in youngsters with Down syndrome.
  • Discuss appropriate weight management strategies and physical activities for children with Down syndrome.
  • Describe developmental issues specific to children with Down syndrome, and identify beneficial therapies.
  • Outline services provided to children with Down syndrome through the early intervention program.
  • Identify supports available to children with Down syndrome through the public educational system and state services.
  

       ECG Strip Identification and Evaluation (5 contact hours for $20 )
     
  • Describe the conduction system of the heart.
  • Discuss the sites of action potential generation and propagation through the cardiac conduction system.
  • Contrast the effect of parasympathetic with sympathetic stimulation of the cardiac conduction system.
  • Correlate the actions of the heart represented by the p wave, PR interval, QRS complex, and T wave..
  • Choose proper placement of electrodes based on ECG mechanics.
  • Calculate a heart rate from an ECG strip.
  • Analyze the following rhythms as they would appear on an ECG strip: a) Normal sinus rhythm, b) Sinus Bradycardia, c) Sinus tachycardia
  • Analyze the following dysrhythmias as would appear on an ECG strip: a) Atrial fibrillation, b) Premature ventricular contractions, c) Ventricular tachycardia, d) Ventricular fibrillation, e) Asystole/ventricular standstill.
  • List nursing interventions associated with common dysrhythmias.
  • Describe the nursing interventions intended to correct the effects of insufficient tissue perfusion associated with symptomatic dysrhythmias.
  

       Heart Failure: Prevalence and Prevention (3 contact hours for $12 )
     
  • Describe the prevalence of heart failure.
  • Compare the three classification systems for HF.
  • Describe risk factors that predispose patients to HF.
  • Discuss the Renal Angiotensin Aldosterone System as a target for pharmacologic intervention.
  • Discuss pharmacologic and interventional strategies used to manage the effects of cardiac remodeling caused by hypertension, atherosclerosis, asymptomatic valve disease, substance abuse, etc
  • Contrast the effects of concentric remodeling with the effects of eccentric remodeling.
  

       Heart Failure: Psychological constructs (3 contact hours for $12 )
     
  • Identify the psychological constructs that increase the risk of heart failure (HF).
  • Discuss the identification of depression in nursing assessments.
  • Describe treatment options for depression and anxiety to prevent heart failure.
  • Describe a patient interaction that promotes positive well-being.
  • Apply principles of Positive Psychology to prevent HF in patients at risk for HF.
  • Discuss the relationship between an optimistic view and pessimistic one on quality of life of patient with HF.
  • List three quality of life measurements used with patients who have HF.
  

       Hemodynamic Monitoring: An Introduction (4 contact hours for $16 )
     
  • Discuss cardiac physiology as it relates to blood flow and hemodynamic monitoring.
  • Understand the terminology and normal values associated with hemodynamic monitoring.
  • Review methods of noninvasive hemodynamic monitoring.
  • Describe components, and purposes, of invasive monitoring, including arterial, central venous and pulmonary artery catheters.
  • Discuss issues related to nursing care for patients with invasive hemodynamic catheters.
  

       High Altitude Sickness (2 contact hours for $8 )
     
  • Define high altitude sickness.
  • Describe the body’s acclimatization process.
  • List the 3 primary types of acute mountain sickness (AMS).
  • List 2 additional forms of altitude sickness.
  • Describe the symptoms of mild, moderate, and severe AMS.
  • Discuss symptoms and treatment for high altitude cerebral edema (HACE).
  • Discuss symptoms and treatment for high altitude pulmonary edema (HAPE).
  • List 3 medications used to treat High Altitude Sickness.
  • Describe the use of portable hyperbaric chambers.
  • Discuss high altitude effects on pre-existing conditions and contraindications for travel to high altitudes.
  • List 5 preventive measures against developing high altitude sickness.
  

       Interpretation of ABGs: A FOUR STEP METHOD  (4 contact hours for $16 )
     
  • Recognize normal values for pH, PaO2, PaCO2, SaO2 and HCO3.
  • Explain significance of these values.
  • Describe how oxygen and carbon dioxide are carried in the body and how they are measured.
  • Relate the pH scale to acidosis and alkalosis.
  • Discuss the respiratory and metabolic mechanisms and their role in controlling the body's acid-base balance.
  • Interpret basic arterial blood gas values and relate these values to patient conditions.
  • Suggest therapies for acid-base correction.
  • Be aware of other resources for in-depth ABG interpretation information.
  

       PSVT in the Pediatric Patient (3 contact hours for $12 )
     
  • Define PSVT.
  • Specify prevalence of PSVT in pediatric population, and age of onset.
  • Compare EKG characteristics of pediatric PSVT with normal pediatric EKG.
  • Compare and contrast normal cardiac conduction with abnormal conduction processes.
  • Explain two common mechanisms of initiation of PSVT.
  • Explain mechanism of WPW in relation to initiation of PSVT and describe how WPW is diagnosed and treated in the pediatric patient.
  • List elements of clinicalpresentation of PSVT in the infant, child and adolescent. Compare well-compensated patient to one who is displaying severe symptoms.
  • Describe severalself-treatments a child and family can be taught to convert PSVT to normal rhythm.
  • Describe immediate life support and diagnostic measures necessary for the child with symptomatic PSVT.
  • Identify medications and other treatments used in treatment of PSVT, their dosages, indications and side-effects.
  • Compare and contrast developmental issues of child and pre-adolescent to older adolescent receiving treatment for PSVT. Specify recommended provider behaviors in each case.
  

       VSD: Effects, Assessment and Treatment (3 contact hours for $12 )
     
  • Describe the anatomy of the normal heart with respect to blood flow to and from the lungs.
  • Compare cyanotic heart defects with acyanotic heart defects.
  • Specify prevalence of ventricular septal defect (VSD) in the population.
  • Compare and contrast the flow of blood in the normal heart with blood flow in the heart affected by VSD.
  • Describe early effects of large VSDs; include reasons why children with VSD are prone to congestive heart failure (CHF).
  • Distinguish later effects of large VSDs.
  • Explain why VSDs in newborns are often not evident.
  • List diagnostic tools used to assess VSD.
  • List symptoms of congestive heart failure (CHF) in children.
  • List 2 common medications for CHF management and discuss actions of each medication, pediatric dosages and precautions.
  • Describe a palliative therapy for VSD.
  • Describe definitive therapy for VSD including risks and benefits.
  

  Complete Course Listing
       Adolescents with Down Syndrome (3 contact hours for $12 )
     
  • Identify specific neurological, sensory, orthopedic, cardiac, respiratory, autoimmune, mental health, dental, and oncological health risks of adolescents with Down syndrome, and describe appropriate nursing interventions related to these risks.
  • Cite the health care guidelines established by the National Down Syndrome Society for adolescents with Down syndrome, and highlight nursing interventions to address these guidelines.
  • Identify specific recommendations for effective weight management in teens with Down syndrome.
  • Cite three key points regarding the relationship between academic learning, adaptive skills, and cognitive development in adolescents with Down syndrome.
  • Identify key components of self-competence in adolescents and identify nursing strategies to promote self-competence.
  • Describe social settings and activities that are effective in promoting friendship opportunities for teens with Down syndrome.
  • Describe significant issues surrounding intimacy and sexuality for adolescents with Down syndrome, and identify potential nursing interventions.
  • Describe the factors that increase the risk for sexual or physical abuse in teens with Down syndrome, and identify effective teaching strategies to reduce those risks.
  • Describe the transition process designed to prepare the adolescent to leave the school system and enter the work force.
  

       Adults with Down Syndrome (3 contact hours for $12 )
     
  • Identify specific neurological, sensory, orthopedic, cardiac, respiratory, autoimmune, mental health, dental, and oncological health risks of adults with Down syndrome, and describe appropriate nursing interventions related to these risks.
  • Describe the impact of Alzheimer’s syndrome on adults with Down syndrome and identify corresponding nursing interventions to address these impacts.
  • Discuss the health care guidelines established by the National Down Syndrome Society for adults with Down syndrome, and highlight nursing interventions to address these guidelines.
  • Describe nursing implications inherent in the decreased life expectancy, premature aging, and Alzheimer’s disease common to adults with Down syndrome.
  • List specific nursing recommendations that address weight management for adults with Down syndrome.
  • Define nursing interventions within each of the four components of community integration for an adult with Down syndrome.
  • List key questions that comprise the litmus test for measuring quality of life for adults with mental retardation.
  • Discuss the five components of the asset management model for housing and services for adults with Down syndrome, and identify nursing interventions within each component.
  • Outline the continuum of living arrangements available to adults with Down syndrome, and identify the nurse’s role in arranging the least restrictive environment.
  • Identify educational and supported employment options available to adults with Down syndrome, and discuss the nurse’s role in these areas.
  • Describe significant issues surrounding intimacy and sexuality for adults with Down syndrome, and identify potential nursing interventions.
  

       Analgesic Drugs and Pain Management (4 contact hours for $16 )
     
  • Recognize problems created by under-treating pain and identify individuals who are at greatest risk for having their pain under-treated.
  • Distinguish between nociceptive and neuropathic pain.
  • Identify 3 classifications of analgesic drugs.
  • Recognize how nonopioid analgesics differ from opioid analgesics.
  • Identify the mechanism of action, side effects, and maximum daily dose of acetaminophen.
  • Identify the relationship between aspirin and Reye’s syndrome.
  • Recognize the mechanism of action of nonsteroidal anti-inflammatory drugs (NSAIDs) and distinguish between nonselective and selective NSAIDS.
  • Identify common side effects of NSAIDs, ways to prevent and/or manage them and advantages and disadvantages of combining NSAIDs with opioid analgesics.
  • Discuss the concept of "opioid dose sparing."
  • Identify the mechanism of action of mu agonist opioid analgesics.
  • Discuss the concept of "analgesic ceiling."
  • List 3 opioid analgesics that are commonly used to treat severe escalating acute pain.
  • Discuss guidelines for using opioid analgesics and the concept of "titrating to effect" as it applies to opioid analgesics.
  • Recognize the rationale for avoiding using meperidine as an analgesic.
  • Discuss the value of giving analgesics on an around-the-clock rather than on a PRN basis to manage continuous pain.
  • Recognize common side effects associated with opioid analgesics and ways to manage side effects.
  • Recognize ways to assess respiratory depression in patients receiving opioid analgesics.
  • Distinguish among the terms "tolerance," "physical dependency," and "addiction."
  • Identify the percentage of patients who become addicted to opioids when receiving them under medical supervision.
  • Discuss conditions under which the following administration routes for opioid analgesics are used: oral, rectal, subcutaneous, intramuscular, intravenous, transdermal, and intrathecal.
  • Recognize nursing considerations for patients receiving opioid analgesics and identify ways in which patients receiving opioids can minimize adverse effects.
  • Discuss the mechanism of action of antidepressants and anticonvulsants in relation to pain management.
  • Evaluate the effect of the CDC opioid guidelines on your nursing practice.
  

       Aneurysmal Subarachnoid Hemorrhage (4 contact hours for $16 )
     
  • IDefine and describe the incidence of aneurysmal subarachnoid hemorrhage (aSAH)
  • Describe 3 ways in which cerebral aneurysms are classified by shape and size.
  • Identify warning signs and symptoms of aSAH.
  • List diagnostic criteria for confirmation of aSAH.
  • Explain initial treatment options (surgical and non-surgical) for aSAH.
  • List at least 5 interventions that are part of aneurysm precautions.
  • Describe cornerstones of evidence based management strategies for aSAH after initial treatment.
  

       Animated Cardiac Development (1 contact hours for $4 )
     
  • Describe the primitive cardiac tube, and its early growth in length, shape and function.
  • Differentiate the early structures that transform the single chamber into the four chambered pump.
  • Associate the openings between the heart's early chambers, andthe walls that eventually separate those chambers.
  • Describe the tissue growth that separates venous from arterial blood flow.
  • Relate embyrological events to potential cardiac defects in the fetus and newborn.
  

       Antiretroviral Drugs for HIV and AIDS (4 contact hours for $16 )
     
  • Recognize how HIV affects the immune system.
  • Describe how HIV is transmitted.
  • Identify the signs and symptoms of HIV infection and AIDS.
  • List AIDS-defining illnesses.
  • Discuss how the following classifications of antiretroviral drugs work: Nucleoside analogue reverse transcriptase inhibitors (NRTIs), Protease inhibitors (PIs), Non-nucleoside reverse transcriptase inhibitors (NNRTIs), Fusion inhibitors (FIs)
  • Describe factors involved in starting HIV drug treatment.
  • Identify the goal of highly active antiretroviral therapy (HAART).
  • Discuss the use of antiretroviral drugs during pregnancy.
  • Identify "black box" warnings for specific antiretroviral drugs.
  • Identify the influence of food, herbs, and drugs on antiretroviral therapy.
  • Discuss 3 types of antiretroviral regimen failure.
  • State 2 reasons why adherence to antiretroviral drug therapy is crucial.
  • Recognize ways healthcare professionals can help patients adhere to antiretroviral therapy.
  • Identify the meaning of the following terms: HIV infection, AIDS, AIDS defining illnesses, CD4+T cells, DNA, RNA, Nucleic acid, Reverse transcriptase, retrovirus, viral load, HAART.
  

       Biochemical Terrorism: An ER Resource (4 contact hours for $16 )
     
  • State the brief history of biochemical warfare.
  • Recognize first receivers roles that require special training.
  • Recognize symptoms or clusters of symptoms that may indicate the possibility of community or individual biochemical exposure.
  • Compare various biological agents, in terms of incubation period, signs, symptoms, sequelae and mode of transmission. Also recognize sources, availability of vaccine, if it's contagious between humans, and treatment.
  • Compare various nerve, blood, pulmonary and blister agents in terms of description, onset of symptoms post exposure, signs and symptoms and routes of exposure, decontamination and treatment.
  • Rank triage priorities and activities for the pre-hospital treatment of mass casualty patients.
  • Differentiate between pre-hospital management and emergency room management.
  • Name 2 antidotes and the signs and symptoms, as well as age range, for their use.
  • List factors that should be considered when giving follow-up instructions after treatment.
  • State methods of handling suspicious items.
  • List personal protective equipment (PPE) required for first receiver response to radiologic terrorism.
  • Identify common symptoms and methods of treatment associated with exposure to radioactive and nuclear agents.
  • Identify the purpose and information available on the Health Alert Network.
  

       Biological Warfare: Diseases as Weapons (4 contact hours for $16 )
     
  • State information related to preparing for an incidence of bioterrorism including clues to bioterrorism attack and the signs, symptoms, modes of transmission of high-priority agents of bioterrorism.
  • State information related to reporting of an incidence of bioterrorism, including the ways to contact the proper authorities and correctly document the incidence of bioterrorism.
  • State information related to the implementation of decontamination procedures, the identification of treatment locations and treatment personnel, the acquisition of treatment-related supplies, the awareness of any facility-organized response plans, and the development of a patient care plan to address the situation.
  • Recognize the potential threat of the release of biological diseases/agents to the United States population.
  • Describe Category A, B, and C biological treats as classified by the Centers for Disease Control and Prevention (CDC).
  • Identify 4 rationales for the assignment of biological diseases/agents to a Category A classification.
  • Identify the potential as a biological weapon, epidemiology, clinical course, and disease management for the following: Anthrax, Botulism, Plague, Smallpox, Tularemia, Viral hemorrhagic fever.
  

       Bladder Management after Spinal Cord Injury (3 contact hours for Free )
     
  • Understand the basic relationship between spinal cord injury and problems with the urinary system and bladder function.
  • Explain the basic process of normal urination, including the anatomy and physiology of the bladder and it's nervous system control.
  • List the neurological changes that take place with supraspinal, suprasacral and infrasacral spinal cord injuries.
  • Describe the optimal initial bladder management strategies immediately after spinal cord injury, including during spinal shock.
  • List the factors to be considered in bladder training and management during the long-term recovery period after SCI.
  • Anticipate the problem of Autonomic Dysreflexia (AD) after SCI, including triggering factors, signs and symptoms, treatment options and prevention.
  • Discuss the incidence of urinary tract infections after SCI, including causes, signs and symptoms, assessment issues, treatment and prevention.
  

       Bloodsucking Leeches and Flesh Eating Maggots (3 contact hours for $12 )
     
  • Describe the characteristics of the medicinal leech.
  • Discuss the history of leech therapy.
  • Describe procedures for leech therapy in detail.
  • Identify 6 clinical uses of leech therapy.
  • Describe 4 complications/side effects of leech therapy.
  • Discuss the life cycle of the blowfly.
  • Discuss the history of maggot therapy.
  • Identify 4 clinical uses for maggot debridement therapy.
  • Describe details of procedures for maggot debridement therapy and maggot removal.
  • Describe 4 complications/side effects of maggot therapy.
  • Explain how documentation affects acceptance of new treatments and specify at least 6 appropriate documents.
  

       Breast Duct Carcinoma in-situ: DCIS (3 contact hours for $12 )
     
  • Define ductal carcinoma in situ (DCIS).
  • Identify basic breast anatomy, as it relates to DCIS.
  • Differentiate between different terms and language used to discuss DCIS.
  • List the DCIS subtypes and grades.
  • Discuss possible precipitating factors.
  • Differentiate between different methods of biopsy.
  • Describe the typical treatments for DCIS.
  • Describe the medications used to treat DCIS.
  • Explain the factors that influence the prognosis for DCIS.
  • Suggest several factors that may influence successful follow-up.
  

       Cancer Chemotherapy (5 contact hours for $20 )
     
  • To recognize 3 goals for the use of cytotoxic drugs in cancer treatment.
  • To identify and describe the phases of the cell life cycle.
  • To identify the advantages of combining cytotoxic drugs in cancer treatment.
  • To recognize 5 classifications of alkylating drugs.
  • To identify four types of biologic biological therapies used in cancer treatment.
  • To describe adjuvant, induction, consolidation, and maintenance cytotoxic drug regimens in cancer treatment.
  • To identity potential toxicities for frequently used cytotoxic drugs.
  • To describe 3 types of vascular access devices for the administration of cytotoxic drugs.
  • To identify the effects of chemotherapy and management strategies related to the following body systems: Hematopoeitic, Integumentary, Gastrointestinal, Cardiovascular, Neurological, Respiratory, Reproductive, and Urological.
  • To recognize symptoms of hypersensitivity reactions associated with cancer chemotherapy.
  • To state 6 goals for patient/family education when a patient is receiving cytotoxic drugs.
  • To describe 3 phases of clinical trials in cancer drug development.
  • To identify cancer chemotherapy resources for health care professionals and patients.
  

       Cardiac Case Studies (3 contact hours for $12 )
     
  • Identify each dyshythmia.
  • Apply basic dysrhythmia knowledge to analyze the case study.
  

       Cerebral Palsy in Children (3 contact hours for $12 )
     
  • Identify key characteristics of the four classic presentations of cerebral palsy.
  • Describe prenatal and pregnancy-related risk factors associated with cerebral palsy.
  • Discuss diagnostic tests used to establish a diagnosis of cerebral palsy.
  • List physical disabilities, developmental delays, and medical issues commonly associated with cerebral palsy in children.
  • Outline currently-accepted treatment modalities for children with cerebral palsy.
  • State professional recommendations regarding complementary and alternative treatments for children with cerebral palsy.
  • Describe the developmental and educational systems established to meet the needs of children with cerebral palsy, and identify the role of nurses in these settings.
  • Discuss effective case management for children with cerebral palsy, including implications of special needs trusts.
  • Discuss prognostic indicators that impact quality of life for children with cerebral palsy.
  • Identify appropriate online and print resources for professionals who work with children with cerebral palsy.
  • List appropriate online and print references, as well as support agencies, for parents of children with cerebral palsy.
  

       Children with Down Syndrome (3 contact hours for $12 )
     
  • Identify specific neurological, sensory, orthopedic, cardiac, respiratory, autoimmune, mental health, dental, and oncological health risks of children with Down syndrome, and describe appropriate nursing interventions related to these risks.
  • Cite the health care guidelines established by the National Down Syndrome Society for children with Down syndrome, and highlight nursing interventions to address these guidelines.
  • Identify specific recommendations for feeding and nutrition in youngsters with Down syndrome.
  • Discuss appropriate weight management strategies and physical activities for children with Down syndrome.
  • Describe developmental issues specific to children with Down syndrome, and identify beneficial therapies.
  • Outline services provided to children with Down syndrome through the early intervention program.
  • Identify supports available to children with Down syndrome through the public educational system and state services.
  

       Diabetes Treatments: Insulin and Oral Drugs (4 contact hours for $16 )
     
  • State the physiological effects of insulin.
  • Recognize basic elements of the pancreatic beta cell.
  • Compare and contrast insulin preparations based on source, type, and concentration.
  • Identify situations in which insulin is used.
  • Recognize indications for specific insulin products and insulin therapy regimens.
  • State appropriate administration and storage guidelines for insulin.
  • Recognize the advantages and disadvantages of an insulin pump.
  • Identify the mechanism of action, side effects, and clinical use of anti-diabetic oral agents.
  • Describe the use of combination therapy in patients with type 2 diabetes.
  • Recognize the potential impact of interactions with other drugs that are commonly used by persons with diabetes.
  

       Diabetes: Nutrition and Exercise Therapy (3 contact hours for $12 )
     
  • To recognize medical nutrition goals for people with diabetes.
  • To identify the role of insulin and food sources in nutrition.
  • To discuss the rationale underlying carbohydrate counting and exchange lists.
  • To state adjustments to meal planning that should be made during an acute illness.
  • To recognize the benefits of exercise for persons with diabetes.
  • To identify methods of minimizing exercise induced risk.
  • To state exercise safety recommendations for persons taking antidiabetes agents.
  

       Domestic Violence Update for Nurses (2 contact hours for $8 )
     
  • Define domestic/intimate partner violence.
  • Discuss the prevalence of abuse, and consider the numbers of patients in his/her practice that may be either victims or perpetrators of domestic violence.
  • List four types of abuse.
  • Discuss assessment and screening procedures for determining whether a patient has any history of being either a victim, or a perpetrator, of domestic violence.
  • Explain the Florida state regulations in relation to reporting abuse for children, vulnerable adults, and adults in general.
  • Describe the steps for reporting abuse.
  • List at least 4 different intervention services in the state of Florida.
  • Describe how to provide vulnerable patients with information on, or how to refer such patients to, resources in the local community, such as: domestic violence centers and other advocacy groups, that
  

       ECG Strip Identification and Evaluation (5 contact hours for $20 )
     
  • Describe the conduction system of the heart.
  • Discuss the sites of action potential generation and propagation through the cardiac conduction system.
  • Contrast the effect of parasympathetic with sympathetic stimulation of the cardiac conduction system.
  • Correlate the actions of the heart represented by the p wave, PR interval, QRS complex, and T wave..
  • Choose proper placement of electrodes based on ECG mechanics.
  • Calculate a heart rate from an ECG strip.
  • Analyze the following rhythms as they would appear on an ECG strip: a) Normal sinus rhythm, b) Sinus Bradycardia, c) Sinus tachycardia
  • Analyze the following dysrhythmias as would appear on an ECG strip: a) Atrial fibrillation, b) Premature ventricular contractions, c) Ventricular tachycardia, d) Ventricular fibrillation, e) Asystole/ventricular standstill.
  • List nursing interventions associated with common dysrhythmias.
  • Describe the nursing interventions intended to correct the effects of insufficient tissue perfusion associated with symptomatic dysrhythmias.
  

       End of Life Care (2 contact hours for $8 )
     
  • Define palliative care and discuss how it differs from curative care.
  • Explain the rights of patients for self-determination.
  • Discuss emotional, psychosocial, spiritual and family issues related to end of life.
  • List and explain the 3 levels of the WHO pain ladder.
  • Discuss the use of analgesia and adjuvant medications and treatments to relieve suffering.
  • List the requirements for advance directives.
  • Describe the options for advance directives.
  • List different options for care.
  • Describe hospice requirements and care provided.
  • Differentiate between some basic end of life laws in the states of Florida and West Virginia.
  

       Evidence Based Fall Prevention  (3 contact hours for $12 )
     
  • Identify and describe five types of falls
  • List the five levels of injuries scale established by National Database of Nursing Quality Indicators.
  • Describe the scope of inpatient fall injury and death that occurs in U.S. acute care hospitals.
  • List patient characteristics that are common in patients at high risk for fall.
  • Identify the major validated fall risk assessment tools used in hospitals.
  • Explain the components of a falls risk program to a patient.
  

       Experiences of Previously Unconscious Patients  (3 contact hours for $12 )
     
  • Describe the five states that occur during unconsciousness:
    • unconsciousness
    • inner awareness
    • perceived (or presumed) unconsciousness
    • distorted consciousness
    • exceptional or paranormal experiences.
  • Analyze how movement affects unconscious patients.
  • Describe clinical application of the information.
  

       Families w/ Disabled Children 2:Early Intervention (3 contact hours for $12 )
     
  • List factors that inhibit the parents’ readiness to form parent/professional partnerships.
  • Describe the three phases of parent/professional partnerships and identify appropriate nursing approaches for each stage.
  • List effective strategies for professionals to follow in their early interactions with parents of children with disabilities.
  • Define criteria for determining a child’s eligibility for the early intervention system.
  • Discuss eligibility criteria that must be met in order for the child to receive special education services through the school system.
  • Identify special services typically provided by states for children with disabilities.
  • Identify the four key components of the Turnbulls’ Empowerment Model, and describe nursing implications within each component.
  

       Families with Disabled Children 1: Grieving (3 contact hours for $12 )
     
  • Describe the five stages of grief following the diagnosis of disability in a child, and identify appropriate nursing interventions for each stage.
  • List the four dimensions of families in Turnbulls’ Family System Framework, and discuss nursing implications for each dimension.
  • Discuss stressors identified by families of children with disabilities, and give examples of nursing interventions to reduce stress on the family.
  • Identify expectations common to parents of children with disabilities, and discuss the implications of these expectations for nurses .
  

       Families with Disabled Children 3: Integration (3 contact hours for $12 )
     
  • Describe modern guidelines for professional practice that can be used to maintain an effective working relationship with parents of children with special needs.
  • Describe effective nursing strategies to ensure successful home visits with families.
  • Discuss appropriate guidelines for telephone calls to family members of the child with disabilities.
  • Outline principles to follow when using partnership mail with family members.
  • List eight skills parents need to master in order to become effective advocates for their child.
  • Define the five levels of Greenspan’s pyramid model of integrated developmental intervention, and discuss relevant nursing strategies for each level.
  

       Heart Failure: Prevalence and Prevention (3 contact hours for $12 )
     
  • Describe the prevalence of heart failure.
  • Compare the three classification systems for HF.
  • Describe risk factors that predispose patients to HF.
  • Discuss the Renal Angiotensin Aldosterone System as a target for pharmacologic intervention.
  • Discuss pharmacologic and interventional strategies used to manage the effects of cardiac remodeling caused by hypertension, atherosclerosis, asymptomatic valve disease, substance abuse, etc
  • Contrast the effects of concentric remodeling with the effects of eccentric remodeling.
  

       Heart Failure: Psychological constructs (3 contact hours for $12 )
     
  • Identify the psychological constructs that increase the risk of heart failure (HF).
  • Discuss the identification of depression in nursing assessments.
  • Describe treatment options for depression and anxiety to prevent heart failure.
  • Describe a patient interaction that promotes positive well-being.
  • Apply principles of Positive Psychology to prevent HF in patients at risk for HF.
  • Discuss the relationship between an optimistic view and pessimistic one on quality of life of patient with HF.
  • List three quality of life measurements used with patients who have HF.
  

       Hemodynamic Monitoring: An Introduction (4 contact hours for $16 )
     
  • Discuss cardiac physiology as it relates to blood flow and hemodynamic monitoring.
  • Understand the terminology and normal values associated with hemodynamic monitoring.
  • Review methods of noninvasive hemodynamic monitoring.
  • Describe components, and purposes, of invasive monitoring, including arterial, central venous and pulmonary artery catheters.
  • Discuss issues related to nursing care for patients with invasive hemodynamic catheters.
  

       Hepatitis C: Prevention, Assessment & Treatment (3 contact hours for $12 )
     
  • Describe hepatitis C (HCV) and the mode of transmission.
  • Discuss the history of HCV.
  • Discuss the infectious process and genotypes.
  • List and describe 6 to 9 risk factors for HCV.
  • List 4 different types of HCV assessment tests and applications.
  • List and describe 5 to 8 primary symptoms/complications of HCV.
  • List and describe 3 types of treatment for HCV.
  • List and describe 5 to 7 prevention methods.
  

       High Altitude Sickness (2 contact hours for $8 )
     
  • Define high altitude sickness.
  • Describe the body’s acclimatization process.
  • List the 3 primary types of acute mountain sickness (AMS).
  • List 2 additional forms of altitude sickness.
  • Describe the symptoms of mild, moderate, and severe AMS.
  • Discuss symptoms and treatment for high altitude cerebral edema (HACE).
  • Discuss symptoms and treatment for high altitude pulmonary edema (HAPE).
  • List 3 medications used to treat High Altitude Sickness.
  • Describe the use of portable hyperbaric chambers.
  • Discuss high altitude effects on pre-existing conditions and contraindications for travel to high altitudes.
  • List 5 preventive measures against developing high altitude sickness.
  

       HIV-Associated Neurocognitive Disorders (HAND) (2 contact hours for $8 )
     
  • Compare the AIDS/HIV statistics between the United States and the World, men and women, different races and sexual preferences.
  • Review symptoms of HIV related cognitive impairment.
  • List five intervention strategies for managing motor and behavior changes.
  • Describe the origin of, and management of, challenging behaviors exhibited by persons with HIV.
  • Identify the three cognitive symptoms of AIDS Dementia Complex.
  

       Hormones of Pregnancy (6 contact hours for $24 )
     
  • Recognize the value of health professionals understanding and educating their patients and their families about hormone activity during pregnancy.
  • Review basic terms and concepts about endocrine activity.
  • Indicate where specific glands are located in the body.
  • Differentiate between the hormone activityinvolved in the normal menstrual cycle, and the hormone activity occurring immediately after conception.
  • Describe the features of the placental/fetal unit and compare the protein and steroid hormones.
  • Discuss the major activity of estrogen,progesterone, hCG, and HPL.
  • Describe the activity of the hypothalamus.
  • Compare the tissues and hormonal activity of the anterior and posterior pituitary glands, including FSH, LH, TSH, PRL, ACTH, GH, oxytocin and ADH.
  • Discuss the major hormones of the thyroid, parathyroid, pancreas, and adrenal glands with respect to their actions during pregnancy.
  • Differentiate between hormones and prostaglandins, and describe the activity of prostaglandins during pregnancy.
  

       Hospice Care (3 contact hours for $12 )
     
  • Contrast the patient services provided by hospice care with those provided by Palliative care.
  • Describe the roles and functions of a hospice care team members.
  • Describe the services provided under the Hospice Medicare Benefit.
  • Discuss the levels of pain and their treatments often experienced by hospice patients.
  • Discuss emotional, psychosocial, spiritual and family issues related to end of life.
  • Discuss the ethical foundation of the patient's right to refuse life-sustaining treatment.
  • Discuss the significance of a living will, health care surrogate, and durable power of attorney for hospice patients.
  

       Hypo/Hyperthermia in the Elderly (3 contact hours for $12 )
     
  • Recognize why elderly patients have changes in body temperature regulation that make them susceptible to both hypothermia and hyperthermia.
  • Identify specific risk factors for hypothermia in the elderly.
  • Describe signs and symptoms of hypothermia.
  • Identify treatment for hypothermia.
  • List ways in which the elderly and their families/caregivers can reduce the risk of hypothermia.
  • Identify specific risk factors for hyperthermia in the elderly.
  • Recognize 5 categories of drugs that can increase hyperthermia risk in elderly patients.
  • Distinguish between heat stress, heat fatigue, heat syncope, heat exhaustion, and heat stroke.
  • Describe signs and symptoms of hyperthermia.
  • Identify treatment for hyperthermia.
  • List ways in which the elderly and their families/caregivers can reduce the risk of hyperthermia.
  

       Influenza: Not Just a Bad Cold (3 contact hours for $12 )
     
  • List high risk groups for flu and prevalence of the disease.
  • Define "pandemic" and state when they have occurred in the last century.
  • Describe the significance of a flu epidemic to the health care system in the U.S.
  • List the 3 types of flu.
  • Differentiate between antigenic drift and antigenic shift.
  • State the main method of flu transmission.
  • Differentiate between the signs and symptoms of a cold and the flu.
  • List diagnostic tests for influenza.
  • Identify some reliable strategies for influenza prevention in the health care setting.
  • Differentiate between different vaccine types and list indications and contraindications for each.
  • Describe respiratory hygiene and cough etiquette in healthcare settings.
  • List the basic drugs used for influenza antiviral treatment and the groups most likely to receive this treatment.
  • Describe basic uncomplicated flu treatment.
  

       Inhalant Abuse: Nursing Implications (3 contact hours for $12 )
     
  • Define inhalants.
  • Identify classes and examples of inhalants.
  • Recognize reasons why youths are using inhalants.
  • Describe the characteristics of a youth likely to start using.
  • Recognize inhalant research regarding gender and ethnicity.
  • Describe methods of inhalation and the most frequent site of usage.
  • Describe the effects of inhalants on the body.
  • Define inhalant intoxication, withdrawal, tolerance and addiction.
  • Describe the assessment process.
  • Identify emergency treatment.
  • Recognize fatal and long-term consequences of inhaling.
  • Correlate the relationship of inhalant abuse and delinquent behavior.
  • Describe keys to prevent inhalant abuse.
  

       Interpretation of ABGs: A FOUR STEP METHOD  (4 contact hours for $16 )
     
  • Recognize normal values for pH, PaO2, PaCO2, SaO2 and HCO3.
  • Explain significance of these values.
  • Describe how oxygen and carbon dioxide are carried in the body and how they are measured.
  • Relate the pH scale to acidosis and alkalosis.
  • Discuss the respiratory and metabolic mechanisms and their role in controlling the body's acid-base balance.
  • Interpret basic arterial blood gas values and relate these values to patient conditions.
  • Suggest therapies for acid-base correction.
  • Be aware of other resources for in-depth ABG interpretation information.
  

       Liver Disease (4 contact hours for $16 )
     
  • Describe the normal anatomy of the liver.
  • Recognize the normal physiologic functions of the liver, including its role in bile formation and secretion, metabolism, vitamin storage, coagulation, and detoxification.
  • Discuss the pathophysiology, and diagnosis of specific pathologic conditions that affect the liver,including cirrhosis, hepatitis, carcinoma, Wilson's disease, alpha 1-antitrypsin deficiency, and intrahepatic biliary dysplasia.
  • Recognize complications of liver decompensation, including, portal hypertension, esophageal varices, hepatic encephalopathy, and ascites.
  • State measures to prevent food-borne and blood-borne hepatitis.
  

       Medical Error: What You Need to Know (2 contact hours for $8 )
     
  • Identify "culture of safety" principles that can reduce human error and improve patient safety.
  • Discuss the scope of adverse events associated with health care in the United States.
  • Identify institutional barriers and other factors that impact the occurrence of medical errors.
  • Differentiate between Root-Cause Analysis and Failure Mode and Effects Analysis.
  • Compare the factors of human error and systems failure as causes of adverse events.
  • Recognize error-prone practice settings and situations.
  • Identify three common medication errors.
  • Discuss at least three ways medication errors can be prevented.
  • Clarify current responsibilities for reporting errors and "near-misses."
  • Suggest processes to improve patient outcome.
  • Recognize and discuss safety needs of special and/or high risk populations.
  • Discuss needs and methods for public education.
  

       Methamphetamine Use: What You Need to Know  (5 contact hours for $20 )
     
  • Recognize the extent of methamphetamine use in the United States.
  • Describe the forms of "meth."
  • Describe the various methods to ingest methamphetamine.
  • Identify sources of methamphetamine in the United States.
  • Describe the pharmacological action of methamphetamine.
  • Compare and contrast methamphetamine and cocaine.
  • Describe patterns of methamphetamine use.
  • List cardiovascular and other systemic effects from methamphetamine use.
  • Identify fetal, maternal and neonatal effects from meth exposure during pregnancy.
  • Identify the drug of choice for treating "meth" psychosis. List side effects of this medication.
  • List 8 potential long term effects from methamphetamine use.
  • Identify common components of treatment programs.
  

       Multiple Sclerosis: Caring for the Patient (4 contact hours for $16 )
     
  • To describe the epidemiology, incidence, and prevalence of MS.
  • To identify the etiology and pathophysiology of MS.
  • To state 4 disease course classifications for MS.
  • To describe 10 symptoms commonly experienced by persons with MS.
  • To identify 3 criteria used to establish a diagnosis of MS.
  • To recognize factors associated with more favorable and less favorable prognoses in MS.
  • To state principles of symptoms management for the following symptoms: fatigue, sensory problems and pain, sexual dysfunction, speech and swallowing problems, spasticity and tremor, visual disturbances and vertigo, bladder dysfunction, bowel dysfunction and cognitive impairment.
  • To state care management for acute MS exacerbations.
  • To identify 5 disease-modifying drugs used in MS therapy.
  • To state potential problems with adherence to disease-modifying therapy.
  • To describe psychosocial issues commonly experienced by persons with MS.
  • To state the impact of MS on family functioning.
  • To identify the incidence of MS associated depression.
  • To state principles of treatment for depression for persons with MS.
  • To state the goals of rehabilitation for a person with MS.
  • To identify roles of members of the rehabilitation team.
  • To recognize 5 challenges faced by the rehabilitation health team in providing care for persons with MS.
  

       Near-Death and Other Transpersonal Events (3 contact hours for $12 )
     
  • I Identify five archetypal transpersonal experiences surrounding death and dying
  • Describe four ancillary phenomena experience near the time of death..
  • Discuss research studies on the incidence, veridicality, and effects of these experiences
  • List the clinical impact of these experiences on the patient and family members.
  • Describe therapeutic approaches that can assist the patient and family to reconcile their subjective and objective experiences..
  • Identify key components of these experiences relevant to the medical record.
  

       Obesity: Etiology, Assessment, Medical Treatment (3 contact hours for $12 )
     
  • Identify obesity risks in adults and children
  • Identify the comorbidities of obesity
  • Identify the statistical risks associated with obesity
  • Discuss the training and infrastructure requirements to safely care for obese patients
  • Describe the most common types of bariatric surgery used in the US
  • Identify the malnutrition risks to the patient after surgery
  

       Otitis Media in Children (4 contact hours for $16 )
     
  • Describe the primary population affected by otitis media.
  • Estimate the cost of otitis media.
  • Review the normal pediatric auditory anatomy.
  • Describe the anatomy and physiology of the middle ear.
  • List the functions of the eustachian tube (ET).
  • Associate the anatomical structures in and near the eustachian tube with ET functions.
  • Relate the ways that fluid enters and leaves the ET with changes in pressure and risk of disease.
  • Describe the differences between pediatric and adult auditory anatomy.
  • Differentiate between AOM and OME.
  • List the three primary pathogens isolated from the middle ear. .
  • List hereditary and racial factors contributing to the development of OM.
  • List environmental factors contributing to the development of OM.
  • Describe the benefit of pneumatic otoscopy.
  • List two methods of collecting indirect evidence of middle ear fluid.
  • List two methods of collecting direct evidence of middle ear fluid.
  • Suggest a logical sequence for performing an auditory physical assessment of a child.
  • Describe the medical treatment of AOM and OME.
  • List the first and second line antibiotics.
  • Describe some of the surgical treatments of OM.
  • Suggest some preventive measures against contracting OM.
  

       PICC Line Care and Maintenance (3 contact hours for $12 )
     
  • Describe the indications and contraindications of PICC lines.
  • Relate anatomical considerations in PICC line placement.
  • Discuss PICC line complications.
  • Explain care and management of the PICC line, including dressing change, cap change, flushing the catheter, and catheter removal.
  • Anticipate appropriate patient education associated with PICC lines, and formulate an applicable nursing care plan.
  

       PSVT in the Pediatric Patient (3 contact hours for $12 )
     
  • Define PSVT.
  • Specify prevalence of PSVT in pediatric population, and age of onset.
  • Compare EKG characteristics of pediatric PSVT with normal pediatric EKG.
  • Compare and contrast normal cardiac conduction with abnormal conduction processes.
  • Explain two common mechanisms of initiation of PSVT.
  • Explain mechanism of WPW in relation to initiation of PSVT and describe how WPW is diagnosed and treated in the pediatric patient.
  • List elements of clinicalpresentation of PSVT in the infant, child and adolescent. Compare well-compensated patient to one who is displaying severe symptoms.
  • Describe severalself-treatments a child and family can be taught to convert PSVT to normal rhythm.
  • Describe immediate life support and diagnostic measures necessary for the child with symptomatic PSVT.
  • Identify medications and other treatments used in treatment of PSVT, their dosages, indications and side-effects.
  • Compare and contrast developmental issues of child and pre-adolescent to older adolescent receiving treatment for PSVT. Specify recommended provider behaviors in each case.
  

       Respiratory Assessment: Adult and Child (5 contact hours for $20 )
     
  • Recognize the principal structures of the respiratory system.
  • Describe the function of the respiratory system.
  • State 6 significant respiratory symptoms.
  • Identify 4 techniques used in a respiratory assessment.
  • Describe normal assessment findings for chest inspection.
  • Recognize disturbances in breathing rate and rhythm.
  • Describe normal assessment findings for chest palpation.
  • Describe normal assessment findings for chest percussion.
  • Differentiate among the following sounds heard and felt on percussion: resonant sounds; flat sounds; dull sounds; hyperresonant sounds; and tympanic sounds.
  • Describe normal assessment findings for chest auscultation.
  • Describe the characteristics and implications of the following abnormal breath sounds:crackles or rales; wheezes, rhonchi, stridor.
  • Describe the implications of the following transmitted voice sounds: whispered pectoriloquy,bronchophony, egophony.
  • Describe expected assessment findings for the following respiratory diseases: atelectasis,pneumonia, bronchitis, emphysema, pleural effusion,pneumothorax.
  • Recognize techniques that are helpful in doing a respiratory assessment on a child.
  

       Telephone Triage (3 contact hours for $12 )
     
  • Describe the history of telephone triage.
  • State the variety of facilities that can offer telephone triage programs.
  • Describe the benefits and risks of telephone triage.
  • Discuss the six steps of the telephone triage process.
  • Explain the purpose of Quality Improvement (QI) and continuing education programs for telephone triage, and how quality can be monitored for optimum care.
  • Discuss key elements of sample protocols for: Fever (pediatric), Abdominal Pain, Rash, Difficulty Breathing (pediatric) and Chemicals in the Eye.
  • Differentiate between the Telephone Triage process and the Disease Management Model.
  • Discuss key issues related to nursing licensure and telephone triage.
  

       Understanding Coagulation Tests (4 contact hours for $16 )
     
  • Recognize the four stages of the coagulation process.
  • Identify normal values for prothrombin time and partial thromboplastin time.
  • Describe therapeutic measures used to help return prothrombin and partial thromboplastin times to normal values.
  • List drugs that affect prothrombin time and partial thromboplastin values.
  • Describe risk factors for excess bleeding and hypercoagulation states.
  • Discuss nursing interventions for patients with specific coagulation abnormalities.
  

       Understanding Liver Function Tests  (3 contact hours for $12 )
     
  • Identify the primary functions of the liver.
  • Recognize types of diseases that cause liver dysfunction.
  • Differentiate between true tests of liver function and tests that are indicators of liver disease.
  • Identify normal values for liver function tests.
  • Recognize the role of albumin in the blood.
  • Describe the purpose of protein electrophoresis.
  • State the purpose of an A/G ratio.
  • Describe the normal pathway for the production and excretion of bilirubin.
  • Differentiate between unconjugated and conjugated bilirubin.
  • Recognize the importance of measuring liver enzymes as indicators of liver damage.
  • Describe the process used during a liver biopsy.
  

       Understanding Renal Function Tests (3 contact hours for $12 )
     
  • Describe the function of the kidney.
  • Identify characteristics of the following degrees of renal dysfunction: diminished renal reserve,renal insufficiency, renal failure, and end-stage renal disease.
  • Identify normal values for the following renal function tests: Blood urea nitrogen (BUN), serum and urine creatinine, creatinine clearance, urinary urea nitrogen and nitrogen balance, serum and urine osmolality, serum and urinary uric acid.
  • Compare and contrast factors that affect the BUN and serum creatinine levels.
  • Give examples of changes in serum and urine osmolality and propose appropriate nursing interventions.
  

       Understanding the CBC (4 contact hours for $16 )
     
  • List blood tests performed as part of a CBC.
  • Recognize the influence of the patient's hydration status on accurate CBC results.
  • State normal adult values for CBC test results.
  • Describe two physiologic reasons and two pathological reasons for an increase in red blood cells.
  • Describe four reasons for a decrease in red blood cells.
  • Identify panic values for hematocrit,hemoglobin, white blood cells, and platelets.
  • Recognize the purpose of hemoglobin in red blood cells.
  • Describe the calculation relationship between hematocrit and hemoglobin.
  • Describe the impact of pregnancy on CBC results.
  • Identify the purpose of erythrocyte indices.
  • Describe classifications of anemias based on the results of erythrocyte indices.
  • List five types of white blood cells and state the function of each type of cell.
  • State the implications of a "shift to the left" on a white blood cell differential.
  • Identify common patterns of white blood cell increase or decrease in disease processes.
  • Recognize the function of platelets in normal coagulation.
  • Formulate nursing diagnoses and describe interventions for a patient with an elevated RBC count, a decreased hematocrit, a decreased neutrophil count, and a decreased platelet count.
  

       Understanding Urinalysis (4 contact hours for $16 )
     
  • Recognize the value of urinalysis as a screening examination for renal and nonrenal diseases.
  • Recognize types of urine specimens and methods of collection.
  • Differentiate between macroscopic and microscopic urine examinations.
  • Identify reference values for a normalurinalysis.
  • Interpret the meaning of abnormal findings on a urinalysis.
  • Recognize nursing diagnoses and propose interventions for patients with abnormal urine test findings.
  

       Urinary Incontinence in the Elderly (3 contact hours for $12 )
     
  • Define urinary incontinence (UI) according to the Agency for Health Care Policy and Research (AHCPR).
  • Estimate the prevalence and cost of urinary incontinence (UI).
  • Describe literature and research of nurses' knowledge of UI in elderly patients.
  • Differentiate between the sudden onset UI and the chronic UI.
  • Identify the characteristics of the 6 types of UI.
  • Recognize history, lab tests, and physical exam pertinent to UI.
  • Describe how a health professional may individualize treatment/service plans for elderly patients in different levels of care.
  • Identify when basic evaluation is not sufficient, and know to whom to refer patients.
  

       West Nile Virus (4 contact hours for $16 )
     
  • Describe the epidemiology of West Nile virus (WNV).
  • List and describe 3 tests used for diagnosis of WNV.
  • Describe the transmission cycle.
  • Discuss 6 modes of transmission.
  • List and describe 3 different classes of WNV infection.
  • Describe West Nile Fever.
  • List and describe 3 types of severe neurological disorders.
  • Discuss the differences among meningitis, encephalitis, and acute flaccid paralysis.
  • Describe treatment that is currently available and being used in clinical trials.
  • List 2 common medications for CHF management and discuss actions of each medication, pediatric dosages and precautions.
  • Discuss risk factors.
  • Discuss 4 types of preventive measures.
  • Describe 4 types of insect repellents and guidelines for use.
  

  Diagnostics/Lab Test
       Cardiac Case Studies (3 contact hours for $12 )
     
  • Identify each dyshythmia.
  • Apply basic dysrhythmia knowledge to analyze the case study.
  

       ECG Strip Identification and Evaluation (5 contact hours for $20 )
     
  • Describe the conduction system of the heart.
  • Discuss the sites of action potential generation and propagation through the cardiac conduction system.
  • Contrast the effect of parasympathetic with sympathetic stimulation of the cardiac conduction system.
  • Correlate the actions of the heart represented by the p wave, PR interval, QRS complex, and T wave..
  • Choose proper placement of electrodes based on ECG mechanics.
  • Calculate a heart rate from an ECG strip.
  • Analyze the following rhythms as they would appear on an ECG strip: a) Normal sinus rhythm, b) Sinus Bradycardia, c) Sinus tachycardia
  • Analyze the following dysrhythmias as would appear on an ECG strip: a) Atrial fibrillation, b) Premature ventricular contractions, c) Ventricular tachycardia, d) Ventricular fibrillation, e) Asystole/ventricular standstill.
  • List nursing interventions associated with common dysrhythmias.
  • Describe the nursing interventions intended to correct the effects of insufficient tissue perfusion associated with symptomatic dysrhythmias.
  

       Hemodynamic Monitoring: An Introduction (4 contact hours for $16 )
     
  • Discuss cardiac physiology as it relates to blood flow and hemodynamic monitoring.
  • Understand the terminology and normal values associated with hemodynamic monitoring.
  • Review methods of noninvasive hemodynamic monitoring.
  • Describe components, and purposes, of invasive monitoring, including arterial, central venous and pulmonary artery catheters.
  • Discuss issues related to nursing care for patients with invasive hemodynamic catheters.
  

       Interpretation of ABGs: A FOUR STEP METHOD  (4 contact hours for $16 )
     
  • Recognize normal values for pH, PaO2, PaCO2, SaO2 and HCO3.
  • Explain significance of these values.
  • Describe how oxygen and carbon dioxide are carried in the body and how they are measured.
  • Relate the pH scale to acidosis and alkalosis.
  • Discuss the respiratory and metabolic mechanisms and their role in controlling the body's acid-base balance.
  • Interpret basic arterial blood gas values and relate these values to patient conditions.
  • Suggest therapies for acid-base correction.
  • Be aware of other resources for in-depth ABG interpretation information.
  

       Multiple Sclerosis: Caring for the Patient (4 contact hours for $16 )
     
  • To describe the epidemiology, incidence, and prevalence of MS.
  • To identify the etiology and pathophysiology of MS.
  • To state 4 disease course classifications for MS.
  • To describe 10 symptoms commonly experienced by persons with MS.
  • To identify 3 criteria used to establish a diagnosis of MS.
  • To recognize factors associated with more favorable and less favorable prognoses in MS.
  • To state principles of symptoms management for the following symptoms: fatigue, sensory problems and pain, sexual dysfunction, speech and swallowing problems, spasticity and tremor, visual disturbances and vertigo, bladder dysfunction, bowel dysfunction and cognitive impairment.
  • To state care management for acute MS exacerbations.
  • To identify 5 disease-modifying drugs used in MS therapy.
  • To state potential problems with adherence to disease-modifying therapy.
  • To describe psychosocial issues commonly experienced by persons with MS.
  • To state the impact of MS on family functioning.
  • To identify the incidence of MS associated depression.
  • To state principles of treatment for depression for persons with MS.
  • To state the goals of rehabilitation for a person with MS.
  • To identify roles of members of the rehabilitation team.
  • To recognize 5 challenges faced by the rehabilitation health team in providing care for persons with MS.
  

       Respiratory Assessment: Adult and Child (5 contact hours for $20 )
     
  • Recognize the principal structures of the respiratory system.
  • Describe the function of the respiratory system.
  • State 6 significant respiratory symptoms.
  • Identify 4 techniques used in a respiratory assessment.
  • Describe normal assessment findings for chest inspection.
  • Recognize disturbances in breathing rate and rhythm.
  • Describe normal assessment findings for chest palpation.
  • Describe normal assessment findings for chest percussion.
  • Differentiate among the following sounds heard and felt on percussion: resonant sounds; flat sounds; dull sounds; hyperresonant sounds; and tympanic sounds.
  • Describe normal assessment findings for chest auscultation.
  • Describe the characteristics and implications of the following abnormal breath sounds:crackles or rales; wheezes, rhonchi, stridor.
  • Describe the implications of the following transmitted voice sounds: whispered pectoriloquy,bronchophony, egophony.
  • Describe expected assessment findings for the following respiratory diseases: atelectasis,pneumonia, bronchitis, emphysema, pleural effusion,pneumothorax.
  • Recognize techniques that are helpful in doing a respiratory assessment on a child.
  

       Understanding Coagulation Tests (4 contact hours for $16 )
     
  • Recognize the four stages of the coagulation process.
  • Identify normal values for prothrombin time and partial thromboplastin time.
  • Describe therapeutic measures used to help return prothrombin and partial thromboplastin times to normal values.
  • List drugs that affect prothrombin time and partial thromboplastin values.
  • Describe risk factors for excess bleeding and hypercoagulation states.
  • Discuss nursing interventions for patients with specific coagulation abnormalities.
  

       Understanding Liver Function Tests  (3 contact hours for $12 )
     
  • Identify the primary functions of the liver.
  • Recognize types of diseases that cause liver dysfunction.
  • Differentiate between true tests of liver function and tests that are indicators of liver disease.
  • Identify normal values for liver function tests.
  • Recognize the role of albumin in the blood.
  • Describe the purpose of protein electrophoresis.
  • State the purpose of an A/G ratio.
  • Describe the normal pathway for the production and excretion of bilirubin.
  • Differentiate between unconjugated and conjugated bilirubin.
  • Recognize the importance of measuring liver enzymes as indicators of liver damage.
  • Describe the process used during a liver biopsy.
  

       Understanding Renal Function Tests (3 contact hours for $12 )
     
  • Describe the function of the kidney.
  • Identify characteristics of the following degrees of renal dysfunction: diminished renal reserve,renal insufficiency, renal failure, and end-stage renal disease.
  • Identify normal values for the following renal function tests: Blood urea nitrogen (BUN), serum and urine creatinine, creatinine clearance, urinary urea nitrogen and nitrogen balance, serum and urine osmolality, serum and urinary uric acid.
  • Compare and contrast factors that affect the BUN and serum creatinine levels.
  • Give examples of changes in serum and urine osmolality and propose appropriate nursing interventions.
  

       Understanding the CBC (4 contact hours for $16 )
     
  • List blood tests performed as part of a CBC.
  • Recognize the influence of the patient's hydration status on accurate CBC results.
  • State normal adult values for CBC test results.
  • Describe two physiologic reasons and two pathological reasons for an increase in red blood cells.
  • Describe four reasons for a decrease in red blood cells.
  • Identify panic values for hematocrit,hemoglobin, white blood cells, and platelets.
  • Recognize the purpose of hemoglobin in red blood cells.
  • Describe the calculation relationship between hematocrit and hemoglobin.
  • Describe the impact of pregnancy on CBC results.
  • Identify the purpose of erythrocyte indices.
  • Describe classifications of anemias based on the results of erythrocyte indices.
  • List five types of white blood cells and state the function of each type of cell.
  • State the implications of a "shift to the left" on a white blood cell differential.
  • Identify common patterns of white blood cell increase or decrease in disease processes.
  • Recognize the function of platelets in normal coagulation.
  • Formulate nursing diagnoses and describe interventions for a patient with an elevated RBC count, a decreased hematocrit, a decreased neutrophil count, and a decreased platelet count.
  

       Understanding Urinalysis (4 contact hours for $16 )
     
  • Recognize the value of urinalysis as a screening examination for renal and nonrenal diseases.
  • Recognize types of urine specimens and methods of collection.
  • Differentiate between macroscopic and microscopic urine examinations.
  • Identify reference values for a normalurinalysis.
  • Interpret the meaning of abnormal findings on a urinalysis.
  • Recognize nursing diagnoses and propose interventions for patients with abnormal urine test findings.
  

  General
       Adolescents with Down Syndrome (3 contact hours for $12 )
     
  • Identify specific neurological, sensory, orthopedic, cardiac, respiratory, autoimmune, mental health, dental, and oncological health risks of adolescents with Down syndrome, and describe appropriate nursing interventions related to these risks.
  • Cite the health care guidelines established by the National Down Syndrome Society for adolescents with Down syndrome, and highlight nursing interventions to address these guidelines.
  • Identify specific recommendations for effective weight management in teens with Down syndrome.
  • Cite three key points regarding the relationship between academic learning, adaptive skills, and cognitive development in adolescents with Down syndrome.
  • Identify key components of self-competence in adolescents and identify nursing strategies to promote self-competence.
  • Describe social settings and activities that are effective in promoting friendship opportunities for teens with Down syndrome.
  • Describe significant issues surrounding intimacy and sexuality for adolescents with Down syndrome, and identify potential nursing interventions.
  • Describe the factors that increase the risk for sexual or physical abuse in teens with Down syndrome, and identify effective teaching strategies to reduce those risks.
  • Describe the transition process designed to prepare the adolescent to leave the school system and enter the work force.
  

       Adults with Down Syndrome (3 contact hours for $12 )
     
  • Identify specific neurological, sensory, orthopedic, cardiac, respiratory, autoimmune, mental health, dental, and oncological health risks of adults with Down syndrome, and describe appropriate nursing interventions related to these risks.
  • Describe the impact of Alzheimer’s syndrome on adults with Down syndrome and identify corresponding nursing interventions to address these impacts.
  • Discuss the health care guidelines established by the National Down Syndrome Society for adults with Down syndrome, and highlight nursing interventions to address these guidelines.
  • Describe nursing implications inherent in the decreased life expectancy, premature aging, and Alzheimer’s disease common to adults with Down syndrome.
  • List specific nursing recommendations that address weight management for adults with Down syndrome.
  • Define nursing interventions within each of the four components of community integration for an adult with Down syndrome.
  • List key questions that comprise the litmus test for measuring quality of life for adults with mental retardation.
  • Discuss the five components of the asset management model for housing and services for adults with Down syndrome, and identify nursing interventions within each component.
  • Outline the continuum of living arrangements available to adults with Down syndrome, and identify the nurse’s role in arranging the least restrictive environment.
  • Identify educational and supported employment options available to adults with Down syndrome, and discuss the nurse’s role in these areas.
  • Describe significant issues surrounding intimacy and sexuality for adults with Down syndrome, and identify potential nursing interventions.
  

       Analgesic Drugs and Pain Management (4 contact hours for $16 )
     
  • Recognize problems created by under-treating pain and identify individuals who are at greatest risk for having their pain under-treated.
  • Distinguish between nociceptive and neuropathic pain.
  • Identify 3 classifications of analgesic drugs.
  • Recognize how nonopioid analgesics differ from opioid analgesics.
  • Identify the mechanism of action, side effects, and maximum daily dose of acetaminophen.
  • Identify the relationship between aspirin and Reye’s syndrome.
  • Recognize the mechanism of action of nonsteroidal anti-inflammatory drugs (NSAIDs) and distinguish between nonselective and selective NSAIDS.
  • Identify common side effects of NSAIDs, ways to prevent and/or manage them and advantages and disadvantages of combining NSAIDs with opioid analgesics.
  • Discuss the concept of "opioid dose sparing."
  • Identify the mechanism of action of mu agonist opioid analgesics.
  • Discuss the concept of "analgesic ceiling."
  • List 3 opioid analgesics that are commonly used to treat severe escalating acute pain.
  • Discuss guidelines for using opioid analgesics and the concept of "titrating to effect" as it applies to opioid analgesics.
  • Recognize the rationale for avoiding using meperidine as an analgesic.
  • Discuss the value of giving analgesics on an around-the-clock rather than on a PRN basis to manage continuous pain.
  • Recognize common side effects associated with opioid analgesics and ways to manage side effects.
  • Recognize ways to assess respiratory depression in patients receiving opioid analgesics.
  • Distinguish among the terms "tolerance," "physical dependency," and "addiction."
  • Identify the percentage of patients who become addicted to opioids when receiving them under medical supervision.
  • Discuss conditions under which the following administration routes for opioid analgesics are used: oral, rectal, subcutaneous, intramuscular, intravenous, transdermal, and intrathecal.
  • Recognize nursing considerations for patients receiving opioid analgesics and identify ways in which patients receiving opioids can minimize adverse effects.
  • Discuss the mechanism of action of antidepressants and anticonvulsants in relation to pain management.
  • Evaluate the effect of the CDC opioid guidelines on your nursing practice.
  

       Aneurysmal Subarachnoid Hemorrhage (4 contact hours for $16 )
     
  • IDefine and describe the incidence of aneurysmal subarachnoid hemorrhage (aSAH)
  • Describe 3 ways in which cerebral aneurysms are classified by shape and size.
  • Identify warning signs and symptoms of aSAH.
  • List diagnostic criteria for confirmation of aSAH.
  • Explain initial treatment options (surgical and non-surgical) for aSAH.
  • List at least 5 interventions that are part of aneurysm precautions.
  • Describe cornerstones of evidence based management strategies for aSAH after initial treatment.
  

       Antiretroviral Drugs for HIV and AIDS (4 contact hours for $16 )
     
  • Recognize how HIV affects the immune system.
  • Describe how HIV is transmitted.
  • Identify the signs and symptoms of HIV infection and AIDS.
  • List AIDS-defining illnesses.
  • Discuss how the following classifications of antiretroviral drugs work: Nucleoside analogue reverse transcriptase inhibitors (NRTIs), Protease inhibitors (PIs), Non-nucleoside reverse transcriptase inhibitors (NNRTIs), Fusion inhibitors (FIs)
  • Describe factors involved in starting HIV drug treatment.
  • Identify the goal of highly active antiretroviral therapy (HAART).
  • Discuss the use of antiretroviral drugs during pregnancy.
  • Identify "black box" warnings for specific antiretroviral drugs.
  • Identify the influence of food, herbs, and drugs on antiretroviral therapy.
  • Discuss 3 types of antiretroviral regimen failure.
  • State 2 reasons why adherence to antiretroviral drug therapy is crucial.
  • Recognize ways healthcare professionals can help patients adhere to antiretroviral therapy.
  • Identify the meaning of the following terms: HIV infection, AIDS, AIDS defining illnesses, CD4+T cells, DNA, RNA, Nucleic acid, Reverse transcriptase, retrovirus, viral load, HAART.
  

       Biochemical Terrorism: An ER Resource (4 contact hours for $16 )
     
  • State the brief history of biochemical warfare.
  • Recognize first receivers roles that require special training.
  • Recognize symptoms or clusters of symptoms that may indicate the possibility of community or individual biochemical exposure.
  • Compare various biological agents, in terms of incubation period, signs, symptoms, sequelae and mode of transmission. Also recognize sources, availability of vaccine, if it's contagious between humans, and treatment.
  • Compare various nerve, blood, pulmonary and blister agents in terms of description, onset of symptoms post exposure, signs and symptoms and routes of exposure, decontamination and treatment.
  • Rank triage priorities and activities for the pre-hospital treatment of mass casualty patients.
  • Differentiate between pre-hospital management and emergency room management.
  • Name 2 antidotes and the signs and symptoms, as well as age range, for their use.
  • List factors that should be considered when giving follow-up instructions after treatment.
  • State methods of handling suspicious items.
  • List personal protective equipment (PPE) required for first receiver response to radiologic terrorism.
  • Identify common symptoms and methods of treatment associated with exposure to radioactive and nuclear agents.
  • Identify the purpose and information available on the Health Alert Network.
  

       Biological Warfare: Diseases as Weapons (4 contact hours for $16 )
     
  • State information related to preparing for an incidence of bioterrorism including clues to bioterrorism attack and the signs, symptoms, modes of transmission of high-priority agents of bioterrorism.
  • State information related to reporting of an incidence of bioterrorism, including the ways to contact the proper authorities and correctly document the incidence of bioterrorism.
  • State information related to the implementation of decontamination procedures, the identification of treatment locations and treatment personnel, the acquisition of treatment-related supplies, the awareness of any facility-organized response plans, and the development of a patient care plan to address the situation.
  • Recognize the potential threat of the release of biological diseases/agents to the United States population.
  • Describe Category A, B, and C biological treats as classified by the Centers for Disease Control and Prevention (CDC).
  • Identify 4 rationales for the assignment of biological diseases/agents to a Category A classification.
  • Identify the potential as a biological weapon, epidemiology, clinical course, and disease management for the following: Anthrax, Botulism, Plague, Smallpox, Tularemia, Viral hemorrhagic fever.
  

       Bladder Management after Spinal Cord Injury (3 contact hours for $12 )
     
  • Understand the basic relationship between spinal cord injury and problems with the urinary system and bladder function.
  • Explain the basic process of normal urination, including the anatomy and physiology of the bladder and it's nervous system control.
  • List the neurological changes that take place with supraspinal, suprasacral and infrasacral spinal cord injuries.
  • Describe the optimal initial bladder management strategies immediately after spinal cord injury, including during spinal shock.
  • List the factors to be considered in bladder training and management during the long-term recovery period after SCI.
  • Anticipate the problem of Autonomic Dysreflexia (AD) after SCI, including triggering factors, signs and symptoms, treatment options and prevention.
  • Discuss the incidence of urinary tract infections after SCI, including causes, signs and symptoms, assessment issues, treatment and prevention.
  

       Bloodsucking Leeches and Flesh Eating Maggots (3 contact hours for $12 )
     
  • Describe the characteristics of the medicinal leech.
  • Discuss the history of leech therapy.
  • Describe procedures for leech therapy in detail.
  • Identify 6 clinical uses of leech therapy.
  • Describe 4 complications/side effects of leech therapy.
  • Discuss the life cycle of the blowfly.
  • Discuss the history of maggot therapy.
  • Identify 4 clinical uses for maggot debridement therapy.
  • Describe details of procedures for maggot debridement therapy and maggot removal.
  • Describe 4 complications/side effects of maggot therapy.
  • Explain how documentation affects acceptance of new treatments and specify at least 6 appropriate documents.
  

       Breast Duct Carcinoma in-situ: DCIS (3 contact hours for $12 )
     
  • Define ductal carcinoma in situ (DCIS).
  • Identify basic breast anatomy, as it relates to DCIS.
  • Differentiate between different terms and language used to discuss DCIS.
  • List the DCIS subtypes and grades.
  • Discuss possible precipitating factors.
  • Differentiate between different methods of biopsy.
  • Describe the typical treatments for DCIS.
  • Describe the medications used to treat DCIS.
  • Explain the factors that influence the prognosis for DCIS.
  • Suggest several factors that may influence successful follow-up.
  

       Cancer Chemotherapy (5 contact hours for $20 )
     
  • To recognize 3 goals for the use of cytotoxic drugs in cancer treatment.
  • To identify and describe the phases of the cell life cycle.
  • To identify the advantages of combining cytotoxic drugs in cancer treatment.
  • To recognize 5 classifications of alkylating drugs.
  • To identify four types of biologic biological therapies used in cancer treatment.
  • To describe adjuvant, induction, consolidation, and maintenance cytotoxic drug regimens in cancer treatment.
  • To identity potential toxicities for frequently used cytotoxic drugs.
  • To describe 3 types of vascular access devices for the administration of cytotoxic drugs.
  • To identify the effects of chemotherapy and management strategies related to the following body systems: Hematopoeitic, Integumentary, Gastrointestinal, Cardiovascular, Neurological, Respiratory, Reproductive, and Urological.
  • To recognize symptoms of hypersensitivity reactions associated with cancer chemotherapy.
  • To state 6 goals for patient/family education when a patient is receiving cytotoxic drugs.
  • To describe 3 phases of clinical trials in cancer drug development.
  • To identify cancer chemotherapy resources for health care professionals and patients.
  

       Cardiac Case Studies (3 contact hours for $12 )
     
  • Identify each dyshythmia.
  • Apply basic dysrhythmia knowledge to analyze the case study.
  

       Care of the Teenager using Street Drugs (3 contact hours for $12 )
     
  • Recognize the factors that make the topic of street drugs so emotionally intense.
  • Compare the drug influence on adolescent behavior from past decades to today.
  • Define "drugwise" and tell why it is a survival skill.
  • Identify the effects of popular street drugs today.
  • Recognize the problems of poly drug use in youth.
  • Explain the relationship between mental illness and drug use.
  • Describe risk-taking as a developmental task.
  • Differentiate a temporary drug-related psychosis from a true psychosis.
  • Understand the possible consequences of failure to illicit information about drug use.
  • Know the legalities of juveniles regarding healthcare related to drug problems.
  

       Cerebral Palsy in Children (3 contact hours for $12 )
     
  • Identify key characteristics of the four classic presentations of cerebral palsy.
  • Describe prenatal and pregnancy-related risk factors associated with cerebral palsy.
  • Discuss diagnostic tests used to establish a diagnosis of cerebral palsy.
  • List physical disabilities, developmental delays, and medical issues commonly associated with cerebral palsy in children.
  • Outline currently-accepted treatment modalities for children with cerebral palsy.
  • State professional recommendations regarding complementary and alternative treatments for children with cerebral palsy.
  • Describe the developmental and educational systems established to meet the needs of children with cerebral palsy, and identify the role of nurses in these settings.
  • Discuss effective case management for children with cerebral palsy, including implications of special needs trusts.
  • Discuss prognostic indicators that impact quality of life for children with cerebral palsy.
  • Identify appropriate online and print resources for professionals who work with children with cerebral palsy.
  • List appropriate online and print references, as well as support agencies, for parents of children with cerebral palsy.
  

       Children with Down Syndrome (3 contact hours for $12 )
     
  • Identify specific neurological, sensory, orthopedic, cardiac, respiratory, autoimmune, mental health, dental, and oncological health risks of children with Down syndrome, and describe appropriate nursing interventions related to these risks.
  • Cite the health care guidelines established by the National Down Syndrome Society for children with Down syndrome, and highlight nursing interventions to address these guidelines.
  • Identify specific recommendations for feeding and nutrition in youngsters with Down syndrome.
  • Discuss appropriate weight management strategies and physical activities for children with Down syndrome.
  • Describe developmental issues specific to children with Down syndrome, and identify beneficial therapies.
  • Outline services provided to children with Down syndrome through the early intervention program.
  • Identify supports available to children with Down syndrome through the public educational system and state services.
  

       Diabetes Treatments: Insulin and Oral Drugs (4 contact hours for $16 )
     
  • State the physiological effects of insulin.
  • Recognize basic elements of the pancreatic beta cell.
  • Compare and contrast insulin preparations based on source, type, and concentration.
  • Identify situations in which insulin is used.
  • Recognize indications for specific insulin products and insulin therapy regimens.
  • State appropriate administration and storage guidelines for insulin.
  • Recognize the advantages and disadvantages of an insulin pump.
  • Identify the mechanism of action, side effects, and clinical use of anti-diabetic oral agents.
  • Describe the use of combination therapy in patients with type 2 diabetes.
  • Recognize the potential impact of interactions with other drugs that are commonly used by persons with diabetes.
  

       Diabetes: Nutrition and Exercise Therapy (3 contact hours for $12 )
     
  • To recognize medical nutrition goals for people with diabetes.
  • To identify the role of insulin and food sources in nutrition.
  • To discuss the rationale underlying carbohydrate counting and exchange lists.
  • To state adjustments to meal planning that should be made during an acute illness.
  • To recognize the benefits of exercise for persons with diabetes.
  • To identify methods of minimizing exercise induced risk.
  • To state exercise safety recommendations for persons taking antidiabetes agents.
  

       Domestic Violence Update for Nurses (2 contact hours for $8 )
     
  • Define domestic/intimate partner violence.
  • Discuss the prevalence of abuse, and consider the numbers of patients in his/her practice that may be either victims or perpetrators of domestic violence.
  • List four types of abuse.
  • Discuss assessment and screening procedures for determining whether a patient has any history of being either a victim, or a perpetrator, of domestic violence.
  • Explain the Florida state regulations in relation to reporting abuse for children, vulnerable adults, and adults in general.
  • Describe the steps for reporting abuse.
  • List at least 4 different intervention services in the state of Florida.
  • Describe how to provide vulnerable patients with information on, or how to refer such patients to, resources in the local community, such as: domestic violence centers and other advocacy groups, that
  

       End of Life Care (2 contact hours for $8 )
     
  • Define palliative care and discuss how it differs from curative care.
  • Explain the rights of patients for self-determination.
  • Discuss emotional, psychosocial, spiritual and family issues related to end of life.
  • List and explain the 3 levels of the WHO pain ladder.
  • Discuss the use of analgesia and adjuvant medications and treatments to relieve suffering.
  • List the requirements for advance directives.
  • Describe the options for advance directives.
  • List different options for care.
  • Describe hospice requirements and care provided.
  • Differentiate between some basic end of life laws in the states of Florida and West Virginia.
  

       Evidence Based Fall Prevention  (3 contact hours for $12 )
     
  • Identify and describe five types of falls
  • List the five levels of injuries scale established by National Database of Nursing Quality Indicators.
  • Describe the scope of inpatient fall injury and death that occurs in U.S. acute care hospitals.
  • List patient characteristics that are common in patients at high risk for fall.
  • Identify the major validated fall risk assessment tools used in hospitals.
  • Explain the components of a falls risk program to a patient.
  

       Experiences of Previously Unconscious Patients  (3 contact hours for $12 )
     
  • Describe the five states that occur during unconsciousness:
    • unconsciousness
    • inner awareness
    • perceived (or presumed) unconsciousness
    • distorted consciousness
    • exceptional or paranormal experiences.
  • Analyze how movement affects unconscious patients.
  • Describe clinical application of the information.
  

       Families w/ Disabled Children 2:Early Intervention (3 contact hours for $12 )
     
  • List factors that inhibit the parents’ readiness to form parent/professional partnerships.
  • Describe the three phases of parent/professional partnerships and identify appropriate nursing approaches for each stage.
  • List effective strategies for professionals to follow in their early interactions with parents of children with disabilities.
  • Define criteria for determining a child’s eligibility for the early intervention system.
  • Discuss eligibility criteria that must be met in order for the child to receive special education services through the school system.
  • Identify special services typically provided by states for children with disabilities.
  • Identify the four key components of the Turnbulls’ Empowerment Model, and describe nursing implications within each component.
  

       Families with Disabled Children 1: Grieving (3 contact hours for $12 )
     
  • Describe the five stages of grief following the diagnosis of disability in a child, and identify appropriate nursing interventions for each stage.
  • List the four dimensions of families in Turnbulls’ Family System Framework, and discuss nursing implications for each dimension.
  • Discuss stressors identified by families of children with disabilities, and give examples of nursing interventions to reduce stress on the family.
  • Identify expectations common to parents of children with disabilities, and discuss the implications of these expectations for nurses .
  

       Families with Disabled Children 3: Integration (3 contact hours for $12 )
     
  • Describe modern guidelines for professional practice that can be used to maintain an effective working relationship with parents of children with special needs.
  • Describe effective nursing strategies to ensure successful home visits with families.
  • Discuss appropriate guidelines for telephone calls to family members of the child with disabilities.
  • Outline principles to follow when using partnership mail with family members.
  • List eight skills parents need to master in order to become effective advocates for their child.
  • Define the five levels of Greenspan’s pyramid model of integrated developmental intervention, and discuss relevant nursing strategies for each level.
  

       Heart Failure: Prevalence and Prevention (3 contact hours for $12 )
     
  • Describe the prevalence of heart failure.
  • Compare the three classification systems for HF.
  • Describe risk factors that predispose patients to HF.
  • Discuss the Renal Angiotensin Aldosterone System as a target for pharmacologic intervention.
  • Discuss pharmacologic and interventional strategies used to manage the effects of cardiac remodeling caused by hypertension, atherosclerosis, asymptomatic valve disease, substance abuse, etc
  • Contrast the effects of concentric remodeling with the effects of eccentric remodeling.
  

       Heart Failure: Psychological constructs (3 contact hours for $12 )
     
  • Identify the psychological constructs that increase the risk of heart failure (HF).
  • Discuss the identification of depression in nursing assessments.
  • Describe treatment options for depression and anxiety to prevent heart failure.
  • Describe a patient interaction that promotes positive well-being.
  • Apply principles of Positive Psychology to prevent HF in patients at risk for HF.
  • Discuss the relationship between an optimistic view and pessimistic one on quality of life of patient with HF.
  • List three quality of life measurements used with patients who have HF.
  

       Hemodynamic Monitoring: An Introduction (4 contact hours for $16 )
     
  • Discuss cardiac physiology as it relates to blood flow and hemodynamic monitoring.
  • Understand the terminology and normal values associated with hemodynamic monitoring.
  • Review methods of noninvasive hemodynamic monitoring.
  • Describe components, and purposes, of invasive monitoring, including arterial, central venous and pulmonary artery catheters.
  • Discuss issues related to nursing care for patients with invasive hemodynamic catheters.
  

       Hepatitis C: Prevention, Assessment & Treatment (3 contact hours for $12 )
     
  • Describe hepatitis C (HCV) and the mode of transmission.
  • Discuss the history of HCV.
  • Discuss the infectious process and genotypes.
  • List and describe 6 to 9 risk factors for HCV.
  • List 4 different types of HCV assessment tests and applications.
  • List and describe 5 to 8 primary symptoms/complications of HCV.
  • List and describe 3 types of treatment for HCV.
  • List and describe 5 to 7 prevention methods.
  

       High Altitude Sickness (2 contact hours for $8 )
     
  • Define high altitude sickness.
  • Describe the body’s acclimatization process.
  • List the 3 primary types of acute mountain sickness (AMS).
  • List 2 additional forms of altitude sickness.
  • Describe the symptoms of mild, moderate, and severe AMS.
  • Discuss symptoms and treatment for high altitude cerebral edema (HACE).
  • Discuss symptoms and treatment for high altitude pulmonary edema (HAPE).
  • List 3 medications used to treat High Altitude Sickness.
  • Describe the use of portable hyperbaric chambers.
  • Discuss high altitude effects on pre-existing conditions and contraindications for travel to high altitudes.
  • List 5 preventive measures against developing high altitude sickness.
  

       HIV/AIDS Update for Nurses (3 contact hours for $12 )
     
  • Describe various modes of transmission for HIV/AIDS.
  • Distinguish between different tests for HIV/AIDS.
  • Describe treatment and clinical management choices.
  • Recognize risk factors.
  • Describe prevention and infection control procedures.
  • Discuss Florida law on AIDS and the impact on testing, confidentiality, and treatment.
  • List Florida resources for persons/families with HIV/AIDS.
  

       HIV-Associated Neurocognitive Disorders (HAND) (2 contact hours for $8 )
     
  • Compare the AIDS/HIV statistics between the United States and the World, men and women, different races and sexual preferences.
  • Review symptoms of HIV related cognitive impairment.
  • List five intervention strategies for managing motor and behavior changes.
  • Describe the origin of, and management of, challenging behaviors exhibited by persons with HIV.
  • Identify the three cognitive symptoms of AIDS Dementia Complex.
  

       Hospice Care (3 contact hours for $12 )
     
  • Contrast the patient services provided by hospice care with those provided by Palliative care.
  • Describe the roles and functions of a hospice care team members.
  • Describe the services provided under the Hospice Medicare Benefit.
  • Discuss the levels of pain and their treatments often experienced by hospice patients.
  • Discuss emotional, psychosocial, spiritual and family issues related to end of life.
  • Discuss the ethical foundation of the patient's right to refuse life-sustaining treatment.
  • Discuss the significance of a living will, health care surrogate, and durable power of attorney for hospice patients.
  

       Influenza: Not Just a Bad Cold (3 contact hours for $12 )
     
  • List high risk groups for flu and prevalence of the disease.
  • Define "pandemic" and state when they have occurred in the last century.
  • Describe the significance of a flu epidemic to the health care system in the U.S.
  • List the 3 types of flu.
  • Differentiate between antigenic drift and antigenic shift.
  • State the main method of flu transmission.
  • Differentiate between the signs and symptoms of a cold and the flu.
  • List diagnostic tests for influenza.
  • Identify some reliable strategies for influenza prevention in the health care setting.
  • Differentiate between different vaccine types and list indications and contraindications for each.
  • Describe respiratory hygiene and cough etiquette in healthcare settings.
  • List the basic drugs used for influenza antiviral treatment and the groups most likely to receive this treatment.
  • Describe basic uncomplicated flu treatment.
  

       Inhalant Abuse: Nursing Implications (3 contact hours for $12 )
     
  • Define inhalants.
  • Identify classes and examples of inhalants.
  • Recognize reasons why youths are using inhalants.
  • Describe the characteristics of a youth likely to start using.
  • Recognize inhalant research regarding gender and ethnicity.
  • Describe methods of inhalation and the most frequent site of usage.
  • Describe the effects of inhalants on the body.
  • Define inhalant intoxication, withdrawal, tolerance and addiction.
  • Describe the assessment process.
  • Identify emergency treatment.
  • Recognize fatal and long-term consequences of inhaling.
  • Correlate the relationship of inhalant abuse and delinquent behavior.
  • Describe keys to prevent inhalant abuse.
  

       Liver Disease (4 contact hours for $16 )
     
  • Describe the normal anatomy of the liver.
  • Recognize the normal physiologic functions of the liver, including its role in bile formation and secretion, metabolism, vitamin storage, coagulation, and detoxification.
  • Discuss the pathophysiology, and diagnosis of specific pathologic conditions that affect the liver,including cirrhosis, hepatitis, carcinoma, Wilson's disease, alpha 1-antitrypsin deficiency, and intrahepatic biliary dysplasia.
  • Recognize complications of liver decompensation, including, portal hypertension, esophageal varices, hepatic encephalopathy, and ascites.
  • State measures to prevent food-borne and blood-borne hepatitis.
  

       Medical Error: What You Need to Know (2 contact hours for $8 )
     
  • Identify "culture of safety" principles that can reduce human error and improve patient safety.
  • Discuss the scope of adverse events associated with health care in the United States.
  • Identify institutional barriers and other factors that impact the occurrence of medical errors.
  • Differentiate between Root-Cause Analysis and Failure Mode and Effects Analysis.
  • Compare the factors of human error and systems failure as causes of adverse events.
  • Recognize error-prone practice settings and situations.
  • Identify three common medication errors.
  • Discuss at least three ways medication errors can be prevented.
  • Clarify current responsibilities for reporting errors and "near-misses."
  • Suggest processes to improve patient outcome.
  • Recognize and discuss safety needs of special and/or high risk populations.
  • Discuss needs and methods for public education.
  

       Methamphetamine Use: What You Need to Know  (5 contact hours for $20 )
     
  • Recognize the extent of methamphetamine use in the United States.
  • Describe the forms of "meth."
  • Describe the various methods to ingest methamphetamine.
  • Identify sources of methamphetamine in the United States.
  • Describe the pharmacological action of methamphetamine.
  • Compare and contrast methamphetamine and cocaine.
  • Describe patterns of methamphetamine use.
  • List cardiovascular and other systemic effects from methamphetamine use.
  • Identify fetal, maternal and neonatal effects from meth exposure during pregnancy.
  • Identify the drug of choice for treating "meth" psychosis. List side effects of this medication.
  • List 8 potential long term effects from methamphetamine use.
  • Identify common components of treatment programs.
  

       Multiple Sclerosis: Caring for the Patient (4 contact hours for $16 )
     
  • To describe the epidemiology, incidence, and prevalence of MS.
  • To identify the etiology and pathophysiology of MS.
  • To state 4 disease course classifications for MS.
  • To describe 10 symptoms commonly experienced by persons with MS.
  • To identify 3 criteria used to establish a diagnosis of MS.
  • To recognize factors associated with more favorable and less favorable prognoses in MS.
  • To state principles of symptoms management for the following symptoms: fatigue, sensory problems and pain, sexual dysfunction, speech and swallowing problems, spasticity and tremor, visual disturbances and vertigo, bladder dysfunction, bowel dysfunction and cognitive impairment.
  • To state care management for acute MS exacerbations.
  • To identify 5 disease-modifying drugs used in MS therapy.
  • To state potential problems with adherence to disease-modifying therapy.
  • To describe psychosocial issues commonly experienced by persons with MS.
  • To state the impact of MS on family functioning.
  • To identify the incidence of MS associated depression.
  • To state principles of treatment for depression for persons with MS.
  • To state the goals of rehabilitation for a person with MS.
  • To identify roles of members of the rehabilitation team.
  • To recognize 5 challenges faced by the rehabilitation health team in providing care for persons with MS.
  

       Near-Death and Other Transpersonal Events (3 contact hours for $12 )
     
  • I Identify five archetypal transpersonal experiences surrounding death and dying
  • Describe four ancillary phenomena experience near the time of death..
  • Discuss research studies on the incidence, veridicality, and effects of these experiences
  • List the clinical impact of these experiences on the patient and family members.
  • Describe therapeutic approaches that can assist the patient and family to reconcile their subjective and objective experiences..
  • Identify key components of these experiences relevant to the medical record.
  

       Obesity: Etiology, Assessment, Medical Treatment (3 contact hours for $12 )
     
  • Identify obesity risks in adults and children
  • Identify the comorbidities of obesity
  • Identify the statistical risks associated with obesity
  • Discuss the training and infrastructure requirements to safely care for obese patients
  • Describe the most common types of bariatric surgery used in the US
  • Identify the malnutrition risks to the patient after surgery
  

       PICC Line Care and Maintenance (3 contact hours for $12 )
     
  • Describe the indications and contraindications of PICC lines.
  • Relate anatomical considerations in PICC line placement.
  • Discuss PICC line complications.
  • Explain care and management of the PICC line, including dressing change, cap change, flushing the catheter, and catheter removal.
  • Anticipate appropriate patient education associated with PICC lines, and formulate an applicable nursing care plan.
  

       Respiratory Assessment: Adult and Child (5 contact hours for $20 )
     
  • Recognize the principal structures of the respiratory system.
  • Describe the function of the respiratory system.
  • State 6 significant respiratory symptoms.
  • Identify 4 techniques used in a respiratory assessment.
  • Describe normal assessment findings for chest inspection.
  • Recognize disturbances in breathing rate and rhythm.
  • Describe normal assessment findings for chest palpation.
  • Describe normal assessment findings for chest percussion.
  • Differentiate among the following sounds heard and felt on percussion: resonant sounds; flat sounds; dull sounds; hyperresonant sounds; and tympanic sounds.
  • Describe normal assessment findings for chest auscultation.
  • Describe the characteristics and implications of the following abnormal breath sounds:crackles or rales; wheezes, rhonchi, stridor.
  • Describe the implications of the following transmitted voice sounds: whispered pectoriloquy,bronchophony, egophony.
  • Describe expected assessment findings for the following respiratory diseases: atelectasis,pneumonia, bronchitis, emphysema, pleural effusion,pneumothorax.
  • Recognize techniques that are helpful in doing a respiratory assessment on a child.
  

       Subarachnoid Hemorrhage: Caring for the Patient (4 contact hours for $16 )
     
  • Define and describe the incidence of subarachnoid hemorrhage.
  • Identify relevant anatomical structures in the brain associated with subarachnoid hemorrhage and its sequelae.
  • Recognize at least one theory regarding the etiology of cerebral aneurysms and subarachnoid hemorrhage.
  • Describe 3 ways in which cerebral aneurysms are classified by shape and size.
  • Identify the basic pathophysiology of neurological damage following a subarachnoid hemorrhage.
  • Recognize warning signs and symptoms of a subarachnoid hemorrhage, and signs occurring at the time of major bleeding.
  • Discuss techniques used to diagnose subarachnoid hemorrhage.
  • Identify principles of initial management for a patient with a subarachnoid hemorrhage.
  • List at least 5 interventions that are part of aneurysm precautions.
  • Recognize 2 potentially life threatening complications of subarachnoid hemorrhage.
  • Describe 5 types of drugs that may be used to prevent complications in the patient with subarachnoid hemorrhage.
  • Discuss surgical and interventional radiological options for the treatment of subarachnoid hemorrhage.
  • Describe 3 major responsibilities of the nurse in protecting the patient with a subarachnoid hemorrhage from life-threatening complications.
  

       Telephone Triage (3 contact hours for $12 )
     
  • Describe the history of telephone triage.
  • State the variety of facilities that can offer telephone triage programs.
  • Describe the benefits and risks of telephone triage.
  • Discuss the six steps of the telephone triage process.
  • Explain the purpose of Quality Improvement (QI) and continuing education programs for telephone triage, and how quality can be monitored for optimum care.
  • Discuss key elements of sample protocols for: Fever (pediatric), Abdominal Pain, Rash, Difficulty Breathing (pediatric) and Chemicals in the Eye.
  • Differentiate between the Telephone Triage process and the Disease Management Model.
  • Discuss key issues related to nursing licensure and telephone triage.
  

       Urinary Incontinence in the Elderly (3 contact hours for $12 )
     
  • Define urinary incontinence (UI) according to the Agency for Health Care Policy and Research (AHCPR).
  • Estimate the prevalence and cost of urinary incontinence (UI).
  • Describe literature and research of nurses' knowledge of UI in elderly patients.
  • Differentiate between the sudden onset UI and the chronic UI.
  • Identify the characteristics of the 6 types of UI.
  • Recognize history, lab tests, and physical exam pertinent to UI.
  • Describe how a health professional may individualize treatment/service plans for elderly patients in different levels of care.
  • Identify when basic evaluation is not sufficient, and know to whom to refer patients.
  

       West Nile Virus (4 contact hours for $16 )
     
  • Describe the epidemiology of West Nile virus (WNV).
  • List and describe 3 tests used for diagnosis of WNV.
  • Describe the transmission cycle.
  • Discuss 6 modes of transmission.
  • List and describe 3 different classes of WNV infection.
  • Describe West Nile Fever.
  • List and describe 3 types of severe neurological disorders.
  • Discuss the differences among meningitis, encephalitis, and acute flaccid paralysis.
  • Describe treatment that is currently available and being used in clinical trials.
  • List 2 common medications for CHF management and discuss actions of each medication, pediatric dosages and precautions.
  • Discuss risk factors.
  • Discuss 4 types of preventive measures.
  • Describe 4 types of insect repellents and guidelines for use.
  

  Geriatrics
       End of Life Care (2 contact hours for $8 )
     
  • Define palliative care and discuss how it differs from curative care.
  • Explain the rights of patients for self-determination.
  • Discuss emotional, psychosocial, spiritual and family issues related to end of life.
  • List and explain the 3 levels of the WHO pain ladder.
  • Discuss the use of analgesia and adjuvant medications and treatments to relieve suffering.
  • List the requirements for advance directives.
  • Describe the options for advance directives.
  • List different options for care.
  • Describe hospice requirements and care provided.
  • Differentiate between some basic end of life laws in the states of Florida and West Virginia.
  

       Evidence Based Fall Prevention  (3 contact hours for $12 )
     
  • Identify and describe five types of falls
  • List the five levels of injuries scale established by National Database of Nursing Quality Indicators.
  • Describe the scope of inpatient fall injury and death that occurs in U.S. acute care hospitals.
  • List patient characteristics that are common in patients at high risk for fall.
  • Identify the major validated fall risk assessment tools used in hospitals.
  • Explain the components of a falls risk program to a patient.
  

       Experiences of Previously Unconscious Patients  (3 contact hours for $12 )
     
  • Describe the five states that occur during unconsciousness:
    • unconsciousness
    • inner awareness
    • perceived (or presumed) unconsciousness
    • distorted consciousness
    • exceptional or paranormal experiences.
  • Analyze how movement affects unconscious patients.
  • Describe clinical application of the information.
  

       Heart Failure: Prevalence and Prevention (3 contact hours for $12 )
     
  • Describe the prevalence of heart failure.
  • Compare the three classification systems for HF.
  • Describe risk factors that predispose patients to HF.
  • Discuss the Renal Angiotensin Aldosterone System as a target for pharmacologic intervention.
  • Discuss pharmacologic and interventional strategies used to manage the effects of cardiac remodeling caused by hypertension, atherosclerosis, asymptomatic valve disease, substance abuse, etc
  • Contrast the effects of concentric remodeling with the effects of eccentric remodeling.
  

       Heart Failure: Psychological constructs (3 contact hours for $12 )
     
  • Identify the psychological constructs that increase the risk of heart failure (HF).
  • Discuss the identification of depression in nursing assessments.
  • Describe treatment options for depression and anxiety to prevent heart failure.
  • Describe a patient interaction that promotes positive well-being.
  • Apply principles of Positive Psychology to prevent HF in patients at risk for HF.
  • Discuss the relationship between an optimistic view and pessimistic one on quality of life of patient with HF.
  • List three quality of life measurements used with patients who have HF.
  

       Hospice Care (3 contact hours for $12 )
     
  • Contrast the patient services provided by hospice care with those provided by Palliative care.
  • Describe the roles and functions of a hospice care team members.
  • Describe the services provided under the Hospice Medicare Benefit.
  • Discuss the levels of pain and their treatments often experienced by hospice patients.
  • Discuss emotional, psychosocial, spiritual and family issues related to end of life.
  • Discuss the ethical foundation of the patient's right to refuse life-sustaining treatment.
  • Discuss the significance of a living will, health care surrogate, and durable power of attorney for hospice patients.
  

       Hypo/Hyperthermia in the Elderly (3 contact hours for $12 )
     
  • Recognize why elderly patients have changes in body temperature regulation that make them susceptible to both hypothermia and hyperthermia.
  • Identify specific risk factors for hypothermia in the elderly.
  • Describe signs and symptoms of hypothermia.
  • Identify treatment for hypothermia.
  • List ways in which the elderly and their families/caregivers can reduce the risk of hypothermia.
  • Identify specific risk factors for hyperthermia in the elderly.
  • Recognize 5 categories of drugs that can increase hyperthermia risk in elderly patients.
  • Distinguish between heat stress, heat fatigue, heat syncope, heat exhaustion, and heat stroke.
  • Describe signs and symptoms of hyperthermia.
  • Identify treatment for hyperthermia.
  • List ways in which the elderly and their families/caregivers can reduce the risk of hyperthermia.
  

       Influenza: Not Just a Bad Cold (3 contact hours for $12 )
     
  • List high risk groups for flu and prevalence of the disease.
  • Define "pandemic" and state when they have occurred in the last century.
  • Describe the significance of a flu epidemic to the health care system in the U.S.
  • List the 3 types of flu.
  • Differentiate between antigenic drift and antigenic shift.
  • State the main method of flu transmission.
  • Differentiate between the signs and symptoms of a cold and the flu.
  • List diagnostic tests for influenza.
  • Identify some reliable strategies for influenza prevention in the health care setting.
  • Differentiate between different vaccine types and list indications and contraindications for each.
  • Describe respiratory hygiene and cough etiquette in healthcare settings.
  • List the basic drugs used for influenza antiviral treatment and the groups most likely to receive this treatment.
  • Describe basic uncomplicated flu treatment.
  

       Near-Death and Other Transpersonal Events (3 contact hours for $12 )
     
  • I Identify five archetypal transpersonal experiences surrounding death and dying
  • Describe four ancillary phenomena experience near the time of death..
  • Discuss research studies on the incidence, veridicality, and effects of these experiences
  • List the clinical impact of these experiences on the patient and family members.
  • Describe therapeutic approaches that can assist the patient and family to reconcile their subjective and objective experiences..
  • Identify key components of these experiences relevant to the medical record.
  

       Urinary Incontinence in the Elderly (3 contact hours for $12 )
     
  • Define urinary incontinence (UI) according to the Agency for Health Care Policy and Research (AHCPR).
  • Estimate the prevalence and cost of urinary incontinence (UI).
  • Describe literature and research of nurses' knowledge of UI in elderly patients.
  • Differentiate between the sudden onset UI and the chronic UI.
  • Identify the characteristics of the 6 types of UI.
  • Recognize history, lab tests, and physical exam pertinent to UI.
  • Describe how a health professional may individualize treatment/service plans for elderly patients in different levels of care.
  • Identify when basic evaluation is not sufficient, and know to whom to refer patients.
  

  GI/GU
       Bladder Management after Spinal Cord Injury (3 contact hours for $12 )
     
  • Understand the basic relationship between spinal cord injury and problems with the urinary system and bladder function.
  • Explain the basic process of normal urination, including the anatomy and physiology of the bladder and it's nervous system control.
  • List the neurological changes that take place with supraspinal, suprasacral and infrasacral spinal cord injuries.
  • Describe the optimal initial bladder management strategies immediately after spinal cord injury, including during spinal shock.
  • List the factors to be considered in bladder training and management during the long-term recovery period after SCI.
  • Anticipate the problem of Autonomic Dysreflexia (AD) after SCI, including triggering factors, signs and symptoms, treatment options and prevention.
  • Discuss the incidence of urinary tract infections after SCI, including causes, signs and symptoms, assessment issues, treatment and prevention.
  

       Diabetes Treatments: Insulin and Oral Drugs (4 contact hours for $16 )
     
  • State the physiological effects of insulin.
  • Recognize basic elements of the pancreatic beta cell.
  • Compare and contrast insulin preparations based on source, type, and concentration.
  • Identify situations in which insulin is used.
  • Recognize indications for specific insulin products and insulin therapy regimens.
  • State appropriate administration and storage guidelines for insulin.
  • Recognize the advantages and disadvantages of an insulin pump.
  • Identify the mechanism of action, side effects, and clinical use of anti-diabetic oral agents.
  • Describe the use of combination therapy in patients with type 2 diabetes.
  • Recognize the potential impact of interactions with other drugs that are commonly used by persons with diabetes.
  

       Diabetes: Nutrition and Exercise Therapy (3 contact hours for $12 )
     
  • To recognize medical nutrition goals for people with diabetes.
  • To identify the role of insulin and food sources in nutrition.
  • To discuss the rationale underlying carbohydrate counting and exchange lists.
  • To state adjustments to meal planning that should be made during an acute illness.
  • To recognize the benefits of exercise for persons with diabetes.
  • To identify methods of minimizing exercise induced risk.
  • To state exercise safety recommendations for persons taking antidiabetes agents.
  

       Liver Disease (4 contact hours for $16 )
     
  • Describe the normal anatomy of the liver.
  • Recognize the normal physiologic functions of the liver, including its role in bile formation and secretion, metabolism, vitamin storage, coagulation, and detoxification.
  • Discuss the pathophysiology, and diagnosis of specific pathologic conditions that affect the liver,including cirrhosis, hepatitis, carcinoma, Wilson's disease, alpha 1-antitrypsin deficiency, and intrahepatic biliary dysplasia.
  • Recognize complications of liver decompensation, including, portal hypertension, esophageal varices, hepatic encephalopathy, and ascites.
  • State measures to prevent food-borne and blood-borne hepatitis.
  

       Understanding Liver Function Tests  (3 contact hours for $12 )
     
  • Identify the primary functions of the liver.
  • Recognize types of diseases that cause liver dysfunction.
  • Differentiate between true tests of liver function and tests that are indicators of liver disease.
  • Identify normal values for liver function tests.
  • Recognize the role of albumin in the blood.
  • Describe the purpose of protein electrophoresis.
  • State the purpose of an A/G ratio.
  • Describe the normal pathway for the production and excretion of bilirubin.
  • Differentiate between unconjugated and conjugated bilirubin.
  • Recognize the importance of measuring liver enzymes as indicators of liver damage.
  • Describe the process used during a liver biopsy.
  

       Understanding Renal Function Tests (3 contact hours for $12 )
     
  • Describe the function of the kidney.
  • Identify characteristics of the following degrees of renal dysfunction: diminished renal reserve,renal insufficiency, renal failure, and end-stage renal disease.
  • Identify normal values for the following renal function tests: Blood urea nitrogen (BUN), serum and urine creatinine, creatinine clearance, urinary urea nitrogen and nitrogen balance, serum and urine osmolality, serum and urinary uric acid.
  • Compare and contrast factors that affect the BUN and serum creatinine levels.
  • Give examples of changes in serum and urine osmolality and propose appropriate nursing interventions.
  

       Understanding Urinalysis (4 contact hours for $16 )
     
  • Recognize the value of urinalysis as a screening examination for renal and nonrenal diseases.
  • Recognize types of urine specimens and methods of collection.
  • Differentiate between macroscopic and microscopic urine examinations.
  • Identify reference values for a normalurinalysis.
  • Interpret the meaning of abnormal findings on a urinalysis.
  • Recognize nursing diagnoses and propose interventions for patients with abnormal urine test findings.
  

       Urinary Incontinence in the Elderly (3 contact hours for $12 )
     
  • Define urinary incontinence (UI) according to the Agency for Health Care Policy and Research (AHCPR).
  • Estimate the prevalence and cost of urinary incontinence (UI).
  • Describe literature and research of nurses' knowledge of UI in elderly patients.
  • Differentiate between the sudden onset UI and the chronic UI.
  • Identify the characteristics of the 6 types of UI.
  • Recognize history, lab tests, and physical exam pertinent to UI.
  • Describe how a health professional may individualize treatment/service plans for elderly patients in different levels of care.
  • Identify when basic evaluation is not sufficient, and know to whom to refer patients.
  

  Medical/Surgical
       Adolescents with Down Syndrome (3 contact hours for $12 )
     
  • Identify specific neurological, sensory, orthopedic, cardiac, respiratory, autoimmune, mental health, dental, and oncological health risks of adolescents with Down syndrome, and describe appropriate nursing interventions related to these risks.
  • Cite the health care guidelines established by the National Down Syndrome Society for adolescents with Down syndrome, and highlight nursing interventions to address these guidelines.
  • Identify specific recommendations for effective weight management in teens with Down syndrome.
  • Cite three key points regarding the relationship between academic learning, adaptive skills, and cognitive development in adolescents with Down syndrome.
  • Identify key components of self-competence in adolescents and identify nursing strategies to promote self-competence.
  • Describe social settings and activities that are effective in promoting friendship opportunities for teens with Down syndrome.
  • Describe significant issues surrounding intimacy and sexuality for adolescents with Down syndrome, and identify potential nursing interventions.
  • Describe the factors that increase the risk for sexual or physical abuse in teens with Down syndrome, and identify effective teaching strategies to reduce those risks.
  • Describe the transition process designed to prepare the adolescent to leave the school system and enter the work force.
  

       Adults with Down Syndrome (3 contact hours for $12 )
     
  • Identify specific neurological, sensory, orthopedic, cardiac, respiratory, autoimmune, mental health, dental, and oncological health risks of adults with Down syndrome, and describe appropriate nursing interventions related to these risks.
  • Describe the impact of Alzheimer’s syndrome on adults with Down syndrome and identify corresponding nursing interventions to address these impacts.
  • Discuss the health care guidelines established by the National Down Syndrome Society for adults with Down syndrome, and highlight nursing interventions to address these guidelines.
  • Describe nursing implications inherent in the decreased life expectancy, premature aging, and Alzheimer’s disease common to adults with Down syndrome.
  • List specific nursing recommendations that address weight management for adults with Down syndrome.
  • Define nursing interventions within each of the four components of community integration for an adult with Down syndrome.
  • List key questions that comprise the litmus test for measuring quality of life for adults with mental retardation.
  • Discuss the five components of the asset management model for housing and services for adults with Down syndrome, and identify nursing interventions within each component.
  • Outline the continuum of living arrangements available to adults with Down syndrome, and identify the nurse’s role in arranging the least restrictive environment.
  • Identify educational and supported employment options available to adults with Down syndrome, and discuss the nurse’s role in these areas.
  • Describe significant issues surrounding intimacy and sexuality for adults with Down syndrome, and identify potential nursing interventions.
  

       Analgesic Drugs and Pain Management (4 contact hours for $16 )
     
  • Recognize problems created by under-treating pain and identify individuals who are at greatest risk for having their pain under-treated.
  • Distinguish between nociceptive and neuropathic pain.
  • Identify 3 classifications of analgesic drugs.
  • Recognize how nonopioid analgesics differ from opioid analgesics.
  • Identify the mechanism of action, side effects, and maximum daily dose of acetaminophen.
  • Identify the relationship between aspirin and Reye’s syndrome.
  • Recognize the mechanism of action of nonsteroidal anti-inflammatory drugs (NSAIDs) and distinguish between nonselective and selective NSAIDS.
  • Identify common side effects of NSAIDs, ways to prevent and/or manage them and advantages and disadvantages of combining NSAIDs with opioid analgesics.
  • Discuss the concept of "opioid dose sparing."
  • Identify the mechanism of action of mu agonist opioid analgesics.
  • Discuss the concept of "analgesic ceiling."
  • List 3 opioid analgesics that are commonly used to treat severe escalating acute pain.
  • Discuss guidelines for using opioid analgesics and the concept of "titrating to effect" as it applies to opioid analgesics.
  • Recognize the rationale for avoiding using meperidine as an analgesic.
  • Discuss the value of giving analgesics on an around-the-clock rather than on a PRN basis to manage continuous pain.
  • Recognize common side effects associated with opioid analgesics and ways to manage side effects.
  • Recognize ways to assess respiratory depression in patients receiving opioid analgesics.
  • Distinguish among the terms "tolerance," "physical dependency," and "addiction."
  • Identify the percentage of patients who become addicted to opioids when receiving them under medical supervision.
  • Discuss conditions under which the following administration routes for opioid analgesics are used: oral, rectal, subcutaneous, intramuscular, intravenous, transdermal, and intrathecal.
  • Recognize nursing considerations for patients receiving opioid analgesics and identify ways in which patients receiving opioids can minimize adverse effects.
  • Discuss the mechanism of action of antidepressants and anticonvulsants in relation to pain management.
  • Evaluate the effect of the CDC opioid guidelines on your nursing practice.
  

       Aneurysmal Subarachnoid Hemorrhage (4 contact hours for $16 )
     
  • IDefine and describe the incidence of aneurysmal subarachnoid hemorrhage (aSAH)
  • Describe 3 ways in which cerebral aneurysms are classified by shape and size.
  • Identify warning signs and symptoms of aSAH.
  • List diagnostic criteria for confirmation of aSAH.
  • Explain initial treatment options (surgical and non-surgical) for aSAH.
  • List at least 5 interventions that are part of aneurysm precautions.
  • Describe cornerstones of evidence based management strategies for aSAH after initial treatment.
  

       Antiretroviral Drugs for HIV and AIDS (4 contact hours for $16 )
     
  • Recognize how HIV affects the immune system.
  • Describe how HIV is transmitted.
  • Identify the signs and symptoms of HIV infection and AIDS.
  • List AIDS-defining illnesses.
  • Discuss how the following classifications of antiretroviral drugs work: Nucleoside analogue reverse transcriptase inhibitors (NRTIs), Protease inhibitors (PIs), Non-nucleoside reverse transcriptase inhibitors (NNRTIs), Fusion inhibitors (FIs)
  • Describe factors involved in starting HIV drug treatment.
  • Identify the goal of highly active antiretroviral therapy (HAART).
  • Discuss the use of antiretroviral drugs during pregnancy.
  • Identify "black box" warnings for specific antiretroviral drugs.
  • Identify the influence of food, herbs, and drugs on antiretroviral therapy.
  • Discuss 3 types of antiretroviral regimen failure.
  • State 2 reasons why adherence to antiretroviral drug therapy is crucial.
  • Recognize ways healthcare professionals can help patients adhere to antiretroviral therapy.
  • Identify the meaning of the following terms: HIV infection, AIDS, AIDS defining illnesses, CD4+T cells, DNA, RNA, Nucleic acid, Reverse transcriptase, retrovirus, viral load, HAART.
  

       Biochemical Terrorism: An ER Resource (4 contact hours for $16 )
     
  • State the brief history of biochemical warfare.
  • Recognize first receivers roles that require special training.
  • Recognize symptoms or clusters of symptoms that may indicate the possibility of community or individual biochemical exposure.
  • Compare various biological agents, in terms of incubation period, signs, symptoms, sequelae and mode of transmission. Also recognize sources, availability of vaccine, if it's contagious between humans, and treatment.
  • Compare various nerve, blood, pulmonary and blister agents in terms of description, onset of symptoms post exposure, signs and symptoms and routes of exposure, decontamination and treatment.
  • Rank triage priorities and activities for the pre-hospital treatment of mass casualty patients.
  • Differentiate between pre-hospital management and emergency room management.
  • Name 2 antidotes and the signs and symptoms, as well as age range, for their use.
  • List factors that should be considered when giving follow-up instructions after treatment.
  • State methods of handling suspicious items.
  • List personal protective equipment (PPE) required for first receiver response to radiologic terrorism.
  • Identify common symptoms and methods of treatment associated with exposure to radioactive and nuclear agents.
  • Identify the purpose and information available on the Health Alert Network.
  

       Biological Warfare: Diseases as Weapons (4 contact hours for $16 )
     
  • State information related to preparing for an incidence of bioterrorism including clues to bioterrorism attack and the signs, symptoms, modes of transmission of high-priority agents of bioterrorism.
  • State information related to reporting of an incidence of bioterrorism, including the ways to contact the proper authorities and correctly document the incidence of bioterrorism.
  • State information related to the implementation of decontamination procedures, the identification of treatment locations and treatment personnel, the acquisition of treatment-related supplies, the awareness of any facility-organized response plans, and the development of a patient care plan to address the situation.
  • Recognize the potential threat of the release of biological diseases/agents to the United States population.
  • Describe Category A, B, and C biological treats as classified by the Centers for Disease Control and Prevention (CDC).
  • Identify 4 rationales for the assignment of biological diseases/agents to a Category A classification.
  • Identify the potential as a biological weapon, epidemiology, clinical course, and disease management for the following: Anthrax, Botulism, Plague, Smallpox, Tularemia, Viral hemorrhagic fever.
  

       Bladder Management after Spinal Cord Injury (3 contact hours for $12 )
     
  • Understand the basic relationship between spinal cord injury and problems with the urinary system and bladder function.
  • Explain the basic process of normal urination, including the anatomy and physiology of the bladder and it's nervous system control.
  • List the neurological changes that take place with supraspinal, suprasacral and infrasacral spinal cord injuries.
  • Describe the optimal initial bladder management strategies immediately after spinal cord injury, including during spinal shock.
  • List the factors to be considered in bladder training and management during the long-term recovery period after SCI.
  • Anticipate the problem of Autonomic Dysreflexia (AD) after SCI, including triggering factors, signs and symptoms, treatment options and prevention.
  • Discuss the incidence of urinary tract infections after SCI, including causes, signs and symptoms, assessment issues, treatment and prevention.
  

       Bloodsucking Leeches and Flesh Eating Maggots (3 contact hours for $12 )
     
  • Describe the characteristics of the medicinal leech.
  • Discuss the history of leech therapy.
  • Describe procedures for leech therapy in detail.
  • Identify 6 clinical uses of leech therapy.
  • Describe 4 complications/side effects of leech therapy.
  • Discuss the life cycle of the blowfly.
  • Discuss the history of maggot therapy.
  • Identify 4 clinical uses for maggot debridement therapy.
  • Describe details of procedures for maggot debridement therapy and maggot removal.
  • Describe 4 complications/side effects of maggot therapy.
  • Explain how documentation affects acceptance of new treatments and specify at least 6 appropriate documents.
  

       Breast Duct Carcinoma in-situ: DCIS (3 contact hours for $12 )
     
  • Define ductal carcinoma in situ (DCIS).
  • Identify basic breast anatomy, as it relates to DCIS.
  • Differentiate between different terms and language used to discuss DCIS.
  • List the DCIS subtypes and grades.
  • Discuss possible precipitating factors.
  • Differentiate between different methods of biopsy.
  • Describe the typical treatments for DCIS.
  • Describe the medications used to treat DCIS.
  • Explain the factors that influence the prognosis for DCIS.
  • Suggest several factors that may influence successful follow-up.
  

       Cancer Chemotherapy (5 contact hours for $20 )
     
  • To recognize 3 goals for the use of cytotoxic drugs in cancer treatment.
  • To identify and describe the phases of the cell life cycle.
  • To identify the advantages of combining cytotoxic drugs in cancer treatment.
  • To recognize 5 classifications of alkylating drugs.
  • To identify four types of biologic biological therapies used in cancer treatment.
  • To describe adjuvant, induction, consolidation, and maintenance cytotoxic drug regimens in cancer treatment.
  • To identity potential toxicities for frequently used cytotoxic drugs.
  • To describe 3 types of vascular access devices for the administration of cytotoxic drugs.
  • To identify the effects of chemotherapy and management strategies related to the following body systems: Hematopoeitic, Integumentary, Gastrointestinal, Cardiovascular, Neurological, Respiratory, Reproductive, and Urological.
  • To recognize symptoms of hypersensitivity reactions associated with cancer chemotherapy.
  • To state 6 goals for patient/family education when a patient is receiving cytotoxic drugs.
  • To describe 3 phases of clinical trials in cancer drug development.
  • To identify cancer chemotherapy resources for health care professionals and patients.
  

       Care of the Teenager using Street Drugs (3 contact hours for $12 )
     
  • Recognize the factors that make the topic of street drugs so emotionally intense.
  • Compare the drug influence on adolescent behavior from past decades to today.
  • Define "drugwise" and tell why it is a survival skill.
  • Identify the effects of popular street drugs today.
  • Recognize the problems of poly drug use in youth.
  • Explain the relationship between mental illness and drug use.
  • Describe risk-taking as a developmental task.
  • Differentiate a temporary drug-related psychosis from a true psychosis.
  • Understand the possible consequences of failure to illicit information about drug use.
  • Know the legalities of juveniles regarding healthcare related to drug problems.
  

       Cerebral Palsy in Children (3 contact hours for $12 )
     
  • Identify key characteristics of the four classic presentations of cerebral palsy.
  • Describe prenatal and pregnancy-related risk factors associated with cerebral palsy.
  • Discuss diagnostic tests used to establish a diagnosis of cerebral palsy.
  • List physical disabilities, developmental delays, and medical issues commonly associated with cerebral palsy in children.
  • Outline currently-accepted treatment modalities for children with cerebral palsy.
  • State professional recommendations regarding complementary and alternative treatments for children with cerebral palsy.
  • Describe the developmental and educational systems established to meet the needs of children with cerebral palsy, and identify the role of nurses in these settings.
  • Discuss effective case management for children with cerebral palsy, including implications of special needs trusts.
  • Discuss prognostic indicators that impact quality of life for children with cerebral palsy.
  • Identify appropriate online and print resources for professionals who work with children with cerebral palsy.
  • List appropriate online and print references, as well as support agencies, for parents of children with cerebral palsy.
  

       Children with Down Syndrome (3 contact hours for $12 )
     
  • Identify specific neurological, sensory, orthopedic, cardiac, respiratory, autoimmune, mental health, dental, and oncological health risks of children with Down syndrome, and describe appropriate nursing interventions related to these risks.
  • Cite the health care guidelines established by the National Down Syndrome Society for children with Down syndrome, and highlight nursing interventions to address these guidelines.
  • Identify specific recommendations for feeding and nutrition in youngsters with Down syndrome.
  • Discuss appropriate weight management strategies and physical activities for children with Down syndrome.
  • Describe developmental issues specific to children with Down syndrome, and identify beneficial therapies.
  • Outline services provided to children with Down syndrome through the early intervention program.
  • Identify supports available to children with Down syndrome through the public educational system and state services.
  

       Diabetes Treatments: Insulin and Oral Drugs (4 contact hours for $16 )
     
  • State the physiological effects of insulin.
  • Recognize basic elements of the pancreatic beta cell.
  • Compare and contrast insulin preparations based on source, type, and concentration.
  • Identify situations in which insulin is used.
  • Recognize indications for specific insulin products and insulin therapy regimens.
  • State appropriate administration and storage guidelines for insulin.
  • Recognize the advantages and disadvantages of an insulin pump.
  • Identify the mechanism of action, side effects, and clinical use of anti-diabetic oral agents.
  • Describe the use of combination therapy in patients with type 2 diabetes.
  • Recognize the potential impact of interactions with other drugs that are commonly used by persons with diabetes.
  

       Diabetes: Nutrition and Exercise Therapy (3 contact hours for $12 )
     
  • To recognize medical nutrition goals for people with diabetes.
  • To identify the role of insulin and food sources in nutrition.
  • To discuss the rationale underlying carbohydrate counting and exchange lists.
  • To state adjustments to meal planning that should be made during an acute illness.
  • To recognize the benefits of exercise for persons with diabetes.
  • To identify methods of minimizing exercise induced risk.
  • To state exercise safety recommendations for persons taking antidiabetes agents.
  

       End of Life Care (2 contact hours for $8 )
     
  • Define palliative care and discuss how it differs from curative care.
  • Explain the rights of patients for self-determination.
  • Discuss emotional, psychosocial, spiritual and family issues related to end of life.
  • List and explain the 3 levels of the WHO pain ladder.
  • Discuss the use of analgesia and adjuvant medications and treatments to relieve suffering.
  • List the requirements for advance directives.
  • Describe the options for advance directives.
  • List different options for care.
  • Describe hospice requirements and care provided.
  • Differentiate between some basic end of life laws in the states of Florida and West Virginia.
  

       Evidence Based Fall Prevention  (3 contact hours for $12 )
     
  • Identify and describe five types of falls
  • List the five levels of injuries scale established by National Database of Nursing Quality Indicators.
  • Describe the scope of inpatient fall injury and death that occurs in U.S. acute care hospitals.
  • List patient characteristics that are common in patients at high risk for fall.
  • Identify the major validated fall risk assessment tools used in hospitals.
  • Explain the components of a falls risk program to a patient.
  

       Heart Failure: Prevalence and Prevention (3 contact hours for $12 )
     
  • Describe the prevalence of heart failure.
  • Compare the three classification systems for HF.
  • Describe risk factors that predispose patients to HF.
  • Discuss the Renal Angiotensin Aldosterone System as a target for pharmacologic intervention.
  • Discuss pharmacologic and interventional strategies used to manage the effects of cardiac remodeling caused by hypertension, atherosclerosis, asymptomatic valve disease, substance abuse, etc
  • Contrast the effects of concentric remodeling with the effects of eccentric remodeling.
  

       Heart Failure: Psychological constructs (3 contact hours for $12 )
     
  • Identify the psychological constructs that increase the risk of heart failure (HF).
  • Discuss the identification of depression in nursing assessments.
  • Describe treatment options for depression and anxiety to prevent heart failure.
  • Describe a patient interaction that promotes positive well-being.
  • Apply principles of Positive Psychology to prevent HF in patients at risk for HF.
  • Discuss the relationship between an optimistic view and pessimistic one on quality of life of patient with HF.
  • List three quality of life measurements used with patients who have HF.
  

       Hemodynamic Monitoring: An Introduction (4 contact hours for $16 )
     
  • Discuss cardiac physiology as it relates to blood flow and hemodynamic monitoring.
  • Understand the terminology and normal values associated with hemodynamic monitoring.
  • Review methods of noninvasive hemodynamic monitoring.
  • Describe components, and purposes, of invasive monitoring, including arterial, central venous and pulmonary artery catheters.
  • Discuss issues related to nursing care for patients with invasive hemodynamic catheters.
  

       Hepatitis C: Prevention, Assessment & Treatment (3 contact hours for $12 )
     
  • Describe hepatitis C (HCV) and the mode of transmission.
  • Discuss the history of HCV.
  • Discuss the infectious process and genotypes.
  • List and describe 6 to 9 risk factors for HCV.
  • List 4 different types of HCV assessment tests and applications.
  • List and describe 5 to 8 primary symptoms/complications of HCV.
  • List and describe 3 types of treatment for HCV.
  • List and describe 5 to 7 prevention methods.
  

       High Altitude Sickness (2 contact hours for $8 )
     
  • Define high altitude sickness.
  • Describe the body’s acclimatization process.
  • List the 3 primary types of acute mountain sickness (AMS).
  • List 2 additional forms of altitude sickness.
  • Describe the symptoms of mild, moderate, and severe AMS.
  • Discuss symptoms and treatment for high altitude cerebral edema (HACE).
  • Discuss symptoms and treatment for high altitude pulmonary edema (HAPE).
  • List 3 medications used to treat High Altitude Sickness.
  • Describe the use of portable hyperbaric chambers.
  • Discuss high altitude effects on pre-existing conditions and contraindications for travel to high altitudes.
  • List 5 preventive measures against developing high altitude sickness.
  

       HIV/AIDS Update for Nurses (3 contact hours for $12 )
     
  • Describe various modes of transmission for HIV/AIDS.
  • Distinguish between different tests for HIV/AIDS.
  • Describe treatment and clinical management choices.
  • Recognize risk factors.
  • Describe prevention and infection control procedures.
  • Discuss Florida law on AIDS and the impact on testing, confidentiality, and treatment.
  • List Florida resources for persons/families with HIV/AIDS.
  

       HIV-Associated Neurocognitive Disorders (HAND) (2 contact hours for $8 )
     
  • Compare the AIDS/HIV statistics between the United States and the World, men and women, different races and sexual preferences.
  • Review symptoms of HIV related cognitive impairment.
  • List five intervention strategies for managing motor and behavior changes.
  • Describe the origin of, and management of, challenging behaviors exhibited by persons with HIV.
  • Identify the three cognitive symptoms of AIDS Dementia Complex.
  

       Hospice Care (3 contact hours for $12 )
     
  • Contrast the patient services provided by hospice care with those provided by Palliative care.
  • Describe the roles and functions of a hospice care team members.
  • Describe the services provided under the Hospice Medicare Benefit.
  • Discuss the levels of pain and their treatments often experienced by hospice patients.
  • Discuss emotional, psychosocial, spiritual and family issues related to end of life.
  • Discuss the ethical foundation of the patient's right to refuse life-sustaining treatment.
  • Discuss the significance of a living will, health care surrogate, and durable power of attorney for hospice patients.
  

       Hypo/Hyperthermia in the Elderly (3 contact hours for $12 )
     
  • Recognize why elderly patients have changes in body temperature regulation that make them susceptible to both hypothermia and hyperthermia.
  • Identify specific risk factors for hypothermia in the elderly.
  • Describe signs and symptoms of hypothermia.
  • Identify treatment for hypothermia.
  • List ways in which the elderly and their families/caregivers can reduce the risk of hypothermia.
  • Identify specific risk factors for hyperthermia in the elderly.
  • Recognize 5 categories of drugs that can increase hyperthermia risk in elderly patients.
  • Distinguish between heat stress, heat fatigue, heat syncope, heat exhaustion, and heat stroke.
  • Describe signs and symptoms of hyperthermia.
  • Identify treatment for hyperthermia.
  • List ways in which the elderly and their families/caregivers can reduce the risk of hyperthermia.
  

       Influenza: Not Just a Bad Cold (3 contact hours for $12 )
     
  • List high risk groups for flu and prevalence of the disease.
  • Define "pandemic" and state when they have occurred in the last century.
  • Describe the significance of a flu epidemic to the health care system in the U.S.
  • List the 3 types of flu.
  • Differentiate between antigenic drift and antigenic shift.
  • State the main method of flu transmission.
  • Differentiate between the signs and symptoms of a cold and the flu.
  • List diagnostic tests for influenza.
  • Identify some reliable strategies for influenza prevention in the health care setting.
  • Differentiate between different vaccine types and list indications and contraindications for each.
  • Describe respiratory hygiene and cough etiquette in healthcare settings.
  • List the basic drugs used for influenza antiviral treatment and the groups most likely to receive this treatment.
  • Describe basic uncomplicated flu treatment.
  

       Inhalant Abuse: Nursing Implications (3 contact hours for $12 )
     
  • Define inhalants.
  • Identify classes and examples of inhalants.
  • Recognize reasons why youths are using inhalants.
  • Describe the characteristics of a youth likely to start using.
  • Recognize inhalant research regarding gender and ethnicity.
  • Describe methods of inhalation and the most frequent site of usage.
  • Describe the effects of inhalants on the body.
  • Define inhalant intoxication, withdrawal, tolerance and addiction.
  • Describe the assessment process.
  • Identify emergency treatment.
  • Recognize fatal and long-term consequences of inhaling.
  • Correlate the relationship of inhalant abuse and delinquent behavior.
  • Describe keys to prevent inhalant abuse.
  

       Liver Disease (4 contact hours for $16 )
     
  • Describe the normal anatomy of the liver.
  • Recognize the normal physiologic functions of the liver, including its role in bile formation and secretion, metabolism, vitamin storage, coagulation, and detoxification.
  • Discuss the pathophysiology, and diagnosis of specific pathologic conditions that affect the liver,including cirrhosis, hepatitis, carcinoma, Wilson's disease, alpha 1-antitrypsin deficiency, and intrahepatic biliary dysplasia.
  • Recognize complications of liver decompensation, including, portal hypertension, esophageal varices, hepatic encephalopathy, and ascites.
  • State measures to prevent food-borne and blood-borne hepatitis.
  

       Medical Error: What You Need to Know (2 contact hours for $8 )
     
  • Identify "culture of safety" principles that can reduce human error and improve patient safety.
  • Discuss the scope of adverse events associated with health care in the United States.
  • Identify institutional barriers and other factors that impact the occurrence of medical errors.
  • Differentiate between Root-Cause Analysis and Failure Mode and Effects Analysis.
  • Compare the factors of human error and systems failure as causes of adverse events.
  • Recognize error-prone practice settings and situations.
  • Identify three common medication errors.
  • Discuss at least three ways medication errors can be prevented.
  • Clarify current responsibilities for reporting errors and "near-misses."
  • Suggest processes to improve patient outcome.
  • Recognize and discuss safety needs of special and/or high risk populations.
  • Discuss needs and methods for public education.
  

       Methamphetamine Use: What You Need to Know  (5 contact hours for $20 )
     
  • Recognize the extent of methamphetamine use in the United States.
  • Describe the forms of "meth."
  • Describe the various methods to ingest methamphetamine.
  • Identify sources of methamphetamine in the United States.
  • Describe the pharmacological action of methamphetamine.
  • Compare and contrast methamphetamine and cocaine.
  • Describe patterns of methamphetamine use.
  • List cardiovascular and other systemic effects from methamphetamine use.
  • Identify fetal, maternal and neonatal effects from meth exposure during pregnancy.
  • Identify the drug of choice for treating "meth" psychosis. List side effects of this medication.
  • List 8 potential long term effects from methamphetamine use.
  • Identify common components of treatment programs.
  

       Multiple Sclerosis: Caring for the Patient (4 contact hours for $16 )
     
  • To describe the epidemiology, incidence, and prevalence of MS.
  • To identify the etiology and pathophysiology of MS.
  • To state 4 disease course classifications for MS.
  • To describe 10 symptoms commonly experienced by persons with MS.
  • To identify 3 criteria used to establish a diagnosis of MS.
  • To recognize factors associated with more favorable and less favorable prognoses in MS.
  • To state principles of symptoms management for the following symptoms: fatigue, sensory problems and pain, sexual dysfunction, speech and swallowing problems, spasticity and tremor, visual disturbances and vertigo, bladder dysfunction, bowel dysfunction and cognitive impairment.
  • To state care management for acute MS exacerbations.
  • To identify 5 disease-modifying drugs used in MS therapy.
  • To state potential problems with adherence to disease-modifying therapy.
  • To describe psychosocial issues commonly experienced by persons with MS.
  • To state the impact of MS on family functioning.
  • To identify the incidence of MS associated depression.
  • To state principles of treatment for depression for persons with MS.
  • To state the goals of rehabilitation for a person with MS.
  • To identify roles of members of the rehabilitation team.
  • To recognize 5 challenges faced by the rehabilitation health team in providing care for persons with MS.
  

       Near-Death and Other Transpersonal Events (3 contact hours for $12 )
     
  • I Identify five archetypal transpersonal experiences surrounding death and dying
  • Describe four ancillary phenomena experience near the time of death..
  • Discuss research studies on the incidence, veridicality, and effects of these experiences
  • List the clinical impact of these experiences on the patient and family members.
  • Describe therapeutic approaches that can assist the patient and family to reconcile their subjective and objective experiences..
  • Identify key components of these experiences relevant to the medical record.
  

       Obesity: Etiology, Assessment, Medical Treatment (3 contact hours for $12 )
     
  • Identify obesity risks in adults and children
  • Identify the comorbidities of obesity
  • Identify the statistical risks associated with obesity
  • Discuss the training and infrastructure requirements to safely care for obese patients
  • Describe the most common types of bariatric surgery used in the US
  • Identify the malnutrition risks to the patient after surgery
  

       Otitis Media in Children (4 contact hours for $16 )
     
  • Describe the primary population affected by otitis media.
  • Estimate the cost of otitis media.
  • Review the normal pediatric auditory anatomy.
  • Describe the anatomy and physiology of the middle ear.
  • List the functions of the eustachian tube (ET).
  • Associate the anatomical structures in and near the eustachian tube with ET functions.
  • Relate the ways that fluid enters and leaves the ET with changes in pressure and risk of disease.
  • Describe the differences between pediatric and adult auditory anatomy.
  • Differentiate between AOM and OME.
  • List the three primary pathogens isolated from the middle ear. .
  • List hereditary and racial factors contributing to the development of OM.
  • List environmental factors contributing to the development of OM.
  • Describe the benefit of pneumatic otoscopy.
  • List two methods of collecting indirect evidence of middle ear fluid.
  • List two methods of collecting direct evidence of middle ear fluid.
  • Suggest a logical sequence for performing an auditory physical assessment of a child.
  • Describe the medical treatment of AOM and OME.
  • List the first and second line antibiotics.
  • Describe some of the surgical treatments of OM.
  • Suggest some preventive measures against contracting OM.
  

       PICC Line Care and Maintenance (3 contact hours for $12 )
     
  • Describe the indications and contraindications of PICC lines.
  • Relate anatomical considerations in PICC line placement.
  • Discuss PICC line complications.
  • Explain care and management of the PICC line, including dressing change, cap change, flushing the catheter, and catheter removal.
  • Anticipate appropriate patient education associated with PICC lines, and formulate an applicable nursing care plan.
  

       Respiratory Assessment: Adult and Child (5 contact hours for $20 )
     
  • Recognize the principal structures of the respiratory system.
  • Describe the function of the respiratory system.
  • State 6 significant respiratory symptoms.
  • Identify 4 techniques used in a respiratory assessment.
  • Describe normal assessment findings for chest inspection.
  • Recognize disturbances in breathing rate and rhythm.
  • Describe normal assessment findings for chest palpation.
  • Describe normal assessment findings for chest percussion.
  • Differentiate among the following sounds heard and felt on percussion: resonant sounds; flat sounds; dull sounds; hyperresonant sounds; and tympanic sounds.
  • Describe normal assessment findings for chest auscultation.
  • Describe the characteristics and implications of the following abnormal breath sounds:crackles or rales; wheezes, rhonchi, stridor.
  • Describe the implications of the following transmitted voice sounds: whispered pectoriloquy,bronchophony, egophony.
  • Describe expected assessment findings for the following respiratory diseases: atelectasis,pneumonia, bronchitis, emphysema, pleural effusion,pneumothorax.
  • Recognize techniques that are helpful in doing a respiratory assessment on a child.
  

       Urinary Incontinence in the Elderly (3 contact hours for $12 )
     
  • Define urinary incontinence (UI) according to the Agency for Health Care Policy and Research (AHCPR).
  • Estimate the prevalence and cost of urinary incontinence (UI).
  • Describe literature and research of nurses' knowledge of UI in elderly patients.
  • Differentiate between the sudden onset UI and the chronic UI.
  • Identify the characteristics of the 6 types of UI.
  • Recognize history, lab tests, and physical exam pertinent to UI.
  • Describe how a health professional may individualize treatment/service plans for elderly patients in different levels of care.
  • Identify when basic evaluation is not sufficient, and know to whom to refer patients.
  

       West Nile Virus (4 contact hours for $16 )
     
  • Describe the epidemiology of West Nile virus (WNV).
  • List and describe 3 tests used for diagnosis of WNV.
  • Describe the transmission cycle.
  • Discuss 6 modes of transmission.
  • List and describe 3 different classes of WNV infection.
  • Describe West Nile Fever.
  • List and describe 3 types of severe neurological disorders.
  • Discuss the differences among meningitis, encephalitis, and acute flaccid paralysis.
  • Describe treatment that is currently available and being used in clinical trials.
  • List 2 common medications for CHF management and discuss actions of each medication, pediatric dosages and precautions.
  • Discuss risk factors.
  • Discuss 4 types of preventive measures.
  • Describe 4 types of insect repellents and guidelines for use.
  

  Pediatric/Perinatal
       Adolescents with Down Syndrome (3 contact hours for $12 )
     
  • Identify specific neurological, sensory, orthopedic, cardiac, respiratory, autoimmune, mental health, dental, and oncological health risks of adolescents with Down syndrome, and describe appropriate nursing interventions related to these risks.
  • Cite the health care guidelines established by the National Down Syndrome Society for adolescents with Down syndrome, and highlight nursing interventions to address these guidelines.
  • Identify specific recommendations for effective weight management in teens with Down syndrome.
  • Cite three key points regarding the relationship between academic learning, adaptive skills, and cognitive development in adolescents with Down syndrome.
  • Identify key components of self-competence in adolescents and identify nursing strategies to promote self-competence.
  • Describe social settings and activities that are effective in promoting friendship opportunities for teens with Down syndrome.
  • Describe significant issues surrounding intimacy and sexuality for adolescents with Down syndrome, and identify potential nursing interventions.
  • Describe the factors that increase the risk for sexual or physical abuse in teens with Down syndrome, and identify effective teaching strategies to reduce those risks.
  • Describe the transition process designed to prepare the adolescent to leave the school system and enter the work force.
  

       Adults with Down Syndrome (3 contact hours for $12 )
     
  • Identify specific neurological, sensory, orthopedic, cardiac, respiratory, autoimmune, mental health, dental, and oncological health risks of adults with Down syndrome, and describe appropriate nursing interventions related to these risks.
  • Describe the impact of Alzheimer’s syndrome on adults with Down syndrome and identify corresponding nursing interventions to address these impacts.
  • Discuss the health care guidelines established by the National Down Syndrome Society for adults with Down syndrome, and highlight nursing interventions to address these guidelines.
  • Describe nursing implications inherent in the decreased life expectancy, premature aging, and Alzheimer’s disease common to adults with Down syndrome.
  • List specific nursing recommendations that address weight management for adults with Down syndrome.
  • Define nursing interventions within each of the four components of community integration for an adult with Down syndrome.
  • List key questions that comprise the litmus test for measuring quality of life for adults with mental retardation.
  • Discuss the five components of the asset management model for housing and services for adults with Down syndrome, and identify nursing interventions within each component.
  • Outline the continuum of living arrangements available to adults with Down syndrome, and identify the nurse’s role in arranging the least restrictive environment.
  • Identify educational and supported employment options available to adults with Down syndrome, and discuss the nurse’s role in these areas.
  • Describe significant issues surrounding intimacy and sexuality for adults with Down syndrome, and identify potential nursing interventions.
  

       Animated Cardiac Development (1 contact hours for $4 )
     
  • Describe the primitive cardiac tube, and its early growth in length, shape and function.
  • Differentiate the early structures that transform the single chamber into the four chambered pump.
  • Associate the openings between the heart's early chambers, andthe walls that eventually separate those chambers.
  • Describe the tissue growth that separates venous from arterial blood flow.
  • Relate embyrological events to potential cardiac defects in the fetus and newborn.
  

       Care of the Teenager using Street Drugs (3 contact hours for $12 )
     
  • Recognize the factors that make the topic of street drugs so emotionally intense.
  • Compare the drug influence on adolescent behavior from past decades to today.
  • Define "drugwise" and tell why it is a survival skill.
  • Identify the effects of popular street drugs today.
  • Recognize the problems of poly drug use in youth.
  • Explain the relationship between mental illness and drug use.
  • Describe risk-taking as a developmental task.
  • Differentiate a temporary drug-related psychosis from a true psychosis.
  • Understand the possible consequences of failure to illicit information about drug use.
  • Know the legalities of juveniles regarding healthcare related to drug problems.
  

       Cerebral Palsy in Children (3 contact hours for $12 )
     
  • Identify key characteristics of the four classic presentations of cerebral palsy.
  • Describe prenatal and pregnancy-related risk factors associated with cerebral palsy.
  • Discuss diagnostic tests used to establish a diagnosis of cerebral palsy.
  • List physical disabilities, developmental delays, and medical issues commonly associated with cerebral palsy in children.
  • Outline currently-accepted treatment modalities for children with cerebral palsy.
  • State professional recommendations regarding complementary and alternative treatments for children with cerebral palsy.
  • Describe the developmental and educational systems established to meet the needs of children with cerebral palsy, and identify the role of nurses in these settings.
  • Discuss effective case management for children with cerebral palsy, including implications of special needs trusts.
  • Discuss prognostic indicators that impact quality of life for children with cerebral palsy.
  • Identify appropriate online and print resources for professionals who work with children with cerebral palsy.
  • List appropriate online and print references, as well as support agencies, for parents of children with cerebral palsy.
  

       Children with Down Syndrome (3 contact hours for $12 )
     
  • Identify specific neurological, sensory, orthopedic, cardiac, respiratory, autoimmune, mental health, dental, and oncological health risks of children with Down syndrome, and describe appropriate nursing interventions related to these risks.
  • Cite the health care guidelines established by the National Down Syndrome Society for children with Down syndrome, and highlight nursing interventions to address these guidelines.
  • Identify specific recommendations for feeding and nutrition in youngsters with Down syndrome.
  • Discuss appropriate weight management strategies and physical activities for children with Down syndrome.
  • Describe developmental issues specific to children with Down syndrome, and identify beneficial therapies.
  • Outline services provided to children with Down syndrome through the early intervention program.
  • Identify supports available to children with Down syndrome through the public educational system and state services.
  

       Families w/ Disabled Children 2:Early Intervention (3 contact hours for $12 )
     
  • List factors that inhibit the parents’ readiness to form parent/professional partnerships.
  • Describe the three phases of parent/professional partnerships and identify appropriate nursing approaches for each stage.
  • List effective strategies for professionals to follow in their early interactions with parents of children with disabilities.
  • Define criteria for determining a child’s eligibility for the early intervention system.
  • Discuss eligibility criteria that must be met in order for the child to receive special education services through the school system.
  • Identify special services typically provided by states for children with disabilities.
  • Identify the four key components of the Turnbulls’ Empowerment Model, and describe nursing implications within each component.
  

       Families with Disabled Children 1: Grieving (3 contact hours for $12 )
     
  • Describe the five stages of grief following the diagnosis of disability in a child, and identify appropriate nursing interventions for each stage.
  • List the four dimensions of families in Turnbulls’ Family System Framework, and discuss nursing implications for each dimension.
  • Discuss stressors identified by families of children with disabilities, and give examples of nursing interventions to reduce stress on the family.
  • Identify expectations common to parents of children with disabilities, and discuss the implications of these expectations for nurses .
  

       Families with Disabled Children 3: Integration (3 contact hours for $12 )
     
  • Describe modern guidelines for professional practice that can be used to maintain an effective working relationship with parents of children with special needs.
  • Describe effective nursing strategies to ensure successful home visits with families.
  • Discuss appropriate guidelines for telephone calls to family members of the child with disabilities.
  • Outline principles to follow when using partnership mail with family members.
  • List eight skills parents need to master in order to become effective advocates for their child.
  • Define the five levels of Greenspan’s pyramid model of integrated developmental intervention, and discuss relevant nursing strategies for each level.
  

       Hormones of Pregnancy (6 contact hours for $24 )
     
  • Recognize the value of health professionals understanding and educating their patients and their families about hormone activity during pregnancy.
  • Review basic terms and concepts about endocrine activity.
  • Indicate where specific glands are located in the body.
  • Differentiate between the hormone activityinvolved in the normal menstrual cycle, and the hormone activity occurring immediately after conception.
  • Describe the features of the placental/fetal unit and compare the protein and steroid hormones.
  • Discuss the major activity of estrogen,progesterone, hCG, and HPL.
  • Describe the activity of the hypothalamus.
  • Compare the tissues and hormonal activity of the anterior and posterior pituitary glands, including FSH, LH, TSH, PRL, ACTH, GH, oxytocin and ADH.
  • Discuss the major hormones of the thyroid, parathyroid, pancreas, and adrenal glands with respect to their actions during pregnancy.
  • Differentiate between hormones and prostaglandins, and describe the activity of prostaglandins during pregnancy.
  

       Influenza: Not Just a Bad Cold (3 contact hours for $12 )
     
  • List high risk groups for flu and prevalence of the disease.
  • Define "pandemic" and state when they have occurred in the last century.
  • Describe the significance of a flu epidemic to the health care system in the U.S.
  • List the 3 types of flu.
  • Differentiate between antigenic drift and antigenic shift.
  • State the main method of flu transmission.
  • Differentiate between the signs and symptoms of a cold and the flu.
  • List diagnostic tests for influenza.
  • Identify some reliable strategies for influenza prevention in the health care setting.
  • Differentiate between different vaccine types and list indications and contraindications for each.
  • Describe respiratory hygiene and cough etiquette in healthcare settings.
  • List the basic drugs used for influenza antiviral treatment and the groups most likely to receive this treatment.
  • Describe basic uncomplicated flu treatment.
  

       Inhalant Abuse: Nursing Implications (3 contact hours for $12 )
     
  • Define inhalants.
  • Identify classes and examples of inhalants.
  • Recognize reasons why youths are using inhalants.
  • Describe the characteristics of a youth likely to start using.
  • Recognize inhalant research regarding gender and ethnicity.
  • Describe methods of inhalation and the most frequent site of usage.
  • Describe the effects of inhalants on the body.
  • Define inhalant intoxication, withdrawal, tolerance and addiction.
  • Describe the assessment process.
  • Identify emergency treatment.
  • Recognize fatal and long-term consequences of inhaling.
  • Correlate the relationship of inhalant abuse and delinquent behavior.
  • Describe keys to prevent inhalant abuse.
  

       Methamphetamine Use: What You Need to Know  (5 contact hours for $20 )
     
  • Recognize the extent of methamphetamine use in the United States.
  • Describe the forms of "meth."
  • Describe the various methods to ingest methamphetamine.
  • Identify sources of methamphetamine in the United States.
  • Describe the pharmacological action of methamphetamine.
  • Compare and contrast methamphetamine and cocaine.
  • Describe patterns of methamphetamine use.
  • List cardiovascular and other systemic effects from methamphetamine use.
  • Identify fetal, maternal and neonatal effects from meth exposure during pregnancy.
  • Identify the drug of choice for treating "meth" psychosis. List side effects of this medication.
  • List 8 potential long term effects from methamphetamine use.
  • Identify common components of treatment programs.
  

       Otitis Media in Children (4 contact hours for $16 )
     
  • Describe the primary population affected by otitis media.
  • Estimate the cost of otitis media.
  • Review the normal pediatric auditory anatomy.
  • Describe the anatomy and physiology of the middle ear.
  • List the functions of the eustachian tube (ET).
  • Associate the anatomical structures in and near the eustachian tube with ET functions.
  • Relate the ways that fluid enters and leaves the ET with changes in pressure and risk of disease.
  • Describe the differences between pediatric and adult auditory anatomy.
  • Differentiate between AOM and OME.
  • List the three primary pathogens isolated from the middle ear. .
  • List hereditary and racial factors contributing to the development of OM.
  • List environmental factors contributing to the development of OM.
  • Describe the benefit of pneumatic otoscopy.
  • List two methods of collecting indirect evidence of middle ear fluid.
  • List two methods of collecting direct evidence of middle ear fluid.
  • Suggest a logical sequence for performing an auditory physical assessment of a child.
  • Describe the medical treatment of AOM and OME.
  • List the first and second line antibiotics.
  • Describe some of the surgical treatments of OM.
  • Suggest some preventive measures against contracting OM.
  

       PSVT in the Pediatric Patient (3 contact hours for $12 )
     
  • Define PSVT.
  • Specify prevalence of PSVT in pediatric population, and age of onset.
  • Compare EKG characteristics of pediatric PSVT with normal pediatric EKG.
  • Compare and contrast normal cardiac conduction with abnormal conduction processes.
  • Explain two common mechanisms of initiation of PSVT.
  • Explain mechanism of WPW in relation to initiation of PSVT and describe how WPW is diagnosed and treated in the pediatric patient.
  • List elements of clinicalpresentation of PSVT in the infant, child and adolescent. Compare well-compensated patient to one who is displaying severe symptoms.
  • Describe severalself-treatments a child and family can be taught to convert PSVT to normal rhythm.
  • Describe immediate life support and diagnostic measures necessary for the child with symptomatic PSVT.
  • Identify medications and other treatments used in treatment of PSVT, their dosages, indications and side-effects.
  • Compare and contrast developmental issues of child and pre-adolescent to older adolescent receiving treatment for PSVT. Specify recommended provider behaviors in each case.
  

       Respiratory Assessment: Adult and Child (5 contact hours for $20 )
     
  • Recognize the principal structures of the respiratory system.
  • Describe the function of the respiratory system.
  • State 6 significant respiratory symptoms.
  • Identify 4 techniques used in a respiratory assessment.
  • Describe normal assessment findings for chest inspection.
  • Recognize disturbances in breathing rate and rhythm.
  • Describe normal assessment findings for chest palpation.
  • Describe normal assessment findings for chest percussion.
  • Differentiate among the following sounds heard and felt on percussion: resonant sounds; flat sounds; dull sounds; hyperresonant sounds; and tympanic sounds.
  • Describe normal assessment findings for chest auscultation.
  • Describe the characteristics and implications of the following abnormal breath sounds:crackles or rales; wheezes, rhonchi, stridor.
  • Describe the implications of the following transmitted voice sounds: whispered pectoriloquy,bronchophony, egophony.
  • Describe expected assessment findings for the following respiratory diseases: atelectasis,pneumonia, bronchitis, emphysema, pleural effusion,pneumothorax.
  • Recognize techniques that are helpful in doing a respiratory assessment on a child.
  

       Telephone Triage (3 contact hours for $12 )
     
  • Describe the history of telephone triage.
  • State the variety of facilities that can offer telephone triage programs.
  • Describe the benefits and risks of telephone triage.
  • Discuss the six steps of the telephone triage process.
  • Explain the purpose of Quality Improvement (QI) and continuing education programs for telephone triage, and how quality can be monitored for optimum care.
  • Discuss key elements of sample protocols for: Fever (pediatric), Abdominal Pain, Rash, Difficulty Breathing (pediatric) and Chemicals in the Eye.
  • Differentiate between the Telephone Triage process and the Disease Management Model.
  • Discuss key issues related to nursing licensure and telephone triage.
  

       VSD: Effects, Assessment and Treatment (3 contact hours for $12 )
     
  • Describe the anatomy of the normal heart with respect to blood flow to and from the lungs.
  • Compare cyanotic heart defects with acyanotic heart defects.
  • Specify prevalence of ventricular septal defect (VSD) in the population.
  • Compare and contrast the flow of blood in the normal heart with blood flow in the heart affected by VSD.
  • Describe early effects of large VSDs; include reasons why children with VSD are prone to congestive heart failure (CHF).
  • Distinguish later effects of large VSDs.
  • Explain why VSDs in newborns are often not evident.
  • List diagnostic tools used to assess VSD.
  • List symptoms of congestive heart failure (CHF) in children.
  • List 2 common medications for CHF management and discuss actions of each medication, pediatric dosages and precautions.
  • Describe a palliative therapy for VSD.
  • Describe definitive therapy for VSD including risks and benefits.
  

  State-Specific Courses
       Analgesic Drugs and Pain Management (4 contact hours for $16 )
     
  • Recognize problems created by under-treating pain and identify individuals who are at greatest risk for having their pain under-treated.
  • Distinguish between nociceptive and neuropathic pain.
  • Identify 3 classifications of analgesic drugs.
  • Recognize how nonopioid analgesics differ from opioid analgesics.
  • Identify the mechanism of action, side effects, and maximum daily dose of acetaminophen.
  • Identify the relationship between aspirin and Reye’s syndrome.
  • Recognize the mechanism of action of nonsteroidal anti-inflammatory drugs (NSAIDs) and distinguish between nonselective and selective NSAIDS.
  • Identify common side effects of NSAIDs, ways to prevent and/or manage them and advantages and disadvantages of combining NSAIDs with opioid analgesics.
  • Discuss the concept of "opioid dose sparing."
  • Identify the mechanism of action of mu agonist opioid analgesics.
  • Discuss the concept of "analgesic ceiling."
  • List 3 opioid analgesics that are commonly used to treat severe escalating acute pain.
  • Discuss guidelines for using opioid analgesics and the concept of "titrating to effect" as it applies to opioid analgesics.
  • Recognize the rationale for avoiding using meperidine as an analgesic.
  • Discuss the value of giving analgesics on an around-the-clock rather than on a PRN basis to manage continuous pain.
  • Recognize common side effects associated with opioid analgesics and ways to manage side effects.
  • Recognize ways to assess respiratory depression in patients receiving opioid analgesics.
  • Distinguish among the terms "tolerance," "physical dependency," and "addiction."
  • Identify the percentage of patients who become addicted to opioids when receiving them under medical supervision.
  • Discuss conditions under which the following administration routes for opioid analgesics are used: oral, rectal, subcutaneous, intramuscular, intravenous, transdermal, and intrathecal.
  • Recognize nursing considerations for patients receiving opioid analgesics and identify ways in which patients receiving opioids can minimize adverse effects.
  • Discuss the mechanism of action of antidepressants and anticonvulsants in relation to pain management.
  • Evaluate the effect of the CDC opioid guidelines on your nursing practice.
  

       Antiretroviral Drugs for HIV and AIDS (4 contact hours for $16 )
     
  • Recognize how HIV affects the immune system.
  • Describe how HIV is transmitted.
  • Identify the signs and symptoms of HIV infection and AIDS.
  • List AIDS-defining illnesses.
  • Discuss how the following classifications of antiretroviral drugs work: Nucleoside analogue reverse transcriptase inhibitors (NRTIs), Protease inhibitors (PIs), Non-nucleoside reverse transcriptase inhibitors (NNRTIs), Fusion inhibitors (FIs)
  • Describe factors involved in starting HIV drug treatment.
  • Identify the goal of highly active antiretroviral therapy (HAART).
  • Discuss the use of antiretroviral drugs during pregnancy.
  • Identify "black box" warnings for specific antiretroviral drugs.
  • Identify the influence of food, herbs, and drugs on antiretroviral therapy.
  • Discuss 3 types of antiretroviral regimen failure.
  • State 2 reasons why adherence to antiretroviral drug therapy is crucial.
  • Recognize ways healthcare professionals can help patients adhere to antiretroviral therapy.
  • Identify the meaning of the following terms: HIV infection, AIDS, AIDS defining illnesses, CD4+T cells, DNA, RNA, Nucleic acid, Reverse transcriptase, retrovirus, viral load, HAART.
  

       Biochemical Terrorism: An ER Resource (4 contact hours for $16 )
     
  • State the brief history of biochemical warfare.
  • Recognize first receivers roles that require special training.
  • Recognize symptoms or clusters of symptoms that may indicate the possibility of community or individual biochemical exposure.
  • Compare various biological agents, in terms of incubation period, signs, symptoms, sequelae and mode of transmission. Also recognize sources, availability of vaccine, if it's contagious between humans, and treatment.
  • Compare various nerve, blood, pulmonary and blister agents in terms of description, onset of symptoms post exposure, signs and symptoms and routes of exposure, decontamination and treatment.
  • Rank triage priorities and activities for the pre-hospital treatment of mass casualty patients.
  • Differentiate between pre-hospital management and emergency room management.
  • Name 2 antidotes and the signs and symptoms, as well as age range, for their use.
  • List factors that should be considered when giving follow-up instructions after treatment.
  • State methods of handling suspicious items.
  • List personal protective equipment (PPE) required for first receiver response to radiologic terrorism.
  • Identify common symptoms and methods of treatment associated with exposure to radioactive and nuclear agents.
  • Identify the purpose and information available on the Health Alert Network.
  

       Biological Warfare: Diseases as Weapons (4 contact hours for $16 )
     
  • State information related to preparing for an incidence of bioterrorism including clues to bioterrorism attack and the signs, symptoms, modes of transmission of high-priority agents of bioterrorism.
  • State information related to reporting of an incidence of bioterrorism, including the ways to contact the proper authorities and correctly document the incidence of bioterrorism.
  • State information related to the implementation of decontamination procedures, the identification of treatment locations and treatment personnel, the acquisition of treatment-related supplies, the awareness of any facility-organized response plans, and the development of a patient care plan to address the situation.
  • Recognize the potential threat of the release of biological diseases/agents to the United States population.
  • Describe Category A, B, and C biological treats as classified by the Centers for Disease Control and Prevention (CDC).
  • Identify 4 rationales for the assignment of biological diseases/agents to a Category A classification.
  • Identify the potential as a biological weapon, epidemiology, clinical course, and disease management for the following: Anthrax, Botulism, Plague, Smallpox, Tularemia, Viral hemorrhagic fever.
  

       Domestic Violence Update for Nurses (2 contact hours for $8 )
     
  • Define domestic/intimate partner violence.
  • Discuss the prevalence of abuse, and consider the numbers of patients in his/her practice that may be either victims or perpetrators of domestic violence.
  • List four types of abuse.
  • Discuss assessment and screening procedures for determining whether a patient has any history of being either a victim, or a perpetrator, of domestic violence.
  • Explain the Florida state regulations in relation to reporting abuse for children, vulnerable adults, and adults in general.
  • Describe the steps for reporting abuse.
  • List at least 4 different intervention services in the state of Florida.
  • Describe how to provide vulnerable patients with information on, or how to refer such patients to, resources in the local community, such as: domestic violence centers and other advocacy groups, that
  

       End of Life Care (2 contact hours for $8 )
     
  • Define palliative care and discuss how it differs from curative care.
  • Explain the rights of patients for self-determination.
  • Discuss emotional, psychosocial, spiritual and family issues related to end of life.
  • List and explain the 3 levels of the WHO pain ladder.
  • Discuss the use of analgesia and adjuvant medications and treatments to relieve suffering.
  • List the requirements for advance directives.
  • Describe the options for advance directives.
  • List different options for care.
  • Describe hospice requirements and care provided.
  • Differentiate between some basic end of life laws in the states of Florida and West Virginia.
  

       Florida Nursing Laws and Rules (2 contact hours for $8 )
     
  • Identify the legal authority from which the individual states derive the power to regulate health care within their jurisdiction
  • Define police power.
  • Describe the purpose of the Nurse practice act.
  • Cite the chapter number of Florida law that contains the Florida Nurse Practice Act.
  • Contrast the powers and duties of the Board of Nursing with those of nursing organizations.
  • Describe the role of the National Council of State Boards of Nursing.
  • Define the term "Professional" as described in Florida statute Title XXXII, Chapter 456.001.
  • List 5 activities identified within the scope of "professional nursing".
  • List 2 activities identified within the scope of "practical nursing".
  • Differentiate the scope of practice of an "Advanced registered nurse practitioner" from that of "professional nursing".
  

       Hepatitis C: Prevention, Assessment & Treatment (3 contact hours for $12 )
     
  • Describe hepatitis C (HCV) and the mode of transmission.
  • Discuss the history of HCV.
  • Discuss the infectious process and genotypes.
  • List and describe 6 to 9 risk factors for HCV.
  • List 4 different types of HCV assessment tests and applications.
  • List and describe 5 to 8 primary symptoms/complications of HCV.
  • List and describe 3 types of treatment for HCV.
  • List and describe 5 to 7 prevention methods.
  

       HIV/AIDS Update for Nurses (3 contact hours for $12 )
     
  • Describe various modes of transmission for HIV/AIDS.
  • Distinguish between different tests for HIV/AIDS.
  • Describe treatment and clinical management choices.
  • Recognize risk factors.
  • Describe prevention and infection control procedures.
  • Discuss Florida law on AIDS and the impact on testing, confidentiality, and treatment.
  • List Florida resources for persons/families with HIV/AIDS.
  

       HIV-Associated Neurocognitive Disorders (HAND) (2 contact hours for $8 )
     
  • Compare the AIDS/HIV statistics between the United States and the World, men and women, different races and sexual preferences.
  • Review symptoms of HIV related cognitive impairment.
  • List five intervention strategies for managing motor and behavior changes.
  • Describe the origin of, and management of, challenging behaviors exhibited by persons with HIV.
  • Identify the three cognitive symptoms of AIDS Dementia Complex.
  

       Influenza: Not Just a Bad Cold (3 contact hours for $12 )
     
  • List high risk groups for flu and prevalence of the disease.
  • Define "pandemic" and state when they have occurred in the last century.
  • Describe the significance of a flu epidemic to the health care system in the U.S.
  • List the 3 types of flu.
  • Differentiate between antigenic drift and antigenic shift.
  • State the main method of flu transmission.
  • Differentiate between the signs and symptoms of a cold and the flu.
  • List diagnostic tests for influenza.
  • Identify some reliable strategies for influenza prevention in the health care setting.
  • Differentiate between different vaccine types and list indications and contraindications for each.
  • Describe respiratory hygiene and cough etiquette in healthcare settings.
  • List the basic drugs used for influenza antiviral treatment and the groups most likely to receive this treatment.
  • Describe basic uncomplicated flu treatment.
  

       Medical Error: What You Need to Know (2 contact hours for $8 )
     
  • Identify "culture of safety" principles that can reduce human error and improve patient safety.
  • Discuss the scope of adverse events associated with health care in the United States.
  • Identify institutional barriers and other factors that impact the occurrence of medical errors.
  • Differentiate between Root-Cause Analysis and Failure Mode and Effects Analysis.
  • Compare the factors of human error and systems failure as causes of adverse events.
  • Recognize error-prone practice settings and situations.
  • Identify three common medication errors.
  • Discuss at least three ways medication errors can be prevented.
  • Clarify current responsibilities for reporting errors and "near-misses."
  • Suggest processes to improve patient outcome.
  • Recognize and discuss safety needs of special and/or high risk populations.
  • Discuss needs and methods for public education.
  

       Telephone Triage (3 contact hours for $12 )
     
  • Describe the history of telephone triage.
  • State the variety of facilities that can offer telephone triage programs.
  • Describe the benefits and risks of telephone triage.
  • Discuss the six steps of the telephone triage process.
  • Explain the purpose of Quality Improvement (QI) and continuing education programs for telephone triage, and how quality can be monitored for optimum care.
  • Discuss key elements of sample protocols for: Fever (pediatric), Abdominal Pain, Rash, Difficulty Breathing (pediatric) and Chemicals in the Eye.
  • Differentiate between the Telephone Triage process and the Disease Management Model.
  • Discuss key issues related to nursing licensure and telephone triage.