|
Available
Courses
|
|
Featured
Courses |
 End-of-Life Care Decisions: Advance Directives Changes and the New MOST Form
This course provides a detailed overview of recent changes to North Carolina`s end-of-life laws, including a thorough discussion of the new Medical Orders for Scope of Treatment (MOST) form. These cha..
|
Treating Type II Diabetes
Dr. John B. Buse, President of the American Diabetes Association, spoke at a dinner meeting on April 1, 2008 at the Cape Fear Country Club in Wilmington, NC. Participants have the option to earn 1.5 h..
|
|
AHEConnectsm
Courses |
Performance Coaching for Healthcare Professionals
(formerly Coaching to Win)
Learn specific skills necessary to be an effective healthcare team coach. Review a coaching session process that will ensure success for you, your employee, your team, and your organization.
Learning Objectives:
- Describe the role, behaviors, and responsibilities of a coach in relationship to the team
- Identify the elements of a successful performance game plan for the coaching session
- Identify steps of a coaching session and write an Action Plan
- Apply components of a successful coaching session
|
Addressing Barriers to Learning: A. A Comprehensive Approach to School Mental Health
This course is one of ten in the School Mental Health Training Series. It is designed as an aid for training leaders and staff about a comprehensive, multifaceted, school-based approach to promote mental health and address barriers to learning. Learn to consider what you can do in schools to improve the mental health climate for students and faculty.
Learning Objectives:
- Identify fundamental concepts essential to developing a comprehensive approach to addressing barriers to learning
- Explain how current policy marginalizes promotion of mental health and other learning supports and what needs to be done to integrate such activity into school reform
- Describe the basic frameworks designed to expand current thinking about policy, research, and practice related to addressing barriers to learning
- Explain how current school and community infrastructure need to be modified to ensure a comprehensive approach is developed and maintained
- Describe how to operationalize a learning support framework |
Addressing Barriers to Learning: B. Depression and Suicide in Children and Youth
This course is one of ten in the School Mental Health Training Series. It is designed to provide information on depression and suicide in children and adolescents. You will learn how to support students with depression, develop prevention strategies for childhood and teen suicide and deal with the aftermath of a student suicide.
Learning Objectives:
- Discuss the need to address suicide in the public schools
- Identify the risk factors for suicide in children and youth
- Identify strategies to prevent suicide in children and adolescents and to deal with the aftermath of a student suicide
- Identify the symptoms of depression in children and adolescents
- Identify the factors affecting the onset and severity of depression in children and youth
- Identify interventions with and responses to children and adolescents with depression |
Addressing Barriers to Learning: C. Supporting Students with Disruptive Behaviors - Anxiety Disorde...
This course is one of ten in the School Mental Health Training Series: Addressing Barriers to Learning. It is designed to provide information on anxiety disorders and bipolar disorder in children and adolescents. You will have a better understanding of students with these disorders. Learn how to support students with one or more of these conditions in the school setting in order to maximize the students’ education.
Learning Objectives:
- Identify common human emotions and describe four features of emotions
- Discuss developmental issues related to affect and emotional regulation
- Describe the developmental perspective on childhood disorders as it relates to anxiety and bipolar disorders
- Describe the features and treatment of anxiety and bipolar disorders in children and adolescents
- Discuss the role of school personnel in supporting students with anxiety and bipolar disorders |
Addressing Barriers to Learning: D. Helping Students Cope with Disruptive Behaviors - Attention Def...
This course is one of ten in the School Mental Health Training Series: Addressing Barriers to Learning. It is designed to provide information on ADHD, oppositional defiant disorder and conduct disorders in children and adolescents. You will gain a better understanding of students with ADHD, ODD or CD. Learn to consider how to support students with one or more of these conditions in the school setting in order to maximize the students’ education.
Learning Objectives:
- Identify and classify disruptive behavior disorders
- Discuss the symptoms, diagnosis and causes of ADHD
- Describe four types of treatments and interventions for children with ADHD
- Discuss the symptoms, diagnosis and causes of Oppositional Defiant Disorder and Conduct Disorders
- Describe three evidence-based interventions and other relevant treatments for ODD and CD
|
Addressing Barriers to Learning: E. Risk and Resiliency Factors, Crisis Intervention and Follow-up ...
This course is one of ten in the School Mental Health Training Series: Addressing Barriers to Learning. Learn to better understand the risky behavior of children and adolescents and how to counteract that behavior with resiliency factors. You will become better able to help children and adolescents who have experienced traumatic events. Group crisis debriefing will be introduced and explained.
Learning Objectives:
- Identify risk factors and risky behaviors in youth
- Understand adolescent development and assess adolescent functioning level
- Respond and talk to children and adolescents about traumatic events that occur in their lives
- Become a skilled helper for children and adolescents who have experienced a traumatic event
- Conduct a group crisis debriefing using the three-step NOVA model to decrease the incidence of acute and post-traumatic stress soon after a critical incident |
Addressing Barriers to Learning: F. Through Communication
This course is one of ten in the School Mental Health Training Series: Addressing Barriers to Learning. The focus is on communication and how it can help or hinder the learning process. Learners will examine models of communication, aspects of effective communication, common barriers to communication, strategies to overcome those barriers, and tools to assist in effective communication. You will gain a better understanding of using communication to address barriers to learning.
Learning Objectives:
-Identify models of communication and how Transactional Analysis and faulty patterns of communication fit into those models
- Identify ways of responding to ‘nasty people’
- Determine how to deal with gender differences and assertiveness in communication
- Identify barriers to communication and ways to address those barriers
- Discuss how to address conflict through communication
- Examine five tools that can be used to enhance communication |
Addressing Barriers to Learning: G. Through Positive Behavioral Intervention
This course is one of ten in the School Mental Health Training Series: Addressing Barriers to Learning. You will examine concepts in behavioral technology and their application. You will learn potential misperceptions and misapplications of behavioral principles and examine accurate information about behavioral techniques, and how to use functional behavioral assessment to better understand why a behavior occurs and how to change it.
Learning Objectives:
- Identify some common misconceptions about and misapplications of behavioral principles behavioral intervention
- Define types of consequences and the key role they play in behavioral intervention
- Use anecdotal recordings, ABC profiles and functional behavioral analysis to identify solutions for problem behavior
- Examine positive behavioral intervention in the classroom |
Addressing Barriers to Learning: H. Helping Students Cope With Substance Abuse
This course is one of ten in the School Mental Health Training Series: Addressing Barriers to Learning. Learners will better understand the problem of adolescent substance abuse, especially considering the growing science-based knowledge of addiction. You will examine addiction specifically pertaining to adolescents. Screening and assessment of adolescent substance abuse and prevention techniques will also be examined.
Learning Objectives:
- Describe the extent and scope of the problem of adolescent substance abuse
- Describe advances in our science-based understanding of addiction
- Identify the unique aspects of addiction in adolescents
- Examine screening and assessment protocols and tools for adolescent substance abuse
- Identify techniques to prevent adolescent substance abuse |
Addressing Barriers to Learning: I. Helping Students Cope With Emotional Trauma
This course is one of ten in the School Mental Health Training Series: Addressing Barriers to Learning. It examines two causes of emotional trauma: bullying and harassment, and neglect and abuse. Learn the definitions of bullying and harassment and how to respond to and prevent bullying and harassment in the school setting. Learn to understand trauma and its effect on children, especially in the school setting.
Learning Objectives:
- Define bullying and harassment and the professional and legal roles of teachers
- Identify actions and plans in responding to and preventing bullying and harassment
- Define and identify signs and symptoms of neglect and abuse
- Define trauma in children and factors that impact how a child deals with trauma
- Identify the effects of trauma on behavior, the brain, development and the environment |
Addressing Barriers to Learning: J. Addressing Cultural Diversity in School Mental Health
This is of the courses in the School Mental Health Training Series: Addressing Barriers to Learning. This module will focus on the relevance of diversity and multiculturalism in addressing school mental health. Background and theoretical information on how diversity and multiculturalism influence the scholastic experiences of K-12 students, particularly academic and personal/social development, will be provided. The manifestation of mental health issues, as they relate to diversity, will be presented. Finally, the reframing of students’ differences and obstacles into strengths and resources will be explored.
Learning objectives:
1. Explore cultural and mental health issues for four diverse populations.
2. Review the factors that impact mental health and school success.
3. Identify interventions that can be conducted with support from key stakeholders.
|
Addressing Barriers to Learning: K. Helping Students to Cope with Pregnancy and HIV/AIDS
Adolescence is the transition from childhood to adulthood and includes many challenges: physical, social, and emotional. Mental health can be adversely affected by these transitions and the additional stress of risk-taking behaviors. The life-altering events of unintentional pregnancy and HIV infection are the subjects of this module, including exploration of the effects of such events on adolescent mental health. Emphases will be placed on prevention measures as well as coping skills youth need to deal with these two particular health impacting issues.
Learning Objectives:
- Analyze state and national data specific to adolescent pregnancy and HIV/AIDS infection
- Identify characteristics of sexual risk-taking among adolescents
- Identify characteristics of (and/or curricula that utilize) best practices for reducing adolescent sexual risk taking
- Explain intervention strategies and resources to enhance students’ abilities to cope with unintended pregnancy and HIV infection |
Addressing Barriers to Learning: L. Addressing the Needs of Students with Eating Disorders
This course is intended to provide an overview of eating disorders: Causes, referral, research and treatment. and the steps to refer potential patients to qualified treatment providers. Information on how to work with students with eating disorders will be provided, including the role of the school and school personnel during and after treatment. The workshop will target ways to make school environments more supportive and less likely to trigger eating disorder behavior.
Objectives:
- Discuss the interaction between genetics, environment and personal differences in the emergence of an eating disorder.
- Identify major signs and symptoms of eating disorders and co-morbid psychological disorders that impact treatment.
- Define the principles underlying eating disorder treatment and how these principles apply to their interactions with eating disorder patients while they are at school.
- Identify specific alterations in the school environment that would reduce the risk of developing eating disorders among students. |
Addressing Barriers to Learning: M. Making the Change Toward Comprehensive School Mental Health
This course is part of the School Mental Health Training Series: Addressing Barriers to Learning. In this course, the learner will gain a basic understanding of systems theory and systems change. It will then show how systems change is applicable to implementing school mental health in schools. The course draws heavily upon the concept of implementing learning supports in schools developed by Dr. Howard Adelman and Dr. Linda Taylor, co-directors of the Center for Mental Health in Schools at UCLA. |
Assertive Community Treatment: An Evidence Based Practice
This course is an overview from the NC Evidence Based Practices Center of Assertive Community Treatment (ACT) and the ACT Resource Toolkit. The ACT toolkit is part of six evidence-based practices that have been developed at Dartmouth with Bob Drake and his associates with support from the Robert Wood Johnson Foundation, the Substance Abuse and Mental Health Services Administration (SAMHSA), and the National Association of State Mental Health Program Directors. The toolkits are designed to encourage community mental health programs serving patients with severe and persistent mental illnesses to learn and use these practices as a state of the art approach to serving this population.
Learning Objectives:
- Discuss overview of Assertive Community Treatment
- Recognize the six evidence-based practices presented in the ACT toolkit
- Understand the importance of learning about and using Assertive Community Treatment practices when serving persons with severe and persistent mental illnesses |
Assessing Organizational Readiness for Implementing Evidence Based Practices
This course from the NC Evidence Based Practices Center is an overview of assessing readiness for implementing evidence based practices used in treating persons with severe mental illness. Practice implementation process and factors influencing success are discussed in detail. Outcomes, evaluation and reporting processes are also discussed in the context of shaping and maintaining fidelity to the practice model. Readiness assessment is a helpful first step before an organization deploys one of the implementation toolkits developed by a national evidence based practice center at Dartmouth (Bob Drake and associates) with support from the Robert Wood Johnson Foundation, the Substance Abuse and Mental Health Services Administration (SAMHSA), and the National Association of State Mental Health Program Directors.
Learning Objectives:
- Define the role of evidence-based practices (EBPs) in the context of current mental health reforms
- Name the six domains of an implementation plan
- State the importance of evaluating fidelity to an evidence-based model
- Recognize challenges to implementing and sustaining an evidence-based practice |
Children and Domestic Violence Series: A. Trauma and Children
The effects on children of witnessing domestic violence are well-documented in the literature and not unlike those of experiencing physical abuse, which co-occurs in up to 60 percent of domestic violence cases. Trauma, including a child`s exposure to the victimization of one parent by the other, can have significant short and long-term consequences. Communities should be prepared to identify the needs of children and respond to their needs. This workshop, the first in a series of four workshops focused on children and domestic violence, will provide participants with a basic understanding of how trauma impacts children`s brains and thus their cognitive, emotional, behavioral and social development, including physical changes in brain function and structure.
Learning objectives
- Define impact on brain structure and function
- List emotional and developmental effects on children exposed to domestic violence
- Describe resiliency factors
- Define support strategies for domestic violence questions and concerns regarding offending or abusive parent |
Children and Domestic Violence Series: B. Assessment
In completing this module, we hope that you will develop some critical skills in identifying and screening common behavioral and emotional symptoms among youth exposed to domestic violence. We also hope that you will be able to provide feedback to caregivers to help them not only understand how domestic violence is affecting their child but also to help connect them with appropriate services and resources.
Learning objectives:
- Understand the rationale for assessment and screening.
- Understand the impact of domestic violence on children.
- Develop basic skills in administering screening tools to parents and children.
- Develop skills in providing feedback about the findings to the family and other service providers. |
Children and Domestic Violence Series: C. Behavior Management
Children exposed to domestic violence sometimes demonstrate a range of challenging behaviors. Utilizing behavior management techniques and teaching those techniques to the child’s parent are critical aspects of assisting families. In this workshop, participants will learn and be able to utilize a variety of techniques to employ in their work with parents as well as directly with children. This workshop is the third in a series focused on children and domestic violence but does not require completion of earlier courses.
Learning objectives:
• Examine impact of trauma
• Define behavior management principles and skills
• Apply principles and skills to a range of behaviors
• Identify adult learning principles to facilitate parental competence in behavior management
|
Children and Domestic Violence Series: D. Impact of Maternal Mental Health on Children Exposed to Do...
Victims of domestic violence are at significantly increased risk to develop a number of mental health issues. These issues can then compound the problems faced by their children in several ways. This course will explore the two most common mental health issues for domestic violence victims- Posttraumatic Stress Disorder and Depression- and examine the negative impact these can have on the parent child relationship, and various areas of the child’s development. In this course, participants will learn about the impact of domestic violence on women’s mental health and their attendant psychosocial needs, as well as evidence-based interventions to address maternal Post Traumatic Stress Disorder (PTSD) and depression.
Learning objectives:
- Describe how maternal mental illness can impact the parent child relationship
- Describe the basic concepts of attachment theory
- Understand how domestic violence and maternal mental illness can combine to cause insecurity in attachment relationships
- Identify specific strategies to restore maternal and child well-being that assist the mother in assuring the physical and emotional safety of her children |
Children and Domestic Violence Series: E. Legal Issues
This workshop will address the importance of understanding the legal needs of minors in homes with domestic violence. For example, victim advocates and other service providers working directly with children and adolescents, as well as those working with parents with children in the home, need to consider the unique legal concerns of minors exposed to domestic violence, such as the impact on school disciplinary hearings, juvenile court, minors’ access to domestic violence protective orders, custody and immigration rights, and other legal hearings. Serving only parental legal needs, or failing to ask the minor what concerns he or she may have that are different from the parent, may ignore significant barriers facing the family. Through completion of this course, service providers will learn how to recognize minors’ potential legal concerns, communicate with both child and parent without engaging in the unauthorized practice of law, and how to identify and communicate appropriate legal resources and referrals related to children and adolescents exposed to domestic violence. This workshop is the fifth in a series focused on children and domestic violence but does not require completion of earlier courses.
Learning Objectives:
- Better understand the legal impact of domestic violence on children and adolescents.
- Acquire basic legal advocacy skills for minors in cases of domestic violence.
- Effectively identify and communicate legal resources and referrals to |
Chronic Disease Prevention Program A: Myocardial Infarction
Myocardial Infarction (MI), commonly known as a heart attack, is the number one killer of both men and women in the United States. About one million people in the United States have a heart attack each year. This course explains what happens during an MI, what can be done to recover from MI, and what can be done to reduce the risk of having another MI. Being able to explain these things in plain language is important for helping people understand their illness and what can be done to recover and maintain health. Motivational interviewing is discussed and modeled in this course to show how this technique can be used with people who have had an MI to guide them towards healthier lifestyle choices.
Learning Objectives:
- Define myocardial infarction (MI) in plain language
- Examine signs, symptoms, and treatment of MI
- Describe healthy lifestyle choices for patients who have had an MI
- Demonstrate motivational interviewing for post-MI patients
Sponsors:
Original development of the program was funded collaboratively by Duke University, Division of Community Health, the University of South Carolina, School of Medicine and the Fullerton Foundation. Editing and modification of the existing course for this target audience (care managers) was funded via North Carolina Community Care Networks. |
Critical Access Hospitals: Challenges and Opportunities
The Balanced Budget Act of 1997 enacted legislation to support state-driven initiatives to strengthen our nation’s rural health care infrastructure. States are authorized to establish State Medicare Rural Hospital Flexibility Programs, commonly called the Flex Program. States can provide resources to develop and implement rural health care plans. Learn about Critical Access Hospitals, and how being a part of one can make a difference in rural health care.
Date of Release: 10/25/2007 Course Termination Date: 10/25/2009
System Requirements: Microsoft Windows based PC, preferably high speed Internet connection
Credit: Greensboro AHEC designates this activity for a maximum of 2.0 AMA PRA Category 1 Credits ™. Physicians should only claim credit commensurate with the extent of their participation in the activity.
Accreditation: This activity has been planned and implemented in accordance with the Essential Areas and Standards of the North Carolina Medical Society through the joint sponsorship of the Greensboro AHEC, the NC Office of Rural Health and Community Care, and FirstHealth of the Carolinas. The Greensboro AHEC is accredited by the North Carolina Medical Society to provide continuing medical education for physicians.
Disclosure: Greensboro AHEC adheres to ACCME Standards regarding industry support of continuing medical education. Angela Connor has no actual or potential conflict of financial interests in relation to this program. Speakers will also state when |
Duke Mental Health Webinar 01: Overview of Sleep Disorders
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State
At the completion of this program, the participant should be able to:
- Discuss common sleep disorders presenting in psychiatric practices.
- Examine successful management strategies for sleep disorder.
- Understand indications for sleep studies. |
Duke Mental Health Webinar 02: Metabolic Problems in Patients on Antipsychotic Medications
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State.
At the completion of the program, participants will be able to:
- Examine the prevalence of metabolic problems among patients on second generation antipsychotics
- Compare and understand different risk profiles associated with different antipsychotics.
- Discuss metabolic risk monitoring protocols for treating patients with second generation antipsychotics |
Duke Mental Health Webinar 03: Overview of Memory Impairment and Dementia
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State
At the completion of this program, the participant should be able to:
- Better understand potential risk factors for the development of dementia.
- Understand how to evaluate memory problems clinically and make diagnoses of dementia.
- Understand how to appropriately use cognitive enhancers as well as limitations of currently approved agents. |
Duke Mental Health Webinar 04: Psychopharmacology in the Medically Ill
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State
At the completion of the program, participants will:
- Be able to identify factors influencing choice of psychotropic medicine in patients with cardiac illness.
- Have an increased awareness of the importance of drug interactions in medical patients.
- Be able to discuss the approach to diagnosing and treating delirium.
|
Duke Mental Health Webinar 05: Medical Management of Substance Abuse
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State
At the completion of this program, the participant should be able to:
Understand:
- The need for evidence based interventions for substance dependence.
- Pharmacological interventions for substance dependence in clinical practice.
- Management of comorbid psychiatric disorders in substance-dependent patients. |
Duke Mental Health Webinar 06: ADHD in Children
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State
At the completion of this program, the participant should be able to:
- Appreciate potential biological substrates for pediatric ADHD.
- Understand current best practice (evidence based) treatments for pediatric ADHD.
- Understand the risk and benefits of approved and non-approved medications for pediatric ADHD. |
Duke Mental Health Webinar 07: Neuropsychiatric Symptoms in Dementia
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State
At the completion of this program, the participant should be able to:
- Review the evidence associated with the frequency and impact of neuropsychiatric symptoms (NPS) in people with dementia.
- Discuss the clinical research evidence regarding medication treatment in the management of NPS.
- Gain a practical approach to management that integrates effective medication therapies with other interventions. |
Duke Mental Health Webinar 08 Obsessive-Compulsive Disorder in Children and Adolescents
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State
At the completion of this program, the participant will:
- Understand the features of OCD and current research.
- Learn how to use effective assessment strategies and differential diagnosis.
- Learn the most effective treatments for OCD. |
Duke Mental Health Webinar 09: Towards a Better Understanding of Bipolar Disorder
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State
At the completion of this program:
1) Participants will be able to identify the DSM-IV-TR diagnostic criteria for bipolar disorder and be able to use common screening instruments in clinical practice.
2) Participants will review the prevalence of psychiatric and medical co-morbidities commonly found in bipolar disorders.
3) Summarize the efficacy, safety, and tolerability data describing conventional mood stabilizers and newer pharmacologic treatments for bipolar illnesses.
|
Duke Mental Health Webinar 10: Making Shift Happen: A Motivational Interviewing Primer for Mental H...
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State.
Objectives:
- Review the principles of change and the rationale for motivational interviewing.
- Discuss the philosophy and principles of motivational interviewing.
- Recognize specific motivational interviewing skills and techniques. |
Duke Mental Health Webinar 11: Suicide Risk Assessment - has the Standard of Care Changed?
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State.
At the completion of the program, participants will be able to:
- Review risk and protective factors relevant to thorough suicide risk assessment.
- Review definition of standard of care and explore what the standard is in our community.
- Consider problems associated with No Harm Contracts and develop strategies for documenting good suicide risk assessments. |
Duke Mental Health Webinar 12: Effects of War on Military Families
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State
At the completion of this program, the participant will:
Increase the understanding of War Trauma
Develop awareness of the effects of war on military families
Learn the impact of war trauma on the surrounding communities
Discuss family and community interventions |
Duke Mental Health Webinar 13: Anxiety Disorders & Treatment
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State.
Course Objectives:
- Identify key concepts of anxiety
- Review screening with the anxiety algorithm and GAD-7
- Review the sub-classifications of anxiety disorders
- Discuss treatment options for anxiety disorders
|
Duke Mental Health Webinar 14: The Treatment of Adolescent Substance Abuse: Is the Glass Half Empty...
The treatment of substance abusing adolescents is an increasingly challenging issue given the growing complexity of the problem and the limited array of evidence based treatment options. However, there have been recent science based advances that have increased our understanding of the problem as well as promising evidence based interventions such as those examined in the Cannabis Youth Treatment Project (Dennis, 2002) that have enhanced our capacity for effectively serving the adolescent substance abuser. This presentation will provide an overview of the issues, current trends and perspectives on adolescent substance abuse as well as a specific review of the evidence for pharmacological, behavioral and system based treatments. Assumptions and guiding principles for best practices will also be discussed.
At the completion of the program, participants will be able to:
1) Identify current trends and perspectives on adolescent substance abuse.
2) Review the evidence for pharmacological, behavioral and family based approaches.
3) Discuss assumptions and guiding principles for effective treatment. |
Duke Mental Health Webinar 15: Alzheimer`s Disease: An Overview and Update
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State.
At the completion of this program, the participant should be able to:
1. To better understand the epidemiology and etiology of Alzheimer`s Disease
2. To develop better skills in diagnosing Alzheimer`s Disease
3. To become aware of the current approved therapies and potential new areas of therapy.
|
Duke Mental Health Webinar 16: Neuroimaging in 2010 What Every Clinician Needs to Know
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State.
At the completion of this program, the participant should be able to:
1) Review selected MRI clinical pearls.
2) Review selected MRI research studies.
3) Review selected PET research studies.
|
Duke Mental Health Webinar 17: Update on Treatment of Attention Deficit Hyperactivity Disorder (ADHD...
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State. |
Duke Mental Health Webinar 18: Typical Antipsychotics and Schizophrenia - The Brain and its Machiner...
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State. |
Duke Mental Health Webinar 19: Diabetes, Hyperlipidemia, and Metabolic Syndrome - What Psychiatrists...
The Duke AHEC Program, a part of the NC AHEC Program, has developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State.
At the completion of this program, the participant should be able to:
1. Review screening and diagnosis of diabetes, hyperlipidemia and metabolic syndrome
2. Understand the prevelance and impact of these disorders among patients with mental illness
3. Identify the initial management of diabetes, hyperlipidemina and metabolic syndrome |
Duke Mental Health Webinar 20: Women Veterans of Iraq and Afghanistan Gender Specific Issues Faced A...
The Duke AHEC Program, a part of the NC AHEC Program, has developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State. |
Duke Mental Health Webinar 21: The Treatment of Insomnia
The Duke AHEC Program, a part of the NC AHEC Program, has developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State.
Objectives:
1) Discuss the diagnosis of insomnia.
2) Review the available insomnia therapies.
3) Appreciate factors related to optimizing the treatment of insomnia in clinical practice. |
Duke Mental Health Webinar 22: Sexual Side Effects of Psychotropics in Males and Females
Description:
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State.
Topics:
1) The 3 phases of human sexual response.
2) Why psychotropics are prone to interfere with human sexuality.
3) What can we do about it?
4) What are the pitfalls in this field? Common sense or evidence-based?
|
Duke Mental Health Webinar 23: Treatment of Resistant Depression
The Duke AHEC Program in collaboration with the Sandhills Local Management Entity developed an ongoing continuing medical series to address important psychiatric management issues encountered in community mental health settings. The current series is targeted toward psychiatrists and other providers working with seriously mentally ill adults and child in underserved regions of the State.
By the end of the presentation, participants will:
1) Discuss the meaning/definition of treatment resistant depression.
2) Discuss the results of the STAR-D Trial and its application to clinical practice.
3) Discuss the pharmacologic options in the literature for treatment resistant depression. |
Dysphagia Assessment: A Screening Protocol for Stroke Patients
This course teaches nurses how to perform a comprehensive dysphagia assessment. Evidence-based guidelines mandate that all patients who are admitted with the diagnosis of stroke be screened for dysphagia (the inability to swallow) prior to receiving any food, liquid or medication. This course will take the learner step by step through the assessment process. Video clips of actual patients will be used to enhance the didactic instruction. The learner will be able to perform a pre-screening assessment, a screening assessment and know what to do if a patient fails either portion of the stroke swallow screen.
Learning Objectives:
- Explain why screening for dysphagia is necessary in the stroke population
- Identify the 2 step sequence that makes up the swallow screen pre-assessment
- Identify the 3 step sequence that makes up the stroke swallow screen
- Explain the action to be taken if a patient fails either the pre-assessment or assessment |
El Futuro Series: Module A. Overview of Mental Health Issues in the North Carolina Latino Community
This course is the first in the Latino Mental Health Training Series. The presentation will help the learner understand Latino culture and the implications for practitioners working in North Carolina who are delivering individual services. It will also assist those who are developing planning policies that will more effectively deliver appropriate services to the emergent Latino population.
Objectives:
1) Identify the effects of migration on the psychological state of children and adults.
2) Describe common barriers to care and pathways to care for Latinos living in North Carolina.
3) Identify treatment approaches that are effective. |
El Futuro Series: Module B. Culture Bound Syndromes
When Latino immigrants come to the United States, their orientation toward physical and mental conditions is often heavily influenced by their experience with unique syndromes known as Culture Bound Syndromes.
In this course, we explore various syndromes like Empacho, Susto, Mal de Ojo, Nervios, and others. The objectives are to not only learn about each culture bound syndrome, but also to learn about the traditional treatments and types of traditional healers. Throughout the presentation, the learner will learn how to respectfully approach these beliefs and attitudes, as well as make good clinical decisions in light of this new understanding.
Objectives:
1) To describe culture-bound syndromes seen in the Latino population
2) To identify types of traditional healers
3) To explain various traditional healing practices |
El Futuro Series: Module C. Substance Abuse Treatment with Latinos
Substance abuse among Latinos can be difficult to treat because of complex contextual factors. Intense stigma, moral interpretations, estrangement from family, and other factors are discussed in this presentation to help the practitioner understand how to more appropriately take care of Latinos who suffer from addiction illness. |
El Futuro Series: Module D. He Treated Me Like An Animal - The Impact of Discrimination on Latino Me...
Latino immigrants living in the United States are faced with the pressure of discrimination. This brings an array of psychological consequences. Understanding these effects is essential for the behavioral health clinician. In this course we explore a useful model of understanding and identifying how individuals may suffer from discrimination and offer practical ways to address this in a therapeutic setting. |
El Futuro Series: Module E. A Culturally-Sensitive Approach to Domestic Violence Treatment with Lati...
This course is designed to educate clinicians about the various cultural differences between the Latino population and the non Latino population and how those differences can affect the efficacy of domestic violence treatment. The presenter will share both personal and professional experiences and discuss common themes, challenges, and effective treatment methods to use when working with this population. These common themes include religious influence, power differentiation inherent in gender roles, the effects of trauma and loss, and the importance of family within their culture.
Learning Objectives:
1) Recall the personal and professional experiences of this therapist that highlight the cultural differences between Latino and non Latino populations in therapeutic settings.
2) Describe the Duluth Model of treatment for domestic violence offenders and explain why this model needs to be adjusted in order to be effective with a Latino population.
3) Identify fears and misperceptions that are common among members of this population.
4) Discuss therapeutic issues that are specific to Latinos.
5) List treatment methods that are effective when working with this population.
|
El Futuro Series: Module F. Si Dios Lo Permite: The Role of Spirituality in Working with Latinos
This course is designed to encourage mental health professionals to be aware of the importance of spiritual and religious beliefs among Latino clients. The presenter discusses the importance of remaining open to ideas that may differ from the clinician’s beliefs. The value of respecting the client’s beliefs while also remaining aware of how those beliefs may differ from their own is made clear through case examples, cultural definitions, and the sharing of lessons learned while working with the Latino population. Clinicians are encouraged to “embrace the mystery,” and accept that there are many unknowns in the areas of spirituality and religion.
Learning Objectives:
1) Explain the role of spirituality and religion in the Latino population.
2) List strategies to use when working with members of the Latino population in a clinical setting.
3) Describe challenges that a clinician may experience while working with a very spiritual or religious Latino client.
4) Express the importance of the clinician recognizing and acknowledging their own beliefs and biases in order to provide the most effective counseling when working with members of this population. |
El Futuro Series: Module G. Immigration Emotional Cut Off and Symptom Development
This course is designed to help clinicians understand the emigration and immigration processes and how those experiences can lead to psychological stress. By using a family systems approach, this presenter provides a very complete systemic view of the reasons that can lead a Latino to choose to emigrate, the challenges that can be expected with the immigration process, and the psychological effects that tend to last for generations. The concept of emotional cut off is discussed extensively as it relates to this population and is presented as a precursor to psychological symptom development.
Learning Objectives:
1) Define and differentiate between the concepts of migration, emigration, and immigration.
2) Outline the factors that can lead someone to choose to leave their home and move to a new location.
3) Identify the potential consequences of migration, both physically and psychologically.
4) Introduce the eight concepts of Bowen Theory.
5) Explain the concept of emotional cut off and explore the resulting emotional reactivity that develops in future generations of the immigrated family.
6) Name some of the most common ways in which these families deal with the anxiety that is to be expected from such a major life change. |
El Futuro Series: Module H. Hablando Claro: Talking with Latino patients about Psychiatric Illness
Providers often find themselves not as effective in evaluating and treating Latino individuals in the clinical setting. This course is designed to facilitate deeper understanding of the clinical interaction and specific ways the provider can reduce cultural misunderstandings. Concrete examples of promoting positive messaging and communication are identified.
Course Objectives:
1) Learn to assess the audience in order to present an appropriate message
2) Identify personal attributes that may help or hurt your message
3) Review basics of communication with the Latino individual and family
4) Identify ways to discuss diagnosis and treatment |
Ethics: All You Never Wanted to Know About How to Be Wrong
This video lecture examines the nature and 'anatomy' of ethics, focusing on ethical challenges facing substance abuse counselors, mental health care providers and administrators. There is discussion forces that compete with one’s ethics, ethical decision-making, contemporary ethics issues, and a humorous characterization of the '12 Steps to an Ethical Practice'. The learner is asked to complete an exercise in self-examination of ethics. A written exam completes the requirements for credit.
Learning Objectives:
- Define ethics as it relates to professional practice
- Describe the four levels of ethical decision-making
- Identify ethical dilemmas associated with the “sacred cows” of our mental health treatment
Target Audience: Mental health care providers, psychologists, and administrators |
Evidence Based Practices in Treating Persons with Severe Mental Illness
This course is an overview of evidence based practices used in treating persons with severe mental illness. Mental health reform has created an environment for embracing the services that provide the best outcomes for consumers. This course will provide an overview of six evidence based practice services, including a brief definition, key points, and research findings of practice.
Learning Objectives:
- Describe the development of evidence based practices and the needs from which they arose
- Identify five evidence based practices and their basic elements |
Falls Prevention for Home Health Nurses
Falls Prevention for Home Health Nurses is sponsored by the Carolina Geriatric Education Center Consortium. Fall-related injury has become an epidemic within healthcare. However, studies have shown many falls can be prevented. The number of older adults in the United States is rising dramatically. By 2030, it is predicted that approximately twenty percent of the population in most communities will be sixty-five or older. An increasing number of older adults means an increasing number of falls.
Home care nurses are positioned to make a difference in fall rates among older adults. Before their full impact on reducing falls can be realized, it is essential home care nurses recognize why clinicians currently fail to implement evidence-based approaches to falls reduction. Some clinicians continue to think of falls as accidents that randomly occur, and therefore do not systematically assess patients for falls risk or do not consistently take action to reduce risks and prevent falls. Some falls prevention strategies are complex, requiring behavior change among patients and clinicians. A recent study by Tinetti and colleagues showed that when clinicians systematically implemented falls prevention strategies, their frequency was reduced by 10 percent.
Objectives:
Upon completion of this course, the learner will be able to:
- Identify modifiable and non-modifiable risk factors for falls in elderly home care patients
- Examine the strengths and weaknesses of systematic |
Family Psychoeducation: An Evidence Based Practice for Treatment of Severe and Persistent Mental Il...
This course is an overview of Family Psychoeducation (FPE), an opportunity for practitioners, consumers, and families to better understand and overcome the symptoms of mental illness while maintaining hope. The FPE toolkit is part of six evidence-based practices developed by a national evidence based practice center at Dartmouth with support from the Robert Wood Johnson Foundation, the Substance Abuse and Mental Health Services Administration (SAMHSA), and the National Association of State Mental Health Program Directors. FPE can bring the consumer and family together to work towards recovery, and can possibly be as beneficial in the recovery of schizophrenia and severe mode disorders as medication.
Learning Objectives:
- Share research findings related to Family Psychoeducation
- Provide an overview of the core elements of Family Psychoeducation
- Discuss who can benefit from Family Psychoeducation
- Learn how to start a Family Psychoeducation group |
Genomic Medicine - Breast Cancer
Breast cancer occurs sporadically. It can also be familial or it can occur as part of a hereditary breast cancer syndrome. One way to identify your patients' risk for breast cancer is to collect their medical and family history and determine what, if any, risk factors they have that increase their risk for this disease. A list of questions and guidelines are included in this course to help you take a targeted family history and stratify your patients into risk categories. Follow-up recommendations are also provided for individuals in each of the three risk categories along with a brief discussion of how to facilitate a referral to a genetic counselor and patient handouts that review such things as the pros and cons of chemoprevention. |
Genomic Medicine - Colorectal Cancer
Colon cancer screening recommendations are based on an individuals personal and family health history. This course will help you identify the patients in your practice whose family histories are consistent with familial colon cancer, and who would benefit from colon cancer screening beginning at age 40. The characteristics of the most common inherited colorectal cancer syndromes are also presented along with the recommended follow-up to reduce the risk for disease. |
Genomic Medicine - Family History
Family health history is one of the best tools currently available to identify individuals who are at increased risk for common diseases such as breast cancer, colon cancer and clotting disorders. This course provides an overview of the types of questions to ask, a refresher on how to draw a pedigree and some general guidelines you can use to stratify your patients into three categories; those who are at average risk and can follow the population screening guidelines, those at familial risk and who should consider increased surveillance and other strategies to decrease their risk for disease and those who are likely to have an identifiable hereditary syndrome and may benefit from a referral for genetic services. |
Genomic Medicine - Inherited Hypercoagulable States
Only 10 percent of individuals with factor V Leiden, the most common inherited form of thrombophilia, will develop a venous thromboembolism (VTE) in their lifetime. This, and the fact that long-term anticoagulation therapy is not recommended for the majority of individuals with an inherited predisposition to thrombosis, are two reasons population screening is not recommended for the inherited hypercoagulable states. This course presents The Genomedical Connection's guidelines for genetic testing based on a patients medical and family health history. The American College of Pathologist's guidelines for informed consent prior to testing are covered. The recommended duration of anticoagulation therapy after a VTE is also covered along with prophylactic treatment guidelines during pregnancy. |
Home Care Chronic Disease Prevention Training: A Train-the-Trainer Course
This course is designed to enhance skills to improve client health outcomes using motivational interviewing. It will expand skills needed to implement strategies that promote motivational interviewing as a team approach to caring for people with chronic diseases. This learning activity will also enhance the nurse instructor’s understanding of content required for training direct care workers who provide care for clients with chronic disease.
Learning Objectives:
• Discuss skills needed by direct care workers to assist people with chronic disease.
• Identify content direct care workers need to understand to address chronic illnesses commonly encountered in their clients.
• Demonstrate the use of Motivational Interviewing as a strategy for direct care workers in supporting clients making health behavior changes.
• Describe the direct care worker’s role as a team member in using motivational interviewing to improve health outcomes of people with chronic disease.
This on-line presentation has three components to be utilized by Trainers of Direct Care workers. It contains:
• Stand alone power point presentations on major chronic diseases that can be used as training aids. The presentations are accessed through the Attachment Tab at the top of the screens.
• An extensive audio and power point presentation on training workers in the use of Motivational Interviewing along with using SMART objectives in goal setting with clients.
• Case Scenarios used as aids |
ICARE: A. Managing Crisis Patients
This pre-recorded web conference, presented by Eric Elbogen, PhD, will provide evidence based content regarding the management of patients in behavioral health crises who present in primary care settings. It is one course developed under the ICARE curriculum, a behavioral health initiative, for increasing the capacity of primary care providers to provide appropriate, evidence based behavioral health services to their patients.
Learning Objectives:
- Identify common behavioral health crises in primary care settings
- Discuss assessment and management strategies for behavioral health crises
- Discuss approaches to integrating primary care and behavioral health in office-based primary care settings
- Identify crisis management resources |
ICARE: B. An Approach to the Sad or Irritable Child - Managing Pediatric Depression
The ICARE Partnership is a collaborative initiative seeking to increase access to quality, evidence based behavioral health care services for North Carolinians.
We invite you to participate in this web conference providing an overview on the topic of pediatric depression, including specifics on screening and treatment options.
Learning objectives:
- Comprehend the community prevalence and risks of pediatric depression
- Recognize the limitations of available screening tools for pediatric depression
- Understand the pharmacological evidence base for effective antidepressant treatment of pediatric depression
- Identify alternative, non-pharmacological treatments for pediatric depression |
ICARE: C. Alcohol Use and Abuse: Intervening Across the Continuum
The ICARE Partnership is a collaborative initiative seeking to increase access to quality, evidence-based behavioral health care services for North Carolinians.
The content presented in this web conference is intended to motivate clinicians to ask their clients about alcohol use, to assess the risks related to drinking behaviors and to intervene as appropriate. The training will provide the participants with basic knowledge and skills in the areas of screening and brief intervention and in the role of adjunctive medications.
Learning objectives:
- Recognize the impact of alcohol-related risk
- Define the continuum model of alcohol use and abuse
- Demonstrate an effective style of questioning about alcohol use, including the use of screening instruments
- Define appropriate interventions across the alcohol use continuum
- Outline the elements of effective brief interventions, including the use of motivational approaches to intervention
- Provide an overview of pharmacologic adjuncts currently available for alcohol abuse and dependence
- Describe the role of the clinician in supportive follow-up |
ICARE: D. Office Based Approach to Adolescent Substance Abuse
The ICARE Partnership is a collaborative initiative seeking to increase access to quality, evidence-based behavioral health care services for North Carolinians. The content presented in this web conference will cover an overview of drug use in adolescents, approaches to office-based screening for general health risks with an emphasis on screening for substance abuse, and brief interventions strategies for use in the primary care setting.
At the completion of this program, participants will be able to:
- Provide an overview of drug use in adolescents.
- Describe screening and assessment of adolescents to include general health screening and specific screening for alcohol and drug use.
- Understand brief office intervention strategies.
|
ICARE: E. Prescription Medication Abuse - Skills for Prevention and Intervention
The ICARE Partnership is a collaborative initiative seeking to increase access to quality, evidence-based behavioral health care services for North Carolinians.
The content presented in this web conference is to help clinicians address the serious problems associated with the abuse of mood altering prescription medications. The content will provide the participants with basic knowledge and skills in the areas of screening for risk, using rational prescribing practice and intervening with aberrant drug taking behaviors.
Learning objectives: At the completion of this program, participants will be able to:
- Recognize the extent of prescription abuse in the context of common practice, including current trends and drugs of abuse.
- Define the difference between the terms: appropriate use, misuse, abuse and dependence.
- Define the useful distinctions between the terms: `pseudo-addiction`, `drug-seeking` and `aberrant medication taking.`
- Outline the elements of rational prescribing practice to reduce the risk of prescription abuse, using appropriate screening for `medication allergies` and `universal precautions`.
- Outline the steps to effective intervention with prescription abuse, appropriate to the type of abuse identified.
- Understand the elements and resources specific to intervening with those who abuse opioid analgesics. |
ICARE: F. Illicit Drugs of Abuse, A Clinician`s Guide
The ICARE Partnership is a collaborative initiative seeking to increase access to quality, evidence-based behavioral health care services for North Carolinians.
Although alcohol and nicotine continue to be the primary sources of drug related problems in the US, there are a number of other drugs that are associated with significant psychiatric and medical morbidity and mortality. This training presents an overview of these common drugs of abuse: how and why are they are used, what problems are associated with their use and how they might present clinically. Attention is given to the role of the medical and mental health professional in intervening with this use, including current or promising medical and behavioral treatment alternatives.
Learning objectives: At the completion of this program, participants will be able to:
- Define the current understanding of drug abuse and dependence as a `brain disease` within a public health model.
- List the relative frequencies of commonly used illicit drugs of abuse.
- Describe differences in how these drugs are used and how these patterns of use affect risk of addiction and other complications.
- Identify common medical and psychiatric complications associated with common drugs of abuse.
- Describe how individuals abusing drugs might present to the health care system.
- Identify time effective roles for the health care provider in responding to drug abuse.
- Outline the appropriate use of medications curre |
ICARE: G. What Primary Care Providers Need to Know about Mental Health Issues Facing Returning Servi...
This ICARE and Citizen Soldier Support program cosponsored web-conference will overview the range of normal and abnormal mental health responses among service members and their families before, during, and after mobilization, deployment, and redeployment. The conference speaker will also discuss the unique clinical aspects and medical needs of service members and their families.
Learning objectives: At the completion of this program, participants will be able to:
- Identify the range of normal and abnormal mental health responses among service members and their families before, during and after mobilization, deployment, and redeployment
- Identify the unique clinical aspects and medical needs of service members and their families before, during, and after mobilization, deployment, and redeployment.
- Understand the concerns, needs and strengths of service member`s families in order to improve their care before, during, and after their loved one’s mobilization, deployment, and redeployment.
|
ICARE: H. Working with Veterans of Afghanistan and Iraq and Their Families - What Primary Care Provi...
The ICARE Partnership is a collaborative initiative seeking to increase access to quality, evidence-based behavioral health care services for North Carolinians. We invite you to participate in this recorded web conference providing an overview on the topic of Post Traumatic Stress Disorders as it relates to Traumatic Brain Injury, including specifics on screening and treatment options.
Learning objectives: At the completion of this program, participants will be able to:
- Describe functional anatomy of emotion, memory, and behavior circuits.
- Discuss known functional deficits in brain injury.
- Discuss brief status of blast related TBI research
- Describe screening and treatment of TBI patients. |
ICARE: I. Pediatric Bipolar Disorder
The ICARE Partnership is a collaborative initiative seeking to increase access to quality, evidence-based behavioral health care services for North Carolinians. We invite you to participate in this recorded web conference providing an overview on the topic of pediatric bipolar disorder, including specifics on screening and treatment options.
Learning objectives: At the completion of this program, participants will be able to:
- Review the considerations in diagnosing pediatric bipolar disorder;
- Distinguish co-morbidities of bipolar disorder;
- Describe the combination of treatment modalities most effective in the management of pediatric bipolar disorder; and
- Discuss suicide prevention related to the disorder and the impact of appropriate identification and treatment of bipolar youth on public health.
Disclosure: This presenter has returned a disclosure form indicating that he has no financial interest in or affiliation with any commercial supporter or providers discussed during this program. No content of material in this CME activity will include the discussion of unapproved or investigational uses of products or devices.
|
ICARE: J. The Challenges of Diagnosing and Treating Bipolar Disorder in Primary Care Settings
The ICARE Partnership is a collaborative initiative seeking to increase access to quality, evidence-based behavioral health care services for North Carolinians. We invite you to participate in this recorded web conference providing an overview on the topic of adult bipolar disorder, including specifics on screening and treatment options.
Learning objectives: At the completion of this program, participants will be able to:
• Understand the issues in diagnosis and recognition of bipolar disorder (BD).
• Review pharmacologic options in treatment.
• Identify appropriate and necessary resources for treatment and referral options.
• Discuss collaborative care issues between primary care and behavioral health providers.
For credit bearing purposes this conference is co-provided by Southern Regional Area Health Education Center (SR-AHEC) and The North Carolina Academy of Family Physicians.
Disclosure: This presenter has returned a disclosure form indicating that he has no financial interest in or affiliation with any commercial supporter or providers discussed during this program. No content of material in this CME activity will include the discussion of unapproved or investigational uses of products or devices. |
ICARE: K. Screening, Diagnosing, and Treating Adult Depression in Primary Care Settings
This recorded web conference will provide key concepts of evidence-based depression care, which will include screening, using the PHQ-9, and treatment.
Learning objectives:
• Identify key concepts of evidence-based depression care.
• Review screening with the PHQ-9.
• Clarify key points in diagnosing depression.
• Examine a Measurement-Based Care approach to managing primary care depression.
• Provide prescription tips.
For credit bearing purposes this conference is co-provided by Southern Regional Area Health Education Center (SR-AHEC) and The North Carolina Academy of Family Physicians. |
ICARE: L. The New AAP Autism Screening Guidelines
Pediatricians and primary care physicians have the opportunity to be the first point of contact when parents have concerns about their child's development or behavior. Further, given the apparent increase in prevalence, the primary care physician is now more likely to encounter a child with Autism Spectrum Disorder. The goal of this training is to help the pediatrician or family physician, physician assistant or nurse practitioner, recognize the early symptoms of autism and participate in its diagnosis and management.
Learning Objectives:
Module 1- Integrating Screening Guidelines in Primary Care Practice
• Describe the key features and defining characteristics of ASD.
• Review the key elements of autism screening according to the recommended guidelines.
• Discuss the use of recommended general developmental screening tools.
• Discuss the use of recommended autism screening tools.
• Describe implementation strategies for autism screening and referral for primary care offices.
Module 2- When Screening is Positive: Referrals and Resources for Intervention
• Describe the recommendation for referral for a positive autism screen.
• Review autism diagnosis tools.
• Discuss the goals of treatment for autism.
• Describe the available treatment modalities for autism including pharmacotherapy.
• Identify resources for clinicians and families.
• Describe the North Carolina process for referral for children 0-5.
|
ICARE: M. The Case for and Types of Collaborative Models in Healthcare
The delivery of services at the first point of contact with the health system by two or more different stakeholders (primary care, behavioral health) working together in a partnership that promotes improved patient care, reduced stigma of mental health, improved integration of care, and improves training of both primary care and psychiatrists. This presentation describes integrated care so that the physician or psychiatrists is better able to treat the person's physical and mental well being.
Learning Objectives:
• Describe the case for collaborative models in health care.
• Describe types of collaborative models.
• Discuss limitations and opportunities of collaboration. |
ICARE: N. Maternal Depression and the Psychosocial Development of Children
This program was designed to provide physicians with the skills and knowledge for appropriate interventions for mothers with maternal depression thus minimizing the impact on early brain development and overall psychosocial development of the child.
Learning Objectives:
• Recognize pregnancy and postpartum as times of vulnerability which predispose some women to depression.
• Identify maternal depression as a signal of need on the part of the mother, child, and dyad.
• Describe the impact of maternal depression on early brain development and overall psychosocial development.
• Describe the role of the PCP in screening and surveillance, and the interventions that PCP's can offer in instances of maternal depression.
• Identify when and how to refer to include resources and support for referral.
• Recognize appropriate interventions for the mother and for the dyad. |
ICARE: O. Making Shift Happen: A Motivational Interviewing Primer for Healthcare Professionals
This ICARE sponsored program is specifically designed to give healthcare professional an overview of motivational interviewing techniques for their use with short patient encounters in a very fast paced environment.
Learning Objectives:
• Discuss the rationale and evidence for the use of motivational interviewing in clinical care settings.
• Review the trans-theoretical model of change and learn tools for assessing change readiness.
• Describe motivational interviewing philosophy, spirit, principles, and skills. |
Identifying and Helping Persons with Developmental Disabilities and Substance Use Disorders
This course discusses the incidence and management of substance abuse in service to persons within developmental disabilities.
Learning Objectives:
- Identify the prevalence of substance abuse in persons with developmental disabilities
- Identify the characteristics of the developmentally disabled substance abuser
- Identify the barriers to effective treatment of the substance abusing developmentally disabled person
- Learn the bio-psychosocial perspectives of addiction
- Identify the bio-psychosocial risk factors for substance abuse associated specific to persons with developmental disabilities
- Demonstrate how to screen and assess for substance abuse with persons with developmental disabilities
- Identify strategies for effective care management and treatment of substance abusing person with developmental disabilities
- List the components of a comprehensive service approach, list the factors associated with SA treatment success, and describe Treatment Guidelines
- Describe the use of education, therapy, community support groups, and the role of individual and family counseling in serving the DD/SA client |
Illness Management and Recovery
This course introduces the principles of illness management and recovery and describes their effectiveness in helping clients set meaningful goals, acquire information and skills to increase mastery over their psychiatric illness, and progress toward recovery. IMR is one of six practices developed in a national evidence based practices center at Dartmouth with support from the Robert Wood Johnson Foundation, the Substance Abuse and Mental Health Services Administration (SAMHSA), and the National Association of State Mental Health Program Directors.
NOTE: Videos or exercises mentioned in this presentation are not part of the online course.
Learning Objectives:
- Describe principles of IMR
- Relate the consumer concept of recovery to illness management
- Identify the components of illness management
- Describe the functioning of an IMR program |
Improving Performance in Practice Series: A. Change Package Overview
This course provides an overview of Improving Performance in Practice (IPIP), a state-based practice redesign and improvement program which has been implemented in seven states. IPIP provides primary care physicians and their practice teams with coaching, support, tools and collaborative learning in order to use their own practice data for assessment and improvement. The overview includes detail on the IPIP program components and quality improvement principals and methods. It is especially useful for Quality Improvement Coaches and practice team members as a training tool for engaging in this type of practice improvement activity.
Learning Objectives:
- Describe the IPIP project focus, structure, and goals relating to primary and preventive healthcare
- Identify three models of quality improvement used by the IPIP project and QICs
- Define the four IPIP project components
- Recognize and apply the four IPIP high leverage change concepts |
Intensive Outpatient Treatment for Substance Abuse
This course discusses planning to develop intensive outpatient services and gives information to guide in those efforts. This course will also assist in providing IOT services in order to validate a program is on track. This course will provide clarification on IOT levels of care and review what constitutes an effective program.
Learning Objectives:
- Describe the intensive outpatient level of care
- Name at least four research-based principles of intensive outpatient treatment (IOT)
- Identify patients who may be best served by IOT
- Identify elements of an effective intensive outpatient program (IOP)
- Name the treatment goal for each of the four phases of an IOP
- Recognize the clinical and administrative issues and challenges of IOT |
Intraoral Radiography for the Office Trained Dental Assistant: Part A
Intraoral Radiography - Part A On-line Self Study is the first component of a program that complies with the NC Dental Practice Act requiring Dental Assistants to successfully complete a radiography course approved by the NC State Board of Dental Examiners to be qualified legally to take radiographs in the dental office.
Both Part A: On-line Self Study and Part B: Hands-on Clinical Experience Sessions must be successfully completed.
NOTE: YOU MUST REGISTER FOR EACH COMPONENT SEPARATELY.
The Part A component requires the participant to read and study portions of a textbook; complete 3 online instructional modules; successfully complete an online exam for the course; and score at least 70% on a proctored written exam.
The proctored written exams are scheduled through Greensboro AHEC with Libby Haile, by phone at (336) 832-8222 or email: libby.haile@mosescone.com. Upon request, arrangements can be made for participants who live outside the Greensboro AHEC region to take the exam at another regional AHEC office.
Part A Learning Objectives:
- Discuss the basic principles of radiation in regard to quality assurance, safety and protection.
- Explain dental film speed, sizes and where appropriate sizes are used.
Online Course Length: 15 - 20 hours, including text book, 3 online modules and exam.
Author: Madge Webster, BSRT(R), UNC School of Dentistry. Produced by Greensboro AHEC.
Co-sponsored by the University of North Carolina School of Dentist |
National Stroke Association: EMS, Stroke Rapid Response
National Stroke Association has developed the Stroke Rapid Response™ training program. This program is designed to assist prehospital and hospital personnel in the education of EMS providers in their communities. This program is designed to teach emergency medical technicians, paramedics, first responders and dispatchers important information about their invaluable roles in stroke treatment and outcomes.
Learning Objectives:
- Recognize stroke as an emergency
- Describe the pathophysiology of stroke
- Identify signs and symptoms of stroke
- Identify three prehospital stroke scales/screens
- List the steps for emergency dispatch and field assessment
- Describe care actions for a stroke patient |
National Stroke Association: Nurse Module A, Stroke 101: Anatomy and Physiology
Stroke is a complex disease caused by the disruption of blood flow to a part of the brain. This course will provide an overview of the brain’s anatomy, explain the physiology related to the different types of stroke and discuss the basic imaging techniques used in stroke care diagnosis and management.
Learning Objectives:
- Review to the brain’s anatomy (structures and vasculature) with regards to stroke
- An overview of stroke subtypes
- A discussion of the mechanism and physiology of each stroke type
- Provide a overview of stroke symptoms in relationship to the vascular territory affected
- Provide an overview of imaging techniques used in stroke
NOTE:
Stroke Center Network members receive free and discounted access to this module. If you are affiliated with a Stroke Center Network member organization, please contact your stroke center coordinator for an access code before logging on and registering to access this module. If you are unsure whether or not your organization is a member, or if you would like information about how your organization can become a member, please send an email to scn@stroke.org
This program is brought to you by educational grants from Genentech, Inc. and PDL BioPharma, Inc. |
National Stroke Association: Nurse Module B, Neurological Assessments
The nursing assessment of stroke patients takes place within the larger entity called the Standard Neurologic Examination. Although a nurse’s responsibility may be primarily to complete a neurologic assessment form or stroke scale, the conscientious health professional will benefit from a broader knowledge of Standard Neurologic Examinations. The purpose of this course is to educate the viewer on the standard neurologic examination.
Learning Objectives:
- Identify seven components of the neurologic examination
- Recognize standard techniques that will elicit patient responses during evaluation
- Document findings on a neurologic assessment form or stroke scale
- Recognize stroke assessment in the larger context of the standard neurologic examination
NOTE:
Stroke Center Network members receive free and discounted access to this module. If you are affiliated with a Stroke Center Network member organization, please contact your stroke center coordinator for an access code before logging on and registering to access this module. If you are unsure whether or not your organization is a member, or if you would like information about how your organization can become a member, please send an email to scn@stroke.org.
This program is brought to you by educational grants from Genentech, Inc. and PDL BioPharma, Inc. |
National Stroke Association: Nurse Module C, Interpreting Stroke Imaging and Other Diagnostics
In evaluating patients with acute neurological impairment, the clinical workup is not complete without brain imaging. Brain imaging findings can confirm the presence or absence of bleeding and possibly confirm the location and vascular distribution of stroke. The purpose of this course is to educate the viewer on various imaging techniques used in stroke diagnosis and how the results of this imaging can be interpreted. Patient preparation and information guidelines will also be reviewed. Information on other acute diagnostic tests that assist with stroke identification and treatment of stroke will be provided as well.
Learning objectives:
- Identify various diagnostic imaging used to diagnose stroke
- List considerations and patient instructions for imaging process
- Identify acute diagnostic tests for patient assessment
- Examine renal function testing
- Review diagnostic risk factors for stroke
NOTE:
Stroke Center Network members receive free and discounted access to this module. If you are affiliated with a Stroke Center Network member organization, please contact your stroke center coordinator for an access code before logging on and registering to access this module. If you are unsure whether or not your organization is a member, or if you would like information about how your organization can become a member, please send an email to scn@stroke.org.
This program is brought to you by educational grants from |
National Stroke Association: Nurse Module D, Limiting Complications of Stroke
Every stroke patient has the potential to develop complications. Complications are influenced by a number of factors, including the severity of the neurological pathology, functional deficits that occur following stroke, the setting in which the patient is cared for, the degree to which medical complications are detected early, and skills of the healthcare providers. At the completion of this course, the learner will be able to identify common stroke-related complications and better understand effective strategies for preventing and treating these complications and common recovery issues for post-stroke patients.
Learning objectives:
- Identify nine common stroke complications
- Discuss prevention strategies
- Identify common treatments
- Describe recovery issues
NOTE:
Stroke Center Network members receive free and discounted access to this module. If you are affiliated with a Stroke Center Network member organization, please contact your stroke center coordinator for an access code before logging on and registering to access this module. If you are unsure whether or not your organization is a member, or if you would like information about how your organization can become a member, please send an email to scn@stroke.org
This program is brought to you by educational grants from Genentech, Inc. and PDL BioPharma, Inc. |
National Stroke Association: Nurse Module E, Patient and Care Partner Education
Providing care throughout the continuum of care for stroke patients includes identifying a patient’s risk factors, goals, needs and abilities. Education is key for both patients and care partners. The patient may not be able to receive or understand information, so communication with the families is essential. The ultimate goals are to return the stroke patient to the most optimal level of living, and to integrate the patient back into the community.
Learning objectives:
- Identify primary prevention strategies
- Identify secondary prevention strategies and modifiable risk factors
- List goals of recovery and integration
- Evaluate readiness to learn
- Describe patient education techniques
NOTE:
Stroke Center Network members receive free and discounted access to this module. If you are affiliated with a Stroke Center Network member organization, please contact your stroke center coordinator for an access code before logging on and registering to access this module. If you are unsure whether or not your organization is a member, or if you would like information about how your organization can become a member, please send an email to scn@stroke.org
This program is brought to you by educational grants from Genentech, Inc. and PDL BioPharma, Inc. |
National Stroke Association: Nurse Module F, Stroke Therapies and Nursing Care
This module will discuss the following aspects of stroke treatment: tpa and thrombolytic therapy, mechanical endovascular intervention, use of antiplatelet and anticoagulation therapies and the role of secondary stroke prevention.
Learning objectives:
- Discuss the steps in a stroke resuscitation
- Identify acute interventions in patients less than three hours from symptom onset
- Discuss hyperacute interventions in patients less than six hours from symptoms onset
- Analyze nursing implications of acute stroke treatments
NOTE:
Stroke Center Network members receive free and discounted access to this module. If you are affiliated with a Stroke Center Network member organization, please contact your stroke center coordinator for an access code before logging on and registering to access this module. If you are unsure whether or not your organization is a member, or if you would like information about how your organization can become a member, please send an email to scn@stroke.org.
This program is brought to you by educational grants from Genentech, Inc. and PDL BioPharma, Inc. |
National Stroke Association: Nurse Module G, Preventative Nursing Care for Neurological Deficits
Every year, stroke strikes approximately 750,000 Americans - killing 160,000 and forever changing the lives of many who survive. The good news is that many strokes can be prevented. There are new treatments that can help stop the brain damage and disability, if you know the symptoms and get immediate attention for your patient. This course is designed to provide an overview of common neurological deficits that may result from stroke, describe nursing strategies that help prevent and/or minimize the impact of those deficits and identify the typical stroke rehabilitation options.
Learning objectives:
- Identify key neurological deficit areas that may result from stroke
- Describe accepted nursing strategies for preventing/minimizing neurological deficits
- Identify general approaches to rehabilitation options after a stroke
NOTE:
Stroke Center Network members receive free and discounted access to this module. If you are affiliated with a Stroke Center Network member organization, please contact your stroke center coordinator for an access code before logging on and registering to access this module. If you are unsure whether or not your organization is a member, or if you would like information about how your organization can become a member, please send an email to scn@stroke.org.
This program is brought to you by educational grants from Genentech, Inc. and PDL BioPharma, Inc. |
National Stroke Association: Nurse Module H, Stroke on the Critical Care Unit
The purpose of this course is to educate the viewer on various stroke care techniques used in the critical care unit by reviewing the characteristics, clinical presentations, treatments, associated complications and care management of: induced mild hyperthermia, cerebral edema, non-traumatic subarachnoid hemorrhage, cerebral venous sinus thrombosis, and intracranial pressure.
Learning objectives:
- Describe physiological concepts, identification, and treatments for ICP
- Examine risk factors, clinical presentation, treatments, and complications of non-traumatic SAH
- Identify changes, risks, and treatments associated with cerebral venous sinus thrombosis
NOTE:
Stroke Center Network members receive free and discounted access to this module. If you are affiliated with a Stroke Center Network member organization, please contact your stroke center coordinator for an access code before logging on and registering to access this module. If you are unsure whether or not your organization is a member, or if you would like information about how your organization can become a member, please send an email to scn@stroke.org.
This program is brought to you by educational grants from Genentech, Inc. and PDL BioPharma, Inc. |
National Stroke Association: Nurse Module I, Rehabilitation Nursing for Stroke
This module presents an overview of rehabilitation nursing and care of the patient who has had a stroke. Rehabilitation nursing is a specialty practice. It is a philosophy of care that focuses on facilitating a patient’s independence while striving towards maximizing health. It is a process which involves a team of professionals, each with unique skills, working together with the patient who has had a stroke and his/her family or support group. Rehabilitation is a collaborative process that can occur in a variety of healthcare settings.
Learning objectives:
- Define Rehabilitation philosophy as it applies to a patient following a stroke.
- Describe Rehabilitation nursing interventions to reduce complications from dysphagia following a stroke.
- Describe Rehabilitation nursing interventions to reduce complications from neurogenic bowel or bladder following a stroke.
- Discuss ways in which the Rehabilitation nurse can reinforce Rehabilitation therapy activities at the bedside.
- Identify coping strategies that the Rehabilitation nurse can share with the patient & family who have experienced a stroke.
NOTE:
Stroke Center Network members receive free and discounted access to this module. If you are affiliated with a Stroke Center Network member organization, please contact your stroke center coordinator for an access code before logging on and registering to access this module. If you are unsure whether or not your organization is a member, or if you |
NCMS: Issues and Current Events Affecting Rural Practice
This is an audio recording accompanied with the PowerPoint slides of the session: Issues and Current Events Affecting Rural Health at the North Carolina Medical Society 2008 Annual Meeting Saturday, October 18, 2008 at The Weston Hotel Charlotte, North Carolina.
Some areas of North Carolina have an abundance of physicians, while others lack sufficient providers, forcing individuals to travel long distances for healthcare. Eight of the ten counties with the lowest ratios of primary care physicians per 10,000 population are located in eastern North Carolina. Physician assistants and nurse practitioners provide a significant amount of care in rural areas as compared to their physician counterparts. In 2005, they accounted for 36% of care in whole county Health Professional Shortage Areas (HPSA) compared to 33% of primary care providers in non-HPSA designated counties. This is of particular concern because:
• Lack of primary care providers may lead to worse health outcomes
• Physician choice to practice in certain locations is based on a number of factors including training location, economic potential, and lifestyle preferences. Practices must be financially sustainable, a challenge in the rural practice.
This session will be presented by a panel that will address a number of issues including:
• Financial incentives to encourage providers to practice in underserved areas
• Programs offered by the NC Office of Rural Health and the NCMS Foundation to encourage provide |
NCMS: Mandatory Pesticide Illness Reporting
To comply with acute pesticide illness and injury surveillance requirements, in April of 2006, a mandatory public health reporting law was passed requiring all physicians report cases of acute pesticide-related illness and injury to the NC Division of Public Health. Reporting to a surveillance system ensures that incidents are recorded and enhances prevention of pesticide related illness. Reports trigger immediate patient education and investigation facts guide public health prevention efforts and help regulatory agencies review unanticipated health problems with products and make policy changes. No physician has ever directly reported a case to the NC Division of Public Health. They may call poison control instead but this case source typically captures only 56 percent of total poisoning incidents that occur. Reasons for under reporting may include lack of awareness of the rule and/or understanding of its significance. The proposed training would include information on how and why to report. Unfamiliarity with pesticide-related illness may be another reason. Education authorities, the literature and local NC survey data indicate that physicians may not be prepared to respond to pesticide-related illness. Physicians receive minimal amount of training in environmental health in early formal education and further once in practice, practitioners’ awareness and understanding of pesticide-related illness may or may not ever expand. Training would also include information o |
NCMS: Taking Charge of Quality, How Strong Is Your Medical Staff?
This is an audio recording accompanied with the PowerPoint slides of the session: Taking Charge of Quality, How Strong Is Your Medical Staff, at the North Carolina Medical Society 2008 Annual Meeting Saturday, October 18, 2008 at The Weston Hotel Charlotte, North Carolina.
Increasing lack of hospital administration and medical staff collaboration and alignment, accentuated by economic issues can drive a wedge between hospitals and physicians. This wedge can adversely affect the quality and safety of care, treatment, and services provided to patients. To improve relations it will require an integrated approach between the physician medical staff and hospital administration to rebuild healthcare delivery. The process begins by educating physicians on the issues, improving dialogue to address the challenges and engaging physicians in systems to optimize quality patient care.
Disclosure Statement
The North Carolina Medical Society adheres to ACCME Essential Areas and policies regarding industry support of continuing medical education. Commercial support for the program and faculty relationships within the industry will be disclosed at the activity. Speakers will also state when off-label or experimental use of drugs or devices is incorporated in their presentations.
This activity receives no commercial support.
It is the policy of the North Carolina Medical Society to insure balance, independence, objectivity, and scientific rigor in all its CME educational act |
NMI: Applying Regulations to Practice
This Nursing Management Institute course reviews the role of state boards of nursing in professional licensure and discipline, and emphasizes the role of the nurse manager in facilitating a non-discriminatory work environment. Managers are responsible for seeing that their practice and the practice of their employees are in accord with legal regulations. You will gain a working knowledge of current laws and legal doctrines that affect nursing practice.
You may earn a Certificate in Nursing Management by completing 10 NMI courses.
Learning Objectives:
- Identify the functions of the boards of nursing
- Describe the regulatory responsibilities and roles in management and administration of nursing practice
- Discuss how boards of nursing deal with nursing disciplinary and compliance issues
- Describe the process of hiring, disciplining and terminating employees in a non-discriminatory manner |
NMI: Becoming a Systems Thinker
As healthcare managers and leaders continue to develop sophistication in managing complex situations, the systems model is useful to assist nurse managers in addressing day to day pressures which are steeped in uncertainty. This Nursing Management Institute course teaches systems thinking as both a powerful problem solving tool and a powerful language to assist healthcare mangers and leaders in making better decisions, using resources more effectively and achieving organizational goals.
You may earn a Certificate in Nursing Management by completing 10 NMI courses.
Learning Objectives:
- Describe the basic elements of the systems model.
- Discuss systems thinking as a tool to manage the challenges in the health care environment
- Describe the tools of systems thinking to solve real life healthcare problems |
NMI: Coaching for Performance Improvement
Every employee deserves the opportunity to work at his or her potential and also, through experience, grow and develop their expertise. This Nursing Management Institute courses teaches you to assist employees in achieving career development.
You may earn a Certificate in Nursing Management by completing 10 NMI courses.
Learning Objectives:
- Describe the role and behaviors of a coach
- Define the responsibilities of a manager as coach
- Identify the elements of a successful performance game plan
- Identify seven steps involved in a coaching session
- Identify the five Actions involved in writing an action plan
- Identify the components of the 7 Step Plan for Coaching Success as it applies to two coaching sessions
|
NMI: Communicating Effectively
As a manager, you play a key role in creating a culture in which employees are inspired to commit and give their best to the organization. The key to this culture is communication. As a manager/leader, your success is measured by the quality of the outcomes produced by those you lead. This Nursing Management Institute course teaches you to interact and communicate effectively with those individuals, in addition to patients and families, colleagues, physicians, administrators, the community and the healthcare system at large.
You may earn a Certificate in Nursing Management by completing 10 NMI courses.
Learning Objectives:
- Define communication, the principles of effective communication, and ways in which managers use the communication process
- Examine the use of basic communication ideas and skills with the three must-have skills for nurse managers: delegating, negotiating, and motivating
- Describe how to approach two of the greatest communication challenges in the workplace: managing conflict and facilitating change
|
NMI: Improving Outcomes Through Quality Management
As nurse administrators move from being managers to leaders, doers to facilitators, and bosses to mentors, they must know how to use data to make better clinical and financial decisions that improve care. This Nursing Management Institute course teaches you to oversee the collection of data and the use of information by clinical teams to measure work processes and outcomes of care. The continuous improvement of quality of care is a necessary and integral part of the delivery of nursing services that falls under the controlling function of nursing management. Discuss selecting issues to be measured, interpreting the findings to staff, and educating staff to their roles in assuring quality at the unit level.
You may earn a Certificate in Nursing Management by completing 10 NMI courses.
Learning Objectives:
- Describe theories of key leaders in quality management and the significance of performance improvement in healthcare organizations
- Describe tools the nurse manager can use to facilitate the quality improvement process
- Apply risk management process tools in managerial decision-making
- Discuss how evidence-based practice and research can help increase quality and patient safety
|
NMI: Integrating Financial Data
Nursing is a great resource in health care organizations and must be included in the key decisions that affect the organization, including the bottom-line decisions related to finance. This Nursing Management Institute course teaches nurse managers how to integrate financial data into building, planning, and controlling a budget, monitor budget reports, and make decisions regarding budget matters. In addition, they must be able to participate confidently in meeting both organizational and patient-based needs.
You may earn a Certificate in Nursing Management by completing 10 NMI courses.
Learning Objectives:
- Identify basic budget concepts and terms
- Describe how to effectively create an infrastructure for budget planning
- Analyze common financial and budget reports used in health care organizations |
NMI: Managing for Retention
This Nursing Management Institute course examines the importance of maintaining a sufficient number of staff, a well-balanced skill mix, and a satisfied staff that stays. This challenge is increasing exponentially in the current and future nursing shortage. Retention of personnel is at least, if not more, important than recruitment. For most organizations, it will not be sufficient to focus staffing plans only on recruiting new graduates and refreshing inactive nurses. The high cost of nursing staff turnover can be disastrous both to a unit’s budget, morale, productivity, and patient care outcomes.
You may earn a Certificate in Nursing Management by completing 10 NMI courses.
Learning Objectives:
- Differentiate the present nursing shortage from previous shortages
- Discuss characteristics of Magnet organizations that have retained nurses while providing quality nursing care
- Identify strategies to sustain an environment that motivates and maximizes each of the four generations in the current workforce
- Identify “best practices” that balance recruitment and retention |
NMI: Maximizing Group Potential
Nurse Managers use groups to achieve several goals in the workplace. This Nursing Management Institute course examines utilizing problem solving, increasing the effectiveness of team function, and conducting meetings. Maximizing group work means not only getting the job done but meeting individuals’ emotional, social, and psychological needs. If group members are satisfied, the group works at a constructive and cohesive level. The manager is challenged to consistently plan, monitor, and review group dynamics in order to meet these needs.
You may earn a Certificate in Nursing Management by completing 10 NMI courses.
Learning Objectives:
- Define basic group dynamics
- Examine the process of building high performance teams
- Identify facilitation skills used to conduct group meetings
- Describe methods used in solving problems and managing challenges in groups |
NMI: Mentoring and Being Mentored
Mentoring is a proactive process that nurtures the professional development of nurses is crucial for individual nurses in their career progression. This Nursing Management Institute course explores the mentoring relationship in depth, examining the roles of the mentor and mentee and keys to mentoring success. The learner is lead through the step-by-step process of mentoring. Tools that can be used to enhance the mentoring process are provided.
You may earn a Certificate in Nursing Management by completing 10 NMI courses.
Learning Objectives:
- Define the roles and personal characteristics of mentors and mentees
- Describe the successful mentoring relationship and the benefits of mentoring
- Examine the five steps of the mentoring process
- Describe the novice to expert model of learning and how it relates to mentoring
- Explore how mentoring applies to professional networking and career decision-making |
NMI: Sharing Decision Making
This Nursing Management Institute course presents concepts and principles central to a structure of shared governance. The material is more practical than theoretical, to facilitate the application to professional nursing practice. Communication, participation, respect, and trust are examples of familiar concepts woven among the new concepts encountered throughout this course.
You may earn a Certificate in Nursing Management by completing 10 NMI courses.
Learning Objectives:
- Provide flexibility in managing healthcare in the 21st century
- Describe shared governance differs from participatory management
- Explain differences between accountability and responsibility
- Contrast characteristics of centralized and decentralized organizations
- Differentiate between job description and role description. |
NMI: Transitioning from Staff Nurse to Manager
Moving from a staff nurse to a manager position can be a very intimidating transition. Like all transitions, you must leave behind some knowledge, skills, and relationships that have become comfortable and predictable and assume a position that requires new knowledge, skills, and relationships. This Nursing Management Institute course will provide information regarding role transition, management theory and functions, and leadership theory and skills to improve your self confidence and ease your role change.
You may earn a Certificate in Nursing Management by completing 10 NMI courses.
Learning Objectives:
- Describe key concepts and phases of role transition
- Discuss transition readiness including self assessment and supportive measures to decrease role stress and strain
- Discuss management and leadership theory
- Integrate management functions and critical leadership skills |
NMI: Using Data for Staffing
Nurse managers are responsible for balancing human resource costs and benefits to ensure quality outcomes both for clients and for the organization. This Nursing Management Institute course will demonstrate how staffing data (HPPD, acuity, and salary costs PPD) is derived and utilized to plan, develop and monitor staffing models. Learners will apply these calculations to affect decision-making and outcomes in practical scenarios. A demonstration of the use of standards mandated by Joint Commission on Accreditation of Healthcare Organizations (JCAHO) will be provided to assist the nurse manager in determining the effectiveness of nursing staffing patterns.
You may earn a Certificate in Nursing Management by completing 10 NMI courses.
Learning Objectives:
- Discuss the components, methods of calculating, and the financial implications of nurse staffing
- Describe how nursing labor resource data can be used to monitor and measure staff effectiveness
- Monitor staffing effectiveness by using quality indicators and human resources staffing standards |
Pandemic Influenza
This course addresses the causes and potential effects of pandemic influenza; pandemic preparedness; and ways to decrease the potentially disastrous effects of a pandemic. Participants will learn decision-making techniques and discover resources to help care for pandemic influenza patients. The State`s Pandemic Flu Plan, developed in accordance with the CDC, will also be presented. According to federal computer models, a severe pandemic influenza outbreak,such as the H1N1 virus, could leave 66,000 North Carolinians dead and more than 291,000 in need of hospitalization. Learn ways to prevent or decrease the potentially disastrous effects of a pandemic.
Learning Objectives:
- Distinguish between types of influenza
- Describe pandemic planning in North Carolina and its impact
- Assess the current H1N1 pandemic threat
- Review the pandemic influenza A (H1N1) virus
Visit www.cdc.gov/h1n1flu/ for the H1N1 flu situation update
|
Pesticide Related Illness and Health Issues
The purpose of this course is to prepare providers to diagnose and treat acute pesticide poisoning and to increase their awareness of health problems associated with chronic pesticide exposure. While the focus of the course is on workers in agricultural settings, the course contents are also applicable for treating all pesticide related illness.
Learning Objectives:
- Discuss the significance of pesticide related illness as a health issue
- Describe how exposure to pesticides occurs in an agricultural setting
- Identify the major classes of pesticides and their health effects
- Identify the signs, symptoms and treatment of acute pesticide poisoning
- Discuss the differential diagnosis of occupational health problems in farm workers
- Discuss current information relating to the long-term effects of exposure to pesticides
- Identify preventive and safety resources needed to equip a clinic to manage pesticide exposure |
Psychiatric Advance Directives: A Tool to Improve Care
This course will provide a basic introduction to Psychiatric Advance Directives (PADs), which is a potential tool for improving care for individuals who need mental health treatment. PADs are legal instruments that allow a person, when they are competent, to refuse or give consent for future psychiatric treatment. The goal of PAD is to ensure patients are treated in accordance of their wishes. PAD will facilitate more informed decision making and open dialogue between providers and patients. This presentation is supported by the Greenwall Foundation, the National Institute for Mental Health, and the MacArthur Foundation Research Network on Mandated Community Treatment.
Learning Objectives:
- Provide basic introduction to Psychiatric Advance Directives
- Discuss how Psychiatric Advance Directives work and discuss issues with implementation in North Carolina
- Discuss Advance Directives as legal tools
- Discuss ways in which clients may access, file, and post Advance Directives online |
Psychology of Addiction
This course will provide a clearer understanding of the biological, psychological, social, and spiritual definition of the disease of addiction. A description of variables that impacts a person's biology and the role of shame in addictive behavior will be presented in the course.
Learning Objectives:
- Develop a clearer understanding of the bio/psycho/socio/spiritual definition of the disease of addiction
- Describe the psychological variables that enhance a person’s biology pushing them to addictive disease
- Describe the role of shame in addiction |
SANE Series: A. Introduction To Forensic Nursing
Forensic Nursing is one of the newest specialties in the medical community today. Review the origins of forensic nursing and current fields in which forensic nurses presently practice. Learn about the role of Sexual Assault Nurse Examiner (SANE) nurses and the Sexual Assault Response Team (SART) process.
Learning objectives:
• Define forensic nursing
• Identify different forensic nursing specialty fields
• Define the acronym SANE
• Describe the SANE nursing process
• Define the acronym SART
• Describe SART team member roles
For more information about the SANE Certification or SANE Trainer programs see http://www.aheconnect.com/sane .
The expiration date for awarding CNE credit is 12/31/2011.
Disclosures:
• For you to print your certificate and receive continuing nursing education credit for this activity you must successfully complete the post-test with a score of 80% or better and complete the online evaluation. It is important that you keep the certificate, as it is your formal record of successful completion of the activity.
• A conflict of interest occurs when an individual has an opportunity to affect education content about health-care products or services of a commercial company with which she/he has a financial relationship. The planners and presenters of this CNE activity have disclosed no relevant financial relationships with any commercial companies pertaining to this activity.
• There is no commercial company support f |
SANE Series: B. Introduction To Sexual Assault
As a health care provider, caring for the victims of sexual assault is often difficult and complex. Develop a solid foundation and learn about sexual assault and its impact on our communities and patients. Review current rape mythology and facts including useful and practical knowledge about sexual assault, a crime that affects one in five women.
Learning objectives:
• Define sexual assault and rape
• Identify drugs used in sexual assaults
• Describe the effects of rape including Rape Trauma Syndrome (RTS) and Post Traumatic Stress Disorder (PTSD)
• Identify rape myths and facts
• Describe reasons for unreported rape
For more information about the SANE Certification or SANE Trainer programs see http://www.aheconnect.com/sane.
The expiration date for awarding CNE credit is 12/31/2011.
Disclosures:
• For you to print your certificate and receive continuing nursing education credit for this activity you must successfully complete the post-test with a score of 80% or better and complete the online evaluation. It is important that you keep the certificate, as it is your formal record of successful completion of the activity.
• A conflict of interest occurs when an individual has an opportunity to affect education content about health-care products or services of a commercial company with which she/he has a financial relationship. The planners and presenters of this CNE activity have disclosed no relevant financial relationships with any com |
SANE Series: C. The Rapist and Criminal Sexuality
Learn about human sexuality and the use of coercion or exploitation by the rapist. Review how these elements, including the use of force by the rapist and resistance by the victim, become relevant to law enforcement and Sexual Assault Nurse Examiner (SANE) nurses in the investigation and assessment of victims. Identify the six categories of rapists and how they often impose their will upon their victims.
Note –subject matter can be difficult for some individuals and is graphic in nature.
Learning objectives:
• Identify three approaches used by rapists
• Identify three types of control employed by rapists
• Identify three types of victim resistance
• Identify reactions to resistance
• Name six rapist categories
For more information about the SANE Certification or SANE Trainer programs see http://www.aheconnect.com/sane.
The expiration date for awarding CNE credit is 12/31/2011.
Disclosures:
• For you to print your certificate and receive continuing nursing education credit for this activity you must successfully complete the post-test with a score of 80% or better and complete the online evaluation. It is important that you keep the certificate, as it is your formal record of successful completion of the activity.
• A conflict of interest occurs when an individual has an opportunity to affect education content about health-care products or services of a commercial company with which she/he has a financial relationship. The |
SANE Series: D. Anatomy and Physiology for the Sexual Assault Examination
Learn to identify anatomical structures of sexual assault patients in a clear and concise manner. This is critical not only among health care professionals, but also the medico-legal system. The normal appearance of the oral, anal and vaginal cavities, as well as the appearance of the external male and female adult and adolescent genitalia, will be identified in detail.
Note - the photos and diagrams in this course are graphic in nature and are intended for educational use by health care professionals only.
Learning objectives:
-Identify normal anatomy and appearance of the oral cavity
-Identify normal anatomy and appearance of adult and adolescent female genitalia
-Identify normal anatomy and appearance of adult and adolescent male genitalia
-Identify normal anatomy and appearance of anal cavity
For more information about the SANE Certification or SANE Trainer programs see http://www.aheconnect.com/sane.
The expiration date for awarding CNE credit is 12/31/2011.
Disclosures:
• For you to print your certificate and receive continuing nursing education credit for this activity you must successfully complete the post-test with a score of 80% or better and complete the online evaluation. It is important that you keep the certificate, as it is your formal record of successful completion of the activity.
• A conflict of interest occurs when an individual has an opportunity to affect education content about health-care products or servi |
SANE Series: E. Interviewing the Sexual Assault Patient
Sexual assault interviews are unique. In addition to gathering health information, details are obtained about a traumatic event the patient may not be prepared to recount. The information gathered may be used in non-medical venues and read by many people, such as in a trial courtroom. Prepare to correctly interview sexual assault victims to obtain accurate information using a sensitive, efficient approach.
Learning objectives:
• Identify the primary purpose for the sexual assault interview (SAI)
• Identify the steps in preparing for the sexual assault interview (SAI)
• Name the four main components of the sexual assault interview (SAI)
• Define informed consent and the BRAIDED acronym
• Identify the importance of obtaining the patient’s medical history during the assault interview
• Identify ways to obtain a detailed description of the assault
For more information about the SANE Certification or SANE Trainer programs see http://www.aheconnect.com/sane.
The expiration date for awarding CNE credit is 12/31/2011.
Disclosures:
• For you to print your certificate and receive continuing nursing education credit for this activity you must successfully complete the post-test with a score of 80% or better and complete the online evaluation. It is important that you keep the certificate, as it is your formal record of successful completion of the activity.
• A conflict of interest occurs when an individual has an opportunity to affect educatio |
SANE Series: F. The Sexual Assault Exam
This course consists of three parts:
Part A: Components and Preparation:
Adequately preparing the patient for the sexual assault examination is critical to success. Review examination preparation and basic components of the sexual assault pelvic examination. Learn distinctions between the routine pelvic examination and the sexual assault exam. Identify the importance of preparation in relation to the environment, equipment, patient and provider.
Part B: The Pelvic Examination:
Performance of the pelvic examination requires much skill and expertise. Learn a step-by-step process for conducting the evidentiary pelvic examination of the vagina and cervix utilizing a speculum. Review video clips of a sexual assault pelvic examination to reinforce exam techniques. Facilitation of patient comfort is emphasized.
Part C: Special Patient Populations:
Performance of the sexual assault interview and pelvic exam can be particularly challenging for patients with special needs. Explore developmental factors to consider, and review modifications to the sexual assault interview and examination process for five groups of special patient populations.
Learning Objectives:
• Identify components of the sexual assault and routine exams
• Examine preparation components
• Identify exam room hygiene
• List methods of protecting patient privacy
• Identify strategies for reducing exam anxiety
• Identify differing components of routine vs. sexual assault pelvic examinat |
SANE Series: G. Introduction to Pediatric Sexual Abuse
This course focuses on the principles of conducting a sexual assault interview and pelvic exam for a child. You will be taught how to collect physical evidence in acute cases that present to the ER or other acute care setting. It is designed as an introduction to pediatric sexual abuse. Note: subject matter can be difficult for some individuals and is graphic in nature.
Learning objectives:
• Define child sexual abuse
• Identify pediatric interview techniques
• Identify exam positions
• Review pediatric anatomy and development
• Identify findings associated with child sexual abuse
• Outline reporting responsibilities and follow-up
For more information about the SANE Certification or SANE Trainer programs see http://www.aheconnect.com/sane.
The expiration date for awarding CNE credit is 12/31/2011.
Disclosures:
• For you to print your certificate and receive continuing nursing education credit for this activity you must successfully complete the post-test with a score of 80% or better and complete the online evaluation. It is important that you keep the certificate, as it is your formal record of successful completion of the activity.
• A conflict of interest occurs when an individual has an opportunity to affect education content about health-care products or services of a commercial company with which she/he has a financial relationship. The planners and presenters of this CNE activity have disclosed no relevant financial relati |
SANE Series: H. Infections and Prophylaxis for the Sexual Assault Patient
In this course we will discuss the prevention of sexually transmitted infections and pregnancy for the sexual assault patient. The symptoms and manifestations of sexually transmitted infections along with the forensic implications of those findings and the current recommended treatment or course of therapy will be discussed. You will be able to provide appropriate patient counseling for the identification and treatment of sexually transmitted infections as well as identify an appropriate form of emergency contraception.
Learning objectives:
- Identify patients at risk for sexually transmitted infections (STIs)
- List symptoms, risk and current therapy recommendations for common
- Identify appropriate form of emergency contraception
For more information about the SANE Certification or SANE Trainer programs see http://www.aheconnect.com/sane.
Disclosures:
• For you to print your certificate and receive continuing nursing education credit for this activity you must successfully complete the post-test with a score of 80% or better and complete the online evaluation. It is important that you keep the certificate, as it is your formal record of successful completion of the activity.
• A conflict of interest occurs when an individual has an opportunity to affect education content about health-care products or services of a commercial company with which she/he has a financial relationship. The planners and presenters of this CNE activity have disc |
SANE Series: I. Forensic Injury Identification and Documentation
Receive an in-depth overview of the most common injuries associated with sexual assault. To assist in accurately caring for victims of sexual assault, differences between type of injuries and correct use of terminology to describe and document injuries will be identified.
Learning objectives:
- Identify Injuries using correct terminology to assist with forensic documentation
- Distinguish between sharp force and blunt force injuries
- Differentiate between a patterned injury and pattern of injury
- Define BARBS acronym and describe how it is used in injury identification
- Use the LASTS acronym to document an injury
For more information about the SANE Certification or SANE Trainer programs see http://www.aheconnect.com/sane.
The expiration date for awarding CNE credit is 12/31/2011.
Disclosures:
• For you to print your certificate and receive continuing nursing education credit for this activity you must successfully complete the post-test with a score of 80% or better and complete the online evaluation. It is important that you keep the certificate, as it is your formal record of successful completion of the activity.
• A conflict of interest occurs when an individual has an opportunity to affect education content about health-care products or services of a commercial company with which she/he has a financial relationship. The planners and presenters of this CNE activity have disclosed no relevant financial relationships with any comme |
SANE Series: J. Principles of Physical Evidence Collection in Sexual Assault
The identification, collection and packaging of physical evidence in sexual assault cases are unique from other kind of crimes because the victim is a living crime scene. Review the principles and theories behind physical evidence collection to develop the expertise needed to yield accurate results.
Learning objectives:
- Define goals of physical evidence collection in Sexual Assault examinations
- Identify three kinds of physical evidence
- Recognize how Locard’s Therory of Transfer is relevant to evidence contamination
- Distinguish between known standard and unknown sample of evidence
For more information about the SANE Certification or SANE Trainer programs see http://www.aheconnect.com/sane.
The expiration date for awarding CNE credit is 12/31/2011.
Disclosures:
• For you to print your certificate and receive continuing nursing education credit for this activity you must successfully complete the post-test with a score of 80% or better and complete the online evaluation. It is important that you keep the certificate, as it is your formal record of successful completion of the activity.
• A conflict of interest occurs when an individual has an opportunity to affect education content about health-care products or services of a commercial company with which she/he has a financial relationship. The planners and presenters of this CNE activity have disclosed no relevant financial relationships with any commercial companies pertaining |
SANE Series: K. Sexual Assault Evidence Collection Kit
This course provides an in-depth look at the components of the sexual assault evidence collection kit and reviews collection techniques used in the collection of forensic evidence. A glossary of essential equipment needed to complete evidence collection is included.
Learning objectives:
• Identify essential equipment needed
• List preferred order of evidence collection
• Differentiate between known standards and unknown samples in the sexual assault evidence collection kit
• Identify examples of additional evidence that should be collected when recognized
For more information about the SANE Certification or SANE Trainer programs see http://www.aheconnect.com/sane.
The expiration date for awarding CNE credit is 12/31/2011.
Disclosures:
• For you to print your certificate and receive continuing nursing education credit for this activity you must successfully complete the post-test with a score of 80% or better and complete the online evaluation. It is important that you keep the certificate, as it is your formal record of successful completion of the activity.
• A conflict of interest occurs when an individual has an opportunity to affect education content about health-care products or services of a commercial company with which she/he has a financial relationship. The planners and presenters of this CNE activity have disclosed no relevant financial relationships with any commercial companies pertaining to this activity.
• There is no com |
SANE Series: L. DNA & Forensic Analysis
Learn to define the structure of DNA and identify the most common types of samples collected for DNA analysis by health care providers today, along with the forensic implications of current practices. Review the current types of DNA testing and analysis, including DNA data banking (or CODIS) used by the forensic analysis units of the North Carolina State Bureau of Investigation.
Learning objectives:
- Identify the basic structure and function of DNA
- Identify the types of DNA analysis
- Define the implications of DNA analysis with forensic profiling
- Identify the structure and purpose of CODIS in DNA data banking
- Define the role of the NC SBI in the analysis of forensic evidence
For more information about the SANE Certification or SANE Trainer programs see http://www.aheconnect.com/sane.
The expiration date for awarding CNE credit is 12/31/2011.
Disclosures:
• For you to print your certificate and receive continuing nursing education credit for this activity you must successfully complete the post-test with a score of 80% or better and complete the online evaluation. It is important that you keep the certificate, as it is your formal record of successful completion of the activity.
• A conflict of interest occurs when an individual has an opportunity to affect education content about health-care products or services of a commercial company with which she/he has a financial relationship. The planners and presenters of this CNE acti |
SANE Series: M. Principles of Forensic Photography
When photographing victims of crime or sexual assault it is critical to be able to accurately capture the nature and extent of the injuries noted during your examination. This course will provide detailed explanation of forensic photography principle as well as the importance of correct labeling methods and chain of custody.
Learning objectives:
• Identify equipment utilized in forensic photography
• List elements of exposure
• Describe importance of white balance
• Define term “depth of field”
• Name alternative lighting techniques
• Identify correct labeling methods and chain of custody
For more information about the SANE Certification or SANE Trainer programs see http://www.aheconnect.com/sane.
The expiration date for awarding CNE credit is 12/31/2011.
Disclosures:
• For you to print your certificate and receive continuing nursing education credit for this activity you must successfully complete the post-test with a score of 80% or better and complete the online evaluation. It is important that you keep the certificate, as it is your formal record of successful completion of the activity.
• A conflict of interest occurs when an individual has an opportunity to affect education content about health-care products or services of a commercial company with which she/he has a financial relationship. The planners and presenters of this CNE activity have disclosed no relevant financial relationships with any commercial companies pertainin |
SANE Series: N. Sexual Assault and the Criminal Justice System
This course will familiarize health care professionals who care for sexual assault patients with the court system and their role as an expert witness in superior court trials. As a forensic nurse examiner, it is highly probable you will take part in a courtroom trial.
Learning objectives:
• Identify correct labeling methods and chain of custody
• Describe U.S. system of justice
• Name three basic requirements for evidence to be admissible
• Describe progress of typical felony case through criminal justice system
• Identify role of SANE in courtroom
• List guidelines for providing effective testimony.
The expiration date for awarding CNE credit is 12/31/2011.
Disclosures:
• For you to print your certificate and receive continuing nursing education credit for this activity you must successfully complete the post-test with a score of 80% or better and complete the online evaluation. It is important that you keep the certificate, as it is your formal record of successful completion of the activity.
• A conflict of interest occurs when an individual has an opportunity to affect education content about health-care products or services of a commercial company with which she/he has a financial relationship. The planners and presenters of this CNE activity have disclosed no relevant financial relationships with any commercial companies pertaining to this activity.
• There is no commercial company support for this activity.
There is no endorsement of |
Sensory Changes in the Adult Patient Population
This course is designed to provide the bedside caregiver with the necessary information to provide safe and effective care to an older population who is experiencing decreased sensory capability.
Learning Objectives:
- Define basic anatomy of the human eye and ear
- Identify common age-related diseases of the human eye
- Identify common visual and auditory sensory changes in the older patient population
- Describe visual and auditory sensory techniques to assist the older patient population
- Describe changes in the senses of taste, touch and smell in the older patient population
- List techniques to assist the older patient population with a loss of the senses of taste, touch, and smell |
State and Regional Medical Support Shelter Orientation Program
The State of North Carolina, in a partnership with OEMS, Public Health, state hospitals, and the Division of Emergency Management, has developed the State Medical Response System (SMRS) to provide medical care during a disaster. As part of that response, the System has partnered with the NC Department of Community Colleges to create the State and Regional Medical Support Shelter (MSS) Orientation Program. This course will give you an overview of operations and orient you to various roles in those operations. It will help you respond effectively to community emergencies by helping you understand how to offer the medical care and support services you are accustomed to providing on a daily basis in an unfamiliar environment.
Learning Objectives:
- Identify how centers are established and operate
- Distinguish between various responder roles during a disaster
- Outline the basics of effective disaster triage
- Understand the Incident Command system used by public safety
programs though out the United States
- Identify evacuee and responder safety issues |
Supported Employment: An Evidence Based Practice
This overview of supported employment is a product of the NC Evidence Based Practices Center. Supported employment is one of six evidence-based practices developed at a national evidence-based practice center at Dartmouth with support from the Robert Wood Johnson Foundation, the Substance Abuse and Mental Health Services Administration (SAMHSA), and the National Association of State Mental Health Program Directors. This course is designed to encourage community mental health programs serving patients with severe and persistent mental illnesses to learn and use evidence based practices as a state-of-the-art approach to serving this population.
Learning Objectives:
- Review background on work in mental disorders
- Define supported employment and review empirical literature
- Identify barriers to implementing supported employment
- Identify organizational factors that relate to implementation of supported employment |
Treating the Invisible Wounds of War Series: Part 1 - Posttraumatic Stress Disorder
To build bridges between local community resources and military families, Congress established the National Demonstration Program for Citizen-Soldier Support. Spearheaded by the Odum Institute at the University of North Carolina at Chapel Hill, the Citizen-Soldier Support Program (CSSP) focuses on all branches of the military and other reserve component members and families.
While it may be assumed that any post deployment mental health problems of service members and veterans would be identified and treated with in the Department of Defense/Department of Veterans Affairs medical care continuum, available data suggest that only about 37% of the people qualified for DOD/VA benefits will seek assistance from the VA. This means there is a silent majority not receiving the care they need.
This course is designed to help primary care physicians, case workers, mental health providers - who may see a veteran or family member on an unrelated issue - develop a better understanding of the culture in which veterans and their families live and work, and provide best practices for identifying, assessing and treating mental health disorders that result from the trauma of war.
Objectives
At the conclusion of this course, you should be able to:
- Identify strategies for establishing and maintaining a therapeutic alliance with combat veterans and their families by examining military structure and culture and the combat experience
- Identify Combat Operational Stress |
Treating the Invisible Wounds of War Series: Part 2 - Traumatic Brain Injury
To build bridges between local community resources and military families, Congress established the National Demonstration Program for Citizen-Soldier Support. Spearheaded by the Odum Institute at the University of North Carolina at Chapel Hill, the Citizen-Soldier Support Program (CSSP) focuses on all branches of the military and other reserve component members and families.
While it may be assumed that any post deployment mental health problems of service members and veterans would be identified and treated with in the Department of Defense/Department of Veterans Affairs medical care continuum, available data suggest that only about 37% of the people qualified for DOD/VA benefits will seek assistance from the VA. This means there is a silent majority not receiving the care they need.
This course is designed to help primary care physicians, case workers, mental health providers - who may see a veteran or family member on an unrelated issue - develop a better understanding of the culture in which veterans and their families live and work, and provide best practices for identifying, assessing, and treating or referring mild traumatic brain injuries that result from the trauma of war.
Objectives
At the conclusion of this course, you should be able to:
- Identify strategies for establishing and maintaining a therapeutic alliance with combat veterans and their families by examining military structure and culture and the combat experience
- Identify funct |
Treating the Invisible Wounds of War Series: Part 3 - Issues of Women Returning from Combat
Women military service members returning from deployment to the wars in Iraq and Afghanistan face gender-specific readjustment issues as they transition back to their local communities. This workshop will provide an overview of the health/mental health concerns of women veterans within the context of military culture, gender-specific roles, available support resources and effective treatments.
Objectives:
- Explain the history of women in combat and the scope of the problem
- Describe the importance of military culture
- Identify psychological issues unique to women returning from combat
- Recognize child development issues for women returning from combat
- Discuss gender-specific treatments
- Describe mental health care resources including Tricare insurance |
Understanding and Helping the Difficult Substance Abuse Client
This course will provide a basic knowledge about addiction and the addicted client. It will outline strategies for dealing with the difficult substance abuse client with the scope of responsibilities typically assigned to support staff members. It will also discuss the day to day challenges associated with working with substance abuse patients.
Learning Objectives:
- Learn the disease model of addiction
- Identify signs and symptoms to recognize the intoxicated and/or difficult substance abuse patient
- Describe general assumptions related to working with difficult substance abuse patients
- Learn basic strategies for dealing with the difficult client
- Identify special issues and challenges for support staff working with substance abuse clients |
Understanding and Helping Youth Living with Addiction
This course provides an overview of the common characteristics of substance abusing families as well as review the emotional, behavioral and thought patterns of youth living in a chemically dependent environment. This session will also include a practical discussion of the most effective ways of helping these youth in their efforts in school and community-based settings. Children exposed to alcohol and drug abuse live in environments that are stressful, unpredictable and chaotic. These children will typically manifest a variety of dysfunctional thoughts, emotional and behavioral patterns that will negatively impact their cognitive and behavioral development and performance.
Learning Objectives:
- Describe the science-based model of addiction
- Identify common characteristics of children of addicted parents (COAs) and addicted homes
- Relate the characteristics of substance-abusing families to common thought, emotional, and behavioral patterns of youth living in them
- Discuss the Do’s and Don’ts for helping children of addicted parents |
Working with Interpreters in Healthcare
This course was created to help you select and work effectively with an interpreter. A skilled professional interpreter can help overcome these problems and quickly establish rapport with clients, bridging the language gap and providing valuable insight into a client’s culture, background, and beliefs. The guidelines are not language specific, but apply to interpreters in general. You will learn new methods and techniques for getting the most out of cross-cultural interviews.
Please Note: Participants will need a high-speed Internet connection to view the course online and Macromedia Flash.
Learning Objectives:
- Identify problems that may occur when using an untrained interpreter in a medical interview
- Identify the criteria for selecting a skilled, professional interpreter
- Identify 7 principles a provider should use to ensure effective communication during an interpreted interview |