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  • Mandatory Child Abuse Reporting in Pennsylvania

    1. After taking this course, you should be able to:
      • Define the meaning of child abuse according to the Child Protective Services Law (CPSL)..
      • Identify the physical, psychological, behavioral, and environmental indicators of child abuse.
      • Identify risk factors related to child maltreatment.
      • Outline the procedures for making a report to ChildLine.
      *Please ensure you have information listed in the License/Certification section to be reported to the state of Pennsylvania. Relias is unable to report your completion without the necessary information.*
       
      You will be asked in the License/Certification information to provide:
      • Date of Birth
      • Last 4 Digits of SSN
      • License Number (if applicable)
    3. Contact Hours: 2.0

  • The Art and Science of Caring - No Test

    1. Caring, like other kinds of clinical expertise, develops gradually and is subtle and complex. Nurses who have mastered the art of caring are often distinguished by that ability. Many nurse investigators have proposed that caring is the essence of practice. The word “caring” is the most common adjective used to describe the nursing profession by students and nurses (Compton et al., 2018).

      The goal of this course is to reinforce and teach nursing professionals in the acute care setting about the combined art and science of caring.


      After taking this course, you should be able to:

      • Identify beliefs about caring practices and selected caring theories.
      • Differentiate between the art and science of caring.
      • Explain the connection of nurse caring with patient outcomes.
      • Identify beliefs about caring practices and selected caring theories
      • Differentiate between the art and science of caring
      • Explain the connection of nurse caring with patient outcomes
      • Identify caring practices and theories.
      • Recognize the effect that nurse caring has on patient experience and outcomes.

      Course Termination Date: Not yet determined

      Course Originally Released On: 05/01/23
    3. Contact Hours: 0.5

  • Working as an Interprofessional Team - No Test

    1. The goal of this course is to enhance the knowledge and ability of nurses, health educators, dietitians, and radiology technologists in the acute care setting to work as cohesive members of the interprofessional team.
      After taking this course, you should be able to:
      • Identify the characteristics of a healthcare professional who uses the interprofessional approach to patient care.
      • Apply the principles of interprofessional teamwork in specific patient scenarios.
    3. Contact Hours: 0.5

  • How to Develop Your Leadership Potential - No Test

    1. The goal of this course is to provide nurses with practical strategies to help them establish customized plans for developing their leadership potential.
      After taking this course, you should be able to:
      • Discuss why it is important for nurses to develop leadership potential.
      • Identify effective leadership styles and characteristics.
      • Describe ways to develop leadership characteristics.
    3. Contact Hours: 1.25

  • Best Practices for Mechanical Ventilation and Weaning - No Test

    1. The goal of this course is to provide an overview for respiratory therapists (RTs) and nurses in the acute care setting on mechanical ventilation and the weaning process for critically ill patients.
      After taking this course, you should be able to:
      • Identify common modes and ventilator settings.
      • Recognize the assessments and interventions provided by nurses and respiratory therapists in mechanically ventilated patients.
      • Recall methods of ventilator weaning to ensure safe patient outcomes.
    3. Contact Hours: 1.0

  • General Principles of Infectious Microbes and Disease - No Test

    1. The goal of this course is to broaden and update nurses’ and respiratory therapists’ knowledge of infectious disease causation and prevention.
      After taking this course, you should be able to:
      • Identify the three components common to all infectious diseases.
      • List four factors associated with the emergence or resurgence and transmission of disease.
      • Define the six components of the chain of infection.
    3. Contact Hours: 1.25

  • Communication with Patients - No Test

    1. Effectively communicating with patients and families is the foundation for a therapeutic, safe, and positive patient experience. The patient‘s experience of care is greatly influenced by what is communicated and what the patient and family observe. Communication is also a vital component of obtaining an accurate history and physical assessment, providing informed, comprehensive care, and educating patients and families to achieve optimal outcomes. When healthcare professionals recognize the factors that influence communication and consistently apply effective communication techniques, patient satisfaction, safety, and outcomes improve. The goal of this course is to provide information about how to effectively communicate with patients in healthcare settings.

      After taking this course, you should be able to:

      • Identify at least three specific elements of effective communication and how communication affects the patient and family experience.
      • Recall important components of cultural competence and inclusivity when communicating with patients and families.

      Course Termination Date: Not yet determined

      Course Originally Released On: 05/01/23
    3. Contact Hours: 1.0

  • Medication Error Prevention - No Test

    1. The goal of this course is to educate healthcare professionals about approaches to prevent medication errors.
      After taking this course, you should be able to:
      • Define types of medical errors and their impact on healthcare.
      • Discuss how a culture of patient safety influences reporting and resolving errors.
      • Explain strategies to reduce medication errors.
    3. Contact Hours: 1.0

  • Preventing Suicide in Older Adults - No Test

    1. The goal of this course is to provide skills to nursing and social work professionals in the acute care setting to identify, assess, and respond to suicide risk in older adults.
      After taking this course, you should be able to:
      • Recognize three important warning signs for suicide risk in older adulthood.
      • Identify five risk factors for suicide in older adulthood.
      • Describe evaluation and prevention methods of suicide in older adulthood.
    3. Contact Hours: 1.0

  • Parental Stress in the NICU - No Test

    1. The goal of this course is to educate nurses and social workers about family-centered interventions for families with infants in the NICU, focusing on up-to-date stress management and coping interventions in evidence-based neonatal practice.
      After taking this course, you should be able to:
      • Identify the common stressors of parents with an infant in the NICU and the relationship between parental stress and infant health.
      • Recall interventions for parental stress and coping and how to use them in practice.
    3. Contact Hours: 1.0

  • Dating Violence in Adolescence - No Test

    1. The goal of this continuing education module is to inform healthcare professionals so they can recognize adolescent victims of dating violence.
      After taking this course, you should be able to:
      • Differentiate between the diverse types of dating violence.
      • Recognize risk factors for becoming a victim or perpetrator of violence within a dating relationship.
      • Explain areas of focus for healthcare and prevention of dating violence.
    3. Contact Hours: 1.0

  • Common Sleep Disorders - No Test

    1. The goal of this course is to provide nursing and respiratory therapy professionals with knowledge of the importance of sleep assessment in the clinical setting and to provide clinical assessment strategies and common assessment/diagnostic tools for impaired sleep and sleep disorders.
      After taking this course, you should be able to:
      • Identify common sleep disorders and how they affect the general population.
      • Describe common sleep disorders and ways to incorporate a routine sleep assessment into practice.
      • Discuss common sleep assessment tools and the indications for using these tools.
    3. Contact Hours: 1.0

  • HIPAA and Confidentiality for Licensed Professionals - No Test

    1. The goal of this course is to provide licensed professionals with an understanding of HIPAA, privacy, and security.
      Unless otherwise stated, the information in this course was sourced from 45 C.F.R. §160, 162, 164 (2021).
      After taking this course, you should be able to:
      • Describe the intent of HIPAA.
      • Apply professional practices that protect privacy.
      • Recognize practices that protect the security of electronic protected health information.
    3. Contact Hours: 1.0

  • Delirium: Identification and Management - No Test

    1. The goal of this course is to prepare nurses and clinical social workers with tools to prevent, evaluate, and manage delirium.
      After taking this course, you should be able to:
      • Identify risk factors and symptoms of delirium.
      • Describe methods for evaluating delirium.
      • Discuss the appropriate actions to both prevent and manage delirium.
    3. Contact Hours: 1.0

  • Providing Culturally Competent Care to the Muslim Population - No Test

    1. The goal of this continuing education course is to educate nurses and health educators in all settings on providing culturally competent care to patients who are Muslim.
      After taking this course, you should be able to:
      • Identify Islamic health-related practices or beliefs.
      • Identify strategies when caring for patients who are Muslim.
    3. Contact Hours: 0.5

  • Calming the Patient with Cognitive Impairment - No Test

    1. The goal of this course is to enrich the knowledge of nursing professionals in the acute care setting about the use of music, touch, exercise, and animals to calm cognitively impaired patients.
      After taking this course, you should be able to:
      • Describe the different types of behavioral and psychological symptoms that patients with dementia exhibit.
      • Identify the ways music, touch, exercise, and animal presence benefit patients with cognitive impairment.
    3. Contact Hours: 0.5

  • Recognizing and Treating Five Shock States - No Test

    1. Hypotension (systolic blood pressure < 90 mmHg) is often considered the defining hallmark of shock, but it can also be a late or deceptive sign. Therefore, other signs and symptoms must be identified early to detect and respond to a patient’s deteriorating state before irreversible shock ensues. The pathophysiologic process of shock is complicated, which makes nursing management challenging. An understanding of the pathophysiology, aspects of diagnosis, and effective interventions are crucial to patient survival. Knowledge of the different states of shock and evidenced-based interventions is important for nurses as they play a vital role in promoting timely detection and treatment. Such knowledge can help the clinical nurse promote care that is based on the latest guidelines. 

      The goal of this course is to educate nurses about how to recognize and treat different types of shock.


      After taking this course, you should be able to:

      • Identify the alterations in tissue perfusion and cellular metabolism that occur in shock states
      • Identify evidence-based nursing guidelines for the treatment, identification, management, and outcomes of patients with shock states
      • List two risk factors for the development of cardiogenic shock
      • Distinguish the stages of hypovolemic shock
      • Describe the clinical presentation of anaphylactic shock
      • List three risk factors for the development of septic shock
      • Describe how septic shock can lead to multiple organ dysfunction syndrome
      • Discuss the pathophysiology of sepsis, including the role of proinflammatory and anti-inflammatory mediators in the systemic inflammatory response syndrome (SIRS)
      • Identify changes in circulation, perfusion, and cellular function that take place during shock.
      • Differentiate five subtypes and four stages of shock.
      • List evidence-based nursing guidelines for the identification and treatment shock states.

      Course Termination Date: Not yet determined

      Course Originally Released On: 05/01/23
    3. Contact Hours: 2.0

  • Professional Responsibility in Infection Prevention - No Test

    1. The goal of the course is to discuss professional responsibilities that nurses and medical assistant professionals have in applying effective infection prevention principles to reduce the transmission of pathogens.
      After taking this course, you should be able to:
      • Discuss the transmission of infectious organisms.
      • Identify ways in which healthcare professionals can break the chain of infection.
      • Recognize the professional’s responsibility to practice infection prevention and adhere to standard infection prevention practices.
    3. Contact Hours: 1.0

  • Pain Control: Evidence-Based Approaches - No Test

    1. An approach that prevents and treats acute pain while avoiding unnecessary exposure to opioids is the goal of pain management (U.S. Department of Health and Human Services [DHHS], 2019b). Clinicians should integrate patient-centered approaches, therapies, technology, and self-care strategies while collaborating with other professionals to manage pain (Cohen et al., 2020). However, barriers to the use of best practices for pain management are prevalent at the patient-provider, practice, and systems levels. Resolution of stigma and structural inequalities that limit access to evidence-based pain treatments is required to eliminate barriers.

      The goal of this course is to provide healthcare professionals with evidence-based guidance for managing pain while weighing the risks and benefits of pain medications with functional improvement and harm prevention.


      After taking this course, you should be able to:

      • Describe the need for and methods to balance harms associated with uncontrolled pain with potential harms associated with pain treatment.
      • Select appropriate tools to assess pain.
      • Create and implement a pain treatment plan that integrates guided imagery with pharmacological and non-pharmacological therapies based on evidence-based guidelines given the pain type and patient specific risk factors or comorbidities
      • Evaluate multimodal treatment plans with interprofessional input for patients with complex or persistent pain
      • Discuss the physiologic processes and terminology related to pain.
      • Identify components of pain treatment that can be combined to form multimodal treatment plans.

      Course Termination Date: Not yet determined

      Course Originally Released On: 05/01/23
    3. Contact Hours: 2.0

  • Coping with Shingles - No Test

    1. The goal of this course is to provide up-to-date information to nurses about the signs and symptoms of shingles, treatment moalities, interventions, and patient education issues.
      After taking this course, you should be able to:
      • Identify the cause of shingles and adjacent conditions, as well as the common signs and symptoms.
      • Describe treatment modalities for shingles and postherpetic neuralgia.
      • List interventions to prevent transmission and help patients adjust functionally, psychologically, and physically to shingles infections.
    3. Contact Hours: 0.5

  • Battling Vancomycin-Resistant Enterococci - No Test

    1. Enterococci species are (bacteria) normally present in the human intestines and in the female genital tract. They can also be isolated from the environment. Enterococci that develop drug resistance can be very harmful due to limited treatment options.

      Vancomycin-resistant enterococci (VRE) have become epidemiologically significant pathogens that cause healthcare-associated infections worldwide. Vancomycin-resistant enterococci have caused multiple outbreaks in healthcare settings. It is essential for nurses to familiarize themselves with these multidrug resistant organisms (MDROs).

      The goal of this course is to educate nurses with information about VRE and VRE infection in healthcare settings. This educational activity educates nurses on infection control practices to prevent VRE transmission for patient safety.


      After taking this course, you should be able to:

      • Recognize the epidemiology and severity of VRE.
      • State at least three strategies to prevent and control the spread of VRE in healthcare facilities.
      • Describe the epidemiology and severity of VRE
      • Identify three factors that put patients at risk for VRE infection
      • State three strategies to prevent and control the spread of VRE in healthcare facilities

      Course Termination Date: Not yet determined

      Course Originally Released On: 05/01/23
    3. Contact Hours: 0.5

  • Acute Stroke: Treatment and Outcomes - No Test

    1. The Centers for Disease Control and Prevention (CDC) states that approximately 795,000 people within the U.S. experience a stroke annually, and among these individuals, over 75% experience a stroke for the first time (National Center for Chronic Disease Prevention and Health Promotion, 2021). Stroke, a national and international neurological problem, is the fifth leading cause of death in the U.S. and the second leading cause of death globally (World Health Organization [WHO], 2020; American Stroke Association [ASA], n.d.). Nurses need to be informed about the urgency of early treatment to be proactive in educating their communities. They also need to understand the resulting behavioral differences created in right- versus left-hemispheric strokes, and how a lack of knowledge can negatively impact immediate post-stroke care.

       

      The goal of this course is to equip nurses in the acute care setting about the causes of strokes; acute treatment strategies; and the physical, mental, and emotional effects of strokes based on the area of the brain injury.


      After taking this course, you should be able to:

      • List modifiable and nonmodifiable risk factors of stroke
      • Identify neurological deficits associated with left- and right-hemispheric strokes
      • List appropriate goals of rehabilitation for a patient who has had a stroke
      • Identify the risk factors, causes, and acute treatment strategies of strokes.
      • Recognize the neurologic deficits associated with left- and right-sided strokes, the significance of post-stroke depression, and the importance of depression screening.

      Course Termination Date: Not yet determined

      Course Originally Released On: 05/01/23
    3. Contact Hours: 1.0

  • Preventing Blood Incompatibility Errors - No Test

    1. The goal of this course is to educate clinical laboratory professionals and nursing professionals in acute care settings about blood incompatibility errors and the evidence-based practices to prevent them.
       
      After taking this course, you should be able to:
      • List at least three factors that contribute to blood incompatibility errors.
      • Describe blood type compatibility between the donor and recipient and the processes involved in the safe transfusion of blood products.
      • Identify transfusion reaction types and the processes involved in the investigation and management of transfusion reactions when they occur.
    3. Contact Hours: 1.0

  • Emergency Burn Management - No Test

    1. The goal of this course is to educate emergency medical services (EMS) personnel, nurses, and physicians regarding the care of burn patients in prehospital and hospital settings.
      After taking this course, you should be able to:
      • Identify signs and symptoms of inhalation injuries.
      • Describe appropriate treatment for adult and pediatric burn patients.
    3. Contact Hours: 1.0

  • Seizure Management: Essentials - No Test

    1. The goal of this course is to further educate pre-hospital EMS personnel and nurses in the hospital, outpatient, and other community settings about seizure management.
      After taking this course, you should be able to:
      • Review seizure causes, triggers, pathophysiology, complications, symptoms, and diagnosis.
      • Recall seizure classifications, pharmaceutical, and other management of seizures.
      • Identify how seizures are managed on scene via EMS with pre-hospital care to nursing care in the hospital and in the community.
    3. Contact Hours: 1.0

  • Addressing Sexual Health, Sexuality, and Intimacy - No Test

    1. The goal of this course is to educate nurses in the acute care setting on ways to address sexual health, sexuality, and intimacy with patients.
      DSMTM and DSM-5TM are registered trademarks of the American Psychiatric Association. The American Psychiatric Association is not affiliated with nor endorses this course.
      After taking this course, you should be able to:
      • Recall core concepts related to sexual function and the sexual response.
      • Recognize how chronic conditions may impact the sexual health of patients.
      • Indicate the principles of taking a sexual health history and the appropriate interventions for sexual dysfunction.
    3. Contact Hours: 1.0

  • Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+): An Introduction - No Test

    1. Sexuality and gender identity have received significant attention in the last few decades across the spectrum of health and human services. This module presents a brief overview of the lesbian, gay, bisexual, transgender, and queer (LGBTQ+) community and its history within society and healthcare systems. It offers definitions of key concepts related to sexuality and gender identity, as well as general implications for clinical education, practice, and research. This topic is constantly evolving, requiring healthcare professionals to continually need education on this topic. The goal of this course is to provide nursing, occupational therapy, pharmacy, physical therapy, social work, speech-language, and pathology/audiology professionals with education around the historical context of the LGBTQ+ population and best practices when interacting with and providing care for the LGBTQ+ population.


      After taking this course, you should be able to:

      • Indicate historical events and context affecting the LGBTQ+ community.
      • Define key terminology related to sexual orientation and gender.
      • Identify general interprofessional practice guidelines in the care of LGBTQ+ healthcare recipients.

      Course Termination Date: Not yet determined

      Course Originally Released On: 05/01/23
    3. Contact Hours: 1.5

  • Nursing Documentation: Legal Aspects - No Test

    1. The goal of this course is to provide nurses working in acute care settings with information about the value of laws and standards governing nursing documentation, legal basics for appropriate documentation, and provide awareness of documentation practices that can lead to legal issues.

      After taking this course, you should be able to:
      • Describe four characteristics of legally-credible charting.
      • Discuss the legal definition of nursing negligence.
      • Describe two charting practices that can lead to legal issues.
    3. Contact Hours: 1.0

  • Ethics for Nurses - No Test

    1. The goal of this course is to provide the fundamentals of ethics as it applies to nursing care, as well as provide guidance for ethical dilemmas as they arise in your daily practice.
      After taking this course, you should be able to:
      • Differentiate the past events and current ethical principles that govern patient care today.
      • Apply these standards to patient situations that often present as morally distressing.
      • Identify how to foster a culture of ethics within the acute care setting.
    3. Contact Hours: 1.0

Goal and Learning Outcomes

  • Recognize the neurologic deficits associated with left- and right-sided strokes, the significance of post-stroke depression, and the importance of depression screening.
  • Recall core concepts related to sexual function and the sexual response.
  • State at least three strategies to prevent and control the spread of VRE in healthcare facilities.
  • Describe ventilator management and understand the weaning process.
  • Describe the different types of behavioral and psychological symptoms that patients with dementia exhibit.
  • Describe common sleeping disorders.
  • Apply effective communication techniques leading to improved patient satisfaction, safety, and outcomes.
  • Identify the cause of shingles and adjacent conditions, as well as the common signs and symptoms.
  • Discuss the appropriate actions to both prevent and manage delirium.
  • Recognize risk factors for becoming a victim or perpetrator of violence within a dating relationship.
  • Identify signs and symptoms of inhalation injuries.
  • Differentiate the past events and current ethical principles that govern patient care today.
  • Define the six components of the chain of infection.
  • Recognize practices that protect the security of electronic protected health information.
  • Discuss why it is important for nurses to develop leadership potential.
  • Identify the lifespan health considerations of LGBTQ+ individuals (childhood, adolescence, adulthood, and older adulthood), including coming out and family systems.
  • Define the meaning of child abuse according to the Child Protective Services Law (CPSL).
  • Examine sources and types of medication errors.
  • Describe four characteristics of legally-credible charting.
  • Describe the need for and methods to balance harms associated with uncontrolled pain with potential harms associated with pain treatment.
  • Identify the common stressors of parents with an infant in the NICU and the relationship between parental stress and infant health.
  • Describe blood type compatibility between the donor and recipient and the processes involved in the safe transfusion of blood products.
  • Recognize three important warning signs for suicide risk in older adulthood.
  • Describe why new diseases emerge or reemerge in the United States and the benefits of adhering to standards of infection control.
  • Identify two significant Islamic health-related practices or beliefs.
  • Identify changes in circulation, perfusion, and cellular function that take place during shock.
  • Review seizure causes, triggers, pathophysiology, complications, symptoms, and diagnosis.
  • Explain the connection of nurse caring with patient outcomes.
  • Describe teamwork and partnerships among diverse patients, families, and staff members.

Accreditation Information

NURSES

In support of improving patient care, Relias LLC is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Provider approved by the California Board of Registered Nursing, CEP#13791

Disclaimer: Not all courses will provide California Board of Registered Nursing approval. Per California Assembly Bill No. 241, continuing education courses related to direct patient care shall address at least one or a combination of the following:(1) Examples of how implicit bias affects perceptions and treatment decisions of licensees, leading to disparities in health outcomes; or (2) Strategies to address how unintended biases in decision-making may contribute to health care disparities by shaping behavior and producing differences in medical treatment along lines of race, ethnicity, gender identity, sexual orientation, age, socioeconomic status, or other characteristics.

 

CEBroker

Relias LLC reports to CEBroker for the following boards (Provider # 50-1489): Arkansas State Board Of Nursing, District Of Columbia Board Of Nursing, Florida Board Of Nursing, Georgia Board Of Nursing, New Mexico Board Of Nursing, South Carolina Board Of Nursing and  West Virginia Board Of Examiners For Registered Professional Nurses

 

Please check the licenses/certifications section under my account (after logging in) to make sure you have entered a valid license number. This information is required for correct reporting of your course completions to CE Broker.

 

Disclosures

None of the planners/faculty, unless otherwise noted, for this educational activity have relevant financial relationship(s) to disclose with ineligible companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients.