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  • Texas Ethics and Jurisprudence - Nurses

    1. The goal of this course is to provide nurses in the state of Texas with knowledge of ethics and jurisprudence requirements for practice and preparation for license renewal.
       
      After taking this course, you should be able to:
      • Describe nursing practice requirements as defined by the Texas Nursing Practice Act and Texas Board of Nursing Rules and Regulations.
      • Discuss Texas Board of Nursing Position Statements.
      • Explain the principles of nursing ethics.
      • Summarize effective behaviors for maintaining professional boundaries as described by the Texas Board of Nursing.
    3. Contact Hours: 2

  • 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

  • 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

  • Team-Based Healthcare Improves Patient Outcomes - No Test

    1. Team-based healthcare is provided by two or more people who represent different professions with the common goal of improving the well-being of a patient. Outcomes such as relief of pain, improved access to healthcare services, early recognition of treatment failure, or other scenarios may be improved with interprofessional collaboration. The delivery of effective team-based, patient-centered care should be tailored to the population served and needs of those individuals. This module serves to outline the components of team-based care and examples of this care in different settings.
    3. Contact Hours: 0.75

  • Communication with Patients - No Test

    1. The goal of this course is to provide nurses, clinical laboratory professionals, nutrition and dietetics professionals, social work professionals, physician assistants, physicians, respiratory therapy professionals, and speech-language and pathology/audiology professionals with 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.
    3. Contact Hours: 1

  • 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

  • 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

  • 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

  • Pain Control: Evidence-Based Approaches - No Test

    1. 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.
      • Discuss the physiologic processes and terminology related to pain.
      • Identify components of pain treatment that can be combined to form multimodal treatment plans.
    3. Contact Hours: 2

  • Human Trafficking: A Growing Epidemic - No Test

    1. The goal of this course is to provide healthcare staff with critical steps to recognize and respond to human trafficking.
      After taking this course, you should be able to:
      • Identify the two major types of human trafficking.
      • Explain how force, coercion, and fraud relate to human trafficking.
      • Discuss federal laws regarding human trafficking.
      • Describe at least three barriers to identifying human trafficking.
      • Identify at least three signs that someone may be a trafficking victim.
      • Discuss steps to take if you suspect a person is being trafficked.
    2. Contact Hours: 2

  • Mistreatment of Older Adults - No Test

    1. The goal of this course is to provide knowledge to health education, medical assistant, nursing, occupational therapy, and social work professions in multiple settings to recognize, report, and prevent mistreatment in older adults.
      After taking this course, you should be able to:
      • Identify at least four types of elder abuse and their warning signs.
      • Recognize risk factors for mistreatment in older adults.
      • Indicate how to assess and respond to suspicions of elder abuse and neglect.
    3. Contact Hours: 1

  • 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

  • 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

  • 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

  • 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

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

    1. 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.
      Note: In this module, the acronym LGBTQ+ will be used when referring to lesbian, gay, bisexual, transgender, queer, and the many other gender- and sexuality-related identities that exist. In cases where the literature cited refers specifically to lesbian, gay, bisexual, or transgender populations, the course will use corresponding initials.
      DSM™ and DSM-5™ 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:
      • 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.
    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

Goal and Learning Outcomes

  • Recall core concepts related to sexual function and the sexual response.
  • Apply effective communication techniques leading to improved patient satisfaction, safety, and outcomes.
  • Differentiate the past events and current ethical principles that govern patient care today.
  • Recognize practices that protect the security of electronic protected health information.
  • Discuss why it is important for nurses to develop leadership potential.
  • Explain how force, coercion, and fraud relate to human trafficking.
  • Identify the lifespan health considerations of LGBTQ+ individuals (childhood, adolescence, adulthood, and older adulthood), including coming out and family systems.
  • Examine sources and types of medication errors.
  • Identify at least four types of elder abuse and their warning signs.
  • 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.
  • 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.
  • Review seizure causes, triggers, pathophysiology, complications, symptoms, and diagnosis.
  • Identify the core principles and values of an effective healthcare team and give examples of team-based care.
  • Describe nursing practice requirements as defined by the Texas Nursing Practice Act and Texas Board of Nursing Rules and Regulations.

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

 

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.