Our Registered Behavior Technician Series training program is based on the 2nd edition of the RBT task list. Earn accredited CE online today.
Relias Academy's practice resource prepares you to pass the RBT Exam. Get started with this Registered Behavior Technician Practice Exam today.
The verbal behavior approach teaches students to communicate based on the function of their language and is based off of theories by B.F. Skinner. This intervention is most widely used with early intervention and elementary aged students within public schools and clinics.
Once purchased, the included PDF attachments can be found in the relevant courses – on the Resources tab next to the Outline tab on the left side of the course.
Nurses encounter victims of domestic violence or intimate partner violence regardless of where they work. Those who practice in offices, hospitals, clinics, homes, or facilities must be aware that living with domestic violence may be part of a person’s daily life. Even though education for healthcare professionals and routine screening in EDs is mandated, many abused people do not receive needed support. Nurses are able to recognize and help victims, yet do not necessarily receive education about domestic violence. This updated CE module provides information nurses need to increase their understanding of and provide support to people experiencing domestic and intimate partner violence.
The goal of this course is to enhance the ability of nurses in various settings to identify and treat people who are victims of domestic violence and abuse.
Disclaimer: Images in this course depict violence that has been inflicted on children and adults. They may be disturbing to some learners.
This course, Cultural and Spiritual Considerations in Serious Illness, emphasizes the important influence of culture and spirituality in healthcare within a diverse environment. Culture heavily influences all aspects of palliative care, including communication; pain and symptom management; final hours; and loss, grief, and bereavement. In the critical care setting, culture may be difficult to honor due to impediments of pumps, monitors, and technology. Throughout this course, culturally and spiritually sensitive care includes recognition of multiple factors (e.g., ethnicity, gender identity, gender expression, sexual orientation, socioeconomic status, spirituality, religion, etc.). The assessment of culture and spirituality as well as the interventions that support personhood and quality of life are essential in providing excellent quality palliative care. Working with the interdisciplinary team to provide culturally respectful care offers the important opportunity to ensure patient and family values, practices, and beliefs are honored. The goal of this course is to provide critical care nurses with information about cultural and spiritual considerations in palliative care.
Welcome to Medical Terminology: Mental and Behavioral Health. In this course, you will learn medical terms associated with the fields of mental and behavioral health. You will become familiar with common mental and behavioral health terms, suffixes, prefixes, and combining forms. You will also learn the criteria used to make mental health diagnoses along with therapeutic interventions used to treat these conditions. It is recommended that you complete Medical Terminology: An Introduction before completing this course.
The goal of this course is to teach professional medical coders terminology associated with mental and behavioral health.
DSM™ and DSM-5-TR™ are registered trademarks of the American Psychiatric Association. The American Psychiatric Association is not affiliated with nor endorses this course.
Welcome to the Syndrome and Symptom Assessment and Management module, Part 1. There is a wide variety of physical and psychological symptoms that can be addressed by palliative care. This module will provide you with an overview of geriatric symptoms that are common in the older adult, as well as information on delirium, dementia, depression, anxiety, dyspnea, and cough. It is vital that nurses work collaboratively with physicians and other healthcare providers to manage uncomfortable syndromes and symptoms to enhance the older adult’s quality of life and reduce unnecessary suffering. The goal of this course is to provide nurses with knowledge of palliative approaches to geriatric symptom management.
About This Course
The upper respiratory system includes the nose and nasal cavity, the accessory sinuses, and the larynx. This course provides an overview of the codes for procedures used in the diagnosis and treatment of upper respiratory system disorders located in the Surgery section of the Current Procedural Terminology (CPT®) code set. This course also introduces the learner to the format, guidelines, and common modifiers pertaining to the upper respiratory procedure codes in the Surgery section of CPT. A current copy of the Current Procedural Terminology (CPT®), Professional Edition is strongly recommended to optimize your understanding of the content covered.
Substance use disorders are often referred to as chronic diseases that involve multiple episodes of remission and relapse. Like other chronic conditions such as diabetes, hypertension, and asthma, relapse rates associated with substance use and addictive disorders are extremely high (National Institute on Drug Abuse [NIDA], 2018). Relapse is most effectively treated through a combination of pharmacological and behavioral interventions. Relapse prevention strategies are a fundamental aspect for the successful treatment of substance use disorders. Developing and implementing an effective relapse prevention plan with your clients will be a key to their successful ongoing recovery.The goal of this course is to provide addictions, behavioral health counseling, marriage and family therapy, nursing, psychology, and social work professionals in health and human service settings with the skills needed to implement relapse prevention strategies within their clinical practice.
Obesity is at epidemic levels in the U.S. Over 40% of adults in the U.S. are obese (Centers for Disease Control and Prevention [CDC], 2022a). The disorder has created an enormous burden on the healthcare system and has untold social and personal ramifications. This course will focus on medications approved for long-term use for chronic weight management.
The goal of this course is to provide an overview of long-term pharmacological treatments for weight loss to those members of the healthcare team who may treat patients who have obesity.
This course explores the role of the nurse informatician, commonly referred to as a nurse informaticist or nursing informaticist, and how it has evolved over time for those interested in informatics as a career choice. It explains legislation that has spurred the adoption of electronic health records and the training of more health information technology professionals; it also explores the different settings in which nurse informaticists can work. Additionally, the course describes the educational preparation and the certifications available to nurses pursuing this specialty.
Welcome to the Communication module in the ELNEC Critical Care curriculum. Communication is essential across all health settings but is of special significance in the critical care setting. Your vital role is respected, and healthcare team members depend on your assessments in order to collaborate with the patient and their family in developing goals of care. In addition, effective communication with patients who are critically ill and their families provides needed support at a difficult time. Communication is a wonderful skill that improves over time, especially if you are mentored by skilled team members. Remember that communication is not always verbal; it includes listening, being present, being silent, and “bearing witness.” The goal of this course is to provide nurses in critical care with knowledge of communication.
This lesson details musculoskeletal function and disorders of the bones, joints, and skeletal muscles, including trauma.
Telehealth offers numerous benefits and poses several challenges when used to treat behavioral health conditions. Many challenges can be addressed through specific problem-solving and communication strategies.
This course provides an overview of telehealth as well as a discussion of both benefits and challenges. You will learn the regulatory issues you should consider when preparing and implementing a telehealth practice. Lastly, this course highlights important strategies to develop rapport and promote engagement when treating clients via telehealth.
The goal of this course is to provide knowledge to addictions, behavioral health counseling, marriage and family therapy, nursing, psychology, and social work professionals in health and human service settings on how to effectively use telehealth in clinical practice.
This lesson provides a concise review of genetic terminology, deoxyribonucleic acid (DNA), ribonucleic acid (RNA), and chromosome structure and function. It covers the processes for deoxyribonucleic acid replication, transcription, translation, and protein synthesis. It also describes mutations, chromosomal aberrations, and selected associated diseases. The lesson defines elements of formal genetics, including phenotype, genotype, dominance, and recessiveness. In addition, it describes the transmission of genetic diseases and modes of inheritance, including autosomal dominant, autosomal recessive, and X-linked inheritance, and gives examples of representative diseases.
This course is the third of a four-part series designed to prepare behavior analysts to supervise staff. The BACB® requires that supervisors provide feedback to encourage performance improvement. Strategies for delivering performance feedback under different circumstances will be covered. The goal of this course is to provide behavior analysts in clinical practice information about delivering performance feedback to supervisees.
This training program is based on the BACB Supervisor Training Curriculum Outline 2.0 but is offered independent of the BACB.
Participant complaints regarding this or any other BACB CE event requirements violations must first be directed, in writing, to the Relias Learning ACE Coordinator, Rhonda Davin, PhD. Please contact Dr. Davin via email: [email protected]. The ACE Coordinator will make every reasonable attempt to resolve participant complaints; however, should the ACE Coordinator be unable to resolve the complaint, the complainant may file a formal complaint directly with the BACB.
This course explores the ethical basis for certain core Hospice Conditions of Participation. Seen from the perspective of our ethical ideals, our compliance with these regulations is not a submissive response to these CoPs. Instead following the regulations can be viewed as living in accord with many of our cherished values.
Approximately 1 in 10 of the world’s population will meet the criteria for a substance use disorder (SUD) at some point in their lives. Therefore, it is crucial that providers serving those with substance use disorders are trained to deliver high-quality, efficacious treatment.This course provides an overview of the evidence supporting the use of cognitive behavior therapy (CBT) with clients experiencing SUDs followed by a review of common CBT interventions that can be easily applied within individual and group treatment. This course will also discuss medication management within the context of CBT, including how these interventions are applied with clients who experience co-occurring disorders.The goal of this course is to provide addictions, behavioral health counseling, marriage and family therapy, psychology, and social work professionals in health and human service settings with skills for implementing CBT within substance use disorder treatment.
Recent reports from the Office of Inspector General identified significant Medicare spending for Medicare hospice beneficiaries outside of the Medicare Hospice Benefit. This course presents applicable regulations, as well as risk mitigation strategies for hospices. The goal of this course is to provide staff in the hospice setting with knowledge of risk mitigation for spending outside the Medicare Hospice Benefit.
Perioperative providers can BEST prepare for emergencies in the operating room by knowing the responsibilities of each team member and rehearsing interventions ahead of time. When you are in the moment and your heart is racing, it’s easy to forget how to respond or even where supplies are located. Practicing your responsibilities and team interventions ahead of time will help to prepare you for the unexpected. This course provides you with an opportunity to participate in five emergency scenarios to test your knowledge. Time is of the essence when an emergency happens so you must think and act fast to save the patient!
The goal of this course is to equip nurses and STs with knowledge of the responsibilities of the team during a range of OR emergencies.
As a healthcare professional, you will work collaboratively with the older adult, their family, and your interdisciplinary colleagues toward the best use of pharmacologic and non-pharmacologic interventions to manage the older adult’s pain. In this course, you will learn the basic principles of pain assessment and management in the older adult with a focus on pain in palliative care and at the end of life. The goal of this course is to provide nurses with knowledge of pain assessment and management in palliative care for older adults.
Feeding and eating disorders are among the most common psychiatric problems, affecting countless people. Unfortunately, feeding and eating disorders are often difficult to diagnose, and many cases go undetected. This is particularly concerning given that these disorders are associated with severe medical and psychological consequences, including death, osteoporosis, and growth and developmental delays. Because of the significant effect on physical health, feeding and eating disorders have the best health outcomes when early and appropriate intervention and referral are provided. Effective recognition and intervention requires specific knowledge and treatment strategies.
Delivery Format: Reading Based Asynchronous Distance Learning
This course provides a review of the available research on the effects of social media use on mental health and well-being. A review of the current treatment approaches for problematic social media use, as well as ideas for clinicians to help clients mitigate the risks associated with social media, will also be provided.
Therapy plans of care are often written for three times per week for four or six weeks. But is this always the optimal frequency and duration for the patient? It is the duty of rehabilitation providers to integrate information regarding the patient's prior level of function, goals, clinical presentation, and standardized outcome measures with knowledge of expected progress and outcomes. By combining these components, therapists can truly maximize outcomes and demonstrate the value of therapy. This course demonstrates how to align planned frequency with a patient's clinical presentation.
Occupational therapy professionals have specific skills that can help maximize function and engagement in meaningful activity over the course of Parkinson's disease (PD). This course will describe common clinical presentations of PD. Treatment considerations with a detailed discussion about evidence-based interventions, progressions, and expected outcomes are presented. Examples are used to model best practices for working with patients in the home health and telehealth settings.
The goal of this course is to educate occupational therapy professionals about evidence-based interventions for patients with Parkinson’s disease.
This course provides an overview of the Centers for Medicare and Medicaid Services (CMS) national and local coverage issues for services payable under Medicare Part B. The course will define the difference between local coverage determinations (LCDs) and national coverage determinations (NCDs), what coverage determinations are, why they were developed, and how they are used, and provide resources to obtain further, detailed information both nationally, and by state. Medicare provides access to a database that contains all National Coverage Determinations (NCDs) and Local Coverage Determinations (LCDs) and proposed NCD decisions. Refer to the Resources section for a link to this database.
Healthcare in the U.S. is fragmented and exorbitantly expensive. Many patients find themselves developing one or more chronic diseases but have little knowledge of how to navigate the healthcare system to receive appropriate care. Many times, these same patients have no insurance or are underinsured, making them less likely to have access to the resources needed.Care coordination is a deliberate process shown to decrease healthcare costs while improving the health of the patient. This course will provide additional information on the process of care coordination including the various components of care coordination, ideas on how to initiate a care coordination process, and practical applications for current practice.
The integumentary system includes the skin, nails, hair, sebaceous and sudoriferous glands, and breast. Because of the unique nature of procedures of the breast, a subsection of the Current Procedural Terminology (CPT®) code set is dedicated to these procedures. This lesson provides an overview of the breast procedures classified in the Integumentary System subsection of the Surgery section of CPT. This course also introduces the learner to the format, pertinent guidelines, and common modifiers used for reporting breast procedures. The course will focus on identifying the appropriate code for these procedures using case studies and scenarios. A current copy of the Current Procedural Terminology (CPT®), Professional Edition is strongly recommended to optimize your understanding of the content covered.
Diabetes management can be accomplished with an interdisciplinary team of nurses, dietitians, health educators, therapists, and the patient. Therapists must understand the impact of diabetes and related complications on the patient’s therapy outcomes. In this course, learners will gain an understanding of the physiologic impact of diabetes on the patient's clinical presentation, progression, and plan of care. The course will discuss how to manage patients with diabetes during a treatment session and introduce evidence-based diabetes self-management programs available in the community as effective complements to therapy.
The final days and hours of an older adult’s life create unique physical, psychosocial, and spiritual issues that the palliative care team must address. It takes preparation, proactive planning, and good communication skills with the entire team. The goal of this course is to provide nurses with knowledge of care during the final days of life and after death.
Dependent and older adults are a population who are vulnerable to abuse from someone they know, such as family members, service or care providers, and others. There are hundreds of thousands of investigated reports of cases of abuse each year. And yet, it is well known that dependent adult abuse and elder abuse are significantly under-reported. This type of abuse has a significant impact on the adult victim’s health, safety, emotional well-being, and ability to engage in daily life. The first step to addressing the problem is to heighten awareness of abuse of dependent and older individuals, in particular among those who serve them or have frequent contact with them. Individuals working with dependent and older adults must be knowledgeable about the common types of abuse perpetrated against these adults. They should also be familiar with the responsibilities related to reporting suspected or known dependent adult abuse or elder abuse.
Symptom management in pediatric palliative care involves more than the management of pain. In this course, you will learn how you can address other symptoms commonly encountered in children with serious illnesses. The goal of this course is to provide nurses in hospice and palliative care with knowledge of symptom management in pediatric palliative care.
The goal of this webinar is to provide coding and clinical documentation integrity professionals and others involved in the revenue cycle with an overview of the FY24 ICD-10-CM and ICD-10-PCS code set and guideline changes effective October 1, 2023 and how they may impact coding and reporting.
You have the ethical and legal responsibility to protect the rights of the people under your care. This course discusses the rights the people you care for have and ways you can protect these rights.
ELNEC Pediatric Curriculum teaches perinatal and neonatal palliative skills. This accredited online CE course was developed by 20 palliative care experts.
By the year 2050, the number of people aged 65 and older is expected to reach 1.5 billion worldwide (United Nations, 2019). A significant percentage of older adult populations are diagnosed with dementia, which is a chronic and progressive decline in cognitive abilities (Mayo Clinic, 2019). The growing population of older adults coupled with the high percentages of dementia diagnosis in their population causes a major health concern about the availability and allocation of both human and financial resources to adequately care for this population. According to the Alzheimer’s Association (2020a), half of physicians today do not feel that the medical profession is prepared to meet the growing demand.
Caring for the older adult with dementia requires a strong knowledge of health issues and resources as well as excellent teamwork skills.
Advances in research have led to improved detection of the earliest signs of serious mental illness (SMI). When identified and treated early, individuals have significantly improved chances of recovery (Substance Abuse and Mental Health Services Administration [SAMHSA], 2022a). As a mental health service provider, you are an important member of the team that partners with individuals to help them achieve their personal recovery goals. The goal of this educational program is to provide addictions, behavioral health counseling, marriage and family therapy, nursing, psychology, and social work professionals in health and human services settings with information and skills to support adults with serious mental illness on the path to recovery.
Ophthalmology is a highly specialized field of medicine that treats eye conditions as well as systemic diseases (e.g., diabetes) with ophthalmic manifestations. Codes for ophthalmology services and procedures may be found in three sections in the Current Procedural Terminology (CPT®) code set: Evaluation and Management (E/M), Surgery, and Medicine. This course covers the basic anatomy of the eye and ocular adnexa as part of the foundational knowledge needed for appropriate reporting of the ophthalmology CPT codes. This course also introduces the learner to the format, guidelines, and common modifiers pertaining to the ophthalmology codes in the Surgery and Medicine sections of CPT. A current copy of the Current Procedural Terminology (CPT®), Professional Edition is strongly recommended to optimize your understanding of the content covered.
The AHA’s ACLS Course has been updated to reflect new science in the 2020 AHA Guidelines for CPR and ECC,
as well as the 2019 Update to the 2018 ASA Ischemic Stroke Guidelines. The ACLS Course teaches the
importance of preventing cardiac arrest, high-performance teams, continuous high-quality CPR, systems of
care, recognition and intervention of cardiopulmonary arrest, post-cardiac arrest care, acute dysrhythmias,
stroke, and acute coronary syndromes (ACS).
There are a variety of primary and secondary uses for benzodiazepines. However, regardless of how clinicians or patients use them, benzodiazepines should be a short-term intervention. They are usually not recommended for use as long-term or permanent treatment solutions. This course will provide learners with information on the primary and secondary uses of benzodiazepines and an overview of their advantages when used appropriately. The course content will also discuss the risks associated with misuse and alternate treatment methods. Finally, learners will be able to apply learned concepts to vignettes.
Rhabdomyolysis (rhabdo) is a disease that occurs due to various etiologies and can potentially lead to severe, life-threatening complications. It is important for nurses and physical therapists (PTs) to recognize patients with rhabdo, as they may require prompt treatment, especially those with exertional rhabdo (ER).
The goal of this course is to inform nursing professionals and physical therapists in acute care about the identification, assessment, and management of patients with rhabdomyolysis.
Anxiety disorders are the most common psychiatric disorders, affecting millions of adults. These disorders fill people's lives with overwhelming fear, uncertainty, and anxiety.
It is common for people to experience mild, brief anxiety caused by stressful events like job interviews or first dates. However, individuals with anxiety disorders experience symptoms that are out of proportion to any actual danger, or their symptoms persist for significant periods of time. Anxiety disorders can become progressively worse if not treated. Further, anxiety disorders frequently occur in conjunction with other psychiatric or physical illnesses, which can make anxiety symptoms worse.
The goal of this course is to provide addictions, behavioral health counseling, marriage and family therapy, psychology, nursing, and social work professionals in health and human services settings with an overview of anxiety disorders, psychopharmacological and psychotherapeutic treatments, and recent advances in understanding anxiety in adults.
This case-based module places you into medical scenarios in which you will make decisions about the appropriate handling of obstetric patients with atypical presentations of preeclampsia. The purpose of this module is to review and reinforce training, keeping your skills sharp and patients safe. Throughout each scenario you will be asked questions about your decisions, but your answer choices will not be scored and you will not receive a report. You can move freely throughout the module and visit earlier sections without losing progress on previously answered questions. You can revisit this module in the future as many times as you would like.
Hypertensive diseases complicate 10% of pregnancies in the United States (Aronow 2017). Delays in seeking medical care, establishing the diagnosis, and providing treatment have been associated with an increased risk for adverse perinatal outcomes. This module aims to review and apply essential content to highlight hypertensive disorders of pregnancy, with a special emphasis on preeclampsia. Preeclampsia encompasses a wide disease spectrum, including atypical forms that defy traditional diagnostic criteria.
Personality disorders involve a unique mix of thoughts, attitudes, and behaviors that impact how people interact with others and the world around them. About 9% of the U.S. adult population and 6% of the world’s population meets the criteria for a personality disorder (Cleveland Clinic, 2022). For providers, personality disorders are particularly difficult to treat given the significant impact these disorders can have on a client’s life. For the client, it can be hard to separate how they interact with the world from the symptoms of their disorder. Understanding the unique symptoms of personality disorders gives providers more confidence in developing an effective treatment plan.
This case-based module places you into medical scenarios in which you will make decisions about the appropriate handling of a patient situation. The purpose of this module is to review and reinforce training, keeping your skills sharp and patients safe. Throughout each scenario you will be asked questions about your decisions, but your answer choices will not be scored and you will not receive a report. You can move freely throughout the module and visit earlier sections without losing progress on previously answered questions. You can revisit this module in the future as many times as you would like.
Intrapartum fetal heart rate monitoring is an integral part of modern day obstetrics and when properly interpreted, may provide valuable insight into the fetal metabolic state. During labor, the physiologic stress posed by regular uterine contractions and maternal expulsive efforts may adversely impact the fetal acid-base status, leading to changes in the fetal heart rate pattern.
This supplemental module aims to review and apply essential FHR content in several clinical scenarios to highlight an important Clinical Pearl:
Management of the laboring patient requires that the FHR pattern trends are interpreted in context with the clinical scenario and progress of labor.
The physiological changes associated with aging affect pharmacokinetics, influencing how drugs are absorbed, distributed, metabolized, and excreted in older adults. Nurses and other healthcare providers frequently care for patients who take multiple medications. Taking numerous medications puts patients at significant risk for serious complications, including death.
This lesson outlines the basis for understanding oncology. It presents an overview of the characteristics and terminology of cancer. It also reviews the viral causes of cancer and the environmental influences on cancer.
Starting in 2023, OASIS-E will be the outcome and assessment tool used by all home health clinicians to document patient status and the impact of the care delivered. Did you ever wonder what the purpose was of the OASIS tool? What problem is OASIS-E designed to solve and what does that mean for rehabilitation therapists? This course is designed to prepare you with a better understanding of the “why” of OASIS-E. You will learn the rationale behind changing from D to E, what impact this change has on your daily patient care and your agency's operations, how OASIS-E and value-based care are aligned, and where home health is going now and in the future.
Low back pain (LBP) results in billions of dollars of healthcare spending in the U.S. each year and is one of the most common reasons for referral to physical therapy. This course guides physical therapy professionals through the evaluation of a patient with LBP, including the use of special tests and clinical prediction rules to guide your differential diagnoses. Evidence-based treatment interventions and clinical practice guidelines are presented to help you develop an effective plan of care based on your examination findings. Case scenarios will allow you to apply what you learn to real-life examples.
Individuals who need assistance with everyday activities or some healthcare services may call assisted living communities their home. Those who reside in these communities may be at risk for falls related to several factors. This course discusses the risk factors associated with falls and common risk assessment tools used to identify those at greatest risk for falls. It also discusses fall prevention interventions used to reduce falls. By identifying those at higher risk, falls can be decreased or prevented, resulting in a higher quality of life for older adults.
The goal of this course is to educate administrator professionals in the assisted living setting on falls.
Stress and its effects are serious concerns in behavioral health professions. Burnout, compassion fatigue, and other consequences of chronic stress can have adverse effects both on the professionals who experience them and their clients.Professionals often help others manage their stress while neglecting their own. Workplace and situational stressors make stress management difficult. Establishing habits that support wellness, learning to rely on their mind-body connection, and building resilience can help protect behavioral health professionals from stress.
Atrial fibrillation (AF) is the most common type of arrhythmia. It affects approximately 2.7 million people in the U.S. and is a leading risk factor for stroke (AHA, 2016). AF is most commonly seen in patients who are over age 60 years. Many patients with AF are asymptomatic, making it difficult to diagnose. AF can increase the risk of stroke if not diagnosed and treated. Approximately 15% of people who experience a stroke have AF (AHA, 2016). Strokes resulting from AF can be prevented with early screening, diagnosis, and intervention.
International Classification of Diseases, 10th Revision, Clinical Modification (ICD-10-CM) is a standardized coding system used to track healthcare statistics/disease burden, quality documents, and billing. The use of accurate codes ensures consistent and complete documentation and minimized payment issues. This course informs physical, occupational, and speech therapy professionals about the ICD-10 coding guidelines related to therapy services, including an introduction to ICD-10 codes, regulatory requirements related to ICD-10-CM, and official coding guidelines.
The goal of this course is to teach rehab professionals how to use ICD-10-CM codes.
The Gang Threat Assessment published by the National Gang Intelligence Center in 2011 indicated that in the United States, District of Columbia, and Puerto Rico, there are an estimated 33,000 active street, prison, and outlaw motorcycle gangs with more than 1.4 million members. The Center also states that gangs are responsible for 48% of violent crime in some jurisdictions and up to 90% in others. This course will provide staff working directly with justice-involved individuals in jails, prisons, and on community supervision in both adult and juvenile justice sectors with a brief introduction to gangs, including the common features of a gang, indicators of gang membership, and risk and protective factors of gang membership. You will also learn about different types of gangs and key differences and relationships between prison and street gangs.
Recent movement toward diversity, equity, and inclusion (DEI) is encouraging for historically overlooked individuals. It brings a variety of frequently ignored perspectives and experiences, but it has also uncovered the depth of implicit biases.
Biases are among the most significant factors for healthcare. This course presents the impact of implicit biases and other forms of discrimination on the provision of healthcare, as well as best practices to reduce implicit bias.
The goal of this course is to provide healthcare employees with training about implicit bias in healthcare.
This course discusses the coding guidelines for outpatient encounters and services in the most recent version of ICD-10-CM Official Guidelines for Coding and Reporting. The guidelines are designated for use by physicians, other health care professionals, and hospitals for coding and reporting outpatient diagnoses in Section IV. Diagnostic Coding and Reporting Guidelines for Outpatient Services are covered. The ICD-10-CM conventions, general guidelines, and chapter-specific guidelines applicable to all health care settings are also discussed.
Before beginning this course, you should have access to the most recent version of ICD-10-CM (International Classification of Diseases, Tenth Revision, Clinical Modification). Refer to the Resources section to find and download the necessary documents.
The codes and information in this course receive a comprehensive review annually and are updated as needed.
Earthquakes and tsunamis unleash powerful forces of nature. They cause catastrophic infrastructure and property damage and can result in tremendous loss of life. This course presents some basic facts about earthquakes and tsunamis, including considerations for preparedness and protective actions.
The goal of this course is to provide all staff with a basic overview of earthquakes and tsunamis.
Every day, clients with serious mental illness (SMI) are hospitalized due to an increase in their symptoms and a mental health system that is plagued by a lack of coordination of care and resources. As a result, you may be witnessing the “revolving door” syndrome of frequent hospitalizations and readmissions for the clients you work with who live with SMI. This course describes the key components of the Assertive Community Treatment (ACT) model. ACT was created and tested by researchers affiliated with the Mendota Mental Health Institute in Wisconsin in the late 1960s and 1970s (Substance Abuse and Mental Health Services Administration [SAMHSA], 2008a). It was created in response to the needs of clients with SMI in the community who were discharged from hospitals during the “de-institutionalization” movement, as the programming clients received while in the hospital was found to inadequately prepare clients for living in the community (Bond & Drake, 2015). The goal of this course is to provide addictions, behavioral health counseling, case and care management, marriage and family therapy, nursing, psychology, and social work professionals who work in a health and human services setting with education around the ACT model of community-based treatment for people with SMI.
Delivery Format: Reading Based Asynchronous Distance Learning
Primary care organizations are beginning to see more patients with multiple comorbidities, contributing to poor outcomes and huge public healthcare costs. Depression is often comorbid with common chronic diseases such as diabetes, obesity, and cardiovascular disease. The complexity of comorbid disease management is challenging and often requires collaborative care through a variety of disciplines to improve care.
The goal of this course is to provide nursing professionals, physician assistants, and physicians with an overview of the collaborative (interdisciplinary) approach to the management of patients with depression and chronic illness.
The structures that make up the lymphatic system play a key role in defending our bodies and protecting us from illness. This course discusses the functions, organs, cells, and fluids of the lymphatic system. It also briefly discusses lymphoid tissue associated with the digestive system and the role of bone marrow in the lymphatic system. This course also discusses various types of immunity, including non-specific and specific defenses of the body.
The goal of this course is to provide medical coders with an overview of the lymphatic system and immunity.
It is estimated that nearly 60% of people aged 12 or older used tobacco, alcohol, or other substances within the past month. Additionally, an estimated 3.2 million people seek help through outpatient rehabilitation or mental health treatment (Substance Abuse and Mental Health Services Administration [SAMHSA], 2021). It is essential that behavioral healthcare providers know what to expect when working with someone in early recovery.
This course introduces you to best practices in supporting individuals in early recovery from substance use disorders. You will learn about the stages of early recovery as well as about substance withdrawal. You will also learn about common co-occurring mental health and medical conditions. Finally, you will learn about common interventions that can help you in your work with people in early recovery.
The goal of this course is to provide addictions, behavioral health counseling, case management/care management, marriage and family therapy, nursing, psychology, and social work professionals in health and human services settings with the skills needed to support those in early recovery from substance use.
Inclusion of SAMHSA content does not constitute or imply endorsement or recommendation by the Substance Abuse and Mental Health Services Administration, the US Department of Health and Human Services, or the US Government.
Youth violence is among the leading causes of death and injuries in the U.S. It is the third leading cause of death for youth between the ages of 10 and 24 years old (World Health Organization, 2020). It is also a global health problem as 42% of worldwide homicides each year occur among young people between 10 and 29 years old (World Health Organization, 2020).
If you have not participated in in-depth training on the prevention of other-directed violence in children and adolescents, we recommend that you review our other courses about prevention of other-directed violence in children and adolescents first. After learning about evidence-based approaches for the prevention of other-directed violence in children and adolescents, you can then use this simulation to reinforce your knowledge.
The goal of this course is to provide addictions, behavioral health counseling, marriage and family therapy, psychology, and social work professionals in health and human services settings with an opportunity to apply your existing knowledge of clinical skills to prevent other-directed violence in children and adolescents.
Note: As you proceed through this practice opportunity, bear in mind that due to time constraints, this course presents a highly-abbreviated version of what a violence risk assessment would involve. You would normally also review multiple sources of information, use standardized screening measures, consult with a supervisor or colleagues as needed, and do an in-depth inquiry to formulate risk determination and plan interventions.
Delivery Format: Reading Based Asynchronous Distance Learning
This course is part of a series of OASIS-E courses for licensed professionals in home health care who may complete the OASIS-E. The purpose of this course is to present content that guides clinicians in how to code appropriately within Section J.
According to the Department of Veteran Affairs, about 50% of women and 60% of men experience at least one trauma in during their lifetime (2021). This is why trauma-informed care is pivotal in providing excellent care and achieving positive outcomes. Treatment is far less effective when a practitioner or organization is not knowledgeable about trauma, how to address it, and how it affects a person throughout their lifespan.
In this course, you will explore key components to trauma-informed practice, including the move from pathologizing posttraumatic symptoms toward understanding them as adaptive, normal responses. You will examine the core competencies of a trauma-informed practitioner and what it means to apply trauma-informed principles across all stages of treatment. Lastly, you will learn trauma-specific evidence-based best practices.
The goal of this course is to help non-licensed direct care staff, addiction, behavioral health, marriage and family, psychology, and social work professionals in health and human services settings gain knowledge about how to become a trauma-informed treatment provider.
Pulmonary medicine focuses on the diagnosis and treatment of diseases affecting the respiratory system. This course covers the diagnostic and therapeutic respiratory procedures and services classified in the Pulmonary subsection of the Medicine section of the Current Procedural Terminology (CPT®) code set. The course discusses the codes, coding guidelines, and common modifiers pertaining to these procedures. This course will focus on identifying the appropriate code for pulmonary procedures and services using case studies and scenarios. A current copy of the Current Procedural Terminology (CPT®), Professional Edition is strongly recommended to optimize your understanding of the content covered.
Important Note
The CPT code set is designated for reporting physician and other qualified health care professional services. It is also the designated code set for reporting services provided by organizations or facilities in specific circumstances. Use of the term "physician" throughout this course is not intended to indicate that other qualified health care professionals (QHP) or individual entities (e.g., hospital or home health agency) may not report the service. In selected instances, specific instructions may define a service as limited to certain professionals or limited to other entities.
The codes and information in this course receive a comprehensive review annually and are
updated as needed.
All Current Procedural Terminology (CPT®) codes, descriptions, and other data are copyright by the American Medical Association. All rights reserved.
The purpose of this online course is to assist healthcare professionals to easily dissect and understand medical terms used in today’s healthcare arena.
Lesson 1: This lesson introduces medical terms related to the respiratory system, and includes medical terms used to describe structures and functions of the respiratory system.
Lesson 2:This lesson introduces medical terms related to pathophysiology and diseases of the respiratory system, and includes medical terms used to describe the functional changes associated with diseases of the respiratory system.
Lesson 3: This lesson introduces medical terms related to diagnostic procedures and therapeutic interventions for disorders of the respiratory system.
The federal Health Insurance Portability and Accountability Act (HIPAA) was implemented in 1996 and has evolved significantly. While HIPAA regulations have many varying components, the part of HIPAA most relevant to healthcare professionals, however, centers around the protection of an individual’s healthcare information. Because you play a key role in the production of healthcare information, you play a key role in its protection.
The goal of this course is to provide licensed professionals with an understanding of HIPAA, privacy, and security.
This lesson is an overview of congenital and acquired immunodeficiencies, including human immunodeficiency virus (HIV) infection and acquired immune deficiency syndrome (AIDS).
The goal of this course is to provide addiction professionals, behavioral health counseling professionals, marriage and family therapy professionals, psychology professionals, and social work professionals in a health and human services setting with current strategies and recommendations for family crisis planning.
A crisis is an unstable, emotionally stressful event that involves an abrupt or traumatic change during which health and safety are compromised. Having a safety crisis plan in place before a crisis occurs can mean the difference between a manageable event and a traumatic or dangerous one. This course will help you to recognize antecedents to crises so that you can respond more quickly, create a plan to help decrease the number and severity of dangerous incidents, and help families use community resources and self-sufficiency to cope with family emergencies. You will learn techniques that can help you work with families as partners in developing a family crisis plan. You will also learn the structure and components of a family crisis plan, as well as when and how to revise these plans. A number of strategies and techniques will be discussed that you can use to maximize collaboration with family members in both the process of creating and implementing a crisis plan.
Delivery Format: Reading Based Asynchronous Distance Learning
This course explains to medical coding professionals the International Classification of Diseases, 10th Revision, Clinical Modification (ICD-10-CM) codes and guidelines related to obstetrics and gynecology (OB/GYN) coding in the outpatient setting. The course focuses on the codes located in ICD-10-CM Chapter 15, Pregnancy, Childbirth, and the Puerperium (O00-O9A), and female genitourinary disorders from Chapter 14, Diseases of the Genitourinary System (N00-N99). In addition, use of codes related to pregnancy and female genitourinary disorders from Chapter 21, Factors Influencing Health Status and Contact with Health Services (Z00-Z99), are reviewed.
Before beginning this course, you should have access to the most recent version of ICD-10-CM (International Classification of Diseases, Tenth Revision, Clinical Modification). Refer to the Resources section to find and download the necessary documents.
Relias Academy offers an accredited ICD-10-CM Diagnosis Reporting for Hospice Providers course to meet continuing education requirements. Get started today.
As ABA interventions have become widespread, so has interest in the business side of ABA. Many small agencies are being purchased by private equity-based entities at increasing rates. This course will describe the trend and provide small business strategies for creating systems that are both ethical and scalable.The goal of this course is to provide behavior analysts in small practices with an overview of private equity as it relates to behavior analysis practices.This training program is offered independent of the Behavior Analysis Certification Board® (BACB®).
Participant complaints regarding this or any other BACB CE event requirements violations must first be directed, in writing, to the Relias Learning ACE Coordinator, Rhonda Davin, PhD. Please contact Dr. Davin via email: [email protected]. The ACE Coordinator will make every reasonable attempt to resolve participant complaints; however, should the ACE Coordinator be unable to resolve the complaint, the complainant may file a formal complaint directly with the BACB.
This course is designed to help providers distinguish between standards of care and legal and ethical issues. You will also learn about informed consent, confidentiality, privacy, and use of technology. Finally, this course will address violations of standards of care and concerns regarding malpractice.
Delivery Format: Reading Based Asynchronous Distance Learning
Cerebral palsy (CP) is the most prevalent motor disability in children. CP is caused by injury to the developing brain, usually before birth, and involves movement, muscular tone, and posture. This course will explain the pathophysiology of CP and the signs and symptoms associated with children and adolescents who have CP. It will also identify nursing interventions aimed at the needs of children with CP at the various periods of their life and disease.
There are myriad types of emergencies that can happen within a correctional environment including suicides, assaults, hostage situations, riots, natural disasters, and power outages. Everyone who works inside a correctional facility is responsible for ensuring the safety and well-being of individuals in custody, visitors, and staff when a critical incident occurs. Therefore, when an emergency situation occurs, you need to be able to act quickly, responsibly, and within agency protocol. This course provides correctional staff with an overview of types of emergencies faced by correctional facilities. It also discusses the phases of emergency management and what your responsibilities may be to both prevent and respond to an emergency.
The Evaluation and Management (E/M) Services section is the most widely used section of the American Medical Association's (AMA) Current Procedural Terminology (CPT®) code set. This course introduces the basics of E/M services coding. It explains the important terms and definitions used to identify types of visits and the criteria for selecting E/M services codes. It also explains the requirements for the different types and levels of E/M services. A current copy of the Current Procedural Terminology (CPT), Professional Edition, is strongly recommended to optimize your understanding of the content covered.
The goal of this course is to provide an overview of the CPT E/M services.
The codes and information in this course receive a comprehensive review annually and are updated as needed.
A large portion of the information in this course is sourced from the Current Procedural Terminology (CPT®) Professional Edition. All CPT® codes, descriptions, and other data are copyrighted by the American Medical Association. All rights reserved.
Hospices are frequently finding themselves with experienced clinical staff who are new to hospice. Knowledge of the regulatory system is essential to facilitate compliance and payment. This course discusses a high-level overview of what will be new for clinicians transitioning to the hospice setting as well as the challenges clinicians face when they transition to working in hospice. It also discusses the key differences between curative and hospice care. Without this information, health care professionals may experience a difficult transition to the hospice setting and may lack the necessary knowledge to remain in compliance.
Fractures are among the most common orthopedic problems. To properly code fractures, coders must have an understanding of the different types of fractures, as well as treatment of fractures and dislocations and casting/strapping. It is also important to have an understanding of the anatomy of the skeletal systems, as well as the physiology of bones, to assign the correct body part for fracture repairs.
This course will focus on identifying the appropriate code for fracture care procedures using the Current Procedural Terminology (CPT®) code set. Coding these musculoskeletal procedures using the CPT code set requires knowledge of the coding guidelines and instructions in the Musculoskeletal System subsection (20100-29999) of the Surgery section of the CPT codebook. A current copy of the Current Procedural Terminology (CPT®), Professional Edition is strongly recommended to optimize your understanding of the content covered.
The International Classification of Diseases, 10th Revision, Procedure Coding System (ICD-10-PCS) is used by hospitals to report hospital inpatient procedures including a wide range of medical, surgical, and ancillary procedures. This course covers the six ancillary sections of the ICD-10-PCS system: Imaging, Nuclear Medicine, Radiation Therapy, Physical Rehabilitation and Diagnostic Audiology, Mental Health, and Substance Abuse Treatment.
Before beginning this course, you should have access to the most recent version of ICD-10-PCS Code and Tables and Index as well as the Official Coding Guidelines. Refer to the Resources section to find and download the necessary documents.
The codes and information in this course receive a comprehensive review annually and are updated as needed.
Prostate cancer is the most frequently diagnosed cancer in people with a prostate gland. Because treatment choices are varied and some have a wide range of adverse effects, comprehensive physical and psychological evaluations are essential in determining the best treatment plan for patients. The goal of this prostate cancer program is to increase nurses’ knowledge about the screening methods and treatment options associated with prostate cancer.
The goal of this course is to update nurses on prostate cancer screening guidelines and the management of the disease.
Family therapy can be a very effective and efficient method for treating children and adolescents who are having significant emotional or behavior problems. Several brief models of family intervention have been shown to be highly effective in both decreasing the symptoms of the identified client and improving the family’s ability to manage future problems they may face. However, therapists who have been trained to work solely with individuals may find the presentation of symptomatic families in the therapy room confusing or intimidating. They may feel overwhelmed or unsure about which family member to direct the most attention to in a family session. After taking this course, you will be better prepared to identify a specific approach to take when working with a family experiencing distress. You will learn about methods to improve treatment outcomes for youth through whole family assessments and treatment strategies. You will learn assessment and intervention skills that are conducive to understanding and making changes in families that may be in significant conflict or resistant to change. You will also learn key concepts about family communication, and family boundaries that will allow you to make a specific intervention plan for each session. Proven intervention and assessment techniques will be discussed and applied during interactive exercises and case examples.
The goal of this course is to educate nurses and respiratory therapists about bacterial, viral, and atypical pneumonias in the pediatric population, including evidence-based practices for care and treatment of this condition.
Knowledge acquisition has been studied across many fields to understand how one gains knowledge. The Dreyfus model describes the stages of knowledge acquisition and how knowledge is used for skill development. Dr. Patricia Benner applied the Dreyfus model to understand how nurses gain knowledge. Her theory, Novice to Expert, explains how nurses develop their knowledge and skills at each level. This theory lends itself well to understanding the knowledge acquisition required for case managers.
As a case manager advances through the levels of practice, they rely less on “book knowledge” or the “rules of case management” and more on tacit or intuitive knowledge. Historically, as the field of case management has developed, case managers have been experienced nurses or social workers. They have used the skills of their field to advance case management.
This lesson reviews altered cellular and tissue biology and cellular adaptations to injury, imbalances, and pathologic conditions. It describes how altered cellular and tissue biology can result from adaptation, injury, neoplasia, and diseases. It examines manifestations of cellular injury, including accumulations of substances; changes in substance transport across cell membranes; changes in lipid, protein, and carbohydrate metabolism; and production of excessive waste.
Pediatric care in the prehospital setting is paramount when treating trauma in a child. Prehospital responders are often the first to provide much needed life-saving care as well as directed care. Knowing that traumatic injuries in children are a leading cause of morbidity and mortality in children, it is imperative that prehospital responders are trained to increase quality in care and improve quality outcomes (Seid, Ramaiah, & Grabinsky, 2012).
Post-acute care providers, including hospices, have long been a focal point for the Department of Health and Human Services Office of Inspector General (OIG) and the Department of Justice (DOJ). The COVID-19 pandemic has not changed that but has altered some of the specific areas of interest. In addition to investigating health care fraud and kickback allegations, these agencies are also examining how the billions of dollars from COVID-19-related provider relief fund (PRF) grants was distributed and utilized after the Coronavirus Aid, Relief, and Economic Security (CARES) Act of 2020. The risk areas and how they impact hospice organizations will be discussed, including how to assess hospice compliance. The goal of this course is to present managers, leaders, social workers, and nurses in hospice with COVID-19 regulatory and compliance assessment information.
Communication, collaboration, and leadership are expected competencies for rehabilitation therapists, competencies that often involve on-the-job learning. What do you do when a physician disagrees with your recommendation to stop a medication? Or, when you disagree with a colleague’s treatment plan for a patient? What about when you are new to a setting and have competence, but not confidence? These situations have different power dynamics that require different strategies. In this podcast, we discuss real-world scenarios with an expert in communication and leadership. Practical, evidence-based strategies for rehabilitation therapists to incorporate into their practice to facilitate communication and collaboration for the best patient outcomes and team environment are provided.
Serious mental illness (SMI) and substance use disorders (SUDs) can be challenging for someone experiencing symptoms. It can also be challenging for that individual’s family members. There is ample evidence that the inclusion of families in treatment planning and recovery management achieves the best outcomes. This course presents an overview of family psychoeducation (FPE), an evidence-based intervention model that engages family members and other support systems as partners in the treatment process. The goal of this educational program is to provide addictions, behavioral health counseling, marriage and family therapy, psychology, and social work professionals in health and human services settings with a solid foundation for incorporating FPE into practice.
Recovery from a brain injury requires clinical skills and expertise of an interdisciplinary team (IDT). While you must know your specific role in managing patients after brain injury, you must also understand treatment strategies common to all team members, regardless of discipline, to maximize each individual’s outcomes and function. In this course, physical therapy, occupational therapy, and speech-language pathology professionals will learn medical and therapeutic interventions to address common impairments after brain injury. Key areas include addressing stimulation needs based on Glasgow Coma Scale (GCS) level, assessing and managing agitation and aggression, and preventing and managing seizures. Tips for effective patient communication based on Rancho Los Amigos level and IDT collaboration are presented.
The goal of this course is to teach PT, OT, and SLP professionals how to collaborate with the IDT to support patients following brain injury.
Perinatal and neonatal palliative care have their own unique characteristics and concerns of which healthcare professionals must be aware. This course provides an overview of these unique aspects and concerns of perinatal and neonatal palliative care and provides suggestions for providing high quality care. The goal of this course is to provide nurses in hospice and palliative care with knowledge of perinatal and neonatal palliative care.
As a home health professional, you play a pivotal role in the reimbursement process. This course presents a basic overview of the Patient-Driven Groupings Model (PDGM), Medicare eligibility requirements, and the role of the OASIS in reimbursement. It then presents strategies you can use to help optimize your agency’s reimbursement under the current payment system.
Sepsis is a complex disease state that rapidly causes severe complications and has a high mortality rate, especially if not treated promptly. It requires healthcare professionals from different disciplines to work together to care for the patient. This continuing education program provides definitions and recommendations for management strategies from the most recent guidelines on sepsis.
The goal of this continuing education program is to provide healthcare professionals, including emergency medical service (EMS) personnel, nurses, physicians, and pharmacists, with the updated definitions related to sepsis, as well as information regarding the management of septic patients.
Madeline King is on the speaker's bureau for Tetraphase pharmaceuticals and speaks about the agent Xerava™, which is indicated for the treatment of complicated intra-abdominal infections
People belonging to marginalized identities face behavioral health disparities for multiple complex reasons. Implicit bias and a lack of cultural humility play a role in behavioral health disparities.
The goal of this course is to provide healthcare professionals in health and human services settings with knowledge to practice cultural humility and address implicit bias.
Are the people you serve resistant to change? Do you find it difficult to help clients move from one step of recovery to the next? In this course, you will review updates to the widely adopted transtheoretical model (TTM) that includes the Stages of Change to help better inform the treatment you provide to individuals with substance use disorders (SUD). The information in this training can be used to address other illnesses or health conditions that require behavior change to take place. You will learn about each stage of change, a staple in recovery-oriented language, as it relates to an individual’s self-motivation to address their own recovery.
Using case vignettes and interactive exercises, you will learn how to apply these skills when you need them most in your own setting. This training is geared toward behavioral health clinicians and those who are at the forefront of delivering treatment for individuals with substance use disorders in behavioral health, addiction, and integrated treatment settings. After taking this course, you will have gained a deeper understanding of how to translate the Stages of Change more effectively into your everyday practice, both theoretically and clinically.
The goal of this course is to provide addictions, behavioral health counseling, marriage and family therapy, nursing, physician assistant, psychology, and social work professionals in health and human services settings with the skills needed to implement the Stages of Change model when treating clients with substance use disorders.
By recognizing the impact of normal aging and pathological conditions on an older adult's vision, physical and occupational therapy professionals can implement strategies to maximize function and safety for their clients. In this module, learners will gain an understanding of normal age-related vision loss; common conditions affecting older adults, including cataracts, macular degeneration, glaucoma, and diabetic retinopathy; and how those conditions show in the clinical presentation. Environmental modifications, visual aids, behavioral changes, and both technology-based and community-based resources to accommodate low vision are presented.
This lesson reviews the mechanisms of hormonal alterations of the thyroid and pituitary glands. It covers hyperthyroidism, hypothyroidism, diabetes insipidus, hypopituitarism, hyperpituitarism, acromegaly, and prolactinoma.
Abuse by factitious disorder imposed on another (FDIA) occurs when the parent seeks medical attention for their child that subjects the child to unnecessary extensive testing and medical interventions. The disorder, previously known as Munchausen syndrome by proxy, was renamed and classified as a factitious disorder. The spectrum of illnesses reflected in cases of FDIA is startling. Because healthcare professional team members play a vital role in profiling and aiding in the diagnosis of FDIA, they must be able to identify symptoms, warning signs, and the typical characteristics of a perpetrator, as well as the psychosocial dynamics of the situation, to separate the perpetrator-healthcare provider relationship. This course educates healthcare professionals about how to recognize and intervene in FDIA cases.
The role of a preceptor is vital to an organization’s ability to efficiently and effectively onboard an individual to a new department or work unit. This course is designed to include principles and practices for precepting new employees across healthcare settings. It introduces the learner to the fundamentals of the preceptor role and provides best practices for being an effective preceptor. Preceptors exhibit professionalism and best practices in their work units. Being a preceptor requires skill, talent, and preparation to yield the best outcomes.
More than 1 million people 13 years of age and older are living with HIV infection in the U.S., including nearly 162,500 who are unaware they are infected. Some licensure boards require continuing education that addresses human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS). This course sets the stage for addressing those requirements in the context of the history of the infection in this country, risk factors for infection, testing, and strategies for preventing transmission. In addition, the prevention of opportunistic infections and community resources available to patients are discussed.
Because emergencies happen in all settings, staff need to understand how to respond to them. You should be familiar with how to respond to any type of emergency that could happen in your workplace. This course is the first part of a two-part series on first aid response. This course discusses basic first aid principles. It also discusses the appropriate infection prevention and safety measures to take when responding to emergencies.
Working cross-culturally requires you to appreciate the impact cultural differences have on interpersonal communication. Transcultural healthcare workers are sensitive to these differences and strive to determine the most appropriate and effective ways to interact with diverse colleagues. When you communicate and collaborate productively with your colleagues, you are much more likely to deliver culturally relevant care to your patients and improve the overall patient experience. The goal of this course is to educate healthcare workers on cultural etiquette to facilitate positive communication and interactions between culturally diverse members of the healthcare team.
For decades, complete abstinence from alcohol and other substances has been the basis of treatment for substance use disorders in the U.S. Though many treatment professionals strongly believe that full recovery requires total abstinence, many people in recovery never completely stop using, which holds the concept of recovery to an unattainable standard. Other professionals believe that while abstinence is a worthy goal, a harm reduction approach can prevent deaths and keep people alive and healthier in cases when total abstinence has not worked. In fact, harm reduction has been shown to be effective in preventing overdoses and saving lives.
In this course, you will learn that harm reduction asserts that to treat substance use disorder effectively, multiple options must be considered. You also will learn that treatment needs for persons who are not ready to become completely abstinent should be considered and provided.
Using interactive exercises and relevant case examples, you will have the opportunity to apply your acquired knowledge so that you can use it when needed in your own setting. After completing this course, you will have the skills needed to effectively employ a harm reduction model.
The goal of this course is to provide addictions, behavioral health counseling, marriage and family therapy, nursing, psychology, and social work professionals in health and human services with information on harm reduction strategies for substance use.
To effectively work with those who are facing the end of life, we must first look into our own fears and values, beginning a personal exploration into how we face dying and how witnessing the dying of others may transform our perceptions. Issues such as quality of life, being a burden, losing independence, finding meaning and redefining value may be challenges experienced by patients. This presentation invites you to examine your perceptions and offers suggestions for helping transform the experience of dying to one of dignity, hope and peace.
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