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COMMUNICATION AND CULTURAL COMPETENCY SERIES:
1. Cultural
Competency: The Building Blocks (Online 2 Contact Hours)
Author: Marlene V. Obermeyer,
RN, MA
FREE
COURSE:
Cultural
Competency
Building
Blocks Exam
Cultural Competency: The Building Blocks
(2 Contact Hours) Learn how to work more effectively in diverse settings.
This course provides the background for our series on cultural competency.
The other courses in the Cultural Competency series are located here:
2. Cultural
Competency Part II: Why is it important? (Online 1.6 Contact Hours)
Author: Marlene V. Obermeyer,
RN, MA
This course is the second module of the
cultural competency series. The first course "Cultural Competency: The Building
Blocks" serves as the background for this module. If you would like to read
the first module, it is available
to read free on this page.
3. Developing
Cultural Competence: Cultural Self-Awareness (Online 1.6 Contact Hours)
Author: Marlene V. Obermeyer,
RN, MA
Cultural awareness is a developmental process.
This interactive course is designed to facilitate the participant's development
of cultural awareness and sensitivity in order to provide culturally competent
care. The lessons are available here: http://www.culture-advantage.com/awarenesspage1.html
Once you are logged in, scroll to the end of this course description and
click on "To read the course". It will take you
to the exam area.
Actions
Speak Louder Than Words (Online 1.6 contact hours)
Author: Marlene V. Obermeyer,
RN, MA
Actions Speak Louder Than Words: An overview
of nonverbal communication in healthcare. (1 Contact Hour)
Did you know:
That only around 7 percent of the meaning of any message is carried through
the spoken word?
Over 90 percent of the meaning is carried through voice and facial expressions?
Poor communication is responsible for as many as 50 percent of all medication
errors and up to 20 percent of adverse drug events in the hospital?
What is one strategy that would both reduce malpractice claims and enhance
patient care?
Effective
Communication in Nursing: The Foundation (2.2 Contact Hours)
Author: Marlene V. Obermeyer,
RN, MA
This module introduces the basic concepts
of communication. What does it mean people say they understand? What are
the elements of effective communication? What are the barriers to effective
communication? How can we use communication theory to improve our nursing
practice?
By the end of this course, the participant should be able to:
1. Define communication.
2. Discuss the 6 elements of communication.
3. Describe barriers to effective communication.
3. Explain effective communication according to the Convergence Theory.
4. Evaluate a nursing communication encounter using a
theory of communication.
Communication:
A Critical Skill (Part I) (Online 1.6 Contact Hour)
Author: Marlene V. Obermeyer,
RN, MA
Communication is the root cause of most
sentinel events in healthcare, according to the Joint Commission.
In this module, you will learn the role of the organization in promoting
effective communication in the delivery of safe and quality health care.
Course objectives:
By the end of this course, the participant should be able to:
1. Define a "sentinel event."
2. Describe the characteristics of sentinel events and the role of communication
in these events.
3. List ways that leaders can promote a culture of communication in organizations.
4. Discuss structured communication techniques that promote effective
communication.
SAFETY:
Preventing
Harm From High-Alert Medications (3 Contact Hours)
Author: Marlene V. Obermeyer,
RN, MA
Read the course
lessons on this site. culture-advantage.wikispaces.com Then log in to
take the exam.
Course Desription:
Although any medication used improperly can cause harm, high-alert medications
cause harm more commonly and the harm they produce is likely to be more
serious. The harm leads not only to patient suffering, but also to additional
costs associated with care of these patients.
By the end of this course, the participant should be able to:
1. Define High-Alert or High-Hazard medication.
2. Discuss the risks associated with High-Alert medications.
3. Identify three groups of medications that account for 50% of adverse
drug events.
4. Recognize adverse drug events that can occur from this group of medications.
5. List three general principles of a safe medication system.
6. Discuss recommendations to improve management of the following medications:
anti-coagulants, narcotics, and insulin.
Snake Oil
or Holy Water: Using a SCREEN Test to Evaluate Health Information on the
Internet (Part 1:1.5 Contact Hours. Part 2: 1.5 Contact Hours)
Author: Marlene V. Obermeyer,
RN, MA
What do you say to a patient when he asks
you about the effectiveness of glucosamine for arthritis? Or what do you
do when a patient tells you that she has stopped taking her "hormone pills"
because she read on the Internet that estrogen causes cancer?
After completion of this course, the participant
should be able to:
1. Discuss the prevalence of misinformation
on the Internet and the implications for patient education.
2. Evaluate health information websites
applying the SCREEN criteria.
3. Create a list of at least 4 sources
of credible health information (based on the SCREEN test) that are specific
to your practice area.
4. List strategies for discussing Internet
research with patients.
OLDER
ADULTS:
Depression
in Older Adults (Online 2.5 contact hours)
Author: Marlene V. Obermeyer,
RN, MA
Depression in Older Adults: Assessment
and Intervention (2.5 contact hours)
Course objectives:
After completion of this course, the participant should be able to:
1. State the definition and criteria for depression.
2. Recognize the prevalence of depression in older adults.
3. Discuss the signs and symptoms of depression in older adults.
4. List examples of pharmacological and non-pharmacological treatment
options.
5. Discuss nursing assessment and interventions for older adults with
depression.
OCCUPATIONAL SAFETY:
I hate
shots! Vaccination of health care workers (Part 1: 1.6 Contact Hours. Part
2: 1.6 Contact Hours)
Author: Marlene V. Obermeyer,
RN, MA
In this course, you will learn:
1. The incidence of influenza among health care workers.
2. The transmission of influenza in the healthcare setting.
3. Barriers to the acceptance of the influenza vaccine among HCW.
4. The rationale for immunization of HCWs.
5. Where to find resources on how to make a decision about vaccination.
Part 2 is also available for 1.6 contact hours. The questions are based
on the lessons from this module.
Safe Staffing
Saves Lives (Online 1.6 Contact Hours, currently in development.)
Author: Marlene V. Obermeyer,
RN, MA
This course is based on the publication
of the International Council of Nurses: Safe Staffing Saves Lives (May 2006).
Permission has been granted by the ICN to use the article for continuing
education.
After completion of this course,
the participant should be able to:
1. Define safe staffing, skill mix, and nurse-patient ratio.
2. Discuss the relationship between safe staffing and
patient safety.
3. Discuss the relationship between safe staffing and nurse safety.
4. Examine the pros and cons of mandatory staffing ratios.
5. List at least 4 ways that nurses can advocate for safe staffing levels.
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