Managing the Psychiatric Crisis (3025) View online course now

Author: Silvia Prodan Lange, RN, MN

Sometimes nursing seems like one crisis after another! But you can deal with the more common psychiatric challenges if you know what to look for. This course addresses the basics of crisis theory and intervention, with application to depression and suicide; violent behavior; substance abuse; and more, which are also covered in Course 225 Psychiatric Emergencies (a 12 hour version of this course), described below. Also included in this course are guidelines for the care of survivors of a disaster, and the process of death notification.

Course objectives include:
• Define and describe the most common psychiatric emergencies.
• Outline psychological, pharmacological and environmental treatment approaches.
• Apply crisis theory and intervention techniques to clinical situations.

Pain Management (3004) View online course now

Author: Kim Marie Falk, RN, MSN

Pain is one of the most common reasons people enter the healthcare system; yet it is also one of the most widely under-treated health problems, causing suffering and financial burden to both patients and society. Learn the latest in pain management principles and strategies, so you can help your patients achieve optimal pain control.

Course objectives include:
• List factors that influence pain perception.
• Identify misconceptions that are barriers to pain management.
• Outline non-pharmacologic options for pain management.

Alzheimer's: The Elusive Mind Stealer V2(9010V2) View online course now

New 2008

Authors:

Sharon Fish Mooney, RN, PhD
Shelda L. Shank, RN, BSN, PHN

Alzheimer's disease is a complex, progressive, degenerative, irreversible brain disorder for which there is no definable cause, no definitive treatment, and, to date, no foreseeable cure. It is considered the most common type of dementia-related illness for men and women over the age of 65. Approximately 5 million Americans are currently afflicted, including some under the age of 65, who have what is commonly known as early-onset Alzheimer's. Over 100,000 persons die annually from this disease that is considered the fourth leading cause of death in the elderly, after heart disease, cancer and stroke. The National Institute on Aging (NIA) projects that up to 14 million Americans may suffer from Alzheimer's disease by the year 2040. Statistics are similar in other countries where life expectancy reaches into the sixties and seventies. Alzheimer's is not a uniquely American phenomenon.

Course objectives include:

• Define Alzheimer's disease and related terminology.

• Outline myths and misconceptions associated with Alzheimer's disease.

• Name signs and symptoms characteristic of early, intermediate and late stage Alzheimer's disease.

• Define structural and neurochemical changes in the brain associated with Alzheimer's disease.

• Compare the difference between reversible and irreversible dementia and list examples of both types.

• Name various procedures for differential diagnosis of dementia and explain the importance of early symptom recognition and assessment.

• List the effect of cognitive changes on memory, language and the ability to communicate with others and list and describe strategies to enhance memory and facilitate communication with persons with dementia.

• Define physical, psychosocial and environmental stressors that can increase confusion and disorientation and describe ways to eliminate, alleviate, and modify these stressors.

• Outline helpful strategies to prevent and modify common catastrophic reactions and wandering behavior.

• Identify nursing interventions specifically related to safety, nutrition, hydration, personal hygiene, and elimination needs.

• List various medications commonly used to treat persons with Alzheimer's disease including their actions and potential side effects.

• Enumerate specific ways to modify the environment to enhance family and professional care giving and ensure optimum safety for the Alzheimer's sufferer.

• State the importance of emotional and spiritual support for both Alzheimer's sufferers and family caregivers and define ways to enhance these types of support.

• Identify practical procedures for caring for someone who is dying.

• Distinguish between emotional reactions and coping styles and strategies for family caregivers.

• Utilize knowledge to prepare a patient teaching plan.

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