Authors: Marilyn Hanser, RN, MA | Carol-Ann Casner, RN, MA

In this fast paced society, "thin is in." Weight Watchers, diet soda, "fat free" foods, jogging, gym memberships, self control, step aerobics, and body sculpting ­ this list barely scratches the surface of our national obsession with body size and shape, food, and dreaded Calories and fat. Anorexia nervosa, bulimia, binge eating disorder and obesity are as much cultural/psychological disorders, as they are medical conditions. Health care professionals are on the front lines for early detection of this syndrome that ravages the entire being, leaving a hungry heart and soul...

Course objectives include:

• Identify common medical complications associated with eating disorders.
• Name the physical and biological factors involved in the development of eating disorders.

Authors: Peggy Goulding, Ph.D. | Shelda L. Hudson, RN, BSN, PHN

From the old standbys like cocaine and heroin to the newer club drugs like Ecstasy and GHB ... there has never been such a wide variety of drugs available for abuse, and drug abuse still takes its toll on generation after generation of Americans. This course outlines the neuroanatomy and neurophysiology of drug use, abuse, and addiction; reviews the most common classes of drugs of abuse; and summarizes current approaches to treatment and prevention.

Course objectives include:

• Define and differentiate among drug use, drug abuse, and drug addiction
• Identify some commonly abused drugs and their characteristic effects.
• Outline issues and concerns specific to the abuse of prescription medications.

Author: Melanie Johns Cupp, Pharm.D.

Today, nurses are presented with an astounding range of medications which must be safely administered to the patient. Fortunately, there are many drug information sources available, and certain pharmacologic concepts can be applied to many different drug categories.

Pharmacokinetics, pharmacodynamics and drug interactions will be explained including how the various concepts can be applied to common clinical situations. Drug calculations are presented, as well as the history of drug law and acts. Use as a wonderful source for reference with daily prescribing issues.

Course objectives include:

• Recognize the definitions of pharmacokinetics and pharmacodynamics.
• List three limitations of the PDR.
• List the site of absorption for most drugs.

Author: Marilyn Hanser, RN, BSN, MA

Breast cancer remains a serious and frightening disease, but now more than ever the experts are focusing on new rays of hope for prevention and successful treatment rather than rising incidence rates and newly discovered risk factors. Learn the basics of breast physiology; benign and malignant breast conditions; and the latest in diagnosis, treatment, and prevention, including cross-cultural factors and patient education strategies.

Course objectives include:

• Recognize the major concepts in breast cancer prevention.
• List treatment options currently available to women with breast cancer.
• Recognize the major factors in patient education that lead to improved breast health.

Author: Jacquelyn Younker, RN, MSN

Heart disease statistics have ascended to heart stopping heights. The goal of this course is to assist healthcare professionals to recognize signs and symptoms of acute MI, and begin interventions immediately. You will also learn cardiac pathophysiology, and complications associated with acute MI.

Course objectives include:

• Describe the cardiac pathophysiology associated with an acute myocardial infarction (MI).
• Identify the signs and symptoms of an acute MI.
• Determine the type of MI based on 12 Lead EKG findings.
• Describe nursing management of a patient experiencing an MI.

Author: Jackie Younker, RN, MSN

As technology advances, more devices are becoming a part of our internal environment (our bodies). The goal of this course is to educate healthcare professionals in the use and indications for temporary and permanent pacemakers; to assist in identifying pacemaker arrhythmias and ways to correct them and through careful assessment provide intervention and patient teaching.

Course objectives include:

• Summarize normal cardiac conduction and electrophysiology.
• Name indications for temporary and permanent pacemakers.
• Differentiate between the modes of temporary pacing.

Author: Marilyn Hanser, RN, BSN, MA with excerpts written by Shelda Hudson, RN, BSN, PHN

Much interest has stemmed from "preventive" care measures as one way to reduce health costs and prevent major diseases. Vitamin, nutrition, and diet therapies abound. This course gives a general overview of many of the growing options for alternative healthcare. The text discusses the established role of the nurse in seeing clients holistically, and intervening in all the dimensions-physical , psychological, intellectual, social, and spiritual. It also places the nurse in a unique position to give information and advice concerning these various new therapies.

Author: Patricia Emery, BSN, MS

Your patient has just informed you he is going to die. What is the best response? This course, written from a Christian perspective, will help prepare you for those circumstances. You will learn about the normal and abnormal process related to death and dying and the special roles nurses fill for the terminally ill.

Course objectives include:

• List some of the spiritual needs of dying individuals, their families and significant others.
• Provide some of the normal and abnormal processes related to dying or death.

Author: Angeline Bushy, PhD, RN, CNS

It is not only the final event of death the nurse must learn to deal with, it is the entire process and the complex experiences that dying individuals, their families, friends and all others involved must go through. It is far from easy and requires a fine blend of sensitivity, insight and knowledge. This course will enhance nurses in every area of expertise.

Course objectives include:

• Define and characterize end-of-life care.
• Explain the role of bereavement services in end-of-life care.

Authors: Angeline Bushy, PhD, RN, CNS | Shelda L. Hudson, RN, BSN, PHN

Embracing the end of life is creating an atmosphere and purposeful preparation at the end of life that can assist the patient and family through an oftentimes, difficult process. It takes great strength and courage to face death and to begin to move through it to the other side. And it takes courage for survivors to put aside their own fears and anxieties to help their loved ones die a peaceful death. In addition to helping patients let go of this life, nurses can help them put things in order and resolve issues between family and friends. Sometimes the unfinished business is with God. With the deepest respect and attentiveness, we can learn how to nurture peace and spiritual healing in those who are making this final transition.

Course objectives include:

• Define and characterize palliative care.
• State the role of palliative care and symptom management in end of life care.
• Summarize nursing interventions that are useful in managing pain in a person having a terminal condition.
• Define strategies to communicate effectively with client and family about death and dying.
• Outline ways to address the emotional and spiritual concerns of the dying client.
• Define pain and pain tolerance.
• List factors that influence pain perception.

Author: Angeline Bushy, Ph.D., RN, CNS

For nurses in every specialty: the basics of caring for the client whose disease is not responsive to curative treatment. Emphasis is on pain management; dealing with emotional, psychosocial, and spiritual issues; and client rights.

Course objectives include:

• Define and characterize palliative care.
• Outline ways to address the emotional and spiritual concerns of the dying client.

Florida statutes now allow substitution of a course on Palliative Care for the required HIV / AIDS course or Domestic Violence course, provided that the substituted course was taken in the immediately preceding renewal period.

Author: Shelda Hudson, RN, BSN, PHN

Sniff, sneeze, cough, wheeze ... dreaded allergies. Nearly 44 million Americans have some form of allergy. Although experts do not fully understand why some people develop allergies and others don't, they do tend to run in families. This course concentrates on common allergies. It also covers antigen-antibody reactions, sensitization, allergic reactions, preventive measures and an extensive patient education guide. Plus ... much, much more.

Course objectives include:

• Differentiate between atopic dermatitis and allergic contact dermatitis.
• Describe how antibodies are formed.
• List the general signs and symptoms of anaphylaxis.

Author: James Wittenauer, RN, BSN, MPA

Ostomies are created to treat various conditions including ulcerative colitis, cancer, and bowel obstruction. Nurses have tremendous impact on how a patient adaps to a new ostomy. This course increases knowledge regarding basic ostomy management, common surgical procedures, and assessment of the stoma. Diet and nutrition issues and psychological factors are also discussed. Selecting the right applicance and managing it correctly is crucial to successful ostomy care and patient focus.

Course objectives include:

• Name the reasons for needing an ostomy.
• Identify the most common ostomy problems and their solutions.
• Name the psychological problems that an ostomy patient may experience.

Author: Maryann Leslie, RN, PhD, CNP, CHES

Although the term "fibromyalgia" has appeared in literature for 90 years, the disease is often unrecognized by clinicians. It is a devastating disease, more common than rheumatoid arthritis, yet its cause remains a mystery. There is no cure for fibromyalgia; however, nurses can learn how to enhance their patients' quality of life by helping them cope with pain, manage stress and assist in exercise/physical therapy.

Course objectives include:

• List clinical features of fibromyalgia.
• Define widespread pain as it occurs in the patient with fibromyalgia.
• Differentiate between the terms trigger point and tender point.

Author: Shelda Hudson, RN, BSN, PHN

This course covers care planning, assessing the abdominal quadrants, acute abdomen, gastrointestinal bleeding, abdominal trauma, penetrating trauma, blunt trauma, trouble indicators and what they suggest, diagnostic testing, plus much more!

Course objectives include:

• List a region of the abdomen and identify its underlying organ(s) and/or structure(s)./li>
• Provide two potentially life-threatening GI emergencies./li>
• Identify three auscultatory clues to the nature of abdominal trauma./li>

Patricia Marx, RN, BSN, MS | Shelda Hudson, RN, BSN, PHN.

The goal of this course material is to educate nurses and other healthcare professionals in the nature and management of Multiple Sclerosis and demyelinating diseases. Topics include: types of MS, pathophysiology, symptomatology, pain, MS alternative treatments and more.

Kim Marie Falk | Shelda L. K. Hudson, RN, BSN, PHN

We, as healthcare professionals, must do our part to provide patients with adequate pain management. This course presents material to educate the healthcare practitioner about pain; its pathophysiology, influencing factors, assessment techniques, and interventions, along with common misconceptions about pain and pain management.

Author: Peggy M. Goulding, Ph.D.

This course meets Florida's mandatory medical error prevention instruction requirements.

The goal of the enclosed course is to provide health care professionals with an overview of the problem of medical errors, factors contributing to the occurrence of these errors, and steps that can be taken by institutions and individual care providers to reduce medical errors in key care settings.

Instructional Objectives

Upon completion of this course, the motivated student should be able to:

1. Delineate factors contributing to the occurrence of medical errors
2. Outline error prone situations and vulnerabilities among special populations
3. Identify processes for improvement of patient outcome
4. Recognize caregivers' responsibilities for reporting medical errors
5. Name methods to increase public awareness of medical errors and how to prevent them

Authors: Mary Ann Evans, RN, BS, MS | Dr. Carolyn Mikanowicz, RN, PhD | Shelda L. Hudson, RN, BSN, PHN

This course will focus on various types of criticism and techniques used for coping. The information will be applicable to any health professional or supervisor who feels susceptible when criticized. It applies to all areas of practice because criticism is experienced in all levels of the healthcare industry.

Course objectives include:

• Enumerate some of the myths associated with the realities of criticism.
• List three methods to cope positively with criticism.
• Name some of the various types of criticism and techniques used for coping.

Authors: Sharon Fish, RN, MSN and Shelda Hudson, RN, BSN, PHN

Alzheimer's disease is a complex, progressive, degenerative and irreversible brain disorder for which there isn't a definable cause or treatment. Caring for a client with Alzheimer's disease (AD) is a complex task influenced by numerous factors.

This course will help you gain an understanding of a disease that is the most prevalent form of dementia. It robs the mind and engulfs the lives of many special people. This is a course on caring for the person with Alzheimer's.

Course objectives include:

• Select the difference between reversible and irreversible dementias and list examples of both types.
• List some practical procedures for caring for someone who is dying.
• List various procedures for differential diagnosis of dementias and the importance of early symptom recognition and assessment.

Authors: Sharon Fish Mooney, RN, PhD | Shelda Hudson, RN, BSN, PHN

The purpose and goals of this course is to increase awareness of health care professionals regarding the needs of persons with Alzheimer's disease and their caregivers, whether at home, in long–term care facilities or hospital settings.

Authors: Shelda Hudson, RN, BSN, PHN | Joan Ratchford, RN, BSN, MSN

Although common confusion isn't well understood and may be difficult to manage. Clients with this present challenges to healthcare professionals because of their increased care needs and risk for injury.

Course objectives include:

• Define confusion — acute and chronic.
• List nursing interventions for confusion.
• Name ways to communicate with the confused patient.
• Summarize assessment of confusion.

Author: Judith Killman, BSN, MA, MS, LCDR

This course addresses issues of the elderly through the developmental process; explores personal values, attitudes and feelings about aging and maturity. Physical and emotional changes that occur with aging are discussed, as well as the meaning of death and attitudes toward dying.

Course objectives include:

• List some physical changes that are normally present in later life.
• Identify characteristics of the helping relationship and list behaviors that indicate them to the client.
• Identify later maturity, rather than "old age," as the last developmental stage.

Author: Shelda L. Hudson, RN, BSN, PHN

Urinary incontinence (UI) has long been a problem for many adults, but they are just beginning to overcome the stigma and come forward to seek treatment. Medical practitioners are also at times reluctant to discuss UI with their clients. This course reviews the latest in behavioral, pharmacological, and surgical approaches to incontinence management, so you can address the problem proactively during routine care and help your patients to choose the treatment that is right for them.

Course objectives include:

• Outline the physiology of the voiding process.
• List the tests and supplemental assessments necessary to evaluate the client for UI.
• Recognize effective strategies to reduce patients' emotional barriers to UI treatment.

Author: Caroline McGuire, RN, BSN

If you cannot confidently meet these course objectives you could be asking for trouble. Make certain you know the course objectives' answers below.

Course objectives include:

• List the major factors influencing the trend towards increased litigation among health care providers.
• Describe the elements of negligence necessary to prove a case of negligence exists.
• List the key elements needed for proper documentation on both the medical record and incident reports.

If you can't answer yes to these requirements, ask yourself if you are walking a tightrope.

Ohio Board of Nursing Approval for this offering expired on 07–10–2011. Check back for new Ohio Board of Nursing Approval November 2011.

Author: Shelda L. K. Hudson, RN, BSN, PHN | Joanne E. Souza, RN, BSN, MBA

The goal of this course is to provide information regarding current laws and rules related to the practice of nursing in Ohio. And to educate healthcare professionals regarding the complex issues involved in basic legal situations.

Upon completion of this course, the motivated learner will be able to:

1. List and describe the three sources of law in the U.S.
2. Define and compare the terms battery, malpractice and negligence.
3. Define HIPPA and it's significance to the healthcare industry.
4. Outline the standards for competent nursing practice of RNs and LPNs in Ohio.
5. Review standards for the promotion of client safety in nursing practice.
6. Identify responsibilities of licensed nurses within the scope of the nursing process.

Authors: Stephanie Amlung, RNC, Ph.D. | Carole Kenner,RNC, DNS, FAAN, RN,MN

Fetal Alcohol Syndrome (FAS) and Fetal Alcohol Effects (FAE) are growing problems in the United States. Despite the warnings posted in bars and restaurants and the increased media attention given to the perils of alcohol use during pregnancy, the rate of drinking among women of childbearing age continues to rise. The incidence of FAS may be as high as 12,000 per year, with FAE evident in up to 36,000 infants per year. Drinking during pregnancy affects not only the mother, but also the growing fetus. Alcohol can cause physical deformities and neurobehavioral deficits in the infant and growing child. Thus, it is not surprising that FAS is the leading cause of mental retardation and the only one that is preventable. Due to the increasing numbers of infants born with FAS or FAE, health care professionals need to become more aware of FAS and how they can intervene to prevent it or at least help the family anticipate the secondary disabilities associated with it.

Authors: Peggy M. Goulding, Ph.D. | Shelda L. Hudson, RN, BSN, PHN

The goal of the course is to provide a comprehensive overview of osteoporosis for nurses and other healthcare professionals. Emphasis is on an understanding of the life–long risk factors for the development of the disease, particularly those that reflect lifestyle choices. New treatment approaches are outlined based on medical research. Consideration is also given to the unique challenges presented by osteoporosis in men.

Author: Janice Davis, RN, MS, CNOR

The leading cause of pediatric mortality and morbidity in the U.S. is accidental injury. A child's developmental level predisposes him to particular injuries. Pediatric trauma affects the entire family unit, and there are many needs that must be considered when caring for the child. Education for prevention is our first line of defense to save children, reduce disability, and avoid expenses related to trauma care.

Course objectives include:

• List some of the most common childhood injuries.
• Determine the correct endotracheal tube size for a child.
• Calculate the intravenous fluid requirements for a child.

Author: Lynne M. Baker, RN, MS, CNA

This course examines prenatal factors associated with the detection of problems with ultrasound and other procedures, the growth and development from birth through puberty, nutrition and obesity. All with a mom's touch.

Course objectives include:

• List two in-utero diagnostic procedures employed to detect fetal abnormalities.
• Correlate some traits of the normal newborn with those of premature, low birth weight and very low birth weight infants.
• List the value and limitations of "normal" growth and development descriptive parameters.

Author: Marilyn Hanser, RN, BSN, MA

The nurse can play a unique role in the life of the adolescent girl, helping the girl to integrate all dimensions of her life and to successfully deal with issues such as physiological and psychosocial development, contraception and pregnancy, and eating disorders. The course covers recognition of the adolescent at risk, development of appropriate nursing interventions, and utilization of available community resources.

Course objectives include:

• List the major cognitive and psychosocial tasks of early, middle and late adolescence.
• Outline the lifestyle choices and other factors that complicate the normal developmental process of the adolescent female.

Author: Redford Williams, MD

This course supplies you with the answers to controlling stress and anger. The latest research provides you with 17 strategies for controlling hostility. Learn how to know if you or your clients are at risk. Offers practical advice that can reduce the risk of heart disease and other illnesses, and more!

Course objectives include:

• Identify the types of hostility that can be observed in clients.
• List some facts related to hostility that are important to caregivers.
• List some valuable methods of self-distraction.

Authors: ilvia Prodan Lange, R.N., M.N. | Shelda L. K. Hudson, RN, BSN, PHN.

Psychiatric emergency? Suicide! Violence! Panic! Be ready for these disturbed and disturbing situations. Fortunately, true psychiatric emergencies do not occur often. When they do, the health team must act to convert a dangerous or life–threatening crisis into problems to be solved.

Healthcare professionals are involved in these situations in the emergency room, general hospital, psychiatric unit and community. Although nothing can take the place of actual clinical experience for one to become more competent and confident in handling psychiatric emergencies, prior preparation can help. Health professionals need an understanding of attitudes and reactions, a body of knowledge, and action approaches in order to meet the challenge of a crisis situation. This course presents general guidelines for addressing and treating the most frequently encountered psychiatric emergencies including suicide, violence, anxiety, and substance abuse.

Author: Cherlene S.M. Pedrick, RN

Course objectives include:

1. State the lifetime prevalence of Obsessive–Compulsive Disorder (OCD).
2. Name the essential features of OCD, and define obsessions and compulsions.
3. State the most recent theories about the cause of OCD.
4. List symptoms of OCD the nurse is likely to see in patients.
5. Identify the therapies most often used for treating OCD.
6. List the five medications most commonly used in treating OCD, the side effects of each, and contraindications.
7. Identify the side effects of monoamine oxidase inhibitors (MAOI's), the food and medication precautions needed during treatment with MAOI's, and the danger of combining them with serotonin reuptake inhibitors (SRI's) and selective serotonin reuptake inhibitors (SSRI's).
8. Summarize information about behavior and cognitive therapies in a way patients can understand.
9. Identify areas in which supportive psychotherapy may be helpful in treating patients with OCD.
10. Distinguish between the symptoms of OCD in children and normal childhood rituals.
11. Outline the risks of taking anti–obsessional medications during pregnancy and breast feeding.
12. Identify comorbid diagnoses that can complicate OCD treatment.
13. Discuss ways the family may assist with the OCD patient in recovery.
14. Summarize the nurse's role in caring for the patient with OCD.

Author: Silvia Prodan Lange, RN, MN

Psychiatric emergency? Suicide! Violence! Panic! Be ready for these disturbed and disturbing situations. Fortunately, true psychiatric emergencies do not occur often. When they do, the health team must act to convert a dangerous or life–threatening crisis into problems to be solved.

Nurses are involved in these situations in the emergency room, general hospital, psychiatric unit and community. Although nothing can take the place of actual clinical experience for one to become more competent and confident in handling psychiatric emergencies, prior preparation can help. Nurses need an understanding of attitudes and reactions, a body of knowledge, and action approaches in order to meet the challenge of a crisis situation.

Authors: Shelda L. K. Hudson, RN, BSN, PHN | Carolyn Hunter, RN, MA

The goal of the enclosed course is to provide basic instruction on intimate partner violence, including identification, screening, and referral of persons with a history of being, or at risk of becoming, victims or perpetrators of intimate partner violence.

Author: Shelda L. Hudson, RN, BSN, PHN

The goal of the enclosed course is to provide basic instruction on domestic violence, including identification, screening, and referral of persons with a history of being, or at risk of becoming, victims or perpetrators of domestic violence.

Shelda L. K. Hudson, RN, BSN, PHN

The goal of this course is designed to give nurses and other healthcare professionals an overview of the hepatitis C virus (HCV) as a major public health problem in the U.S. today. Topics covered include the assessment, treatment, and prevention and patient teaching strategies related to Hepatitis C.

Upon completion of this course, the learner will be able to:

1. Outline the prevalence of HCV infection in the United States.
2. Name the primary ways that HCV is transmitted.
3. Recognize current methods for screening and diagnosis of HCV.
4. List clinical indicators of both acute and chronic HCV infection.
5. Name and define primary approaches to management and treatment of HCV.
6. Outline specific prevention strategies for various populations at risk for HCV infection.
7. Enumerate key components of the education process for patients with HCV.
8. Document selected CAM therapies available to treat Hepatitis C & reasons for their use.

The goal of this course is to provide basic information concerning HIV and AIDS, including modes of transmission, clinical management, infection control procedures, prevention, and much more.

This offering has expired. Check back for updated course Dec. 15, 2011.

Author: Shelda Hudson, RN, BSN, PHN

Includes all of the information in the Course #392 HIV/AIDS: An Overview, with expanded coverage of epidemiology, pharmacology, and personal risk factors and decision-making. Also addresses in detail the role of alternative medicine and complementary therapies in the treatment of HIV/AIDS.

Course objectives include:

• Define AIDS and the various signs and symptoms associated with AIDS.
• List the recommended strategies for the control of the HIV in the environment.
• Relate ways that HIV is transmitted.

This course meets and exceeds Legislative and State Board requirements for mandatory education in Florida and Kentucky.

Author: Shelda L. Hudson, RN, BSN, PHN

The purpose of this course is to provide an overview of domestic violence, including identification, screening, and referral of persons with a history of being, or at risk of becoming, victims or perpetrators of domestic violence. Basic information on child abuse and elder abuse is also included.

Patti V. Hoffman, RN, BS, MPH, CIC | Diana Harland, BS, CCRC

The goal of this course is to educate nurses and other healthcare professionals in the principles of infection control through a better understanding of epidemiology and pathogen transmission, as well as through federal regulations and recommendations. It is our goal that healthcare professionals will then recognize their responsibility to apply these scientifically-based principles to minimize the opportunity for transmission of disease, and therefore be able to make a significant impact on their community.

Author: Kimberly Cathcart , MS, RN, RRT

The purpose of this course is to familiarize you with a variety of aspects of COPD, using an integrative approach. Nurses are important facilitators in coordinating treatments and teaching the patient in areas that range from nutrition, breathing exercises, medication usage/adherence, pathophysiology of the disease process, and alternative therapy modalities. You will also briefly learn about the four major diseases involved, including A/P, etiology, and pathogenesis. A review of ABGs, V/Q ratio, clinical features and treatments of COPD will be discussed. The goal is to provide you with optimum, accurate information including a lengthy section of Bonus Information that introduces you to natural methods, home remedies, and nutrient plans to give your patient the opportunity to incorporate complementary therapies along with their medical protocol.

Marilyn Hanser, MA, RN

The goal of this course is to educate the healthcare professional on interventions related to the Christian spiritual dimension. This course will also differentiate between psychopathology and spiritual needs, focusing on cultural issues and stages unique to spiritual development.

Authors: Dr. Carolyn Mikanowicz, RN, PhD | Shelda L. Hudson, RN, BSN, PHN

The goal of this course is to provide health care professionals with a comprehensive overview of communication strategies that will assist in their daily work and personal environments. Various types and models of communication are discussed as well as practical strategies for improving interpersonal relationships.

Author: Antoinette Gmeiner, RN, PhD

Effective communication is the essence of nursing practice in providing quality patient care and interaction with staff. The nurse, as a member of the multi-professional health team, utilizes a goal-directed approach to promote, restore and maintain health. Facilitative communication remains an integral part of this process.

This course covers concepts of communication theory in terms of definition, function and purpose. How it relates to information and messages people seek to convey to each other is also examined.

Course objectives include:

• Delineate the process of facilitative communication.
• Differentiate between verbal and nonverbal communication.
• Outline issues that may affect therapeutic nurse-client communication.

Author: Marilyn Hanser, RN, BSN, MA

Current trends in the delivery of health care services are changing rapidly. As nurses leave the traditional hospital environment to find employment in various settings, many lines of authority are erased. Nurses at all levels are often expected to lead the change efforts, coming up with innovative ways to solve both old and new problems. In order to function effectively in these new environments, it is critical for nurses to understand the changing role of leadership, organizational development and the role of ethics in the leadership process.

Course objectives include:

• Define characteristics of various leadership theories.
• List contemporary issues in organizational development.
• State several characteristics of total quality management (TQM).

Authors: Rosemary Benefield, RN, MA, MPC

Abortion Aftermath is a unique collection of stress and grief-related symptoms stemming from deep and complicated conflicts set in motion by an abortion. This course for health professionals is about helping and healing for those women who are suffering from the aftermath of abortion.

It does not deal with the "righteousness" or "wrongness" of abortion itself, rather, it recognizes the effects and provides strategies and interventions to assist women ... beyond the grief.

Course objectives include:

• List possible effects an abortion has on a woman.
• Identify one's own bias that may affect therapy.
• Summarize appropriate treatment modalities for post abortion women.

Author: Marilyn Hanser, RN, BSN, MA

The "mysteries" of a woman's body, including menopause, are seen as times of power and growth. Menopause is an opportunity for conscious change, not a disease to be treated. With an increased interest in menopause, it is imperative that mid-life women be given reliable information for this time of transition. Studies confirm women's need for education on bodily changes and approaches to self-care. Knowledge and research on the physiological changes associated with menopause is steadily expanding. A "partnership" between women and health care providers can contribute to the quality of life expectancy. Today's well-trained and educated nurse can play an instrumental role in helping women make this transition through an ending and a new beginning.

Course objectives include:

• Define the terms menopause, peri-menopause, post-menopause, climacteric, and pre-menopause.
• Describe the basic physiology of the normal and peri-menopausal menstrual cycles.
• Identify triggers for many of the signs and symptoms of the peri-menopause.