Program List

This class is an introduction to 12-Lead ECG interpretation for acute and critical care nurses, advanced practice nurses and anyone who needs to be able to interpret an ECG in his or her clinical practice. Content includes anatomy of a 12-Lead ECG, how leads record electrical activity traveling through the heart, normal waveforms and intervals and how each lead should look on a normal ECG. Additional content includes an easy way to determine the QRS axis and its clinical implications; recognition of right and left bundle branch blocks; and ECG criteria for recognizing myocardial ischemia, injury and infarction.

Program Learning Outcomes

This program prepares the learner to:

• Identify a normal 12-Lead ECG.
• Demonstrate the ability to calculate the QRS axis on selected ECGs.
• Identify right and left bundle branch block.
• Recognize ST-elevation myocardial infarction (STEMI) on the 12-Lead ECG.
• Recognize signs of ischemia and non-ST-elevation myocardial infarction (NSTEMI) on the 12-Lead ECG. 

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Normal 12-Lead ECG, Waves and Intervals of the Cardiac Cycle
  Anatomy of a 12-Lead | Which Leads Look Where | Normal Waves and Intervals | Steps in Reading Strips

• Electrical Activity, QRS Complex and Calculating QRS Axis
  Normal Ventricular Depolarization | Recording Electrical Activity | Definition of Axis | Origin of Hexaxial Reference System | Practice Axis Calculation

• Right and Left Bundle Branch Bloc
  Best Leads for Recognizing | Ventricular Depolarizing | Practice ECGs

• Coronary Artery Blood Supply | Indicative and Reciprocal Changes | Recognizing STEMI
  Coronary Artery Anatomy | Indicative Changes of Ischemia, Injury, Infarction | Reciprocal Changes | Progressive Changes and ECG Evolution | Anterior-Wall STEMI | Antero-Lateral Wall STEMI

• Recognizing STEMI | Recording Posterior and Right Ventricular Leads
  Inferior-Wall STEMI | Posterior-Wall MI | Right-Ventricular MI | Recording Right Ventricular and Posterior Leads

• Signs of Unstable Angina and Non-ST Elevation MI
  ECG Signs of Ischemia | Wellens’ Warning | Practice ECGs: NSTEMI

• Practice ECGs

Delirium affects an estimated 14% to 50% of all hospitalized elderly patients. At least 20% of the 12.5 million patients over age 65 hospitalized each year experience complications because of delirium. It is essential that healthcare professionals recognize who is at risk, practice early identification and implement current management strategies for the patient with delirium. This one-day program is designed to provide this education.

Program Learning Outcomes

This program prepares the learner to:

• Identify the major differences between various dementias and delirium.
• Identify high-risk hospitalized patients.
• Develop a unit-based strategy for the prevention of delirium.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:15 pm

• Alzheimer’s Type Dementia vs. Other Types
  Alzheimer’s | Lewy Body | Frontal Lobe

• Acute Delirium
  Risk Factors | Common Assessment Tools

• Pharmacologic Management of Acute Delirium
  Benzodiazepines | Antipsychotics | Cholinesterase Inhibitors

• National Recommendations for Delirium Management
  HELP Guidelines | NICHE Guidelines | AGS Guidelines

• Fall Prevention Interventions
  Risk Identification | Safety Interventions

• Putting It All Together With Case Studies
  Alzheimer’s Type Dementia Admitted for UTI | Post-Surgical Delirium | Sepsis From Decubitus Ulcer | Multi-Infarct Dementia Admitted for Colon Resection

Program Learning Outcomes

This program prepares the learner to:

• Self-report at a 90% rate an increase in knowledge and skills to keep up with current trends in oncology.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Screening | Prevention | Early Detection | Genetic Risk
   
• Diagnosis, Staging and Treatment Planning

• Plan of Care Across the Life Cycle | Palliative Care | End-of-Life Care

• Clinical Trails and Surgical Interventions | Surgical Interventions

• Localized Therapy/Delivery Systems

• Systemic Therapy | Radiation Therapy

8:00 am to 4:30 pm

• Etiology, Incidence and Patterns for Disease-Related Symptoms
   
• Cardiac/Dermatologic/Pulmonary Toxicities

• Neurologic Toxicities | Cognitive Impairment | Ocular | Fatigue

• GI/GU/Hepatic Toxicities
   
• Myelosuppression

• Integrative and Complementary Therapies
   
• Oncologic and Metabolic Emergencies
   
• Psychosocial
   
• Professional Practice
   
• Test-Taking Strategies
   

This intensive one-day workshop provides the individual healthcare provider with the information needed to recognize and understand the production of sounds within the human body. Rather than memorizing sounds, the physiology of normal and abnormal sounds is presented with the use of audiovisual aids. Practice sessions enable the provider to accurately distinguish normal and abnormal sounds and recognize the significance of the sounds heard. The goals of this class are identifying strategies of treatment needs based on assessment findings and developing the confidence to use the stethoscope to assist in performing a thorough and accurate assessment. Please wear comfortable, loose clothes and bring your stethoscope!

Program Learning Outcomes

This program prepares the learner to:

• Describe the differences in stethoscopes and how to properly use your tool.
• Demonstrate a complete abdominal assessment.
• Identify organs and broken bones using the stethoscope.
• Identify the requirements for an adequate cardiac auscultation.
• Learn how to use the Handy Heart Simulator to duplicate heart sounds.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Stethoscope Skills
  Proper Usage of a Stethoscope | Properly Identify the Sounds You Hear | Sound = Movement

• Auscultated Assisted Percussion
  When It is Just You and Your Scope | What You Weren’t Taught in School | You Can’t Memorize Sounds

• Auscultate Before You Palpate!
  Big or Small Body | What the Research Says | Bowel Obstructions

• “I Can’t Hear You”
  Lung Location | Atelectasis | Aspiration | Asthma | Pulmonary Edema | Pulmonary Hypertension

• My Heart Only Beats for You
  Blood Flow and What it Means | Valve Locations | Good Heart, Bad Heart

• Don’t Murmur, Speak Up!
  Detection and Grading Murmurs | Bedside Teaching | Don’t be Afraid of a Broken Heart

In this two-day program, participants will explore selected topics that every med-surg healthcare practitioner should know. General concepts will be covered to allow application to a wide variety of care settings, and comprehensive assessment and treatment modalities will be introduced to stimulate the experienced clinician. Each topic will be presented in a case study format highlighting the “red flags” to watch for, along with cutting-edge treatment strategies, in order to prevent further deterioration for the patient and ultimately to prevent harm.

Program Learning Outcomes

This program prepares the learner to:

• Discuss the assessment of the deteriorating medical-surgical patient using a systematic approach.
• Discriminate between a variety of tests and lab results in order to determine if the patient is on the right course.
• Describe the best care and treatment modalities for the patient using nursing judgment and critical thinking.
• Recognize when to call the Rapid Response Team.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• What do the Numbers Mean?
  CBC, Chemistries | Life-Threatening Electrolytes

• IV Therapy and Fluids
  IV Fluids and Considerations | Recognition, Maintenance and Care of the Central Venous Access Devices (CVAD): CVC, PICC and Port-a-Cath

• Air, Air, I Must Have Air: Respiratory Complications
  Assessment | Treatment of Conditions | Chest Drainage: In the Hospital and Going Home

• Easy Steps to ABG Analysis
  Respiratory and Metabolic Disorders | Compensation: Heading in the Right Direction | Case Studies

• The 5 Easy Steps to Rhythm Interpretation
  Identify Sinus Rhythm Quickly and Easily! | Identify Rhythms Quickly: Normal, Worrisome or Lethal?

• Chest Pain—Chest Pain—Chest Pain
  Differentiating Pulmonary Embolism, Acute Coronary Syndromes, MI and Pericarditis | Don’t Forget GI Disorders

• Pacemakers: Don't Miss a Beat
  Tips to Know to be Successful at the Bedside | AICDs–a Special Breed

Day 2, 8:00 am to 4:00 pm

• Sepsis: Getting the Bugs Out!
  Identification of Sepsis | New Bundle Treatments

• Bowel Issues: Go with the Gut!
  GI Bleeds, Obstructions and Paralytic Ileus | Nasogastric Tubes and More

• Metabolic Syndromes
  Syndrome X: Solving the Mystery | Diabetes: DKA and HHNK—Help, My Patient is Out of Control!

• Neurological Emergencies
  Strokes, Bleeds and Seizures

• Urological Issues: My Patient isn’t Micturating!
  Assessing Output | Failure

• The Non-Critical Trauma Patient: What are We Watching For?
  Late Presentation Injuries (Pulmonary, GI, Orthopedic, Neuro) | Other Potential Lethal Complications | When to Activate the Rapid Response Team

This one-hour lecture is designed for the healthcare provider caring for the adult patient with acute respiratory distress syndrome (ARDS). The presentation will focus on the pathophysiology of ARDS and the current guidelines for the management of this complicated adult patient.

Program Learning Outcomes

This program prepares the learner to:

• Self-report an increase in knowledge regarding the management of ARDS at a 95% rate.

Agenda

The order of lectures presented may vary according to speaker preference.

1-Hour Live Webinar

• Introduction to the Adult with Respiratory Compromise
• Complex Pathophysiology of ARDS 
• Identification of Types of ARDS
• Treatment Plans per the National Guidelines
• Review and Questions

This course will expose the nurse to the importance of critical documentation in EHR to prevent and defend a medical malpractice lawsuit. The elements of a medical malpractice lawsuit will be discussed along with common myths that have been perpetual in the nursing world. The critical components of the nursing process and standard of care in documentation will be addressed. Lastly, the role of HIPAA in EHR and social media will be stressed.

Program Learning Outcomes

This program prepares the learner to:

• Identify the importance of nursing documentation to prevent and defend a medical malpractice lawsuit.
• Describe how the nursing process and standard of care are essential components of documentation in EHR.
• Identify the role of the nurse as it pertains to: the importance of privacy and HIPAA, EHR, social media and data breaches. 

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:00 pm

• Anatomy of a Lawsuit
  Negligence | Why do Patients Sue? | The Lawsuit

• The M&M Saga
  Myths about Medical Malpractice Lawsuits

• Essential Defense of the Medical Malpractice Lawsuit
  Standards of Care and EHR

• Importance of HIPAA
  Definition | Audit Preparation | Awareness Training | Hazards of Social Media

• Discussion

This seminar is designed to assist the nurse and other healthcare providers by giving them the knowledge to manage the patient in cardiopulmonary crisis. The presentation will focus on an overview of cardiopulmonary physiology, the management of hemodynamics specific to patients with cardiopulmonary disease, and the medical and surgical management of these patients.

Program Learning Outcomes

This program prepares the learner to:

• Review cardiac and pulmonary assessment skills in the critically ill patient.
• Define ACS and discuss the complex medical/surgical treatment plan of care of the adult patient.
• Define neurohormonal pharmacological intervention in the patient with HF.
• Discuss the etiology of ARDS, and the treatment regimen in the multisystem failure patient.
• Review the mechanism of pulmonary embolism and pneumonia in the critically ill patient.
• Discuss ventilatory management skills required in the mechanically ventilated patient.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Cardiac Physiology Review
  Electrical-Mechanical Function | Myocardial Oxygen Balance

• Cardiac Assessment
  ABC’s of Cardiac Function | Look, Feel and Hear

• Hemodynamics
  ABC’s of Dynamic Flow, Cardiac Function | Drugs: Manipulating Parameters | Case Studies

• Acute Coronary Syndrome
  Angina to Acute MI | Diagnostic Tools: Labs, 12-Lead | Drugs, Interventional Therapies | Case Studies

• Heart Failure: The New Epidemic
  Pathophysiology | Neurohormonal Activation | Diagnostics and Treatment | Use of Natrecor | Destination Therapy | Case Studies

Day 2, 8:00 am to 4:00 pm

• Pulmonary Physiology Review
  Oxygenation and Ventilation | Alveolar Function

• Pulmonary Assessment
  ABC’s of Hearing | Hemodynamic Monitoring | ABGs | CXR

• Acute Diffuse Lung Injury
  ARDS: What’s New? | Case Studies

• Complications of the ICU
  Pneumonia: Ventilator Assisted Pneumonia (VAP)

• Ventilatory Management of Pulmonary Crisis: Recognition and Management
  Etiology | Diagnostic Tools | Prevention and Management | -Ectomies and -Otomies | Case Studies

• Q & A Session

This one-day pharmacology course is designed to introduce concepts of how drugs are developed and basic pharmacokinetics. The actions of various classifications of drugs including beta blockers, ACE inhibitors, statins and anticoagulants will also be explored. The course is intended for nurses at the bedside, educators and advanced practice nurses.

Program Learning Outcomes

This program prepares the learner to:

• Understand the process for developing drugs.
• Understand basic pharmacokinetics.
• Identify important concepts of pharmacokinetics in the elderly.
• Discuss the use and action of beta blockers, ACE inhibitors (ACEI), angiotensin blockers (ARBs), statins and various anticoagulants.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Drug Development and Introduction to Pharmacokinetics in the Elderly
  Pre-Clinical, Phase I, II, III | Post-Marketing Surveillance, Orphan Drugs | Introduction to Basic Pharmacokinetics | Protein Binding and Metabolism, Drug Actions, CYP-450 System, P-Glycoprotein, Excretion and Creatinine Clearance

• Basic Cardiac Function
  Pathophysiology | Medications

• Beta Blockers
  Indications, Actions, Dosing and Special Considerations

• ACEI | ARBs
  Indications, Actions, Dosing and Special Considerations

• Calcium Channel Blockers
  Indications, Actions, Dosing and Special Considerations

• Additional AHA Recommended Medications

  Indications, Actions, Dosing and Special Considerations

• Statins | Anticoagulants | Platelet Inhibitors
  Indications, Actions, Dosing and Special Considerations

• Pulmonary Hypertension
  Pathophysiology | Disease Classification | Medication

• Questions and Wrap-Up

This one-day course is designed to introduce the nurse to methods of evaluating the patient presenting with complaints of chest pain and/or heart failure. The nurse is often the first member of the healthcare team present when the patient complains of symptoms suggesting a coronary or heart failure event may be unfolding. Cardio Blitz is a broad overview of essential cardiac information for the nurse at the bedside in CCU, ICU, PCU, ED, including clinical educators and clinical nurse specialists.

Program Learning Outcomes

This program prepares the learner to:

• Describe the significance of understanding lead concepts.
• List the determinants of cardiac output.
• Describe the critical points of assessment, patterns and treatment of the patient with chest pain.
• Discuss the NYHA classification and types of heart failure.
• Describe the pathophysiology and pharmacological management strategies for heart failure.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Important Statistics of Heart Disease, Lead Placement and Cardiac Output
  Practice Patterns | Provider and Patient Awareness of Statistics | Data from AHA and CDC

• Patient Assessment
  Precordial and R-Wave Progression | Role of Natriuretic Peptides | Renin-Angiotensin-Aldosterone System | PQRST in Chest Pain | TIMI Flow | Red Flags in Chest Pain and Differential Diagnoses

• Coronary Syndromes
  Coronary Anatomy | STEMI and NSTEMI | ECG Practice | Angina Patterns | Wellens’ and Broken Heart Syndrome

• Understanding Types of Heart Failure
  Definition and Types (Systolic, Diastolic, Hypertropic) | NYHA Classification System | EECP | Biventricular Pacing | IABP | VADs

• Pharmacological Management
  Beta Blockers | ACE Inhibitors | ARBs | Aldosterone Inhibitors | IV Agents

• Alternative Treatment in Coronary Disease and Heart Failure
  TMR | Surgical Interventions

This program is designed for nurses and healthcare providers working in non-critical care areas. Content provides easy recall tips on cardiovascular assessment, diagnostics, drugs and non-pharmacologic interventions related to heart failure, acute coronary syndrome and other cardiac diseases. Case scenarios enhance learning and provide challenges for group discussion. Easy-to-remember tips help understanding and build confidence in sorting out the array of cardiac drugs encountered. Current guidelines and options in disease management will be discussed.

Program Learning Outcomes

This program prepares the learner to:

• Identify abnormal heart sounds quickly and correlate changes in physical findings with significance.
• Simplify the myriad of cardiovascular drugs prescribed and better understand the physiologic basis of cardiac drugs.
• Identify atrial fib, SVT, VT and Torsades and discuss emergency interventions for each.
• Assess and care for patients with heart failure with greater confidence regarding pathophysiology, newer terminology, diagnostics and interventions.
• Identify early signs of cardiac decompensation and emergencies such as pulmonary embolism.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Assessment: Get Reacquainted
  Cardiac Physiology | Heart Sounds: What, When and Where | Physical Exam | Diagnostics | Risk Assessment: What’s New?
• Cardiovascular Drugs
  The Oldies and the Newbies | Physiologic Basis of Cardiac Drugs
• Diagnostics: What’s New! Acute Heart Failure and Acute Coronary Markers
  What Can We Measure and When?
• Acute Coronary Events
  Rapid Approach to Analysis | Locating the Area of Infarction | Serial ECGs | 12-, 15- and 18-Lead ECGs | Invasive Diagnostics and Treatments | What’s New on the Horizon?
• Case Challenges and Interventions

Day 2, 8:00 am to 3:30 pm

• Racing Hearts: They’re Everywhere!
  Atrial Fib | Atrial Flutter | SVT | WPW | New Drugs | Ablation Therapies
• Heart Failure
  The Oldies and the Newbies | Physiologic Basis of Cardiac Drugs
• Cardiopulmonary Emergency! Heart Block and Pulmonary Embolus
  Identification | Diagnostic Procedures | Flash Pulmonary Edema: Who is at Risk and What to Do!
• Gender Bias: Does it Exist?
  Assessment | Difference in Treatment
• Case Challenges—Test Your Knowledge

This two-day seminar is for nurses caring for acutely and critically ill cardiac patients. It is designed to augment the bedside nurse’s ability to accurately assess and treat a variety of complex cardiovascular disorders such as: acute coronary syndromes, cardiogenic shock, acute decompensated heart failure and valvular heart disease. Additionally, it reviews management of patients undergoing therapeutic hypothermia after cardiac arrest, as well as strategies for preventing sudden cardiac death.

Program Learning Outcomes

This program prepares the learner to:

• Recognize warning signs of right ventricular infarctions and understand how management differs from other types of acute MI.
• Be familiar with early, subtle signs and symptoms of pulmonary hypertension and the different drug classes used in its treatment.
• Describe the rationales for and ways to implement therapeutic hypothermia after cardiac arrest.
• Detect and understand murmurs and their pathology as well as the presentation of valve disorders and their management.
• Gain the confidence to recognize and treat patients experiencing acute coronary syndromes and cardiogenic shock.
• Develop a better understanding of the roles pharmacologic and mechanical circulatory support in the management of patients with systolic and diastolic dysfunction.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Acute Coronary Syndromes
  Pharmacologic Treatment | Thrombolytics | Percutaneous Coronary Intervention | Indications for CABG

• Post-MI Complications
  VSD | Papillary Muscle Rupture | Free Wall Rupture

• Hemodynamics: What Do the Numbers Mean?
  Pulmonary Artery Catheters | Interpretation | Less and Non-Invasive Cardiac Output Monitoring

• Tissue Oxygenation
• Cardiogenic Shock
  Hemodynamics | Pharmacologic Treatments | Intra-Aortic Balloon Therapy | Ventricular Assist Devices

• The Forgotten Ventricle: RV Infarcts
  Pathology, Signs and Symptoms | Pulmonary Hypertension

Day 2, 8:00 am to 4:00 pm

• Acute and Chronic Heart Failure
  Left vs. Right Failure | Systolic vs. Diastolic Dysfunction | Neurohormonal Influences | Treatment Modalities

• Inflammatory Disorders of the Myocardium
  Pericarditis | Myocarditis

• Acute Cardiovascular Trauma
  Aortic Aneurysm, Dissection, Transection | Blunt Cardiac Injury

• Hematologic Monitoring
  Complications Post-PCI and Open Heart Surgery | Heparin Induced Thrombocytopenia

• Valve Disorders and Murmurs
  Anatomy and Pathophysiology | Congenital | Acquired | Indications for Surgery

• Therapeutic Hypothermia After Sudden Cardiac Death
  Indications | Pharmacology | Techniques | Monitoring

• Prevention of Sudden Cardiac Death
  Pharmacologic Treatments | Electrophysiology Studies | Catheter Ablation | Internal Cardioverter Defibrillator

This Certified Dialysis Nurse (CDN) Exam review course will provide a comprehensive overview of nephrology nursing, including concepts of kidney disease and treatment modalities to enable individuals to prepare for certification in nephrology nursing.

Program Learning Outcomes

This program prepares the learner to:

• State an increased ability to answer questions about all areas of chronic kidney disease patient care, including all modalities and care planning.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 5:00 pm

• Intrarenal Causes of Acute Kidney Injury | Effects of Chronic Renal Failure on the Integumentary System
  Normal Kidney Function | Stages 1-5 | Acute Kidney Injury | Chronic Renal Failure | Manifestations | Patient/Family Adaption

• Removal of Uremic Toxins from Dialysis Patient's Bloodstream
  Principles of Hemodialysis | Medication Administration | Water Treatment | Troubleshooting Protocols

• Impact of Central Vascular Catheter Access | Rationale for Isolating Hepatitis B Hemodialysis Patient
  Vascular Access | Infection Control | Care Planning  

• Process of Fluid Removal in Peritoneal Dialysis | Recognition of Peritonitis
  Principles of Peritoneal Dialysis | Adequate Dialysis | Signs and Symptoms of Infection | Teaching Patient/Family 

• Process of Wait List for Transplant
  Awaiting Kidney Transplant | Dialysis After Transplant | Returning from Failed Transplant

This course is geared toward new charge nurses or charge nurses that would like to kick their skills up a notch. Most charge nurses are promoted because of their clinical skills but are lacking in the other basic skills they need to lead in today’s shifting healthcare environment. This course will cover basics such as communication, conflict management, budgeting, relevant laws and other important concepts of leadership.

Program Learning Outcomes

This program prepares the learner to:

• Identify the key components of transformational and servant leadership.
• Discuss the basic components of error-free communication.
• Practice a script that will be useful for addressing any form of conflict or disruptive behavior.
• Identify the most common barriers to successful change in an organization.
• Have the beginning of a personal professional development plan.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• 10 Key Skills for Novice Nurse Leaders
  Capacity to Learn and Translate Knowledge | Adaptability to Change | Communication | Conflict 
  Resolution | Delegation | Financial Basics | Decision Making and Problem Solving | Prioritization and Time Management | Flexibility | Self-Renewal
• Reflection and Discussion
  Possible Skills to Improve
• Leadership Styles and Theories of Leadership
  Styles of Leadership | Contemporary Leadership | Characteristics of Effective Leaders | Transformational Leadership | Servant Leadership
• Emotional Intelligence
  Intrapersonal Domain | Interpersonal Domain | Why Emotional Intelligence Matters
• Capacity to Learn and Translate Knowledge
  Age of the Knowledge Worker | Communication | Professional Development | Lifelong Learning
• Policies that Affect Nursing
  Relevant Laws | Meaningful Use
• Adaptability to Change
  Key Drivers of Change in Healthcare | How Change Affects Staff | Essential Elements | Barriers to Change | How to Help Staff through Change | How to be a Change Agents
• Discussion
  Handling Workplace Changes
• Communication
  Pressures | Elements | Types | Error-Free Communication | Assertiveness | Barriers | Listening Skills
• Generational Diversity
  Four Generations at Work Today | Advantages of a Multicultural Workforce | How to Work Together
• Conflict and Conflict Resolution
  Why Conflict Happens | Steps to Resolution | Crucial Conversations | Keys to Safe Conversation | 
  Disruptive Behavior | Workplace Violence
• Discussion
  Recent Conflicts | Potential for Different Outcomes
• Questions

Day 2, 8:00 am to 4:30 pm

• Discussion, Questions from Day 1
• Customer Service
• Delegation
  Five Rights of Delegation | Barriers to Effective Delegation | Why Some Leaders Won’t Delegate | 
  Dumping | Willingness of Employees to Accept | When Delegation Fails | Empowerment | Accountability
• Basics of Budgeting
  Control of Overtime | Affordable Care Act | Cutting Costs | Adding Value | Lean
• Prioritization and Time Management
  Basics of Time Management | How to Prioritize | Time Wasters | Time Abusers | Tips for Saving Time | Tips for Organization | How to Help Staff Prioritize | Managing Unit Needs | 9 Helpful Suggestions
• Flexibility
  Stretch Yourself | Optimism | Learning
• Coping with Stress and Burnout
  Nature of Stress | Causes of Stress | Consequences of Stress | Burnout | Compassion Fatigue | Putting Fun Back into the Workplace | Managing Stress
• Discussion
  Name Stressors | Recognize Burnout in Staff | Ideas to Decrease Stress
• Advancing Your Career
  Envisioning Your Future | Managing Your Career | Finding and Using Mentors | Identifying Learning Needs  | Tracking Your Progress | When Your Plans Fail
• Discussion
  Skills to Take Back to Work
• Self-Renewal
  Why Do We Need It? | Letting Go | Meditation and Mindfulness | Reflection | Affirmations | Surrounding Yourself with Positives
• Questions, Wrap-Up and Evaluation

Although there are many programs available for those working in critical care, there is a need for those who are considered the “experts” to be challenged and further build their critical-thinking skills. With the constant changes in evidence-based practice driving what and why we do what we do, for many of us the only way to stay on top of the changes is through interaction in seminar format. Come learn, grow and be challenged as we move beyond the basics with the sickest of our patients.

Program Learning Outcomes

This program prepares the learner to:

• Apply advanced critical thinking skills in the management of the complex critically ill patient.
• Identify current evidence-based practices for patient management.
• Discuss rationales for selected interventions, including invasive and noninvasive therapies.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Introduction
  Advanced Critical Care Concepts | Consequences of Critical Care Illness | Goals of Critical Care
• Advanced Assessment: Advanced Physiology Review
  The Complex Critically Ill Patient | Cardiac Function | Pulmonary Function
• Abdominal Assessment
  Intra-Abdominal Pressure | Compartment Syndrome | Assessment of Ileus and Complex Syndromes of Bowel Complications | Feeding Assessment | C. difficile
• Neurological Assessment
  ICP Monitoring | Advanced Assessment of Increased ICP | Cerebral Blood Flow Issues
• Hematology, Summary of Complex Critical Illness
  Review of Coagulation

Day 2, 8:00 am to 4:00 pm

• Heart Failure
  Improvements in Function | Acute or Chronic Decompensation | IABP/VAD/TAH/Impella
• Neurological Injury
  Acute Brain Injury | Induced Hypothermic Therapy
• Pulmonary Injury
  Strategies of Ventilation | Diagnosis and Treatment of Pulmonary Hypertension | ARDS | Strategies to Improve Oxygenation | PAD Protocol and ABCDE | Pulmonary Embolus
• Sepsis
  Bundles of Care
• Summary
  How to Evaluate Your Practice | How to Institute Change in Your Practice

The purpose of this program is to provide a basic overview of common complications encountered in the critical care environment. We will discuss clinical assessment findings, as well as various etiologies that contribute to these conditions. This course will discuss the spectrum of chest pain, causes and treatment. We will provide an in-depth review of Acute Coronary Syndromes, recognition of ischemia vs. infarction, as well as treatment modalities for each. We will also review the various types of heart failure, differentiating between systolic and diastolic dysfunction, as well as treatment recommendations. As the number of patients diagnosed with heart failure continues to rise, we will also see an increase in comorbidities with our patients. Increased recognition and awareness of the pathophysiological processes are essential in providing safe, comprehensive care in today’s healthcare environment.

This course will also discuss pulmonary assessment skills, as well as a thorough review of arterial blood gas analysis and interpretation. Renal failure will also be reviewed; discussing the incidence and causes of both acute and chronic renal failure. We will end the course with a review of current data related to patients with sepsis—recognizing the signs and discussing Early Goal Directed therapy. Emphasis will be placed on early recognition and initiation of recommended protocols to improve patient outcomes.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Chest Pain: When to Worry
  ACS Protocols and Pharmacology | ECG: Ischemia or Infarction | Pericarditis | Non-Cardiac Conditions of Chest Pain

• Heart Failure: The Epidemic
  Evaluation of Heart Failure | Systolic vs. Diastolic Dysfunction | Treatment Modalities
• Pulmonary Assessment
  Physical Examination | The Chest X-Ray | ABG Interpretation
• The Patient with Shortness of Breath
  Acute Respiratory Failure | Pulmonary Embolism | ARDS
• Recognizing Renal Failure
  Acute Renal Failure | Chronic Renal Failure | The RIFLE Study and Criteria

Day 2, 8:00 am to 4:30 pm

• Neuro Complications: Acute Change in Level of Consciousness
  Assessment | Increased ICP | Labs and Data | Ischemic and Hemorrhagic Stroke | Delirium vs. Dementia
• Interpreting Lab Values
  Differentiating the CBC | Life-Threatening Electrolyte Disorders
• Interpreting Hemodynamic Parameters
  Fluid and Vasopressor Management | Waveform Analysis | Case Studies
• Troubleshooting Ventilators
  Modes | Complications | Case Studies in Troubleshooting
• Sepsis: Are You Ready?
  Identification of the Septic Patient | Bundles and Protocols | Treatment | Measuring Outcomes

This course teaches critical 12-Lead ECG skills, but the real value is that nurses can make a real difference in the care of their patients when they understand how to use the bedside monitor as an extension of the ECG. 12-Lead ECG con-cepts learned in this course can be applied to skilled monitoring at the bedside, allowing nurses to see changes in real time and alerting providers to issues requiring intervention.

Program Learning Outcomes

This program prepares the learner to:

• Determine the origin of a wide QRS rhythm on a 12-Lead or bedside monitor by understanding and analyzing the QRS morphology and knowing the correct leads for monitoring.
• Detect issues with coronary blood flow early in real time by analyzing the 12-Lead and the ST segment, setting alarms appropriately and knowing the correct leads for monitoring.
• Detect changes in the QT interval by using the correct technique for measurements on a 12-Lead ECG or bed-side monitor and alerting providers.
• Accurately interpret rhythm changes or ischemia and injury issues on 12-Lead ECG case studies and rhythm strips.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 5:00 pm

• Historical Development of the ECG
• ECG Intervals and Waveforms | Laws of Electrocardiography
• The Normal 12-Lead
• Bundle Branch Block
• Ectopy vs. Aberrancy
• QT-Interval Analysis
• Ischemia, Injury or Infarction | Acute Coronary Syndrome
• Criteria for Wellens' Changes
• Interpreting Rhythm Strips and 12-Leads

Agenda

This two-day course is geared to providing the new and experienced nurse, CRNA and respiratory therapist with a review of cardiopulmonary system pathophysiology along with common issues seen often in today’s environment. Also a review of heart failure, along with pulmonary hypertension, will be presented with common treatment plans. Finally, a discussion and presentation of sepsis and its effects on the heart and lungs will also be presented. 

Program Learning Outcomes

This program prepares the learner to:

• Describe the cardiac electrical system in atrial fibrillation and atrial flutter.
• Understand how cardiac ablation works to correct atrial disturbances.
• Have a better understanding of the cardiac and respiratory systems’ pathophysiology.
• List the different types of pulmonary hypertension.
• Describe how sepsis affects both the heart and lungs.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Cardiac Anatomy and Pathophysiology
• Heart Blocks
• Atrial Fibrillation
• Atrial Flutter
• Supraventricular Tachycardia
• Heart Failure
• Cardiac Medications

Day 2, 8:00 am to 3:30 pm

• Respiratory Anatomy and Physiology
• Ventilator Modes | CPAP | BiPAP
• Acute Respiratory Distress Syndrome (ARDS)
• Chronic Obstetructive Pulmonary Disease (COPD)
• Pulmonary Hypertension
• Shock and Sepsis
• Case Scenarios | Q&A
   

This course is designed to update healthcare practitioners who care for patients with cognitive impairments. Areas that will be covered include pathophysiology, pharmacologic strategies, behavior and cognitive therapies and end-of-life care.

Program Learning Outcomes

This program prepares the learner to:

• Recognize individuals with different types of cognitive impairments.
• Identify pharmacologic interventions, including benefits and risks, of common medications used in the cognitively impaired individual.
• Formulate a behavior management plan for a cognitively impaired person.
• Identify the common pathways to death and management strategies for cognitively impaired individuals with advanced disease.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:00 pm

• Overview of Dementia
  Types | Pathophysiology | Treatment Strategies
• Pharmacologic Approach to Dementia
  Geriatric Pharmacology Principles | Interactions and Side Effects
• Family Dynamics
  Communication Strategies | Caregiver Stress
• Behavioral Approach to Dementia
  Disturbing Behaviors vs. Disturbed Behaviors | Staging Recommendations
• Dying with Dementia
  Common Causes | Terminal Anorexia and Dehydration | Comfort Measures

No matter what your area of expertise, no field in medicine spends enough time training you for radiographic or lab interpretation. Join us as we demystify the interpretation of both X-rays and lab findings to help you gain the clues you need to provide better care to your patients. What we understand, we can then use to set up the plan of the day, to progress the patient towards good outcomes and to predict the next step in the treatment goal. Data collection and understanding are important steps in the development of critical thinking. Join us and hone those critical thinking skills in this one-day program.

Program Learning Outcomes

This program prepares the learner to:

• Describe the intricacies of the CBC differential.
• Outline a three-part tool to facilitate the interpretation of ABGs.
• List five quick assessment tools to identifiy chest X-ray abnormalities.
• List abnormal lab findings, and their causes, that predict possible acute renal failure.
• Calculate the corrected calcium indicating need for intervention.
• Outline new lab findings that indicate high risk for severe sepsis.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:00 pm

• Why are Labs So Important?
  Findings and the Patient's Plan | Cost of Healthcare and Testing

• CBC
  Changes to WBC Counts | RBCs—Anemias and Polycythemia | H & H | Platelets | Critical Values for the CBC | The Differential—Now We're Looking for Clues! | Shift to the Left, Shift to the Right | Example of Shift to the Left

• Coag Labs
  The Coag Panel: APTT, PT, INR | The Clotting Cascade | Meds and the Coag Panel

• DIC Panels, Including D-Dimer
  Understanding DIC | Reading the DIC Panel | Treating DIC | Case Study

• Cardiac Labs and ECG Changes
  The Coronary Artery Tree | STEMI vs. NSTEMI | ECG Clues to Cardiac Muscles Ischemia and Infarct | Telling ACS from an Acute MI | Cardiac Panels | Troponin "Leaks"—Identifying Non-Cardiac Causes | Understanding the BNP | Case Study

• ABGs
  Understanding Compensatory Mechanisms | Normal Ranges | Abnormal ABG Findings and Common Causes | Three-Step Tool for Making Interpretation Fast and Easy | Practice Reading ABGs

• Labs of Sepsis
  SIRS, Sepsis, Severe Sepsis, Septic Shock and MODS | Identifying High Risk Populations | Lactate | Procalcitonin | Base Excess | WBCs and the "Shift" | Cultures and Sensitivities

• X-Ray Interpretation
  Points of Normal Chest X-Ray | Clues on the Chest X-Ray for Pulmonary Reasons | Clues on the Chest XRay for Cardiac Reasons | Fractures and Healing | Other Points of Interest

• The CMP = BMP + LFTs
  Understanding the Liver | Liver Function Tests | What are Abnormal Findings Telling Us? | Breaking the Total Bilirubin Down | Common Liver Failure Complications

This intense one-day review will cover one of the most critical assignments for the ED nurse: triage. This program will review gathering a patient’s history, assessment skills and critical thinking. This course is designed to provide participants with a review of systems and discuss common emergencies for each system. Interactive triage case studies will challenge even the most seasoned nurses.

Program Learning Outcomes

This program prepares the learner to:

• Describe the benefits of a 5-level triage system.
• Assign the appropriate triage category to common ED presentations.
• Describe resources needed for a variety of patient complaints.
• Describe age-appropriate differences when triaging pediatric and geriatric populations.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 5:00 pm

• Goals and Guidelines for Triage
  History of Triage | Regulatory Considerations | Medical Screening | Types of Triage

• 5-Level Triage
  ESI | CTC-Canada | Manchester-United Kingdom | Australasion Triage Scale (ATS)

• The Triage Process
  Components | Quick Look Assessment | Patient History | Focused Physical Assessment | Red Flags | 
  Interventions | Resource Utilization

• Triaging Respiratory Complaints
  Respiratory Assessment | Respiratory History | Difficulty Breathing

• Triaging Cardiac Complaints
  Cardiac Assessment | Cardiac History | Chest Pain | ECG Changes | Differential Diagnosis of Chest Pain

• Triaging Abdominal Complaints
  Complaints by Quadrants | Separating the B’s From the C’s

• Triaging Neurological Complaints
  Stroke | Seizures | Head Trauma | LOC | Headaches

• Triaging EENT Complaints
  Ocular | Nasal | Dental | Facial | Throat/Neck Complaints

• Triaging Ortho/Integumentary Complaints
  Wounds | Ortho Injuries | Non-Traumatic Extremity Pain | Bites/Stings | Back Pain

• Triaging Psychiatric Complaints
  Alcohol and Drug Use | Altered Mental Status | Confusion | Depression | Suicidal Behavior/Ideation

• Specific Patient Populations
  Pediatric | Geriatric | Obstetric | Domestic Violence | Non-Accidental Trauma

• ESI Triage Process
  You Make the Call | Triage Case Studies

• Questions, Wrap-Up and Evaluation

This program provides a clinically applicable review of cardiovascular physiology and pathophysiology, cardiac assessment, cardiovascular pharmacology and interventions based on current guidelines for the most common cardiac disorders seen in clinical practice. Content includes a review of cardiac physiology that can be applied in daily practice, the physiological basis for cardiovascular drug therapy and the pathophysiology, diagnosis and guideline-based treatment strategies for heart failure, acute coronary syndromes and atrial fibrillation. Clinically useful tips on noninvasive assessment techniques and 12-Lead ECG interpretation can be applied in any clinical setting where cardiac patients receive care. Evidence-based practice standards for bedside cardiac monitoring for arrhythmia identification, ST-segment monitoring and QT interval monitoring provide a foundation for the delivery of high-quality patient care in any monitored setting. Take your knowledge of cardiovascular patient care to a higher level and improve outcomes for your patients.

Program Learning Outcomes

This program prepares the learner to:

• Increase knowledge in the pathophysiology and current management guidelines for heart failure patients.
• Increase knowledge in the pathophysiology and current management guidelines for patients presenting with acute coronary syndromes.
• Increase knowledge in the pathophysiology and current management guidelines for patients with ECG abnormalities.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Essential Cardiovascular Physiology
  Normal Cardiac Valve Function | Coronary Artery Anatomy and Blood Supply to the Heart | Cardiac 
  Conduction System | Origin of ECG Waves and Intervals | Determinants of Cardiac Output and 
  Noninvasive Evaluation | Blood Pressure Regulation
• Essential Assessment Skills
  Blood Pressure Evaluation | Evaluating Neck Veins | Heart Sounds | Compensatory Mechanisms for 
  Decreased Cardiac Output | Signs of Peripheral Hypoperfusion | Signs of Pulmonary Congestion
• Cardiovascular Pharmacology
  Manipulating Determinants of Cardiac Output | Balancing Myocardial O2 Supply and Demand | Altering the Renin-Angiotensin-Aldosterone System | ACE Inhibitors | Beta Blockers | Calcium Channel Blockers | 
  Antiplatelets and Anticoagulants | Vasoactive Drugs
• Essentials of 12-Lead ECG Interpretation
  Anatomy | Normal ECG Waves and Intervals | Easy Axis Determination | Bundle Branch Block
•  Acute Coronary Syndromes
  Pathophysiology | Diagnosis | ECG Signs of Ischemia vs. Injury | Identifying Site of Infarction | 18-Lead ECG | Guidelines for Managing ST-Elevation MI and Non-ST Elevation MI
  
   

Day 2, 8:00 am to 4:30 pm

• Understanding Heart Failure
  Pathophysiology | Systolic vs. Diastolic | Signs and Symptoms | Classification Systems | Acute 
  Decompensated HF | Drug Therapy | Biventricular Pacing | Ventricular Assist Devices
• Atrial Fibrillation: Risks and Management
  Pathophysiology | Detrimental Effects | Determining Stroke Risk | Management | Anticoagulation 
  Guidelines | Ablation and Surgical Management
• Cardiac Monitoring: Using the Bedside Monitor and 12-Lead ECG for Rhythm Identification
  Advantages and Disadvantages | Proper Electrode Placement for 5-Wire Systems | Best Practice for 
  Bedside Monitoring | Alternative Monitoring Leads | Best Leads for ST-Segment Monitoring | Technical Aspects of ST-Segment Monitoring | Supraventricular Tachycardias | Ventricular Tachycardias | Mechanisms of Aberrant Conduction | Differential Diagnosis of Wide QRS Tachycardias

This course provides healthcare professionals with a foundation of correlative neuro anatomy and physiology as it pertains to the neurological patient and his or her assessment. We will provide an overview of the pathophysiological processes and complications encountered in the neurologic patient. Clinical assessment findings will be discussed, as well as various etiologies that contribute to these conditions. An in-depth review of traumatic brain injuries, strokes and brain tumors will be provided, as well as the treatment modalities for each. The focus is on current management according to evidence-based guidelines.

Program Learning Outcomes

This program prepares the learner to:

• Correlate the neurologic patient assessment to anatomy and physiology
• List the evidence-based management strategies for the discussed neurological injuries and diseases. 

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Anatomy and Physiology
  Meninges | CSF Productions and Circulation | Cortical Lobes and Subcortical Areas of the Brain | Brainstem
• Neurological Assessment
  Level of Consciousness | Motor Responses | Pupillary Assessment | Cranial Nerve Assessment | Brainstem Reflexes | Comatose Patient
• Brain Tumors
  Classification | Prognosis of Common Tumors | Presentation of Supra- and Infratentorial Tumors | Intraoperative Management with Debulking, Radiation Beads and Chemotherapy Wafers
• Traumatic Brain Injury
  TBI Mechanism of Injury | Skull Fractures | Epidural and Subdural | Primary and Secondary Injury | Anoxic Brain Injury | Management of Elevated Intracranial Pressure
• Spinal Cord Mechanism of Injury
  Incomplete Cord Injuries | Clearing C-spines | Emergency Management | Spinal Shock, Neurogenic Shock and Autonomic Dysreflexia

Day 2, 8:00 am to 4:00 pm

• Stroke Management
  Risk Factors | Stroke Physiology and Symptoms | Primary and Secondary Stroke | Fibrinolytic Therapy and Management Issues
• Cerebral Aneurysms
  Cerebral Aneurysms, Symptoms, Risk Factors, Complications and Management | Classification of Severity of SAH | Management of Aneurysm, Complications and Vasospasm Management Issues
• Infectious Disease in the Neurological Patient
  Bacterial Meningitis | Viral Meningitis | Neurocystercerosism Abscess | Encephalitis
• Seizures
  Seizure Classification | Risk Factors | Pharmacologic Management | Assessment | Treatment of Status Epilepticus
• Common Fluid and Electrolyte Disorders
  Diabetes Insipidous | SIADH | Cerebral Salt Wasting

The past several years have seen significant advances in the treatment of patients with acute and chronic pulmonary disorders. This comprehensive and interactive two-day seminar begins with an in-depth discussion of the normal and pathological physiology of the lungs. Attendees will be provided with a logical approach to the recognition and management of pulmonary diseases based on solid evidence-based practice guidelines. Attendees’ learning experience is enhanced throughout the course with presentations of challenging case studies. This teaching strategy provides opportunities for problem solving and applying newly learned concepts.

Program Learning Outcomes

This program prepares the learner to:

• Develop an in-depth understanding of the physiology and physics of oxygenation, ventilation and perfusion.
• Learn the ins and outs of integrated pulmonary assessment, including physical exam, imagery and labs.
• Gain confidence in the multimodal management of complex respiratory patients, including airway management, pharmacology and mechanical ventilation.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Oxygenation, Ventilation and Perfusion
  Oxyhemoglobin Dissociation Curve | Minute Ventilation | Oxygen Delivery vs. Oxygen Demand
• Blood Gases, Capnography and Pulse Oximetry Data
  Interpretation of ABGs | Waveform Capnography | Pulse Oximetry and Hemodynamics
• Physical Assessment and Imagery
  Inspect, Auscultate, Percuss | Radiographic Interpretation
• Airway Pharmacologic Agents
  Airway Smooth Muscle | Edema | Infection and Inflammation
• Basic and Advanced Airway Management
  Patient Positioning | Airway Adjuncts | Intubation Pharmacology | Intubation | Chest Tubes

Day 2, 8:00 am to 4:00 pm

• Non-Invasive and Invasive Mechanical Ventilation
  CPAP and BiPAP | Pressure vs. Volume Control | Triggers | Advanced Modes HFOV, APRV
• Complications of Mechanical Ventilation
  BaroTrauma and VoluTrauma | Oxygen Toxicity | Dyssynchrony | Ventilator-Associated Pneumonia
• Weaning and Extubation
  Criteria and Methods | Pearls and Pitfalls
• Ventilation and Oxygenation Issues
  Asthma | Pneumonia | Pulmonary Edema | Acute Respiratory Distress Syndrome
• Perfusion Issues: Putting It All Together
  Pulmonary Embolism | Cardiogenic Shock | Sepsis

Over 10% of the U.S. population has diabetes; it is seen in patients of all ages. This seminar will review the fundamental principles of diabetes management. From a review of the physiology and pathophysiology concepts of the pancreas and diabetes to the three diabetic emergencies, an array of topics will be covered. Both the acute care, as well as the primary care aspects of management will be discussed, including the different classes of medications and management priori-ties. With this knowledge, attendees will be better equipped to manage patients with diabetes.

Program Learning Outcomes

This program prepares the learner to:

• Self-report an increased knowledge in up-to-date and comprehensive to better meet the needs of patients with diabetes.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:00 pm

• Statistics, Impact and History of Diabetes | Anatomy Review | Physiology of Glucose Metabolism

• Types of Diabetes | Diagnostics Criteria | General Complications of Diabetes
   
• Diabetic Emergencies and Management
   
• Medication Review
   
• Principles of Diabetes Management

This course will offer participants an opportunity to learn about generational diversity in the workplace. From discussing the different generations currently in the workforce to learning about communication styles, this course offers opportunity to reflect upon the way we treat those working alongside us and to embrace our generational differences.

Program Learning Outcomes

This program prepares the learner to:

• Self-report a shift in thinking regarding those of different generations in the workplace at a 90% rate.

Agenda

The order of lectures presented may vary according to speaker preference.

2.5-Hour Live Webinar

• Generations
  Traditionalists | Boomers | Generation X | Millennials | Generation Z
• Generational Intelligence
  Life Cycle Effects | Cohort Effects | Period Effects
• Benefits of a Multigenerational Team
• Communcations Tips | Managing Generations Successfully | Shifting Our Thinking

This course is designed for healthcare providers working with patients requiring hemodynamic monitoring. The course includes care of the patient with a pulmonary artery catheter and advanced less invasive hemodynamic monitoring. It includes accurate obtaining of readings, waveform analysis and interpretations. Case studies in hemodynamic monitoring will be reviewed.

Program Learning Outcomes

This program prepares the learner to:

• Discuss the preparation and insertion of the pulmonary artery catheter.
• Describe the method to obtain an accurate reading from the hemodynamic waveform including the identifying of the A and V waves.
• Discuss the newer less invasive hemodynamic monitors and provide scenarios for using these monitors.
• Discuss case studies using patients requiring hemodynamic monitoring.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 3:30 pm

• Hemodynamic Parameters
  Cardiac Index: Preload, Afterload, Contractility, Heart Rate | What’s Normal—What’s Not | Factors that Affect Cardiac Index
• Ensuring Accuracy
  Patient Position: HOB and Side, Laying/Prone | Dynamic Response | Cardiac Output | Impact of Mechanical Ventilation
• Waveform Analysis
  Valvular Dysfunction: Mitral, Aortic and Triscupid | Effects of Dysrhythmias on Waveforms | Volume Changes and Tamponade
• Putting It All Together: Case Studies
  Left Ventricular Failure | Cardiogenic Septic Shock | Post Open Heart Surgery

Day 2, 8:00 am to 3:30 pm

• Noninvasive Hemodynamic Monitoring
  Technique | Stroke Volume Determination | Clinical Applications: CHF Management
• Therapeutic Intervention
  Inotropic Drugs | Afterload Reducers | Preload Reducers | Which Drug to Choose
• DO2/VO2 Relationships
  Definitions | Factors that Alter O2 Delivery and Consumption | Anaphylactic Shock and Acute Abdomen
• Putting It All Together: Case Studies
  Congestive Heart Failure (Acute) | Cardiac Surgery | Acute MI, Cardiogenic Shock | Pneumonia | Multisystem Trauma

The purpose of this two-day course is to enable the nurse to successfully pass the examination to be certified in hospice and palliative care. The information presented is applicable to nurses working with adults in diverse settings since patients with end-stage diseases reside either temporarily or permanently in multiple arenas. The dying process is included as it is imperative for nurses to understand and provide comfort and knowledge to patients and families.

Program Learning Outcomes

This program prepares the learner to:

• Integrate and apply the knowledge, skills and judgment to practice effectively and ethically in designated role of caring for seriously ill patients.
• Apply the specific scope and standards of palliative care principles to patients based on their goals of care in serious illness.
• Articulate the compassion, sensitivity, assessment and communication skills required for palliative nursing.
• Acquire the knowledge and skills necessary to successfully obtain certification in this specialty.
• Remain current in the practice of palliative care as this specialty evolves.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Introduction and Overview
  Registration | Scheduling the Examination | Weight of Content Topics

• Cancer
  Hematologic | Oncologic | Paraneoplastic

• Neurological Disorders and Stroke
  Amyotrophic Lateral Sclerosis | Nutrition and Hydration | Autonomic Symptoms | Goals of Care Decisions | ICU Placement for Poor Outcome

• Dementia
  Food and Fluid Decisions | Delirium | Medication Use and Behavioral Therapies

• Cardiopulmonary Heart Failure
  Medications for Pain and Dyspnea | Fluid Balance | Dyspnea | Fatigue | Devices that Extend Life

• COPD
  Pathophysiology of the Disease | Oral and Inhaled Medications | Respiratory Distress | Opioid Use | 
  Dyspnea | Anxiety | Exacerbations | Oxygen Use | Non-Invasive Ventilator Support

• Renal Failure
  Diseases of the Kidneys | Assessing Glomerular Filtration Rate | Fluid Balance | Medical Management | Dialysis Decisions | Specific Analgesia Required

• Liver Failure
  Causes | Ascites | Encephalopathy | Medications for Discomfort | GI Bleeding | Endoscopic Intervention for Esophageal Varices | MELD Scoring for Liver Failure Severity | Cachexia

• Palliative Symptom Management
  Review Goals of Care | Distressing Symptoms | Anorexia/Cachexia | Mobility | Skin Protection

• Pain Management: Assessment and Evaluation and Pharmacologic Interventions
  Past History | Current Etiology | Types of Pain | Psychosocial | Existential | Cultural | Fear | Depression | WHO Ladder | APS 12 Principles | Appropriate Pain Scales | Medications | Baseline and Breakthrough Pain | Side Effects | Equianalgesic Determination | Adjuvant Medications | Spiritual Issues | Therapies

• Symptom Management
  Dyspnea and Cough | Nausea and Vomiting | Constipation | Delirium | Depression | Anxiety

• Hospice and Palliative Emergencies
  Complications | Superior Vena Cava Syndrome | Spinal Compression | Acute Hemorrhage

Day 2, 8:00 am to 4:00 pm

• Approach to Test-Taking

• Care of the Patient and Family and Medicare Hospice Benefit
  Grief Process | Types of Grief | Bereavement Plan | Goals of Care | Risks and Benefits of Interventions | Assess for Desired Place of Death | Patient/Surrogate Elect the Benefit | Desired Hospice | Requirements for Certifications | Four Levels of Care

• Care of the Imminently Dying Patient and Management of Symptoms
  Signs and Symptoms | Change in Respirations | Mottling | Restlessness | Near-Death Awareness | Rales Dyspnea | Explanation of Interventions| Pharmacological and Non-Pharmacological | Spiritual Support | Presence | Teach Family to Recognize Stages in the Dying Process

• Professional and Regulatory Issues
  Nursing Standards | Practice Guidelines | Advance Directives | Professional Responsibilities | Domains of Care | Evidenced-Based Practice | Quality Assurance Practices

• Review Questions

Rapid and accurate interpretation of rhythms and 12-Leads during cardiac emergencies ensures optimal interventions,  resulting in improved patient outcomes. This 1-day program will provide a concise and systematic approach to the  interpretation of the ECG that includes instruction as to which leads are best suited to reveal important interpretive clues, along with descriptions of the subtle and not-so-subtle morphologic clues seen in potentially life-threatening conditions. Several electrocardiographic tracings and scenarios are presented throughout the day that will provide opportunities for interaction and practice. 

Program Learning Outcomes

This program prepares the learner to:

• Outline a systematic approach to the analysis and interpretation of rhythms and 12-Leads.
• Correlate lead selections with specific electrocardiographic abnormalities.
• Accurately interpret selected ECG rhythms and 12-Leads.

Agenda

Sign-in begins at 7:30 am. The day includes a break of 15 minutes. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• The Normal 12-Lead

• Rapid Calculations of Electrical Axis

• Acute Coronary Syndromes

• Bundle Branch Blocks: Right vs. Left

• Wide-Complex Tachycardias

• Interpretation Practice and Q&A

• Dangerous Bradycardias

• Electrolytes at Panic Levels

• Supraventricular Tachycardias: When to Worry!

• Putting it All Togethe: Testing Your Interpretive Skillsr

The accelerating rate of change in the world of healthcare has left many new and experienced leaders breathless to keep up. Effective leadership skills in this decade are substantially different than those of any other generation of nursing leaders. This seminar will discuss the new complex realities that today’s leaders face, and attendees will leave with strategies they can take immediately into the workplace.

Program Learning Outcomes

This program prepares the learner to:

• Discuss the skills effective leaders need to succeed and help move their organizations forward.
• Begin a personal professional development plan.
• Choose at least 5 action items that nurses can use the next day in their leadership positions.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Welcome and Introductions
• What the Quantum Leader Needs Today — Foundations
  Looking at Teamwork | Leadership Theory | Emotional Intelligence | Organizational Structure | Law and Legal Constructs | Organization and Entities | Communication

Day 2, 8:00 am to 4:30 pm

• Welcome and Day 1 Follow-Up
• Success in Facilitating Change
  Understanding the Adult Learner/Changer | Change Theory | Decision-Making Tools | Project Management Tools
• The Buck Stops Here — Finacial Math in a Moment
  Budgets and What They Mean | Financial Tools for Evaluating Programming | Payment Options | Understanding and Applying FTEs
• It's All About Me — Professional Development
  Tools for Self-Assessment | Goal Setting
• It's All About Me — Taking Care of the Caregiver
  Definition of Stress | Phases of Burnout | Building Your Own Foundation
• Discussion and Wrap-Up

The purpose of this seminar is to provide new and experienced charge nurses with concepts, strategies and competencies that will enhance success in this leadership role. Concepts of leadership and management will be discussed. Techniques to address the challenges of maximizing employee performance, shift work and lateral violence will be provided. Customer service tips and strategies will also be provided.

Program Learning Outcomes

This program prepares the learner to:

• Understand the importance of establishing both personal goals and unit goals.
• Identify techniques for improving communication as well as developing and maintaining trust in the workplace.
• Define intrinsic and extrinsic motivation and how to create a motivational work climate.
• Understand techniques for resolving conflict in the workplace, including how to diffuse an angry co-worker, physician, patient or family member.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Push, Pull and Stroll: Concepts of Leadership and Management
  Envisioning Goals | Affirming Values | Communication | Delegation | Teamwork | Managing Change
• Maximizing Employee Performance Through Creative Motivational Techniques
  Intrinsic Motivation | Extrinsic Motivation | Positive Motivation | Negative Motivation
• Nursing’s Dirty Little Secret
  Lateral Violence | Workplace Bullying
• Working Weekends and Nights Can Be Shifty
  Negative Impact of Shift Work | Patient Safety | Workplace Productivity
• Just a Bunch of Happy Campers: Managing Satisfaction
  Improving Customer Satisfaction | Handling Employee Satisfaction | Conflict Resolution
• Complaint Management 101
  30 Tips on Handling Unhappy Co-Workers, Physicians, Patients and Families

The purpose of this seminar is to provide clinical nurses with the concepts, strategies and tools required to successfully care for today’s consumer of health care. Advanced critical thinking, managing complex patient problems, engaging the connected patient and quality care and service expectations will be addressed.

Program Learning Outcomes

This program prepares the learner to:

• Have a better understanding of the changing role of today’s nurse.
• Incorporate components of high quality, effective, safe patient care into practice.
• Bridge the gap between health care reform and the clinical nurse.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:00 pm

• Challenges Facing Today’s Nurse
  Managing Demands | Technology | Prioritization and Delegation
• Managing Rapidly Changing Conditions
  Failure to Rescue | Incorporating Lab Values | Proactive Management
• Advanced Critical Thinking
  Focused Assessments | Early Risk Identification | Evaluating Results
• Understanding Today's Healthcare Consumer
  HCAPS | Core Measures | CMS | Quality Matters
• Educating Today’s Connected Patient
  Teach Back Methodology | Social Media Platforms | Technology
• Success Strategies in Today’s Complex Health Care World
  Resources | The Power of Debriefing | Adult Learning Concepts

The hospitalized geriatric patient is at great risk for multiple complications that can result in increased morbidity and mortality. This two-day program is designed to provide the nurse and other healthcare providers with the up-to-date information necessary to provide excellent care for the acutely ill geriatric patient.

Program Learning Outcomes

This program prepares the learner to:

• Gain confidence in the management of the acutely ill geriatric patient.
• Increase awareness of early signs of complications that can occur in this high-risk patient.
• Improve recognition of key differences related to normal aging changes between younger and older patients.
• Develop a better understanding of current management strategies for the acutely ill and hospitalized geriatric 
  patient.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Intro to Geriatrics
  What is It? | Who is It? | Where is It?

• The Hazards of Hospitalization
  Immobility | Iatrogenesis | Functional Decline | Medication Errors

• The Physiologic Changes of Aging
  Cardiovascular | Pulmonary | Renal

• The ‘Pick’ Syndrome
  Acute Delirium vs. Dementia | Depression

• Pharmacologic Principles in Geriatrics
  Pharmacokinetics | Pharmacodynamics | Dosing Strategies

• Acute Respiratory Failure
  The Mechanically Ventilated Patient | Failure States | Drug Therapy

• Case Studies

Day 2, 8:00 am to 4:00 pm

• Dying the Good Death
  Advance Directives | The Death Culture | Ethical Issues: Terminal Dehydration/Anorexia

• Infectious Disease in the Elderly
  Common Organisms | UTI | Pneumonia Syndromes

• Family Dynamics

• Cardiovascular Syndromes
  Acute MI | Cardiogenic Shock

• Chronic Heart Failure
  The New Epidemic | Drug Therapy

• Case Studies

Your shift is going smoothly—couldn't be better. In fact, you just said what a great day you were having. Then it happens. An aide runs from one of your patient’s rooms down the hall. "Help! We need help in here NOW!" As you enter the room, you notice your patient is gray, diaphoretic and complaining of chest pain. Would you know what to do next? You will if you attend this course! This two-day course will prepare the non-ICU nurse to assess and intervene in life-threatening emergencies at the bedside.

Program Learning Outcomes

This program prepares the learner to:

• Identify high risk populations for bedside emergencies.
• Recognize deadly clinical crises based upon your bedside assessment.
• Integrate lab and other diagnostic findings into your plan of care for your patient in crisis.
• Intervene appropriately when caring for the patient with a life-threatening emergency.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• High Risk Populations for Cardiovascular Morbidity
  Demystifying Metabolic Syndrome | ATP III New Guidelines in Managing Hypertension
• Take Action in ACS (Acute Coronary Syndrome)
  Unstable Angina | STEMI | NSTEMI | Cardiac Markers and Clotting Studies | Re-Perfusion Strategies
• Honing in on Heart Failure
  Left Ventricular Systolic and Diastolic Failure | Right-Sided Failure | Pharmacological Management
• The Down and Dirty of DKA and HHNKS
• The Aching Abdomen
  GI Bleeding | Acute Pancreatitis | Mesenteric Thrombosis
• Vascular Crises
  Pulseless Extremity | Failing Flaps | Compartment Syndrome | Extravasation
• Moderate Sedation at the Bedside

Day 2, 8:00 am to 4:00 pm

• It’s All in Your Head!
  Hemorrhagic and Ischemic Brain Attack | Post-Op Neurosurgical Patient | Seizures and Status | The DT’s
• A Little Air Please
  Pulmonary Embolism | Pulmonary Edema | Hemo, Pneumo and Tension Pneumothorax
• Rapid ABG Analysis
• Beyond SIRS
  SIRS | Sepsis | Severe Sepsis | Septic Shock | MODS
• Don’t Forget Your ABC’s + D
  Airway Management | Nurse’s Role in Bedside Intubation | The Newest CPR Guidelines: The Science Behind the Changes | What’s the Buzz about Biphasic Defibrillation
• Life-Threatening Arrhythmias
  Asystole | PEA | V-Fib, Torsades | V-Tach | Bradycardia | Unstable Tachycardias

This course is designed to further build on the strong foundation possessed by an RN in order to further equip him or her with important pharmacologic knowledge for patient care. It covers basic clinical pharmacokinetics to establish a bedrock of solid principles that inform all drug assessments and then covers commonly seen high-risk, knowledge-based situa-tions to equip RNs to assess and manage issues, including septic shock, rapid sequence intubation and resuscitation pharmacotherapy. The course then covers commonly seen medication misadventures from abused and misused sub-stances, including placebo and nocebo treatments, essential oils and marijuana.

Program Learning Outcomes

This program prepares the learner to:

• Describe the fundamentals of pharmacokinetics that are foundational to all pharmacotherapy.
• Use knowledge of specific pharmacologic management of disease states to manage critically ill patients.
• Discuss commonly misused medications and their effects and be able to treat adverse effects from medication misadventures.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Pharmacokinetics
  Absorption | Distribution | Metabolism | Excretion | Half-Life/Steady State | Volume of Distribution | Patient Cases

• Septic Shock and Vasopressor Use
  Blood Pressure Components, Formulas | Pathophysiology of Blood Pressure and Septic Shock | Ultimate Blood Pressure Resuscitation Goal | Clinical Signs of Perfusion | Vasopressor Comparison

• Rapid Sequence Intubation
  Induction Agents | Paralytics | Sedation | “Rocketamine vs. Keturonium” Debate | Modifiable Rocuronium Kinetics | Sedated vs. Paralyzed Intubations | Patient Cases

• Advanced Cardiovascular Life Support Pharmacology
  Epinephrine | Antiarrhythmics | Electrolytes | Beta Blockers | Literature, Current Trials

• Placebo/Nocebo Effects
  Definitions | Everyday Placebo Examples | Evidence | Managing Patient Expectations

• Essential Oils
  Definition | Methods of Use | Evidence in Treatment | Aromatherapy

• Marijuana
  Overview and Historical Use | Therapeutic Indications, Level of Evidence | Safety Concerns, Adverse Reactions | Pregnancy, Lactation | Cannabinoid Hyperemesis Syndrome

This course provides a more advanced review of the ischemic and hemorrhagic stroke patient. It also offers a compre-hensive review of anatomy, assessments and diagnostics, providing an in-depth refresher on the pathophysiology and care of the stroke patient. It reviews the various types of strokes and interventions, both pharmacologic and endovascu-lar. The course covers the comorbidities of stroke in present-day patients; it also covers the complications and bed-side treatment modalities, such as intracranial pressure (ICP) and targeted temperature management (TTM).

Program Learning Outcomes

This program prepares the learner to:

• Recognize the continuum of care for the various stroke patients, from initial presentation to discharge and into the community.

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Neurovascular Anatomy and Diagnostic Imaging
• Stroke Syndromes and Correlative Assessments
• Thrombotic/Ischemic Strokes
• Cardioembolic Stroke
• Hemorrhagic Stroke
• Interventional Radiology Procedures

Day 2, 8:00 am to 5:00 pm

• Primary, Secondary Stroke Prevention
• Anticoagulation and Medical Management of Strokes
• Chronic Comorbid Factors in Stroke Patients
• ICP Monitoring
• TTM in Stroke Patients
• Cerebral Vasospasm
• Rehabilitation and Palliative Care

The purpose of this program is to enable the learner/nurse/orthopedic patient care provider to gain an introduction to the specialty of orthopedic nursing, which includes the study of the care of patients experiencing orthopedic trauma, frac-tures, total joint arthroplasty, spinal surgery or orthopedic complications. Participants will be able to identify the essential components of a thorough orthopedic-focused assessment for early recognition of complications, describe the breadth of orthopedic injuries and conditions, determine safe patient positioning and mobilization and define essential components for effective orthopedic patient education to achieve positive patient outcomes. The full-day course content is based on national orthopedic nursing practice standards and patient teaching implications.

Program Learning Outcomes

This program prepares the learner to:

• Through a comprehensive review of basic orthopedic patient-centered care, have the foundation for provision of safe and effective patient care and state confidence in the promotion of positive orthopedic patient outcomes.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 5:00 pm

• Welcome, Review and Overview of Subspecialties

• Basic Principles of Musculoskeletal System and Nursing Focus in Orthopedic History
  Structures | Growth, Metabolism | Aging | Culture, Dietary Considerations | Basic Nursing Principles

• Orthopedic Priorities of Care
  Tendonitis, Carpel Tunnel Syndrome | Hallux Valgus, Digit Contractures | Cerebral Palsy, Multiple Sclerosis | Osteosarcoma, Multiple Myeloma | Joints and Mobility | Degenerative Joint Diseases | Metabolic Bone Diseases | Pediatric Conditions

• Orthopedic Trauma and Fractures
  Strains, Strains, Subluxation, Dislocation | Causes and Classification of Fractures | Bone Healing | Priori-ties and Key Assessments | Fracture Management | Cast Care | Traction | Transfers/Mobility | Equipment

• Benefits of Total Joint Arthroplasty
  Priorities | Hip | Knee | Other Procedures | Venous Thromboembolism Threat | New Technologies

• Amputation
  Causes | Level | Patient Care

• Spinal Surgery
  Case Study | Diagnostic Tests | Care | Decision Making | Priorities | Instrumentation | Monitoring

• Complications
  Signs/Symptoms | Tests | Strategies | Nursing Implications

• Resources for Professional Advancement
  National Association of Orthopaedic Nurses | Orthopaedic Nurses Certification Board | Practice Questions

What is the significance of an elevated mean corpuscular volume (MCV)? What does an elevated blood urea nitrogen (BUN) level with a normal creatinine level indicate? What is the diagnostic difference between ST depression and ST elevation? How does pregnancy affect fibrinogen or platelet levels?

This seminar will look at the answers to these and many other questions regarding laboratory and diagnostic tests. Participants will learn the significance of both the normal findings of numerous commonly ordered laboratory tests as well as the implications of various abnormalities. The course is loaded with case studies to bring laboratory abnormalities to life. Content will cover everything from hematology to chemistry studies, liver function tests to kidney function tests, as well as topics such as interpreting the urinalysis, the electrocardiogram and the chest X-ray. The effects of factors such as age and pregnancy will also be considered. This seminar is meant to enhance the practice of healthcare workers in all clinical areas, from critical care to medical-surgical, surgical services to rehabilitation services.

Program Learning Outcomes

This program prepares the learner to:

• Review four case studies with multiple laboratory results, and identify the significance of both normal and abnormal laboratory results in each case study.
• Identify abnormalities in chest X-rays presented during the seminar.
• Identify abnormalities in 2-Lead and 12-Lead electrocardiograms presented during the seminar, and identify the significance of those abnormalities.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Overcoming Analysis Paralysis: An Introduction to Laboratory Tests
  
  Test Reliability | Reference Values | Critical Values | Phlebotomy
• Untangling the Alphabet Soup of Hematological Studies
  Blood Basics | Red Blood Cells | Hematocrit | Hemoglobin | Erythrocyte Indices | Anemia Case Study | Reticulocyte Count | Erythrocyte Sedimentation Rate | White Blood Cells | Hematology Case Study
• The Positives and Negatives of Electrolyte Studies
  
  Extracellular Electrolytes | Intracellular Electrolytes | Electrolyte Neutrality | Anion Gap | Overview of Cellular Membrane Activity | Serum Sodium | Serum Potassium | Serum Chloride | Calcium | Phosphorus
• Minding Your “Pees” and “Q’s": Renal Function Tests
  BUN | Creatinine | BUN to Creatinine Ration | Creatinine Clearance Test | Osmolality | Urinalysis | Renal Failure  
• More Alphabet Soup: Liver Function and Pancreatic Function Tests
  Alkaline Phosphate (ALP) | Gamma-Glutamyl Transpeptidase (GGT) | Alanine Aminotransferase (ALT) | Aspartate Aminotransferase (AST) | Summary Points and Memory Tips for Liver Function Tests | Serum Ammonia | Bilirubin | Albumin | Amylase and Lipase
• Plugging Up the Mysteries of Coagulation Studies
  The Clotting Process | Disseminated Intravascular Coagulation (DIC)
• CSI: Culture and Sensitivity Investigation
  Microbiology Overview | Culture and Sensitivity | Specimen Collecting Tips and Practical Application

Day 2, 8:00 am to 4:30 pm

• Arterial Blood Gas Interpretation for the ABG Challenged
  Buffering of the Blood pH | Respiratory Acidosis | Respiratory Alkalosis | Metabolic Acidosis | Metabolic Alkalosis | Interpreting the Values with the H Method
• It’s All Shades of Gray to Me: Interpreting the Chest X-Ray
  
  Chest Anatomy | Radiographic Imaging | Common Language for CXR | Standardized Approach 
• Testing Through the Ages
  
  Pregnancy-Related Hormones | Urine Pregnancy Test | Serum Pregnancy Test | Normal Lab Variances, Blood 
  Gases, Blood Glucose During Pregnancy | Gestational Diabetes | ABGs in Pregnancy | Geriatric Considerations
• Cardiovascular Studies
  
  Risk Factors | Cholesterol | C-Reactive Protein | Cardiac Enzymes | Natriuretic Peptides 
• Case Studies: Group Work
• Squiggles and Squawks: Interpreting the 2- and 12-Lead ECG
  
  Background of Electrophysiology | Interpretation in 5 Steps | Specific Rhythms | Practice Strips and Application
• Review of Case Studies

This two-day program is designed to educate nurses and other healthcare professionals from a variety of settings including critical care, medical-surgical, emergency department, long-term care and hospice care about palliative care. Palliative care encompasses chronic and terminal disease management, pain and symptom management, excellent communication strategies, goals setting and end-of-life therapies. Because the nurse’s role in each of these areas is crucial, this seminar will help prepare the nurse to provide effective palliative care.

Program Learning Outcomes

This program prepares the learner to:

• Prepare the participant to engage in primary palliative care strategies in a variety of settings.
• Describe the differences between hospice care and palliative care.
• Formulate an approach to having a goal of care conversation.
• Recognize natural opportunities for death based on specific disease trajectories.
• Develop a plan of care for the patient who is actively dying.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 3:45 pm

• Palliative Care: What Is It?
  Historical Perspectives: How did We get Here? | Definitions: End-of-Life, Comfort Care, Hospice Care—Is There a Difference? | Goals of Care: Whose Goals are They Anyway? | Dying the Good Death: Can Death be Good?
• The Disease Trajectory
  CHF | COPD | Dementias | HIV, AIDS | Cancers
• Symptom Management: Across All Settings—ICU to Home
  Dyspnea and Cough | Anxiety and Agitation | Nausea and Vomiting | Fatigue and Depression
• Grief, Loss and Bereavement
  The Grief Process: Types of Grief | Grief Assessment: Who is Grieving? | Bereavement Interventions: What Can We Do?
• Cultural and Spiritual Considerations
  Cultural Differences: Are They Important? | Spiritual Beliefs Regarding Death and Dying
• Taking Care of You
  Death Anxiety | Cumulative Grief | Self Care

Day 2, 8:00 am to 3:45 pm

• Pain Management
  Barriers to Pain Relief: They Don’t Look Like They are in Pain | Pain Assessment: What Am I Assessing? | Pharmacologic Therapies: Opioids, Adjunctive Meds | Non-Pharmacologic Interventions: Is it Quackery?
• Ethical and Legal Issues
  Decision-Making Issues | Advance Directives | Withdrawing and Withholding Treatments | Double Effect Principal
• Dying a Good Death
  Terminal Dehydration | Terminal Anorexia
• Having “Those” Conversations: “Am I Dying?”
  The Communication Process | Factors Influencing Communication
• Deceleration of Treatment
  Is This Legal? | What are We Doing?
• The Imminently Dying Patient
  Psychological and Spiritual Signs | Physical Symptoms | Universal Signs of Imminent Death | Death Findings

This course is designed to broaden and deepen the critical care and/or emergency medicine nurse’s knowledge and application of pharmacologic treatment principles. This course is designed to build a strong foundation of critical under-standing of pharmacokinetic basics that can be applied to all drugs. The course will then explore common conditions found in critical patient populations with an emphasis on pharmacologic management.

Program Learning Outcomes

This program prepares the learner to:

• Apply pharmacokinetic principles to pharmacological management of critical care and emergency medicine conditions (including overdose).
• Practice evidence-based medicine according to current guidelines and recent literature.
• Identify and utilize appropriate drug resources and references to procure relevant drug information.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Pharmacokinetics
• Principles of Renal Function and Renal Dosing
• Rapid Sequence Intubation
• Sedation and Analgesia
• Electrolyte Abnormalities
• Sepsis

Day 2, 8:00 am to 4:30 pm

• Diabetic Ketoacidosis
• Anticoagulation I
• Anticoagulation II
• Toxicology I
• Toxicology II

This interactive two-day seminar will provide the attendee with a solid foundation necessary to bring his or her ECG interpretive skills to the next level. Detailed electrophysiological principles are emphasized to provide the learner with the foundations necessary to view rhythms and 12-leads with a critical eye. Patient cases are used in conjunction with lectures and opportunities for practicing interpreting skills are provided throughout the course. Each lecture is presented in an easy-to-understand format, along with a systematic method for interpretation. These combined instructional methods are used to facilitate the development of exceptional interpretive and critical thinking skills that every healthcare provider will take back to the bedside.

If you have an interesting or challenging ECG, email it along with a bit of patient history to Pam@MedEdSeminars.net or fax it to 704-333-5020 and we will discuss it at the end of the day.

Program Learning Outcomes

This program prepares the learner to:

• Apply a systematic approach to rhythm strips and 12-leads.
• Recognize common pitfalls and misconceptions that interfere with accurate interpretation.
• Identify life-threatening abnormalities early in the game.
• Confidently present findings to peers and physicians.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Fundamentals of Rhythm Analysis
  Action Potential Revisited | Waveforms, Rates and Intervals: Don’t Forget the QT! | Developing a Systematic Method for Interpretation | Which Lead to Select for Monitoring

• Sinus Node Disorders
  Sinus Arrest vs. Block | Tachy-Brady Syndrome and Management

• Atrial Abnormalities: Mechanisms and Management
  Mechanisms: Enhanced Automaticity vs. Re-Entry | Tach, Flutter, Fib

• AV Junctional Rhythms and Blocks: Some Are Friends in Need
  Tachycardias and Escape Rhythms | AV Nodal Blocks: When to Watch and When to Pace

• Ventricular Mischief
  PVCs: When to Worry | Tachycardia | Brugada Syndrome

• Putting It All Together with Practice Strips

Day 2, 8:00 am to 4:00 pm

• The 12-Lead: What’s Normal?
  A Step-by-Step Approach | Principle of a Lead System | Proper Procedure for Recording the 12-Lead

• Electrical Axis: Why and How to Calculate
  Why is it Important? | Causes of Axis Deviation | Steps to Determine Degrees | Practice

• Ischemia/Infarction and Mimicry
  ECG Criteria | Signs of Early Ischemia | Localizing Areas of Infarction | Wellen’s Syndrome | ‘Broken Heart’ Syndrome | The ‘Pretenders’

• Bundle Branch and Fascicular Blocks: When to Worry!
  Optimum Leads for Identification | ECG Criteria for Right and Left BBB | Intermittent Bundle Branch Blocks

• FLBs vs. PVSs | VT vs. SVT
  Which Leads are the Best? | Morphological Clues | How Axis Can Help | Many More Clues

• Miscellaneous Mayhem
  Electrolyte Disturbances | Digitalis Effect | Pericarditis | Wolff-Parkinson-White Syndrome

• Putting it All Together

This comprehensive day course will provide the bedside nurse and members of the rapid response team (RRT) with the tools necessary to recognize clinical deterioration and avert failure to rescue. The course will begin with an overview of the rapid response system (RRS) and the subsequent development of an RRT. This is followed by an overview of the roles for the bedside caregiver and members of the RRT. Detailed scenarios will be presented that will challenge the attendee to critically think through the process of assessment, identification of the problem and then strategies for management.

Program Learning Outcomes

This program prepares the learner to:

• Identify early warning signs of clinical deterioration.
• List the indicators for the implementation of the RRS.
• List appropriate assessment and differentials for selected clinical crises.
• Discuss current evidence-based management strategies.
• Evaluate current research results for the RRS.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Rapid Response Teams in Today’s Healthcare Environment
  Functions of the RRT | Current Research Data | Roles of the Bedside Nurse | Who are the Team Members

• Assessment and Differential
  Initial Head to Toe Assessment | Front-to-Back 90-Second Assessment | Review of Labs, CXR and ABGs

• The Patient with Chest Pain
  Assessment/Differential | Acute Coronary Syndromes | Immediate Management | Reperfusion Strategies | Pharmacotherapy

• The Patient Who is Short of Breath
  Assessment/Differential | PE, Asthma Exacerbation | Hemo/Pneumo/Tension-Thorax Chest Wall Abnormality | Indications for Intubation | Rapid Sequence Intubation Techniques | Acute Decompensated Heart Failure | Pharmacotherapies 

• The Patient with a Change in Mental Status
  Assessment/Differential—Labs, ABC, CT Scan | Stroke: Prepare for the Stroke Team | Alcohol Withdrawal Syndrome | Pulmonary Compromise: Ventilatory Failure | Endocrine Emergencies

This comprehensive two-day course will provide the bedside nurse and members of the Rapid Response Team with the tools necessary to recognize clinical deterioration and avert failure to rescue. The course will begin with an overview of the Rapid Response System (RRS) and the subsequent development of Rapid Response Teams (RRTs). This is followed by an overview of the roles for the bedside caregiver and members of the RRT. Detailed scenarios will be presented that will challenge the attendee to critically think through the process of assessment, identification of the problem and then strategies for management.

Program Learning Outcomes

This program prepares the learner to:

• Identify early warning signs of clinical deterioration.
• List the indicators for the implementation of the Rapid Response System.
• List appropriate assessment and differentials for selected clinical crises.
• Discuss current evidence-based management strategies.
• Evaluate current research results for the Rapid Response System. 

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Rapid Response Teams in Today’s Healthcare Environment
  Functions | Research | Roles of Bedside Nurse, Team Members
• Assessment and Differential
  Initial Head to Toe | Front-to-Back 90-Second Assessment | Review of Labs, CXR and ABGs
• Identification of the Time-Sensitive Issues
  Rationale for Quick Responses | Early Signs | What to do Next?
• My Patient Has Chest Pain
  Differential: 12-Lead and Labs | Assessment | Acute Coronary Syndromes | Immediate Management | Reperfusion Strategies | Pharmacotherapy
• My Patient is Short of Breath
  Assessment/Differential: CXR and ABG | PE, Asthma Exacerbation, Hemo/Pneumo/Tension-Thorax, Chest Wall Abnormality | Indications for Intubation, Rapid Sequence Intubation Techniques | Acute 
  Decompensated Heart Failure

Day 2, 8:00 am to 4:00 pm

• My Patient Has a Mental Status Change
  Assessment/Differential : Labs, ABC, CT Scan | Stroke: Prepare for the Stroke Team | Alcohol Withdrawal Syndrome | Pulmonary Compromise: Ventilatory Failure | Endocrine Emergencies
• My Patient Has Abdominal Pain
  Assessment/Differential: KUB, Diet, Labs | GI Bleeding, Ileus, Nausea, Vomiting, Diarrhea | Acute 
  Abdomen, Surgical Emergency, Acute Pancreatitis | Bariatric Postoperative Complications
• My Patient Has Hypotension
  Assessment Differential: Labs | Bleeding: Coagulopathy, Varices, Retroperitoneal Bleeding | Is My Patient Septic? | Fluid Resuscitation | Markers of Intervention Success

This course is designed for healthcare professionals who are caring for adult hospitalized patients with a time sensitive emergency. Through the use of case scenarios, the focus is on the rapid assessment, triage and treatment of the three most time sensitive emergencies in hospitalized adults: acute coronary syndrome, stroke and sepsis. The program will address the process of moving the patient quickly through assessment, diagnosis and evidence-based treatment protocols, along with discussion of patient safety data, measurable patient outcome criteria and improved communication with the medical-surgical staff.

Program Learning Outcomes

This program prepares the learner to:

• Provide safe and competent care to patients experiencing rapid deterioration from conditions that include acute coronary syndrome, stroke and sepsis.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 5:00 pm

• Stabilization of In-Hospital Emergencies
  Patient Safety | Airway, Breathing, Circulation

• Rapid Response Team
  Composition | High-Performing Team Communication

• Acute Chest Pain, STEMI
  Spectrum of Acute Coronary Syndrome | Early Assessment and Diagnosis of STEMI

• ST-Elevation MI
  Medical Stabilization | Definitive Treatment of STEMI

• Early Phases of Acute Stroke
  Spectrum | Pathophysiology and Brain Vascular Anatomy | Early Treatment

• Acute Ischemic Stroke Plan of Care
  Treatment with tPA, Interventional Radiology

• Early Phases of Sepsis
  Recognition | Pathophysiology | Assessement and Diagnosis

• Sepsis Plan of Care
  Surviving Sepsis Campaign | Early Source Identification and Control | Early Antibiotics | Fluid Resuscitation

• Patient Deterioration
  Case Scenario Questions

Sepsis is a complex, and many times fatal, disease. Many practitioners find the challenges of treating sepsis and reducing the likelihood of its complications as an impossible mission. The Surviving Sepsis Campaign developed several key strategies to reduce the morbidity and mortality associated with sepsis. By creating and implementing a plan to recognize and treat sepsis early, lives can be saved. This course is designed to assist nursing staff in realizing the importance of their position in identifying sepsis and helping the healthcare team get the patient the best care.

Program Learning Outcomes

This program prepares the learner to:

• Discuss the key assessment findings of the sepsis patient.
• Identify significant red flags that could mean your patient has sepsis.
• Implement a plan of care for the first 24 hours of the patient with sepsis.
• Identify when it is time to call the provider and get help for your septic patient.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:00 pm

• Patient Safety and Health Initiatives
  Joint Commission | Institute for Healthcare Improvement | Patient Safety Initiatives | Certification Programs  | Goal-Driven Care

• Patient with Malperfusion
  Assessment Essentials | Microcirculation | Cellular Metabolism | Inflammation | Complications of Malperfusion

• Sepsis: The Infection
  Incidence and Economic Impact | SIRS Criteria | Importance of Early Recognition, Lactate

• Early Goal-Driven Therapy (EGDT)
  Sepsis Bundles | 3 Hours | 6 Hours | Evidence-Based Practice | Latest Research

• Complications
  Why They Happen | Coagulopathy | Renal Failure | Respiratory Failure | Heart Failure | Liver Failure | Death

• Institutional Polices and Procedures
  Current Policies | Cases Studies to Create Own Sepsis Plan

In this one day program, participants will explore a wide variety of information and skills to help combat chronic stress that leads to compassion fatigue. Participants will learn to develop professional resiliency skills to maximally function under the increasingly difficult and stressful demands of their work environments. There will be time-out sessions for practices in mindfulness, meditation, gentle movement and self-assessments. Each participant will develop an individualized self-care program to integrate into his or her practice immediately.

Program Learning Outcomes

This program prepares the learner to:

• Explore the causes, symptoms, effects of compassion fatigue, along with the treatments and resiliency strategies for potentially debilitating life-changing conditions.
• Explain the effects of the autonomic nervous system in magnifying our stress response.
• Implement skills to self-regulate the autonomic nervous system, going from sympathetic to parasympathetic response.
• Create a self-care resiliency individualized plan to implement immediately.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:00 pm

• How Stress Affects the Body
  Insomnia | Fat Storage | Memory Issues | Cortisol and Fat Cravings | Blood Sugar | Immunity | Blood Pressure | Identifying Stress and Anxiety

• Profession Quality of Life Scale
  Questions on Self-Assessment | Interpretation of Results

• Causes and Effects of Compassion Fatigue
  Fatigue vs. Burnout | Early Warning Signs | Secondary Traumatic Stress | Caregiver Stress

• Role of Autonomic Nervous System
  Fight or Flight Response | Parasympathetic Response | Reactivity vs. Responding with Intention | Witness to Suffering On a Daily Basis

• Relationship Between Chronic Stress and Chronic Disease States
  Premature Aging | Effects of Telomeres | Chronic Inflammation and Disease States | Multitasking and Time Management Issues

• Stress Reduction Breathing Exercises
  4-7-8 Breathing Relaxation Techniques | Ratio Charts and Practice

• Self Regulation Practices
  Definition | Parasympathetic Response vs. Fight or Flight | Exercises

• Benefits of Mindfulness and Meditation
  Importance of Self-Care | Benefits | Mindful Eating | Progressive Muscle Relaxation | Breath | Spirituality

• Self-Care Assessment
  Answer Questions | Interpretation of Results

• Personalized Self-Resiliency Plan
  Worksheet | Learning to Play Again | Support Network | Work to Home Transition | Reducing Mind Noise

• Resiliency Meditation
  Exercise | Questions and Answers

Participants will learn definitions and pronouns related to the LGBTQIA and transgender patient population. Participants will also be given information that can assist in looking inwardly at judgements/biases toward this patient population.

Program Learning Outcomes

This program prepares the learner to:

• Self-report an increased knowledge regarding terms in the LGBTQIA and transgender communities at a 90% rate.

Agenda

The order of lectures presented may vary according to speaker preference.

2-Hour Live Webinar

• "So You Thought You Knew the Alphabet?"
  Definitions of LGBTQIA Community Terms
• "What Pronouns Do You Use?"
  Proper Wording for the Transgender Patient

The position of triage can be an exciting, eventful and sometimes frustrating assignment for both the seasoned and novice emergency nurse. Responsibilities inherent in this position include prompt, appropriate bed assignments, crowd control and excellent communication skills along with the ability to multitask and deal with multiple stimuli. The art and science of triage requires experience, knowledge, stamina and a good sense of humor. This course will serve as a learning experience regarding the myriad patient presentations that the triage nurse faces each day. An overview of the ESI system will be discussed with patient scenarios incorporated throughout the program.

Program Learning Outcomes

This program prepares the learner to:

• Understand the true “art” of triage within the definition of the triage position.
• List differential diagnoses based on chief complaints.
• Triage patients appropriately based on an understanding of potential outcomes for the patient.
• Describe the criteria for ESI placement of patients.
• Place patients into appropriate ESI categories.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Welcome and Introduction

• Pretest Answers

• Survival Techniques 

• The Basics of Triage

• Specific Patient Populations

• Emergency Severity Index  

• Chief Complaints 

Day 2, 8:00 am to 4:00 pm

• Chief Complaints (cont.)

• Legalities in the Triage Arena

• Practice Scenarios

• Questions and Answers

• Let's Play!

• Post Test

The purpose of this seminar is to provide clinical nurses with the concepts, strategies and tools to become effective charge nurses and managers. Advanced critical thinking, managing a complex and diverse workforce and becoming a transformational leader will be addressed. Many nurses today find themselves in positions of leadership because they excelled clinically. However, little has been done to help today’s nursing leader manage the challenges of today’s changing healthcare system and workforce. This seminar will address key ideas and strategies so that these new nursing leaders will thrive and find new passion in their work. 

Program Learning Outcomes

This program prepares the learner to:

• Define and develop their own leadership style.
• Describe the process of leading change in an organization.
• Review relevant laws and regulations that impact nursing care.
• Describe strategies for woarking with multiple generations in the workplace.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference. 

Day 1, 8:00 am to 4:30 pm

• Introduction
• Leadership Styles
• Leading through Changes
• Team Dynamics
• Coaching Staff and Handling Difficult Employees
• Communication
• Budgets and Cost Control
• Decision-Making and Problem Solving
• Holding Effective Meetings
• The Future of Nursing Report
• Conflict in the Workplace
• Performance Feedback
• Q&A Session

Day 2, 8:00 am to 4:30 pm

• Review of Day 1
• Customer Service and Patient Satisfaction
• The Legal Environment
• Policies and Networking
• Motivation, Reward and Recognition
• Cultural Diversity: Managing the Changing Workforce
• Time Management
• Challenges of the Affordable Care Act
• Delegation and Empowerment
• Staff Development
• Coping with Stress and Burnout
• Wrap-Up and Questions

The S.T.A.B.L.E. Program is designed for the period following resuscitation of the newborn until care is transferred to the neonatal transport team or members of the neonatal ICU team. This mnemonic-based tool focuses on the post-resusctiaton care of sick neonates, including physical assessment, problem recognition and patient management. The S.T.A.B.L.E. Program is a concise, directive tool to help maternal/child healthcare providers to organize the myriad of details and interventions necessary to provide care to a sick and/or premature infant. The program has also evolved to serve as an orientation tool for the neonatal ICU. The following material is covered in this program:

• Sugar – initial IV therapy, neonates at risk to develop hypoglycemia, safe use of central lines, treatment of hypoglycemia;
• Temperature – the detrimental effects and consequences of hypothermia and prevention of hypothermia;
• Airway – assessment of respiratory distress, challenging patients, initial ventilator therapy and blood gas assessment;
• Blood pressure – the causes and presentation of hypovolemic, cardiogenic and septic shock;
• Lab work – neonatal sepsis and CBC interpretation;
• Emotional support – the crisis that parents experience with birth of a sick baby and how to support parents during this crisis.

This program is presented by experts in neonatal nursing or medicine (a strict requirement of the national office and program director), in a didactic/interactive format. An animated CD-ROM (or program slides if preferred) are utilized to guide the course presentation. A validated pre- and post-test are utilized to assess changes in knowledge.

Used with permission by The S.T.A.B.L.E. Program.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 5:15 pm

• Overview of the S.T.A.B.L.E. Program and Neonatal Stabilization Responsibilities
• Section One: Sugar Module
• Section Two: Temperature Module
• Section Three: Airway Module
• Section Four: Blood Pressure Module
• Section Five: Lab Work Module
• Section Six: Emotional Support Module
• Quality Improvement/Case Study

This seminar is designed for all healthcare professionals caring for the adult hospitalized patient. The focus of the presentation is rapid assessment, triage and treatment of the three most time sensitive emergencies for the hospitalized adult. Acute myocardial infarction (STEMI), stroke and sepsis are now the “golden hour” emergencies that require rapid identification, diagnostic testing and treatment for improved survival. This program will address the process of moving the patient quickly through assessment, diagnostics and to evidence-based treatment protocols. Patient safety data, measurable patient outcome criteria and improved communication within the medical-surgical-provider staff will also be presented.

Program Learning Outcomes

This program prepares the learner to:

• Discuss the relationship of time to life.
• Describe the quick head-to-toe assessment of the patient with a change in condition.
• Describe the pathophysiology of sepsis, stroke and STEMI as it relates to tissue perfusion and organ modulation.
• Identify early assessment markers for sepsis, stroke and STEMI.
• Create a plan of rapid assessment, triage and communication for a patient with stroke, STEMI or sepsis.
• Develop a protocol for initial rapid response for the primary nurse and/or therapist within the patient care setting.
• Identify areas of strength and weakness—patient physical assessment, interpretation of laboratory-X-ray-ECG data, communication with physician provider, knowledge of interventions—for the development of a change in status patient protocol.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Introduction
  Patient Safety | Goal Directed Therapy | Early Assessment Tools | Time is Life
• STEMI
  Acute Coronary Syndrome: Unstable Angina, NSTEMI, STEMI | Early Assessment Diagnostics | Collection of Data | Pharmacology | Treatment
• Stroke
  Pathophysiology, Perfusion | Acute Assessment | Diagnostics | Pharmacology | Treatment
• Sepsis
  The Microvasculature | The Organism | Early Identification: What’s New | Goal Directed Therapy Protocol: 6-Hour and 24- Hour Time Treatment and Assessment, How to Assess the Intervention, Treatment
• Summary
  How to Begin Delivering Time Sensitive Care | Assessment and Interpretation of Data | Rapid Response? | Communication Skills | Developing Protocol Driven Care

Triage has been described as one of the most challenging jobs a Registered Nurse must perform. It requires a plethora of skills including keen assessment skills, exceptional customer service skills, tremendous organizational skills and in-depth critical thinking skills. The question becomes, how does one master the art of triage?

This course is designed to provide participants with the foundational stones for triage. Participants will learn not only the foundational stones of this challenging skill, but also tips and tricks for dealing with difficult situations and figuring out challenging triage scenarios. The course is a mixture of didactic information, coupled with numerous challenging triage case studies that will require application of information learned and an abundance of triage “tips and tricks”—everything from dealing with drug-seeking behavior to gathering information from a non-compliant patient.

Nurses new to triage as well as nurses with years of experience in triage will find this course challenging and educational.

Program Learning Outcomes

This program prepares the learner to:

• Understand the process of triage.
• Assign an appropriate triage prioritization to various complaints at the triage desk.
• Verbalize how triage levels change based on patient age.
• Describe emergency interventions which are appropriate for various conditions at triage.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Fundamentals of Triage
  Goals of Effective Triage | History of Triage | Types of Triage | The Nine Steps of Triage
• Triaging Patients with Chest Pain and Respiratory Difficulties
  Chest Pain | Breathing Difficulties | Cough
• Triaging Patients with Abdominal Pain
  Suspected Diagnosis by Location of Pain | Questions to Ask Patients with Abdominal Pain | Other Symptoms Associated with Abdominal Pain | Objective Findings
• Triaging Patients with Genitourinary Complaints
  Urine Characteristics | Suspected Diagnosis by Characteristic of Pain | Problems Specific to Males | Problems Specific to Females

Day 2, 8:00 am to 4:30 pm

• Triaging Patients with Neurological Complaints
  Headaches | Head Trauma | Stroke Symptoms | Seizures
• Triaging Patients with Ocular Emergencies
  Subjective Ocular Findings | Objective Ocular Findings | Case Studies
• Triaging Patients with Nasal and Ear Complaints
  Nasal Complaints | Dizziness | Infections | Non-Auricular Findings that Point to Ear Disorders | Case Studies
• Triaging Patients with Mouth, Nose and Throat Complaints
  Dental Emergencies | Facial Trauma | Infections of the Throat | Neck Complaints
• Triaging Patients with Wound and Orthopedic Injuries
  Wounds | Animal Injuries | Joint Injuries | Orthopedic Assessments | Lower Back Pain
• Triaging Special Patient Populations
  Pediatric Patients | Geriatric Patients | Pregnant Patients

The job of the nurse would be easy if all of our patients were exactly the same. If each patient were the same age, the same shape and the same personality, we would be able to apply a “cookie cutter” approach to the care of the patient. But as any nurse will tell you, every patient is unique, and with each unique characteristic comes unique care considerations. This seminar is designed to present a number of unique patient populations and the care challenges that these populations present. Considerations such as age, body size and personality will be presented. Participants will not only be provided with information about each unique patient population, but will also be given suggestions on caring for each patient population.

Program Learning Outcomes

This program prepares the learner to:

• Identify patient populations which require unique considerations.
• Verbalize assessment parameters specific to unique patient populations.
• List interventions which are unique to special patient populations.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• The Pregnant Patient: Someone Boil the Water!
  Normal Physiological Changes During Pregnancy | Laboratory Changes During Pregnancy | Recognition and Treatment of Common Complications
• The Pediatric Patient: They’re not just Little Adults
  Unique Physiological Characteristics | Developmental Characteristics | Treatment Considerations
• The Difficult Patient and Family: Take Off the Boxing Gloves!
  Tools for Effective Complaint Management | Complaint Resolution Techniques
• Bariatrics: An Increasing Challenge
  Physiological Challenges in the Bariatric Patient | Treatment Considerations | Caring for the Patient Who has Undergone Gastric Bypass Surgery
• Dealing with Cultural Diversity
  Overview of Major Cultures | Treatment Considerations for Selected Cultures

Day 2, 8:00 am to 4:00 pm

• Geriatrics: They’re not just Big Children
  Physiological Changes Associated with Aging | Lab Values | Treatment Considerations
• The Palliative Patient
  Changing the Mindset from Treatment to Palliation | Physiological Considerations | Emotional Care of the Patient and Family
• Ethical Challenges
  Actual Case Studies Involving Medical Ethical Dilemmas | Framework for Making Ethical Decisions | Proper Utilization of the Ethical Committee
• The Psychiatric Patient
  Overview of Common Psychiatric Illnesses | Treatment Considerations for Specific Psychiatric Illnesses | Management of Aggressive Behavior
• “I’m Allergic to All Non-Narcotics” Care of the Drug Seeking Patient
  Entrepreneurial Drug Seeking | Main-Stream Drug Seeking | Dependent Drug-Seeking | Care Plan for Patients Who Seek Drugs

This course will enable the learner to identify the various leadership theories and styles and discuss those familiar to the learner. Attendees will be prepared to implement tools to assess leadership qualities in nurses and apply strategies to keep politics out of selecting the best nurses to lead. Additionally, the learner will identify nursing theories that promote a positive leadership culture and the best practices from business and professional sports to determine nurse leaders.  Attendees will also identify how safety goals are met through a leadership culture promoting positive patient outcomes.

Program Learning Outcomes

This program prepares the learner to:

• Differentiate between assessment and evaluation in changing leadership strategies. 
• Articulate the nursing theories that can be applied immediately to the learner’s healthcare setting.
• Describe how the use of emotional intelligence can identify leaders and followers within the healthcare team.
• Verbalize the use of business and football practices that are applicable to the healthcare setting in leadership development.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 5:00 pm

• Traditional Styles of Leadership
  Styles | Personality Traits | Multiple Intelligence | Conflict Management | Evolving Paradigms

• Leadership Styles Familiar to the Learner
  Necessary Traits to Initiate Changes in Leadership Style | Pros and Cons of all Styles

• Assesment and Evaluation in Leadership
  Tools to Assess | Merits of Self-Assessment

• Meeting Quality Standard Initiative
  Leadership Traits - Influence on Meeting Safety Goals | Aesthetic, Transformational Leadership Styles

• Nursing Theories
  Jean Watson | Madeline Leininger | Katherine Kolcaba

• Taking Politics out of Decision 
  Power | Communication | Organizational Structure | Culture | Ethics | Art, Music and Food

• Practices in Football and Business
  Stephen Covey | John Maxwell | Gary Harpst

Patients with multiple comorbidities often present with chronic, painful, non-healing wounds that require a comprehensive approach to care. This seminar will provide the clinician with tools for assessment, factors that impede healing, identification of different types of wounds, wound dressing choices/categories, skin care strategies for prevention of wounds and actual patient case studies. There will also be a portion for hands-on dressing samples and discussion for usage.

Program Learning Outcomes

This program prepares the learner to:

• Discuss and develop skills to provide a comprehensive assessment of wounds.
• Discuss strategies for effective documentation of wounds.
• Identify different types of wounds: characteristics of pressure, arterial and venous ulcers, neuropathic wound and discuss how to treat them.
• Recognize factors that promote and impede wound healing.
• Select treatment options and wound dressings based on wound assessment, etiology and goal of wound care.
• Identify strategies for prevention of wounds and effective skin care.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:00 pm

• Skin, Physiology and Phases of Wound Healing
  Anatomy and Physiology of Skin | Skin Integrity and Aging Skin | Factors that Complicate Wound Healing
• Comprehensive Wound Assessment
  Phases of Wound Healing | Moist Wound Healing vs. Scabbing
• Principles of Wound Bed Preparation
  Identification of Granulation, Slough and Necrotic Tissue | Types of Debridement | How to Identify Wound Infection
• Wound Types and Etiologies
  Pressure, Arterial and Neuropathic Wounds | Deep Tissue Injury | Incontinence Associated Dermatitis | Surgical/Acute Wounds | Fistulas | Fungating/Cancer Lesions
• Dress for Success: The Many Wound Dressing Options
  Dressing Categories | Selecting Dressings for Formulary | Dressing Samples
• Wound Prevention Strategies
  Alternative Therapies | Offloading Devices | Skin Care
• Documentation Tips
  Tools Used for Wound Documentation and Healing | Charting Prevention Measures and Patient Declines | The Unavoidable Wound
• Understanding Wound Pain and Treatment Options
  Palliative vs. Curative Approach to Wound Care | Holistic Care | Education of Caregivers | Preserving Dignity and Comfort
• Actual Patient Case Studies | Q & A Session