Continuing Education Unit (CEU) Online and Home Study (Self-Study) Courses for Nursing Home, Nursing Care Institution, Health Facility, Residential Care, Long-Term Care, Assisted Living Facility, Adult Foster Home, and Adult Foster Care Administrators, Licensees, and Managers

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EduServ, Inc. is approved, accepted, or recognized by many State Boards and/or National Association of Boards of Examiners of Long Term Care Administrators (NAB) Member Boards or Agencies as a provider of online and home study (self-study) continuing education units (CEUs) for nursing home, nursing care institution, health facility, residential care, long-term care, assisted living facility, adult foster home, and adult foster care administrators, licensees, and managers. For information on approval status or continuing education requirements in your state, call or write your board or licensing agency, or contact us by

• Tel: 888.243.2241 (toll-free service outside of MI) or 313.562.3708;
• Fax: 313.730.5932; or
• E-mail: info@eduservinc.com.
  

Please read the INSTRUCTIONS before ordering.

The Stink on Smoking: History, Risks, Abuse and Recovery

Course Objectives:

• State the first decade the medical community publicized a casual relationship between cigarette smoking and cancer.
• Identify the characteristics associated with increased prevalence of smoking.
• Discuss three reasons the tobacco industry adds ingredients to cigarettes.
• Name three harmful substances found in cigarettes.
• Discuss at least two myths about smoking.
• Name at least one detrimental effect of smoking for each body system.
• Summarize the financial impact of cigarette smoking on employers.
• Define and differentiate among addiction, dependence, tolerance and withdrawal.
• Interpret the applicability of the Fagerstrom Test for Nicotine Dependency scores.
• Evaluate the efficacy of current strategies for smoking cessation.
• Discuss the characteristics of a "good candidate" for quitting cold turkey.
• List interventions for managing stress and controlling body weight during smoking cessation.

Clearing Up the Confusion About Chronic Confusion

Course Objectives:

• Differentiate between delirium and dementia.
• State at least one risk factor and one cause of dementia.
• Discuss measures for promoting adequate nutrition in a person with dementia.
• Identify strategies for creating a suitable environment for a person with dementia.
• Describe appropriate ways to communicate with a person who has dementia.
• Identify caregiver interventions and non-pharmacological approaches for meeting cognitive challenges and needs.
• Discuss strategies for ensuring safety and managing challenging behaviors of a person with dementia.

Dying for Help

Course Objectives:

• Differentiate among the various forms of suicidality.
• Identify the age groups with high suicide rates.
• List factors which predispose young age groups to suicide.
• Recognize the factor which puts older adults at greatest risk for suicide.
• Name the most commonly used method of suicide.
• State two commonly held myths regarding suicide.
• Describe risk factors associated with suicide.
• Summarize the implications of the FDA’s “black box” warning.
• Identify the central underlying risk factor and cardinal symptom in the predisposition to suicide.
• Describe characteristics which enhance resilience and offset some of the risk factors for suicide.
• Select the appropriate interventions for a given level of suicide risk.
• Recognize the warning signs of an acute or imminent risk of suicide.
• Discuss the care required for persons at high risk for suicide.
• Describe the physical environment of the person under suicide precautions.
• Discuss client and facility factors associated with higher rates of suicide in institutions.

Course Objectives:

• Define motivation.
• Identify the utility of need theory in the workplace.
• List three factors identified by Herzberg that increase motivation.
• Recognize five job dissatisfiers.
• Identify the reinforcement theory technique most likely to result in a long-term change in behavior.
• Name the reinforcement theory technique most likely to result in an immediate but temporary change in behavior.
• Recognize which schedule of reinforcement is most likely to change behavior.
• Identify what is required for reinforcement theory to have practical applications.
• Describe the role of pay equity in the motivational process.
• Recognize at least one proposition of goal setting theory.
• List at least three job dimensions of job redesign that increase motivation and improve job satisfaction.

Course Objectives:

• Define congestive heart failure.
• Identify at least three causative factors of congestive heart failure.
• Name at least four symptoms of congestive heart failure.
• Identify at least four different classifications for treating the disorder.
• Describe the adverse drug reactions or caregiver implications associated with each drug classification.
• List at least three changes in symptoms that require immediate attention.
• Recognize the dietary restrictions associated with the management of congestive heart failure.
• Verbalize an understanding of oxygen administration and safety.

Course Objectives:

• List two reasons why individuals practicing direct client care are prone to job burnout.
• Identify five indicators of burnout.
• Discuss three cognitive manifestations of burnout.
• Differentiate among the various reactions to burnout.
• List several measures that help prevent burnout in service professionals.
• Discuss ways in which to find contentment in one’s job.
• Identify strategies administrators can use to manage stress and burnout in their employees.
• Identify methods for recovering from burnout.

Course Objectives:

• Identify two traits of the successful long-term care business owner or administrator.
• List the four factors that facilitate business success.
• Identify at least five personal characteristics of successful people.
• Determine if residential care is a growing industry.
• List one source of industry trend information.
• Define the term target market.
• Discuss the considerations of location selection.
• Recognize six types of business entities.
• Recognize two disadvantages of the legal entity known as sole proprietorship.
• Differentiate between limited liability company and corporation.
• Discuss the probability of business success if one has a panel of advisors in place.
• List two forms of intrinsic compensation that attract and retain labor.
• Identify the most common mistake committed by most new businesses.
• Calculate the gross annual income needed to generate an annual salary of $60,000 for the owner of a business.
• Define the term differential competitive advantage.
• Enumerate the marketing mistakes committed by most companies.
• Identify the four advertising principles of effective promotional literature.
• Name the most powerful advertising medium.

Course Objectives:

• Describe the three layers of skin.
• Identify four functions of the skin.
• Explain physiological changes that occur in aged skin.
• Recognize the three most common types of skin cancer.
• Describe the differences among the four stages of decubitus ulcers.
• Identify three factors that contribute to the development of decubitus ulcers.
• List techniques for prevention of decubitus ulcers.
• Explain appropriate skin care techniques for the elderly.

Conflict in the Workplace

Course Objectives:

• Identify one negative consequence and one positive consequence of workplace conflict.
• List three antecedent conditions of workplace conflict.
• Name one technique for preventing or resolving antecedent conditions.
• Differentiate between effective and ineffective conflict-management techniques.
• Identify at least two difficult personality types.
• Recognize appropriate coping mechanisms for at least two difficult personality types.
• List the four tenets of negotiation.
• Describe at least five characteristics or warning signs of potentially violent/homicidal people.
• Discuss techniques for “calming down” angry people.

The Daily Dilemma: Ensuring Food Safety

Course Objectives:

• Understand the principles of foodborne disease, common agents of foodborne disease, and the spread of foodborne disease.
• Identify the common causes of foodborne disease seen in the residential home setting.
• Describe the various contaminants that may be found in food.
• Recognize behaviors of residents that may put them at risk of foodborne disease.
• Describe the difference between food allergy and food intolerance.
• Discuss methods to protect residents and staff from foodborne disease and other potential hazards associated with food preparation, service, and consumption.
• Describe methods used to prevent contamination of food.
• Recognize the various methods used to properly handle, cook, and store food.
• Describe safety precautions to be taken in a food preparation area.
• Discuss methods for proper sanitation of food preparation areas.
• Describe the warning signs of potential food contamination.
• List the steps to take in case of a suspected foodborne disease outbreak.

Clinical Depression: A Season of Darkness

Course Objectives:

• Identify cognitive and behavioral signs and symptoms of clinical depression.
• Recognize the causes of clinical depression.
• Identify three types of clinical depression.
• Describe two common myths about clinical depression.
• Name two common modalities used in treating depression.
• Identify verbal statements that benefit and do not benefit the depressed person.
• Verbalize the prevalence of clinical depression among Americans.

Course Objectives:

• Describe the primary route of transmission for each form of hepatitis.
• Identify the signs and symptoms associated with hepatitis infection.
• Discuss strategies of prevention against hepatitis viruses.
• Explain the complications associated with hepatitis infection.
• List risk factors for developing hepatitis.
• Verbalize the benefits of the hepatitis vaccines.

TB in America: An Old Enemy Battled and Defeated

Course Objectives:

• Explain the primary reasons for the resurgence of tuberculosis (TB) in the mid
  1980s and early1990s.
• Describe the primary route of transmission of TB.
• Verbalize the difference between TB infection and TB disease.
• Discuss specific populations susceptible to TB exposure.
• Explain the methods of prevention and containment of TB recommended by the
  Centers for Disease Control And Prevention (CDC).
• Describe approaches for minimizing transmission of TB.
• Identify persons at higher risk for TB exposure or infection.
• Recognize persons at higher risk for TB disease once infected.

Protecting Those in Your Care: Infection Control in Residential Facilities

Course Objectives:

• Identify the common infections seen in the residential home setting.
• Describe behaviors of residents that may spread infection.
• Discuss methods to protect residents and staff from infection and help prevent the spread of infection.
• Describe basic sanitation of items used in direct resident care.
• Identify the principles behind antimicrobial resistance among pathogens.
• Understand the importance of adherence to prescribed antibiotic therapy.
• Describe safe preparation and storage of food to reduce risk of foodborne disease.

Diabetes and the Elderly

Course Objectives:

• Identify how diabetes affects the elderly person.
• Indicate the correlation between glucose intolerance and aging.
• Identify at least six potential complications of increased blood glucose levels.
• Specify two methods for definitive diagnosis of diabetes.
• Indicate the most effective ways to monitor diabetes treatment in the elderly person.
• Identify the signs and symptoms of hypoglycemia and hyperglycemia.

Bad Medicine: Adverse Drug Reactions and the Elderly

Course Objectives:

• Describe the typical changes in organ function that accompany the aging process.
• Explain how age can affect metabolism of medications.
• List at least three strategies that a caregiver can use to help prevent adverse drug reactions in the elderly.
• Describe risk factors that a caregiver can use to help identify clients prone to adverse drug reactions.
• Identify the social and legal factors which play a role in the regulation of prescription drugs, over-the-counter drugs, and herbal and dietary supplements.
• List names, uses, and precautions of herbal and dietary supplements commonly consumed by the elderly population.

Keeping Them on Their Feet

Course Objectives:

• Describe age-related changes in the feet.
• Identify preventative measures for foot and toenail infections.
• Select appropriate shoewear and socks.
• Demonstrate appropriate daily foot care techniques.
• Recognize the signs and symptoms of minor biomechanical problems.
• Identify self-care techniques that prevent or limit the progression of foot deformity and reduce distress.

Elder Abuse, Neglect, and Exploitation: An Old Story

Course Objectives:

• Define at least four types of elder mistreatment.
• Identify two agencies instrumental in investigating reported cases of elder mistreatment.
• Describe five signs of physical abuse.
• State five indicators of emotional abuse.
• Identify the contributory /risk factors for institutional elder maltreatment.
• Demonstrate two techniques for interviewing the victim and perpetrator of suspected elder mistreatment.

What You Need to Know About Hepatitis C

Course Objectives:

• Describe two modes for transmission of hepatitis C virus (HCV).
• Identify the symptoms of acute and chronic forms of HCV.
• List the complications and disorders associated with chronic HCV infection.
• Identify the incubation period for HCV.
• Identify two groups for whom routine HCV testing is recommended.
• Explain one strategy for preventing transmission of the disease.

Prevention and Assessment of Pressure Ulcers

Course Objectives:

• Identify the structures of the skin.
• Discuss the functions of the skin.
• Describe the appearance of the four stages of pressure ulcers.
• List the risk factors associated with the development of pressure ulcers.
• Identify the methods for reducing or eliminating the contributing factors of pressure ulcers.
• Discuss the role of the caregiver in the treatment of pressure ulcers.

Caregiver-Client Communication: Theory and Application

Course Objectives:

• Describe the components of functional communication.
• Differentiate between therapeutic and nontherapeutic communication.
• Demonstrate the use of therapeutic communication skills.
• Recognize communication barriers used by self and others.
• Identify ways to improve one's own communication.

Latex Allergy: A Risk to Your Career

Course Objectives:

• Understand the basic nature of the human immune system.
• Describe the nature of hypersensitivity and allergy.
• Understand the basic principle of latex allergy.
• Identify latex products commonly found in the residential care setting.
• Discuss reasons for the recent increase in latex sensitivity among workers exposed to latex.
• Identify means to reduce risk of developing latex allergy.
• Identify substitutes for products containing latex.
• Describe precautions to use when caring for a client with latex allergy.

Elder Care

Course Objectives:

• Explain normal changes in vision that occur with aging.
• Define the three types of hearing loss experienced by older adults.
• Explain two reasons why loss of smell is dangerous.
• Discuss the thermoregulatory difficulties experienced by the elderly.
• Explain the difference between acute and persistent incontinence.
• Identify ways to manage incontinence.
• Describe three types of cognitive changes associated with old age.
• List two interventions for improving appetite.
• Define insomnia in functional terms.
• List interventions to promote rest and sleep.

Time Management

Course Objectives:

• Describe how circadian rhythms are related to job tasks.
• Prioritize work activities.
• Define delegation.
• Enumerate the pitfalls of delegation.
• List effective timesaving methods.
• Devise a plan to eliminate at least one unnecessary interruption.
• Discuss two methods for handling drop-in visitors.

Body Mechanics for the Caregiver

Course Objectives:

• Understand how the body’s center of gravity relates to body mechanics.
• Understand the design of the spinal column and its functions.
• Understand how proper posture can prevent back injury.
• Define proper techniques for lifting, sitting, standing, and stooping.
• Identify five causes of back strain.

Keeping Your Cool: How to Manage Stress Effectively at Work and Home

Course Objectives:

• Recognize physical and emotional signs of stress.
• Understand the cost of ignoring stress.
• Recognize inappropriate responses.
• Identify how people deal effectively and ineffectively with stress.
• Utilize the quieting reflex and relaxation response.
• Understand the cognitive strategies for coping with stress.
• Identify four stressors specific to the residential care setting.

Course Objectives:

• Define loss.
• List at least four types of loss.
• Describe three stages of grieving.
• Differentiate between normal and pathologic patterns of grieving.
• Discuss the causative and contributing factors of pathologic grief.
• Recognize the strengths of the caregiver that facilitate the client’s adjustment to loss.
• Summarize the American culture’s views regarding loss and grief.
• Discuss at least two therapeutic interventions that facilitate the grieving process.

Mail or fax your answer sheet and you will receive your certificate by mail or fax FREE. If applicable, indicate your preference to have your certificate faxed and include your dedicated fax line number (a line not shared with a telephone) in the “Message to Merchant” section while completing your credit card information. Otherwise, we will mail your certificate.

Company Policies and Procedures for Online Course Orders: One certificate included in the cost of each course (excludes rush order option).*  The date EduServ, Inc. receives your answer sheet is the date of issuance stated on your certificate.  To verify receipt of your FAXed answer sheet, FAX request for verification to 313/730-5932. EduServ, Inc. will respond via fax. Please do NOT call EduServ, Inc. regarding your fax transmittal; the customer service representative does NOT have information about faxes. To ensure your privacy, EduServ, Inc. does not provide test results (pass or fail) over the telephone. If you elected to have your certificate faxed and your fax fails to receive the certificate after three (3) attempts, EduServ, Inc. will mail your certificate. You must indicate at the time of your credit card purchase if you want your certificate faxed and include your dedicated fax line number ( a line not shared with a telephone) in the “Message to Merchant” section. Otherwise, EduServ, Inc. will send your certificate via first-class mail. All certificate orders and requests processed 10:30 am – 4:30 pm, M – F, excluding holidays. Contact EduServ, Inc. if you do not receive your certificate within 20 days of sending your answer sheet. Otherwise, EduServ, Inc. considers your order complete.  There will be a fee for misplaced, duplicate, or lost certificates; repeated tests, format change orders, and course transfers. If you are not satisfied with the material, you must notify us within 10 days of your online purchase, and we will issue you a credit for the purchase price amount of the course. You must download the course at the time of your credit card purchase.  Courses must be completed within 12 months for continuing education credit, except AZ administrators must complete AZ-approved courses by 09/13/08; NV administrators must complete NV-approved courses by 12/31/08; and KS administrators must complete KS-approved courses by 12/01/08 . Records maintained for five years.  Availability, prices, and course policies are subject to change without notice.  For complete license requirement information (e.g., specific/core subject matter, CEU requirements/changes), contact your licensing board or credentialing organization. You are responsible for collection fees, court costs and reasonable attorney fees to enforce the course policies.

* Same person and address.

For information on receiving your course via electronic mail or postal mail, click here.

The following states require nursing home, nursing care institution, residential care, long-term care, assisted living facility, adult foster home, or adult foster care administrators, licensees, or managers to accrue continuing education units: Alabama, AL, Alaska, AK, Arizona, AZ, Arkansas, AR, California, CA, Delaware, DE, District of Columbia, DC, Florida, FL, Georgia, GA, Hawaii, HI, Idaho, ID, Illinois, IL, Indiana, IN, Iowa, IA, Kansas, KS, Kentucky, KY, Louisiana, LA, Maine, ME, Maryland, MD, Massachusetts, MA, Michigan, MI, Minnesota, MN, Mississippi, MS, Montana, MT, Nebraska, NE, Nevada, NV,  New Hampshire, NH, New Jersey, NJ, New Mexico, NM, New York, NY, North Carolina, NC, North Dakota, ND, Ohio, OH,  Oklahoma, OK, Oregon, OR,  Pennsylvania, PA,  Rhode Island, RI, South Carolina, SC, South Dakota, SD, Tennessee, TN, Texas, TX, Utah, UT, Vermont, VT, Virginia, VA, Washington, WA, West Virginia, WV, Wisconsin, WI, Wyoming, WY. For complete license requirement information (e.g., specific/core subject matter, CEU requirements/changes), contact your licensing board or credentialing organization.