Month: April 2020

Older adults in long-term care settings present unique challenges to diabetes management. These obstacles will be explored along with current standards of care. Dietary, glucose monitoring and treatment options will be reviewed.

Objectives

Participants will be able to:

1. Identify at least 3 unique considerations for managing diabetes in long-term care centers
2. Recall why glucose targets need to be individualized for long-term care clients
3. Identify at least 3 considerations for end-of-life care of the diabetic client

Engaging in Meaningful activities is important for every human, including those in long term care. Clients with dementia are no exception. Our lives need to be filled with more than sleeping, eating, and entertainment. This presentation will explore challenges in offering meaningful activities in the long term care environment, especially for those with dementia. Tailored activity programs will be explored through an interactive format.

Objectives:

1. Participants will be able to identify at least two ways to help residents feel appreciated.
2. Participants will be able to describe the tension between autonomy vs safety in long-term care settings
3. Participants will be able to create a tailored activity program based on a client’s past history of interest

Metabolic syndrome has become widespread in the United States. Almost 40% of people over the age of 60 have this potentially lethal condition. This presentation will define the metabolic syndrome triad of diabetes, hypertension and hyperlipidemia. Risk factors and treatment options will be presented.

Objectives:

The participant will be able to:

1. Identify at least two risk factors for developing metabolic syndrome.
2. Recall at least two nonpharmacologic treatment options for individuals with metabolic syndrome.
3. Name at least two potential consequences of metabolic syndrome.

Osteoporosis results in a significant amount of morbidity and mortality in older adults. Almost a quarter of people who sustain a hip fracture over the age of 50 will die within the following year. This presentation will address the risk factors, diagnostic criteria and treatment options for osteoporosis. In addition, participants will have the opportunity to engage in some exercises that strengthen bones and improve balance.

Objectives:

The participant will be able to:

1. Identify at least two potential risk factors associated with osteoporotic fractures
2. Recall how the FRAX assessment tool can be used to help identify who should be screened
3. State at least two non-pharmacologic treatment strategies to treat or prevent osteoporosis
4. Identify at least two pharmacologic treatment strategies to treat osteoporosis

This presentation is designed to demonstrate practical ways to engage students in the understanding of pharmacologic content. A focus on the pathophysiologic approach to pharmacology and the use of interactive learning styles is emphasized.

Learning Outcomes

• Participants will identify how understanding the sympathetic and parasympathetic nervous system aids in understanding a number of pharmacologic agents.
• Participants will identify the role of teaching neurotransmitters to enhance pharmacologic understanding.
• Participants will be able to identify at least one way to engage auditory, visual and kinesthetic learners in understanding pharmacologic content.

Summary of Presentation

Engaging students in interactive learning that enhances understanding and not simply memorization of pharmacologic content is critical to their ability to practice as a nursing student and a nurse in the future. This presentation demonstrates creative ways to help students understand the role of neurotransmitters in disease processes and how that relates to the medications that are utilized. If students understand the role of neurotransmitters, then they can comprehend what happens when we block or mimic them. Examples of ways to reach auditory, visual and kinesthetic learners will be utilized.

Clients are dependent on their nurse’s physical assessments. This presentation will help nurses fine-tune this skill set so they can render the best possible care. A demonstration will be offered along with a chance to practice physical assessment skills. Participants should bring a stethoscope and a penlight/flashlight. This is a 2.5 to 3-hour interactive session.

Objectives

1. Recall at least two important features of a general assessment
2. Demonstrate a cardiopulmonary assessment
3. Identify at least two abdominal assessment techniques

This presentation will review common “behavioral” challenges reported in clients with dementia. Tips for de-escalating someone with agitation will be reviewed and strategies to engage clients with dementia will be explored.

Objectives:

Participants will be able to:

1. Identify at least two common triggers of dementia-related behaviors
2. Provide at least two features typically seen in clients with delirium
3. Offer at least two non-pharmacologic interventions to reduce agitation in clients with dementia

With simulation

Dementia related behaviors is a common challenge faced by long term care staff. It results in frustration, staff turnover, falls and other injuries. Creativity and good problem solving skills represents our greatest asset in dealing with behaviors.  This presentation will focus on practical tips for engaging with our clients who suffer from dementia. Participants will work through case studies in small groups and simulate the scenario with possible responses.  

COVID-19 has changed the world in dramatic ways. The way we deliver healthcare to our clients has been altered overnight. The fundamental principles of QSEN creates an excellent platform to ensure we maintain our high standards of care and approach the client and situation wholistically. This presentation reviews essential elements of COVID -19 and how we can use QSEN to inform our care of clients in the wake of our current pandemic.

Objectives: The participant will be able to-

1. Identify how evidenced based practice can be used to inform the care we render in light of the COVID-19 pandemic.
2. Name at least three steps we can take to improve safety of staff and clients as we reduce transmission rates.
3. Recall how informatics can assist healthcare staff to stay informed about new developments in treatment, care, and prevention of COVID-19.

Selected Web Resources:

• https://www.cdc.gov/coronavirus/2019-ncov/hcp/caring-for-patients.html
• https://www.cdc.gov/coronavirus/2019-ncov/hcp/faq.html
• https://www.cdc.gov/longtermcare/pdfs/LTC-Resp-OutbreakResources-P.pdf
• https://acl.gov/COVID-19
• https://www.cms.gov/files/document/4220-covid-19-long-term-care-facility-guidance.pdf
• http://www.kdheks.gov/coronavirus/toolkit/Strategies_to_Prevent_the_Spread_of_COVID-19_in_Long-Term_Care_Facilities.pdf

Trauma has become almost a universal experience. The effect of past trauma(s) can influence how we respond and connect to others and our environment. Healthcare staff must become knowledgeable in a trauma-informed care approach. A careful assessment, knowledge of triggers, and de-escalation techniques are essential. This presentation will address some ways we can prevent re-traumatization and support mental health well-being. Case studies will be utilized to promote active learning and self-reflection.

Objectives:

Participants will be able to:

• Identify at least two reasons people respond differently to the same traumatic event
• Describe at least two potential long-term impacts of trauma
• Name at least one assessment tool that can be utilized to evaluate for trauma impact
• List at least two considerations when responding to a person impacted by trauma