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Legal Nurse Consultant Certificate Program (Non- Credit)Entirely Online Program! Learn anytime, anywhere Over 3. Work on an actual case and get a full review on your final case work Access all course materials, assignments, and videos from one site Interact with faculty and other students Approved for 3. Florida nursing CEUs Complete at your own pace within a one- year timeframe 1. Extensive Modules to get you started working as an LNC Register today! Legal Nurse Consultant Program Enroll Now For SpringWhat is a Legal Nurse Consultant? A Legal Nurse Consultant (LNC) is a Registered Nurse that works in the legal arena. An LNC offers advice on medical/legal matters in the following areas: Personal Injury Products Liability Medical Malpractice Risk Management Workers Compensation Criminal Cases Negligence Cases Insurance Law Issues Nursing Home Abuse Professional Regulation Toxic Torts Disciplinary Hearings Psychiatric Malpractice Healthcare Licensure Investigation About the LNC Program. As the leading educational institution in Central Florida, UCF is proud to offer this program supported and produced by members of the Greater Orlando Chapter of the American Association of Legal Nurse Consultants. UCF has been educating RNs who have a desire to learn about the specialty of legal nurse consulting for more than 1.
Accredited Online Legal Nurse Consultant Program. Have you been searching for a quality online legal nurse consultant program? The Paralegal Institute’s Legal Nurse. UCF has been educating RNs who have a desire to learn about the specialty of legal nurse consulting for more. Legal Nurse Consultant Certificate Program (Non. The course instructors are attorneys and credentialed legal nurse consultants from the central Florida area. CEUs are under provider #5. Topics of Study. The focus of this program is on Nursing sciences as opposed to paralegal studies. Business principles for the Legal Nurse Consultant. The most common practice areas of legal nurse consulting: professional negligence, personal injury and wrongful death. Theory and application of the litigation process. Review and analysis of actual cases. The legal nurse consultant roles as a legal team member and as an expert witness. About UCF The University of Central Florida and its 1. Located in Orlando, Florida, UCF is the nation's second- largest university. News & World Report, a best- value university by The Princeton Review and Kiplinger's, and one of the nation's most affordable colleges by Forbes. Course Objectives. At the completion of the course and if you are licensed in Florida, you will receive 3. Florida nursing continuing education contact hours (3. CEUs) that may be used toward state RN licensing renewal; and if applicable, credit toward renewal of the LNCC credential. By completing this LNC Certificate Program, you will be able to: Review medical records pertaining to a case and identify the 4 elements of negligence. Locate and select appropriate health care experts who are needed to testify on the strengths or weaknesses of the merits of a case. Draft written reports and chronologies for the lawyer, risk manager or claims manager. Identify what skills and efforts are necessary to become a successfully practicing legal nurse consultant in today's market. Describe the various roles of the Legal Nurse Consultant in the work environment Identify the elements of negligence in a negligence action List the steps in the evolution of a lawsuit Analyze a negligence claim for merit and standard of care issues Develop a format for communicating case issues and findings Identify the laws that impact medical malpractice and nursing home negligence claims Earn your certificate and digital badge from UCF Continuing Education*This program is Approved by the Florida Board of Nursing. CEUs are under provider #5. Requirements. The following 3 steps are required to complete the registration process, once complete you will be ready to begin the online program instantly. If you have additional questions or need assistance for any of these steps, please contact our office for more information 4. CEPrograms@ucf. edu To register for the program, please click on the Registration tab. Step 1: Admission requirements During the online registration process, students are required to upload a professional resume and enter their RN license number for admission purposes. Please have these documents ready prior to online registration. Students registering for this program must have an active RN license for 5 years or more. Step 2: Textbook Requirement Prior to beginning the online program, students will be required to purchase their own copy of the course textbook. Legal Nurse Consulting Principles, 3rd Edition. Edited by Ann M Peterson and Lynda Kopishke. ISBN 9. 78- 1- 4. Volume 1 only Step 3: Computer System Requirements. You will need: a high speed Internet connection in order to view the streaming videos. Adobe Reader to view materials. Download for Free. Adobe Flash Player latest version. Download for Free. Instructor & Guest Speaker Biographies. Joan K. Magnusson, BSN, RN, LHRM, LNCCMs. Magnusson is the owner of JKM Consulting, LLC. For the past 2. 0 years, she has provided legal nurse consulting services to law firms throughout central Florida. Magnusson received her diploma in nursing from Orange Memorial Hospital School of Nursing and her Bachelor of Science in Nursing from Florida Southern College, graduating summa cum laude. She holds current Florida licenses as a Registered Nurse and a Health Care Risk Manager. Magnusson's clinical background includes experience in peri- operative nursing, nursing staff development/education, infection control/epidemiology, and hospital risk management. Magnusson is a charter member of the American Association of Legal Nurse Consultants (AALNC). She served on the national board of directors for five years, and was President during 1. She was the founding president of the Greater Orlando Chapter of AALNC. Magnusson served as the Chairperson of the Board of Directors of the American Legal Nurse Consultant Certification Board (ALNCCB) and was integral in the development of the official nursing specialty certification for legal nurse consultants. The ALNCCB administers the only accredited certification program for legal nurse consulting and is a member organization of the American Board of Nursing Specialties. Pamela Curren, BSN, RN, LNCCMs. Curren received her AA degree from University of Florida and her Bachelor of Science in Nursing from the Medical College of Georgia. She has practiced as a legal nurse consultant for 1. LNC's to achieve certification in 1. Curren worked in- house for a defense law firm and after nine years, she began an independent consulting business, Curren Consultants, Inc. She consults with law firms in Florida for both plaintiff and defense involving medical malpractice, personal injury and nursing home cases. Curren frequently lectures to paralegals and legal nurse consultants and provides in- service programs to nurses practicing in the clinical setting. Curren's clinical nursing experience includes med- surg nursing and PCU, serving as the unit's preceptor. She also worked as a home health nurse and a ship's nurse, after which she worked in quality assurance for one of the larger hospital facilities in the Central Florida area. Her experience in quality assurance then led her into the legal nurse consulting arena. Curren is a member of the American Association of Legal Nurse Consultants and has been a very active member of the Greater Orlando Chapter of American Association of Legal Nurse Consultants (AALNC) since entering the field of legal nurse consulting. She has served on the Board of Directors and has served as the Chapter President for two separate terms. She remains active on the board, currently serving as the Treasurer. Suzanne Meehle, Esquire, obtained her J. D. Meehle has more than seven years experience helping small businesses start- up and grow through business entity formation, business transactions, business advice and planning, and intellectual property law. In her spare time, Ms. Meehle volunteers as a Guardian ad Litem with the Legal Aid Society and is Vice President of a non- profit organization she co- founded in 2. Chuck Ingram, Esquire, was admitted to the Florida Bar in 1. United States District Court, Middle District of Florida, and the United States Court of Appeals, Eleventh Circuit. While at Florida State University, he served as Articles and Notes Editor for the Florida State University Law Review 1. He has served as Adjunct Faculty, Rollins College, 1. Valencia Community College, 1. Ingram's publications include: . Seminar Presentation: . He is a member of the Orange County Bar Association, Defense Research Institute and Florida Defense Lawyers Association. Ingram is a Board Certified Civil Trial Lawyer, Florida Bar Board of Certification. E- mail address: jci@hei- law. Amy T Dorman, BS, CLA graduated from University of Central Florida with a bachelor s degree in legal studies and criminal justice She is certified as a legal assistant by the National Association of Legal Assistants NALA Ms Dorman has extensive litigation and trial experience in medical malpractice insurance defense nursing home defense and life insurance disability cases since 1. She has participated in over 2. Ms Dorman currently works as a litigation paralegal with the firm of Quintairos Prieto Wood and Boyer PA Orlando FL. Mc. Millen, Esquire, principle attorney for the Mc. Millen Law Firm, A Professional Association, received his Doctor of Law degree from Emory University in 1. He is a a member of The Florida Bar and the State Bar of Georgia. He has also been featured in Leading American Attorneys in the field of medical malpractice. Mc. 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In this paper, we offer research directions associated with the processes underlying professional development, including areas in need of investigation that can inform the early childhood education field in terms of how professional development efforts exert their influence and produce meaningful change in practitioners’ skills, behaviors, and dispositions. The paper highlights representative research from the professional development literature on its various forms/approaches and offers an agenda for research on the professional development process. Broad issues associated with the conduct of research on professional development, including considerations of professional development processes, participant characteristics, relationships, and sustainability are discussed. VARIABLE-FREQUENCY DRIVE A viable-frequency drive is an electronic controller that adjusts the speed of an electric motor by modulating the power being delivered. Variable-frequency drives provide continuous control, matching. GNU BASH shell reference manual. Readable online or optionally download in a variety of formats. The knowledge, skills, and practices of early childhood educators are important factors in determining how much a young child learns and how prepared that child is for entry into school. Early childhood educators are being asked to have deeper understandings of child development and early education issues; provide richer educational experiences for all children, including those who are vulnerable and disadvantaged; engage children of varying abilities and backgrounds; connect with a diverse array of families; and do so with greater demands for accountability and in some cases, fewer resources, than ever before. The importance of understanding the qualities of early childhood educators that contribute to optimal child learning and development has been heightened in recent years with the passage of the No Child Left Behind Act of 2. In probability and statistics, a Bernoulli process is a finite or infinite sequence of binary random variables, so it is a discrete-time stochastic process that takes only two values, canonically 0 and 1. Psychology Course Description E f f e c t i v e F a l l 2 0 1 3 AP Course Descriptions are updated regularly. Please visit AP Central Assumptions, Goals, and Objectives of Professional Development. At the surface, “professional development” in early childhood programs refers to a number of experiences that promote the education, training, and. PL 1. 07–1. 10) and its complement in early childhood policy, Good Start, Grow Smart. In this early childhood initiative, early learning guidelines serve as a framework for practice and assessment, and individuals caring for children are required to meet certain educational qualifications and receive professional development to enhance their abilities to support young children’s learning. Indeed, the professional development of practicing early childhood educators is considered critical to the quality of experiences afforded to children (Martinez- Beck & Zaslow, 2. In the face of increased attention to early childhood professional development in the practice and policy communities, there is a concomitant need for empirical efforts to examine what works for whom, within which contexts, and at what cost (Welch- Ross, Wolf, Moorehouse, & Rathgeb, 2. Research on early childhood professional development must go beyond basic questions that address caregiver characteristics (e. Rather, establishing a scientific endeavor of early childhood professional development requires building a body of theories and evidence about not only its forms (i. The early childhood field is at a place where professional development practice and craft knowledge require a larger and firmer platform of theoretical and empirical expertise, in order to guide planning and implementation of the ambitious kinds of school and child care reforms that are demanded in the current era of services expansion and accountability. Indeed, the field is acquiring a body of findings about the effects of various forms, levels, and organizations of professional development on early childhood educators’ knowledge base and skill sets (e. However, we need to know more about the dynamic and transactional teaching and learning processes underlying these effects as they function in real- world early childhood settings. For example, we need findings documenting personal theories of change, supportive relationships among participants, and practitioner acceptance/resistance to change. IBM SPSS predictive analytics software provides statistical analysis/reporting, predictive modeling, data mining, decision management/deployment, and big data analytics. Fundamentals of Control v . Precise control of level, temperature, pressure and flow is important in many. We are even farther behind in building a solid body of empirical information on the indirect but essential influence of professional development on child and family outcomes. The purpose of this paper is to offer important research directions associated with the processes underlying professional development – that is, areas in need of investigation that can inform the early childhood education field in terms of how professional development efforts exert their influence and produce meaningful change in practitioners’ skills, behaviors, and dispositions - - as compared to a meta- analysis or comprehensive review of the research literature on the effects of specific forms that professional development takes. We will start by articulating the assumptions, goals and objectives of professional development activities; and defining the forms common to early childhood professional development. This will be followed by a process research agenda that will allow us to unpack some critical features operating in the complex task of developing and promoting effective practice. Assumptions, Goals, and Objectives of Professional Development. At the surface, “professional development” in early childhood programs refers to a number of experiences that promote the education, training, and development opportunities for early childhood practitioners who do or will work with young children birth to age 8 years and their families. In this vein, professional development applies to a full range of activities that attempt to increase the knowledge base, skill set, or attitudinal perspectives brought to bear as a practitioner engages in home- visiting, parent education, child care, preschool education and/or kindergarten to third grade teaching or educational support services (Harvard Family Research Project, 2. Its ultimate, long- term goal is to facilitate the acquisition of specific learning and social- emotional competencies in young children, and in many cases, to promote important family- specific attitudes or abilities to support children’s learning and development. In other words, the desired long- term, indirect outcomes of all early childhood professional development initiatives involve enhancing children’s learning across cognitive, communicative, social- emotional, and behavioral domains (Guskey, 2. In a more immediate sense, professional development in early childhood takes place to accomplish two primary objectives. First, is it anticipated that professional development will advance the knowledge, skills, dispositions, and practices of early childhood providers in their efforts to educate children and support families. A second objective is to promote a culture for ongoing professional growth in individuals and systems (Candy, 1. Johnson & Johnson, 1. The first objective concerns the advancement of practitioner knowledge, skills, and dispositions (Katz, 1. Practitioner knowledge consists of facts, concepts, ideas, vocabulary, and related aspects of educational culture and best practice. Skills consist of units of action that occur in a relatively discrete period of time and that are observable or easily inferred. They are learned through direct instruction, modeling and imitation, trial and error, discovery, or other methods, and they are modified or improved through feedback, guidance, practice, repetition, drill, and continuous use. Finally, dispositions are prevailing tendencies to exhibit a pattern of behavior frequently, consciously, and voluntarily. The pattern of behavior is directed to a broad goal, rather than a limited short- term purpose. Dispositions are distinguished from skills in being broader in scope and including a motivation to be applied and put to use (in contrast, one can have a skill but no desire to use it). Benefits of professional development efforts that target knowledge, skills and dispositions may be expected in teachers’ interactions with children or families; teachers’ efforts to structure meaningful learning environments in the home or classroom; teachers’ use of specific curricula or teaching strategies for a particular group of children; or teachers’ use of a host of other specific behaviors or meaningful targets. The second objective of early childhood professional development involves sustaining high quality professional practices by enhancing systems and individuals to engage in activities that are self- sustaining and growth- producing. This involves ensuring that the responsibility for delivering effective services and facilitating ongoing growth and development among practitioners is transferred from a formal trainer (coach, consultant, group facilitator) to individuals and groups of professionals within early childhood settings. Imparting an ethic of responsibility for sustaining quality and ongoing growth and learning in practitioners first involves efforts to help individuals develop the skills and dispositions for self- regulated professional growth (Fleet & Patterson, 2. Paris & Winograd, 1. Riley & Roach, 2. Initially, professional development is expected to be an “outside- in” process wherein the information necessary for behavior change or professional growth comes from external authorities, imparted through lectures, readings, demonstrations, and verbal advice from peers, supervisors, coaches, or consultants. Later, however, professional development ideally progresses to becoming an “inside- out” process where individuals retain responsibility to direct their own ongoing growth and improvement through continued study of current and best practice and reflective personal goal- setting in collaboration with respected colleagues (Helm, 2. Wesley & Buysse, 2. Form and Process in Professional Development for Early Childhood Practitioners. ACCF/AHA Guideline for Coronary Artery Bypass Graft Surgery. Intraoperative Considerations. Anesthetic Considerations: Recommendations. Class IAnesthetic management directed toward early postoperative extubation and accelerated recovery of low- to medium- risk patients undergoing uncomplicated CABG is recommended. Level of Evidence: B)Multidisciplinary efforts are indicated to ensure an optimal level of analgesia and patient comfort throughout the perioperative period. Level of Evidence: B)Efforts are recommended to improve interdisciplinary communication and patient safety in the perioperative environment (eg, formalized checklist- guided multidisciplinary communication). Level of Evidence: B)A fellowship- trained cardiac anesthesiologist (or experienced board- certified practitioner) credentialed in the use of perioperative transesophageal echocardiography (TEE) is recommended to provide or supervise anesthetic care of patients who are considered to be at high risk. Level of Evidence: C)Class IIa. Volatile anesthetic- based regimens can be useful in facilitating early extubation and reducing patient recall. Level of Evidence: A)Class IIb. The effectiveness of high thoracic epidural anesthesia/analgesia for routine analgesic use is uncertain. Level of Evidence: B)Class III: HARMCyclooxygenase- 2 inhibitors are not recommended for pain relief in the postoperative period after CABG. Level of Evidence: B)Routine use of early extubation strategies in facilities with limited backup for airway emergencies or advanced respiratory support is potentially harmful. Historically, the popularity of several anesthetic techniques for CABG has varied on the basis of their known or potential adverse cardiovascular effects (eg, cardiovascular depression with high doses of volatile anesthesia, lack of such depression with high- dose opioids, or coronary vasodilation and concern for a “steal” phenomenon with isoflurane) as well as concerns about interactions with preoperative medications (eg, cardiovascular depression with beta blockers or hypotension with angiotensin- converting enzyme . Independent of these concerns, efforts to improve outcomes and to reduce costs have led to shorter periods of postoperative mechanical ventilation and even, in some patients, to prompt extubation in the operating room (“accelerated recovery protocols” or “fast- track management”). High- dose opioid anesthesia with benzodiazepine supplementation was used commonly in CABG patients in the United States in the 1. Subsequently, it became clear that volatile anesthetics are protective in the setting of myocardial ischemia and reperfusion, and this, in combination with a shift to accelerated recovery or “fast- track” strategies, led to their ubiquitous use. As a result, opioids have been relegated to an adjuvant role. Despite their widespread use, volatile anesthetics have not been shown to provide a mortality rate advantage when compared with other intravenous regimens (Section 2. Optimal anesthesia care in CABG patients should include 1) a careful preoperative evaluation and treatment of modifiable risk factors; 2) proper handling of all medications given preoperatively (Sections 4. Attention should be directed at preventing or minimizing adverse hemodynamic and hormonal alterations that may induce myocardial ischemia or exert a deleterious effect on myocardial metabolism (as may occur during cardiopulmonary bypass . This requires close interaction between the anesthesiologist and surgeon, particularly when manipulation of the heart or great vessels is likely to induce hemodynamic instability. During on- pump CABG, particular care is required during vascular cannulation and weaning from CPB; with off- pump CABG, the hemodynamic alterations often caused by displacement or verticalization of the heart and application of stabilizer devices on the epicardium, with resultant changes in heart rate, cardiac output, and systemic vascular resistance, should be monitored carefully and managed appropriately. In the United States, nearly all patients undergoing CABG receive general anesthesia with endotracheal intubation utilizing volatile halogenated general anesthetics with opioid supplementation. Intravenous benzodiazepines often are given as premedication or for induction of anesthesia, along with other agents such as propofol or etomidate. Nondepolarizing neuromuscular- blocking agents, particularly nonvagolytic agents with intermediate duration of action, are preferred to the longer- acting agent, pancuronium. Use of the latter is associated with higher intraoperative heart rates and a higher incidence of residual neuromuscular depression in the early postoperative period, with a resultant delay in extubation. In addition, low concentrations of volatile anesthetic usually are administered via the venous oxygenator during CPB, facilitating amnesia and reducing systemic vascular resistance. Outside the United States, alternative anesthetic techniques, particularly total intravenous anesthesia via propofol and opioid infusions with benzodiazepine supplementation with or without high thoracic epidural anesthesia, are commonly used. The use of high thoracic epidural anesthesia exerts salutary effects on the coronary circulation as well as myocardial and pulmonary function, attenuates the stress response, and provides prolonged postoperative analgesia. In the United States, however, concerns about the potential for neuraxial bleeding (particularly in the setting of heparinization, platelet inhibitors, and CPB- induced thrombocytopenia), local anesthetic toxicity, and logistical issues related to the timing of epidural catheter insertion and management have resulted in limited use of these techniques. Their selective use in patients with severe pulmonary dysfunction (Section 6. Although meta- analyses of randomized controlled trials (RCTs) of high thoracic epidural anesthesia/analgesia in CABG patients (particularly on- pump) have yielded inconsistent results on morbidity and mortality rates, it does appear to reduce time to extubation, pain, and pulmonary complications. Of interest, although none of the RCTs have reported the occurrence of epidural hematoma or abscess, these entities occur on occasion. Finally, the use of other regional anesthetic approaches for postoperative analgesia, such as parasternal block, has been reported. Over the past decade, early extubation strategies (“fast- track” anesthesia) often have been used in low- to medium- risk CABG patients. These strategies allow a shorter time to extubation, a decreased length of intensive care unit (ICU) stay, and variable effects on length of hospital stay. Immediate extubation in the operating room, with or without markedly accelerated postoperative recovery pathways (eg, “ultra- fast- tracking,” “rapid recovery protocol,” “short- stay intensive care”) have been used safely, with low rates of reintubation and no influence on quality of life. Observational data suggest that physician judgment in triaging lower- risk patients to early or immediate extubation works well, with rates of reintubation < 1%. Certain factors appear to predict fast- track “failure,” including previous cardiac surgery, use of intra- aortic balloon counterpulsation, and possibly advanced patient age. Provision of adequate perioperative analgesia is important in enhancing patient mobilization, preventing pulmonary complications, and improving the patient's psychological well- being. The intraoperative use of high- dose morphine (4. The safety of nonsteroidal anti- inflammatory agents for analgesia is controversial, with greater evidence for adverse cardiovascular events with the selective cyclooxygenase- 2 inhibitors than the nonselective agents. A 2. 00. 7 AHA Scientific statement presented a stepped- care approach to the management of musculoskeletal pain in patients with or at risk for coronary artery disease (CAD), with the goal of limiting the use of these agents to patients in whom safer therapies fail. In patients hospitalized with unstable angina (UA) and non–ST- elevation myocardial infarction (NSTEMI), these agents should be discontinued promptly and reinstituted later according to the stepped- care approach. In the setting of cardiac surgery, nonsteroidal anti- inflammatory agents previously were used for perioperative analgesia. A meta- analysis of 2. Subsequently, 2 RCTs, both studying the oral cyclooxygenase- 2 inhibitor valdecoxib and its intravenous prodrug, parecoxib, reported a higher incidence of sternal infections in 1 trial and a significant increase in adverse cardiovascular events in the other. On the basis of the results of these 2 studies (as well as other nonsurgical reports of increased risk with cyclooxygenase- 2–selective agents), the U. S. Food and Drug Administration in 2. CABG. 5. 0 The concurrent administration of ibuprofen with aspirin has been shown to attenuate the latter's inhibition of platelet aggregation, likely because of competitive inhibition of cyclooxygenase at the platelet- receptor binding site. Observational analyses in patients undergoing noncardiac surgery have shown a significant reduction in perioperative death with the use of checklists, multidisciplinary surgical care, intraoperative time- outs, postsurgical debriefings, and other communication strategies. Such methodology is being used increasingly in CABG patients. In contrast to extensive literature on the role of the surgeon in determining outcomes with CABG, limited data on the influence of the anesthesiologist are available. Of 2 such reports from single centers in the 1. Cardiac anesthesiologists, in collaboration with cardiologists and surgeons, have implemented national training and certification processes for practitioners in the use of perioperative TEE (Section 2. Accreditation of cardiothoracic anesthesia fellowship programs from the Accreditation Council for Graduate Medical Education was initiated in 2. Pat Capps Covey College of Allied Health Profession. For email, calendars, maps and more. See the top ranked speech language pathology programs at US News. Find Graduate Programs. MA, MS, MBA and Other Master's Degrees. Speech-Language Pathology Master of Arts. The Speech-Language Pathology M.A. Programs; Faculty; Links. Pat Capps Covey College of Allied Health Professions University of South Alabama HAHN 3042 5721 USA Drive North. Graduate Program in Pathobiology. The Pathobiology Graduate Program provides a. Defense Department policies regarding sexual orientation in ROTC programs. The Faculty of Rehabilitation Medicine offers a range of professional education programs for working clinicians. MSc in Speech-Language Pathology; Communication. |
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