When available, the Online Course format is included with the hard copy, eBook, or audio book formats!
Release Date: March 5, 2018
Expiration Date: March 31, 2021
The purpose of this course is to provide nurses with a sturdy underpinning of relevant content related to ADHD. Nurses practicing in any healthcare, academic, or organizational context will acquire contemporary knowledge about ADHD and information that may be new to them or furthers formerly learned concepts pertaining to ADHD research, diagnosis, and treatment across the lifespan. Areas that will be detailed in this course include: understanding the roots of ADHD; identification of the etiology of ADHD; management and treatment of ADHD across the lifespan; children and ADHD; adolescents with ADHD; college students with ADHD; adults with ADHD; co-morbidities and common differential diagnoses of ADHD; professional career decisions and ADHD; the role of family and ADHD; gender issues and ADHD; and future directions for ADHD.
The nurse will explore this relevant content about ADHD through the lens of diversity-related concerns as it pertains to potential bias, discrimination, racism, classism, and sexism. Appreciating how systems function and their downstream impact on an individual’s care will also be addressed. After completing this course nurses will become more competent and confident in their ability to recognize, manage, and effectively intervene when caring for persons affected by ADHD in varied settings.
- Discuss the earliest references to attention deficit/hyperactivity disorder (ADHD) in the medical and scientific literature and how they compare to current knowledge.
- Identify factors that contribute to ADHD.
- Discuss Food and Drug Administration (FDA)-approved pharmacological agents used to treat
ADHD, common psychotherapies, and multimodal strategies to help manage symptoms of ADHD.
- Describe issues regarding access to care for persons diagnosed with ADHD.
- Explain the prevalence, risk factors, assessment for, diagnosis of, and support needed to address the functional challenges of the child experiencing ADHD and the role of professional working with children affected by ADHD.
- Discuss prevalence information relevant to college students with ADHD, factors that contribute to
common challenges with regard to accurate detection and diagnosis in the college environment, laws
governing accommodations at the college level, and strategies to minimize difficulties through proactive
planning during high school.
- Discuss the assessment and diagnosis of adult ADHD and the challenges adults with ADHD
encounter related to work, relationships, parenting, and stress.
- Identify common co-existing and differential diagnoses associated with ADHD for individuals
across the life span.
- Describe the broad effects ADHD can have on career choices and ways in which healthcare professionals may be able to assist the individual with ADHD in choosing suitable career paths and workplace contexts.
- Identify common issues that impact the families of persons with ADHD.
- Describe the influence of gender on ADHD across the life span, including referral bias, the impact of gender on clinical features of ADHD, and gender differences in diagnosis.
- Discuss different practice settings that can optimize care approaches for management of ADHD that make use of collaborative services offered in the community.
Roberta Waite, EdD, PMHCNS, FAAN, ANEF, is a tenured Professor, Doctoral Nursing Department and has a secondary appointment as a Professor in the Health Systems and Science Research Department at Drexel University, College of Nursing and Health Professions and Assistant Dean of Academic Integration and Evaluation of Community Programs at the Stephen and Sandra Sheller Eleventh Street Family Health Services of Drexel University. She is a graduate of Widener University (BSN) and the University of Pennsylvania (MSN). She also earned a doctorate in higher education administration-leadership from Widener University and completed a 2-year postdoctoral research fellowship (T32) at the Center for Health Disparities Research at the University of Pennsylvania. In 2011, the Josiah Macy Jr. Foundation awarded Dr. Waite with the title of Macy’s Faculty Scholar. Her clinical scholarly work focuses on help-seeking behaviors and treatment engagement, with particular interest in depression, adult AD/HD, and trauma and adversity among diverse populations.
Meghan S. Leahy, MS, NCC, BCC, is a certified counselor, a board certified life, career, and leadership coach, and an accomplished educational innovator. As the founder and principal of of Leahy Learning in Wynnewood, PA, her clinical work and research spans education, counseling, learning disabilities, coaching, mentoring, ADHD, and Autistic Spectrum Disorders. Ms. Leahy specializes in problem-solving and success strategies, focusing on the impact of learning processes on people throughout the life span: from childhood through professional career development. She is a graduate of St. Joseph’s University (BA) and Villanova University (MS). Ms. Leahy has worked as a clinical associate in the Adult AD/HD Treatment and Research Program in the Department of Psychiatry at the University of Pennsylvania. In 2014, she was recognized by the The Wall Street Journal as a “Woman of Note” and provides consultation and training to schools, universities, and corporations on a variety of topics. Ms. Leahy has presented to international audiences and enjoys writing about issues pertaining to the mind and learning.
- Courses must be completed on or before the expiration date noted in the course description above.
- You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
- Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
- All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.