Iowa Respiratory Therapy Continuing Education

About Course #V7234

Expiration Date: October 16, 2019

The threat of bioterrorism has brought anthrax beyond the point of scientific inquiry and has created new challenges for medical and public health professionals. This course presents the currently known properties of Bacillus anthracis and the understanding of the pathogenesis, approaches to diagnosis, prevention and control measures, and treatment of anthrax. Consideration also is given to selected aspects of bioweapons and features of bioterrorism.

Course Objectives

• Summarize the indications of an intentional release of a biological agent.
• List the microorganisms in Category A of bioterrorist agents and the criteria for placing microorganisms in Category A.
• Identify and describe basic patterns of disease occurrence terminology.
• Describe the general characteristics and habitat of the bacterium Bacillus anthracis.
• List the components of anthrax exotoxin and the pathogenesis of anthrax.
• Discuss the means of transmission of anthrax.
• Distinguish among the five different clinical manifestations of anthrax.
• Outline the general laboratory approach followed for the diagnosis of anthrax and the medications and approaches used in the treatment of anthrax.
• Discuss the prevention and control measures used with anthrax, including the type of vaccine and protocol followed to prevent anthrax.

About the Author(s)

George A. Wistreich, PhD, F(AAM), was a professor of life sciences and the former chair of life sciences and director of allied health sciences at East Los Angeles College, where he taught for more than 35 years. Earlier he had served as a lecturer at the University of Southern California Medical School and California State University, Los Angeles. Dr. Wistreich received a bachelor's degree in bacteriology from the University of California, Los Angeles (UCLA), a master's degree in infectious diseases from the UCLA Medical School, and a doctorate in bacteriology from the University of Southern California. Currently, Dr. Wistreich is a fellow of the American Academy for Microbiology, Linnean Society of London, Royal Society of Health, and the American Institute of Chemists.

Traci Marin, PhD, MPH, RRT, RPGST is an assistant research professor, program director, and professor for the Department of Cardiopulmonary Sciences, Schools of Allied Health and Medicine, at Loma Linda University. She is also an adjunct researcher and advisor in the Department of Medicine at Dr. John Shyy's laboratory at the University of California, San Diego, as well as the founder of Tranquility Community Health. Dr. Marin received a PhD from the University of California, Riverside, in biochemistry and molecular biology; an MPH in epidemiology and biostatistics from Loma Linda University; a bachelor's degree in emergency medical care from Loma Linda University; and an associate's degree in respiratory therapy from Victor Valley College.

Course Disclosures

• 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.

About Course #V7279

Release Date: July 25, 2018

Expiration Date: July 25, 2021

The purpose of this intermediate-level review course is to provide respiratory therapists with an overview of the definition, etiology, pathophysiology, and management of common neuromuscular disorders. A detailed discussion is provided for the 3 main neuromuscular disorders - Amyotrophic lateral sclerosis, Guillain-Barre Syndrome, and Myasthenia gravis. Other neuromuscular disorders included in this course are polio, muscular dystrophies, myopathies, and multiple sclerosis.

Course Objectives

• Explain the function of the neuromuscular junction as well as of the neurotransmitter acetylcholine (ACh).
• Describe the characteristics and signs and symptoms of amyotrophic lateral sclerosis (ALS), along with a typical treatment plan.
• Describe the characteristics and signs and symptoms of Guillain-Barré syndrome, along with a typical treatment plan.
• Describe the characteristics and signs and symptoms of myasthenia gravis, along with a typical treatment plan.
• List and describe other neuromuscular disorders.

About the Author(s)

Tammy A. Miller MEd, RRT, CPFT, is the program chair of the respiratory care program at Southern Regional Technical College, where she has been teaching for 26 years. Ms. Miller teaches all degree-level courses in the respiratory care curriculum, as well as the technical diploma-level anatomy and physiology, medical terminology, and introduction-to-healthcare courses, as needed during faculty shortages. She also teaches degree-level psychology courses on an as-needed basis. Ms. Miller has been a respiratory therapist since 1984, and continues serving in clinical practice on the weekend supplemental staff pool in the regional healthcare system. She holds a diploma in respiratory therapy, a bachelor of science degree in psychology, and a master of education degree in technical and adult education. Ms. Miller is credentialed by the National Board of Respiratory Care (NBRC) as a registered respiratory therapist (RRT) and certified pulmonary function technologist (CPFT). She is certified as an instructor by the American Heart Association in Advanced Cardiac Life Support (ACLS), Pediatric Advanced Life Support (PALS), and Basic Life Support (BLS). She is also certified in Neonatal Resuscitation (NRP) by the American Academy of Pediatrics.

Course Disclosures

• 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.

About Course #V7285

Release Date: August 22, 2017

Expiration Date: August 22, 2020

This advanced course begins with an outline and description of the indications, contraindications and complications of a tracheotomy. It follows with a discussion of the surgical procedure, equipment and supplies, and management strategies relating to a tracheotomy. Other important topics in this course include preparation for surgical procedure, position of the tracheostomy tube on chest x-ray, landmarks, Seldinger method, ventilator-associated pneumonia (VAP), routine and emergency tracheostomy tube change. Specialty tracheostomy tubes are also discussed in this course. They include laryngectomy tubes, armored wire spiral-lined tubes, tight-to-shaft tubes, fenestrated tubes, foam cuff tubes, metal tracheostomy tubes, speaking tracheostomy tubes, Olympic Button, Kistner Valve, and Montgomery Valve. Clinical practice exercise and post-test questions are provided to reinforce attainment of learning objectives.

Course Objectives

• Define tracheotomy and list indications and contraindications of tracheotomy.
• List the complications of a tracheotomy, including those associated with the actual surgical procedure and the complications over time.
• Discuss the advantages and disadvantages of a tracheotomy.
• Describe the surgical and percutaneous tracheotomy procedure and how to assist the physician with the procedure, including the verification of correct placement of the tracheostomy tube on chest X-ray.
• List the steps, equipment, and supplies required for tracheostomy care and discuss problems that may be encountered during the procedure and the decannulation process.
• Describe the components of a tracheostomy tube, trach accessories, and different types of tracheostomy tubes.

About the Author(s)

Lisa Conry, RRT, is a registered respiratory therapist with 38 years of experience in the field. For the past 25 years she has been a respiratory care educator. She has a bachelor of general studies degree from Capital University in Columbus, Ohio, and a master of arts degree from the Ohio State University. She obtained her registry by attending the Advanced Practitioner Program at the University of Chicago Hospitals and Clinics. She has reviewed numerous publications and authored several modules for an online respiratory care program developed by Jones and Bartlett Learning.

Course Disclosures

• 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.

About Course #V7258

Release Date: May 26, 2016

Expiration date: May 27, 2019

When antimicrobial resistance emerges, it can have a significant impact on morbidity and mortality, as well as increased healthcare costs. Several natural and societal causative associations between a microbe and its resistance to antimicrobials are known. Natural causes include selective pressure, mutations, and gene transfer from one microbe to another. Societal causes include inappropriate use of antimicrobials; inaccurate or inadequate diagnostics; extensive use of antimicrobials, as occurs in the critical care setting; and, although debatable, agricultural use.

Education, including the basis of antimicrobial resistance together with knowledge of the major resistant pathogens, is an essential element of any program and/or strategy for the prevention and containment of such resistance. This course describes the genetic basis for antimicrobial resistance and related topics, along with the features of superbugs characterized by the Centers for Disease Control and Prevention as urgent and serious threats because of their increasing resistance to antibiotics.

Course Objectives

• Briefly describe the epidemiological pattern of diseases and the general properties of antibiotics.
• Briefly describe the general properties and the virulence factors among bacterial pathogens.
• Distinguish between bacteriostatic and bactericidal actions of antibiotics and the ways in which antibiotics work (mechanisms of activity).
• Describe the relationship between inadequate antimicrobial treatment of infections in hospitalized patients and the emergence of antibiotic-resistant, bacterial-caused infections, as well as the general structures and staining reactions of bacteria.
• Summarize the general mechanisms of antibiotic resistance found among gram-positive bacteria and approaches to treating antibiotic-resistant infections.
• Briefly explain the term superbug and identify the general characteristics of bacterial pathogens that are considered urgent or serious public health threats.
• Describe the approaches and measures used for prevention and control of antibiotic-resistant bacterial pathogens in hospital environments and communities.

About the Author(s)

Traci Marin, PhD, MPH, RRT, RPGST, is an assistant research professor, program director, and professor for the Department of Cardiopulmonary Sciences, Schools of Allied Health and Medicine, at Loma Linda University. She is also an adjunct researcher and advisor in the Department of Medicine at Dr. John Shyy's laboratory at the University of California, San Diego, as well as the founder of Tranquility Community Health. Dr. Marin received a PhD from the University of California, Riverside, in biochemistry and molecular biology; an MPH in epidemiology and biostatistics from Loma Linda University; a bachelor's degree in emergency medical care from Loma Linda University; and an associate's degree in respiratory therapy from Victor Valley College.

Course Disclosures

• 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.

About Course #V7265

Release Date: September 27, 2016

Expiration Date: October 1, 2019

VIDEO COURSE - Led by Dr. Sunil Joshi at the Association of Asthma Educators Conference in August of 2016, this presentation educates respiratory therapists and other health care professionals working with asthmatic patients on the topic of stepping down medication. When to step down, reasons why to step down, and reasons why not to step down are covered. Also addressed is how to step down as well as the controversies surrounding this complex topic without any single "one-size-fits-all" approach.

This course resulted from a creative partnership between the Association of Asthma Educators and Western Schools. Dr. Joshi made his presentation on August 5, 2016, at the Association of Asthma Educators 2016 Annual Conference in Jacksonville, Florida.

Course Objectives

• List the types of step-down therapy available for patients with controlled asthma.
• Describe the general guidelines for step-down therapy.

About the Author(s)

Sunil Joshi, MD, FACAAI, has been a physician at Family Allergy and Asthma Consultants in Jacksonville, Florida, since 2004 and became a partner in 2006. He is active in the medical community, serving as editor-in-chief of Northeast Florida Medicine, president of the Duval County Medical Society, co-chairman of the Mission One Million project to encourage residents of the Northeast Florida area to collectively lose one million pounds over the next few years, and past president of the Florida Allergy, Asthma and Immunology Society. He also serves on the board of directors for the Florida Chapter of the American Lung Association. Dr. Joshi received his Allergy/Immunology fellowship training at the University of Rochester in New York. He is dedicated to treating patients with allergic disorders and believes that education concerning these disease processes can bring better care to the public.

Course Disclosures

• 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.

About Course #V7266

Release Date: September 30, 2016

Expiration Date: October 1, 2019

VIDEO COURSE - Led by Dr. Xan Nowakowski at the Association of Asthma Educators Conference in August of 2016, this interactive presentation educates respiratory therapists and other health professionals working with asthma patients on the topic of quality improvement (QI) relating specifically to asthma. By engaging the audience to talk about what they have done to improve the quality of care or access to care for people with asthma, concrete ideas emerge. Learning from and building upon real world successes from other health care providers promotes idea sharing of how to implement more integrative, coordinated, community-engaged approaches to care reform.

This course resulted from a creative partnership between the Association of Asthma Educators and Western Schools. Dr. Nowakowski made her presentation on August 7, 2016, at the Association of Asthma Educators 2016 Annual Conference in Jacksonville, Florida.

Course Objectives

• Describe how different types of healthcare professionals provide and sustain quality asthma care.
• Identify opportunities for diverse healthcare professionals to make an impact on asthma care quality improvement.
• Formulate appropriate strategies for engaging healthcare professionals in asthma quality improvement evaluation and implementation.

Video production: Ed Roy Media (Jacksonville, Florida)

About the Author(s)

Alexandra "Xan" Nowakowski, PhD, MPH, is a medical sociologist and public health program evaluator who uses her own experiences of living with chronic lung disease to promote asthma management quality and equity in Florida and across the United States. She is currently on the faculty in medicine and sociology at Florida State University. Her work in asthma care quality improvement emphasizes team collaboration, patient engagement, mixed methods, and community empowerment.

Dr. Nowakowski holds PhD and MS degrees in medical sociology from Florida State University, as well as an MPH in health systems and policy from Rutgers University. Her interest in evidence-based asthma management and patient empowerment results from having lived with chronic autoimmune disease since birth, including asthmatic conditions and other mucous membrane disorders. She finds fulfillment in helping her peers achieve the best health and quality of life possible.

Course Disclosures

• 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.

About Course #V7311

Release Date: April 23, 2018

Expiration Date: April 23, 2021

Pulmonary Rehabilitation is a continuing education course designed to provide current information on COPD patients and pulmonary rehabilitation. Key topics in this course include: goals of pulmonary rehabilitation, pulmonary rehabilitation program and setting, admission criteria, initial patient evaluation, exercise testing, 6-minute walk test, breathing techniques and chest physical therapy, psychosocial measures, nutritional interventions, collaborative self-management and patient centered, cross-continuum disease management. Pre- and post tests are provided for outcome assessment. A list of current references is available for further reading.

Course Objectives

• Define pulmonary rehabilitation.
• Describe the benefits of pulmonary rehabilitation.
• Describe the various settings and healthcare staff at pulmonary rehabilitation programs.
• Outline the initial assessment of a candidate for pulmonary rehabilitation.
• Identify the components of a pulmonary rehabilitation program.
• Describe the collaborative self-management skills offered during a pulmonary rehabilitation program.

About the Author(s)

David Chang, EdD, RRT-NPS, is a professor of cardiorespiratory care at the University of South Alabama, Mobile. He has served on many committees and in many capacities at the American Association for Respiratory Care, National Board for Respiratory Care, and Commission on Accreditation for Respiratory Care. Dr. Chang's special interest is research and mechanical ventilation. He has published five textbooks and developed an open-source website (http://rtexam.com/) for students and practitioners. In his spare time, Dr. Chang conducts training sessions for students and educators at the state, national, and international levels.

Eileen S. O'Neill, PhD, RN, is professor emeritus at the College of Nursing at the University of Massachusetts, Dartmouth. Her areas of expertise are pathophysiology advanced practice nursing and nursing inquiry. Her clinical practice area is care of the adult patient. Dr. O'Neill's research program centers on clinical and patient decision making, including the role of technology in improving patient care. She has been published in several leading nursing journals.

Course Disclosures

• 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.

About Course #V7275

Release Date: June 29, 2017

Expiration Date: June 29, 2020

Pulmonary function evaluations benefit many types of patients. Pulmonary disease may frequently be detected by testing years before the onset of signs or symptoms. The early detection of pulmonary disease can be a strong influence in a patient's decision to quit smoking, which reduces the risk of both cardiovascular disease and worsening pulmonary disease. Comparing tests helps the physician determine whether a specific therapeutic regimen is beneficial. Shortness of breath is a common complaint among patients, and pulmonary function tests can help differentiate between cardiac and pulmonary causes. Pulmonary function tests that are performed before a planned surgery help reduce the incidence of postoperative pulmonary complications by identifying patients at increased risk. Finally, patients who report that their ability to work is limited by shortness of breath can be objectively evaluated with pulmonary function tests; the results are sometimes used to document disability in insurance claims.

It is not uncommon to see previous pulmonary function tests recorded in the medical records of patients who are admitted to hospitals. A quick review of those test results may be instrumental in making decisions about current treatment. This course describes the traditional lung function tests - spirometry, lung volumes and capacities; as well as special tests to measure peak flow, lung diffusion, and bronchodilator responses - that respiratory therapists should be familiar with, even if they do not work in a pulmonary function laboratory. In addition, a brief discussion of what may cause abnormal test results is included.

Course Objectives

• Describe the primary indications for pulmonary function tests, and the measurements and standards used to perform them.
• Differentiate lung volumes and lung capacities.
• Describe spirometry, the equipment used in spirometry, and spirometry tests and results.
• Summarize the special procedures used in pulmonary function testing and when they are used.
• Describe miscellaneous pulmonary mechanics.
• Draw a normal flow volume loop.
• Explain how pulmonary function test results are used to identify obstructive and restrictive patterns, and to name the GOLD classifications.

About the Author(s)

Lisa Conry, MA, RRT, is a registered respiratory therapist with 38 years of experience in the field. For the past 25 years she has been a respiratory care educator. She has a bachelor of general studies degree from Capital University in Columbus, Ohio, and a master of arts degree from the Ohio State University. She obtained her registry by attending the Advanced Practitioner Program at the University of Chicago Hospitals and Clinics. She has reviewed numerous publications and authored several modules for an online respiratory care program developed by Jones and Bartlett Learning.

Course Disclosures

• 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.

About Course #V7289

Release Date: January 19, 2018

Expiration Date: January 19, 2021

This intermediate-level course provides advanced respiratory care practitioners with up-to-date continuing education on the pathophysiologic processes, clinical findings, diagnoses, etiologic factors, and current trends in the management of pulmonary edema.

Course Objectives

• Describe the basic anatomy and physiology of the alveolar/capillary membrane and fluid transudation.
• Describe basic pathophysiological mechanisms that cause pulmonary edema.
• Identify specific examples of disorders leading to noncardiogenic pulmonary edema, their common clinical presentation, and possible interventions.
• Discuss alterations in basic heart physiology that may cause cardiogenic pulmonary edema.
• Summarize the diagnostic studies used to confirm pulmonary edema and current trends in treatment strategies.

About the Author(s)

Traci Marin, PhD, MPH, RRT, RPGST, is an associate research professor and program director in the Department of Cardiopulmonary Sciences, Schools of Allied Health and Medicine, at Loma Linda University and program director of doctoral studies in health sciences at Trident University. She is also an adjunct researcher and advisor in the Department of Medicine at the University of California, San Diego, as well as the founder of Tranquility Community Health.

Amber Melendez, RCP, RRT, is currently working as a respiratory therapist for the Hesperia Unified School District, providing care to medically fragile students. She received her respiratory therapy education at Victor Valley College and has gained clinical experience in the areas of trauma, hyperbaric therapy, and emergency and intensive care.

Course Disclosures

• 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.

About Course #V7284

Release Date: July 18, 2017

Expiration Date: July 18, 2020

This basic-level course provides respiratory therapists with a review of the concepts and principles of anatomy and physiology that apply to clinical practice. This course reviews the structure (anatomy) and function (physiology) of the respiratory system. Structure is covered beginning with a description of the thoracic cage and thoracic cavity, followed by a discussion of lung structures. A description of the airways, alveoli, and the alveolar-capillary membrane is then provided. Physiology related to the pulmonary system is then described. The process of bulk air movement and lung volumes and lung capacities are discussed. Dead space, defenses of the lung, alveolar stability and expansion, and diffusion are also presented. The course concludes with a description of O2 transport, CO2 transport, and neural control of the lungs.

Course Objectives

• Describe the anatomy of the upper and lower airways.
• Define the various cell types that make up the lower airway and alveoli.
• List the components of the alveolar-capillary membrane.
• Describe pulmonary circulation.
• Relate how air movement is accomplished.
• Identify and calculate the normal lung volumes, capacities, flows, and dead space volumes.
• Discuss the protection and defenses of the lung.
• Explain the role of pulmonary surfactant as it pertains to alveolar stability and expansion.
• Describe the factors affecting the diffusion of gas between alveoli and blood.
• Describe how oxygen and carbon dioxide are transported in the body.
• Outline the neural control of the respiratory system.

About the Author(s)

William Wojciechowski, MS, RRT, NPS, has served as Chair and Associate professor in the baccalaureate degree respiratory therapy program at the University of South Alabama since 1979. Previously he served as Program Director at the University of Chicago Hospitals and Clinics from 1975 to 1979.

Course Disclosures

• 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.

About Course #V7313

Release Date: June 18, 2018

Expiration Date: June 18, 2021

Respiratory therapists are responsible for the assessment and treatment of all cardiopulmonary patients. The purpose of this course is to present the concepts and issues related to patient safety and medical errors, as well as to explore the changes that are necessary for the development of a culture of safety. The National Board for Respiratory Care (NBRC) assesses the respiratory therapist's knowledge of nationally recognized patient safety concepts as part of the credentialing exams. Upon completion of this course, the participants will demonstrate an increased level of knowledge surrounding patient safety and medical errors, providing applicable knowledge to the clinical setting.

Florida - Fulfills your medical error prevention requirement.

New Jersey - Fulfills your patient safety / medical errors requirement.

Pennsylvania - Fulfills your patient safety requirement.

Tennessee - Fulfills your patient safety requirement.

Course Objectives

• Define medical errors.
• List the causes of medical errors.
• Give at least two examples of medical errors.
• Describe the process for reducing the occurrence of medical errors.
• List at least one method for preventing medical errors and/or promoting patient safety.

About the Author(s)

William Pruitt, RRT, CPFT, AE-C, FAARC, is a respiratory therapist with more than 30 years of experience. He has been director of clinical education in the University of South Alabama's Cardiorespiratory Sciences department for the past several years. Previously he was a senior instructor in the same department for 16 years. As an educator, Mr. Pruitt teaches about patient safety and the reduction of medical errors as part of all aspects of his courses. As a manager in respiratory therapy, he worked to improve safety and reduce errors. As an author, he has written several articles covering such topics as risk, error, outcome, and safety.

Course Disclosures

• 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.

About Course #V7273

Release Date: October 20, 2017

Expiration Date: October 20, 2020

This intermediate-level course offers respiratory therapists and other healthcare providers a review of detailed arterial blood gas (ABG) interpretation and various physiological processes essential for acid-base regulation including basic chemistry, lung function, hemodynamics and renal function.

Course Objectives

• Relate the role of oxygen to the physiology of metabolism and acid-base balance.
• Interpret arterial blood gas data using calculations to predict compensatory response.
• Discuss respiratory center anatomy and the regulation of ventilatory pattern generation and explain physical principles that govern ventilation.
• Identify the determinants of oxygen and carbon dioxide exchange, transport, and delivery.
• Recognize the determinants of cardiac output and blood pressure regulation.
• Discuss renal regulation of acid-base balance.

About the Author(s)

Traci Marin, PhD, MPH, RRT, RPGST, is an associate research professor and program director in the Department of Cardiopulmonary Sciences, Schools of Allied Health and Medicine, at Loma Linda University and program director of doctoral studies in health sciences at Trident University. She is also an adjunct researcher and advisor in the Department of Medicine at the University of California, San Diego, as well as the founder of Tranquility Community Health.

Beth Eliot, MS, RRT-NPS, is an independent facilitator for patient advocacy for the underprivileged in her immediate community. She received a master's degree from Georgetown University in biohazardous agents and emerging infectious diseases, a bachelor's degree in emergency medical care from Loma Linda University, and an associate's degree in respiratory therapy from Victor Valley College.

Amber Melendez, RCP, RRT, is currently working as a respiratory therapist for the Hesperia Unified School District, providing care to medically fragile students. She received her respiratory therapy education at Victor Valley College and has gained clinical experience in the areas of trauma, hyperbaric therapy, and emergency and intensive care.

Course Disclosures

• 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.

About Course #V7302

Release Date: April 23, 2018

Expiration Date: April 23, 2021

This intermediate level course offers respiratory therapists an overview of current polysomnography scoring guidelines as they relate to common sleep disorders. The basic anatomy and physiology of sleep as well as pathophysiology and intervention of sleep disorders are also discussed.

Course Objectives

• Discuss the purpose and stages of sleep.
• Identify common sleep disorders.
• Explain the symptoms of obstructive sleep apnea.
• Describe the process of diagnosing obstructive sleep apnea.
• Define the diagnostic criteria for obstructive sleep apnea.
• Describe the treatments for obstructive sleep apnea.

About the Author(s)

Jarrod Rowe, RPSGT, RST, is the technical director of the A-STEP Program for the Athens Sleep and Wellness Center, Athens, Georgia. Mr. Rowe is a registered polysomnographic technologist (RPSGT) and a registered sleep technologist (RST). He has worked in sleep medicine as a polysomnographic technologist since 2008. Mr. Rowe is the codirector of the Sleep Health Conference Series and was a presenter at the Georgia Association of Sleep Professionals conference in 2013. He has served on the board of directors for the Georgia Association of Sleep Professionals as a technical member and treasurer.

Indah Sari, MD, RPSGT, graduated from the faculty of medicine at Trisakti University, Jakarta, Indonesia, in 2007 as a medical doctor. Dr. Sari is certified by the board of registered polysomnographic technologists (BRPT) as a registered polysomnographic technologist (RPSGT).

Course Disclosures

• 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.

About Course #V7270

Release Date: April 20, 2017

Expiration Date: April 20, 2020

The use of e-cigarettes (also broadly called "electronic nicotine delivery systems" or "electronic smoking devices") is a new tobacco consumption phenomenon in the United States, China, and many other countries. There are numerous economic, social, physiologic, medical, legal, and political issues on the production, marketing, sale, use, and regulation of e-cigarettes. There are also many questions regarding their safety and long-term health effects. For healthcare providers, a basic knowledge of e-cigarettes is needed so that accurate and up-to-date scientific information can be provided to patients.

This intermediate-level course begins with a history of tobacco, its availability, and the health effects of tobacco products, then progresses to a detailed discussion on the key aspects of e-cigarettes. The main goal of this course is to provide factual information on tobacco as well as the development, features, use, and positive and negative health effects of e-cigarettes. At the end of this course, clinicians will be able to compare the harms and benefits of tobacco cigarettes and e-cigarettes.

Course Objectives

• Describe the history of smoking tobacco and smokeless tobacco products, including the types, compositions, healthcare costs, and health effects.
• Describe the development, component parts, and contents of e-cigarettes.
• Explain the sales and marketing strategies of e-cigarette manufacturers in the United States.
• Identify research studies from national health organizations on the use and safety of e-cigarettes.
• Compare the advantages and disadvantages of e-cigarette use.
• Describe various case examples from federal and state organizations that illustrate the safety, harms, and benefits of e-cigarettes.
• Identify federal, state, and local regulations and restrictions of e-cigarette sales, access, and use.
• Describe the future of the tobacco industry, including new technologies for e-cigarettes.

About the Author(s)

David W. Chang, EdD, RRT, CTTS, is a professor of cardio-respiratory care at the University of South Alabama and a certified tobacco treatment specialist. He has served on many committees and in many capacities at the American Association for Respiratory Care, the National Board for Respiratory Care, and the Commission on Accreditation for Respiratory Care. Dr. Chang's special interests are in research and mechanical ventilation. In his spare time, Dr. Chang conducts an ongoing smoking cessation program at Victory Health Partners, which is a community health clinic for uninsured adults.

Course Disclosures

• 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
• Georgianna Sergakis has disclosed that she receives educational grants from Pfizer, Actelion, Teleflex, and Ikaria to support the CCRC conference, and Independent Grants for Learning and Change (Pfizer) to develop the Clinician Training for Tobacco Dependence with the AARC. She has confirmed that this course is current, evidence-based, and without bias.

About Course #V7282

Release Date: May 24, 2018

Expiration Date: May 24, 2021

This advanced-level course is designed for the respiratory therapist with a desire to learn more about the development of the fetus, changes that occur during or shortly after birth, and how to assess and treat the newborn. This course starts with the development of the lungs, discussing the stages of development and lung growth, fetal lung fluid, and, of vital importance, surfactant. Lung development and fetal circulation are also covered. Fetal circulation is unique, with three shunts to aid in fetal development. During and shortly after delivery, many changes must occur to allow the neonate to smoothly transition to the outside world. It is important to know whether the fetus or mother is at risk for developing problems after birth in order to anticipate such issues.

Course Objectives

• Discuss the five stages of lung development and fetal circulation.
• Explain the purpose of fetal lung fluid and fetal breathing.
• Describe the role of surfactant in lung mechanics and how to test for lung maturity.
• Describe the fetal circulatory pathway and the basic anatomical differences between the adult and the neonate pulmonary and circulatory systems.
• Describe different assessments of fetal growth and development.
• Describe the processes during labor and delivery and for the newborn to transition to extrauterine life.
• Explain the basic equipment needs and assessments for the delivery of the high-risk infant.

About the Author(s)

Jean Newberry, MEd, RRT-NPS, received a bachelor of science degree from the State University of New York at Binghamton in biology. She continued her education at the State University of New York at Stony Brook, where she trained as a respiratory therapist, earning a second bachelor of science degree in cardiorespiratory sciences. After graduation, she obtained a full-time staff therapist position at a local community hospital. Working at this facility for 10 years, Jean gained experience from this progressive respiratory department, covering the trauma, adult care, pediatrics, and neonatal care areas. The hospital provided Level II NICU care to patients. While working there, Jean earned her NPS credential.

Course Disclosures

• 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.

About Course #V7309

Release Date: April 10, 2018

Expiration Date: April 10, 2021

This course presents an overview of lung cancer and updated information for respiratory therapists who work with people at risk for or those diagnosed with lung cancer. In addition, because lung cancer can be a chronic illness, many lung cancer survivors continue to need health care. Lung cancer research continues to focus on prevention, early screening methods, and more effective targeted treatments to improve outcomes and decrease the adverse effects of treatments. Rapid changes in cancer care make it imperative to have current information about prevention, detection, diagnosis, and treatment. Oncology-related resources for patients, families, and clinicians are also included.

Course Objectives

• Describe the epidemiological trends for lung cancer in the United States.
• Identify risk factors associated with lung cancer development.
• Describe the development and clinical manifestations and components of diagnostic evaluation for lung cancer.
• Discuss the current treatment options for non-small cell lung cancer (NSCLC) and small cell lung cancer (SCLC) and management strategies to alleviate the common symptoms of lung cancer.
• Identify measures to provide psychosocial support to the patient and family and promote lung cancer prevention.

About the Author(s)

Traci Marin, PhD, MPH, RRT, RPGST, is an associate research professor and program director in the Department of Cardiopulmonary Sciences, Schools of Allied Health and Medicine, at Loma Linda University. She is also an adjunct researcher and advisor in the Department of Medicine at the University of California, San Diego, as well as the founder of Tranquility Community Health. Dr. Marin received a PhD in biochemistry and molecular biology from the University of California, Riverside; an MPH in epidemiology and biostatistics from Loma Linda University; a bachelor's degree in emergency medical care from Loma Linda University; and an associate's degree in respiratory therapy from Victor Valley College.

Course Disclosures

• 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.

About Course #V7235

Expiration Date: October 15, 2019

This course educates respiratory therapists and other health professionals on antibiotic-resistant staphylococci, particularly methicillin-resistant staph (upwards of 25% of nosocomial isolates of Staphylococcus aureus are methicillin resistant). Transmission strains, and the clinical features of diseases caused by these pathogens are covered as well as antibiotic properties, testing, therapy for infection, prevention, and control.

Course Objectives

• Briefly discuss basic aspects of epidemiology.
• Describe the general characteristics and pathogens of members of the genus Staphylococcus.
• Select ways Staphylococcus aureus strains can be identified and distinguish properties of small colony variants.
• Identify the clinical microbiology specifications of the genus Staphylococcus.
• List the general means of transmission for Staphylococcus aureus and other species of the genus.
• Briefly discuss Staphylococcus aureus and associated diseases.
• Identify laboratory techniques for determining strains of Staphylococcus and other species of the genus.
• Describe the general properties of antibiotics, such as the penicillins, and the properties of antibiotic-resistant staphylococci.
• Discuss the means of transmission of antibiotic-resistant staphylococci and the nature of antibiotic resistance.
• Briefly discuss approaches for the prevention and control of infections caused by antibiotic-resistant staphylococci.
• List the risk factors for infection with methicillin-resistant Staphylococcus aureus and community-acquired methicillin-resistant Staphylococcus aureus, as well as the risk factors for infection with vancomycin-resistant Staphylococcus aureus.

About the Author(s)

George A. Wistreich, PhD, F(AAM), was a professor of life sciences and the former chair of life sciences and director of allied health sciences at East Los Angeles College, where he taught for more than 35 years. He has authored and coauthored more than 65 texts, laboratory manuals, study guides, and instructor's manuals in the areas of anatomy, microbiology, physiology, sexually transmitted diseases, and medical terminology.

Traci Marin, PhD, MPH, RRT, RPGST, is an assistant research professor, program director, and professor for the Department of Cardiopulmonary Sciences, Schools of Allied Health and Medicine at Loma Linda University. She is also an adjunct researcher and advisor at the Department of Medicine, at Dr. John Shyy's laboratory at the University of California, San Diego, as well as the founder of Tranquility Community Health. Dr. Marin received a PhD from the University of California, Riverside, in biochemistry and molecular biology; an MPH in epidemiology and biostatistics from Loma Linda University; a bachelor's degree in emergency medical care from Loma Linda University; and an associate's degree in respiratory therapy from Victor Valley College.

Course Disclosures

• 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.

About Course #V7264

Release Date: September 30, 2016

Expiration Date: October 1, 2019

VIDEO COURSE - This course highlights the best in asthma research scholarship, featuring: an award-winning regional asthma management program; a program funded by the American Lung Association focusing on asthma and weight management intervention for overweight and obese children with asthma and their guardian(s); and a lively, evidence-based online asthma education program. The leader of each initiative, ranging from a respiratory therapist to a pediatric psychologist, walks you through their research and findings in this group presentation.

This course is the result of a creative partnership between the Association of Asthma Educators and Western Schools. This presentation took place on August 6, 2016, at the Association of Asthma Educators 2016 Annual Conference in Jacksonville, Florida.

Course Objectives

• Describe the population served by the Asthma Disease Management Program.
• Describe different methods to manage weight for patients with asthma.
• Explain the relationship between smoking cessation and behavioral change.

Video Production: Ed Roy Media (Jacksonville, Florida)

About the Author(s)

Melinda Shuler, BSBA, RRT, RCP, NDC, HHS, AE-C, serves as the regional clinical supervisor of the Regional Asthma Disease Management Program of Mission Children's Hospital, in Asheville, North Carolina. This program is recognized as a National Asthma Demonstration Site by the National Heart, Lung, and Blood Institute of the National Institutes of Health.

David Fedele, PhD, is an assistant professor in the Department of Clinical and Health Psychology at the University of Florida. Dr. Fedele's professional training is in clinical psychology, with an emphasis in pediatric psychology. He earned his doctoral degree in clinical psychology from Oklahoma State University, and completed his pre-doctoral internship training as a pediatric psychology resident at the Alpert Medical School of Brown University.

Stuart Tousman, PhD, is a professor of health psychology at Jefferson College of Health Sciences in Roanoke, Virginia, where he has taught courses in research methods, statistics, and behavior change and currently teaches learning and memory. His research is in asthma self-management. Dr. Tousman is also the president of the Virginia Asthma Coalition and an active member of the Greater Roanoke Valley Asthma and Air Quality Coalition.

Lisa Johnson, RRT, RCP, BAS, AE-C, is a health sciences instructor at Greene County Public Schools. Over the past several years, she has assisted with a research project, the Eastern Carolina Asthma Prevention Program (ECAPP), that provides home-based visits that target environmental triggers in the homes of children with asthma.

Course Disclosures

• 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.
• Dr. Fedele has disclosed that he has received grant funding from the National Institutes of Health and the American Lung Association. The peer reviewer has confirmed that this presentation is current, evidence-based practice, and without bias.
• All other 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.

About Course #V7287

Release Date: January 10, 2018

Expiration Date: January 10, 2021

This intermediate course is designed for respiratory therapists who may encounter infectious diseases related to domestic and international travel. It begins with a discussion of human migration and the spread of diseases, including contributing factors to the spread of infectious diseases. The course then focuses on specific bacterial, viral, fungal, helminth, and other types of infections and diseases, including causes, transmission, clinical features, diagnosis, treatment, prevention, and control that may affect travelers.

Course Objectives

• Explain the contributing factors to the spread of infectious diseases related to travel, natural disasters, and zoonoses.
• Identify the cause, epidemiology, transmission, pathogenesis, clinical manifestations, treatment, and approaches to prevention and control of bacterial diseases.
• Identify the cause, epidemiology, transmission, pathogenesis, clinical manifestations, treatment, and approaches to prevention and control of helminthic infections.
• Discuss the cause, epidemiology, transmission, pathogenesis, clinical manifestations, treatment, and approaches to prevention and control of protozoan pathogens.
• Discuss the cause, epidemiology, transmission, pathogenesis, clinical manifestations, treatment, and approaches to prevention and control of viral pathogens.
• Discuss the cause, epidemiology, transmission, pathogenesis, clinical manifestations, treatment, and approaches to prevention and control of fungal pathogens.

About the Author(s)

Aimee D. Green, MAOM, BA, RRT, RCP, has more than 15 years of clinical experience with respiratory patients. She is currently the director of clinical education and a respiratory care instructor at Missouri State University in West Plains. Aimee has an associate of applied science degree in respiratory therapy from Sanford-Brown College in Kansas City, Missouri, a bachelor of arts degree in healthcare management from Ottawa University in Ottawa, Kansas, and a master of arts degree in organizational management from the University of Phoenix.

Course Disclosures

• 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.

About Course #V7320

Release Date: February 28, 2018

Expiration Date: February 28, 2021

Audio Book Available | This intermediate level course for healthcare professionals is an introduction into the complex crime of human trafficking, with a focus on sex and labor trafficking and the common symptoms and conditions that occur in trafficked persons. The course provides insights into the facts surrounding human trafficking and relevant health risks for the trafficked person.

Michigan - Fulfills your one-time only human trafficking training requirement.

Note: Access to the supplemental audio book will be provided after purchase.

Course Objectives

• Describe human trafficking, including the types of trafficking and those populations most vulnerable to trafficking.
• Identify potential trafficked persons using clinical signs and screening tools.
• Describe components and implementation of trauma-informed care.
• Review appropriate national organizations and local resources when intervening in human trafficking cases.

About the Author

Hanni Stoklosa, MD, MPH, is an emergency physician at Brigham and Women's Hospital, faculty at Harvard Medical School, and a Human Trafficking and Forced Labor fellow at the T.H. Chan School of Public Health FXB Center for Health and Human Rights at Harvard University in Boston. She is an Institute of Medicine, American Board of Emergency Medicine fellow in health sciences policy and cofounder of HEAL (Health, Education, Advocacy, Linkages) Trafficking, an international network of professionals combating human trafficking from a public health perspective. Through her work, she seeks to advance research and policy on the health needs of human trafficking victims globally and locally.

Course Disclosures

• 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.

About Course #V7291

Release Date: February 9, 2018

Expiration Date: February 9, 2021

This intermediate-level course is intended for respiratory therapists, nurses, and physicians. The purpose of this course is to introduce the basic principles behind the use of high-frequency ventilation to achieve optimal ventilation and oxygenation in the neonate. The major classifications of high-frequency ventilation (HFV) are discussed along with indications, advantages, disadvantages, and potential hazards associated with its application. Specific HFV strategies for various disease processes are presented, and the course follows with a case study to help bring the information together. This course is useful for clinicians interested in gaining foundational and updated knowledge about HFV use in the neonate.

Course Objectives

• Describe the general physical concepts and theories of high-frequency and oscillatory ventilation.
• Identify the various types of high-frequency ventilation.
• List the indications for and potential complications of high-frequency and oscillatory ventilation.
• Identify the advantages and disadvantages of high-frequency and oscillatory ventilation.
• Describe the application and management strategies for high-frequency and oscillatory ventilation.
• Describe assessment requirements and general care points concerning a neonate during high-frequency and oscillatory ventilation.

About the Author(s)

Traci Marin, PhD, MPH, RRT, RPGST, is an associate research professor and program director in the Department of Cardiopulmonary Sciences, Schools of Allied Health and Medicine, at Loma Linda University and program director of doctoral studies in health sciences at Trident University. She is also an adjunct researcher and advisor in the Department of Medicine at the University of California, San Diego, as well as the founder of Tranquility Community Health in Colton, California. Dr. Marin received a PhD in biochemistry and molecular biology from the University of California, Riverside; an MPH in epidemiology and biostatistics from Loma Linda University; a bachelor's degree in emergency medical care from Loma Linda University; and an associate's degree in respiratory therapy from Victor Valley College.

Course Disclosures

• 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

About Course #V7281

Release Date: September 5, 2017

Expiration Date: September 5, 2020

This course provides a comprehensive coverage of scientific and clinical evidence for successful weaning from mechanical ventilation for respiratory therapists. Major topics in this course include: indications for mechanical ventilation, factors affecting readiness for weaning, clinical considerations, criteria for weaning and discontinuance, monitoring parameters and adverse reactions, progressive withdrawal of mechanical ventilation, and spontaneous breathing trial (SBT), SBT procedures and SBT failure. Clinical practice exercise with discussion are also included at the end of this course. Pre-test and post-test questions are used to assess learning outcomes. A list of references is provided as a guide for additional reading.

Course Objectives

• List the indications for mechanical ventilation.
• Describe the factors affecting the readiness for weaning from mechanical ventilation.
• Describe the criteria and thresholds for weaning from mechanical ventilation.
• Describe the criteria and thresholds for discontinuance from mechanical ventilation, including the calculation and interpretation of the rapid shallow breathing index.
• Describe the ventilator mode for progressive withdrawal of mechanical ventilation.
• Outline the procedure for spontaneous breathing trial.

About the Author(s)

David W. Chang, EdD, RRT, CTTS, is a professor of cardio-respiratory care at the University of South Alabama and a certified tobacco treatment specialist. He has served on many committees and in many capacities at the American Association for Respiratory Care, the National Board for respiratory Care, and the Commission on Accreditation for Respiratory Care. Dr. Chang's special interests are in research and mechanical ventilation. He has published five textbooks and developed an open source website, rtexam.com, for students and practitioners. In his spare time, Dr. Chang conducts an ongoing smoking cessation program at Victory Health Partners, which is a community health clinic for uninsured adults.

Course Disclosures

• 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.

About Course #V7318

Release Date: February 9, 2018

The number of older adults (age 65 and older) living in the United States is growing rapidly. Almost 60 million older adults were living in the United States in 2016. This number is projected to rise to over 72 million by 2030, when approximately one in five U.S. residents will be age 65 or older. The rapid growth of the older population results from multiple factors including medical advances, life-prolonging technologies, and the aging of the Baby Boom generation (whose members began turning 65 years old in 2011).

In coming years, healthcare professionals will face this aging of the population, along with the accompanying health and economic challenges. The purpose of this course is to highlight ethical issues that may confront respiratory care therapists and other healthcare professionals working with older adults and their families as these individuals near the end of life. Many of these issues are related to advances in medical technologies that have occurred over the past several decades (and that continue to be developed) and have led to increasingly complex choices. The course will provide background on ethical frameworks and principles used in healthcare settings for guidance in resolving ethical problems. This course will also identify major ethical issues concerning older adults and healthcare decisions and provide a model for addressing ethical dilemmas in healthcare settings.

Course Objectives

• Identify frameworks and principles commonly used in healthcare settings for resolving ethical problems.
• Recognize the steps used in resolving ethical dilemmas.
• Distinguish between capacity and competence.
• Describe the concept of advance care planning.
• Identify the hierarchy used in surrogate decision making.
• Recognize ethical concerns that commonly arise related to the use of medical technologies.

About the Author(s)

Sherry M. Cummings, PhD, MSW, MA, is an associate dean and professor at the University of Tennessee College of Social Work in Nashville, where she has served on the faculty since 1998. Dr. Cummings holds a doctorate in social work from the University of Georgia, Athens, a master's degree in social work from the University of Maryland, Baltimore, and a master's degree in theology from Villanova University, Philadelphia.

Tennyson Dodd, BS, MTHS, is a graduate of Lipscomb University and Vanderbilt University's Divinity School, both in Nashville. At Vanderbilt, he earned a master's degree in theological studies. He is currently pursuing his master's of science degree in social work at the University of Tennessee in Nashville. During his time at the University of Tennessee, Mr. Dodd has provided psychotherapy services to children in Nashville's public school system and to students, faculty, and staff at a local university. Mr. Dodd also serves as a research assistant on issues of aging and mental health, housing, and refugees/immigrants.

Course Disclosures

• 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.

About Course #V7304

Release Date: February 28, 2018

Expiration Date: February 28, 2021

Audio Book Available | This advanced level course covers the essential ethical principles for respiratory therapists and other healthcare providers. The contents of this course include many ethical issues that respiratory therapists and others may encounter in patient care settings. Additional contents include discussions on professional moral dilemmas, ethical theories (e.g., utilitarianism, deontologic ethics (Kantianism), social contract theory, virtue ethics). Examples are used to illustrate principles that guide ethical decision making. Case studies are used throughout this course to reinforce understanding and learning of the essential ethical principles.

Note: Access to the supplemental audio book will be provided after purchase.

California RTs - This course is not approved to fulfill your law and ethics requirement.

New Jersey, Nevada, Ohio and Tennessee RTs - This course fulfills your ethics requirement.

Course Objectives

• Describe the study of ethics and the main differences across various schools of ethical theories.
• Recognize the principles that guide ethical decision making in the health professions as listed in the American Association for Respiratory Care Statement of Ethics and Professional Conduct.
• Explain the ethical decision-making process within the professional healthcare setting.
• Discuss approaches to clinical decision making using the SOAP method.
• Describe professional codes of ethics and the legal implications and repercussions within the guiding rulings of health professions.

About the Author

Julio F. Turrens, PhD, is professor emeritus of biomedical sciences in the Pat Capps Covey College of Allied Health Professions at the University of South Alabama in Mobile. He received his doctorate degree in chemistry (biochemistry) from the University of Buenos Aires, Argentina. In addition to his career in basic research, he has taught several courses in the areas of bioethics and responsible conduct of research to both undergraduate and graduate students. He designed the senior-level bioethics course, issues in biomedical sciences, that covers various topics ranging from ethics in society, science, and research integrity.

Course Disclosures

• 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.

About Course #V7295

Release Date: August 17, 2017

Expiration Date: August 17, 2020

Introducing the concept of creating a healthcare facilities disaster-planning guide initially may raise eyebrows, because society assumes that every facility is already prepared for anything. Both state and federal agencies have pushed, nudged, and offered resources to facilities to "get prepared," yet the reality is that most facilities have only a basic emergency preparedness plan, preparing for a specific type of regional disaster based on their best guess of which event will occur. Although it is true that the facility cannot fully prepare for everything, these basic plans are "off-the-shelf" plans designed to be implemented in response to predefined specific events and lack the needed flexibility to be readily adapted to unexpected disasters.

This intermediate-level course is intended for healthcare professionals, emergency management, and administrators. The information in this course outlines the initial plans to address a multitude of possible variations of disaster. After completing this course, healthcare professionals will have the basic information they need to develop an effective plan for a potential disaster or mass casualty incident. The plan will reflect the facility's ability to adapt to critical environmental and organizational needs and risks.

Course Objectives

• Describe the core mandate a facility should establish in the event of a disaster or mass casualty incident (MCI).
• Define disasters and mass casualty incidents, and the risk assessment involved in developing an emergency response plan.
• Describe the clinical application of three triage systems, START, SALT, and SOFA.
• Detail the stepwise approach for establishing effective responses for Level 1, 2, and 3 disasters, and the thresholds for each.
• Describe a resource survey to determine the availability of resources, what will be needed, and what can be obtained.
• Detail the five layers of protection in a facility security response plan.
• Describe the considerations involved in an emergency response evacuation plan and relocation to austere sites.
• Describe recovery planning when returning to normal operations after a disaster or mass casualty incident is over.

About the Author(s)

Dave E. Swift, RRT, has been a registered respiratory therapist since 1983. In 1999, Mr. Swift was tasked with facilitating Ottawa Hospital's preparation for Y2K. Taking an active interest in emergency preparedness, he began his training in disaster and emergency preparedness. In 2007, Mr. Swift became the subject matter expert and respiratory therapy team lead for the National Office of the Healthcare Emergency Response Team (NOHERT), a Canadian federal team for Health Canada. His instruction included chemical, biological, radiation, and nuclear (CBRN) train-the-trainer (provided by the Canadian Security and Intelligence Agency and the U.S. Army Medical Command, Dietrich, Maryland), emergency response in austere locations, and disaster management and planning.

Course Disclosures

• 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.

About Course #V7263

Release Date: September 30, 2016

Expiration Date: October 1, 2019

VIDEO COURSE - Led by Dr. Kathryn Blake at the Association of Asthma Educators Conference in August of 2016, this video presentation keeps respiratory therapists and other health care professionals working with asthmatic patients on the cutting-edge of research by explaining the current controversies in asthma care. Stepping down therapy in well-controlled patients on ICS + LABA; using the new anti-IL-5 biologics (mepolizumab and reslizumab); the role of proton pump inhibitors; treating acute, non-chronic cough associated with upper respiratory infections are covered.

This course is the result of a creative partnership between the Association of Asthma Educators and Western Schools. This presentation took place on August 6, 2016, at the Association of Asthma Educators 2016 Annual Conference in Jacksonville, Florida.

Course Objectives

• Differentiate between the Global Initiative for Asthma Guidelines and FDA Safety Report with regard to recommendations for stepping down therapy in patients treated with inhaled corticosteroids plus long-acting beta agonist therapy.
• State the controversy surrounding FDA approval of mepolizumab and reslizumab for adolescents with severe persistent asthma.
• Describe the risks associated with codeine use for acute cough.

Video Production: Ed Roy Media (Jacksonville, Florida)

About the Author(s)

Kathryn Blake, PharmD, is director and principal research scientist, Nemours Center for Pharmacogenomics and Translational Research. She received her doctor of pharmacy degree from the University of Florida. She is a co-investigator on the Asthma Clinical Research Center network grant from the American Lung Association and on AsthmaNet, a nationwide clinical research network created by the National Heart, Lung, and Blood Institute in 2009. Her research interests are the pharmacogenomics of asthma drug therapy, racial differences in response to asthma drugs, technology use in research and health, and the effect of asthma and treatments in children with sickle cell disease. She serves on the U.S. Food and Drug Administration Pulmonary and Allergy Drugs Advisory Committee, and she represents the American Society of Health-System Pharmacists on the National Asthma Education and Prevention Program Coordinating Committee.

Course Disclosures

• 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.
• The presenter of this continuing education activity has disclosed that she has received funding from GlaxoSmithKline, Boehringer Ingelheim, Merck and Co., PARI Respiratory Equipment, and TEVA Pharmaceuticals USA in support of network trials for Consortium PI for AsthmaNet and the American Lung Association Airways Clinical Research Centers. Funding has also been received from NIH and Novartis in the past 3 years. The peer reviewer has confirmed this presentation is current, evidence-based practice, and without bias.
• All other 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.

About Course #V7290

Release Date: October 20, 2017

Expiration Date: October 20, 2020

This intermediate course for respiratory therapists provides a review and update on the current practice of secretion clearance and hyperinflation therapy. Under the main heading of airway secretion clearance, the following topics are covered: direct cough, huff maneuver, autogenic drainage, postural drainage therapy, positioning, percussion, vibration, electrical precursors, high frequency chest wall compression, chest wall oscillation, and PAP adjuncts. Under hyperinflation therapy, topics include deep breathing exercise, incentive spirometry and mechanical assist devices. The effectiveness of these techniques and devices are discussed. The learners should be able to select the appropriate method or equipment for patients to achieve optimal secretion clearance and improved ventilation.

Course Objectives

• Describe the physiology of airway mucus clearance, including normal function and the mechanisms and impact of impaired function.
• Understand the indications for airway clearance therapy and list the techniques and methods used in clinical practice.
• Understand hyperinflation, or volume expansion therapy, and describe both spontaneous and mechanically assisted techniques and methods.

About the Author(s)

Brian Parker, MPH, RRT-NPS, RHDS, has been a practicing respiratory therapist since 1964. His background includes clinical assignments in routine care and critical care, as well as in education, management, and marketing. His clinical assignments have included patients at high risk (organ transplant, burns, trauma) who require strict adherence to infection control principles. Mr. Parker's clinical education assignments included departmental management responsibilities for infection control and quality assurance at a large university-affiliated medical center.

Course Disclosures

• 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.

About Course #V7267

Release Date: December 22, 2016

Expiration Date: December 22, 2019

As we move further into the 21st century, chemical, biological, radiological, and nuclear critical incidents are on the rise. Between social media and 24/7 news, we learn about these incidents in real time. Healthcare practitioners are challenged now more than ever to mobilize in an instant to meet the needs of victims and communities during the response and recovery efforts. This course is designed to give clinicians an overview of chemical, biological, radiological, and nuclear incidents. The topics include how such incidents occur; the toxicity and clinical implications of agents that can be released; how a critical incident scene is managed; mass casualty triage and decontamination procedures; and how healthcare facilities plan for and facilitate the recovery effort as things get back to normal after a critical incident.

Course Objectives

• Identify how chemical, biological, radiological, or nuclear incidents can occur and what specific agents may be involved.
• Name the types of chemical and biological agents used in critical incidents and understand their pathophysiology and treatment.
• Choose the correct personal protective equipment for use during critical incidents and understand the levels of protection and standards.
• Identify the correct response procedures for chemical, biological, radiological, and nuclear critical incidents, and understand site control zones.
• Understand mass casualty triage, decontamination, and patient transport procedures.
• Define how recovery differs from response, and understand how healthcare facilities plan for and participate in the recovery process after a critical incident.

About the Author(s)

David E. Swift, RRT, has been a registered respiratory therapist since 1983. In 1999, David was tasked with facilitating year 2000 preparations for his organization, Ottawa Hospital. Because of his interest in disaster and emergency preparedness, he began training in that area. In 2007, David became the subject matter expert and respiratory therapy team lead for the National Office of the Healthcare Emergency Response Team (NOHERT), a Canadian federal team for Health Canada. His instruction included chemical, biological, radiological, and nuclear train-the-trainer courses (provided by the Canadian Security and Intelligence Agency and the U.S. Army Medical Command in Dietrich, Maryland), emergency response in austere locations, and disaster management and planning.

Course Disclosures

• 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.

About Course #V7288

Release Date: December 27, 2017

Expiration Date: December 27, 2020

This intermediate level course presents the equipment and techniques used by respiratory therapists for airway suctioning. The indications, contraindications, hazards and complications of suctioning are discussed, along with patient assessments before and after the procedure. Detailed information is provided on types of suction catheters, suctioning procedure, open suctioning and closed suctioning. A clinical case study is included to reinforce learning concepts, and pre- and post-test questions are used to assess learning outcomes. A list of references is provided as a guide for additional reading.

Course Objectives

• Compare and contrast open (conventional) and closed suctioning techniques utilized in bronchial hygiene therapy.
• List and describe the following relative to suctioning: indications, absolute contraindications, relative contraindications, hazards/complications, and prevention of hazards and complications.
• List methods of needs and outcomes assessment to include monitoring techniques and verification of patient improvement post suctioning.
• Describe the types and uses of suctioning equipment and supplies to include different types of suction catheters.
• Distinguish the best type of bronchial hygiene device and technique for suctioning based on patient condition.

About the Author

Cindy A. Smith, MSRC, RRT-NPS, received an Associate of Applied Science in Respiratory Therapy degree in 1982 from the University of Arkansas for Medical Sciences - College of Health Related Professions and a master's degree from Arkansas State University in Jonesboro, Arkansas in 2004. Ms. Smith has experience as a staff therapist, supervisor, and educator. She was the Respiratory Care Program Director at Black River Technical College in Pocahontas, Arkansas, for 13 years, served as the Fulton County Tobacco Control Coordinator for 3 years, and has served as the Respiratory Care Program Director at Missouri State University-West Plains since 2010. She has practiced and taught bronchial hygiene techniques for over 30 years. Ms. Smith is also a clinical skills expert for Elsevier.

Course Disclosures

• 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.

About Course #V7300

Release Date: November 8, 2018

Expiration Date: October 26, 2021

This advanced - level course is designed for respiratory therapists, nurses, and other healthcare professionals who care for individuals receiving medication for respiratory conditions. This course explains that the important aspect of pharmacology is not to memorize each characteristic of individual medications, but rather to understand the individual pharmacologic classifications that these medications fall into. By understanding these classifications, the actions of newly approved medications will be better understood by practitioners. This course will enable respiratory therapists to stay current with relevant pharmacotherapy.

Course Objectives

• Discuss general pharmacological principles.
• Describe currently used adrenergic and anticholinergic bronchodilators and their modes of action.
• Describe currently used anti-inflammatory agents and their modes of action.
• Describe currently used mucolytic, anti-infective, and surfactant agents and their modes of action.
• Identify currently used vasoconstrictive and vasodilatory agents and their modes of action.

About the Author(s)

Traci Marin, PhD, MPH, RRT, RPGST is a professor, program director for the respiratory therapy program at Victor Valley College. Dr. Marin is also an adjunct researcher and advisor in the Department of Medicine at John Shyy Lab at the University of California, San Diego as well as the founder of Tranquility Community Health. Dr. Marin received her PhD from the University of California, Riverside in biochemistry and molecular biology and her BS from Loma Linda University in emergency medical care.

Course Disclosures

• 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.

About Course #V7307

Release Date: July 24, 2018

Expiration Date: July 25, 2021

This is an intermediate-level course geared toward respiratory therapists and all healthcare professionals who care for individuals with asthma. Up-to-date information regarding the definition of asthma, its pathology and interventions are provided.

Course Objectives

• Define asthma, and discuss its incidence and prevalence rates.
• Describe the pathological changes characteristic of asthma.
• Identify common clinical presentation of asthmatic exacerbation.
• Explain the mechanisms of common pharmacological agents used in the treatment of asthma.
• Discuss the criteria for hospital admission and indications and guidelines for mechanical ventilation in the asthmatic exacerbations.

About the Author(s)

Traci Marin, PhD, MPH, RRT, RPGST, is an assistant research professor and program director and professor for the Department of Cardiopulmonary Sciences, Schools of Allied Health and Medicine at Loma Linda University. She is also an adjunct researcher and advisor at the Department of Medicine at John Shyy Lab at the University of California, San Diego as well as the founder of Tranquility Community Health. Traci received her doctoral degree from the University of California, Riverside in biochemistry and molecular biology and her bachelor of science degree from Loma Linda University in emergency medical care.

Course Disclosures

• 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.

About Course #V7296

Release Date: June 13, 2017

Expiration Date: June 27, 2020

Emerging and re-emerging viral infections, which include outbreaks of previously unknown pathogens or new strains of known viruses, continue to pose significant threats and challenges to human well-being globally. The convergence of these known and other less known viruses contributes to a variety of factors that enables them to expand their spectrum of activity. Such factors include mutations, the development of environmental conditions that help to spread the disease agents, the availability of an ever increasing range of susceptible hosts, and the lack of effective laboratory detection testing methods. An awareness of these factors together with current knowledge of their existence and effects is essential to control and prevention.

Adding to the dangers posed by emerging viral diseases is the appearance of new strains of many known pathogens in more virulent forms. Widespread travel, the globalization of food supplies, and the increasing overlap between the environments of humans and lower animals give viruses, as well as other microorganisms, rapid and easy access to new populations. Unfortunately, newly recognized pathogens are accelerating their distribution by spreading faster and further, affecting the security of nations and the global economy. This intermediate-level course is geared toward all levels and disciplines of healthcare and public health professionals, and provides information about recently discovered and reoccurring viruses. Knowledge of the origin, pathogenesis, and diagnosis of these viruses may aid in reducing the prevalence of the infections they cause.

Course Objectives

• Distinguish among diseases that are sporadic, endemic, or pandemic in occurrence.
• Discuss the common causes and features of emerging diseases.
• Describe the general properties of viruses.
• Describe the general characteristic properties, virology, means of transmission, epidemiological factors, clinical features, populations at risk, treatment, prevention, and control of the following: human bocavirus, metapneumovirus, Nipah and Hendra viruses, coronaviruses, severe acute respiratory syndrome, Middle East respiratory syndrome, norovirus, viral hemorrhagic fevers and Ebola, and vector-borne viruses.

About the Author(s)

Traci Marin, PhD, MPH, RRT, RPGST, is an associate research professor and program director in the Department of Cardiopulmonary Sciences, Schools of Allied Health and Medicine at Loma Linda University and Program Director of Doctoral Studies in Health Sciences at Trident University. She is also an adjunct researcher and advisor in the Department of Medicine at the University of California, San Diego, as well as the founder of Tranquility Community Health. Dr. Marin received a PhD in biochemistry and molecular biology from the University of California, Riverside; an MPH in epidemiology and biostatistics from Loma Linda University; a bachelor's degree in emergency medical care from Loma Linda University; and an associate's degree in respiratory therapy from Victor Valley College.

Course Disclosures

• 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.