HOW TO OBTAIN CONTINUING EDUCATION UNITS By READING THIS ISSUE
Instructions: Registered nurses may receive three contact hours by reading the article noted below and successfully answering the questions in the following post-test. To obtain continuing education unit credit:
1. Read the article, "A Clinical Evaluation of an Emergency Procedures Training Program" on page 6, carefully noting the tables and other illustrative materials which are provided to enhance your knowledge and understanding of the content.
2. Read each question and record your answer on the registration form provided.
3. Type or print your full name and address and your social security number in spaces provided on the registration form.
4. Forward the completed form with your check or money order for $12 made out to University of Maryland, School of Nursing. Photocopies of the quiz are not acceptable; use only the original quiz.
Continuing Education Units: Contact hours are granted by The University of Maryland School of Nursing Continuing Education Program which is accredited by the Eastern Regional Accrediting Committee of the American Nurses' Association. SLACK Inc. and University of Maryland School of Nursing are co-providers of this continuing education home study program.
Answers to the post-test will be graded and you will be advised that you have passed or failed within 60 days of receipt of your completed test. A score of 70% or above will comprise a passing grade. A certificate will be awarded to participants who successfully complete the test.
Ten contact hours of participation in an educational offering is awarded one CEU. A contact hour is 50 minutes of instruction. Contact hour verification can only be awarded at the completion of a program.
CONTACT HOUR UNITS RECEIVED FOR SUCCESSFUL COMPLETION OF THE POST-TEST MAY BE USED FOR CERTIFICATION OR RECERTIFICATION CREDIT.
Objectives: After reading the article, "A Clinical Evaluation of an Emergency Procedures Training Program," in this issue, the participant will be able to:
1. Identify reasons for developing an emergency skills training program in long-term care settings.
2. Describe a practical, laboratory-based emergency skills training program for the long-term care setting.
3. Describe the benefits and drawbacks of a laboratory-based learning environment.
4. List the types of emergencies considered in the program at The Queen Elizabeth Hospital in Toronto.
5. Describe methods used to evaluate the emergency skills training program.
Directions: Encircle the letter of the best answer on the registration form provided.
1. According to Duchemin et al, emergency procedures should be reviewed frequently in a long-term care facility because:
A. Emergency codes are called so rarely that skills get rusty.
B. There are more emergency situations than in an acute care hospital.
C. There are more reasons for calling an emergency code.
D. There are not enough registered nurses in the institution.
2. The need for an emergency skills training program at The Queen Elizabeth Hospital was identified after:
A. A law suit was filed when a patient died.
B. A review of the literature.
C. An assessment (interviews and questionnaires) of the nursing staff was conducted.
D. New changes in procedures for basic cardiac life support were introduced by the American Heart Association and Canadian Heart Foundation.
3. The emergencies presented in the training program at The Queen Elizabeth Hospital included all of the following except.
A. Cardiac arrest.
B. Obstructed airway.
C. Status asthmaticus.
D. Status epilepticus.
4. According to the literature, to ensure that knowledge and skill gained in the classroom setting are transferred to real life situations:
A. The classroom situations should imitate a real life situation as much as possible.
B. The learners should write pre- and posttests.
C. The program should be repeated every three months.
D. There should be many repetitions of the skill.
5. Posters distributed in advance of the educational program depicting "codes/' appropriate responses, and supplemental information:
A. Helped to provide maximum benefit of the program by preparing the participants for learning in advance.
B. Piqued the curiosity of the prospective learners.
C. Provided extra information for those who were interested.
D. Were helpful for the nurses who were unable to attend the program.
6. An open walk-through laboratory setting:
A. Adds interest to the classroom.
B. Allows individuals to learn at their own pace.
C. Permits more people to attend the class at the same time.
D. Requires fewer instructors.
7. In using a self-paced learning laboratory strategy to implement this program, an important factor to consider in enhancing its success was:
A. !tallowed nursing staff to participate on their own schedule.
B. It allowed nursing staff to select the specific areas of the program in which they wanted to participate.
C. It was a cost-effective approach for a large size staff.
D. It was an unfamiliar strategy for most of the nursing staff and they needed encouragement to actively participate.
8. When given the opportunity to practice infrequently used skills, the nursing staff realized:
A. That there are four reasons for calling an emergency code.
B. That they know what to do in an emergency.
C. That they needed much guidance in reorienting themselves to new variations in old procedures.
D. That they needed to practice these skills more often.
9. To enhance the evaluation of this program, the authors recommend:
A. Conducting personal interviews with participants.
B. Evaluating the test scores according to professional position.
C. Having more nurse educators available to implement the program.
D. Having more test questions on the preand post-tests.
10. The evaluation results of this training program indicated that:
A. Long-term knowledge gains were indicated 3 months after the program.
B. Long-term knowledge gains were indicated one year after the program .
C. Only short-term benefits occurred.
D. There were no changes in pre- and post-test scores.