About the TCRN Exam
Clinical Practice: Head and Neck
A. Neurologic trauma
1. Traumatic brain injuries
2. Spinal injuries
B. Maxillofacial and neck traum
1. Facial fractures
2. Ocular trauma
3. Neck trauma
Clinical Practice: Trunk
A. Thoracic trauma
1. Chest wall injuries
2. Pulmonary injuries
B. Cardiac injuries
1. Great vessel injuries
C. Abdominal trauma
1. Hollow organ injuries
2. Solid organ injuries
3. Diaphragmatic injuries
4. Retroperitoneal injuries
D. Genitourinary trauma
E. Obstetrical trauma (pregnant patients)
Clinical Practice: Extremity and Wound
25 A. Musculoskeletal trauma
1. Vertebral injuries
2. Pelvic injuries
3. Compartment syndrome
4. Amputations
5. Extremity fractures
6. Soft- tissue injuries
B. Surface and burn trauma
1. Chemical burns
2. Electrical burns
3. Thermal burns
4. Inhalation injuries
Clinical Practice: Special Considerations
A. Psychosocial issues related to trauma
B. Shock
1. Hypovolemic
2. Obstructive (e.g., tamponade, tension, pneumothorax)
3. Distributive (e.g., neurogenic, septic)
4. Cardiogenic
C. SIRS and MODS
Continuum of Care
A. Injury prevention
B. Prehospital care
C. Patient safety (e.g., fall prevention)
D. Patient transfer
1. Intrafacility (within a facility, across departments)
2. Interfacility (from one facility to another
E. Forensic issues
1. Evidence collection
2. Chain of custody
F. End- of- life issues
1. Organ/ tissue donation
2. Advance directives
3. Family presence
4. Palliative care
G. Rehabilitation (discharge planning)
Professional Issues 17 A. Trauma quality management
1. Performance improvement
2. Outcomes follow- up and feedback (e.g., referring facilities, EMS)
3. Evidence- based practice
4. Research
5. Mortality/ morbidity reviews
B. Staff safety (e.g., standard precautions, workplace violence)
C. Disaster management (i.e., preparedness, mitigation, response, and recovery)
D. Critical incident stress management
E. Regulations and standards
1. HIPAA
2. EMTALA
3. Designation/ verifi cation (e.g., trauma center/ trauma systems)
F. Education and outreach for interprofessional trauma teams and the public
G. Trauma registry (e.g., data collection)
H. Ethical issues
D. Critical incident stress management
E. Regulations and standards
1. HIPAA
2. EMTALA
3. Designation/ verifi cation (e.g., trauma center/ trauma systems)
F. Education and outreach for interprofessional trauma teams and the public
G. Trauma registry (e.g., data collection)
H. Ethical issues
I. Assessment
A. Establish mechanism of injury
B. Assess, intervene, and stabilize patients with immediate life- threatening conditions
C. Assess pain
D. Assess for adverse drug and blood reactions
E. Obtain complete patient history
F. Obtain a complete physical evaluation
G. Use Glasgow Coma Scale (GCS) to evaluate patient status
H. Assist with focused abdominal sonography for trauma (FAST) examination
I. Calculate burn surface area
J. Assessment not otherwise specified
II. Analysis
A. Provide appropriate response to diagnostic test results
B. Prepare equipment that might be needed by the team
C. Identify the need for diagnostic tests
D. Determine the plan of care
E. Identify desired patient outcomes
F. Determine the need to transfer to a higher level of care
G. Determine the need for emotional or psychosocial support
H. Analysis not otherwise specified
III. Implementation
A. Incorporate age- specific needs for the patient population served
B. Respond with decisiveness and clarity to unexpected events
C. Demonstrate knowledge of pharmacology
D. Assist with or perform the following procedures:
1. Chest tube insertion
2. Arterial line insertion
3. Central line insertion
4. Compartment syndrome monitoring devices:
a. Abdominal
b. Extremity
5. Doppler
6. End- tidal CO 2
7. Temperature- control devices (e.g., warming and cooling)
8. Pelvic stabilizer
9. Immobilization devices
10. Tourniquets
11. Surgical airway insertion
12. Intraosseous needles
13. Intracranial pressure (ICP) monitoring devices
14. Infusers:
a. Autotransfusion
b. Fluid
c. Blood and blood products
15. Needle decompression
16. Fluid resuscitation:
a. Burn fluid resuscitation
b. Hypertonic solution
c. Permissive hypotension
d. Massive transfusion protocol (MTP)
17. Pericardiocentesis
18. Bedside open thoracotomy
E. Manage patients who have had the following procedures:
1. Chest tube insertion
2. Arterial line insertion
3. Central line insertion
4. Compartment syndrome monitoring devices:
a. Abdominal
b. Extremity
5. End- tidal CO 2
6. Temperature control devices (e.g., warming and cooling)
7. Pelvic stabilizer
8. Immobilization devices
9. Tourniquets
10. Surgical airway
11. Intraosseous needles
12. ICP monitoring devices
13. Infusers:
a. Fluid
b. Blood and blood products
14. Needle decompression
15. Fluid resuscitation:
a. Burn fluid resuscitation
b. Hypertonic solution
c. Permissive hypotension
d. MTP
16. Pericardiocentesis
F. Manage patients pain relief by providing:
1. Pharmacologic interventions
2. Non pharmacologic interventions
G. Manage patient sedation and analgesia
H. Manage tension pneumothorax
I. Manage burn resuscitation
J. Manage increased abdominal pressure
K. Provide complex wound management (e.g., ostomies, drains, wound vacuumassisted closure [VAC], open abdomen)
L. Implementation not otherwise specified
IV. Evaluation
A. Evaluate patients response to interventions
B. Monitor patient status and report findings to the team
C. Adapt the plan of care as indicated
D. Evaluation not otherwise specified
V. Continuum of care
A. Monitor or evaluate for opportunities for program or system improvement
B. Ensure proper placement of patients
C. Restore patient to optimal health
D. Collect, analyze, and use data:
1. To Strengthen patient outcomes
2. For benchmarking
3. To decrease incidence of trauma
E. Coordinate the multidisciplinary plan of care
F. Continuum of care not otherwise specified
VI. Professional issues
A. Adhere to regulatory requirements related to:
1. Infectious diseases
2. Hazardous materials
3. Verification/ designation
4. Confidentiality
B. Follow standards of practice
C. Involve family in:
1. Patient care
2. Teaching/ discharging planning
D. Recognize need for social/ protective service consults
E. Provide information to patient and family regarding community resources
F. Address language and cultural barriers
G. Participate in and promote lifelong learning related to new developments and clinical advances
H. Act as an advocate (e.g., for patients, families, and colleagues) related to ethical, legal, and psychosocial issues
I. Provide trauma patients and their families with psychosocial support
J. Assess methods continuously to Strengthen patient outcomes
K. Assist in maintaining the performance improvement programs
L. Participate in multidisciplinary rounds
M. Professional issues not otherwise specified
The TCRN test is for nurses practicing across the continuum of trauma care who want to demonstrate their expertise and knowledge in trauma nursing. BCEN is the only source for trauma care nurses and their employers to gain recognized certification for greater knowledge and performance. Advance your trauma nursing care and career at every critical point in the continuum.
BCENs certification exams are developed by an test committee of nurses who practice in the specific exams specialty area and represent diverse geography. BCEN partners with a test development company to ensure the test is psychometrically sound and questions are written in best practice format. Earning a BCEN certification is a national recognition and allows the holder to display the credential as part of their signature.
BCEN exams are based on specialty nursing role delineation studies (RDS). These research studies also known as a practice analysis or job analysis are conducted by test committees of subject matter experts.
As part of the RDS, survey instruments are distributed to nurses practicing in each specialty area throughout the United States. The survey responses guide the test committee in determining knowledge relevant to practice. The integrated concepts, cognitive level distribution, and the number of items (questions) specified within each content area are developed by an iterative process resulting in unanimous agreement from the test committee.
Next, item writers create test questions and the items are reviewed, revised, and approved by the test construction and review committee. The items are also repeatedly reviewed throughout the test development process.
Finally, examinations are delivered by computer at Pearson VUE testing centers. The examinations are administered daily Monday through Friday at the test takers convenience.
Only our practice exams are created by the same organization designing the real exams (thats us).
We have a committee of nurses and emergency professionals who build our practice exams with the goal of helping you succeed.
A BCEN practice test will help you familiarize yourself with the computer-based format of the real exam.
You will be able to answer questions, then have immediate access to the correct answers, backed up with rationale and references.
We are doing great struggle to collect real TCRN dumps with practice questions and answers. Carefully tested TCRN Questions and Answers are valid and updated. No matching TCRN dumps you will will find on internet. Remembering our TCRN practice questions is sufficient to pass TCRN test with high marks.
TCRN Dumps
TCRN Braindumps
TCRN Real Questions
TCRN Practice Test
TCRN dumps free
Certification-Board
TCRN
Trauma Certified Registered Nurse Exam
http://killexams.com/pass4sure/exam-detail/TCRN Question: 511
The nurse assesses the patient and discovers that the patient has apraxia confabulation. Which consultorder is most
appropriate for this patient?
A. Speech therapy
B. Occupational therapy (OT)
C. Physical therapy (PT)
D. Psychologist Answer: A
Explanation:
Speech therapy aids motor speech disorders, such as problems saying sounds, syllables, and words. This speech
abnormality occurs not because of muscle weakness or paralysis. The brain has problems in planning to move body
parts, such as the lips, jaw, and tongue, needed for speech. The patient knows what he or she wants to say, but his
or her brain has difficulty coordinating the muscle movements necessary to say those words; so the patient
fabricates in order to achieve desired outcomes. Occupational therapy (OT), physical therapy (PT), and a
psychologist are not the specialists needed to Strengthen this speech apraxia. Question: 512
the shaft of her radius. Which of the following injuries is least associated with radial fractures?
A. Wrist fracture
B. Clavicle fracture
C. Elbow fracture
D. Shoulder fracture
E. Ms. Carrington slipped and fell while at homShe attempted to brace herself for the fall and fractured Answer: B
Explanation:
When the shaft of the radius and ulna is fractured this means that enough force was applied to fracture the shaft,
and the force could be transmitted to the affiliated joints such as the wrist, elbow, and shoulder. The clavicle could
be fractured in this type of injury; however, it would not be from the impact of the initial injury to the shaft. Question: 513
A 23-year-old male patient comes in after a nuclear explosion. He is unresponsive and agonal breathing.What
would be the caregiverĆs first priority be in the care of this particular situation?
A. Decontaminate the patient to limit exposure to others and then initiate resuscitation efforts.
B. The health care provider should initiate resuscitation efforts.
C. The health care provider should rapidly place all contaminated objects, including clothing, into a
D. Place a waterproof drape over the patient and immediately begin resuscitation efforts. Answer: B
Explanation:
It is rare that an irradiated patient would infect a health care provider and spread the contamination to other
patients, so all resuscitation and lifesaving efforts should be initiated before any decontamination begins. Wounds
can be covered with waterproof drapes before decontamination to prevent further contamination Question: 514
A patient comes to the emergency room with burns to bilateral lower extremities, groin, and the anteriorchest and
abdominal walls. Using the rule of nines, what is the appropriate calculation of the percentageof total body surface
area burned?
A. 55% of the body
B. 31% of the body
C. 28% of the body
D. 45% of the body Answer: A
Explanation:
The rule of nines is calculated with each body part totaling a value of nine. The head = 9%, chest (anterior) = 9%,
abdomen (anterior) = 9%, upper/mid/low back and buttocks = 18%, each arm = 9%, each palm = 1%, groin = 1%,
each leg = 18% total (front = 9%, back = 9%). In this scenario, the bilateral lower extremities wound accounts for
36% (18% Î 2), the groin 1%, the anterior chest 9%, and abdomen 9%. This adds up to 55% of the total body
surface area burned. Question: 515
Proper medical management of a traumatic brain injury patient includes all except:
A. Administering analgesics
B. Administering 3% saline infusion
C. Maintaining cerebral perfusion pressure (CPP) greater than 60
D. Administering steroids Answer: D
Explanation:
Administering steroids has not been revealed to Strengthen outcomes and is currently not recommended in traumatic
brain injury (TBI) treatment. Analgesics decrease intracranial pressure (ICP) by decreasing pain, agitation, and
metabolic demands. Administration of 3% saline infusion decreases cerebral edema, aiding in decreasing ICP. This
hypertonic solution increases vascular osmolality and increases perfusion to vital organs. Maintaining CPP greater
than 60 increases cerebral blood flow Question: 516
nursing intervention for this patient?
A. Obtain intravenous access to start fluid resuscitation
B. Place a sterile dressing on the burn site
C. Prepare for intubation
D. Obtain a history of comorbidities and home medications
E. The nurse receives a patient with third-degree burns to the facWhich of the following is the priority Answer: C
Explanation:
Burn patients are treated just like any other trauma patient; the priority is the airway. Patients who suffer from
burns to the face, neck, or have obvious inhalation injury should have their airway assessed first and will mostly
likely require intubation. This should be assessed before history is obtained, intravenous catheters are placed for
fluid resuscitation, or wound care is provided. Question: 517
There are many complications from cardiac contusions. Which of the following is not considered one ofthem?
A. Cardiogenic shock
B. Congestive heart failure
C. Hypovolemic shock
D. Thrombus formation Answer: C
Explanation:
Complications of cardiac contusions include arrhythmias, cardiogenic shock, depressed ventricular wall motion,
congestive heart failure, and thrombus formation/embolism. Hypovolemic shock is not a complication of a cardiac
contusion. Hypovolemic shock occurs with large blood loss. Question: 518
What is the data-collection system that is composed of uniform data elements that describe the injuryevent,
demographics, prehospital information, diagnosis, care and outcomes of injured patients?
A. National Trauma Data Bank
B. Trauma registry
C. ACTION Registry
D. IMPACT Registry Answer: B
Explanation:
The purpose of the trauma registry is to obtain, code, and sort information on trauma events for analysis, and
reporting individual and aggregate results. Registry data is used for performance improvement, medical research,
statistical analysis, critical pathways, care coordination, epidemiology, and injury prevention. Registry data then
goes to the National Trauma Data Bank and is compiled annually and disseminated in the form of hospital
benchmark reports, data-quality reports, and research data sets. Action Registry is a quality-improvement program
that focuses on high-risk STEMI (ST-elevation myocardial infarction)/NSTEMI (non-ST segment elevation
myocardial infarction) patients for clinical guideline recommendations. Impact Registry assesses the prevalence,
demographics, management and outcomes of pediatric and adult congenital heart disease patients who undergo
diagnostic catheterizations and catheter-based interventions. Question: 519
Which type of incomplete cord syndrome is the most common and usually occurs as a result ofhyperextension
injuries or interrupted blood supply to the cord?
A. Central cord
B. Anterior cord
C. Posterior cord
D. BrownűSequard Answer: A
Explanation:
Central cord syndrome is caused by injuries that result in swelling at the center of the cord. The mechanism
includes hyperextension injuries and interruption of blood supply to the spinal cord. Anterior cord syndrome is
usually from anterior cord compression or disruption of the anterior spinal artery. Posterior cord syndrome also
occurs with hyperextension but this is the rarest of the syndromes. Brownű Sequard syndrome occurs with
transverse hemisection of the cord and usually is caused by a penetrating injury Question: 520
Abdominal compartment syndrome (ACS) includes all of the following except:
A. Metabolic acidosis
B. Decreased cardiac output
C. Metabolic alkalosis
D. Decreased urinary output Answer: C
Explanation:
Abdominal compartment compression results in altered cellular oxygenation and initiates cellular injury leading to
hypoperfusion and cellular death. Abdominal compartment syndrome (ACS) is recognized with growing frequency
as the cause of increased morbidity related to metabolic acidosis, decreased urine output, respiratory failure, and
decreased cardiac output. The cause of these events might easily be mistaken for other pathologic events, such as
hypovolemia, if the clinician is not alert to the morbidity associated with ACS. Question: 521
A pregnant patient presents to the emergency room after being involved in a fender bender. Upon vaginalsituation?
A. Attempt to push the cord back in
B. Position to relieve cord pressure
C. Place the patient in Trendelenburg position
D. Cover the cord in moist sterile gauze
E. examination, the nurse notes umbilical cord prolapsWhat is the most important intervention for this Answer: B
Explanation:
The fetal presenting part should be elevated to relieve pressure off the cord because cord compression cuts off the
oxygen supply to the fetus. Arrangements should be made for urgent cesarean delivery. Never attempt to push the
cord back in or cover with sterile gauze. Placing the patient in the Trendelenburg position is not completely
contraindicated but relieving the direct pressure off of the cord is most effective. Question: 522
The nurse is assessing a burn patient. After the nurses inspects and auscultates, the nurse moves onto apalpation
assessment. Which of the following palpation assessments is abnormal for a burn patient?
A. Palpation of the burned extremity detected decreased sensation
B. Does not feel pain when palpated around the full thickness burn
C. Burn tissue feels cold
D. Peripheral pulse in circumferential burn is decreased Answer: D
Explanation:
A patient with a full-thickness burn will usually not feel pain on the real site because of damage to the nerve
endings, but the patient will feel pain in the surrounding tissue in first-and second-degree burns. Temperature
assessment of the skin is important because burn tissue may feel cold as a result of hypoperfusion and fluid loss.
Palpation for pulses on circumferential burn is important because there may be direct injury to vessels and vascular
compromise. A decreased or loss of pulse is an abnormal finding.
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Board Certified Behavior Analyst (BCBA) and Registered Behavior Technician (RBT) are two distinct credentials within the field of Applied Behavior Analysis (ABA) therapy, a category of therapy that employs positive reinforcement practices to treat individuals with behavioral and developmental issues, such as autism, ADHD, traumatic brain injury, and dementia. RBTs and BCBAs often work together, and both roles offer opportunities for a rewarding career making a difference in the lives of those needing treatment. However, there are key differences between the two professions in terms of level of education, certification requirements, and job responsibilities. When thinking about a career as a RBT vs BCBA, understanding the differences will help you select the pathway that’s right for you.
What is a Board Certified Behavior Analyst (BCBA)?
BCBAs are behavior therapists with a graduate-level certification, who assess individuals’ behavioral issues and then develop treatment strategies for improving targeted behaviors. Using positive reinforcement tools, the goal of their work is to teach individuals academic and/or behavioral skills to acquire as much independence in their personal and professional lives. BCBAs work with individuals of all ages and practice across a range of settings, but education and healthcare are the most common industries for the profession. Because of their level of training and certification, BCBAs are qualified to supervise the work of Registered Behavior Technicians (RBTs).
What is a Registered Behavior Technician (RBT)?
An RBT is a paraprofessional within the field of ABA therapy who has received the training and demonstrated competency to become certified to support the work of a board certified behavior analyst (BCBA). Under the supervision of a BCBA, RBTs provide important ABA services, helping to implement behavioral interventions and other teaching strategies to help individuals struggling with behavioral challenges. The RBT is an entry-level role in the field of ABA, and while many RBTs continue their education and work toward their BCBA certification, others may choose to remain at the paraprofessional level.
What's the Difference Between RBTs and BCBAs?
The main difference between RBTs and BCBAs is that BCBAs are trained and certified to practice independently, while RBTs are trained and certified to only provide ABA services designed by and under the supervision of BCBAs. An RBT is an entry-level position in the field of ABA and does not require as much education and training, while a BCBA requires an advanced degree and a higher level of training and certification.
Job Responsibilities
RBTs help implement behavioral treatment strategies but are not responsible for assessing individuals’ behaviors, designing treatment plans or providing supervision. RBTs support BCBAs by implementing learning goals and behavior support plans and assisting with data collection. They may also be responsible for providing notes on observations of individuals’ experiences and progress.
BCBAs are responsible for a broader scope of tasks. Depending on the setting, BCBAs may be responsible for conducting intake interviews and screenings and functional behavior and skills assessments and designing, training and monitoring data collection systems and behavioral and skills interventions. BCBAs also are responsible for communicating progress or changes in treatment strategies with the appropriate stakeholders. BCBAs work with parents, administrators and other professional disciplines to develop goals and behavior support plans. In school settings, BCBAs may not only provide services for individual students but also to the school through school-wide positive behavior support programs.
Education and Training Requirements
Aspiring RBTs must hold a high school diploma (or equivalent), be able to demonstrate basic math and literacy skills, and pass a background check. Eligible individuals must also complete a 40-hour RBT training program and acquire and demonstrate competencies, which must be overseen by a BCBA or a qualified Board Certified Assistant Behavior Analyst (BCaBA). The 40-hour RBT training program provides instruction on basic ABA assessment and measurement techniques, programming for skill acquisition, behavior reduction procedures, proper documentation, and ethical standards and requirements. Upon completion of the RBT training program, individuals must pass a RBT Competency Assessment demonstrating their skills in the field.
BCBA candidates must hold a master’s degree and complete 315 hours of coursework in ABA. Graduate degree programs, like Drexel’s MS in Applied Behavior Analysis and Applied Behavior Analysis certificate, that are ABAI-verified provide the coursework necessary to the take the Board Certified Behavior Analyst® examination. Aspiring BCBAs must also complete 1,500-2,000 hours of fieldwork supervised by a qualified BCBA.
Certification and Licensure
To become certified, RBTs and BCBAs must pass qualifying examinations. The 90-minute RBT certification test covers the same content areas included in the 40-hour training program, and upon passing the exam, individuals will be listed in the RBT registry and can begin applying to jobs using the RBT title. RBT certification must be renewed every year, and the renewal process includes documentation of supervision, adherence to the RBT code of ethics, and completion of a renewal competency assessment. The four-hour BCBA certification test covers the content areas of behavior-analytic skills and client-centered responsibilities, and after successful completion of the exam, individuals are considered board certified and can apply for positions using the BCBA title. BCBA certification must be renewed every two years, and the renewal process includes continuing education requirements and adherence to the BCBA code of ethics.
Certified RBTs do not need to obtain a state license in order to practice, and BCBA licensing requirements vary from state to state. Some states do not require a license, some states require BCBA certification for licensure. Individuals should visit the APBA Licensure and Other Regulation of ABA Practitioners page to learn about the requirements of their state. Currently, Pennsylvania’s licensing law for the practice of ABA therapy does not require BCBA certification, and individuals must apply for the Behavior Specialist license through the State Board of Medicine. Requirements for Pennsylvania’s Behavior Specialist license include a master’s degree, background checks, and documentation of 1,000 hours of supervised clinical experience, among other criteria.
Skills
When working with individuals with behavioral and development issues, successful RBTs and BCBAs exhibit qualities that lead to compassionate and holistic care. Both RBTs and BCBAs must display empathy, so that patients feel understood and respected, and adaptability because patients’ needs, personalities, and treatment strategies are unique and can evolve over time. RBTs and BCBAs must also create calm environments and exhibit patience, as treatment strategies are implemented over the long term and progress can take time.
In addition to these critical qualities, BCBAs must possess additional skills, including analytical and data collection skills to identify behavioral patterns, design research-based and individualized treatment strategies, and track progress over time. Successful BCBAs have advanced communication skills to work effectively with patients and to explain diagnoses and treatment strategies with patients’ partners, families, and other stakeholders. When working with children, BCBAs must also be skilled in parent education, minimizing any confusion about causes for behavioral issues, diagnoses, treatment plans, and expectations for progress.
Salary and Job Outlook
The average salary for an RBT in the U.S. is $36,218, or $17.76 per hour, according to Payscale. The average salary for a BCBA in the U.S. is $68,554, also according to Payscale. For both RBTs and BCBAs, salaries may vary based on location and years of experience. In the field of ABA therapy as a whole, individuals can build a career in many settings and industries, so there is an equally wide range of earnings potential.
The demand for trained and certified RBTs and BCBAs has increased dramatically in latest years and continues to grow year over year. According to the Bureau of Labor Statistics, employment for positions similar to RBTs is expected to grow 9% between 2021 and 2031, especially as the U.S.’s aging population faces cognitive issues related to Alzheimer’s disease and dementia. The demand for BCBAs has increased 5,852% between 2010-2021, with the greatest increase in California, Massachusetts, Texas, Florida, and Illinois.
Pursuing a Career in Applied Behavior Analysis
RBTs and BCBAs are both essential roles in the field of ABA therapy, and both professions are experiencing exponential growth. As you consider the career path that’s right for you, it’s important to select the academic program or programs that will best prepare you for the specific responsibilities you will perform. Some RBTs work to become BCBAs while gaining important professional experience at the same time. Gathering the right credentials means earning a bachelor’s degree and then selecting a graduate program, like Drexel’s Master of Science (MS) in Applied Behavior Analysis (ABA).
Drexel’s MS program equips students with the skills and knowledge they need for a successful career in the ABA profession and provides the required courses for taking the Behavior Analyst Certification Board (BACB) exam. For those with a master’s degree but not in ABA, Drexel offers a certificate in Applied Behavior Analysis that provides the ABAI-verified coursework necessary for taking the BACB exam.
Interested in a career as a BCBA? Take the first step by applying or requesting more information about our ABA programs.
Sat, 04 Mar 2023 16:56:00 -0600entext/htmlhttps://drexel.edu/soe/resources/career-path/rbt-vs-bcba/10 Nursing Certifications To Consider
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Nursing is a dynamic and complex field that requires continual learning. Many nurses choose to advance their skill sets through nursing certifications, which vouch for specialized nursing knowledge and can lead to higher pay and more employment options.
Explore 10 popular nursing certifications that can help you achieve your nursing career goals and enhance your qualifications.
Benefits of Nursing Certifications
Nursing certifications demonstrate specialized skill sets to your employer, peers and patients. Certifications lead to career advancement within your nursing specialty, opportunities to increase earnings and broader employment options.
Many hospitals and clinics seek certified nurses because these professionals provide higher-quality patient care. According to a 2020 study on the relationship between nurse certification and clinical patient outcomes published in the Journal of Nursing Care Quality, nursing certification correlates with increased patient care quality and well-being.
Certifications for latest Nursing Grads
Many hospitals and clinics require all nurses to hold foundational certifications like Basic Life Support and Advanced Cardiac Life Support. Employers may ask new nurses to complete required certifications within three to six months of employment.
Basic Life Support (BLS)
Certification Overview: All new nursing graduates must earn the Basic Life Support certification. BLS covers proper emergency response, including CPR techniques, how to use a defibrillator and how to respond when a patient cannot breathe.
Qualifications: Applicants must complete a BLS training course. Nurses do not need any prior qualifications or licenses for BLS certification. BLS courses are also open to healthcare providers and first responders.
Where to Earn It: Most new registered nurses (RNs) earn BLS certification through their first employer. Anyone offering BLS certification must follow American Heart Association (AHA) guidelines.
AHA and AHA-qualified providers offer BLS training courses in person or in hybrid format. The American Red Cross (ARC) offers qualified training for BLS certification, which takes around four hours, including a written test and skills test. BLS certification is valid for two years.
Advanced Cardiovascular Life Support (ACLS)
Certification Overview: Advanced Cardiovascular Life Support certification teaches advanced life-saving techniques, like placing breathing tubes, practicing heart monitors and tests, recognizing heart attacks and strokes and giving appropriate medication.
Qualifications: Most ACLS providers require a BLS certification prior to ACLS training. Some hospitals only require ACLS certification for ER or ICU nurses.
Where to Earn It: You can earn ACLS certification through an AHA-certified provider through hybrid or in-person training. ACLS in-person training lasts about 15 hours. ACLS certification is valid for two years.
Pediatric Advanced Life Support (PALS)
Certification Overview: Pediatric Advanced Life Support teaches nurses, caregivers and first responders to recognize a child in distress and administer appropriate cardiovascular and breathing interventions.
Qualifications: You must earn BLS certification before registering for PALS training. Only nurses working with children need the PALS certification.
Where to Earn It: The AHA provides PALS training in hybrid or in-person format which lasts about 12 hours. PALS completion cards are valid for two years.
Top Nursing Certifications
On top of basic nursing certifications, RNs can pursue certifications in particular areas of nursing to advance in their specialties or pivot their nursing career path. Some certifications are optional, but nurses with a master’s in nursing (MSN) usually need certification in their specialty areas to gain advanced practice registered nurse (APRN) licensure.
Certified Emergency Nurse (CEN)
Certification Overview: ER nurses can earn a Certified Emergency Nurse certification. Developed by practicing emergency nurses, the 150-question test covers cardiovascular, respiratory and neurological emergencies, plus physical, mental and environmental aspects of ER nursing.
Qualifications: You must have a valid RN license to qualify for CEN certification.
Where to Earn It: Only the Board of Certification for Emergency Nursing offers CEN certification. CEN exams must take place at a Pearson VUE center or via live remote proctoring. The three-hour-long test costs $230 and requires at least 106 correct questions to pass. You can retake the test as often as needed after 90 days. Renewal occurs every four years.
Critical Care Registered Nurse (CCRN)®
Certification Overview: Nurses with Critical Care Registered Nurse certification are most qualified to care for critically ill adult patients in high-impact care settings, from cardiac wards to intensive care and trauma units. The certification hones a nurse’s clinical judgment, professional caring and ethical practice.
Qualifications: You must hold a valid RN or APRN license to apply for CCRN certification and complete either 1,750 clinical hours caring for critical adult patients over two years or 2,000 clinical hours over five years.
Where to Earn It: Upon approval by the American Association of Critical Care Nurses (AACN), you can take the three-hour test at a PSI Testing Center or online through live remote proctoring. Passing scores are at least 80% and you can retake the test up to four times annually.
Exams cost $250 for AACN members or $365 for nonmembers and renewal occurs every three years.
Certified in Executive Nursing Practice (CENP)®
Certification Overview: Earning the Certified in Executive Nursing Practice credential demonstrates a high aptitude for management and an ability to guide and transform a nursing team.
Qualifications: You must hold a valid RN license and either a bachelor of science in nursing (BSN) with four years of executive nursing experience or an MSN with two years of experience. You must also meet the “target practitioner definition,” meaning you represent the characteristics of an executive nurse in your current position.
Where to Earn It: You can earn CENP certification through the American Organization for Nursing Leadership (AONL) at an approved testing center. Exams are 175 questions and last 3.5 hours. Passing scores require 108 correct answers. You can retake the test after 90 days and up to three times a year.
Exams cost $325 for AONL members or $450 for nonmembers and renewal occurs every three years.
Family Nurse Practitioner (FNP-BC)™
Certification Overview: The FNP-BC certification signifies a high degree of competency in patient care over the entire lifespan. Family nurse practitioners usually work in primary care settings and with a broad demographic of patients.
Qualifications: To apply you must have a valid RN license, an MSN or a similar higher education degree, and 500 Tested clinic hours.
Where to Earn It: The American Nurses Credentialing Center (ANCC) offers the FNP-BC certification. Testing occurs online through live remote proctoring or at a Prometric Test Center. The 175-question test takes 3.5 hours. You can retake the test after 60 days and up to three times a year.
The test costs $295 for American Nurse Association (ANA) members or $395 for nonmembers and recertification occurs every five years.
Holistic Nurse
Certification Overview: Holistic nurses practice in many settings and treat the whole patient. Many holistic nurses use alternative medicine and therapies but this is not mandatory.
Qualifications: You can earn one of four holistic nursing certifications depending on your education and experience:
Advanced Practice Holistic Nurse, Board-Certified (APHN-BC)
Exact requirements vary by certification, but all candidates must hold a valid RN license.
Where to Earn It: You can only earn a holistic nurse certification through the American Holistic Nurses Credentialing Corporation (AHNCC). The Center for Nursing and Education Testing’s website lists local testing centers. After qualifying, you must pay and take the test within 90 days. If you do not pass, you can retest after 30 days.
Costs range from $375 to $450 depending on certification and membership. Renewal occurs every five years.
Informatics Nursing Certification (RN-BC)®
Certification Overview: Nurses involved in computer systems and advanced technology within nursing can earn the Informatics Nursing Certification. Hospitals use data and information systems to organize records and streamline patient care and communications.
Qualifications: To qualify, you must have a BSN, a valid RN license, two years of nursing practice, at least 30 hours of CE courses in informatics and a minimum number of informatics-associated clinical hours based on your years of nursing experience.
Where to Earn It: The American Nurses Credentialing Center (ANCC) offers RN-BC certification at Prometrics Testing Centers or through live remote proctoring. The 175-question test lasts 3.5 hours. If you do not pass you can retake the test up to three times a year after waiting 60 days.
Exams cost $295 for ANA members or $395 for nonmembers and renewal occurs every five years.
Psychiatric-Mental Health Nurse Practitioner (Across the Lifespan) (PMHNP-BC)™
Certification Overview: A Psychiatric-Mental Health Nurse Practitioner provides mental health care to patients, including diagnosing, prescribing medication and practicing therapeutic modalities. Earning PMHNP-BC certification allows PMHNPs to practice psychiatric care in hospital systems and private clinics.
Qualifications: You must hold a valid RN license, a PMHNP master’s or another higher education degree and proof of 500 clinical hours.
Where to Earn It: The American Nurses Credentialing Center offers PMHNP certification exams. The 175-question test takes 3.5 hours and is available at Prometric Testing Centers or through live remote proctoring. If you do not pass, you can retake the test after 60 days and up to three times a year. Exams cost $295 for ANA members or $395 for nonmembers and renewal occurs every five years.
Frequently Asked Questions (FAQs) About Nursing Certifications
What certifications should nursing students get?
Nursing students should pursue a certification that reflects their interests and career goals. latest nursing graduates can earn Advanced Cardiovascular Life Support (ACLS) or Pediatric Advanced Life Support (PALS) certifications to Strengthen mobility within nursing units.
What are the different levels of nursing certifications?
Nursing certification requirements vary by education, experience and licensure levels. For example, RNs with BSN degrees may not qualify for the same certifications as APRNs with MSNs or higher.
Tue, 23 May 2023 04:10:00 -0500Meghan Gallagheren-UStext/htmlhttps://www.forbes.com/advisor/education/types-of-nursing-certifications/It's official: York County primary election results certified
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Mon, 05 Jun 2023 06:51:00 -0500en-UStext/htmlhttps://www.yorkdispatch.com/story/news/local/york-county/2023/06/05/its-official-york-county-primary-election-results-certified/70289486007/Credentialing in Pharmacy
The process whereby an association or agency grants public recognition to an organization that meets certain established qualifications or standards, as determined through initial and periodic evaluations.
A certificate is a document issued to a pharmacist upon successful completion of the predetermined level of performance of a certificate training program or of a pharmacy residency or fellowship. See also "statement of continuing-education credit."
A structured, systematic postgraduate education and continuing- education experience for pharmacists that is generally smaller in magnitude and shorter in duration than a degree program. Certificate programs are designed to instill, expand, or enhance practice competencies through the systematic acquisition of specific knowledge, skills, attitudes, and performance behaviors.
The voluntary process by which a nongovernmental agency or association formally grants recognition to a pharmacist who has met certain predetermined qualifications specified by that organization. This recognition designates to the public that the holder has attained the requisite level of knowledge, skill, or experience in a well-defined, often specialized, area of the total discipline. Certification entails assessment, including testing, an evaluation of the candidate's education and experience, or both. Periodic recertification is usually required to retain the credential.
Adjective that is used to describe an individual who holds certification and that is incorporated into the name of the credential awarded that individual. For example, someone who has earned BPS certification in oncology is a "Board-Certified Oncology Pharmacist."
Authorization to provide a specific range of patient care services. See "privileging."
The ability to perform one's duties accurately, make correct judgments, and interact appropriately with patients and with colleagues. Professional competence is characterized by good problem-solving and decision-making abilities, a strong knowledge base, and the ability to apply knowledge and experience to diverse patient-care situations.
A distinct skill, ability, or attitude that is essential to the practice of a profession. Individual competencies for pharmacists include, for example, mastery of aseptic technique and achievement of a thought process that enables one to identify therapeutic duplications. A pharmacist must master a variety of competencies in order to gain competence in his or her profession.
Organized learning experiences and activities in which pharmacists engage after they have completed their entry-level academic education and training. These experiences are designed to promote the continuous development of the skills, attitudes, and knowledge needed to maintain proficiency, provide quality service or products, respond to patient needs, and keep abreast of change.
Documented evidence of professional qualifications. For pharmacists, academic degrees, state licensure, and Board certification are all examples of credentials.
(1) The process by which an organization or institution obtains, verifies, and assesses a pharmacist's qualifications to provide patient care services. (2) The process of granting a credential (a designation that indicates qualifications in a subject or an area).
A directed, highly individualized postgraduate program designed to prepare a pharmacist to become an independent researcher.
A credential issued by a state or federal body that indicates that the holder is in compliance with minimum mandatory governmental requirements necessary to practice in a particular profession or occupation.
The process of granting a license. Pharmacy Technician: An individual who, under the supervision of a licensed pharmacist, assists in pharmacy activities not requiring the professional judgment of the pharmacist.
The process by which a health care organization, having reviewed an individual health care provider's credentials and performance and found them satisfactory, authorizes that individual to perform a specific scope of patient care services within that organization.
Adjective used to describe a pharmacist who has met state requirements for licensure and whose name has been entered on a state registry of practitioners who are licensed to practice in that jurisdiction.
An organized, directed, postgraduate training program in a defined area of pharmacy practice.
The boundaries within which a health professional may practice. For pharmacists, the scope of practice is generally established by the board or agency that regulates the profession in a given state or organization.
A document issued to a pharmacist upon completion of a continuing-education program provided by an organization approved by the American Council on Pharmaceutical Education
A short, intensive, clinical and didactic postgraduate educational program intended to provide the pharmacist with knowledge and skills needed to provide a high level of care to patients with specific diseases or conditions.
a These definitions have been developed by a variety of organizations involved in credentialing and are generally accepted by those in the pharmacist credentialing arena.
Sun, 04 Jun 2023 12:00:00 -0500entext/htmlhttps://www.medscape.com/viewarticle/406934_2HSRB & CITI Certification/Provost's Office
Researchers working with human participants are required to become certified through the Collaborative Institutional Training Initiative (CITI).
In addition to HSRB approval, for departments that use CITI as part of the training in ethics and responsible conduct of research, it is necessary to take the Responsible Conduct of Research tutorial and certification through CITI, whether your work with humans is exempt or not.
You'll get a notice to take the ethics refresher CITI tests near your three-year expiration date.
New researchers take the basic Social/Behavioral/Educational Research course. If your research is biomedically related, take the Biomedical course. Everyone should take the Responsible Conduct of Research course. Continuing researchers take the refresher courses.
Some Hope staff have already taken their ethics training through the Cancer Institute (CI), which the HSRB deems as equivalent to CITI's training. Your training is good for three years. Submit proof of training (from CITI or the CI) along with your application to the HSRB. If we already have your certificate on file, note the date you completed your training on your HSRB application. When you take your refresher course in three years, please take the CITI course unless doing so violates other regulations that you are under.
Teachers who want their students to only read certain parts of the CITI tutorial can have their students click on the relevant tutorials below to see the material. Being "certified" means that a person has clicked on the CITI link, registered with Hope College, and successfully completed all tutorials and tests related to his/her discipline. Then CITI will notify Hope College and the person completing the test that the test taker is "certified."
Why CITI?
Read the rationalization for the CITI tutorials and tests and to read more about exemptions. Taking the CITI tutorials is Hope College's active attempt to prevent any unanticipated problems/violations that have to be reported to the federal government and could shut down your research and/or could threaten all research at Hope College.
When you enter a proposal in the HSRB system, you will need to type in your date of completion. If you have collaborators, their names and CITI completion dates are to be entered too. Faculty are responsible for training their student researchers with CITI training and keeping a paper copy of their own and their students’ CITI completion certificates.
Thu, 28 Oct 2021 09:01:00 -0500entext/htmlhttps://hope.edu/offices/provost/research-scholarship/training-approval/human-subjects-review-board/citi-certification.htmlOnline Pharmacy Technician Certification Course
Requirements for pharmacy technicians vary by state, but most require certification, registration or licensure. Earning your certification from the Pharmacy Technician Certification Board (PTCB) provides a valuable, industry-recognized credential that meets most states’ requirements.
Sun, 27 Mar 2022 10:32:00 -0500entext/htmlhttps://www.utsa.edu/pace/online/pharmacy-technician-certification-training.htmlWhat Is a Certified Financial Planner?No result found, try new keyword!The certified financial planner ... requires applicants to have a bachelor's degree and complete a CFP Board registered program. The bachelor's degree can be in any discipline as long as it's ...Wed, 24 Nov 2021 02:34:00 -0600text/htmlhttps://money.usnews.com/financial-advisors/articles/what-is-a-certified-financial-plannerSt. Petersburg College aims to fill the need for more certified solar workers
St. Petersburg College (SPC) is working to fill the need for more certified solar workers in the Tampa Bay Area. SPC partners with the Florida Solar Energy Center for the project, the very first solar energy apprenticeship program registered with the U.S. Labor Department. “Our solar technician program teaches photovoltaic system design, installation and maintenance, aiming to train and produce highly skilled and certified solar energy technicians," Christopher Cain with SPC said.
PINELLAS COUNTY, Fla. — St. Petersburg College (SPC) is working to fill the need for more certified solar workers in the Tampa Bay Area.
SPC partners with the Florida Solar Energy Center for the project, the very first solar energy apprenticeship program registered with the U.S. Labor Department.
“Our solar technician program teaches photovoltaic system design, installation and maintenance, aiming to train and produce highly skilled and certified solar energy technicians," Christopher Cain with SPC said.
The solar energy workload is growing and so is the need for more certified solar workers. The Solar Energy Technician Apprenticeship aims to fill the gap and put graduates in a solid position to succeed.
Cain said the program will help students, employers and clients locally.
“In the [Tampa] Bay area, we want to facilitate that and be a training area where we can provide that training and give them that certification and create that pathway,” Cain said.
Cain said this is a major step in the right direction. He explained the program is unique because students get classroom training and hands-on experience working in the field.
“We provide a pathway so not only can they break into the industry, but get trained to get on-the-job training by hooking up with an employer,” Cain said.
Cain said the goal is for students to graduate with a NABCEP certification—which stands for North American Board of Certified Energy Practitioners. He explained it's a well-respected and recognized certification in the solar energy field.Â
The program is funded by the Expansion of Registered Apprenticeship and Pre-Apprenticeship Grant in association with Seminole State College. ​
Cain said the grant money will be used to support and sustain the program's needs.
If you are an employer interested in this program, click here.
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Sun, 04 Jun 2023 19:49:00 -0500entext/htmlhttps://www.abcactionnews.com/news/region-hillsborough/st-petersburg-college-aims-to-fill-the-need-for-more-certified-solar-workersCertified Addictions Registered Nurse (CARN / CARN-AP): Review for Certification
Review for Certification: CARN (Basic) & CARN-AP (Advanced Practice)
Date TBA - Via Live Webcast
PROGRAM DESCRIPTION: This certification review course will prepare the participant for the Certified Addictions Registered Nurse certification exam. This includes both the Basic and Advanced Practice Certification exam.
PROGRAM TOPICS:
The CARN and CARN-AP Certification Exams
Theoretical Framework for Addictions: Theories for Addictions and Counseling Education
The Nuts and Bolts of Addictions
Pregnancy and Addiction
Professional Issues
PROGRAM SCHEDULE: 8:00 a.m.–5:15 p.m.
Fees
Certified Addictions Registered Nurse: Review for Certification CARN (Basic) & CARN-AP (Advanced Practice)
$199 Tuition Includes:
Comprehensive handouts
Contact Hour Certificate
Speakers
Rundio holds a PhD from the University of Pennsylvania and a DNP from Chatham University, Pittsburgh, PA. He is certified by the American Nurses' Credentialing Center as an acute care nurse practitioner, an adult health nurse practitioner, a clinical specialist in adult health, and as a Nurse Executive, Advanced. He is also certified as an advanced practice nurse in the field of addictions by the International Nurses Society on Addictions (IntNSA). Rundio is credentialed as a licensed nursing home administrator (LNHA) and also holds certification as an assisted living facility administrator (CALA) in New Jersey. He is a licensed certified alcohol and drug counselor (LCADC) in New Jersey. Rundio is the co-author of the Nurse Executive Review and Resource Manual published by the American Nurses Credentialing Center in March, 2010. He is the author of the book: The Doctor of Nursing Practice: The Nurse Executive Role for Wolters Kluwer Lippincott. He is also the author of the book titled: Basic Budgeting Concepts for New Nurse Managers for Sigma Theta Tau Publications.
Accreditation
Outcome To enable the nurse to demonstrate competence through success on the CARN test and/or CARN-AP exam.
Target Audience Registered nurses interested in addictions certification.
Overall program objective Discuss key syllabus which are examined during the Certified Addictions Registered Nurse certification exam.
Contact hours 7.5 Contact Hours
Accreditation statement
Drexel University (DREXEL) College of Nursing and Health Professions, Division of Continuing Nursing Education is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation.
Provider approved by the California Board of Registered Nursing, Provider Number CEP13661 for 7.5 contact hours.
Standards for Integrity and Independence The provider will collect information from all individuals in a position to control content regarding financial relationships with ineligible companies, analyze the data for relevant financial relationships related to the educational content; and mitigate relevant financial relationships. The results of this analysis will be reported in the course presentation materials.
Schedule
7:30am – 8:00am        Registration 8:00am – 8:30am        The CARN and CARN-AP Certification Exams 8:30am – 10:30am      Theoretical Framework for Addictions: Theories for Addictions and Counseling Education 10:30am – 10:45am    Break 10:45am – 12:15pm    The Nuts and Bolts of Addictions 12:15pm – 1:15pm      Lunch (On Your Own) 1:15pm – 2:30pm        Pregnancy and Addiction 2:30pm – 2:45pm     Break 2:45pm – 5:00pm        Professional Issues 5:00pm – 5:15pm     Evaluations
Thu, 25 Nov 2021 15:55:00 -0600entext/htmlhttps://drexel.edu/cnhp/academics/continuing-education/Nursing-CE-Programs/CertAddictionsRN_RevCert/Certification reveals low turnout in York County primary as officials discuss polling place blunder
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