Due to the complexity and multi-system involvement of the rheumatologic diseases, nurses who are transitioning into rheumatology office practice are challenged to adapt their nursing skills and develop additional ones that are required for the multi-faceted care and management of this special patient population. Although numerous resources on the topic of rheumatology are available, many are not useful for the entry-level rheumatology nurse as the level of presentation may be either too complex (for researchers or rheumatologists) or too basic (patient education).

Currently, although appropriate educational materials are available, they are widely distributed and may require considerable time and effort to find and evaluate and then consume and implement. This course is intended to target the specific needs of rheumatology office nurses and other clinicians by providing one easy-to-access online source that offers an evidence-based, current, comprehensive overview of the rheumatologic disorders and rheumatology nursing practice.

The American College of Rheumatology and the Association of Rheumatology Health Professionals are proud to add Fundamentals of Rheumatology Course to our portfolio of exceptional educational products. We wish to commend the many individuals involved in the development of this program, including the module authors and reviewers, the ACR and ARHP staff, Doppler Studio of Atlanta, GA and especially the scientific editor Geri B. Neuberger, RN, EdD; managing editor Emily Delzell, BA; and copyright editor Christie Stephens, BA, Communications/Media for their expertise and significant contributions in advancing the knowledge and skills of health professionals in the field of rheumatology.

The modules will consist of several components.

1. First, a pre-test or a pre-assessment of your knowledge about a specific topic in rheumatology is completed. Case studies allow for the person to enter in their own response and then learn how experts in the field would respond.
2. Second, the lecture presentation includes audio-annotated PowerPoint slides. Each of the audio-annotations varies in length from 30 to 120 minutes.
3. Third, clinical tip sheets (also known as clinical pearls) can be printed out for use in a clinic or practice setting.
4. And fourth, a post-test allows the individual to test their knowledge of what they have learned.

This continuing nursing education activity was approved by the Georgia Nurses Association, an accredited approver by the American Nurses Credentialing Center's Commission on Accreditation.

Here is a listing of the five module authors, contact hours and objectives:

MODULE 1: OVERVIEW OF RHEUMATIC DISEASE Click to Expand

MODULE 1: OVERVIEW OF RHEUMATIC DISEASE Click to Hide

3.06 contact hours will be awarded for two years from 10-02-2012 to 10-02-2014.

Author: Maura K. McCall, MSN, RN (NO PHOTO)
Project Coordinator, Clinical Research Suite Director, Clinical Lab Manager.
University of Pittsburgh, School of Nursing, Pittsburgh, PA

Author: Donna G. Nativio, PhD, CRNP, FAAN Associate Professor and Nurse Practitioner Director, Doctor of Nursing Practice Program (DNP) Coordinator, Nurse Practitioner areas for ANP, FNP, NNP & PNP Vice Chair for Administration, Department of Health Promotion and Development University of Pittsburgh, School of Nursing, Pittsburgh, PA

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At the completion of this module, the learner will be able to:

1. Define the major types of rheumatic diseases in adults and children.
2. Describe the incidence and prevalence of the major rheumatic diseases.
3. Identify the signs and symptoms of the major rheumatic diseases.
4. Compare and contrast the pathophysiology of rheumatoid arthritis, osteoarthritis, systemic lupus erythematosus, gout, and fibromyalgia.
5. Identify abnormal laboratory and radiological findings helpful in the diagnosis of rheumatic diseases.

MODULE 2: ASSESSMENT AND MANAGEMENT OF THE ADULT WITH RHEUMATIC DISEASE Click to Expand

MODULE 2: ASSESSMENT AND MANAGEMENT OF THE ADULT WITH RHEUMATIC DISEASE Click to Hide

5.59 contact hours will be awarded for two years from 10-02-2012 to 10-02-2014.

Author: Kori A. Dewing, DNP, ARNP Rheumatology Nurse Practitioner, Virginia Mason Medical Center Clinical Faculty, University of Washington School of Nursing Seattle, Washington

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At the completion of this module, the learner will be able to:

1. Describe the importance of and procedure for conducting the interview.
2. Describe the importance of and procedure for conducting a total joint examination.
3. Compare and contrast the dosage, action and adverse effects of medications prescribed to treat inflammatory/autoimmune diseases with those used for gout, osteoarthritis and fibromyalgia.
4. Discuss the 2010 Criteria for the Classification of Rheumatoid Arthritis and other clinical guidelines available on the ACR website.
5. Differentiate the roles of other health professionals (e.g., physical therapist, occupational therapist, social worker, psychologists, dieticians and podiatrists) in treatment of rheumatic diseases.
6. Discuss the benefits, risks and differences among major evidence-based complementary and alternative (CAM) therapies and common CAM therapies for which there is less evidence.
7. Teach patients self-management techniques (e.g., exercise and stress management) and inform them of community resources and websites.

MODULE 3: ASSESSMENT AND MANAGEMENT OF THE CHILD WITH RHEUMATIC DISEASE Click to Expand

MODULE 3: ASSESSMENT AND MANAGEMENT OF THE CHILD WITH RHEUMATIC DISEASE Click to Hide

13.58 contact hours will be awarded for two years from 10-02-2012 to 10-02-2014.

Author: Karen L. Kerr, MSN, NP, CPNP, PNP-BC Rheumatology Nurse Practitioner Children's Hospital of Michigan, Detroit, MI

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At the completion of this module, the learner will be able to:

1. Recognize common rheumatic diseases in children and adolescents.
2. Identify abnormal physical assessment, laboratory, and radiological findings that aid in diagnosis and follow-up care.
3. Describe the action, dosage and side/toxic effects of medications prescribed for treatment of rheumatic diseases in children.
4. Teach the child and parent methods to remember and adhere to treatments and medications.
5. Explain the importance of performing appropriate exercises and other self-management methods and how to adapt and coordinate them with school activities as needed.
6. Differentiate the roles of other health professionals (e.g., ophthalmologists, physical therapists, occupational therapists, social workers, psychologists, dieticians and podiatrists) in treatment of rheumatic diseases.
7. Discuss the benefits, risks and differences among major evidence-based CAM therapies and common CAM therapies for which there is less evidence.
8. Teach the patient/family self-management techniques and inform them of community resources and websites.

MODULE 4: NURSING MANAGEMENT OF THE INFUSION PATIENT Click to Expand

MODULE 4: NURSING MANAGEMENT OF THE INFUSION PATIENT Click to Hide

4.5 contact hours will be awarded for two years from 10-02-2012 to 10-02-2014.

Author: Cora Vizcarra RN, BSN, CRNI, MBA President/CEO/Infusion Nurse Consultant MCV & Associates Healthcare Inc. Indianapolis, IN

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At the completion of this module, the learner will be able to:

1. Describe the guidelines and procedures for setting up an infusion suite.
2. Identify types of equipment needed for the infusion suite.
3. Discuss assessment and pretreatment protocols for prevention of infusion reactions.
4. List the names, actions, dosing protocols and potential adverse effects of biologics.
5. Explain protocols for action if reaction(s) to infusions occur.
6. Access up-to-date information on biologics and contact other nursing resources (e.g. Infusion Nursing Society).

MODULE 5: INSURANCE PREAUTHORIZATION Click to Expand

MODULE 5: INSURANCE PREAUTHORIZATION Click to Hide

1.2 contact hours will be awarded for two years from 10-02-2012 to 10-02-2014.

Author: Joyce P. Carlone, MN, FNP-BC, CCRC Nurse Practitioner/Research Coordinator Emory University, Rheumatology, Atlanta, GA

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At the completion of this module, the learner will be able to:

1. Identify medications that need preauthorization by third party payers.
2. Describe the procedures for obtaining preauthorization for specific drug treatments.
3. Discuss supporting documents that enhance approval.
4. Identify potential sources of funding for medications used to treat rheumatic disease.

To register for the program, click here.

JOIN ARHP TO RECEIVE THE MEMBER REGISTRATION DISCOUNT
If you are not a member but are interested in receiving the member discount prices and additional ARHP member benefits, join today!

• Click here to register online.
• Click here to register by fax or mail.

Each registrant will have 12 months to complete a module and must receive a pass rate of 70% or greater on each module assessment tests in order to receive contact hours for that module. Those who successfully pass a module assessment will receive a "Certificate of Attendance" with their contact hours.

For additional information, contact ARHP staff at (404) 633-3777 X808.

CONFLICT OF INTEREST/DISCLOSURE STATEMENTS
As an educational provider, it is the ACR's policy to ensure balance, independence, objectivity, and scientific rigor in all its educational activities. Faculty participating in an ACR-sponsored activity must disclose to the editorial team and audience any financial or other relationship(s) including, but not limited to:

1. Stock, stock options or bond holdings in a for-profit corporation or self-directed pension plan
2. Research grants
3. Employment (full or part-time)
4. Ownership or partnership
5. Consulting fees or other remuneration (payment)
6. Non-remunerative positions of influence such as officer, board member, trustee or public spokesperson
7. Receipt of royalties
8. Speakers Bureau
9. Other

Faculty disclosures listed apply in numeric format according to the list above. In accordance with ACR policy an individual who refuses to disclose relevant financial relationships will be disqualified from being a planning committee member, a teacher, or an author of this educational offering, and cannot have control of, or responsibility for the development, management, presentation or evaluation of this activity.

Editors, authors and reviewers currently working on modules reported the following disclosures:
Emily Delzell – nothing to disclose.

Scientific Editor: Geri B. Neuberger, EdD, MN, ARNP-CNS Professor, School of Nursing University of Kansas Medical Center Kansas City, KS Background: Geri B. Neuberger, EdD, MN, ARNP-CNS has served on the faculty of the KU School of Nursing since 1976. She teaches courses in health care research and adult/gerontological health care to Master of Science in nursing students. She also serves as coordinator of the BSN Honors Program. Her research and publications are related to the care of adults with rheumatic diseases.

Authors
Joyce P. Carlone, MN, RN, FNP-BC – UCB Nurse Advisory Board; UCB RA Scholarship Committee: 5
Kori A. Dewing, DNP, ARNP – nothing to disclose.
Karen L. Kerr, MSN, NP, CPNP, PNP – nothing to disclose.
Maura McCall, MSN, RN – nothing to disclose.
Donna G. Nativio, PhD, CRNP – nothing to disclose.
Cora Vizcarra, RN, BSN, CRNI, MBA – Janssen Biotech Inc. (formerly Centocor), 5

Reviewers
Saralynn H. Allaire, ScD – Nothing to disclose.
Lee A. Anderson, BSN – Nothing to disclose.
Josh S. Brinks, BSN, MSN, FNP - Nothing to disclose.
Jessica F. Farrell, PharmD – Nothing to disclose.
Donna J. Hawley, RN, EdD – Nothing to disclose.
Carol B. Lindsley, MD – Nothing to disclose.
Molly K. Lynn, BSN – Nothing to disclose.
Gail R. McIlvain-Simpson, MSN, PNP, BC - Nothing to disclose.
Sandra J. Mintz (Watcher), RN, BSN – Nothing to disclose.
Sylvia J. Nobles, MSN, FNP – Abbott, Genentech 8.
Janalee Taylor, MSN, RN, CNS, CNP – Nothing to disclose.

January 2013 Grads | 2012 Grads