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Exam Code: TCRN Trauma Certified Registered Nurse Exam thinking January 2024 by Killexams.com team

TCRN Trauma Certified Registered Nurse Exam

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 improve 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 improve patient outcomes

K. Assist in maintaining the performance improvement programs

L. Participate in multidisciplinary rounds

M. Professional issues not otherwise specified



The TCRN exam 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 exam 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 exam 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 exam 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 exam 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 exam committee.



Next, item writers create exam questions and the items are reviewed, revised, and approved by the exam construction and review committee. The items are also repeatedly reviewed throughout the exam 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 actual 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 exam 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.
Trauma Certified Registered Nurse Exam
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TCRN Trauma Certified Registered Nurse Exam

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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 improve 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 improve 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 actual 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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Certification-Board Registered thinking - BingNews https://killexams.com/pass4sure/exam-detail/TCRN Search results Certification-Board Registered thinking - BingNews https://killexams.com/pass4sure/exam-detail/TCRN https://killexams.com/exam_list/Certification-Board Certification Grievances Appeal Process

If an ISA CAP® or CCST® applicant feels he/she was wrongly denied certification, original or renewal, from the CAP or CCST program, then he/she has the right to appeal.

Appeals Procedures

All appeals shall be in writing.

  1. The notice of appeal must be delivered to the Certification Board, addressed to the attention of the ISA Executive Director, by the close of business on the 21st day after the receipt date of the notice of denied certification.
  2. The appeal should include the date the notice of denied certification was received and must state the reasons the applicant believes the denied certification was in error.
  3. The appeal should indicate whether or not the applicant requests a hearing.
    1. If a hearing is requested, the applicant must explain why a hearing is needed, identify the issues to be resolved at a hearing, list names of prospective witnesses, and identify documentation and other evidence to be introduced at the hearing before the Board.
  4. The Chair of the Certification Board will select a three-member panel of the Board to become the Review Panel, one of whom shall be appointed Chair and will be the final vote in the event of a tie during the ruling.

Procedures

The Review Panel will review the appeal and any request for a hearing. The Review Panel will grant a hearing in connection with the appeal, if requested.

Hearing

  1. The Chair of the Review Panel will determine the time and location of the hearing within 90 days after determination that a hearing is warranted and will notify the applicant within the first 21 days. The applicant will be notified of the hearing time and location at least 20 days prior to the time determined for the hearing.
  2. The applicant may be represented by counsel or represent him/herself at the hearing. The applicant may offer witnesses and documents and may cross-examine any witness.
  3. The Review Panel may consider any evidence it deems relevant without regard to strict application of legal rules of evidence.
  4. The applicant is urged to submit a written brief (four copies) 10 days prior to the hearing to the Certification Board, addressed to the attention of the ISA Executive Director, for distribution to the panel in support of his/her position. However, written briefs are not required.

Deposition

  1. If the applicant or Review Panel desires to take a deposition prior to the hearing of any voluntary witnesses who cannot attend the hearing, the deposition of a witness may be applied for in writing to the Chair of the Review Panel together with a written consent signed by the potential witness that he or she will give a deposition for one party and a statement to the effect that the witness cannot attend the hearing along with the reason for such unavailability.
  2. The party seeking to take the deposition of a witness shall state in detail as to what the witness is expected to testify.
  3. If the Chair of the Review Panel is satisfied that such deposition from a possible witness will be relevant to the issue in question before the Panel, then the Chair will authorize the taking of the deposition. The Chair will also designate a member of the Panel to be present at the deposition.
  4. The deposition may be taken orally or by video. Any refusal of the taking of the deposition by the Chair shall be reviewed by the Panel at the request of the applicant.
  5. The party requesting the deposition will pay for the cost connected with taking the deposition.

The applicant will be notified of the result of the Review Panel within 30 days of the meeting.

Final Review

  1. If the Review Panel makes a decision adverse to the applicant, the applicant may appeal to the full Certification Board for a final review by the close of business on the 21st day after the notice of decision is issued. Such appeal shall follow the same procedures as the initial appeal to the extent possible with the Chair of the Board serving as the Chair of the Final Review Panel. The Chair will once again select a three-member panel, one of whom shall be himself, to become the Review Panel, and the final vote in the event of a tie during the ruling shall be his.
  2. If the applicant does not petition the Board for review or request a hearing before the Board regarding the recommendation of rejection of the application within the time allowed by these rules, the original decision by the Review Panel shall stand.
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Board Certified Behavior Analyst (BCBA) vs Registered Behavior Technician (RBT) Career Paths

Drexel University School of Education

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 exam 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 exam 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 recent 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 -0600 en text/html https://drexel.edu/soe/resources/career-path/rbt-vs-bcba/
New Cardiology Certification Board: What's the Plan?

The proposal by the major cardiovascular societies in the US to form a new board of cardiovascular medicine to manage initial and ongoing certification of cardiologists represents something of a revolution in the field of continuing medical education and assessment of competency. 

Five US cardiovascular societies — the American College of Cardiology (ACC), the American Heart Association (AHA), the Heart Failure Society of America (HFSA), the Heart Rhythm Society (HRS), and the Society for Cardiovascular Angiography & Interventions (SCAI) — have now joined forces to propose a new professional certification board for cardiovascular medicine, to be known as the American Board of Cardiovascular Medicine (ABCVM). 

The ABCVM would be independent of the American Board of Internal Medicine (ABIM), the current organization providing maintenance of certification for cardiologists as well as many other internal medicine subspecialties. The ABIM's maintenance of certification process has been widely criticized for many years and has been described as "needlessly burdensome and expensive." 

The ABCVM is hoping to offer a more appropriate and supportive approach, according to Jeffrey Kuvin, MD, a trustee of the ACC, who has been heading up the working group to develop this plan. 

Kuvin, who is chair of the cardiology at Northwell Health, Manhasset, New York, a l arge academic healthcare system, explained that maintenance of certification has been a topic of discussion across the cardiovascular community for many years, and the ACC has a working group focused on the next steps for evaluation of competency, which he chairs.

"The topic of evaluation of competence has been on the mind of the ACC for many years and hence a work group was developed to focus on this," Kuvin noted. "A lot of evolution of the concepts and next steps have been drawn out of this working group. And now other cardiovascular societies have joined to show unification across the house of cardiology and that this is indeed the way that the cardiovascular profession should move." 

"Time to Separate from Internal Medicine"

The general concept behind the new cardiology board is to separate cardiology from the ABIM. 

"This is rooted from the concept that cardiology has evolved so much over the last few decades into such a large multidimensional specialty that it really does demarcate itself from internal medicine, and as such, it deserves a separate board governed by cardiologists with collaboration across the entirely of cardiology," Kuvin said. 

Cardiology has had significant growth and expansion of technology, tools, medications, and the approach to patients in many specialities and subspecialties, he added. "We have defined training programs in many different areas within cardiology; we have our own guidelines, our own competency statements, and in many cases, cardiology exists as its own department outside of medicine in many institutions. It's just time to separate cardiology from the umbrella of internal medicine." 

The new cardiology board would be separate from, and not report to, the ABIM; rather, it would report directly to the American Board of Medical Specialties (ABMS), the only recognized medical certification body in the US. 

What Are the Proposed Changes

Under the present system, managed by the ABIM, clinicians must undergo two stages of certification to be a cardiologist. First, they have to pass the initial certification exam in general cardiology, and then exams in one of four subspecialties if they plan to enter one of these, including interventional cardiology, electrophysiology, advanced heart failure or adult congenital heart disease. 

Next, clinicians enter the maintenance of certification phase, which can take three different forms: 1) taking another recertification exam every 10 years; 2) the collaborative maintenance pathway — a collaboration between ACC and ABIM, which includes evaluation, learning and a certified exam each year; or 3) longitudinal knowledge and assessment — in which the program interacts with the clinician on an ongoing basis, sending secured questions regularly. 

All three of these pathways for maintenance of certification involve high stakes questions and a set bar for passing or failing. 

Under the proposed new cardiology board, an initial certification exam would still be required after fellowship training, but the maintenance of certification process would be completely restructured, with the new approach taking the form of continuous learning and assessment of competency. 

"This is an iterative process, but we envision with a new American Board of Cardiovascular Medicine, we will pick up where the ABIM left off," Kuvin notes. "That includes an initial certifying examination for the five areas that already exist under the ABIM system but with the opportunities to expand that to further specialties as well."

He points out that there are several areas in cardiology that are currently not represented by these five areas that warrant some discussion, including multimodality imaging, vascular heart disease, and cardio-oncology. 

"At present, everybody has to pass the general cardiology exam and then some may wish to further train and get certified in one of the other four other specific areas. But one topic that has been discussed over many years is how do we maintain competency in the areas in which clinicians practice over their lifetime as a cardiologist," Kuvin commented. 

He said the proposed cardiology board would like to adhere to some basic principles that are fundamental to the practice of medicine. 

"We want to make sure that we are practicing medicine so that our patients derive the most benefit from seeing a cardiologist," he said. "We also want to make sure, however, that this is a supportive process, supporting cardiologists to learn what they know and more importantly what they don't know; to identify knowledge gaps in specific area; to help the cardiologist fill those knowledge gaps; to acknowledge those gaps have been filled; and then move on to another area of interest. This will be the focus of this new and improved model of continuous competency."

The proposed new board also says it wants to make sure this is appropriate to the area in which the clinician is practicing.

"To take a closed book certified exam every 10 years on the world of cardiology as happens at the current time – or the assessments conducted in the other two pathways – is often meaningless to the cardiologist," Kuvin says. "All three current pathways involve high stakes questions that are often irrelevant to one’s clinical practice." 

Lifelong Learning

"The crux of the changes we are proposing will be away from the focus of passing a test towards a model of helping the individual with their competency, with continuous learning and evaluation of competency to help the clinician fill in their knowledge gaps," he explains.

He described the new approach as "lifelong learning," adding that, instead of it being "a punitive pass/fail environment with no feedback, which causes a lot of discontent among clinicians," it will be a supportive process, where a clinician will be helped in filling their knowledge gaps. 

"I think this would be a welcome change not just for cardiology but across medical specialties," Kuvin said. 

He also pointed out the ABMS itself is considering a continuous competency approach, and the proposed new cardiology board aims to work with the ABMS to make sure that their goals of continuous competency assessment are matched. 

"The world has changed. The ability to access information has changed. It is no longer imperative for a clinician to have every piece of knowledge in their brain, but rather to know how to get knowledge and to incorporate that knowledge into clinical practice," Kuvin noted. "Competency should not involve knowledge alone as in a closed book exam. It is more about understanding the world that we live in, how to synthesize information, where we need to improve knowledge and how to do that." 

Kuvin acknowledged that asking clinicians questions is a very helpful tool to identify their knowledge base and their knowledge gaps. "But we believe the clinician needs to be given resources – that could be a conference, an article, a simulation - to fill that knowledge gap. Then we could ask clinicians some different questions and if they get those right then we have provided a service." 

Tactile skills for cardiologists needing to perform procedures – such as interventionalists or electrophysiologists may be incorporated by simulation in a technology-based scenario.

On how often these assessments would take place, Kuvin said that hadn't been decided for sure. 

"We certainly do not think an assessment every 10 years is appropriate. We envision, instead of an episodic model, it will be rather a lifelong journey of education and competency. This will involve frequent contact and making sure knowledge gaps are being filled. There are criteria being set out by the ABMS that there should be a certain number of touch points with individuals on an annual as well as a 5-year basis to make sure cardiologists are staying within specific guardrails. The exact nature of these is yet to be determined," he said. 

Kuvin added that it was not known yet what sort of hours would be required but added that "this will not be a significant time burden."

What is the Timeframe?

The application to the ABMS for a separate cardiology board is still ongoing and has not yet received formal acceptance. Representatives from the five US cardiovascular societies are in the initial stages of formulating a transition board. 

"The submission to the ABMS will take time for them to review. This could take up to a year or so," Kuvin estimates. 

This is the first time the ABMS has entertained the concept of a new board in many years, he noted. "It will be a paradigm shift for the whole country. I think that cardiology is really at the forefront and in a position where we can actually do this. If cardiovascular medicine is granted a new board, I think this will help change the approach of how physicians are assessed in terms of continuous competency not just in cardiology but across all specialties of medicine."

He added: "We are confident that we can work within the construct of the ABMS guidelines that have been revised to be much more holistic in the approach of continuous competence across the board. This includes thinking beyond rote medical knowledge and thinking about the clinician as a whole and their abilities to communicate, act professionally, work within a complex medical system, utilize medical resources effectively. These all have to be part of continuous competence."

How Much Will This Cost?

Noting that the ABIM has received criticism over the costs of the certification process, Kuvin said they intend to make this "as lean a machine as possible with the focus on reducing the financial [burden] as well as the time burden for cardiologists. It is very important that this is not cumbersome, that it is woven into clinical practice, and that it is not costly." 

But he pointed out that building a new board will have significant costs. 

"We have to think about developing initial board certification examinations as well as changing the paradigm on continuous certification," he said. "This will take some up-front costs, and our society partners have decided that they are willing to provide some start-up funds for this. We anticipate the initial certification will remain somewhat similar in price, but the cost of ongoing continuous competency assessment will be significantly reduced compared to today's models."

Kuvin said the collaboration of the five participating US cardiovascular societies was unprecedented. But he noted that while the transition board is beginning with representatives of these individual societies, it will ultimately be independent from these societies and have its own board of directors. 

He suggested that other societies representing other parts of cardiology are also interested. "Cardiology has recognized how important this is," he said. "Everybody is excited about this."

Thu, 07 Dec 2023 08:53:00 -0600 en text/html https://www.medscape.com/viewarticle/new-cardiology-certification-board-what-s-plan-2023a1000umq
Behavior analysis licensure

Licensure in most states is based upon your BACB® certification. Although most states recognize graduating from a VCS-approved program and holding a BACB® certification to be sufficient evidence that an application to licensure meets the educational and experience requirements for licensure in their jurisdiction, some state boards have additional requirements beyond ABAI VCS requirements.

Students may be able to meet specific educational requirements while enrolled in the Behavior Analysis Program in the Global Institute for Behavior Analysis by tailoring their electives and securing practical experiences that will meet the requirements of the licensure board for the given state to which you are applying.

If you intend to pursue licensure in Nevada or in another state, we highly advise you to contact the applicable state licensing board to familiarize yourself with its specific requirements and to determine its eligibility criteria.

Contact information for every state licensing board is provided in the table below.

Wed, 28 Sep 2022 11:33:00 -0500 en-us text/html https://www.unr.edu/psychology/global-institute-for-behavior-analysis/licensure
Certificate in Financial Planning

In addition to the MBA in Financial Planning and Master of Science in Financial Planning degrees, we offer a certificate-only program for candidates who wish to work towards the CFP® certification in a graduate studies framework.

Apply online

Benefits

  • Accredited by the Western Association of Schools and Colleges (WASC)
  • USDLA-award-winning online classes
  • Access to nationally-recognized faculty with degrees and industry certifications
  • Listed as one of the Top Schools in November issue of Financial Planning Magazine
  • Multiple program entry points within the academic year
  • The ability to take classes fully online.
  • Flexibility that accommodates the needs of the full-time working adult
  • Cal Lutheran’s Certificate program in Financial Planning is registered by the Certified Financial Planner Board of Standards Inc. (CFP Board) in Washington DC.

Program Completion Time

On average, students complete this certificate program in about 18 months by taking one course per term.

Courses

  • Introduction to Financial Planning
  • Tax Management and Strategy
  • Employee Benefits and Retirement Planning
  • Risk Management and Insurance
  • Principles of Estate Planning
  • Financial Principles and Policies
  • Investment and Portfolio Management
  • Capstone Course in Financial Planning

Admission Requirements

  1. A completed online application and non-refundable application fee
  2. Graduate Program Advisement with an admission counselor
  3. Official Transcript(s) from a regionally accredited college or university verifying the applicant’s bachelor’s degree or equivalent with an acceptable GPA.
  4. Two Academic or Professional Recommendations

Tuition & Fees

The Financial Planning Certificate allows professionals to continue graduate-level study at a significantly discounted rate - approximately 40 percent less than the regular MBA tuition.

Fall 2022 - Summer 2023
Tuition $665 per credit
Technology Fee $60 per term
Application Fee $25 online
$50 paper
Late Registration Fee
for registration submitted after the add/drop deadline
$50
Late Transaction Fee
for employer reimbursement applications
received after the second week of the semester
$50
Transcript Fee $5.00 minimum
Additional fees may apply, refer to the Registrar's site

All fees are subject to change without notice. The University reserves the right to change, delete or add to this pricing schedule as deemed appropriate. Transcripts and diploma will not be released for any student who has an outstanding balance owed to Cal Lutheran.

Fall 2023 - Summer 2024
Tuition $695 per credit
Technology Fee $60 per term
Application Fee $25 online
$50 paper
Late Registration Fee
for registration submitted after the add/drop deadline
$50
Late Transaction Fee
for employer reimbursement applications
received after the second week of the semester
$50
Transcript Fee $5.00 minimum
Additional fees may apply, refer to the Registrar's site

All fees are subject to change without notice. The University reserves the right to change, delete or add to this pricing schedule as deemed appropriate. Transcripts and diploma will not be released for any student who has an outstanding balance owed to Cal Lutheran.

 


The CFP® Board is a nonprofit professional regulatory organization that requires education, ethics requirements, examination, and experience for CERTIFIED FINANCIAL PLANNER® certificants. Along with completing the financial planning coursework and passing the CFP® Certification Examination, the CFP® Board also requires successful CFP® certificants to have financial planning-related work experience and adhere to their Code of Ethics and Professional Responsibility.

The MBA and Certificate program in Financial Planning is registered by the Certified Financial Planner Board of Standards Inc. (CFP Board) in Washington DC. Candidates who plan to sit for the CFP Certification Examination must successfully complete a CFP Board-Registered Program.

Thu, 09 Mar 2017 01:31:00 -0600 en text/html https://www.callutheran.edu/academics/graduate/certificates/financial-planning.html
Online MBA in Financial Planning

Our Reputation

  • Accredited by the Western Association of Schools and Colleges (WASC)
  • Ranked by US News and World Report among the top 20 schools in the Western United States.
  • USDLA-award-winning online classes
  • Listed as one of the Top Schools in Financial Planning Magazine

More program highlights

Online Courses

Online courses are offered year-round in five, 8-week terms. The accelerated format of the program allows a student to complete the program in less than two years, if desired.

Students and faculty meet in live virtual learning environments designed for collaboration with audio, video, application sharing, and group break-out rooms.

Classes are capped at 20 students.

About online courses

Transfer Your Credit

Students may petition to transfer up to six semester credits of graduate coursework taken at other regionally accredited colleges or universities to the financial planning program at California Lutheran University.

Students may also be eligible to transfer up to nine credits for previously earned master's degrees.

View transfer agreements

The CFP® Board is a nonprofit professional regulatory organization that requires education, ethics requirements, examination, and experience for CERTIFIED FINANCIAL PLANNER® certificants. Along with completing the financial planning coursework and passing the CFP® Certification Examination, the CFP® Board also requires successful CFP® certificants to have financial planning-related work experience and adhere to their Code of Ethics and Professional Responsibility.

The MBA and Certificate program in Financial Planning is registered by the Certified Financial Planner Board of Standards Inc. (CFP Board) in Washington DC. Candidates who plan to sit for the CFP Certification Examination must successfully complete a CFP Board-Registered Program.

The MBA and Certificate program in Financial Planning is registered by the AFCPE® Registered Education Program in Westerville, OH. Candidates who plan to sit for the AFC® Certification Examination must successfully complete a AFCPE® Registered Education Program.

Tue, 01 Jan 2008 06:43:00 -0600 en text/html https://www.callutheran.edu/academics/graduate/mba-financial-planning/
National Board Certification FAQs

Should I take EDCI 5515 or EDCI 5959 credits?

EDCI 5515 credits should be taken if you want to use the National Board Certification toward your Master's degree in Curriculum & Instruction. EDCI 5959 credits are for continuing education only and will NOT be accepted on your Program of Study for the Master's degree in C&I. 

Will there be classes offered to help me proceed through the National Board Certification process?

Yes, a series of seminars and workshops are offered through the Wyoming National Board Certification Initiative each semester. Information about these seminars and workshops is posted and updated on the Wyoming NBC website. Graduate level Curriculum and Instruction credit is available for these seminars (courses listed as EDCI 5515). These courses are designed to support teachers as they grow as professionals and simultaneously proceed through the Board Certification process and the UW Master’s program.  

Where will the classes be offered?

The classes are offered around the state of Wyoming to allow participation across the state. Dates and locations for upcoming seminars and workshops can be found on the Wyoming NBC website. Participants enroll in the courses through UW Outreach Credit Programs (toll free phone number: 1-800-448-7801). Up to 9 total credit hours of the seminars can be taken by enrolled graduate students. Up to 9 total seminar/workshop credit hours may be applied as electives in the Curriculum and Instruction Master’s program.  

Who will teach these classes?

The seminars are taught by Barbara Maguire, a Nationally Board Certified teacher and expert in the NBC process.

How many times can I take the NBC class?

Graduate students/National Board Candidates can enroll in the seminars as many times as necessary/desired. For those seeking graduate degrees, up to 9 credits can be applied to the Curriculum and Instruction Master’s degree program as elective hours dependent upon the student’s committee approval.

What about tuition?

Students will pay regular graduate tuition for the seminar classes. View the current UW fee schedule. 

Will I need to complete a Thesis or Plan B paper to finish my C&I degree? No, the NBC Portfolios will be accepted in Lieu of a Plan B Paper for teachers pursuing NBC Certification and a UW Master’s degree simultaneously. This acceptance is dependent upon committee approval (not acceptance by the National Board). An agreement to utilize this procedure and maintain portfolio confidentiality has been reached between UW and the NBPTS (National Board for Professional Teaching Standards). The NBC portfolio must be submitted and defended (in a meeting with the student’s graduate committee) prior to initial submission to the NBPTS.  The committee’s portfolio copies will be destroyed after the defense.

Note: The Rubric for Assessment of the presentation  is provided below.

If I am already a National Board Certified teacher, can I apply my NBC work retroactively to a graduate degree?

No, the program is designed for those working on National Board Certification and a C&I Master’s degree simultaneously.

How do I apply for a UW Curriculum and Instruction Graduate Program?

 The graduate application and other information can be found here.

What if I have Additional Questions?

 If you have additional questions, please contact the UW Department of Curriculum and Instruction (curriculum@uwyo.edu; 307-766-6371).

Assessment Checklist for National Board Certification (NBC)

Portfolio & Presentation 

Committee members will evaluate the following areas and will determine if the student/NBC candidate accomplished each of these aims/activities at a level sufficient to warrant the substitution of the NBC portfolio and presentation for the Plan B requirement. S/U (Satisfactory/Unsatisfactory) will be assigned  for each area, and an overall evaluation of “S” must be achieved for portfolio to serve in lieu of the Plan B paper.  

______ Overall evaluation of the portfolio and presentation as suitable substitutes for Plan B

paper/project and defense

Presentation of NBC Portfolio to Master’s Committee:

______Student provides a brief overview of National Board Certification process and portfolio

______Student describes process of working on the portfolio (including connections to C&I courses

taken, time commitment, assessments and data analysis, and reflections)

______ Student presents at least one explicit connection between the portfolio documentation and

his/her C&I Master’s Degree coursework (e.g. assessment strategy learned in literacy specific

course was used to evaluate student work included in NBC portfolio), and explains ways processes informed each other

_____ Student describes challenges, pleasures, difficulties associated with the NBC process

_____Student summarizes learning derived from portfolio process and completion

 

 More information on National Board Certification:

Visit our Course Schedule page to view projected MA core and emphasis course offerings

Sun, 12 Nov 2023 09:24:00 -0600 en text/html https://www.uwyo.edu/ste/masters-degrees/national-board-certification-faq.html
16 Medical Careers You Can Start In Less Than 2 Years No result found, try new keyword!These quick medical certification careers can offer great wages, opportunities, and have a low barrier to entry. It can take anywhere from 2-24 months to start any one of these medical ... Wed, 06 Dec 2023 10:00:00 -0600 en-us text/html https://www.msn.com/ Certified 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

Cancellation Policy:
Any cancellations will require a $50 cancellation fee, no exceptions.
If less than 2 weeks before the course, no refund provided.
Questions contact Elizabeth Diaz at ed35@drexel.edu


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 exam and/or CARN-AP exam.

Target Audience
Registered nurses interested in addictions certification.

Overall program objective
Discuss key topics 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.

S chedule

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 -0600 en text/html https://drexel.edu/cnhp/academics/continuing-education/Nursing-CE-Programs/CertAddictionsRN_RevCert/
Changes in Board Certification Could Improve Vascular Surgery Training

Certification and Accreditation

Certification in vascular surgery (VS) in the United States is currently the responsibility of the American Board of Surgery (ABS), which is also responsible for certification in general surgery (GS). The ABS is one of 24 certifying boards that are members of the American Board of Medical Specialties (ABMS). As such, it is responsible for certifying those surgeons who are found to be qualified after meeting specific training requirements and completing an examination process. Certification in VS is specifically overseen by the Vascular Surgery Board (VSB), a component board of the ABS. Details of the ABS and VSB structure can be found on their Web site ( www.absurgery.org ). It should be noted that the ABS is responsible for certification of individuals and is not responsible for hospital credentialing or surgeon reimbursement.

Accreditation of VS training programs in the United States is the responsibility of the Accreditation Council for Graduate Medical Education (ACGME), which develops accreditation standards and reviews accredited programs for compliance. In VS and GS, this is done by the Residency Review Committee for Surgery (RRC-S), one of 26 specialty-specific review committees of the ACGME. Details of the ACGME and RRC-Surgery structures can be found on their Web site ( www.acgme.org ). It should be noted that the RRC-S is responsible for establishing minimal training requirements in VS training programs but is not responsible for individual surgeon certification. However, surgeons seeking certification by an ABMS board must successfully complete an ACGME-accredited residency training program.

Currently, VS is a specialty board of the ABS, such that primary certification in GS is required before a secondary certificate in VS can be obtained. Similarly, completion of an ACGME-accredited residency program in GS is a prerequisite for VS training in an ACGME-accredited program. However, recertification in GS is not required to maintain certification in VS.

Fri, 22 Dec 2023 10:00:00 -0600 en text/html https://www.medscape.com/viewarticle/498511




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