Hypokalemia and Hyperkalemia
Course #34644 - $21 -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
The prevention of clinically significant hypokalemia and hyperkalemia is essential. In the absence of early detection and treatment, hypokalemia can cause serious complications and even death. Because potassium imbalance can appear in a wide range of patients, the information provided in this course will be helpful for the majority of healthcare professionals. First, the terms and clinical criteria for each condition will be thoroughly reviewed. Next, a clear overview of the clinical presentation, diagnosis, and useful tests to determine etiology will be given. Finally, the course will end with a discussion of treatment options and management techniques, including patient education points.
This course is designed for nurses and allied staff caring for patients who may present with hypokalemia or hyperkalemia.
The purpose of this course is to provide healthcare professionals with the information necessary to identify hypokalemia or hyperkalemia early and intervene to prevent long-term adverse effects.
Upon completion of this course, you should be able to:
- Define hypo- and hyperkalemia.
- Analyze the pathophysiology of hypo- and hyperkalemia.
- Accurately diagnose patients with potassium imbalances using the appropriate laboratory testing.
- Describe the management and referral of patients with hypo- or hyperkalemia.
- Evaluate special topics related to a presentation with potassium abnormalities, including Addison disease, renal tubular acidosis, and hyperaldosteronism.
Carol Whelan, APRN, has been working in nursing education since 2000. She received her Master's degree in psychiatric/mental health nursing from St. Joseph College in West Hartford, Connecticut, and completed post-graduate nurse practitioner training at Yale University. Ms. Whelan is an Associate Clinical Professor and Lecturer at Yale University and works as an APRN at the Department of Veterans' Affairs in Connecticut, where she also serves as the Vice President of Medical Staff. She has authored many articles, textbook chapters, and books.
Contributing faculty, Carol Whelan, APRN, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Mary Franks, MSN, APRN, FNP-C
The division planner has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.
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The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.