Celiac Disease
Course #38563 - $24 -
- 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.
Celiac disease and gluten intolerance are misunderstood and often overlooked in the medical community. Celiac disease is defined as a multisystem autoimmune disorder and can present with a variety of symptoms that may result in many complications, including death. Healthcare professionals should be alert to differentiate this condition from many others and provide adequate follow-up treatment in order to maintain a quality standard of health for the patient. This course will outline the clinical presentation, diagnosis, pathophysiology, associated complications, and psychosocial impact of celiac disease.
This course is designed for nurses, dieticians, and allied health professionals who may have a patient with celiac disease primary or secondary to their presenting diagnosis.
The purpose of this course is to provide healthcare professionals with the information necessary to identify and provide adequate care for those with celiac disease.
Upon completion of this course, you should be able to:
- Discuss the history and epidemiology of celiac disease in the United States.
- Explain the pathophysiology of celiac disease and risk factors for development.
- Discuss the clinical signs and symptoms of celiac disease.
- Describe the methods used for the diagnosis of celiac disease.
- Identify comorbidities and complications commonly associated with celiac disease.
- Describe recommended treatment of celiac disease and discuss therapeutic alternatives.
- Explain the importance of ongoing education and support for the individual and family with celiac disease.
Diane Thompson, RN, MSN, CDE, CLNC, has an extensive history in nursing and nursing education. She possesses a strong background in diabetes and cardiac care, starting her professional career at the cardiac care area of the Cleveland Clinic in Cleveland, Ohio. Ms. Thompson took the knowledge and experience she learned from the Cleveland Clinic and transferred it into the home health arena in rural Ohio, after which she moved to Florida and obtained further knowledge while working as a PRN nurse in all areas, including medical/surgical, intensive care, emergency, critical care, and cardiology. With a desire to have a specific area to concentrate her profession, Ms. Thompson accepted a position as a pneumonia case manager, which led into a diabetes case manager career.
Ms. Thompson has been employed in diabetes care since 2001, when she was hired as a diabetes case manager. After the completion of 1,000 hours of education to diabetes patients, Ms. Thompson earned her certification as a diabetes educator in 2003. From 2006 to 2018, Ms. Thompson was the Director of Diabetes Healthways at Munroe Regional Medical Center in Ocala, Florida. As the director of the diabetes center, Ms. Thompson was responsible for the hospital diabetes clinicians, hospital wound care clinicians, and out-patient education program. Today, she is the nurse manager of a heart, vascular, and pulmonary ambulatory clinic at Metro Health System in Cleveland, Ohio. Ms. Thompson has also lectured at the local, state, and national level regarding diabetes and the hospital management of hyperglycemia. Ms. Thompson is a member of the ADA, AADE, Florida Nurses Association, and the National Alliance of Certified Legal Nurse Consultants.
Ms. Thompson acknowledges her family as her greatest accomplishment. She is a wife of more than 30 years and a mother of a daughter and son, of which she is very proud. Ms. Thompson credits her husband for the support needed to set a goal and achieve it. He has been by her side through nursing school and completion of her Bachelor's degree and Master's degree, which she was awarded in 2015 from Jacksonville University in Florida.
Sylvia A. Bower, RN, has an extensive history in the nursing profession. She is a graduate of Grant Hospital School of Nursing and attended Franklin University in Columbus, Ohio and St. Joseph’s College in Maine, and attended Liberty University. She has been registered to practice nursing in Ohio, Texas, Missouri, Arizona, Tennessee, and Florida, and she has practiced in public health, emergency, orthopedics, long-term care, occupational health, ambulatory care, nurse recruitment, discharge planning, hospice care, and continuing education.
Ms. Bower has had a lifelong interest in long-term care, working and volunteering in a variety of settings. She has written program development for case management and was certified in nursing administration and case management. Since her retirement, she has worked in hospice as a volunteer at an inpatient unit. In 1996, Ms. Bower was diagnosed with celiac disease and began gathering research on the history and pathophysiology of the disease. She subsequently authored two books on the topic. She has also lectured extensively on celiac disease to local and national groups. She serves as a board member of the nonprofit Gluten-Free Gang of Central Ohio, which develops, provides, and promotes education, community awareness, and research for those diagnosed with celiac disease and/or gluten intolerance. Her passion is patient education for individuals and families affected by celiac disease.
Her greatest accomplishments are family of three adult children, six grandchildren, and six great-grandchildren.
Contributing faculty, Diane Thompson, RN, MSN, CDE, CLNC, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Contributing faculty, Sylvia A. Bower, RN, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Jane C. Norman, RN, MSN, CNE, PhD
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.