Moderate Sedation/Analgesia
Course #30464 - $90 -
- 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.
Moderate sedation is an exciting field for nurses. As newer, safer sedation medications have become available, nurses increasingly providing moderate sedation as part of their practice. Recognition of the goals and objectives of moderate sedation is the first step in providing safe care. Medication administration and knowledge of pharmacologic principles is paramount prior to drug delivery. Providing for patient safety should be the most important aspect of nursing care delivery. Recognition of the nuances of care delivery to specific patient populations must not be overlooked. If these aspects are adhered to throughout moderate sedation, the patient will be provided with safe care before, during, and after sedation.
- INTRODUCTION
- PATIENT CARE
- PHARMACOLOGY AND DRUG ADMINISTRATION
- DRUG CLASSES AND MEDICATIONS
- PATIENT MONITORING DURING MODERATE SEDATION
- DOCUMENTATION OF MODERATE SEDATION
- COMPLICATIONS DURING MODERATE SEDATION
- MODERATE SEDATION OF THE PEDIATRIC PATIENT
- MODERATE SEDATION OF THE GERIATRIC PATIENT
- MODERATE SEDATION OF THE OBSTETRIC PATIENT
- SEDATION OF THE CRITICALLY ILL PATIENT
- PATIENTS UNDERGOING PROCEDURAL INTERVENTIONS
- CASE STUDIES
- PRACTICE ISSUES
- SUMMARY
- Works Cited
- Evidence-Based Practice Recommendations Citations
This course is designed for all nurses, especially those in procedural and diagnostic areas, such as radiology, endoscopy, cardiac cath, outpatient surgery, intensive care, and emergency departments.
The purpose of this course is to provide nurses with the knowledge required for safe drug delivery based on standardized operational guidelines. Preprocedural, intraprocedural, and postprocedural patient care are presented, as well as a thorough review of the drugs used, their advantages and disadvantages, and the safe administration of these agents.
Upon completion of this course, you should be able to:
- Define moderate sedation, including the goals and objectives.
- Detail the necessary components of the preprocedural patient care period, including patient assessment, selection, and preparation.
- List the duties and responsibilities of those who provide care for the patient receiving moderate sedation medications.
- Detail patient care provided during the postsedation period, including the minimal parameters that should be met by the patient prior to discharge after sedation.
- Present the advantages and disadvantages of the various methods and routes of medication administration.
- Review the most commonly used pharmacologic agents for moderate sedation.
- List the advantages, disadvantages, and limitations of pulse oximetry and end-tidal carbon dioxide monitoring in the sedation setting.
- Describe the various techniques for cardiac monitoring. Explain the advantages of each of these methods.
- Outline the role of bispectral indexing in moderate sedation patients.
- Develop a sedation documentation form that includes the appropriate information.
- Discuss the most common complications occurring during or after moderate sedation.
- Outline the anatomic and physiologic differences between children and adults and how these differences impact pediatric moderate sedation patients.
- Describe the anatomic and physiologic differences in the elderly and the impact of these differences on the administration of sedation.
- Explain how sedation practices should be altered in sedating the obstetric patient.
- Review issues that impact moderate sedation administration for patients in the intensive care unit or those undergoing procedural interventions.
- Identify practice issues for nurses administering moderate sedation.
Susan Engman Lazear, RN, MN, received her undergraduate education at the Walter Reed Army Institute of Nursing in Washington, D.C. After completing her BSN, she served as an Army Nurse at Letterman Army Medical Center in San Francisco for four years. She then attended the University of Washington School of Nursing and received a Master’s in Nursing, specializing in Burn, Trauma and Emergency Nursing. After receiving her MN, she started Airlift Northwest, the air ambulance service based in Seattle which serves the entire Northwest region, including Alaska. Mrs. Lazear left the air ambulance service to start her own nursing education and consulting business, Specialists in Medical Education. For the past 20 years she has been teaching emergency nursing courses throughout the country. She lives in the Seattle area. Mrs. Lazear continues to teach and publish. She is both an editor and contributing author of Critical Care Nursing, published by W.B. Saunders Company, in June of 1992. She served as an author and reviewer of the Emergency Nursing Core Curriculum 6th Edition, published by W.B. Saunders Company in 2007. She has been named to the Who’s Who in American Healthcare list annually since 1992.
Contributing faculty, Susan Engman Lazear, RN, MN, 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.