Bioterrorism: An Update for Healthcare Professionals
Course #91764 - $30 -
- 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.
Hospitals and clinics will have the first opportunity to recognize and initiate a response to a bioterrorism-related outbreak. Therefore, overall disaster plans must address the issue. Individual facilities should determine the extent of their bioterrorism readiness, which may range from notification of local emergency networks (i.e., calling 911) and transfer of affected patients to appropriate acute care facilities, to activation of large, comprehensive communication and management networks. This course will attempt to briefly summarize the characteristics, treatment, and prophylaxis of potential bioterror agents. The role of the medical professional will be outlined, and the appropriate "do's and don'ts" will be discussed. Reporting procedures and disaster plans will also be reviewed.
- INTRODUCTION
- UNDERSTANDING AND RESPONDING TO BIOTERRORISM
- TYPES OF AGENTS
- BACTERIAL AGENTS
- VIRUSES
- TOXINS
- DETECTING AND MANAGING A BIOLOGIC ATTACK
- APIC BIOTERRORISM READINESS PLAN
- CONSIDERATIONS FOR NON-ENGLISH-PROFICIENT PATIENTS
- RESOURCES
- CONCLUSION
- Works Cited
- Evidence-Based Practice Recommendations Citations
This course is designed for all hospital and clinic staff, physicians, nurses, behavioral health professionals, and entire medical teams, all of whom are expected to respond in the case of a bioterrorist event.
The purpose of this course is to address the various components of a bioterrorism attack and the appropriate responses required of clinical care providers, public health professionals, and healthcare facilities.
Upon completion of this course, you should be able to:
- Discuss the role of the medical professional in the event of a bioterrorism attack.
- Reflect on the history of bioterrorism.
- Identify the CDC categories of possible bioterror agents and diseases.
- Explain the types of dispersion.
- Compare available bacterial agents, their diagnosis, and treatment procedures, and how they could be used during a bioterrorist attack.
- Analyze viral agents with the potential for bioterrorist use, including smallpox and viral hemorrhagic fevers.
- Evaluate biologic toxins and how they might be used in biowarfare.
- Apply a disaster plan for acts of terrorism that involve biologic weapons, including considerations for non-English-proficient populations.
Carol Shenold, RN, ICP, graduated from St. Paul’s Nursing School, Dallas, Texas, achieving her diploma in nursing. Over the past thirty years she has worked in hospital nursing in various states in the areas of obstetrics, orthopedics, intensive care, surgery and general medicine.
Mrs. Shenold served as the Continuum of Care Manager for Vencor Oklahoma City, coordinating quality review, utilization review, Case Management, Infection Control, and Quality Management. During that time, the hospital achieved Accreditation with Commendation with the Joint Commission, with a score of 100.
Mrs. Shenold was previously the Infection Control Nurse for Deaconess Hospital, a 300-bed acute care facility in Oklahoma City. She is an active member of the Association for Professionals in Infection Control and Epidemiology (APIC). She worked for the Oklahoma Foundation for Medical Quality for six years.
Elizabeth T. Murane, PHN, BSN, MA, received her Bachelor’s degree in nursing from the Frances Payne Bolton School of Nursing, Case Western Reserve University in Cleveland, Ohio and a Master of Arts in Nursing Education from Teachers College, Columbia University, New York, New York.
Her nursing experience includes hospital nursing on pediatric, medical, and surgical units. She lived for 15 years in a village in Eastern Papua New Guinea providing medical and linguistic/literacy services for the villagers. She was a public health nurse for a year with the Brooklyn, New York Health Department and 20 years with the Shasta County Public Health Department in Redding, California. As a public health nursing director, she developed response plans for environmental and health issue disasters for both Shasta County and adjacent Tehama County Public Health Departments.
Contributing faculty, Carol Shenold, RN, ICP, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Contributing faculty, Elizabeth T. Murane, PHN, BSN, MA, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
John M. Leonard, MD
Mary Franks, MSN, APRN, FNP-C
Alice Yick Flanagan, PhD, MSW
Margaret Donohue, PhD
Randall L. Allen, PharmD
The division planners have 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.