Advanced Certificate in Emergency and Critical Care Nursing

Key Learning Objectives:

• Differentiate between nutritional support protocols required to care for the ECC patient, including enteral and parenteral feeding techniques. 
• Investigate the factors that account for patient comfort in the ECC situation: pathology, environmental factors, and ethics.
• Design nursing care bundles for neurological compromise in the ECC setting: inflammatory, infectious, neoplastic, and autoimmune.
• Design nursing care bundles for cardiovascular compromise in the ECC setting: shock, sepsis, and trauma.
• Critique different management strategies for a respiratory compromised patient: low flow oxygen, high flow oxygen, and CPAP (continuous positive airway pressure).
• Design a nursing care bundle to manage a patient requiring mechanical ventilation.
• Investigate infection control strategies in the ECC setting, ensuring safety of staff, patent, and client.

In this live online webinar, the module author will delve deeper into a topic from the The Practical Approach to ECC Patient Management & Care module.

Key Learning Objectives:

• Revise the anatomy and physiology of haemostasis in the “normal” patient.
• Differentiate between different pathophysiology of common haemostasis disorders: rodenticide intoxication, DIC, haemophilia, VWD, hyperfibrinolysis.
• Appraise diagnostic techniques available to assess the bleeding patient: PCV, TP, blood smear, haematology, Pt& APTT, and viscoelastography.
• Interpret results of these diagnostic tests, consider how to present these findings to the veterinary team.
• Compare the different blood products used in the clinical setting.
• Critique the different administration techniques available in the clinical setting. 
• Discuss the term “massive transfusion”, accounting for indications and complications.
• Compare transfusion monitoring methods, accounting for signs of a potential transfusion reaction.
• Critique “gold standard” blood product storage, including accessibility and limitations.
• Describe what is meant by a transfusion “trigger point”, discuss how this may differ for the individual scenario/patient.
• Judge the criteria for canine and feline blood donor selection in the UK.
• Defend the ethical considerations involved in blood product collection, storage and usage in the clinical setting.

In this online journal club, with the help of the module tutor, you will reflect upon and critique a recent peer-reviewed journal article on a transfusion medicine topic.

Key Learning Objectives:

• Design a protocol for performing a “toxin” triage for a patient suspected of  toxin exposure. 
• Describe the principle of ADME (adsorption, distribution, metabolism,  excretion) to understand the toxicity principles.
• Examine common toxins in the UK, including risks to the patient, care giver  and clinical staff in the following categories: illicit drugs, plants, house &  garden products, food products, and medications. 
• Discuss the different diagnostic tools that may be utilised to assess for toxin exposure.
• Critique diagnostic tests used for a toxin exposure, considering how to present these to the veterinary team.
• Develop emergent management strategies/decontamination techniques required for a patient following toxin exposure. Consider indications and complications.
• Discuss ongoing/chronic management strategies needed following toxin exposure. 
• Assemble a “tox-box”: judge the application of the constituents.
• Discuss the legal implications surrounding toxin exposure, referring to elicit drugs, imported plants/animals and malicious poisoning.

In this live online webinar, the module author will delve deeper into a topic from the Toxicology module.

Key Learning Objectives:

• Evaluate the rational of staff pursuing a role in the ECC setting, referring to OOH and day working, compared to those working in a “traditional” practice setting. 
• Compare the role of a manager, leader and employee; considering the legal features and value each role has in the veterinary team. 
• Formulate a staffing structure for an ECC service in varied clinical settings. 
• Examine the risk factors that directly/indirectly affect physical, mental, and emotional health of ECC employees.
• Design strategies to manage these health risk factors in the clinical environment, to include support and training available for all staff. 
• Appraise different techniques to approach/manage “difficult” interactions with colleagues and members of the public. 
• Discuss how mindfulness in the workplace can promote longevity of the clinical team. 
• Construct a continuous improvement plan to recognise training needs for the ECC team, to include implementation and assessment. 
• Investigate how coaching team members can promote lifelong continued professional development. 
• Differentiate between the professional organisations available to support all staff in the workplace, referring to what support they provide.

In this online journal club, with the help of the module tutor, you will reflect upon and critique a recent peer-reviewed journal article on a 'professionalism in the ECC setting' topic.