December 2018
5
 
 December 5, 2018 @ 4:30 PM to 9:00 PM

WPTA NE District Ethics Courses - Registration flyer coming soon!

Course 1: Informed Consent/Refusal in Practice: Taking a Deep Dive - 4:30 - 6:30 pm

Course 2: Teaching and Mentoring Patient Centered Care - 7 - 9 pm

**A light dinner will be provided 6:30-7:00pm

Instructor: Laurie B Kontney, PT, DPT, MS

Course is limited to 100 participants

Cancellation policy: 1 week notice required to receive refund minus $25 processing fee

 

Date: Wednesday December 5, 2018

2 CEU’s for each course – fulfills state ethics and juris prudence requirement

Location: Fox Valley Technical College

1825 N Bluemound Dr, Appleton WI

Please use Entrance 16 off the North parking lot. Maps and floor plans may be found at www.fvtc.edu/appleton.

Laurie Kontney is a Director of Clinical Education and Clinical Professor at Marquette University in Milwaukee, WI.  She obtained a Bachelor of Science degree in Physical Therapy from the University of Wisconsin at Madison in 1986, a Master of Science degree in Physical Therapy from the Finch University of Health Sciences/The Chicago Medical School in 1994 and a transitional DPT from Simmons College in 2006.  Laurie is a former member and chair of the Physical Therapist Examining Board (PTEB) for Wisconsin.  She has been active in the APTA/WPTA at the district, state and national levels and teaches ethics and legal practice in Marquette’s curriculum.  She has also taken additional courses on medical ethics as part of her doctoral training and is an invited member of the Dreamcatchers; an interdisciplinary think tank for ethics in rehabilitation.  She is utilizing all these experiences along with her clinical practice within an inner-city hospital to present and discuss Informed Consent/Refusal in Practice: Taking a Deep Dive and Teaching and Mentoring Patient Centered Care.

Program Description

Maintaining our professional integrity while providing patient centered care within the business model of health care can lead to legal and ethical concerns and challenges.

 

Informed Consent/Refusal in Practice: Taking a Deep Dive is a short course that will address the legal and ethical aspects of informed consent/refusal and how it impacts the quality of care we provide.  This course will briefly review informed consent/refusal definitions and legal and ethical documents related to informed consent/refusal with an emphasis on how to use to provide patient centered care.  We will examine the impact of health literacy, risk and overall challenges to meeting the standards of informed consent/refusal.  Finally, we will discuss and practice strategies for securing and documenting informed consent/refusal, especially in relation to protecting self and your practice.  

Course objectives:  Informed Consent/Refusal in Practice: Taking a Deep Dive

By the end of this presentation, participants will be able to…

1.  Discuss patient centered informed consent/refusal.

2.  Identify professional and legal standards of informed consent/refusal.

3.  Verbalize an understanding of health literacy as a contributor to questionable informed consent/refusal.

4.  Define 3 steps to ensure that informed consent is secured.

5.  Discuss strategies to ensure understanding of the risks/benefits to securing informed consent/refusal.

6.  Discuss strategies to avoid adverse complaints.

7.  Document informed consent/refusal.

 

Teaching and Mentoring Patient Centered Care is a short course that will address the importance of teaching and mentoring patient centered care as a legal and ethical imperative.  This course will explore various models of clinical reasoning and problem solving with strategies for making these thought processes transparent to teach and mentor this critical skill for patient centered care.  Informed consent/refusal will be emphasized as a means for narrative reasoning to better engage the patient in the decision-making process.  Small and large group discussion along with case-based discussion will allow participants to apply content learned.

 

Course objectives:  Teaching and Mentoring Patient Centered Care

By the end of this presentation, participants will be able to…

1.   Define clinical reasoning and problem solving.

2.   Discuss the various models of clinical reasoning and problem solving.

3.   Describe patient centered care.

4.   Discuss patient centered informed consent/refusal.

5.   Apply clinical reasoning and problem-solving strategies to teach and mentor patient centered care.

7.   Use cases derived from clinical practice to develop strategies for teaching and mentoring patient centered

      care.

8.   Link course discussions and cases to one’s own practice.