Managing Disruptive Patients
Course #67210 -
- 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.
Dental professionals will encounter disruptive or hard to manage patients during their career. Examples of these disruptive encounters include workplace violence, nonadherence to medical treatments, and manipulation of caregivers. This course explores how healthcare professionals can avoid potentially violent situations and work with disruptive patients by being prepared and recognizing the signs and risk factors for these occurrences. De-escalation skills, diagnosis, preventative measures, training, and planning are all presented in this course to help healthcare professionals respond to disruptive patients and ensure a healthy environment for everyone.
This intermediate course is designed for all psychologists who may encounter disruptive patients.
Continuing Education (CE) credits for psychologists are provided through the co-sponsorship of the American Psychological Association (APA) Office of Continuing Education in Psychology (CEP). The APA CEP Office maintains responsibility for the content of the programs.
The purpose of this course is to provide psychologists with the knowledge and skills necessary to identify patients at risk for disruptive behavior and to avoid potentially violent situations.
Upon completion of this course, you should be able to:
- Interpret the early warning signs of workplace violence in patients who are aggressive.
- Apply appropriate interventions for managing patients who are assaultive or have the potential to engage in workplace violence.
- Differentiate risk factors associated with nonadherence.
- Analyze interventions that may be used when caring for patients who are nonadherent.
- Distinguish ways in which manipulative behavior can be identified.
- Analyze the appropriate interventions for patients who demonstrate manipulative behaviors.
Shirley Aycock, DNP, RN, is a registered nurse who has spent the majority of her nursing career serving in a variety of leadership roles. Her leadership roles range from clinical operations within acute care facilitates to serving as Adjunct Nursing Faculty at several Universities including LeTourneau University and University of Texas at Arlington, College of Nursing and Health Innovation. She received her Bachelor of Science in Nursing degree from University of Texas at Arlington, a Master of Science in Nursing Administration from University of Texas at Tyler, and a Doctorate of Nursing Practice from Rush University in Chicago, Illinois.
Contributing faculty, Shirley Aycock, DNP, RN, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Scott Deatherage, 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.