Ethics for Professionals - Naturopathic Doctor



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Ethics for Professionals 105 : Informed Consent
1.0

Paul Powers, DC, DABCN

$20.00 USD

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  • Describe three basic legal concepts that led to the doctrine of informed consent.
  • Describe three approaches to determining the disclosure standard for judging that a patient or client has been informed.
  • Discuss three major aspects of the process of obtaining informed consent.
  • Distinguish "general consent" from "special consent" documents.
  • Differentiate between the never-competent and once-competent patient or client and the challenges posed by each in regard to informed consent.
  • Compare informed consent as it is used in health care practice and in human studies research.
  • Describe some considerations one must always take into account to be sure one is being culturally competent and honoring cultural difference when informed consent is the standard.

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  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
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  • MIMichigan
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  • MSMississippi
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  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
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  • ONOntario
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics for Professionals 104 : Ethics of Confidential Information
2.0

Paul Powers, DC, DABCN

$40.00 USD

Downloadable Course in PDF, Text


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  • Define the terms confidential information and confidentiality.
  • Identify the relationship of a patient's legal right to privacy with his reasonable expectations regarding confidential information.
  • Describe how the telling and keeping of secrets is relevant to understanding the importance of confidentiality.
  • Discuss the ethical norms involved in keeping and breaking professional confidences.
  • Name five general legal exceptions to the professional standard of practice that confidences should not be broken.
  • Consider practical options that a professional can take when faced with the possibility of breaking a confidence.
  • Discuss some important aspects of documentation that affect confidentiality.
  • Compare ethical issues of confidentiality traditionally conceived with those that have arisen because of computerized medical records and patient care information systems.
  • Describe the key ethical strengths and challenges of the recent U.S. federal regulations related to privacy considerations (Health Insurance Portability and Accountability Act of 1996).
  • Become familiar with AOTA and APTA Code of Ethics
  • Review and become familiar with the TX PT Rules
  • Read case scenarios illustrating ethical decision making

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  • ALAlabama
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  • BCBritish Columbia
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  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • HIHawaii
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MIMichigan
  • MNMinnesota
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
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  • NCNorth Carolina
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  • PRPuerto Rico
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  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
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  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics for Professionals 103 : The Analysis of Ethical Problems in Professional Life
1.0

Paul Powers, DC, DABCN

$20.00 USD

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  • Identify six steps in the analysis of ethical problems encountered in everyday professional life and how each plays a part in arriving at a caring response.
  • Describe the central role of narrative and virtue theories in gathering relevant information for a caring response.
  • List four areas of inquiry that will be useful when gathering relevant information to make sure you have the story straight.
  • Describe the role of conduct-related ethical theories and approaches in arriving at a caring response.
  • Describe why imagination is an essential aspect of seeking out the practical alternatives in an ethically challenging situation.
  • Discuss how courage assists you in a caring response.
  • Identify two benefits of taking time to reflect on and evaluate the action afterward.
  • Become familiar with AOTA and APTA Code of Ethics
  • Become familiar with the Guide to Professional Conduct for PT's

Approved States/Territories
  • ALAlabama
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  • ABAlberta
  • AZArizona
  • ARArkansas
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  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MIMichigan
  • MNMinnesota
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
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  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics for Professionals 102 : Ethical Problems, Ethical Distress and Ethical Dilemma's
2.0

Paul Powers, DC, DABCN

$40.00 USD

Downloadable Course in PDF, Text


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  • Identify the goal of professional ethics activity.
  • Describe the basic idea of a caring response and some ways this response in a professional relationship is distinguished from expressions of care in other types of relationships.
  • Identify three component parts of any ethical problem.
  • Describe what an agent is and, more importantly, what it is to be a moral agent.
  • Name the three prototypical ethical problems.
  • Describe the role of emotions in ethical distress.
  • Distinguish between two varieties of ethical distress.
  • Compare the fundamental difference between ethical distress and an ethical dilemma.
  • Define ethical paternalism or parentalism.
  • Describe a type of ethical dilemma that challenges a professionals desire (and duty) to treat everyone fairly and equitably.
  • Identify the fundamental difference between distress or dilemma problems and locus of authority problems.
  • Identify four criteria that will assist you in deciding who should assume authority for a specific ethical decision to achieve a caring response.
  • Become familiar with AOTA and APTA Code of Ethics
  • Become familiar with the Guide to Professional Conduct for PT
  • Indiana PTs - become familiar with the IN PT Rules and Practice Act
  • Texas PTs - become familiar with the TX PT Rules and Practice Act
  • Utah PTs - become familiar with the UT PT Rules and Practice Act

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  • BCBritish Columbia
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  • CTConnecticut
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  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • HIHawaii
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MIMichigan
  • MNMinnesota
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
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  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics for Professionals 101 - 105
7.0

Paul Powers, DC, DABCN

$140.00 USD

Downloadable Course in PDF, Text


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  • This contains all courses with the educational objectives listed from Ethics for Professionals 101 to Ethics for Professionals 105.

Approved States/Territories
  • ABAlberta
  • AZArizona
  • BCBritish Columbia
  • CTConnecticut
  • DCDistrict of Columbia
  • KSKansas
  • MEMaine
  • MBManitoba
  • MNMinnesota
  • MTMontana
  • NHNew Hampshire
  • ONOntario
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • UTUtah
  • VTVermont
  • WAWashington

Course Group includes all Ethics for Professionals Courses numbered 101 thru 105

Ethics for Professionals 101 : Morality and Ethics in Professional Practice
1.0

Paul Powers, DC, DABCN

$20.00 USD

Text


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  • Define morality and ethics and distinguish between the two
  • Describe three moralities that health professionals must integrate into their own moral life
  • Identify some major sources of moral beliefs in Western societies
  • Distinguish between an ethical issue and ethical problem
  • List three ways that ethics is useful in everyday professional practice
  • Describe what material cooperation entails
  • Identify some mechanisms available to protect the personal moral convictions of health professionals

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  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MIMichigan
  • MNMinnesota
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics and Aging 210 : Aging and Disasters - Facing Natural and Other Disasters
1.0

Richard Saporito, DC

$20.00 USD

Downloadable Course in PDF, Text


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  • Cite examples of how the elderly have been marginalized during disasters
  • Define what is meant by the “axes of susceptibility”
  • Identify the ethical obligation to the elderly during major disasters
  • Describe how planning, communication and coordination is an ethical imperative in disasters
  • Explain the concept of “place holding,” and how it fits into disaster planning

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  • ALAlabama
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  • FLFlorida
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  • GUGuam
  • HIHawaii
  • ILIllinois
  • INIndiana
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  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MDMaryland
  • MAMassachusetts
  • MIMichigan
  • MNMinnesota
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
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  • OROregon
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
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  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics and Aging 209 : Beyond Rational Control: Caring at the End of Life
1.0

Richard Saporito, DC

$20.00 USD

Downloadable Course in PDF, Text


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  • List the foundational assumptions that define advance care planning in the United States
  • Differentiate hospice care from palliative care
  • Describe the issues that arise when individual choice is the main focus of advance care planning
  • Explain how the modern culture of medicine influences end – of – life care
  • Compare and contrast the current approach towards end – of – life care with the authors. “bottom up,” approach

Approved States/Territories
  • ALAlabama
  • AKAlaska
  • ABAlberta
  • AZArizona
  • ARArkansas
  • BCBritish Columbia
  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • HIHawaii
  • IDIdaho
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MDMaryland
  • MAMassachusetts
  • MIMichigan
  • MNMinnesota
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • OROregon
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics and Aging 208 : Alzheimer's Disease and an Ethics of Solidarity
1.0

Richard Saporito, DC

$20.00 USD

Downloadable Course in PDF, Text


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  • Cite the historical perspective on senility
  • Describe how the pervasive bioethical viewpoint affects the experience of people with dementia
  • Explain the concepts of dignity
  • Compare and contrast various definitions of dignity relative to those with dementia

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  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • HIHawaii
  • IDIdaho
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MDMaryland
  • MAMassachusetts
  • MIMichigan
  • MNMinnesota
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • OROregon
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics and Aging 207 : What Do We Do Now? Abuse, Neglect, and Self-Neglect
1.0

Richard Saporito, DC

$20.00 USD

Downloadable Course in PDF, Text


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  • Define elder abuse, neglect and self-neglect
  • Describe the “expressive – collaborative” model of approaching ethics
  • Compare and contrast the classical definition of autonomy with “actual autonomy”
  • Explain how remaining in an abusive / neglectful environment may constitute the best alternative for an individual

Approved States/Territories
  • ALAlabama
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  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • HIHawaii
  • IDIdaho
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MDMaryland
  • MAMassachusetts
  • MIMichigan
  • MNMinnesota
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • OROregon
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics and Aging 206 : Working With Clients and Patients
1.0

Richard Saporito, DC

$20.00 USD

Downloadable Course in PDF, Text


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  • Give examples of the roots of an ageist attitude in the United States
  • Describe the dynamics of the power relationship between care giver and cared for
  • Explain the issues involved in setting boundaries in the institutional environment
  • Describe the difference between independent and relational autonomy

Approved States/Territories
  • ALAlabama
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  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • HIHawaii
  • IDIdaho
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MDMaryland
  • MAMassachusetts
  • MIMichigan
  • MNMinnesota
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • OROregon
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics and Aging 205 : The Nursing Home - Beyond Medicalization
1.0

Richard Saporito, DC

$20.00 USD

Downloadable Course in PDF, Text


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  • Outline the history of the nursing home
  • Describe the evolution of bioethical thought on nursing home care
  • List strategies for creating a more ethical nursing home environment
  • Ways nursing homes can aid residents in addressing end-of-life concerns

Approved States/Territories
  • ALAlabama
  • AKAlaska
  • ABAlberta
  • AZArizona
  • ARArkansas
  • BCBritish Columbia
  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • HIHawaii
  • IDIdaho
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MDMaryland
  • MAMassachusetts
  • MIMichigan
  • MNMinnesota
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • OROregon
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics and Aging 204 : Care and Justice - Older People at Home
1.0

Richard Saporito, DC

$20.00 USD

Downloadable Course in PDF, Text


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  • Describe the moral questions concerning home care for the elderly
  • Identify the relationship between the cared for and the care giver
  • Explain the focus of governmental programs for dependent elderly care
  • List the values necessary to support elder care at home

Approved States/Territories
  • ALAlabama
  • AKAlaska
  • ABAlberta
  • AZArizona
  • ARArkansas
  • BCBritish Columbia
  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • HIHawaii
  • IDIdaho
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MDMaryland
  • MAMassachusetts
  • MIMichigan
  • MNMinnesota
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • OROregon
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics and Aging 203 : Anti-aging Medicine and Aging and Public Policy
2.0

Richard Saporito, DC

$40.00 USD

Downloadable Course in PDF, Text


More Course Information ▶
Hour 1
  • Define anti-aging medicine
  • Compare and contrast the differing opinions on anti-aging medicine
  • List the moral questions associate with the anti-aging movement
  • Describe how the anti-aging movement is viewed from a feminist perspective
Hour 2
  • Describe how ethics informs policy
  • List impediments to creating a bridge between ethics and public policy
  • Explain the neo-liberal approach to health care policy for the aged
  • Describe how current health care policy towards the aged in the United States can create generational conflict
  • Compare the feminist ethic of care to the neo-liberal approach

Approved States/Territories
  • ALAlabama
  • AKAlaska
  • ABAlberta
  • AZArizona
  • ARArkansas
  • BCBritish Columbia
  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • HIHawaii
  • IDIdaho
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MDMaryland
  • MAMassachusetts
  • MIMichigan
  • MNMinnesota
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • OROregon
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics and Aging 202 : Aging and the Aged Body
2.0

Richard Saporito, DC

$40.00 USD

Downloadable Course in PDF, Text


More Course Information ▶
Hour 1
  • Explain the role society plays in creating the physical self-image as one ages
  • Describe how physical self-image shapes and is shaped by the older individual’s autonomy competency
  • Compare and contrast the strong social constructionist view of aging with the biological view
  • List ways culture influences how aging women view themselves

Hour 2

  • Define the term, “Third Age”
  • Describe the circumstances unique to. “getting old”
  • Explain the role of privilege in the modern concepts of aging
  • List the ways communities of meaning and shared discourse can be identity confirming for the aging individual

Approved States/Territories
  • ALAlabama
  • AKAlaska
  • ABAlberta
  • AZArizona
  • ARArkansas
  • BCBritish Columbia
  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • HIHawaii
  • IDIdaho
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MDMaryland
  • MAMassachusetts
  • MIMichigan
  • MNMinnesota
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • OROregon
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics and Aging 201 : Challenges to the Received View
2.0

Richard Saporito, DC

$40.00 USD

Downloadable Course in PDF, Text


More Course Information ▶
Hour 1
  • Summarize the history of ethics and aging
  • Define the “Four Principles” approach to bioethics
  • Describe how the focus on autonomy influences medical care for the aging
  • Explain why a singular emphasis on autonomy undermines self-respect and self-identity
Hour 2
  • Define “Relational” autonomy
  • Explain how a feminist ethic informs the concept of autonomy
  • Summarize the use of the narrative framework in the development of an individual morality
  • Describe communicative ethics

Approved States/Territories
  • ALAlabama
  • AKAlaska
  • ABAlberta
  • AZArizona
  • ARArkansas
  • BCBritish Columbia
  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • HIHawaii
  • IDIdaho
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MDMaryland
  • MAMassachusetts
  • MIMichigan
  • MNMinnesota
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • OROregon
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics 107 : Ethics and Law
2.0

Mario Fucinari, DC, CPCO, CPPM, CIC

$40.00 USD

AudioVisual Course


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Hour 1

  • Define Ethics
  • Review various ethical issues recently reported on
  • Identify ethics as related to the whistleblower
  • Discuss Ethical standards specific to laws in various states

Hour 2

  • Discuss Ethical standards specific to laws in various states (cont’d)
  • Summarize awareness related to anti-discrimination
  • Classify various aspects of professional boundaries and sexual misconduct

Approved States/Territories
  • ALAlabama
  • AKAlaska
  • ABAlberta
  • AZArizona
  • ARArkansas
  • BCBritish Columbia
  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MIMichigan
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics 106 : Dealing with the Inappropriate Patient Ethically and Effectively
1.0

Peter Van Tyle, Esq

$20.00 USD

AudioVisual Course


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  • Identify challenging/inappropriate patient requests and behaviors encountered by chiropractors.
  • Explain prevention strategies, office procedures and effective responses to inappropriate patient activity.
  • Describe safety concerns associated with a patient's inappropriate acts and communications, as well as ethical principles related thereto.
  • Illustrate legal and ethical issues arising where the doctor/patient relationship is terminated due to inappropriate patient behavior.
  • Analyze how aberrant patient behavior presents risks to staff, the treating doctor, and to fellow patients, and how proper documentation is important in such instances.

Approved States/Territories
  • ALAlabama
  • AKAlaska
  • ABAlberta
  • AZArizona
  • ARArkansas
  • BCBritish Columbia
  • CACalifornia
  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MIMichigan
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics 105 : Ethics of Patient Encouragement - The Placebo Effect
1.0

Peter Van Tyle, Esq

$20.00 USD

AudioVisual Course


More Course Information ▶
  • Identify legal prohibitions against promising healthcare cures, guaranteeing treatment results, and deceptive patient communication.
  • Distinguish between appropriate and inappropriate communication relating to patients' healthcare prognoses and progress.
  • Explain scientific literature linking patients' mental states with healthcare outcomes.
  • Demonstrate alignment between compliance with states' current patient communication restrictions and instances of patient encouragement that foster mental states favorable to desired healthcare outcomes.
  • Explain office procedures and staff training which are likely to ensure ongoing ethical patient communication and the documentation thereof.

Approved States/Territories
  • ALAlabama
  • AKAlaska
  • ABAlberta
  • AZArizona
  • ARArkansas
  • BCBritish Columbia
  • CACalifornia
  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MIMichigan
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics 104 : Professional Boundaries and Ethics for the Business
1.0

Kathy Mills Chang, MCS-P, CCPC

$20.00 USD

AudioVisual Course


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  • Recognize the legal and ethical implications of billing, collections, fees, bartering, and financial gain
  • Navigate the tricky waters of appropriate interaction with vendors/suppliers.
  • Understand the fiduciary relationship that governs patient-doctor interactions.
  • Grade your role as the chiropractor in all professional inter-relationships, including staff, patients, peers.
  • Use self-assessment techniques to stay compliant in all areas of ethics and boundaries.

Approved States/Territories
  • ALAlabama
  • AKAlaska
  • ABAlberta
  • AZArizona
  • ARArkansas
  • BCBritish Columbia
  • CACalifornia
  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MIMichigan
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics 103 : Avoiding Inappropriate Contact with Patients
1.0

Jacob Ladenheim, JD

$20.00 USD

Downloadable Course in PDF, Text


More Course Information ▶
  • Differentiate between assault and battery
  • Outline various kinds of legal problems that may result from sexual impropriety claims
  • Identify and describe distinctions between innocent flirtatious behavior and sexual misconduct
  • Evaluate possible defenses to sexual misconduct Disciplinary complaints
  • Discuss the applicability of the transference phenomenon to Doctors of Chiropractic

Approved States/Territories
  • ALAlabama
  • AKAlaska
  • ABAlberta
  • AZArizona
  • ARArkansas
  • BCBritish Columbia
  • CACalifornia
  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MIMichigan
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics 102 : The Ethics Of The Doctor/Patient Connection - Getting it Right!
2.0

Angelica Redleaf, DC

$40.00 USD

Downloadable Course in PDF, Text


More Course Information ▶
  • Determine how critical it is for us to take excellent are of ourselves
  • Indicate the ways in which we can stay healthy physically, mentally and emotionally
  • Examine the impact of stress on providers
  • Recognize the issue of burnout
  • Demonstrate the fiduciary duty that providers have

Approved States/Territories
  • ALAlabama
  • AKAlaska
  • ABAlberta
  • AZArizona
  • ARArkansas
  • BCBritish Columbia
  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MIMichigan
  • MNMinnesota
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethics 101 : Ethical Communications
2.0

Angelica Redleaf, DC

$44.00 USD

Text


More Course Information ▶
  • Demonstrate the importance of communicating in an ethical manner and what that entails
  • Develop an understanding of what 'spin' is, why it is unethical and how to monitor and minimize/stop it
  • Evaluate the barriers to effective and ethical communication
  • Develop an understanding of exactly what takes place/needs to take place during the provider/client interaction
  • Discover what it is that patients want from their visits to a provider
  • Appraise how to deal with challenging clients and situations
  • Discover how to become a skilled helper by studying the tools of communication
  • Apply listening skills to the provider's repertoire
  • Demonstrate the importance of the impact of nonverbal communication on the caregiver/client relationship
  • Develop, analyze and apply the verbal and nonverbal skills that will help to gather information and support the patient effectively
  • Write an Ethical Communication Protocol (EPC) for your practice

Approved States/Territories
  • ALAlabama
  • AKAlaska
  • ABAlberta
  • AZArizona
  • ARArkansas
  • BCBritish Columbia
  • COColorado
  • CTConnecticut
  • DEDelaware
  • DCDistrict of Columbia
  • FLFlorida
  • GAGeorgia
  • GUGuam
  • ILIllinois
  • INIndiana
  • IAIowa
  • KSKansas
  • KYKentucky
  • LALouisiana
  • MEMaine
  • MBManitoba
  • MIMichigan
  • MNMinnesota
  • MSMississippi
  • MOMissouri
  • MTMontana
  • NENebraska
  • NVNevada
  • NHNew Hampshire
  • NJNew Jersey
  • NYNew York
  • NLNewfoundland and Labrador
  • NCNorth Carolina
  • OHOhio
  • OKOklahoma
  • ONOntario
  • PAPennsylvania
  • PRPuerto Rico
  • QCQuebec
  • RIRhode Island
  • SKSaskatchewan
  • SCSouth Carolina
  • SDSouth Dakota
  • TNTennessee
  • TXTexas
  • UTUtah
  • VTVermont
  • VAVirginia
  • WAWashington
  • WVWest Virginia
  • WIWisconsin
  • WYWyoming

Ethical Awareness 209 : Ethics in Sports Medicine
10.0

Joanne Brown, MS, OT, CHT

$180.00 USD

Downloadable Course in PDF, Journal Article Review, Text


More Course Information ▶
  • Analyze the sport and the history of ethics in sports medicine
  • Write down and describe 5 principles of ethics
  • Describe 3 reasons why the practice of ethics in sports medicine is challenging and differentiate the doctor-patient-team triad relationship versus the traditional doctor-patient relationship
  • List and outline 4 contextual factors that influence confidentiality in sports medicine
  • Describe how various professionals manage confidentiality in sports
  • Outline and describe 5 categories of policy recommendations
  • Define the term conflict of interest concepts
  • List 2 areas where conflict of interest concepts is most likely to be seen
  • Analyze how clinical decision making can be altered by competing interests
  • Summarize how commonly used analgesics are used in athletes and describe the ethical implications of their use in athletic settings
  • Outline how analgesics are used in sports medicine including oral and injectable narcotic and non-narcotic medications
  • List 3 side effects of narcotic analygesics
  • Describe the legal significance of being the team physician
  • Analyze and discuss 2 emerging legal issues
  • Cite 2 reasons for the significance of concussions and prescription drug use
  • List and describe 5 problems in the identification and diagnosis of concussion
  • Describe the implication involved in same-day return-to-play
  • Outline the procedures for auditing and recording injury and concussion
  • Understand and list 3 reasons why confidentiality is imperative with concussion
  • Discuss the standard of care that should apply to the medical care of a professional athlete
  • Outline and analyze the proposed that standard of medical care should apply to all patients
  • List 3 reasons why the system should adopt a policy that facilitates competitive sports participation, while minimizing the risk of long-term injury
  • List 5 symptoms of eating disorders and describe why they are more prevalent in high performance gymnasts than the normal population
  • Define, compare and contrast 5 different forms of eating disorders
  • Outline and describe the classification system of eating disorders
  • List and describe 5 diagnostic criteria for 3 different each disorders
  • List 3 reasons why IAAF Hyperandrogenism Regulations are flawed on a scientific level and why it has not been proved that testosterone confers an advantage in competition
  • Describe and discuss the 2 levels of inconsistencies- genetic and molecular -that are raised with the IAAF Hyperandrogenism
  • Outline 3 ethical reasons why IAAF Hyperandrogenism Regulations raise ethical issues at the level of implementation because the trigger for testing is visual perception
  • Review and recite background information related to research and the ethics of sports medicine
  • Outline and describe the Declaration of Helsinki
  • List and describe 3 application principles of the Declaration of Helsinki

  • Approved States/Territories
    • ALAlabama
    • AKAlaska
    • ABAlberta
    • AZArizona
    • ARArkansas
    • BCBritish Columbia
    • COColorado
    • CTConnecticut
    • DEDelaware
    • DCDistrict of Columbia
    • FLFlorida
    • GAGeorgia
    • GUGuam
    • ILIllinois
    • INIndiana
    • IAIowa
    • KSKansas
    • KYKentucky
    • LALouisiana
    • MEMaine
    • MBManitoba
    • MIMichigan
    • MSMississippi
    • MOMissouri
    • MTMontana
    • NENebraska
    • NVNevada
    • NHNew Hampshire
    • NJNew Jersey
    • NYNew York
    • NLNewfoundland and Labrador
    • NCNorth Carolina
    • OHOhio
    • OKOklahoma
    • ONOntario
    • PAPennsylvania
    • PRPuerto Rico
    • QCQuebec
    • SKSaskatchewan
    • SCSouth Carolina
    • SDSouth Dakota
    • TNTennessee
    • TXTexas
    • UTUtah
    • VTVermont
    • VAVirginia
    • WAWashington
    • WVWest Virginia
    • WIWisconsin
    • WYWyoming

    Ethical Awareness 208 : Ethics in Focus
    2.0

    Richard Saporito, DC

    $40.00 USD

    Downloadable Course in PDF, Text


    More Course Information ▶
    • Explain patient informed consent to intervention
    • List the requirements of sufficient informed consent
    • Describe pertinent considerations in life and death decision making including euthanasia
    • Recognize issues of nondiscrimination against participants in health care delivery
    • Explain pro bono health care services
    • Outline professional practice issues of financial responsibility and gifts
    • Summarize the ethical issues of impaired providers and intra and inter-professional relations
    • Define the ethical issues in research and the informed consent process

    Approved States/Territories
    • ABAlberta
    • AZArizona
    • BCBritish Columbia
    • CTConnecticut
    • DCDistrict of Columbia
    • HIHawaii
    • KSKansas
    • MEMaine
    • MBManitoba
    • MNMinnesota
    • MTMontana
    • NHNew Hampshire
    • ONOntario
    • QCQuebec
    • RIRhode Island
    • SKSaskatchewan
    • UTUtah
    • VTVermont
    • WAWashington

    Ethical Awareness 207 : Legal and Ethical Issues in Education
    1.0

    Richard Saporito, DC

    $20.00 USD

    Downloadable Course in PDF, Text


    More Course Information ▶
    • Summarize the major federal statutes regulating education
    • Discuss federal education law derived from constitutional protections
    • Outline a risk management strategy for academic discipline in health professional educational programs
    • Assess liability for student conduct in the clinical setting
    • Outline procedures to minimize liability when incorporating students in the clinical setting

    Approved States/Territories
    • ABAlberta
    • AZArizona
    • BCBritish Columbia
    • CTConnecticut
    • DCDistrict of Columbia
    • HIHawaii
    • KSKansas
    • MEMaine
    • MBManitoba
    • MNMinnesota
    • MTMontana
    • NHNew Hampshire
    • ONOntario
    • QCQuebec
    • RIRhode Island
    • SKSaskatchewan
    • UTUtah
    • VTVermont
    • WAWashington

    Ethical Awareness 206 : Business Law and Ethics
    2.0

    Richard Saporito, DC

    $40.00 USD

    Downloadable Course in PDF, Text


    More Course Information ▶
    • Summarize the antitrust laws
    • Discuss the importance of the attorney – heath care professional client relationship
    • Define the elements of a binding contract
    • Explain breach of contract and possible contractual remedies
    • Describe the various forms of business organization
    • Outline the good Samaritan laws
    • Recognize the requirements for HIPAA compliance
    • Assess the necessity and limitations of professional liability insurance

    Approved States/Territories
    • ABAlberta
    • AZArizona
    • BCBritish Columbia
    • CTConnecticut
    • DCDistrict of Columbia
    • HIHawaii
    • KSKansas
    • MEMaine
    • MBManitoba
    • MNMinnesota
    • MTMontana
    • NHNew Hampshire
    • ONOntario
    • QCQuebec
    • RIRhode Island
    • SKSaskatchewan
    • UTUtah
    • VTVermont
    • WAWashington

    Ethical Awareness 205 : Ethical and Legal Issues in Employment
    2.0

    Richard Saporito, DC

    $40.00 USD

    Downloadable Course in PDF, Text


    More Course Information ▶
    • Differentiate employment at will versus employment under contract
    • Summarize the history of federal regulation of labor – management relations
    • Describe the five major sections of the Americans with Disabilities Act of 1990
    • Recognize sexual harassment in the workplace
    • Define “ordinary reasonable person” as it pertains to sexual harassment
    • Differentiate the vicarious liability of an employer relative to employees and independent contractors
    • Explain the considerations in writing a letter of recommendation
    • Outline the requirements for an enforceable restrictive covenant

    Approved States/Territories
    • ABAlberta
    • AZArizona
    • BCBritish Columbia
    • CTConnecticut
    • DCDistrict of Columbia
    • HIHawaii
    • KSKansas
    • MEMaine
    • MBManitoba
    • MNMinnesota
    • MTMontana
    • NHNew Hampshire
    • ONOntario
    • QCQuebec
    • RIRhode Island
    • SKSaskatchewan
    • UTUtah
    • VTVermont
    • WAWashington

    Ethical Awareness 204 : Intentional Wrongs
    2.0

    Richard Saporito, DC

    $40.00 USD

    Downloadable Course in PDF, Text


    More Course Information ▶
    • Describe the concept of intentional torts
    • Differentiate assault and battery
    • Define defamation, slander and libel
    • Summarize the mandatory reporting requirements for health care professionals
    • Outline the four principle forms of invasion of privacy
    • Classify the types of criminal activity 
    • Describe the steps in a criminal prosecution
    • Explain the classifications of homicide

    Approved States/Territories
    • ABAlberta
    • AZArizona
    • BCBritish Columbia
    • CTConnecticut
    • DCDistrict of Columbia
    • HIHawaii
    • KSKansas
    • MEMaine
    • MBManitoba
    • MNMinnesota
    • MTMontana
    • NHNew Hampshire
    • ONOntario
    • QCQuebec
    • RIRhode Island
    • SKSaskatchewan
    • UTUtah
    • VTVermont
    • WAWashington

    Ethical Awareness 203 : The Law of Health Care Malpractice
    2.0

    Richard Saporito, DC

    $40.00 USD

    Downloadable Course in PDF, Text


    More Course Information ▶
    • List the external and internal factors affecting the exposure to malpractice liability
    • Describe the legal basis for imposing malpractice liability of a patient injury
    • Define the concept of abandonment
    • Outline the four elements needed to prove malpractice
    • Compare and contrast ordinary negligence versus professional negligence
    • Explain vicarious liability
    • Summarize defenses to malpractice actions
    • Describe the importance of patient care documentation

    Approved States/Territories
    • ABAlberta
    • AZArizona
    • BCBritish Columbia
    • CTConnecticut
    • DCDistrict of Columbia
    • HIHawaii
    • KSKansas
    • MEMaine
    • MBManitoba
    • MNMinnesota
    • MTMontana
    • NHNew Hampshire
    • ONOntario
    • QCQuebec
    • RIRhode Island
    • SKSaskatchewan
    • UTUtah
    • VTVermont
    • WAWashington

    Ethical Awareness 202 : Ethical Foundations
    1.0

    Richard Saporito, DC

    $20.00 USD

    Downloadable Course in PDF, Text


    More Course Information ▶
    • Differentiate morals and ethics
    • Explain the purpose of professional codes of ethics
    • Compare and contrast legal and professional health care ethics
    • Define situational ethics
    • Identify the four principles of biomedical ethics

    Approved States/Territories
    • ABAlberta
    • AZArizona
    • BCBritish Columbia
    • CTConnecticut
    • DCDistrict of Columbia
    • HIHawaii
    • KSKansas
    • MEMaine
    • MBManitoba
    • MNMinnesota
    • MTMontana
    • NHNew Hampshire
    • ONOntario
    • QCQuebec
    • RIRhode Island
    • SKSaskatchewan
    • UTUtah
    • VTVermont
    • WAWashington

    Ethical Awareness 201 : Legal Foundations
    1.0

    Richard Saporito, DC

    $20.00 USD

    Downloadable Course in PDF, Text


    More Course Information ▶
    • Describe the basis of the American legal system
    • Compare and contrast constitutional, statutory, common and administrative law
    • List the differences between criminal and civil law
    • Explain the civil litigation explosion
    • Summarize tort reform

    Approved States/Territories
    • ABAlberta
    • AZArizona
    • BCBritish Columbia
    • CTConnecticut
    • DCDistrict of Columbia
    • HIHawaii
    • KSKansas
    • MEMaine
    • MBManitoba
    • MNMinnesota
    • MTMontana
    • NHNew Hampshire
    • ONOntario
    • QCQuebec
    • RIRhode Island
    • SKSaskatchewan
    • UTUtah
    • VTVermont
    • WAWashington