NP Scope: Volume 1

NP SCOPE

Volume 1

What’s Inside:

Meditation Tips for Clinicians Juvenile Idiopathic Arthritis: The Need to Knows Taking a Deep Dive into Real Malpractice Suits

How to Be a Better Debriefer Dermatology Across the Globe

Table of Contents

Micro Mindfulness: Shift into Zen Our guide to staying cool, calm, and collected in clinical settings.

Vital Views Expert insights into Juvenile Idiopathic Arthritis and the NP’s role in diagnostics and treatment. The First 90 Days Just scored a new job? Here’s a step-by-step protocol for navigating the preliminary period.

Fitzgerald Community Clinic Celebrating the career journeys of three NPs using their expertise to elevate patient outcomes. Lessons Learned from Malpractice Cases A veteran courtroom NP shows how small practices can protect you in potential litigation. The Power of Debriefing How faculty can instill important lessons in students following simulations and real patient interactions. Skin Deep, Global Reach In conversation Dr. Victor Czerkasij, a Fitzgerald faculty member advocating for better skin health, worldwide.

Staying Alive Micro Mindfulness: Shift into Zen

It's tough to fit meditation into your schedule as a busy clinician, but we’ve got you covered. Here are five simple ways to stay grounded in any workplace.

From patient emergencies to daunting charting duties and everything in between, the daily grind as a nurse practitioner can take a toll. Burnout and chronic anxiety are rampant throughout the profession. While many NPs see this as just part of the job, the reality is that it doesn’t have to be this way. Data shows that mindfulness meditation is a powerful tool to combat stress and calm the mind, but many healthcare professionals struggle to implement a sustainable daily practice into their lives. Use these four “mini meditations” to keep your cool on the clinic floor.

Name and Release

Listening with Intention

Sometimes, we get so overwhelmed that it’s hard to even describe our emotions. That’s when it’s time to organize your thoughts and help your brain properly process stress. Pause and silently name the emotion you're feeling (ex: “frustrated,” “anxious,” “tense”). Acknowledge it without judgment. Take a slow breath in, and as you exhale, imagine the emotion softening or flowing out. This practice can be paired with journaling. If you have enough time, jot down the emotions that come up during your “Name and Release” regimen, whether it be on paper or the notes app of your phone.

Choose to focus fully on a single sound—like a colleague’s voice, distant chatter, or ambient noise. Let your attention rest entirely on the sound’s tone, rhythm, and texture without reacting or judging. This strengthens spatial awareness and helps quiet mental chatter.

Box Breathing

Mindful Handwashing

Sit or stand tall, close your eyes or soften your gaze. Inhale slowly for four counts, hold for four, exhale for four. Repeat for three to five rounds. It can be helpful to visualize a box in your mind and “trace” the box with your breath. This breathing method can help regulate the nervous system, neutralize anxiety and prevent a panic response to stress. By anchoring your focus into the present moment, you can remain sharp in clinical scenarios without letting negative emotions cloud your judgement.

Thorough handwashing isn’t just an important safety procedure; it can also be a brief opportunity to practice mindfulness. Focus on the sensation, temperature, and rhythmic movements during handwashing. You can even shift this awareness to the rest of your body, including the feelings of your clothes against your skin, or the pressure of your feet on the floor.

Even the best clinicians can get caught up in a difficult moment. These instances are the ideal opportunity to practice self care. By trying just one of these quick techniques, you may feel a significant shift in your stress tolerance or overall mental health.

This will draw your full attention to tactile stimuli and redirect your mind from a fight or flight state.

factor inhibitors, physical therapy, and referrals for psychosocial support. PCPs are often responsible for routine medication side effect monitoring, administering immunizations (especially when immunosuppressive therapy is used), coordinating care, and supporting the patient and family with chronic disease management strategies. PCPs also play a vital role in transitioning a pediatric patient to adult specialists once they are an appropriate age to do so, i.e. the transition from pediatric rheumatologist to an adult rheumatology care provider.

Juvenile Idiopathic Arthritis (JIA) is the most common chronic rheumatic disease of childhood, characterized by persistent joint inflammation lasting more than six weeks in children under 16 years of age. It encompasses a group of heterogeneous, autoimmune disorders with varied clinical presentations. Nurse practitioners in the primary care provider (PCP) space play a crucial role in early identification, timely referral, and longitudinal management of children with JIA. Early recognition and treatment are critical to minimizing joint damage, preserving function, and improving long-term quality of life. unexplained joint swelling, pain, or stiffness lasting longer than six weeks. A physical examination may reveal joint warmth, swelling, or a limited range of motion. Growth abnormalities, such as limb length discrepancies or failure to thrive, may also be present. Laboratory findings are nonspecific but can help rule out other conditions. Erythrocyte sedimentation rate (ESR), C-reactive protein (CRP), antinuclear antibody (ANA), and rheumatoid factor (RF) are commonly used, although their presence varies by JIA subtype. Imaging studies such as X- ray or MRI can help detect joint damage or inflammation but are not diagnostic alone.

Vital Views Juvenile Idiopathic Arthritis in Primary Care By Stefanie Remson, MSN, APRN, FNP-BC

Monitoring & Long- term Outcomes

Classification & Epidemiology

Ongoing monitoring for disease activity, functional impairment, growth delay, and psychosocial effects is essential. JIA can significantly impact a child's physical, emotional, and social development. Regular screening for uveitis, a potentially sight-threatening inflammation of the eye, is essential, especially in ANA-positive children, as it can be asymptomatic in early stages. Long-term outcomes for children with JIA have improved significantly with earlier diagnosis and the use of aggressive treatment strategies, including biologic agents. However, some children experience persistent disease into adulthood, requiring transition of care to adult rheumatology. Primary care providers can facilitate this transition and continue to support the patient’s overall health and wellness. Juvenile Idiopathic Arthritis is a chronic condition with the potential for significant morbidity if not recognized and treated early. In the primary care setting, providers are often the first to encounter signs of JIA. Familiarity with its clinical features and classification systems, coupled with appropriate referral and coordinated management, is essential to ensure optimal outcomes. Through vigilant monitoring, interdisciplinary collaboration, and patient education, primary care providers can significantly impact the trajectory of this lifelong condition.

The International League of Associations for Rheumatology (ILAR) classifies JIA into seven categories: oligoarticular, polyarticular (rheumatoid factor positive or negative), systemic, enthesitis-related arthritis, psoriatic arthritis, and undifferentiated arthritis. Oligoarticular JIA, involving four or fewer joints, is the most common subtype, particularly in young females. Systemic JIA, which includes features such as spiking fevers, rash, and organ involvement, is less common but often more severe. On average, the incidence of JIA ranges from 2 to 20 per 100,000 children per year, with a prevalence of approximately 16 to 150 per 100,000, varying by geographic region and diagnostic criteria used.

Role of Primary Care in Diagnosis and Management

Clinical Presentation & Diagnostic Challenges

The PCP’s role in JIA begins with early recognition and referral to pediatric rheumatology. As there is no definitive diagnostic test for JIA, the diagnosis is clinical and based on pattern recognition as well as exclusion of other causes of arthritis or joint pain. Timely referral is essential, as delays in diagnosis an lead to irreversible joint damage and may result in long-term limited use and even disability. After diagnosis, PCPs remain vital in the longitudinal care of children with JIA. Management is often multidisciplinary and typically includes pharmacologic therapy with nonsteroidal anti- inflammatory drugs, some disease-modifying antirheumatic drugs (DMARDs) like methotrexate, and biologics such as tumor necrosis

Children with JIA may present with a range of symptoms, from mild joint stiffness to significant swelling, pain, and complete loss of function; however, morning stiffness lasting more than 30 minutes is a hallmark symptom. The insidious onset of symptoms often complicates timely diagnosis in this population. Some children may not verbalize joint pain but instead may avoid sing the affected limb, may limp, or may show irritability. Systemic symptoms such as fever, rash, or fatigue may precede joint findings in systemic JIA, often leading to misdiagnosis as an infectious or malignant process. PCPs should maintain a high index of suspicion in children presenting with

Ms. Stefanie Remson is a family-certified nurse practitioner who graduated from the University of Nevada, Las Vegas’s Family Nurse Practitioner Program. She is a member of the American Academy of Nurse Practitioners (AANP), the Infectious Disease Society of America (IDSA), the American College of Chest Physicians (CHEST), and the American College of Rheumatology (ACR).

Career Corner

WEEKS 5 TO 8: Refining Skills & Building Confidence This is the ideal time to hone your expertise and develop skills relevant to the patients you serve. After every patient visit, evaluate what you did well and what could be improved. Don’t be afraid to ask for feedback from peers or supervisors. Reflect on clinical cases that challenged you—review evidence-based guidelines to reinforce learning. You should be focused on building strong instincts and learning to “trust your gut” in complex clinical scenarios.

WEEKS 9 TO 12: Own Your Role & Set Long-Term Goals By now, you should be fully integrated into all aspects of your role, with a firm grasp on the preferred workflows of your team. It can be beneficial to participate in workplace development initiatives, including periodic quality improvement meetings. You can develop many meaningful relationships with co-workers by participating in team building activities or DEI efforts. This can both support your professional evolution and the success of your peers. Pro Tip : Start a professional accomplishments log. Keep track of patient success stories, positive feedback, new skills learned, and contributions to team projects. This ongoing record will be invaluable when it’s time for performance reviews, promotions, or updating your resume/CV.

The First 90 Days: Setting Yourself Up for Success in a New NP Role A roadmap to navigating a professional transition with confidence, clarity, and competence. You only have one chance to make a good first impression. For nurse practitioners entering the job market or those who recently made a switch to a new position, it’s important to make the first three months at your new job count. Being intentional about forging good relationships with supervisors and peers, embracing workplace culture, and mastering your job responsibilities can propel your career and open new doors down the road. Here, we provide a blueprint on how to thrive in any role.

Pro Tip : Set one or two clinical goals for the month (e.g., “confidently manage type 2 diabetes visits without assistance”).

ACTIONABLE TIPS

There are some simple ways you can go above and beyond in this new role, including:

WEEKS 3 & 4: Master Patient Interactions

WEEKS 1 & 2: Orientation & Observation

Establish a peer support system: Connect with other NPs or clinicians in your organization or community. Having a trusted group to share experiences, ask questions, and seek advice can ease the transition and provide valuable emotional and professional support. Request a formal 90-day check in with your supervisor: Based on your supervisor’s availability and workload, you may be able to regularly check in with them about your strengths and areas of improvement. Be open to constructive critique and use this as an opportunity to voice concerns. Creating a professional development plan: Build a calendar of when and how you will fill your CE requirements. You can also use CE hours as an opportunity to explore new specialty areas.

There will probably be a plethora of onboarding sessions during your first few weeks as a new clinician. These provide ample opportunity to both learn the ropes and prove to your supervisors that you are eager to be a rockstar employee. Take notes, ask plenty of questions, and be mindful of how the workplace operates. By being observant and open minded, you can set the foundation for positive relationships with fellow providers.

You will most likely begin seeing patients within a few weeks of starting your new job. It is important to establish solid time management and charting practices early on. This may take some trial and error, so give yourself some grace while prioritizing patient safety and well-being. Learn when to ask for help—and how to phrase consults with colleagues effectively. It can be useful to conduct research and verse yourself on common chief complaints and patient populations in your setting. Pro Tip : Use downtime to create quick-reference guides for yourself (e.g., UTI algorithm, hypertension meds, SOAP note templates).

Pro Tip : Start a personal “orientation journal” to track what you’re learning and identify knowledge gaps.

Fitzgerald Community Clinic

Fitzgerald’s collection of learning resources has helped countless nurse practitioners strengthen their skill set and become astute clinicians. Meet three NPs making a difference in their communities.

Kaitlyn Smith MSN, APRN, NP-C

Kaitlyn Smith, MSN, APRN, NP-C, is a board-certified Nurse Practitioner with 16+ years of experience in infectious disease, oncology, and clinical education. She’s passionate about mentoring new providers, building scalable onboarding systems, and translating complex clinical knowledge into practical tools. Kaitlyn has been recognized for her leadership in provider mentorship and her ability to improve patient care through thoughtful systems design.

How Kaitlyn makes a positive impact on the lives of patients As a nurse practitioner, I’ve always believed that great care starts behind the scenes — in the systems, workflows, and training that equip providers to serve with confidence. Whether mentoring new clinicians, simplifying complex protocols, or improving documentation tools, I’ve seen how the right guidance can transform not just patient outcomes, but provider experiences too. My goal has always been to build strong, informed teams that deliver compassionate, high-quality care every time.

Shannon Shanks DNP, APRN, NRP | Nurse Practitioner, Clinical Supervisor

Dr. Shanks has over twenty-six years of healthcare experience, with autonomous practice in the state of Florida. Dr. Shanks has vast healthcare experience ranging from prehospital emergency medicine as a paramedic, Level I, II and community emergency medicine, primary care, and education. For the last two years, Dr Shanks has led the medical team at Community Health, a mobile integrated health program in Manatee County Fl, addressing the needs of underserved populations. She and her collaborative team are recipients of the 2023 18th Congressional District Fire Rescue/EMS awarded by Vern Buchannan for work in the community, as well as the 2024 Florida Department of Health Mobile Integrated Healthcare program of the year.

Bethany Gaultney AGNP-C, GS-C

Bethany Gaultney, AGNP-C, GS-C graduated cum laude from Jacksonville State University School of Nursing and earned a master’s degree (Adult-Gerontology Primary Care) from Florida Southern College. She later worked in a cardiac progressive care unit at Orlando Health. She then moved to Bluffton, SC in 2018 and saw patients in long-term care facilities and assisted living. Once eligible, Bethany obtained a geriatric certification from the Gerontology Nursing Certification Commission (GNCC). Bethany opened her own practice in 2021 that focuses on ages 50+. This has allowed her to serve the community, give back to the profession and show others that nurse practitioners are capable and competent providers.

How Shannon makes a positive impact on the lives of patients Practicing this type of medicine is truly rewarding. I meet the patients quiet literally where they are. Whether it's in the street, a shelter or even their homes. If the patients cannot get to us, we must go to them. It reduces access to care by providing accessibility, breaks down barriers of fear and mistrust of healthcare providers. It allows you a glimpse into your patients' lives to see if there are other issues that need addressed beyond health care needs and help attach them to other available services. It is so rewarding to see patients improve simply by helping them with healthcare that might otherwise be unattainable.

How Bethany makes a positive impact on the lives of patients My life motto is to be the solution and not the problem. I meet my patients where they are, so they feel comfortable discussing their health issues. I do house calls for those that cannot leave their house. I do my best to advocate for them and give the care they need/deserve. No concern is too great or small.

Student Future Focus

One of the everyday struggles for students in clinical or simulation settings is diagnostic inefficiency. They may get lost in details, overlook key data, stumble into incidental findings, or jump to conclusions too quickly without enough supporting data. Debriefing is a crucial step in training students to sharpen their diagnostic skills. Enhancing Diagnostic Efficiency

The Power of Debriefing: Turning Mistakes into Learning Moments with Nursing Students Here, we discuss effective debriefing strategies after simulations or real patient interactions, focusing on empowering clinical judgment, diagnostic efficiency, and reflective practice. By Stefanie Remson, MSN, APRN, FNP-BC

Effective strategies include: Concept (or Case) Mapping: During debriefing, encourage students to map out the clinical picture using boxes of texts and/or photos and drawing lines to make connections. What were the presenting symptoms? What data is or is not available? What did the vital signs or physical findings suggest? Which differential diagnoses were considered and why? Cognitive Unpacking: Ask students to explain their reasoning at each step. This reveals gaps in knowledge or flawed logic that can then be corrected in a supportive, non-punitive environment. Comparative Analysis: Compare similar cases, especially between multiple students, to highlight experiences, patterns, and/or red flags. This not only reinforces memory but trains students to recognize cues more quickly in the future. By turning clinical missteps into diagnostic lessons, faculty help students improve not just what they know—but how they think.

Trusting Clinical Judgements Clinical judgement is not magic—it is a combination of cultivated experience, pattern recognition, and subconscious processing all coming together to guide decision-making and build intuition from experience. For novice nurses, trusting their instincts often feels risky. They may hesitate, overanalyze, or defer to others even when their inner alarms are sounding. Faculty can play a key role in nurturing these instincts through guided debriefing. During reflection, ask questions like: “What did your gut tell you in that moment? “Was there a cue you picked up on that made you pause?” “What might you do differently next time, and why?” Encouraging students to articulate their internal thought process helps validate the early development of clinical intuition. It signals that instincts, when paired with knowledge and vigilance, are legitimate and valuable. Over time, students begin to trust their internal signals as a vital part of patient assessment and care.

Introduction

Best Practices in Debriefing Not all debriefing is equally effective. To truly turn mistakes into learning moments, faculty must create a debriefing culture that is safe, structured, and centered on reflection rather than critique. Use models such as Gibbs’ Reflective Cycle, Debriefing for Meaningful Learning (DML), or Patient-Centered Explorations in Active Reasoning, Learning, and Synthesis (PEARLS) to guide the conversation. These frameworks offer consistent steps: description, feelings, evaluation, analysis, conclusion, and action plan. Before offering feedback, allow students to assess their own performance. Ask: “What went well for you?” “What would you do differently if you could do it again?” Self-assessment promotes metacognition and ownership of learning. Every debrief should reinforce foundational clinical knowledge and skills and highlight where theory met practice. Offer brief, but prompt, mini-teaching sessions during debriefs to clarify concepts in the moment. Always encourage journaling, peer discussions, and follow-up reflections after a debrief. This builds a habit of continuous learning and self-improvement with a mindset that there is always room to grow.

Conclusion

In the ever-evolving landscape of healthcare, clinical competency hinges not only on knowledge and skill but also on critical thinking, intuition, and self reflection. For nursing students, navigating the complexities of clinical practice, mistakes are inevitable. However, the way we as educators respond to these moments can either reinforce fear or ignite growth. Debriefing, when used effectively, is one of the most powerful tools available to transform errors into enduring learning experiences. Let’s explore the role of debriefing in developing clinical judgment, enhancing diagnostic efficiency, teaching strategic use of laboratory testing, and cultivating trust in one’s clinical instincts.

Mistakes are not the end of learning —they are just the beginning. In the hands of a skilled educator, a poorly chosen lab, a missed cue, or a hesitant intervention can become a powerful springboard for reflection, correction, and confidence building. By focusing on intuition, diagnostic acumen, lab interpretation, and structured reflection, debriefing transforms isolated moments of error into deep, lasting clinical wisdom. In the high-stakes world of nursing, the ability to learn from error may be one of the most important skills a student can acquire. Through thoughtful feedback and supportive debriefing, educators have the unique ability to shape not just what students know—but how they grow.

Courtroom Insider Lessons Learned from Malpractice Cases

By: Wendy L. Wright, DNP, ANP-BC, FNP-BC, FAANP, FAAN, FNAP

Timely Documentation is Essential I have seen numerous cases where charting is not completed for weeks after seeing the patient. The standard of care is three days to close the encounter. The EHR system provides a timestamp of when the chart is signed. For many of us, it can be hard for us to remember everything we said/did yesterday, let alone two weeks later. Work hard to ensure you stay on top of your charting and documentation. When I review a case and the documentation is completed after the patient has suffered an event, this does not look good for any jury or defense. Take proactive steps to protect yourself and your patients from harm. These tales from the courtroom can do just that.

Over the past 28 years, I have had the opportunity to review and work on somewhere between 100 to 125 malpractice cases involving NPs, MDs, and RNs. I spend about 80% of my time reviewing cases on behalf of the defense team, and about 20% for the attorneys representing the plaintiff. Of the cases I have been asked to review, I have declined to support or further participate in approximately 50% of these cases. But why? In some instances, there does not appear to be enough evidence to move forward on the case. Seasoned attorneys want honest and accurate evaluations of the case at hand and are often grateful when experts point out the lack of merit in a particular case. Conversely, there are other cases where it is very clear that a breach in the standard of care occurred and that I cannot provide the type of defense that will be needed. In these cases, I often advise the attorney to figure out a settlement agreement, since there was clear harm or wrongdoing. I have noticed some recurrent patterns or themes in malpractice cases. My goal is to prevent other NPs from finding themselves involved in a malpractice case. Pulmonary Emboli are Rising I have seen approximately five to six cases of diagnostic failure of pulmonary embolus. Studies

Warfarin is Not Your Friend I have been asked to review approximately four to five cases involving a patient taking warfarin. Warfarin has many drug interactions that can either increase or decrease the clearance of this drug. If a patient is on warfarin, you must always take caution when adding a new medication to their regimen, even something as simple as a routine antibiotic. Additionally, from a system perspective, protocols must be set to ensure that patients taking warfarin are monitored regularly. Typical INR monitoring varies between every week to every month. I have seen cases where the INR is ordered every three to four months. This is way too long! If you are the prescribing NP, you are responsible for ensuring that the patient is monitored. Does your clinic have have shown that the numbers of emboli are increasing, and some literature propose that the rise is due to the pathogenesis of COVID. Regardless of the cause, NPs must always consider a pulmonary embolus in the patient who presents with acute onset of shortness of breath, chest pain, tachycardia, near syncope or full syncope, wheezing, dizziness, and/or pleuritic chest pain. Get a stat D-dimer and CTA urgently. If you are not able to accomplish this workup in an outpatient setting, an ED referral is essential. Delaying this diagnosis can be fatal.

a system in place to ensure the patient is getting INRs? We put them on the schedule when they are due for an INR and / or set a reminder in the EHR system to ensure the patient is adherent. If, despite multiple attempts to improve patient adherence with monitoring, the patient still does not get the INR, the NP should consider sending a certified letter with return receipt and a copy of the letter mailed through standard mail to the patient. This letter should contain information alerting them of the risks of failure to monitor and agree to provide medication for 30 days while they find another provider to prescribe their warfarin. In today’s environment, while we certainly want to avoid terminating care with a patient, we cannot put our license at risk for those who are not willing to adhere to standard of care recommendations. Drug Interactions are Increasing Opioids and benzodiazepines are not a safe combination. It is estimated that up to forty percent of accidental overdoses occur with the opioid/benzodiazepine combination. You do not have to continue the practice of others if you deem that the practice is unsafe or does not conform to the current standard of care. You must, however, provide a safe tapering process. If the patient does not agree with this recommendation, the NP should provide emergency care for 30 days until this patient finds another provider.

Want a firsthand perspective on real court cases involving NPs?

Stream the Scrubs and Subpoenas podcast and earn some CE! https://www.fhea.com/scrubs-and- subpoenas/

How can dermatology providers help patients manage the psychological implications of visible skin conditions that can affect body image and self- confidence, such as acne, rosacea, and psoriasis?

Dr. Victor Czerkasij Doctor of NP, DCNP, FNP-C, CWCP, MSN, MA Faculty Spotlight

Fitzgerald Health Education Associates

Reassuring perspective! Allow the patient to express their experience and respond with “So, what I am hearing you say…” with a summary of their own words. That goes a long way in helping the patient relax. I add, “This isn’t anything I haven’t seen before, and with our current technologies, I am confident you are going to greatly improve.” Moving my stool directly in front of the patient, often taking both hands in mine, and by speaking clearly and firmly, they realize this journey will not be alone. People have told me years later that they remember that moment and have never forgotten it.

Victor Czerkasij

Do you approach skincare recommendations differently for diverse skin tones?

Skin Deep, Global Reach

Fitzgerald Health Education Associates

When Margaret Fitzgerald invited me to join FHEA around 2007, one of the earliest talks I developed was “Dermatology Issues in Skin of Color.” That moved to a cover article around 2011 for the Nurse Practitioner Journal (NPJ) which was well received at the time. I have been fully invested in mentoring NP students in the broad differences and important nuances of Black, White, Asian, Hispanic, and Native American skin and cultural practices. While we look to treat everyone with the same respect and dignity deserved by a fellow human being, in skin practice, there are emphases and distinctions that are quite significant. Learning how skin responds to procedures—is it likely to keloid? Lose or gain pigmentation? What about skin cancer and its location? Fears over medication? Hair styling? Thoughts about natural or homeopathic approaches? Development of psoriasis or eczema? You must learn it all and usually the best way is listening and asking questions in a polite, humble manner.

Victor Czerkasij, Doctor of NP, DCNP, FNP-C, CWCP, MSN, MA, unpacks the fundamentals of skin health and discusses recent advancements in his scope of practice.

What does a typical day look like for you in your practice?

Fitzgerald Health Education Associates

Victor Czerkasij

Want to learn more from Victor?

7 AM finds me reviewing and making decisions on pathology reports, culture and sensitivities, and a quick glance at corporate emails. Around 55 patients are scheduled each working day, with three incredible MAs who have learned to think like me. While in the room, they are working on my notes, billing, and prescribing. I see annual visits, follow-ups, many new patients looking to get established, and challenging doctor referrals. At 1 PM, we are off to the races until 4:45, at which time we handle more phone calls till 5 PM. I do not take work home!

You were recently recognized by the Ukrainian government for excellence in humanitarian wartime service. What specific needs do you see in the populations of Kyiv and L’viv, and how did you address them using limited resources?

Check out the Dermatology Across the Lifespan course , available now on demand!

Fitzgerald Health Education Associates

A group called “The Second Front” refers to the doctors, nurses, and medics working tirelessly for over three years under enormously difficult conditions stabilizing and repairing the wounded soldiers and civilians. Each trip reveals a new and poignant need. Where are the counseling services during time of war? How can I arrange for more medications that can relieve the human suffering I have seen? Trying to educate the government on the advanced nursing profession as a DNP results in some amazing conversations: a nurse that can advance to serve in a medical leadership position blows their [the Ukrainian government] ]minds. Surprisingly, many medical doctors get it, and I hope it will result in some changes in due time.

Victor Czerkasij

Thank you for reading! Here’s a little gift for you.

Code SEPTSCOPE is active for 20% off all CE and Review & CE Memberships! September Savings from Fitzgerald

Page 1 Page 2-3 Page 4-5 Page 6-7 Page 8-9 Page 10-11 Page 12-13 Page 14-15 Page 16-17 Page 18