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4. Identify strategies to initiate and develop palliative care programs across healthcare settings to promote continuity of care and integrated palliative care services. 5. Review physical and psychological symptoms associated with advanced illness and discuss pharmacological and non-pharmacological interventions. 6. Utilize educational methods consistent with patients’ and families’ preferred mode of learning to promote understanding of serious or life-threatening illness, treatment options, management, and supportive resources. The Hospice and Palliative Nurses Association supports nurses seeking advancement of their professional development and career with specialty certification. This 1-day course encompasses the fundamental concepts of palliative nursing. The review course will provide a review of the content areas based on the NBCHPN detailed test content outline. This course may be used to increase the hospice and palliative nurse’s knowledge of general palliative nursing or to assist the nurse in self-identifying topics that require further preparation and study in advance of sitting for the specialty certification examination. Note: Participation in a review course does not guarantee successful completion of a certification test. CEs7.5 Contact Hours/4.5 designated pharmacology hours The Hospice and Palliative Nurses Association is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation. Required materials: APRN Certification Preparation Coursed Advanced Practice Nurse Core Curriculum for the Advanced Practice Nurse ACHPN Candidate Handbook e available for print for free from the NBCHPN website

to improve quality of hospice and palliative medicine education of your trainees at all levels. In 2009, the Accreditation Council for Graduate Medical Education (ACGME) began a multiyear process of restructuring its accreditation system to be based on educational outcomes in the six domains of clinical competencies: patient care, medical knowledge, systems-based practice (SBP), practice-based learning and improvement (PBLI), professionalism and interpersonal skills, and communication. The result of this effort is the Next Accreditation System (NAS), which aims to (a) enhance the ability of the peer review system to prepare physicians for practice in the 21st century, (b) accelerate the ACGME’s movement toward accreditation on the basis of educational outcomes, and (c) reduce the burden associated with the current structure and process-based approach. Hospice and palliative medicine (HPM) training programs are uniquely situated to become early adapters of the NAS as (a) we have developed a set of peer reviewed core HPM competencies by a national consensus process, (b) the fellowship programs in HPM are in their infancy and thus easily able to adapt the training to be competency based, and (c) the field of HPM naturally lends itself to impart PBLI, SBP, and communication skills to doctors in training in a variety of venues. This skill-oriented session is specifically aimed at multidisciplinary palliative care educators (from nursing, social work, psychology, chaplaincy, and medicine) who work with doctors in training at all levels. We propose to engage the participants in an important conversation of how best to leverage the NAS and use this new national training imperative to engage your local graduate medical education and institutional leadership in promoting palliative care training and practice within your institution. Participants will leave the session with at least three effective strategies to implement immediately in their home institutions.