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Test Number : PCCN
Test Name : AACN Progressive Critical Care Nursing
Vendor Name : Medical
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PCCN test Format | PCCN Course Contents | PCCN Course Outline | PCCN test Syllabus | PCCN test Objectives


The PCCN and PCCN-K certification exams focus 80 percent on clinical judgment and 20 percent on professional caring and ethical practice. Their comprehensive course prepares you in the following categories:

Clinical Judgment

- Cardiovascular
- Pulmonary
- Endocrine
- Hematology
- Gastrointestinal
- Renal
- Neurology
- Behavioral/Psychosocial
- Musculoskeletal
- Professional Caring and Ethical Practice
- Advocacy/Moral Agency
- Caring Practices
- Response to Diversity
- Facilitation of Learning
- Collaboration
- Systems Thinking
- Clinical Inquiry
- Learning Outcomes

At the completion of this learning activity, participants should be able to:

Validate their knowledge of progressive care nursing Briefly review the pathophysiology of single and multisystem dysfunction in adult patients and the medical and pharmacologic management of each Identify the progressive care nursing management needs for adult patients with single or multisystem organ abnormalities Successful Completion

Learners must complete 100 percent of the activity and the associated evaluation to be awarded the contact hours or CERP. No partial credit will be awarded.
12.8 contact hours awarded, CERP Category A
Exam Eligibility

Are you eligible to take the PCCN or PCCN-K exam=> Eligibility requirements and links to handbooks with test plans are available on their Get Certified pages click here to get started: PCCN (Adult) or PCCN-K (Adult) .

PCCN and PCCN-K certifications emphasize the knowledge that the progressive nursing specialty requires and the essential acute care nursing practices that you can apply in your role every day in a step-down unit, emergency or telemetry department or another progressive care environment.

PCCN and PCCN-K specialty certifications also demonstrate your knowledge and dedication to hospital administrators, peers and patients, while giving you the satisfaction of your achievement. PCCN and PCCN-K credentials are granted by AACN Certification Corporation.

Validate and enhance your knowledge and Boost patient outcomes. Take advantage of this detailed review course and earn your PCCN or PCCN-K certification.

The American Association of Critical-Care Nurses (AACN) is accredited as a provider of continuing nursing education by the American Nurses Credentialing Centers (ANCC's) Commission on Accreditation, ANCC Provider Number 0012. AACN has been approved as a provider of continuing education in nursing by the California Board of Registered Nursing (CBRN), Provider number CEP 1036. This activity is approved for 12.8 contact hours.

AACN programming meets the standards of most states that require mandatory CE contact hours for license and/or certification renewal. AACN recommends consulting with your state board of nursing or credentialing organization before submitting CE to fulfill continuing education requirements.

AACN and AACN Certification Corporation consider the American Nurses Association (ANA) Code of Ethics for Nurses foundational for nursing practice, providing a framework for making ethical decisions and fulfilling responsibilities to the public, colleagues and the profession. AACN Certification Corporations mission of public protection supports a standard of excellence where certified nurses have a responsibility to read about, understand and act in a manner congruent with the ANA Code of Ethics for Nurses.

I. CLINICAL JUDGMENT (80%)
A. Cardiovascular (27%)
1. Acute coronary syndromes
a. non-ST segment elevation myocardial infarction
b. ST segment elevation myocardial infarction
c. unstable angina
2. Acute inflammatory disease (e.g., myocarditis, endocarditis, pericarditis)
3. Aneurysm
a. dissecting
b. repair
4. Cardiac surgery (e.g., post ICU care)
5. Cardiac tamponade
6. Cardiac/vascular catheterization
a. diagnostic
b. interventional
7. Cardiogenic shock
8. Cardiomyopathies
a. dilated (e.g., ischemic/non-ischemic)
b. hypertrophic
c. restrictive
9. Dysrhythmias
10. Heart failure
a. acute exacerbations (e.g., pulmonary edema)
b. chronic
11. Hypertension (uncontrolled)
12. Hypertensive crisis
13. Minimally-invasive cardiac surgery (i.e. nonsternal approach)
14. Valvular heart disease
15. Vascular disease
B. Pulmonary (17%)
1. Acute respiratory distress syndrome (ARDS)
2. Asthma (severe)
3. COPD exacerbation
4. Minimally-invasive thoracic surgery (e.g., VATS)
5. Obstructive sleep apnea
6. Pleural space complications (e.g., pneumothorax, hemothorax, pleural effusion, empyema, chylothorax)
7. Pulmonary embolism
8. Pulmonary hypertension
9. Respiratory depression (e.g., medicationinduced, decreased-LOC-induced)
10. Respiratory failure
a. acute
b. chronic
c. failure to wean
11. Respiratory infections (e.g., pneumonia)
12. Thoracic surgery (e.g., lobectomy, pneumonectomy)
C. Endocrine/Hematology/Neurology/Gastrointestinal/Renal (20%)
1. Endocrine
a. diabetes mellitus
b. diabetic ketoacidosis
c. hyperglycemia
d. hypoglycemia
2. Hematology/Immunology/Oncology
a. anemia
b. coagulopathies: medication-induced (e.g., Coumadin, platelet inhibitors, heparin [HIT])
3. Neurology
a. encephalopathy (e.g., hypoxic-ischemic, metabolic, infectious, hepatic)
b. seizure disorders
c. stroke
4. Gastrointestinal
a. functional GI disorders (e.g., obstruction, ileus, diabetic gastroparesis, gastroesophageal reflux, irritable bowel syndrome)
b. GI bleed
i. lower
ii. upper
c. GI infections (e.g., C. difficile)
d. GI surgeries (e.g., resections, esophagogastrectomy, bariatric)
e. hepatic disorders (e.g., cirrhosis, hepatitis, portal hypertension)
f. ischemic bowel
g. malnutrition (e.g., failure to thrive, malabsorption disorders)
h. pancreatitis
5. Renal
a. acute kidney injury (AKI)
b. chronic kidney disease (CKD)
c. electrolyte imbalances
d. end-stage renal disease (ESRD)
D. Musculoskeletal/Multisystem/Psychosocial (16%)
1. Musculoskeletal
a. functional issues (e.g., immobility, falls, gait disorders)
2. Multisystem
a. end of life
b. healthcare-acquired infections
i. catheter-associated urinary tract infections (CAUTI)
ii. central-line-associated bloodstream infections (CLABSI)
iii. surgical site infection (SSI)
c. infectious diseases
i. influenza
ii. multidrug-resistant organisms (e.g., MRSA, VRE, CRE, ESBL)
d. pain
i. acute
ii. chronic
e. palliative care
f. pressure injuries (ulcers)
g. rhabdomyolysis
h. sepsis
i. shock states
i. anaphylactic
ii. hypovolemic
j. toxic ingestion/inhalation/drug overdose
k. wounds (e.g., infectious, surgical, trauma)
3. Behavioral/Psychosocial
a. altered mental status
b. delirium
c. dementia
d. disruptive behaviors, aggression, violence
e. psychological disorders
i. anxiety
ii. depression
f. substance abuse
i. alcohol withdrawal
ii. chronic alcohol abuse
iii. chronic drug abuse
iv. drug-seeking behavior
v. drug withdrawal
II. PROFESSIONAL CARING AND ETHICAL PRACTICE (20%)
A. Advocacy/Moral Agency
B. Caring Practices
C. Response to Diversity
D. Facilitation of Learning
E. Collaboration
F. Systems Thinking
G. Clinical Inquiry Cardiovascular
Identify, interpret and monitor
o dysrhythmias
o QTc intervals
o ST segments
Manage patients requiring
o ablation
o arterial closure devices
o arterial/venous sheaths
o cardiac catheterization
o cardioversion
o defibrillation
o pacemakers
o percutaneous coronary intervention (PCI)
o transesophageal echocardiogram (TEE)
Monitor hemodynamic status and recognize signs and symptoms of hemodynamic instability
Select leads for cardiac monitoring for the indicated disease process
Titrate vasoactive medications
o Dobutamine
o Dopamine
o Nitroglycerin Pulmonary
Interpret ABGs
Maintain airway
Monitor patients pre and post
o bronchoscopy
o chest tube insertion
o thoracentesis
Manage patients requiring mechanical ventilation
Manage patients requiring non-invasive O2 or ventilation delivery systems
o BiPAP
o CPAP
o face masks
o high-flow therapy
o nasal cannula
o non-breather mask
o venti-masks
Manage patients requiring respiratory monitoring devices:
o continuous SpO2
o end-tidal CO2 (capnography)
Manage patients requiring tracheostomy tubes
Manage patients with chest tubes (including pleural drains)
Recognize respiratory complications and initiate interventions
Endocrine/Hematology/Neurology/Gastrointestinal/Renal
Endocrine
o manage and titrate insulin infusions
Hematology/Immunology/Oncology
o administer blood products and monitor patient response
Neurology
o perform bedside screening for dysphagia
o use NIH Stroke Scale (NIHSS)
Gastrointestinal
o manage patients pre- and post-procedure (e.g., EGD, colonoscopy)
o manage patients who have fecal containment devices
o manage patients who have tubes and drains
o recognize indications for and complications of enteral and parenteral nutrition
Renal
o identify medications that can be removed during dialysis
o identify medications that may cause nephrotoxicity
o initiate renal protective measures for nephrotoxic procedures
o manage patients pre- and post-hemodialysis Musculoskeletal/Multisystem/Psychosocial
Musculoskeletal
o initiate and monitor progressive mobility measures
Multisystem
o administer medications for procedural sedation and monitor patient response
o differentiate types of wounds, pressure injuries
o manage patients with complex wounds (e.g., fistulas, drains and vacuum-assisted closure devices)
o manage patients with infections
Psychosocial
o implement suicide prevention measures
o screen patients using a delirium assessment tool (e.g., CAM)
o use alcohol withdrawal assessment tools (e.g., CIWA)
General
Administer medications and monitor patient response
Anticipate therapeutic regimens
Monitor diagnostic test results
Perform an assessment pertinent to the system
Provide health promotion interventions for patients, populations and diseases
Provide patient and family education unique to the clinical situation
Recognize procedural and surgical complications
Recognize urgent situations and initiate interventions
Use complementary alternative medicine techniques and non-pharmacologic interventions



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Medical learning

Professors and administrators predict what the future of med college could seem like publish-pandemic — and argue that virtual getting to know is here to reside | PCCN real questions and Practice Test

  • The coronavirus pandemic has altered the clinical box, and with it programming at med colleges.
  • Professors, deans, and program directors at med schools throughout the USA informed business Insider that on-line gaining knowledge of will continue to develop in recognition.
  • Simulations and virtual worlds like second existence may exchange some palms-on working towards.
  • meanwhile, they see more verbal exchange between faculties, professors, and students occurring over e mail and chat businesses, as well as smaller lecture rooms dedicated to wreck-out periods.
  • And in gentle of contemporary protests and requires racial equality, professors emphasised a need for greater anti-racism and bias training for college students.
  • discuss with business Insider's homepage for extra stories.
  • For many years, the manner that college students knowledgeable to become physicians in the US turned into relatively predictable, commonly involving preclinical lecture room-based mostly studying of fundamental clinical concepts and potential adopted via fingers-on journey with patients. however in the wake of the coronavirus, the clinical container is at once morphing — as is the event of attending scientific faculty.

    "medical colleges across the nation have made tremendous efforts to make sure the first-class of training anticipated of medical college students whereas preserving each medical techniques and precautions to mitigate transmission of the coronavirus," talked about Chris Colbert, assistant program director of the emergency drugs residency application on the college of Illinois at Chicago.

    From a renewed emphasis on expertise to new educating methods and twin degree opportunities, here's what certified predict scientific training grounds will seem like publish-pandemic.

    accelerated virtual getting to know and telehealth working towards

    medical college college students and professors alike will need to adjust to the expanding function technology will play within the healthcare trade, talked about Andrew Ibrahim, a resident surgeon at the institution of Michigan and chief clinical officer at global architecture enterprise HOK who's been on the front lines of fighting COVID-19. 

    "The next era of med faculty students will deserve to be proficient on a way to behavior virtual visits as telehealth continues to rise in popularity," he mentioned. "Telemonitoring will also need to be trained." 

    Andrew Ibrahim. Andrew Ibrahim

    The surgeon added that the med school curriculum itself will additionally should shift to being partially digital as a minimum until the virus has subsided, meaning associations will should overcome and address challenges with varying styles of instruction. 

    "Even boards throughout the American Board of surgery this 12 months are being done basically," Ibrahim pointed out. "As they modify to this trade, or not it's challenging to imagine they can revert again to conducting these in adult even after the pandemic."

    Colbert agreed that a brilliant approach to keep the security of scholars while proposing required training is through virtual courses. He observed that courses will undoubtedly be each prerecorded and live and that the primary targets of med faculty issues may be discussed and explained in digital school rooms as they're in the typical lecture room. 

    Chris Colbert. Chris Colbert

    "issues can be coated in similar trend," Colbert said. "The exact hands-on interplay has been modified because of social distancing. online simulation labs coupled with option educating modalities could be used to complement academic integrity."

    Camille Wendekier, an associate professor of nursing at Saint Francis tuition international, pointed out that because of COVID-19, many colleges are rethinking preparedness for coursework moving forward for the autumn and probably beyond.  

    Camille Wendekier. Camille Wendekier

    "These faculties may switch all school room training experiences to an online structure [so] that they may deliver instruction nose to nose or on-line," Wendekier spoke of.

    She stressed out that whereas the circulate to an online structure would no longer substitute face-to-face gaining knowledge of, it would deliver a seamless transition within the adventure of desiring to adapt to more stay-at-domestic orders. She additionally estimated that as a result of the talents for extra stringent medical institution medical rules and/or future dwell-at-home orders, courses will should rethink simulation and virtual experiences to ensure students can continue scientific gaining knowledge of from a distance.  

    "programs can also use digital sufferers or simulators the use of teleconference, digital medical application, and/or digital world structures akin to second life, the place clinical instructors could interact with college students in genuine time," Wendekier stated.   

    finally, Wendekier predicted that the role of pupil assist will also evolve to include more own assistance from college to support college students via no longer simplest the preliminary transition to distance discovering, however to assure that the college students are having a favorable studying journey long term.  

    "software budgets will should be adjusted thus in order that the classes can make investments within the informatics infrastructure, faculty training for productive use of the technology, and increased college advising/mentoring on a one-to-one stage," Wendekier said.  

    extra online verbal exchange

    Warren Wiechmann, affiliate dean of medical science education and tutorial technology and affiliate professor of clinical emergency medication on the faculty of drugs at the institution of California, Irvine, referred to that once considering the fact that the many simple challenges that the pandemic has brought forth, some of the biggest questions has been no matter if it be possible to instruct future medical doctors in the absence of direct patient care.  

    Warren Wiechmann. Warren Wiechmann

    "there were numerous creative techniques that colleges used to hold their medical students engaged in the medical element of affected person care — connecting to medical rounds by way of video conferencing utility, bolstering their knowledge with on-line case-based mostly discussions, and increased utilization of present and newly created standardized patient and simulation cases to copy the scientific ambiance," Wiechmann observed. "in the end, these had been all temporary measures until their students could safely return to direct affected person care."  

    but Wiechmann introduced that planning for a submit-pandemic environment — or even for future pandemics — basically requires now not handiest defining the function of the scientific student but additionally setting up clear measures for the way to preserve beginners protected. He sees conversation and transparency as a must have toward these dreams.

    "faculties should use a multifaceted method — scholar and management town halls, institutional COVID-19 updates, easy entry to guidelines and workflows — to be sure that college students have entry to the most advantageous counsel obtainable," Wiechmann spoke of. "These clear channels of communication additionally make it simpler to pivot when the cases require a metamorphosis."  

    In lieu of in-person classes and face-to-face conferences with path professors, Colbert additionally foresees a much higher precedence being positioned on college students holding an open line of verbal exchange through electronic mail and med faculties developing group emails and chat rooms in accordance with each and every course. 

    "Scheduling and taking part in on-line neighborhood discussions will additional raise an realizing of the subject matter discussed [online]," he pointed out.

    turning out to be activity in dual degrees and hybrid fellowships

    Ibrahim anticipated that many colleges will increase know-how minors, permitting medical students to center of attention their reviews in this path. 

    "These college students could be on the forefront of developing and enforcing virtual care in new, imaginitive ways," Ibrahim spoke of. "COVID-19 has served as a catalyst for this a lot-necessary trade."

    Konstantin Vasyukevich, an assistant clinical professor in the Albert Einstein faculty of medication at Montefiore clinical core and a cosmetic surgeon in big apple, brought that for college kids because getting a dual diploma, now could be a great time to accomplish that.

    Konstantin Vasyukevich. Konstantin Vasyukevich

    "The combined curriculum for time-honored dual degrees like MD/MS, MD/MPH, and MD/MBA are extra appropriate for a digital gaining knowledge of because they are greater lecture-based," he spoke of. "With labs and scientific rotations on cling in the intervening time, it may be a superb use of time." 

    Ibrahim defined that COVID-19 has illuminated the magnitude of connectivity between the developed environment and the care being given, which is why he's worked with the college of Michigan to Boost a fellowship that offers students the possibility to concurrently analyze medicine and healthcare design. He anticipates seeing further hybrid fellowship opportunities emerge — giving students an opportunity to converge courses which have up to now been studied in silos — and predicts healthcare and healthcare coverage will develop into increasingly intertwined with design and planning. 

    "I consider that architects can definitely advantage from delivered skills in public health and healthcare start," he spoke of. "We need to systematically develop ways wherein they can include fitness in design after which find suggestions to measure and consider these outcomes after the building is in use." 

    a brand new seek school rooms with constructed-in flexibility

    "actual environments for getting to know and social gathering spaces will always have a place in scientific education, however in the wake of COVID-19, I might see there being much less density in these researching environments," Ibrahim said. "this could area a top class cost on the physical environment." 

    He explained that as some features of scientific education get transformed to digital formats, the structures will inevitably reflect this trade via additional small destroy-out areas and tech rooms to broadcast classes and enable students to take part in digital classes.

    a major upside to this shift, in line with Ibrahim, is that many scientific students at the moment are nontraditional. 

    "they're older, could have in the past labored in one more box, and value flexibility," he mentioned. "virtual formats for some classes will assist attract more distinct scientific students, which is good for everybody."

    Prioritizing diversity and inclusion and anti-racism practicing

    Ibrahim emphasised that a spotlight on variety and inclusion in mild of contemporary protests round police brutality and systemic racism need to be prioritized for medical faculties moving ahead. 

    "I feel they are going to see the scholar bodies at most scientific faculties develop into an awful lot more distinct, with greater americans of colour, college students from different backgrounds, and people with differing life experiences who may additionally no longer have adopted the more 'typical' route to med school," Ibrahim talked about. 

    Luz Claudio, a tenured professor of environmental drugs and public fitness at Icahn college of medicine at Mount Sinai in ny city, pointed out that the pandemic has made fitness disparities very clear, which were additional illuminated all through the following protests on racial equality.

    Luz Claudio. Luz Claudio "some of the things that must alternate in clinical faculties everywhere is to enrich and extend the training for future docs on the function of racism in healthcare and the resulting disparities in health effects," Claudio referred to. "there is an urgent need for greater practising in how to combat these considerations as part of the clinical college curricula."  

    To that end, Claudio defined that med schools need to cover how docs can actively have interaction in anti-racism whereas working towards medication.  

    "it is essential for new physicians to be taught to admire racism and socioeconomic inequalities as critical determinants of health," she observed. "They ought to be trained this no longer best as summary ideas or as a fowl's eye view of the ordinary inhabitants. Physicians must gain knowledge of that these social factors and inequalities affect the health of their precise particular person sufferers."  

    For this form of practising to be most valuable, based on Claudio, medical faculties should associate with neighborhood organizations, advocates, and leaders to promote palms-on learnings that teach college students the moves that they can take to consider racism and inequalities in their scientific practices.  

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