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PrEParing: PrEP for Providers and Patients

Approx. 16 hours to complete

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Course Summary

This course is designed to help students prepare for the rigors of college by enhancing their study skills, time management, and learning strategies.

Key Learning Points

Learn effective study skills to succeed in college
Develop time management strategies to balance coursework and other responsibilities
Understand learning styles and how to tailor studying to your unique style

Learning Outcomes

Develop a personalized study plan
Implement effective time management strategies
Enhance learning strategies for academic success

Prerequisites or good to have knowledge before taking this course

Basic computer skills
Access to the internet

Course Difficulty Level

Beginner

Course Format

Online
Self-paced

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College Success
Learning How to Learn

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Notable People in This Field

Professor of Psychology
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Description

Pre-Exposure Prophylaxis (PrEP) using the antiretroviral medication emtricitibine/tenofovir approved in countries around the world is a highly effective means of reducing transmission of HIV through sexual encounters and needle sharing.

This Johns Hopkins University course PrEPares you with essential information, concepts and practical advice regarding PrEP from leaders in the field. A first of its kind learning opportunity, both providers and patients learn from the same experts through content that meets the needs of both audiences, while facilitating the opportunity for a shared community space. Lessons for healthcare workers provide background on foundational and cutting-edge research and PrEP guidelines, how to initiate a PrEP program, clinical management and providing culturally sensitive sexual health and primary care to diverse communities. Lessons for PrEP enthusiasts, PrEP users or the PrEP curious provide information regarding who can benefit from PrEP, how to access services, what to expect and how to stick with your PrEP program long-term. OBJECTIVES: At the conclusion of the session, the participant will be able to: 1. Describe the differences between foundational PrEP studies and demonstration projects 2. Describe the basic pharmacodynamics of tenofovir/emtricitibine including mechanism of infection prevention and time to protective concentration in mucosal tissues 3. List recommendations from PrEP for Prevention of HIV Infection in the United States clinical practice guidelines, USPHS and CDC, including initial and ongoing screening and testing 4. Describe the need for PrEP as an HIV prevention tool for priority in often stigmatized populations 5. Indicate the components for integrating PrEP services into clinical practice 6. Outline guidelines for screening and treatment of sexually transmitted infections 7. Describe how to take a thorough sexual history and to engage with clients around sex in an affirming and non- judgmental manner 8. List the baseline and follow-up laboratory monitoring required 9. Explain key aspects of patient education for HIV prevention and sexual health 10. Describe protocols for ongoing PrEP services and when to discontinue FACULTY/ CREDENTIALS: Jason E. Farley, PhD, MPH, ANP-BC, FAAN, Associate Professor Johns Hopkins University School of Nursing Chris Beyrer, MD, MPH, Professor Johns Hopkins University Bloomberg School of Public Health Yusuf Ariyibi, BA, Disease Intervention Specialist Baltimore City Health Department Joyce Jones, MD, MS, Clinical Associate Johns Hopkins University School of Medicine Neha Sheth Pandit, PharmD, AAHIVP, BCPS, Associate Professor University of Maryland School of Pharmacy Pierre-Cedric Crouch, PhD, ANP-BC, ACRN, Director of Nursing San Francisco AIDS Foundation Renata Arrington Sanders, MD, Assistant Professor Johns Hopkins University School of Medicine Jenell Coleman, MD, MPH, Associate Professor Johns Hopkins University School of Medicine Michele Decker, ScD, MPH, Associate Professor Johns Hopkins University Bloomberg School of Public Health Deborah Dunn, PA-C, MBA, Physician Assistant Chase Brexton Health Care Jordan White, MS, Desmond Tutu Fellow of Public Health and Human Rights Johns Hopkins University Bloomberg School of Public Health Gregory Lucas, MD, PhD, Professor Johns Hopkins University School of Medicine Demetre Daskalakis, MD, MPH, Acting Deputy Commissioner, Division of Disease Control, NYC Dept. of Health and Mental Hygiene David Dowdy, MD, PhD, Associate Professor Johns Hopkins University Bloomberg School of Public Health Jessica LaRicci, PrEP Coordinator Johns Hopkins University School of Nursing Susan Tuddenham, MD, MPH, Assistant Professor Johns Hopkins University School of Medicine Joseph Cofrancesco, MD, MPH, FACP, Associate Professor of Medicine Johns Hopkins University School of Medicine Jill Crank, CRNP, MSN/MPH, Nurse Practitioner Evergreen Healthcare Paul Sacamano, MPH, ANP-BC, ACRN, PrEP Project Lead Johns Hopkins University School of Nursing Shima Ge, BS, PrEP Peer Navigator Johns Hopkins University School of Nursing ORIGINATION DATE October 02, 2017 RENEWAL DATE: November 30, 2019 EXPIRATION DATE: November 30, 2021 URL: https://www.coursera.org/learn/prep/ HARDWARE/SOFTWARE: Computer Hardware; Internet connection; Browser MATERIALS: None TARGET AUDIENCE: physicians, physician assistants, nurse practitioners, registered nurses, pharmacists, health education specialists, public health workers, social workers, case managers PREREQUISITES: None FORMAT: These seminars are enduring video presentations with online discussion forum and resources. CONTACT INFORMATION: Office of The REACH Initiative, Johns Hopkins University School of Nursing (888) 788-7737 ACCREDITATION STATEMENTS: CME activities with Joint Providers: This activity has been planned and implemented in accordance with the Essential Areas and policies of the Accreditation Council for Continuing Medical Education through the joint providership of the Centers for Disease Control and Prevention and Johns Hopkins University School of Nursing. The Centers for Disease Control and Prevention is accredited by the (ACCME®) to provide medical education for physicians. Physicians should claim only the credit commensurate with the extent of their participation in the activity. The Centers for Disease Control and Prevention designates this enduring material for a maximum of 10.75 AMA PRA Category 1 Credits™. CEU: The Centers for Disease Control and Prevention is authorized by IACET to offer 1.1 CEU's for this program. CECH: Sponsored by the Centers for Disease Control and Prevention, a designated provider of continuing education contact hours (CECH) in health education by the National Commission for Health Education Credentialing, Inc. This program is designated for Certified Health Education Specialists (CHES) and/or Master Certified Health Education Specialists (MCHES) to receive up to 10.5 total Category I continuing education contact hours. Maximum advanced level continuing education contact hours available are 0. CDC provider number 98614. CPE: The Centers for Disease Control and Prevention is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. This program is a designated event for pharmacists to receive 1.05 CEUs in pharmacy education. The Universal Activity Number is 0387-9999-19-191-H01-P. Category: This activity has been designated as Knowledge-Based. Once credit is claimed, an unofficial statement of credit is immediately available on TCEOnline. Official credit will be uploaded within 60 days on the NABP/CPE Monitor. For Certified Public Health Professionals (CPH) The Centers for Disease Control and Prevention is a pre-approved provider of Certified in Public Health (CPH) recertification credits and is authorized to offer 11 CPH recertification credits for this program. DISCLOSURE: In compliance with continuing education requirements, all presenters must disclose any financial or other associations with the manufacturers of commercial products, suppliers of commercial services, or commercial supporters as well as any use of unlabeled product(s) or product(s) under investigational use. CDC, our planners, our content experts and their spouses/partners wish to disclose they have no financial interests or other relationships with the manufacturers of commercial products, suppliers of commercial services, or commercial supporters with the exception of Dr. Jason Farley and he wishes to disclose that he received grant from Gilead. Planning committee discussed conflict of interest with Dr. Farley to ensure there is no bias. Content will not include any discussion of the unlabeled use of a product or a product under investigational use with the exception of Dr. Arrington Sander’s discussion of PrEP for adolescents, PrEP is not approved for adolescents < 18 years old; and Dr. Tuddenham’s discussion of STI screening, she will be discussing extra genital screening with NAAT currently recommended by CDC. CDC did not accept commercial support for this continuing education activity. Instructions for Obtaining Continuing Education (CE) In order to receive continuing education (CE) for WD2928- PrEParing: PrEP for Providers and Patients please visit TCEO and follow these 9 Simple Steps before 11/30/2021 Complete the activity Complete the Evaluation at https://tceols.cdc.gov/ Pass the posttest at 80% at https://tceols.cdc.gov/ Email son-reachinititiative@jhu.edu once the above is cpmpleted for CE FEES: No fees are charged for CDC’s CE activities.

Outline

Module 1
Course Introduction
Module 1 Introduction
State of the Science
My Decision to Get on PrEP
Demonstration Projects
Is PrEP Right for Me?
Peer Summary
Based on provider-focused and shared content

Module 2
Module 2 Introduction
PrEP and nPEP for HIV Prevention
PrEP: Pharmacodynamics / Pharmacokinetics
Emerging Data/Ongoing Trials for PrEP
Community-Based Implementation of CDC PrEP Guidelines
PrEP Pipeline
Peer Summary
Based on provider-focused and shared content

Module 3
Introduction
PrEP for the Transgender Community
Adolescents & PrEP
Women in Sex Work Exposed to Violence or Coercion
PrEP in Women and Serodifferent Couples
Provider Considerations for Engaging Men Who Have Sex with Men with PrEP
PWID, HIV Infection and PrEP
Adolescents & PrEP
Women in Sex Work Exposed to Violence or Coercion
PrEP in Women and Serodifferent Couples
MSM Self-advocacy and Health Care Empowerment for PrEP
PrEP -- A new tool in the PWID toolkit?
Peer Summary- Module 3
Based on provider-focused and shared content

Module 4
Introduction
Paying for PrEP: Patient Assistance Programs
Should your Clinic Offer PrEP? Build It and They Will Come
PrEP Implementation: A Community Based Nurse-Led Model
Business Case -- Cost-Effectiveness of PrEP
Integrating PrEP into Clinical Practice
PrEP Community Outreach in Baltimore
PrEParing For Pleasure -- Navigating Barriers
Peer Summary
Based on provider-focused and shared content

Module 5
Introduction
The Initial PrEP Visit -- What Providers and Patients Should Know
HIV Prevention -- Sex, Sexual History and PrEP
Sexually Transmitted Infection Screening and PrEP
Laboratory Testing
Patient Education
How to Discuss Sex With Your Provider
How to Take PrEP and the Importance of Adherence
Peer Summary
Based on provider-focused and shared content

Module 6
Introduction
My personal Experience on PrEP
Discontinuing PrEP
Quality of PrEP Programs
Follow-up Labs -- Subsequent Visits
Sexually Transmitted Infections and PrEP -- Focus on Gonorrhea & Chlamydia
PrEP and Genital Ulcer Disease -- Syphilis, Herpes and Human Papilloma Virus
Models of Care & Case Management
Adherence and Retention
Lab Follow-up For Patients
Risk Reduction
Keeping it Real with Your Provider
How to Stay Adherent in the PrEP Program
Peer Summary
Based on provider-focused and shared content

Summary of User Reviews

Key Aspect Users Liked About This Course

Many users found the course content to be comprehensive and well-structured

Pros from User Reviews

Excellent preparation for academic study
Covers a wide range of topics
Engaging and interactive course material
Great for learners with varying levels of academic experience
Flexible learning schedule

Cons from User Reviews

Some users found the course to be too basic for their needs
Limited opportunities for interaction with instructors
Course content is not available after completion
Some technical issues reported by users
Lack of personalization in course material

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