You can view our Content Provider Agreement here.

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Content Provider/Author

If you are interesed in providing course material pertaining to Long Term Care professional continuing education programs please email us at authors@ceusite.com, or give us a call at 1.800.352.3689.

The following information will give you an overview of the criteria to be met when submitting course material.

• Rules for Submission
• Learning Objectives

Reference Style

• General Information
• Books
• Journal Articles
• Internet
• Dissertations
• Conference
• Newspaper

Rules for Submission

1. Any qualified Writer may submit a course. Courses must be relevant to the educational needs of Administrators, and other long term care professionals, - as defined by the guidelines of NAB or other relevant approving agency.
2. Continuing education credits will be assigned based on criteria developed by NAB for the number of type written pages of text excluding graphics and charts. The final determination of the number of credits will be based on the length and complexity of the material and the presence of case studies or interactive exercises. We encourage the inclusion of case studies.
3. One page equals 8.5 x 11 inches 1 and 1/2-spaced with 1.25-inch margins (typed). Use Arial, 12 point type for text and 14 point type for headings. Keep other formatting to a minimum - most of the formatting done in Word is lost during the transfer of the material from Word to HTML.
4. Photos or other graphics should be submitted via email or disk, in jpeg or gif format.
5. The course must include 5 written learning objectives. See instructions on writing learning objectives.
6. Each test will contain a pre-test of 5 questions, each addressing the 5 learning objectives, 4-answer multiple choice. Each course will contain a post-test consisting of a minimum of Five (5) 4-answer multiple choice questions per CEU requested.
7. The course must contain a list of references. The Content Provider is responsible for all information in a reference. Each entry should contain: Author, year of publication, title and publishing data - information needed to identify and retrieve the source.
8. The course should be formatted using the American Medical Association (AMA) publication manual.
9. The course can be submitted on a Windows-compatible disk or via email. If the course contains graphs or charts, send a hard copy of the course via US mail. If needed, the course will be edited and sent back to the Content Provider for final approval before publication.
10. Courses expire 1 year from the date of certification or as determined by a specific approving agency whichever is greater. Expired course material will be returned to the Content Provider.
11. If the Content Provider wishes to re-publish the course after expiration, the course must be updated and a new Content Provider Agreement signed.
12. If the course is not accepted for publication all course material will be returned to the Content Provider in a timely manner.
13. The Content Provider is paid at the end of each quarter based on the number of courses the Content Provider has sold. (See details in the Publishing Contract.)
14. The Content Provider will be sent a report (via email) of all courses sold at the end of each Quarter.
15. The Content Provider gives Provider Management Educational Services the exclusive right to publish the course material on the Internet but retains the copyright for all other uses of said material. (See details in the Publishing Contract.)

Learning Objectives

1. The course should contain 5 learning objectives.
2. The learning objectives can be simple or complex and should be listed in order from easy to hard.
3. The last learning objective should be related to practice.
4. When writing a simple learning objective, identify the audience and the behavior. When writing a complex learning objective, identify the audience, the behavior, the condition and the degree.
5. Please use the following guidelines when writing your learning objectives: (1)
   1. A simple learning objective should identify who is doing the learning (the audience). The audience can be identified as the "learner", "health professional", "nursing home administrator", "student" or "participant."
   2. A simple learning objective should use behavioral verbs that indicate a specific action on the part of the learner (the behavior). Use verbs that refer to measurable tasks such as "explain", "state", "describe", "list", "identify", "evaluate", "compare", "contrast" or "define." Avoid verbs that indicate cognitive actions such as "knowing" or "thinking." "The learner (audience) will list (behavior) 2 sources of reimbursement." A complex learning objective, in addition to identifying the audience and the behavior, contains a condition statement. The condition statement explains the method that will be used to assess a specific behavior. "The learner (audience) will identify (behavior) 2 sources of reimbursement. "when presented (condition) with a list of 10 examples."
   3. A complex learning objective contains a degree statement that defines the standard of performance expected of the learner. A degree statement refers to the quality, quantity or accuracy of the learner's behavior. "The learner (audience) will identify (behavior) 2 sources of reimbursement with 100% accuracy (degree) when presented (condition) with a list of 10 examples."

1. Ferguson LM. Writing Learning Objectives. Journal of Nursing Staff Development. 1998;Vol14,Num2,87-94.

Reference Style

General Information

• All course material must be formatted using the American Medical Association (AMA) manual of style.
• References should be cited in the text in numerical order. Repeat the same number each time a reference is cited. (Do not use ibid)
• Do not use italics, bold or underlining.
• The following format is an example of a style that can be used for referencing articles and books:

The Following are fictitious examples:

Books

Jones J. Poison Penmanship: The Gentle Art of Massage. Boston: Noonday Press; 1988. p.104-108.

Meyers FB. Assumptions Underlying Motor Control for Neurologic Rehabilitation. In: Smythe AJ, editor. Contemporary Management of Motor Control Problems. Ohio: Foundation for Physical Therapy; 1992. P.11-28.

Journal Articles

Smith CH and Anderson JK. The Hepatopulmonary Syndrome. Ann Internal Medicine. 1994;122:521.

Imperial TF et. al. A Meta-Analysis of Methods to Prevent Venous Thromboembolism Following Total Hip Replacement. JAMA 1992;71:1780-4.

Internet Articles

Benson R and Franklin N. The Psychology of Polio as a Prelude to Post-Polio Sequelae: Behavior Modification and Psychotherapy. 1995. [cited 1999 Apr 9], Available from: URL: http//www.sfn.saskatoon.sk.ca/health/polio/prelude.html

Dissertation

Macera EM. Medical Management of the Elderly in the Long Term Care Setting [dissertation]. Los Angeles (CA): Univ. of California San Los Angeles; 2001.

Conference Proceedings

Sharon VL, editor. Child Abuse and Neglect: A Medical Community Response. Proceedings of the First AMA National Conference on Child Abuse and Neglect; 1985 Mar 30-31; Chicago: American Medical Association.

Newspaper Article

Litton K, Robertson ML. Wound Care in the Elderly. The Los Angeles Times 1999 Jan 22; Sect A:1 (col 2).