Contact hours available until 8/31/2020.

Requirements for Successful Completion:
Complete the learning activity in its entirety and complete the online CNE evaluation.

Faculty, Planners and Authors Conflict of Interest Disclosure:
The author(s), editor, editorial board, content reviewers, and education director reported no actual or potential conflict of interest in relation to this continuing nursing education article.

Commercial Support and Sponsorship:
No commercial support or sponsorship declared.

Accreditation Statement:
This educational activity is provided by the Society of Urologic Nurses and Associates (SUNA).

SUNA is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation.

SUNA is a provider approved by the California Board of Registered Nursing, provider number CEP 5556. Licensees in the state of California must retain this certificate for four years after the CNE activity is completed.

This article was reviewed and formatted for contact hour credit by Rosemarie Marmion, MSN, RN-BC, NE-BC, SUNA Education Director.

Learning Outcome:
After completing this learning activity, the learner will be able to discuss five themes relative to community continence programs.

Learning Engagement Activity:
Complete a self assessment your understanding of the information presented in this learning activity by answering the following questions:
- List the three major categories of Pender's Health Promotion Model. (The correct response can be located in the heading 'Theoretical Framework)
- List the five themes relative to community continence programs identified in this learning activity. (The correct response can be located in the article headings)

Janice J. Twiss PhD, APRN-NP, WHNP-BC

Appearances