How much do you agree with the following statements? *

	Strongly disagree	Disagree	Slightly disagree	Neither	Slightly agree	Agree	Strongly agree
The activity presented balanced, evidence-based content free of commercial bias.	The activity presented balanced, evidence-based content free of commercial bias. - Strongly disagree	The activity presented balanced, evidence-based content free of commercial bias. - Disagree	The activity presented balanced, evidence-based content free of commercial bias. - Slightly disagree	The activity presented balanced, evidence-based content free of commercial bias. - Neither	The activity presented balanced, evidence-based content free of commercial bias. - Slightly agree	The activity presented balanced, evidence-based content free of commercial bias. - Agree	The activity presented balanced, evidence-based content free of commercial bias. - Strongly agree
The presenter(s) used an effective teaching strategy.	The presenter(s) used an effective teaching strategy. - Strongly disagree	The presenter(s) used an effective teaching strategy. - Disagree	The presenter(s) used an effective teaching strategy. - Slightly disagree	The presenter(s) used an effective teaching strategy. - Neither	The presenter(s) used an effective teaching strategy. - Slightly agree	The presenter(s) used an effective teaching strategy. - Agree	The presenter(s) used an effective teaching strategy. - Strongly agree
The presentation slides / digital materials / resources and handouts were high quality.	The presentation slides / digital materials / resources and handouts were high quality. - Strongly disagree	The presentation slides / digital materials / resources and handouts were high quality. - Disagree	The presentation slides / digital materials / resources and handouts were high quality. - Slightly disagree	The presentation slides / digital materials / resources and handouts were high quality. - Neither	The presentation slides / digital materials / resources and handouts were high quality. - Slightly agree	The presentation slides / digital materials / resources and handouts were high quality. - Agree	The presentation slides / digital materials / resources and handouts were high quality. - Strongly agree
The content was relevant to / useful for my professional practice.	The content was relevant to / useful for my professional practice. - Strongly disagree	The content was relevant to / useful for my professional practice. - Disagree	The content was relevant to / useful for my professional practice. - Slightly disagree	The content was relevant to / useful for my professional practice. - Neither	The content was relevant to / useful for my professional practice. - Slightly agree	The content was relevant to / useful for my professional practice. - Agree	The content was relevant to / useful for my professional practice. - Strongly agree
The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care.	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Strongly disagree	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Disagree	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Slightly disagree	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Neither	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Slightly agree	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Agree	The activity contributed to my knowledge, skills, and capacity to enhance the delivery of patient care. - Strongly agree
The overall quality of the educational activity was excellent.	The overall quality of the educational activity was excellent. - Strongly disagree	The overall quality of the educational activity was excellent. - Disagree	The overall quality of the educational activity was excellent. - Slightly disagree	The overall quality of the educational activity was excellent. - Neither	The overall quality of the educational activity was excellent. - Slightly agree	The overall quality of the educational activity was excellent. - Agree	The overall quality of the educational activity was excellent. - Strongly agree

The activity successfully achieved its learning objectives by enhancing my ability to: *

	Strongly disagree	Disagree	Slightly disagree	Neither	Slightly agree	Agree	Strongly agree
Analyze the dynamics of coercive control in the Gabby Petito case by identifying specific behaviors, interactions, and missed warning signs, using the Power and Control Wheel as a framework.	Analyze the dynamics of coercive control in the Gabby Petito case by identifying specific behaviors, interactions, and missed warning signs, using the Power and Control Wheel as a framework. - Strongly disagree	Analyze the dynamics of coercive control in the Gabby Petito case by identifying specific behaviors, interactions, and missed warning signs, using the Power and Control Wheel as a framework. - Disagree	Analyze the dynamics of coercive control in the Gabby Petito case by identifying specific behaviors, interactions, and missed warning signs, using the Power and Control Wheel as a framework. - Slightly disagree	Analyze the dynamics of coercive control in the Gabby Petito case by identifying specific behaviors, interactions, and missed warning signs, using the Power and Control Wheel as a framework. - Neither	Analyze the dynamics of coercive control in the Gabby Petito case by identifying specific behaviors, interactions, and missed warning signs, using the Power and Control Wheel as a framework. - Slightly agree	Analyze the dynamics of coercive control in the Gabby Petito case by identifying specific behaviors, interactions, and missed warning signs, using the Power and Control Wheel as a framework. - Agree	Analyze the dynamics of coercive control in the Gabby Petito case by identifying specific behaviors, interactions, and missed warning signs, using the Power and Control Wheel as a framework. - Strongly agree
Evaluate the community responses during key events leading up to Gabby’s death, comparing them against best practices in trauma-informed care, domestic violence assessment, and supportive communication.	Evaluate the community responses during key events leading up to Gabby’s death, comparing them against best practices in trauma-informed care, domestic violence assessment, and supportive communication. - Strongly disagree	Evaluate the community responses during key events leading up to Gabby’s death, comparing them against best practices in trauma-informed care, domestic violence assessment, and supportive communication. - Disagree	Evaluate the community responses during key events leading up to Gabby’s death, comparing them against best practices in trauma-informed care, domestic violence assessment, and supportive communication. - Slightly disagree	Evaluate the community responses during key events leading up to Gabby’s death, comparing them against best practices in trauma-informed care, domestic violence assessment, and supportive communication. - Neither	Evaluate the community responses during key events leading up to Gabby’s death, comparing them against best practices in trauma-informed care, domestic violence assessment, and supportive communication. - Slightly agree	Evaluate the community responses during key events leading up to Gabby’s death, comparing them against best practices in trauma-informed care, domestic violence assessment, and supportive communication. - Agree	Evaluate the community responses during key events leading up to Gabby’s death, comparing them against best practices in trauma-informed care, domestic violence assessment, and supportive communication. - Strongly agree
Develop an evidence-based, trauma-informed support plan that includes safe communication strategies, resource referral, safety planning considerations, and appropriate documentation language for someone disclosing intimate partner violence.	Develop an evidence-based, trauma-informed support plan that includes safe communication strategies, resource referral, safety planning considerations, and appropriate documentation language for someone disclosing intimate partner violence. - Strongly disagree	Develop an evidence-based, trauma-informed support plan that includes safe communication strategies, resource referral, safety planning considerations, and appropriate documentation language for someone disclosing intimate partner violence. - Disagree	Develop an evidence-based, trauma-informed support plan that includes safe communication strategies, resource referral, safety planning considerations, and appropriate documentation language for someone disclosing intimate partner violence. - Slightly disagree	Develop an evidence-based, trauma-informed support plan that includes safe communication strategies, resource referral, safety planning considerations, and appropriate documentation language for someone disclosing intimate partner violence. - Neither	Develop an evidence-based, trauma-informed support plan that includes safe communication strategies, resource referral, safety planning considerations, and appropriate documentation language for someone disclosing intimate partner violence. - Slightly agree	Develop an evidence-based, trauma-informed support plan that includes safe communication strategies, resource referral, safety planning considerations, and appropriate documentation language for someone disclosing intimate partner violence. - Agree	Develop an evidence-based, trauma-informed support plan that includes safe communication strategies, resource referral, safety planning considerations, and appropriate documentation language for someone disclosing intimate partner violence. - Strongly agree
Apply the concepts of trauma bonding, coercion, and the Peak–End Rule to explain why victims of intimate partner violence may remain in or minimize harm within abusive relationships, using examples from the Gabby Petito case.	Apply the concepts of trauma bonding, coercion, and the Peak–End Rule to explain why victims of intimate partner violence may remain in or minimize harm within abusive relationships, using examples from the Gabby Petito case. - Strongly disagree	Apply the concepts of trauma bonding, coercion, and the Peak–End Rule to explain why victims of intimate partner violence may remain in or minimize harm within abusive relationships, using examples from the Gabby Petito case. - Disagree	Apply the concepts of trauma bonding, coercion, and the Peak–End Rule to explain why victims of intimate partner violence may remain in or minimize harm within abusive relationships, using examples from the Gabby Petito case. - Slightly disagree	Apply the concepts of trauma bonding, coercion, and the Peak–End Rule to explain why victims of intimate partner violence may remain in or minimize harm within abusive relationships, using examples from the Gabby Petito case. - Neither	Apply the concepts of trauma bonding, coercion, and the Peak–End Rule to explain why victims of intimate partner violence may remain in or minimize harm within abusive relationships, using examples from the Gabby Petito case. - Slightly agree	Apply the concepts of trauma bonding, coercion, and the Peak–End Rule to explain why victims of intimate partner violence may remain in or minimize harm within abusive relationships, using examples from the Gabby Petito case. - Agree	Apply the concepts of trauma bonding, coercion, and the Peak–End Rule to explain why victims of intimate partner violence may remain in or minimize harm within abusive relationships, using examples from the Gabby Petito case. - Strongly agree
Analyze how cultural norms, gender expectations, and societal narratives (e.g., “perfect relationships,” victim blaming, stranger danger myths) influence the recognition, reporting, and response to intimate partner violence.	Analyze how cultural norms, gender expectations, and societal narratives (e.g., “perfect relationships,” victim blaming, stranger danger myths) influence the recognition, reporting, and response to intimate partner violence. - Strongly disagree	Analyze how cultural norms, gender expectations, and societal narratives (e.g., “perfect relationships,” victim blaming, stranger danger myths) influence the recognition, reporting, and response to intimate partner violence. - Disagree	Analyze how cultural norms, gender expectations, and societal narratives (e.g., “perfect relationships,” victim blaming, stranger danger myths) influence the recognition, reporting, and response to intimate partner violence. - Slightly disagree	Analyze how cultural norms, gender expectations, and societal narratives (e.g., “perfect relationships,” victim blaming, stranger danger myths) influence the recognition, reporting, and response to intimate partner violence. - Neither	Analyze how cultural norms, gender expectations, and societal narratives (e.g., “perfect relationships,” victim blaming, stranger danger myths) influence the recognition, reporting, and response to intimate partner violence. - Slightly agree	Analyze how cultural norms, gender expectations, and societal narratives (e.g., “perfect relationships,” victim blaming, stranger danger myths) influence the recognition, reporting, and response to intimate partner violence. - Agree	Analyze how cultural norms, gender expectations, and societal narratives (e.g., “perfect relationships,” victim blaming, stranger danger myths) influence the recognition, reporting, and response to intimate partner violence. - Strongly agree
Assess common non-therapeutic responses to disclosures of intimate partner violence and differentiate them from trauma-informed, survivor-centered communication strategies.	Assess common non-therapeutic responses to disclosures of intimate partner violence and differentiate them from trauma-informed, survivor-centered communication strategies. - Strongly disagree	Assess common non-therapeutic responses to disclosures of intimate partner violence and differentiate them from trauma-informed, survivor-centered communication strategies. - Disagree	Assess common non-therapeutic responses to disclosures of intimate partner violence and differentiate them from trauma-informed, survivor-centered communication strategies. - Slightly disagree	Assess common non-therapeutic responses to disclosures of intimate partner violence and differentiate them from trauma-informed, survivor-centered communication strategies. - Neither	Assess common non-therapeutic responses to disclosures of intimate partner violence and differentiate them from trauma-informed, survivor-centered communication strategies. - Slightly agree	Assess common non-therapeutic responses to disclosures of intimate partner violence and differentiate them from trauma-informed, survivor-centered communication strategies. - Agree	Assess common non-therapeutic responses to disclosures of intimate partner violence and differentiate them from trauma-informed, survivor-centered communication strategies. - Strongly agree
Create appropriate trauma-informed language for documentation and verbal responses following a disclosure of intimate partner violence, demonstrating accuracy, neutrality, and survivor-affirming practices.	Create appropriate trauma-informed language for documentation and verbal responses following a disclosure of intimate partner violence, demonstrating accuracy, neutrality, and survivor-affirming practices. - Strongly disagree	Create appropriate trauma-informed language for documentation and verbal responses following a disclosure of intimate partner violence, demonstrating accuracy, neutrality, and survivor-affirming practices. - Disagree	Create appropriate trauma-informed language for documentation and verbal responses following a disclosure of intimate partner violence, demonstrating accuracy, neutrality, and survivor-affirming practices. - Slightly disagree	Create appropriate trauma-informed language for documentation and verbal responses following a disclosure of intimate partner violence, demonstrating accuracy, neutrality, and survivor-affirming practices. - Neither	Create appropriate trauma-informed language for documentation and verbal responses following a disclosure of intimate partner violence, demonstrating accuracy, neutrality, and survivor-affirming practices. - Slightly agree	Create appropriate trauma-informed language for documentation and verbal responses following a disclosure of intimate partner violence, demonstrating accuracy, neutrality, and survivor-affirming practices. - Agree	Create appropriate trauma-informed language for documentation and verbal responses following a disclosure of intimate partner violence, demonstrating accuracy, neutrality, and survivor-affirming practices. - Strongly agree
Evaluate risk and lethality indicators (e.g., strangulation, escalation patterns, isolation, firearm access) by integrating salient statistics and Danger Assessment principles to determine when immediate safety interventions are warranted.	Evaluate risk and lethality indicators (e.g., strangulation, escalation patterns, isolation, firearm access) by integrating salient statistics and Danger Assessment principles to determine when immediate safety interventions are warranted. - Strongly disagree	Evaluate risk and lethality indicators (e.g., strangulation, escalation patterns, isolation, firearm access) by integrating salient statistics and Danger Assessment principles to determine when immediate safety interventions are warranted. - Disagree	Evaluate risk and lethality indicators (e.g., strangulation, escalation patterns, isolation, firearm access) by integrating salient statistics and Danger Assessment principles to determine when immediate safety interventions are warranted. - Slightly disagree	Evaluate risk and lethality indicators (e.g., strangulation, escalation patterns, isolation, firearm access) by integrating salient statistics and Danger Assessment principles to determine when immediate safety interventions are warranted. - Neither	Evaluate risk and lethality indicators (e.g., strangulation, escalation patterns, isolation, firearm access) by integrating salient statistics and Danger Assessment principles to determine when immediate safety interventions are warranted. - Slightly agree	Evaluate risk and lethality indicators (e.g., strangulation, escalation patterns, isolation, firearm access) by integrating salient statistics and Danger Assessment principles to determine when immediate safety interventions are warranted. - Agree	Evaluate risk and lethality indicators (e.g., strangulation, escalation patterns, isolation, firearm access) by integrating salient statistics and Danger Assessment principles to determine when immediate safety interventions are warranted. - Strongly agree

What do you anticipate changing or how will you apply what you learned in your professional practice? *

How will you apply what you learned when working with providers of other disciplines or members of your interprofessional healthcare team? *

What barriers, if any, do you see to implementing these changes? *

Please provide feedback on your experience navigating this website and completing the CE process. *

Based on your educational needs, what topics would you like to see addressed in future educational activities? *

Please discuss any additional concerns or comments about this program and indicate whether the program met your expectations. *

attestation checkbox *

I completed this educational activity independently and in its entirety.

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