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Online learning Cost-effective, quality-assured online learning delivered on a secure, cloud-based online platform, aligned to the UK health and social care training standards and frameworks.
Introduction Clinical/Care UK Core Skills
Integrated solutions Pg 27......Blood Transfusion
CSTF online learning Pg 28......Communication
Pg 06......Conflict Resolution Pg 29......Consent.
Pg 07......Equality, Diversity and Human Rights Pg 30......Dementia Awareness
General Awareness Pg 31......Duty of Care
Pg 08......Equality, Diversity and Human Rights
Pg 32......Fluids and Nutrition
Promoting Awareness
Pg 09......Safeguarding Children Level 1 Pg 33......Learning Disabilities Awareness
Pg 10......Safeguarding Children Level 2 Pg 34......Mental Health Awareness
Pg 11......Safeguarding Children Level 3 Pg 35......Person Centred Care
Pg 12......Safeguarding Adults Level 1 Pg 36......Privacy and Dignity
Pg 13......Safeguarding Adults Level 2 Pg 37......Your Healthcare Career
Pg 14......Safeguarding Adult Level 3
Other Courses
Pg 15......Health, Safety and Welfare
Pg 39......Dysphagia
Pg 16......Fire Safety
Pg 40......Immunisation and Vaccination
Pg 17......Moving and Handling
Pg 41......Learning from Deaths
Pg 18......Patient Moving and Handling
Pg 42......Person-Centred Approaches Step 1
Pg 19......Information Governance
Pg 43......Person-Centred Approaches Steps 1 and 2
Pg 20......Infection Prevention and Control
Level 1 Pg 44......Personal Health Budgets
Pg 21......Infection Prevention and Control
Level 2 Aligning Courses to Frameworks
Pg 22......Prevent
Pg 23......Resuscitation Level 1
Pg 24......Resuscitation Level 2 Adults
Pg 25......Resuscitation Level 2 Paediatrics
Contents
Introduction The healthcare landscape in the UK is continuously evolving. With the development of new sector regulations, standards and definitions, it is essential that your organisation’s training meets every one of those criteria, on-time. and on-budget. Skills for Health’s suite of interactive, innovative and sector-specific elearning courses makes it easy for your organisation to fulfil all of the latest statutory and mandatory training requirements. Versatility is key. Our in-house development team works with industry leaders to ensure that new courses are always developed in-line with current topics and policies – including the Care Certificate, personal health budgets and dementia care. As you would expect from the number one supplier of core elearning to healthcare organisations, our courses are derived from, mapped to and comply with the Core Skills Training Framework – designed to establish consistency across the healthcare sector. Combining our experience and expertise in learning with collaborative and trusted partnership working, we’ve developed our CSTF training on the secure mobile-first platform Gomo Learning. Mobile-first learning is interactive and engaging, nurturing health and social care staff to develop a sound understanding of the critical training they need to comply with the CSTF, and in turn delivering exceptional patient care.
Integrated solutions Core Skills Training Framework The UK Core Skills Training Framework (CSTF) provides minimum standards and guidelines for core skills training in the health sector. For specific subjects, the framework sets out core learning which would be common to a range of settings and roles.Using learning objectives, the framework identifies what a learner would know, understand or be able to do as a result of learning activity. The aim of the framework is to enable greater standardisation in training provision between in the health sector, so that as people move between roles and organisations their previous core skills training can be easily recognised. This aims to reduce unnecessary repetition of training and enable improved efficiency through saved time and resources. The original framework was released in 2013 and has since been maintained and updated, covering eleven statutory and mandatory subjects required in the health sector: • Conflict Resolution • Information Governance • Equality, Diversity and Human Rights • Moving and Handling • Fire Safety • Resuscitation • Health, Safety and Welfare • Safeguarding Children • Infection Prevention and Control • Safeguarding Vulnerable Adults Care Certificate Standards Designed with the non-regulated workforce in mind, the Care Certificate gives everyone the confidence that workers have the same introductory skills, knowledge and behaviours to provide compassionate, safe and high-quality care and support. The Care Certificate was developed jointly by Skills for Health, Health Education England and Skills for Care. The elearning provision meets the education aspect of the Care Certificate and is based on the learning objectives of the 15 standards, all of which individuals need to complete in full before they can be awarded their Certificate. Staff will still need to undertake the practical assessments in their organisation before being awarded the Certificate. Clinical/care Framework The aim of this Clinical/Care Framework to build on the model and processes already established by the statutory/mandatory Core Skills Training Framework by providing a suite of additional clinical/care subjects. The Framework is applicable to healthcare employers and also to educational organisations which train students who will subsequently be employed in healthcare. Use of the Framework will support these organisations to; standardise the interpretation of clinical/care education and training, guide the focus and aims of clinical/care education and training delivery, ensure the educational relevance of clinical/care training, and improve the quality and consistency of clinical/care education and training provision. It covers nine clinical care subjects frequently required in the health sector: • Blood Component Transfusion • Fluids and nutrition • Communication • Person-centred care • Consent • Privacy and dignity • Dementia awareness • Your healthcare career • Duty of care
Conflict Resolution Equality, Diversity and Human Rights Safeguarding Children Level 1 Safeguarding Children Level 2 Safeguarding Children Level 3 Safeguarding Adults Level 1 Safeguarding Adults Level 2 Safeguarding Adult Level 3 Health, Safety and Welfare Fire Safety Moving and Handling Patient Moving and Handling Information Governance Infection Prevention and Control Level 1 Infection Prevention and Control Level 2 Prevent Resuscitation Level 1 Resuscitation Level 2 Adults Resuscitation Level 2 Paediatrics CSTF online learning
Conflict Resolution
Audience
Develop an awareness of the
This course is aimed at all staff
risks of providing public help throughout the health and social care
and learn how to deal with sector, in particular, new starters in any
organisation and existing staff who
conflict. You will also gain an would benefit from an opportunity to
understanding of what help consolidate their experience and update
existing knowledge.
is available to effectively and
safely support you in trying to
resolve conflicts. Accreditations and
endorsements
Commissioned by the Department of
Course content Health and has been developed with
Overview NHS Employers.
• Introduction to Conflict Resolution
There are occasions when staff in
• Causes of Conflict the healthcare sector can experience
verbal abuse and, in exceptional
• Behaviour During Conflict This course meets the
circumstances, physically abusive
• After Conflict behaviour from patients, other staff or outcomes for level 1
visitors whilst trying to do their jobs.
• Conflict De-escalation Techniques of the Core Skills Training
The key aim of this course is to make
• If All Else Fails you aware of some of these risks, and Framework.
help you deal effectively and safely with
• Protecting Healthcare Staff from
them.
Conflict
Duration Learning objectives
• Learn how to recognise and address
2 hours approx
signs of stress in patients
• Show how to deal effectively
and safely with potential conflict
Optimised for
situations involving service users or
Desktop, tablet, mobile colleagues
• Develop the skills required to get the
right balance between giving care
and being safe
Request a trial
6
Equality, Diversity and Human Rights
General Awareness
Delivers an awareness and Audience
appreciation of equality and All healthcare staff.
diversity issues and helps
learners apply that knowledge Accreditations and
in the healthcare environment. endorsements
Developed by the elearning
development team in Liverpool
Course content Community Health Trust. The material
Overview in the course has since been revised for
• Introduction
This course provides a broad-based national use by Skills for Health.
• Understanding Discrimination knowledge of equality, diversity and
human rights issues required by all
• Individual Awareness
staff working in the health sector today.
This course meets the
• Legislation Learners will gain insight into important
aspects and benefits of equality and outcomes for level 1
diversity, the value of using appropriate
of the Core Skills Training
language and communication, and
Duration the impact of legislation, in particular Framework.
legislation around discrimination.
1 hour 15 mins approx
Learning objectives
Optimised for
• Understand what is meant by
Desktop, tablet, mobile
equality and diversity
• Develop a sensitivity to the
importance of appropriate
communication and language
• Appreciate why and how power
should be used responsibly
• Be aware of the current, relevant UK
equality legislation, strategies and
policies
• Recognise the nature and process of
discrimination
• Identify the protected characteristics
recognised within the Equality Act
(2010)
Request a trial
7
Equality, Diversity and Human Rights
Promoting Understanding
Develop a more detailed Audience
understanding of the nine All healthcare staff.
protected characteristics
of the Equality Act (2010), Accreditations and
recognise how various types endorsements
of discrimination come about Developed by the elearning
(and how to counter them) development team in Liverpool
Community Health Trust, commissioned
and apply that knowledge in Overview by NHS North West. The material in
the healthcare environment. This course takes a close look at the course has since been revised for
fundamental issues at the heart of national use with the with the support
equality and diversity. Each of the of subject experts.
nine modules focuses on one of the
Course content protected characteristics of the Equality
Act (2010), to recognise how various
• Age
types of discrimination come about
• Disability (and how to counter them) and apply
that knowledge in the healthcare
• Gender reassignment
environment.
• Marriage and civil partnership
• Pregnancy and maternity
Learning objectives
• Race
• Improved ability to empathise with
• Religion or belief
colleagues and patients from diverse
• Sex backgrounds
• Sexual orientation • A greater understanding of the nine
protected characteristics through
explanations, examples and case
studies of discrimination
Duration
• Ability to contribute to ensuring that
3 hours 20 mins approx
access and services are appropriate
to all individuals’ needs
Optimised for
Desktop, tablet, mobile
Request a trial
8
Safeguarding Children Level 1
An introduction to Overview Audience
safeguarding that enables all This course aims to provide staff in All staff including non-clinical
all roles within healthcare with an managers and staff working in
staff to provide their statutory introduction to the key concepts and healthcare services.
duty to safeguard children. principles of safeguarding children.
The course uses several real-world
scenarios across a range of healthcare
settings and roles to stimulate Accreditations and
Course content discussion and reflection on how
endorsements
individual staff can and should consider
• Introduction to Safeguarding Children
safeguarding in their role. Developed in partnership with experts
• Legislation from North Bristol NHS Trust, Aylesbury
Vale CCG, Bucks New University,
• Neglect
Virgin Care and Dr Sheila Paul (forensic
Learning objectives
• Emotional Abuse expert).
• Discuss children’s rights in the
• Sexual Abuse
safeguarding context and have a
• Physical Abuse basic understanding of the relevant
This course meets the
UK legislation
• Other Types of Maltreatment
outcomes for level 1
• Define and explain key terms and
• Knowing What To Do
concepts, as well as different types of of the Core Skills Training
child maltreatment
Framework.
• Explain who is responsible for
Duration safeguarding children and describe
how their role contributes to
2 hours 35 mins approx
safeguarding children
• Explain how the parents’ and carers’
physical and mental health, exposure
Optimised for to domestic violence, and substance
Desktop, tablet, mobile use or misuse impacts on the
children’s safety and well-being
• Name and describe examples of the
risks associated with the internet and
online social networking
• Identify key guidance and describe
local procedures to protect children,
and reporting concerns, as well as
understanding their importance in
information sharing
• Identify sources of advice and
support with issues associated with
safeguarding and child protection
Request a trial
9
Safeguarding Children Level 2
This course provides staff with Overview Audience
a more detailed understanding This course aims to provide healthcare Non-clinical and clinical staff who,
staff who work with children and young within their role, have contact (however
of the issues associated with people, families, or parents/carers on small) with children and young people,
safeguarding children and a regular basis with a more detailed parents/carers or adults who may pose
understanding of the importance of a risk to children.
child protection. early help, the threshold criteria and
associated referral systems. The course
uses several real-world scenarios
across a range of healthcare settings Accreditations and
Course content and roles to highlight and discuss
endorsements
• Introduction to Safeguarding Children the various safeguarding and child
protection situations. Developed in partnership with experts
• Risk Factors and Vulnerabilities
from North Bristol NHS Trust, Aylesbury
• Effective Advocacy Vale CCG, Bucks New University,
Virgin Care and Dr Sheila Paul (forensic
• Working with Other Agencies Learning objectives expert).
• Protecting Children from Female • Examine how risk factors, including
Genital Mutilation parent’s mental and physical well-
being, make children vulnerable to
• Protecting Children from This course meets the
abuse
Radicalisation
outcomes for level 2
• Explain ‘thresholds’ including how
• Protecting Children from Trafficking
and when need or risk escalates of the Core Skills Training
and Sexual Exploitation
• Describe the impact/importance of Framework.
early prevention of maltreatment
• Describe the different ways to be
Duration an effective advocate for children
2 hours 30 mins approx including facilitating disclosure
• Identify when and how to refer a
child including those suspected of
Optimised for being a victim of trafficking or sexual
exploitation, at risk of FGM or those at
Desktop, tablet, mobile
risk of being radicalised
• Explain the steps to make a child
protection or safeguarding referral
• Document safeguarding and child
protection concerns
• Describe the different ways multi-
agency teams work together
to safeguard children and the
importance of sharing information
• Act in accordance with key statutory
and non-statutory legislation
including the UN Convention of the
Rights of the Child, and the Human
Rights Act Request a trial
10Safeguarding Children Level 3
• Describe the issues around working
Providing staff with an Overview with uncooperative parents and
understanding of assessment, This course aims to provide healthcare families and how to overcome that
staff who work with children and young
evaluations and interventions people, families, or parents/carers with
• Explain how peer reviews and
supervision can help provide support
relating to safeguarding & a detailed understanding of utilising a
and expertise
child and family-focussed approach to
child protection concerns. identifying the possible signs of child • Describe how to identify ways to
maltreatment and offering appropriate improve future practice when an
support. individual is seriously harmed/dies as
a result of maltreatment
Course content
• List the ways to escalate concerns
• Child-centred Approach Learning objectives
• Assessment Framework • Explain how to utilise a child/family-
focussed approach to identify signs of
• Real-world Scenario
child maltreatment.
Audience
• Gathering Evidence Clinical staff (working with children,
• Explain the importance of early
young people and/or their parents/
• Overcoming Barriers identification of risk factors in the
carers and/or any adult who could pose
lives of the parents and the children
a risk to children), who could potentially
• Determine the appropriate level of contribute to assessing, planning,
support intervention case-by-case intervening and/ or evaluating the
Duration needs of a child or young person and/or
• Explain the principles of assessments
3 hours 25 mins approx parenting capacity.
and how these can be put into
practice
• Describe the common assessment
Optimised for framework and list its domains Accreditations and
Desktop, tablet, mobile
• Determine the appropriate level of endorsements
information sharing case-by-case
Developed in partnership with experts
• Illustrate how information is shared, from North Bristol NHS Trust, Aylesbury
recorded and evidence is gathered, Vale CCG, Bucks New University,
including chronologies and body Virgin Care and Dr Sheila Paul (forensic
maps expert).
• Explain how findings from forensic
examinations are presented to meet
clinical and legal requirements This course meets the
• Describe how to effectively contribute outcomes for level 3
to multi-agency groups
of the Core Skills Training
• Describe the issues surrounding
misdiagnosis, uncertainty and risk
Framework.
• Explain how important
communication with children is
including helping them to participate
in decisions
Request a trial
11Safeguarding Adults Level 1
An introduction to Overview Audience
safeguarding that enables all This courses provides staff in all roles All staff working in health care settings.
within healthcare with an introduction
staff to provide their statutory to the key concepts and principles of
duty to safeguard adults. safeguarding adults, including how to
Accreditations and
recognise the signs of potential abuse,
and who to notify. endorsements
Developed in partnership with experts
Course content from North Bristol NHS Trust and the
• Introduction to Safeguarding Adults Learning objectives University of Manchester.
• Identifying Harm, Abuse and Neglect • Define the term ‘safeguarding adults’
• Taking Actions • Identify and describe the different
This course meets the
types of abuse that may affect
• Legislation, Policy and Procedures
adults who need care and support; outcomes for level 1
understand the circumstances which
of the Core Skills Training
may cause adults to be at risk of
Duration abuse Framework.
1 hour 30 mins approx • Explain how you can work towards
preventing abuse by promoting
dignity and well-being through your
own practice
Optimised for • Describe how you can work in a
Desktop, tablet, mobile person-centred and empowering way
with adults
• Explain how to raise concerns where
abuse of an adult is suspected within,
or outside, your organisation, and
the roles that different organisations
play;
• Discuss the key legislation and
the role of policies and procedures
relating to safeguarding adults in
your own organisation
• Discuss the roles and responsibilities
of the different agencies involved in
investigating allegations of abuse
Request a trial
12Safeguarding Adults Level 2
Develop knowledge and Overview Audience
understanding of adults This course centres around preventing, For all practitioners, who have regular
identifying and responding to contact with patients, their families or
safeguarding issues, how to safeguarding adults’ concerns carers, or the public.
respond and act. by applying the principles of the
Mental Capacity Act. It also provides
knowledge about responsibilities
to raise concerns, maintaining a Accreditations and
Course content professional awareness of how your
endorsements
own values and beliefs may affect your
• Introduction to Safeguarding Adults
judgement, and keep detailed records of Developed in partnership with experts
• Identifying Signs of Abuse your concerns and actions. from North Bristol NHS Trust and the
University of Manchester.
• Making Observations to Identify
Abuse
Learning objectives
• Raising Concerns and Referring
• Describe how to apply local This course meets the
• Providing Advocacy and the Mental
and national policy, procedural
Capacity Act 2005 outcomes for level 2
frameworks and legislation when
• Health Deficits, Attitudes, Values and undertaking safeguarding of the Core Skills Training
Beliefs
• Describe how to support people Framework.
• Real-world Scenario and their carers to understand
safeguarding to maximise their
decision making, and support people
to be safe
Duration
• Explain the safeguarding adults
2 hours approx
enquiry process, how to respond
to safeguarding alerts and make
referrals
Optimised for • Identify and reduce potential and
Desktop, tablet, mobile actual risks after disclosure or an
allegation has been made
• Explain the immediate steps to
take when you become aware of
potential abuse, including developing
protective strategies for those
without consent
• Explain the purpose of safeguarding
adults investigations and be able to
apply the duties and tasks involved
• Maintain accurate, complete and up
to date records, as well as preserving
forensic and other evidence
• Discuss the roles and responsibilities
of the different agencies involved in
investigating allegations of abuse
Request a trial
13Safeguarding Adults Level 3
Develop relevant Overview • Deliver and receive supervision
and/or peer review, and be able to
competencies to engage This course highlights relevant
recognise the potential personal
competencies required where the staff
in assessing, planning and impact of adult safeguarding on
engage in assessing, planning and
professionals
evaluating the needs of adults evaluating the needs of adults where
there are safeguarding concerns. This • Apply the lessons learnt from audit
where there are safeguarding includes appropriate supervision of and serious case reviews/case
concerns. staff involved in actual or potential management reviews/significant case
safeguarding issues, information reviews to improve practice
gathering and making informed
decisions. This is viewed within the
Course content context of the Care Act 2014 and
related legislation and how each aspect Audience
• Introduction to safeguarding adults
fits within the safeguarding adults
Registered health care staff who
• Making informed decisions enquiry process.
engage in assessing, planning,
• Safeguarding adults enquiry process intervening and evaluating the needs
of adults where there are safeguarding
• Safeguarding Adults Boards (SABs)
Learning objectives concerns (as appropriate to role).
and Safeguarding Adults Reviews
(SARs) • Identify possible signs of sexual,
physical, or emotional abuse or
• Information Sharing Accreditations and
neglect using a person-centred
• Person-centred partnership working approach endorsements
• Risk Assessment, enablement and • Undertake a risk and/or harm Developed in partnership with experts
acting in the persons’ best interests assessment from North Bristol NHS Trust and the
University of Manchester.
• Real-world scenarios • Communicate with adults at risk;
those with mental capacity issues,
learning disability or communication
needs This course meets the
Duration
• Contribute to/formulate and outcomes for level 3
3 hours approx
communicate effective care plans
of the Core Skills Training
• An understanding of the suspicion of
Framework.
adult abuse, harm and neglect, how
Optimised for to manage uncertainty and risk
Desktop, tablet, mobile • Contribute to inter-agency
assessments by gathering and
sharing information
• Document concerns in a manner that
is appropriate for adult safeguarding
protection and legal processes
Request a trial
14Health, Safety and Welfare
A course covering the Audience
responsibilities of both This course is aimed at all healthcare
professionals as part of statutory
employers and employees in training requirements.
ensuring that facilities are safe
for staff, patients and visitors.
Accreditations and
The course also covers how
endorsements
to manage risk and the
Commissioned by the Department of
procedures for reporting Overview Health (DH).
health and safety violations. Accidents can have many serious
consequences on an individual’s health,
family and social life, as well as having
This course meets the
a major financial impact. This is why it
Course content is important to do all we can to avoid outcomes for level 1
accidents in the workplace. Everyone
• The importance of health and safety of the Core Skills Training
has a legal duty for each other’s safety
• Risk assessment at work. Employers and employees Framework.
must work together to make sure we
• Risk management
maintain a safe work environment.
• Incident reporting
Learning objectives
Duration • Staff and organisational compliance
1 hour 45 mins approx with relevant regulation and
guidelines - both national and local
• Ability to assess and minimise
Optimised for workplace risks
Desktop, tablet, mobile • Ability to reduce negligence,
accidents and incidents
• Ability to ensure the safety of
patients, service users and visitors
Request a trial
15Fire Safety
Statutory training on the Audience
nature and causes of fire This course is aimed at all healthcare
professionals as part of statutory
in healthcare facilities, with training requirements.
instruction in fire prevention,
signage and equipment, and
Accreditations and
what to do when a fire starts.
endorsements
Commissioned by the Department of
Overview Health (DH) and endorsed by National
Course content A standardised, endorsed, national Association of Hospital Fire Officers
• The causes and prevention of fire core curriculum means cost effective (NAHFO) who approved its use to
training with minimised retraining as raise awareness and support existing
• Fire related signs
people move between organisations. training.
• Safety equipment Fire Safety Legislation places fire
The 2020 version of the course was
safety responsibilities on employers
• What to do if fire breaks out reviewed and updated by:
and employees. Everyone has a
The course is not intended to replace responsibility to ensure they have Alastair Robertson, MSc Pgc CiPD,
the fire safety training delivered by a regard for the safety of themselves and Training Consultant, SME Charles Bloe
competent person. their colleagues, patients, and visitors. Training
Continued diligence is required to
Helen Harland, Nurse and Specialist
ensure everyone knows what to do to
Trainer, SME Charles Bloe Training
prevent fires and if a fire does break out.
Duration
1 hour 25 mins approx
This course meets the
Learning objectives
outcomes for level 1
• Understanding the nature of fire and
Optimised for why fires start of the Core Skills Training
Desktop, tablet, mobile
• What measures to take to prevent Framework.
fires from starting
• How to identify fire-related
equipment and signs
• Knowing how to act in the event of
fire in the workplace
Request a trial
16Moving and Handling
This course is a useful Audience
addition to practical training, This course is aimed at all healthcare
professionals as part of statutory
highlighting the importance training requirements.
of risk assessment and good
posture when undertaking
Accreditations and
manual handling tasks. In
endorsements
this course staff can also
Commissioned by the Department
find information on how to Overview of Health (DH) and endorsed by the
maintain musculoskeletal A standardised, endorsed, national core National Back Exchange (NBE).
curriculum is a key means to deliver
health, as well as how to cost-effective training with minimised
manage musculoskeletal pain retraining as people move between
This course meets the
organisations. This course aims to
with a positive mindset. help prevent injury to healthcare staff. outcomes for level 1
In health and social care, work often
of the Core Skills Training
involves manual handling, so knowing
how to do it safely is very important for Framework.
Course content staff both at work and at home.
• Introduction to manual handling
• Maintaining health and well-being
Learning objectives
• Risk assessment in moving and
handling • How to promote compliance with
relevant regulations and guidelines –
• Principles of safer moving and
both national and local
handling
• How to assess and minimise
workplace risks
Duration • Understanding of how to reduce
negligence, accidents and incidents
1 hour 45 mins approx
to patients, service users, and visitors
• Using the right technique for moving
and handling tasks
Optimised for
• How to improve their musculoskeletal
Desktop, tablet, mobile
health - How to manage
musculoskeletal pain
Request a trial
17Patient Moving and Handling
This session provides an Audience
introduction to Patient Moving This course is aimed at staff groups,
including unpaid and voluntary staff,
and Handling. While Patient whose role involves patient handling
Moving and Handling is a very activities.
practical subject, this course
aims to introduce you to the Accreditations and
key topics in addition to any endorsements
practical training you may be Overview Commissioned by the Department
undertaking. A standardised, endorsed, national core of Health (DH) and endorsed by the
curriculum is a key means to deliver National Back Exchange (NBE).
cost-effective training with minimised
retraining as people move between
Course content organisations.
This course meets the
• Employee responsibilities for
outcomes for level 2
patient moving and handling
Learning objectives of the Core Skills Training
• Risk assessment
• Understand the law and legislation Framework.
• Patient moving and handling
associated with patient moving and
strategies
handling
• Understand patient handling needs
and movement patterns
Duration
• Understand principles of patient risk
1hr 15 mins approx
assessment
• Applying principles of good practice
when using equipment for patient
Optimised for handling
Desktop, tablet, mobile
• Undertaking the right process every
time a patient is physically assisting
to move or transfer
Request a trial
18Information Governance
Information governance is • Describe your responsibilities with
regards to Freedom of Information
essential training for all staff. and Subject Access Requests
This course enables learners
to gain understanding of
how to use principles and Audience
standards in their everyday All healthcare staff.
work. Overview
This session aims to provide healthcare
This course meets the
staff with an introduction to information
governance including the principles outcomes for level 1
Course content of confidentiality, data protection,
of the Core Skills Training
• Types of information subject access requests and freedom of
information requests. Framework.
• Data security principles
• Data security threats
• Data breaches Learning objectives
• Differentiate between confidentiality,
data protection, Freedom of
Duration Information and Subject Access
1hr 45 mins approx Requests
• Identify examples of information
governance including confidentiality
Optimised for and the Caldicott principles, data
protection, freedom of information
Desktop, tablet, mobile
rights, and subject access requests
• Evaluate your own practice of
confidentiality and data protection
• Describe the principles of good record
keeping, security, correct retention
and disposal
• Identify and discuss where records
have not been kept properly and
explain the potential consequences
of this
• Describe your organisations’ policies
to the Caldicott principles, General
Data Protection Regulation (GDPR),
The Freedom of Information Act
and Subject Access Requests, and
identify where you can find local
information
Request a trial
19Infection Prevention and Control Level 1
Audience
Everyone has a role to play
This course is aimed at all staff, porters,
in the prevention and control administrative staff, receptionists,
of healthcare-associated laundry and cleaning staff, carers
and volunteers as well as healthcare
infection (HCAI). Learners professional staff new to the role.
can explore the effects Some staff may require more
of healthcare-associated detailed information and may need
to supplement their learning by
infections, how they are completing the Infection Prevention and
spread and how to help Overview Control level 2 course which is more
detailed.
to prevent the spread of Infection prevention and control is now
a major priority for the health sector.
infection. This course has been developed for all
non-clinical staff working in the health Accreditations and
sector, to ensure that we all share the
endorsements
same understanding and good practice
Course content in this area. Developed with the support of
• Introduction Department of Health and Public
Health England. It has most
• Hand hygiene
recently been developed with EPDC
Learning objectives
• Personal Protective Equipment (PPE) (Educational Development Committee)
• Ability to describe and explain on behalf of the IPS (Infection
• Managing the environment
the consequences of healthcare- Prevention Society).
• Safe handling and disposal of linen associated infections (HCAI) and how
and waste they spread
• Describe the impact healthcare- This course meets the
associated infections have on
outcomes for level 1
Duration patients and your duty of care to
patients of the Core Skills Training
2hrs 15 mins approx
• Describe how hand hygiene, personal Framework.
protective equipment, management
of blood, body fluids, sharps, the
Optimised for environment and care equipment help
Desktop, tablet, mobile prevent the spread of infection
Request a trial
20Infection Prevention and Control Level 2
This course provides an Audience
opportunity to review in more The course is aimed at all healthcare
staff providing direct patient care.
depth the use of standard
infection prevention and
control measures. Accreditations and
endorsements
Developed with the support of
Course content Department of Health and Public
Overview Health England. It has most
• Fundamentals
This course deals with the recently been developed with EPDC
• The chain of Infection fundamentals and principles involved (Educational Development Committee)
in preventing healthcare associated on behalf of the IPS (Infection
• Hand hygiene
infections. You will also learn how Prevention Society).
• Personal Protective Equipment (PPE) you should manage them, and apply
your principles of infection control
• Managing the environment
knowledge in practice.
• Safe handling and disposal of Linen This course meets the
and waste
outcomes for level 2
• Managing infection prevention and Learning objectives
control
of the Core Skills Training
• Explain what a healthcare-
Framework.
associated infection (HCAI) is and
how these infections spread
Duration • Describe the impact healthcare-
associated infections have on
3 hours approx
patients, your duty of care to patients
and management in the workplace
that can prevent the spread
Optimised for
• Describe how healthcare staff
Desktop, tablet, mobile can help prevent infections from
spreading
• Explain what asepsis is
• Describe how hand hygiene, personal
protective equipment management
of blood, body fluids, sharps, the
environment and care equipment help
prevent the spread of infection
• Know about roles and responsibilities
with infection prevention
Request a trial
21Prevent
Understand the Prevent Overview Audience
strategy particularly in context This course aims to familiarise you with All clinical and non-clinical staff that
the Government’s counter-terrorism have contact with adults, children
of safeguarding, using a strategy: Contest, specifically the and young people and/or parents and
wealth of examples to help Prevent Strategy. It is aimed specifically carers.
at healthcare staff, with a focus on
learners understand what to Prevent being a safeguarding need.
do if they notice signs that Accreditations and
someone may be at risk of endorsements
Learning objectives
radicalisation. Developed with the Greater Manchester
• Describe what the Prevent strategy
Mental Health NHS Foundation Trust,
is, core principles, and legal obligation
and the National Counter Terrorism
that you have with the Prevent Duty
Policing Unit.
Course content • Evaluate your own practices of
• Preventing radicalisation safeguarding adults and children, in
line with your organisation’s protocols
• Duty in healthcare This course meets the
• Define what makes an individual
• Identifying vulnerability factors outcomes for level 1
vulnerable to radicalisation, how
• Taking action this follows a similar pattern to other of the Core Skills Training
forms of grooming such as child
Framework.
sexual exploitation or gang activity
• Recognise the external signs of a
Duration person who could be being drawn
1 hour 30 mins approx into terrorism
• Discuss how radicalisation works,
and how people can be drawn into
Optimised for violent terrorist activities
Desktop, tablet, mobile • Describe how radicalisers can
influence vulnerable people and how
their message is communicated
• Identify who you should contact
if you have a concern within your
organisation
• Briefly describe what happens to a
referral, the process this follows, what
Channel is and where it sits within
Prevent
Request a trial
22Resuscitation Level 1
Develop an understanding Audience
of the importance of Any clinical or non-clinical staff,
dependent upon local risk assessment
resuscitation when dealing or work context.
with cardiac arrest and
what you should do when it Accreditations and
happens. endorsements
Created with the kind contribution of
Overview the following experts:
Course content Resuscitation can increase the chance Alan Howe – Patient Safety, Quality
• Basic Life Support of survival when a person is under Clinical Skills and Resuscitation Lead
cardiac arrest. This module explains
Monty Wild – First Aid Trainer, Red
what can cause a cardiac arrest, how
Cross
to recognise when a cardiac arrest is
Duration happening and how to respond. Zoe Farley – Paramedic and Nurse
1 hour approx Practitioner
The 2020 course review was kindly
Learning objectives carried out by:
Optimised for • Identify the causes and signs of Helen Harland - Nurse and
Desktop, tablet, mobile cardiac arrest Intermediate Life Support Instructor,
SME Charles Bloe Training
• Assess a collapsed person
• Place someone in the recovery
position
This course meets the
• Establish when and how to get help
outcomes for level 1
• Describe the steps of
of the Core Skills Training
cardiopulmonary resuscitation (CPR)
in adults Framework.
• Explain the importance of automated
electronic defibrillators (AEDs) in
cardiac arrests.
Request a trial
23Resuscitation Level 2 - Adults
Understand your role and Overview • Explain how to report and record
details of an emergency event
responsibility in a practical This course builds on level 1 to provide
accurately
training specifically related to adult
interactive course looking resuscitation. Interactive learning helps
at emergency response and learners understand legal and practical
knowledge on policy, emergency
interventions in basic life Audience
response, chest compressions,
support for adults. airway management, the use of Any clinical or non-clinical staff working
lung ventilations and AED’s, and the specifically with adults.
importance of the individual’s roles and
responsibilities in their response.
Course content Accreditations and
• Introduction endorsements
Learning objectives
• Effective CPR Created with the kind contribution of
• Identify the signs of clinical the following experts:
• DNACPR
deterioration in adults
Alan Howe – Patient Safety, Quality
• Resuscitation and Your Role
• Discuss how to respond when cardiac Clinical Skills and Resuscitation Lead
arrest is suspected
Monty Wild – First Aid Trainer, Red
• Describe how to perform the recovery Cross
Duration position in an emergency
Zoe Farley – Paramedic and Nurse
1 hour 45 mins approx
• Describe how to open the airway of a Practitioner
collapsed adult
The 2020 course review was kindly
• Describe how to initiate and maintain carried out by:
Optimised for effective chest compressions
Helen Harland - Nurse and
Desktop, tablet, mobile
• Describe how to initiate and maintain Intermediate Life Support Instructor,
effective rescue breaths SME Charles Bloe Training
• Explain how an Automated External
Defibrillator (AED) can be operated
safely and appropriately This course meets the
• Describe the appropriate emergency outcomes for level 2 adults
response for choking
of the Core Skills Training
• Describe the principles of DNACPR
Framework.
• Explain why someone might have a
DNACPR in place
• Explain the importance of
undertaking resuscitation within the
limits of your personal capabilities
and training
• Identify your individual role and
responsibilities in emergency
situations
Request a trial
24Resuscitation Level 2 - Paediatrics
Understand your role and Overview • Explain how to report and record
details of an emergency event
responsibility in a practical This course builds on level 1 to provide
accurately
training specifically related to paediatric
interactive course looking resuscitation (ages 1 year to 16 years).
at emergency response and Interactive learning helps learners
understand both legal and practical
interventions in basic life Audience
knowledge on policy, emergency
support for children. response, chest compressions, airway Any clinical or non-clinical staff working
management, and the use of lung specifically with children (ages 1-16
ventilations and AED’s. Underlying all years)
this knowledge is the importance of the
Course content individual’s roles and responsibilities in
their response.
• Introduction Accreditations and
• Effective CPR endorsements
• DNACPR Created with the kind contribution of
Learning objectives the following experts:
• Resuscitation and your role
• Identify the signs of clinical
Alan Howe – Patient Safety, Quality
deterioration in children
Clinical Skills and Resuscitation Lead
• Discuss how to respond where
Duration cardiac arrest is suspected in a child
Monty Wild – First Aid Trainer, Red
Cross
2 hours 20 mins approx
• Describe basic airway management
Zoe Farley – Paramedic and Nurse
• Describe how to initiate and maintain Practitioner
effective rescue breaths/lung
Optimised for ventilations
The 2020 course review was kindly
carried out by:
Desktop, tablet, mobile
• Describe how to initiate and maintain
Helen Harland - Nurse and
effective chest compressions
Intermediate Life Support Instructor,
• Describe the appropriate emergency SME Charles Bloe Training
response for choking in children
• Explain what DNACPR is and it’s
importance This course meets the
• Explain why someone might have outcomes for level 2
a DNACPR in place and describe
paediatrics of the Core Skills
the decisions around DNACPR for
children Training Framework.
• Explain the importance of
undertaking resuscitation
interventions within the limits of your
personal capabilities and training
• Identify your individual role and
responsibilities in emergency
situations
Request a trial
25Blood Transfusion Communication Consent Dementia Awareness Duty of Care Fluids and Nutrition Learning Disabilities Awareness Mental Health Awareness Person Centred Care Privacy and Dignity Your Healthcare Career Clinical/Care UK Core Skills
Blood Transfusion
Non-Clinical:
An introduction to blood Audience
transfusions for staff that Staff who are not directly involved
in blood sampling, the decision to
need to understand the transfuse or administering blood
process of blood transfusion transfusions, but who need to gain
a general understanding of the main
and real-world scenarios to issues associated with the blood
help support patients who transfusion process. Healthcare staff
who are specifically involved in the
have had a transfusion. blood transfusion process will receive
Overview more specialised training. Speak to
This course develops an understanding your line manager or learning and
of the Blood Transfusion process for development lead if you think this
Course content
learners who are not directly involved applies to you.
• Introduction to Blood Transfusions with this process to widen their broad
understanding of the subject.
• Introduction to Blood Transfusions
Assessment
Accreditations and
Learning objectives endorsements
• Name the different blood groups This course has been developed in
Duration and describe the importance of the partnership with experts from the Royal
50 mins approx correct blood group Free London NHS Foundation Trust.
• List different types of blood products
and name at least one purpose of
each type of blood product This course meets the
Optimised for:
• Describe how someone’s blood group outcomes of the Core/
Desktop and tablet
is determined
Clinical Framework.
• Explain why blood transfusions are
sometimes clinically necessary
• Briefly describe the risks and benefits
associated with blood transfusions
• Describe alternatives to blood
transfusions
• Briefly describe the process
associated with collecting a blood
sample
• Briefly describe the concerns patients
may have
• Explain why it is important to gain
the patient’s consent for a blood
transfusion
Request a trial
27Communication
Communication is essential Audience
to all staff in the workplace. Any clinical or non-clinical staff,
including unpaid and voluntary staff.
Learn about how to use skills
to improve understanding of
others needs and preferences, Accreditations and
as well as aids to support endorsements
communication. This course has been developed in
Overview partnership with experts from Health
Education Kent, Surrey & Sussex,
This course provides information and
Royal National Orthopaedic Hospital
Course content opportunities to practice principles of
and Barking, Havering & Redbridge
effective communication in a health or
• Communication University Hospital NHS Trust.
social care setting.
• Communication Assessment
This course meets the
Learning objectives
outcomes of the Core/
Duration • Explain the use of verbal and non-
verbal communication in a health or Clinical Framework.
25 mins approx
social care setting
• Give examples of adjusting to an
individual’s communication needs
Optimised for: and preferences
Desktop and tablet
• Identify when an individual requires
assistance with communication aids
• Identify barriers to effective
communication
• Practice communication methods
that reduce barriers
• Describe what confidentiality means
in relation to their role
Request a trial
28Consent
This course considers the key Overview Audience
principles of valid consent with The first session looks at ‘Gillick Any health and social care staff.
competence’ when seeking consent
adults who have capacity, from children and young people.
how and when staff should The second session looks at the key
Accreditations and
seek consent, the different principles of consent when the adult
may not have the capacity to make endorsements
ways consent can be given decisions, including the different fluid
This course has been developed in
and how to respond when and fluctuating nature of capacity.
partnership with experts from Bristol
consent is refused. It covers the different actions staff Community Health and North Bristol
may need to take in seeking consent, NHS Trust.
including best interest decisions,
emergency situations, advance
Course content decisions to refuse treatment and
This course meets the
lasting powers of attorney.
• Seeking Consent with Those Who
outcomes of the Core/
Have Capacity
Clinical Framework.
• Seeking Consent with Those Who
Learning objectives
May Not Have Capacity
• Define ‘consent’ and be able to
• Consent Assessment
explain the criteria required for
consent to be valid
• Explain why and when it is
Duration neccessary to seek valid consent
60 mins approx • Describe the different ways
individuals can give or refuse consent
• Describe the implications of providing
Optimised for: insufficient information about
proposed actions
Desktop and tablet
• Discuss the individual’s right to refuse
consent
• Define the concept of a ‘person who
lacks capacity’
• Discuss the core principles of the
Mental Capacity Act (2005)
• Discuss how it is sometimes
necessary to act in a person’s best
interests, when the person is unable
to consent to treatment, such as an
emergency situation
Request a trial
29Dementia Awareness
This course develops an Audience
understanding and awareness Anyone working in health or social care
environments. This includes clinical and
of Dementia for Clinical and non-clinical staff as well as volunteers.
Non-Clinical staff.
Accreditations and
Course content endorsements
• Dementia Awareness
Overview This course has been developed in
• Dementia Awareness Assessment partnership with experts from Ealing
This session outlines the main types of
Hospital NHS Trust, the University of
dementia, along with their respective
Worcester and Herefordshire NHS
symptoms and aims to make the user
Trust.
aware of their interaction with people
Duration with dementia. It also encourages
30 mins approx healthcare practitioners to find out
more about the support that is available This course meets the
to people with dementia in their local
outcomes of the Core/
area and provides users with links to
Optimised for: some examples of information, advice Clinical Framework.
Desktop and tablet and support.
Learning objectives
• Name the different types of dementia
• Describe the characteristics of each
type of dementia
• Describe some appropriate ways
of interacting with people with
dementia
• Describe the impact of dementia on
the individual’s family and carers
• List some sources of information,
advice and support for people with
dementia, their families and their
carers
Request a trial
30Duty of Care
This course aims to illustrate Audience
the legal requirement for Any health and social care staff.
duty of care to staff and
uses examples from several
Accreditations and
different health and social
endorsements
care settings.
This course has been developed in
Overview partnership with experts from Wirral
Community NHS Trust and Kings
This session looks at how duty of care
Duration College NHS Foundation Trust.
is essential for safe practice, the sorts
30 mins approx of things that can and do go wrong,
how staff can work through dilemmas
and how comments and complaints This course meets the
can improve services. The session also
Optimised for: outcomes of the Core/
looks at the way poor communication
Desktop and tablet between staff can create patterns Clinical Framework.
of behaviour that lead to mistrust,
which in turn affects duty of care.
Reflective learning techniques are used
to encourage learners to build on their
understanding of duty of care and their
practice.
Learning objectives
• Be able to define ‘duty of care’.
• Explain how dilemmas may arise
between the duty of care and an
individual’s rights
• Define: adverse events, incidents,
errors and near misses
• Briefly discuss how communication
skills can be used to solve problems
and reduce the likelihood or impact of
confrontation
• Describe how duty of care contributes
to safe practice
Request a trial
31Fluids and Nutrition
A course designed to provide Overview Audience
health and social care staff This session aims to provide health and Any staff groups, including unpaid and
social care staff with examples of how voluntary staff, whose role involves
with information that will aid they can provide adequate hydration supporting individuals with their
them in providing adequate and nutrition for people in their care, routine fluid and nutritional needs.
including the very young and old. It Staff involved roles such as provision of
hydration and nutrition for includes examples of when people may intravenous fluids or artificial nutrition
people in their care. need additional support with meals will require additional specific training
and hydration and encourages staff to to fulfil their responsibilities.
be mindful of their duty of care in this
regard.
Course content
Accreditations and
• Fluids and Nutrition
Learning objectives endorsements
• Fluids and Nutrition Assessment
• Explain the importance of good This course has been developed in
hydration and nutrition in maintaining partnership with experts from BAPEN
health and wellbeing of individuals in and NHS England.
Duration care settings
30 mins approx • List signs and symptoms of poor
hydration and nutrition This course meets the
• Explain how to promote adequate outcomes of the Core/
Optimised for: hydration and nutrition
Clinical Framework.
Desktop and tablet • Identify the effects of culture and
religion on an individual’s dietary
requirements and preferences
• Describe the importance of food
safety, including hygiene, in the
preparation and handling of food in
care settings
• Demonstrate how to report any
concerns to the relevant person
Request a trial
32Learning Disabilities Awareness
This session aims to help Overview Audience
learners understand the This session aims to help learners Any health and social care staff.
understand the issues surrounding
issues surrounding learning learning disabilities including the
disabilities. relationship between learning
disabilities and autism spectrum Accreditations and
disorder (ASD) and attention deficit
endorsements
hyperactivity disorder (ADHD) with the
Course content purpose of helping learners reflect on This course was developed in
and improve how they care for people partnership with experts from Sandwell
• Learning Disabilities Awareness
with learning disabilities. Hospital, Staffordshire & Stoke-on-
• Learning Disabilities Awareness Trent Partnership NHS Trust, Coventry
Assessment & Warwickshire Partnership Trust,
and Black Country Partnership NHS
Learning objectives Foundation Trust.
• Discuss learning disabilities,
Duration autism spectrum disorder (ASD)
and attention deficit hyperactivity
40 mins approx This course meets the
disorder
outcomes of the Core/
• Describe difficulties people may face
Clinical Framework.
Optimised for: • Describe some of the ways staff can
support people who have learning
Desktop and tablet
disabilities
• Describe what can go wrong in care.
• Reflect on attitudes and including
people in their own care
• Discuss adjustments of care
• Explain benefits of early detection of
learning disabilities
• Explain the legislation and policies
including the concepts of capacity
and consent
• Discuss reporting structures
Request a trial
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