Professional Documents
Culture Documents
Learning Catalogue
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Learning Catalogue
Volume 7: Long Term Conditions Building competence related to diabetes, respiratory disease and stroke, also covering learning related to the self care and personalisation agendas Volume 8: Urgent Care Building competence related to emergency and acute services, elderly medicine and trauma, also covering admission avoidance and care closer to home agendas
Please note that a list of all available learning can be found in the index section at the back of each volume. There may be learning that is relevant to you in other volumes, so please do ensure you utilise the Search function on the platform if you are looking for particular training that you cant find in this volume.
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Learning Catalogue
Mental Health
The proportion of the English population meeting the criteria for one common mental disorder has increased from 15.5 per cent in 1993 to 17.6 per cent in 2007. A quarter (24 per cent) of people with a common mental disorder were receiving treatment for an emotional or mental problem, mostly in the form of medication.
A community page has been created titled: Mental Health Learning Resources Feedback. In order to access this community page you need to have an active account on the Learning4Health platform. This community page can be accessed at: https://www.learning4health.org.uk/SouthWest/Community/Mental%20Health/Pages/Main_P age This Community Page has been created to allow you to comment and interact with others who have done the learning. Dementia was used as an exemplar of the content that could be available by Pathway for AfC Bands 1-9.
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Learning Catalogue
NEW CONTENT
Overview: Learn about dementia and what it is as well as people's feelings on being diagnosed with dementia. Explore what it is like for sufferers and families to live with dementia and the main treatments and help available to them. Target Audience: All healthcare staff working with those suffering from dementia and their families. Learning Objectives: Explain what dementia is and understand the common misconceptions. Understand more about what it means to live with dementia. Recognise how people feel about the diagnosis of dementia. Explain the main treatments and support available for those with dementia and their families. Learning Activities: Activity Length of activity Learning Level What dementia is and what it isn't 15 minutes Level 3 Living with dementia 15 minutes Level 3 What causes dementia 30 minutes Level 3 Diagnosis and who can help? 15 minutes Level 3 Author: Tribal
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Learning Catalogue
NEW CONTENT
Overview: Learn about the symptoms of dementia and their impact on the everyday lives of the person suffering from dementia and their families. Learn about how to communicate with those suffering from dementia and how to support people through the emotional impacts of dementia. Target Audience: All healthcare staff working with those suffering from dementia and their families. Learning Objectives: Describe the symptoms of dementia and how these are experienced by the individual. Identify strategies for communication with people who have dementia. Identify ways to support people through the emotional impact of dementia. Learning Activities: Activity Length of activity Learning Level Common difficulties and how to help 30 minutes Level 5 Positive communication 30 minutes Level 5 The emotional impact of dementia 30 minutes Level 5 Author: Tribal
NEW CONTENT
Overview: Learn about ways of working with a range of individuals who have dementia to ensure diverse needs are met. Target Audience: All healthcare staff working with individuals that show the signs and symptoms of dementia. Learning Objectives: Explain the importance of recognising that individuals with dementia have unique needs and preferences. Describe ways of helping carers and others to understand that a person with dementia has unique needs and preferences. Explain how values, beliefs and misunderstandings about dementia can affect attitudes towards individuals. Describe how a person may feel valued, included and able to engage in daily life. Describe how people with dementia may feel excluded. Explain the importance of including the individual in all aspects of their care. Describe how the experience of an older person with dementia may be different from the experience of a younger person with dementia. Describe what steps might be taken to gain knowledge and understanding of the needs and preferences of people with dementia from different ethnic backgrounds. Learning Activities: Activity Length of activity Learning Level Introduction 30 minutes Level 2 Appreciating the importance of diversity in 15 minutes Level 2 dementia care Working with a range of people who have 30 minutes Level 2 dementia to ensure diverse needs are met Author: Tribal 6
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Learning Catalogue
UNDERSTANDING AND OVERCOMING BEHAVIOURS THAT CHALLENGE US (IN THE CONTEXT OF DEMENTIA)
NEW CONTENT
Overview: Learn about some key factors and theories to help you understand the differing needs of people with dementia and to understand challenging behaviours in the context of a biopsychosocial approach; this approach suggests that a person's behaviour is the result of interactions between biological aspects of the person's dementia, psychological needs and the social environment. Then look at some practical solutions to particular behaviours that workers find challenging. Finally, look at some general approaches, ideas and tools to help you minimise difficult situations when supporting and communicating with people with dementia. Target Audience: Suitable for all healthcare staff working with individuals that show the signs and symptoms of dementia. Learning Objectives: Identify behaviours that challenge us (in relation to people with dementia) Consider how a person with dementia will be affected by physical needs and health, environment and other factors. Gain an understanding of how your communication approach will impact on a person with dementia who is experiencing distress in relation to unmet needs. Consider what might cause a person with dementia to behave in ways which others find challenging and what might help support the person. Consider a range of other methods to help minimise distress for the person with dementia during difficult situations. Learning Activities: Please note this learning has been adapted from South West Dementia Partnership learning material and individual activity durations are not specified. Over all estimated study time for the Unit is 3 hours 15 minutes Activity Learning Level Physical, psychological and social needs of people with dementia (in Level 6 the context of behaviours that challenge us) Personality, the environment and other factors which affect people Level 6 with dementia (in the context of behaviours that challenge us) Focus on excessive walking (in the context of dementia) Level 6 Focus on aggression (in the context of dementia) Level 6 Focus on vocally disruptive behaviour (in the context of dementia) Level 6 Focus on repetitive behaviour (in the context of dementia) Level 6 Focus on sexual expression (in the context of dementia) Level 6 General strategies for supporting people with dementia Level 6 Working with the families and friends of people with dementia Level 6 The use of anti-psychotic medication for people with dementia Level 6 Quiz: Understanding behaviours that challenge us (in the context of Level 6 supporting a person with dementia) Author: Tribal
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Learning Catalogue The four units listed below form the substantive part of a NVQ Level 2 Certificate of Dementia. Formal accreditation of this course is possible and would require the completion of an online assessment.
DEMENTIA AWARENESS
Overview: Learn about what dementia means and develop an insight into an individuals experience of living with dementia. Target Audience: All healthcare staff working with individuals that show the signs and symptoms of dementia. Learning Objectives: Explain what is meant by the term dementia; Describe key functions of the brain that are affected by dementia; Explain why depression, delirium and age-related memory impairment may be mistaken for dementia; list the common causes of dementia; Outline the signs, symptoms and risk factors of the most common causes of dementia; Outline the medical and social models of dementia; explain why dementia should be viewed as a disability; Describe how different individuals may experience living with dementia; outline the impact that the attitudes and behaviours of others may have on an individual with dementia. Learning Activities: Activity Length of activity Learning Level Understanding Dementia 45 minutes Level 2 The different types of Dementia 30 minutes Level 2 The experience of living with Dementia 30 minutes Level 2 Author: Tribal
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Learning Catalogue
THE PERSON-CENTRED APPROACH TO THE CARE AND SUPPORT OF INDIVIDUALS WITH DEMENTIA
Overview: Learn about the meaning and principles of person-centred care and how healthcare staff and others can implement this approach. You will also learn about the range of support services available to people with dementia and their families. Target Audience: Suitable for all healthcare staff working with individuals that show the signs and symptoms of dementia. Learning Objectives: Describe what is meant by a person-centred approach Outline the benefits of working with people with dementia in a person-centred manner Describe the role that carers can have in the care and support of a person with dementia; Explain the value of developing a professional working relationship with carers Describe the role of others in the care and support of people with dementia Explain when it may be necessary to refer to others when supporting people with dementia Explain how to access the additional support of others when supporting people with dementia. Learning Activities: Activity Length of activity Learning Level Understanding person-centred approach to 45 minutes Level 2 Dementia The support system that exists for people with 45 minutes Level 2 Dementia Author: Tribal
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Learning Catalogue
UNDERSTANDING THE FACTORS THAT CAN INFLUENCE COMMUNICATION AND INTERACTION WITH INDIVIDUALS WHO HAVE DEMENTIA
Overview: Learn how a person-centred approach may be used to encourage positive communication with a person with dementia. You will also learn some techniques for facilitating positive interactions with people with dementia. Target Audience: Suitable for all healthcare staff working with individuals that show the signs and symptoms of dementia. Learning Objectives: Explain how dementia may influence an individuals ability to communicate and interact Identify other factors that may affect a persons ability to communicate and interact Outline how memory impairment may affect the ability of a person with dementia to use verbal communication Explain how to identify the communication strengths and abilities of a person with dementia Describe how to adapt the style of communication to meet the needs, strengths and abilities of a person with dementia Describe how information about a persons preferred methods of communication can be used to reinforce their identity and uniqueness; explain how understanding a persons biography/ history can facilitate positive interactions with people with dementia List different techniques that can be used to facilitate positive interactions with people with dementia. Learning Activities: Activity Length of activity Learning Level The factors that can influence communication and 45 minutes Level 2 interaction with people with Dementia Understanding how a person centred approach 30 minutes Level 2 may encourage positive communications with people with Dementia Facilitating positive interactions with people with 45 minutes Level 2 Dementia Author: Tribal
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Learning Catalogue
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Learning Catalogue
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Learning Catalogue
NEW CONTENT
Overview: Identify types of stress and ways of supporting and directing people to the correct help for stress and ways of reducing stress in the workplace and supporting your colleagues at the same time. You will be able to recognise your own stress levels and gain knowledge of how to resolve these or obtain support to manage stress levels Target Audience: This learning is designed for all staff working in a healthcare organisation Learning Objectives: Identify signs and possible causes of Stress Understand and have an awareness of own stress levels Understand where and how to get support Understand the importance of self health Learning Activities: Activity Length of activity Learning Level 15 minutes Level 3 The effect of stress on your mental health 15 minutes Level 3 Identify common stress factors 15 minutes Level 3 Supporting those who are stressed 15 minutes Level 3 Post traumatic stress disorder 15 minutes Level 3 Learn how to recognize different stress levels and how to deal effectively with stress in everyday life. 15 minutes Level 3 Considering risks of stress on your health Author: Anna Venn South West Health Colleges Consortium
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Learning Catalogue
SUICIDE AWARENESS
NEW CONTENT
Overview: Gain an understanding of emotions people may suffer especially when anxious in an hospital setting. Identify signs that may alert you to the possibility of suicide and with this increased awareness be able to act to prevent suicide. Identified within this unit are the tools to clarify individuals at risk and this unit will sign post you to correct policies and procedures to be effective in organising their care Target Audience: This learning is designed for all staff dealing with patients in a clinical environment Learning Objectives: Identify the causes of suicide Recognise behaviour which demonstrates individuals are depressed and no longer wish to live Assess the individuals who pose a risk of suicide Have an awareness of assessment tools Identify policies and procedures within your work place in relation to suicidal persons Learning Activities: Activity Length of activity Learning Level What is suicide 15 minutes Level 3 Those who are low risk of suicide 15 minutes Level 3 Issues that suggest a person's risk of suicide is raised. 30 minutes Level 3 Those who appear to be a high risk of suicide. 15 minutes Level 3 30 minutes Level 3 Assessing those who pose a risk of suicide Young people and suicide and Diversity issues 15 minutes Level 3 Author: Anna Venn South West Health Colleges Consortium
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Learning Catalogue
NEW CONTENT
Overview: Identify types of mental health symptoms that can cause physical pain and distress. Gain an awareness of the levels of distress mental health can have on the individual and an understanding of how this manifests into real pain. Gain knowledge on how to approach and help the individual deal with their physical distress. Target Audience: This learning is designed for all healthcare staff Learning Objectives: Understand the impact mental health can have on the physical well being of the individual Understand the importance of identifying the source of discomfort, whether physical or due to mental health Understand where and how to get support Understand the importance of a balance between physical and mental health Understand safeguarding issues Learning Activities: Activity Length of activity Learning Level Level 3 Understand what a mental health issue is 30 minutes Level 3 Resources available and signposting 30 minutes Level 3 Identify the links there are between mental health 30 minutes and physical health Level 3 Understand what physical pain and distress is. 30 minutes Level 3 Safeguarding 30 minutes Author: Anna Venn South West Health Colleges Consortium
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Learning Catalogue
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Learning Catalogue
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Learning Catalogue
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Learning Catalogue
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Learning Catalogue
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Learning Catalogue
Learning Catalogue Describe the concept, principles and underlying philosophy of motivational interviewing for substance misuse Review the key treatments for substance misuse and dual diagnosis. Learning Activities: Activity Length of activity Learning Level Care managment - development and principles 15 minutes Level 7 Recovery-oriented assessment 30 minutes Level 7 Recovery-oriented care planning 30 minutes Level 7 Developing a collaborative formaulation 30 minutes Level 7 Coping skills enhancment 30 minutes Level 7 Working with families 30 minutes Level 7 Managing physical health 15 minutes Level 7 Working with Dual Diagnosis 30 minutes Level 7 Author: Michael Kelly, Ian Noonan, Jacqueline Sin, Cheryl Jordan, Christine Kakai, Mary OToole Kings College
UNDERSTANDING RECOVERY
Overview: Learn about the classification systems describing psychotic symptoms and consider individual examples of specific symptoms. Test your knowledge of signs and symptoms and develop clinical skills through understanding key questions to ask when you think someone may be experiencing psychosis. Explore the principles and practice of the recovery model, learn what personalisation in mental health services means and learn about the policy background and the implications for your practice and yourself as an individual. Look at NICE guidance on the use of anti-psychotic medication and some of the key medications used as well as their potential side-effects. Identify the knowledge and skills needed to assess and identify physical health needs of people with mental illness and look at the origin, development and use of the Wellness Recovery Action Plan (WRAP), commonly used in promoting service-users focused recovery including specific purposes and structure of the WRAP with reference to some examples. Target Audience: Particularly relevant to those working in community mental health services but will be useful for anyone working in mental health and/ or service staff who come across a patient with a mental health co-morbity. Learning Objectives: Define psychosis Describe DSM-IV and ICD-10 diagnostic criteria Identify key questions used in identifying psychosis through understanding of mental state assessment Understand the background and rationale for the recovery model Develop a practical awareness for implementing the recovery model Be aware of stigma and how this can be challenged and appreciate the need for social inclusion Understand the limitations of the recovery model Describe personalisation and identify the aims of personalisation in mental health Understand possible barriers to implementation and consider the implications for your practice Explore the NICE guidelines on the evidence for medication for psychosis Identify the key drugs indicated for psychosis and identify their effects and side-effects 22
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Learning Catalogue Explore assessment of the signs and symptoms of physical health problems comorbid with psychotic illness Consider physiological conditions common in people with mental health problems Identify factors which contribute to pathology of the cardiovascular, respiratory, metabolic functions in patients with psychosis Examine the origin and development of the Wellness Recovery Action Plan (WRAP) Appraise the purposes of WRAP Examine the structure of WRAP and explore ways to incorporate it into routine practice. Learning Activities: Activity Length of activity Learning Level Identifying mental health needs 30 minutes Level 5 Understanding recovery 30 minutes Level 5 Personalisation 30 minutes Level 5 Medication used in psychosis 30 minutes Level 5 Identifying physical health needs 30 minutes Level 5 Wellness recovery action plans 30 minutes Level 5 Author: Susan Sookoo, Niall McCrae, Michael Kelly, Christine Kakai, Jacqueline Sin Kings College
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Learning Catalogue
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Learning Catalogue
Pre task and finish group preparation development of knowledge folder; draft learning unit plan
Final Learning Unit Plan (LUP) shared with task and finish group
Disseminat ion of final story board review for two weeks with con call
Inclusive approach underpins the process at each stage: Education Providers Service Clinical Representatives Service Education Specialists Capita Tribal
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Learning Catalogue The QA process to be followed for learning material that is produced is detailed below.
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Learning Catalogue
Competence based
The programme will enable managers, supervisors and staff to select education and training from seven core pathways. Learning is competence based to equip staff to deliver agreed standard outcomes, which will drive good quality and safe care regardless of role, band, or organisation. It also provides a consistent and objective framework in which to develop education and training for new roles as they emerge, or to enable the transition of existing roles into different settings. Learning structured in this way applies to multi-professional teams where skills, knowledge and competence requirements can be shared to enrich the learning experience and enables the sharing of best practice.
Reusable learning
Pathway mapping and the ability to reuse learning across care pathways is core to our approach. It informs the underlying design and architecture of the Learning4Health platform. Learning4Health has been developed to enable collaborative and social learning channels to support personal and professional learning. In a single pathway different roles share common competences which can be mandatory and optional. Hence learning objects associated with those competences may be shared across pathways enabling reuse of what can be expensive online learning content.
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Learning Catalogue
Learning Providers
The Florence Nightingale School of Nursing & Midwifery at Kings College London develops leading-edge nurses and midwives of tomorrow practitioners, partners, and leaders in their field. The School is ranked as the number one school for nursing in London (Complete University Guide 2012). Located in the heart of London on the Southbank of the River Thames the Schools programmes meet the needs of individuals seeking to become nurses, midwives or to continue professional development after registration. The School has 200 staff and nearly 3,000 students, and is spread across seven departments: Primary Care and Child Health; Midwifery and Womens Health; Adult Nursing; Critical Care; Mental Health and Specialist Care; Health Policy Management and the Learning Technology Team. The National Nursing Research Unit (NNRU), the only Department of Health-funded unit of its kind in England, can be also be found at the School, putting it at the forefront of health services, policy and evaluation research. The School is one of nine within Kings College London, one of the top 30 universities in the world (2011/12 QS World University Rankings) and a prestigious Russell Group University.
South West Health Colleges Consortium are a group of colleges working together to provide an array of expert knowledge and experience to the learner. These colleges include: South Devon College City of Bristol College Cornwall College Somerset College
Working as part of a consortium of colleges, we are able to offer support and career pathways in many locations, with all colleges delivering to the same high qualification specifications. All our authors are registered clinicians and most are also qualified teachers. 28
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Learning Catalogue Our motto is to enrich the learning and to encourage the learner to achieve their learning goals. We are pleased to be working on this exciting E Learning platform and in collaboration with experts and colleagues.
UWE is the largest provider of higher education in the South West of England, with over 30,000 students and 3,500 staff. The Faculty of Health and Life Sciences at UWE brings together experts from Allied Health Professions, Applied Sciences, Health and Applied Social Science, Nursing and Midwifery and Psychology, with an excellent reputation for both research and teaching quality. The Faculty is located across campuses in Bristol and Gloucester that offer an engaging student experience based on preparing our students for the world of work. UWE prides itself on its partnership approach; indeed the Faculty has strong links with external agencies including over 14 NHS Trusts; Primary Care Trusts, the independent sector and voluntary agencies. Academic staff from the Faculty collaborate with partners across the health and social care sectors in research, practice development and education initiatives. Staff from practice contribute to teaching on both the pre and post-qualifying programmes as well as continuing professional development so that our educational provision is always relevant to the work place. HLS has a strong, and expanding, professoriate that provides a vibrant research culture that informs pre registration programmes and professional development.
Plymouth University is built on a rich heritage dating back to 1862 and while it has grown in terms of size, reputation and impact as one of the top three modern universities, we remain true to our values of social inclusion with a strong sense of place and civic responsibility and partnership collaboration.
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Learning Catalogue We are committed to delivering an outstanding student experience and transforming lives through innovation, enterprise, world-class research and excellence in teaching and learning. Together with a research-informed curriculum, we embed employability skills throughout a students journey. For many years, we have offered a nationally recognised system for individuals to accredit their prior experience or learning (AP(E)L) towards courses leading to degree or masters awards and enjoy a reputation of flexibility in meeting service needs. We are proud of the strong collaborations we have within our local community and with our many partners throughout the South West region and beyond.
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Learning Catalogue
Routes to accreditation
Kings College London proposes the following route in order to gain accreditation:
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Learning Catalogue South West proposes the following route in order to gain accreditation:
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Learning Catalogue University of the West of England accredited Experiential Learning (AEL) Process for South West Learning for Health Platform:
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Learning Catalogue Learning 4 health activity recognition of learning flowchart - University of Plymouth:
For further information please contact the APEL Administrator Email j.campbell-baigrie@plymouth.ac.uk or telephone 01752 586951
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Learning Catalogue
Community pages
As well as academic learning resources being available to staff, the platform also supports more informal and peer supported learning including the use of Community Pages which can be developed in any way the owners would want to see them and can be a forum for any subject matter including an organisation, a specialty or a specific task and finish group to discuss a specialist interest. Users can upload documents, share links, use the discussion boards and find other users in the community or network. For further information please refer to the Community Pages information document which can be found on the platform homepage by following this link: https://www.learning4health.org.uk/SouthWest/Community/Learning4Health/Pages/Main_Pa ge
Further Information
For more information please visit: NHS South West Workforce http://workforce.southwest.nhs.uk/nonmedical_education/home/multiprofessional_education _and_training_mpet_funding_streams/continuing_professional_development Or email: cpd@southwest.nhs.uk South West Knowledge Resources for Healthcare http://www.swice.nhs.uk
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Learning Catalogue National Learning Management System via ESR username http://esr.mhapp.nhs.uk National Learning Management System via ESR smartcard https://esr.mhapp.nhs.uk/OA_HTML/xxnhs/smartcard/esrSmartcardLauncher.jsp National Learning Management System via remote access www.nhselearning.co.uk National Prescribing Centre www.npci.org.uk/lift/lift.php
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Learning Catalogue
Learning Catalogue Calculating with measurements Cancer and chemotherapy: paediatric cancer Cancer networks peer review Cannulation Carer awareness Caring for the dying and deceased Caring for the patient requiring surgery Challenging inequalities Clinical coding (cancer) Clinical observations Clinical observations of the newborn Commissioning for first-time managers Common metric units Communicating and building relationships with service users, carers and others Communicating at work Communicating in difficult situations Communicating in healthcare Communicating through action and other means of communication Communicating with patients and their supporters Communication during end-of-life care Communication in difficult situations Communication skills: Basic skills Communication skills: Modes of communication Communication Skills: Specific Contexts Communities of practice Competence in using PACS Competence in PACS (2) Complications of diabetes Consent to treatment: children and young people Consent to treatment: vulnerable adults Constipation Contraceptive choices and young people Current approaches and support in end-oflife care Decimal calculations Demand and capacity Dementia awareness Dementia: living with the diagnosis and the illness Developing a comprehensive action plan to implement changes in clinical practice Developing a culture and systems of self management support Developing emotionally intelligent clinical practice Developing insight into organisational decision-making and your role Developing respect in the workplace Diagnosis and management of COPD Diagnostics-ECG Discharge planning and implementation following surgery Discharge planning for mothers and newborn
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Learning Catalogue Enhanced clinical assessment and reasoning Enhancing discharge and support Equality, diversity and inclusion in dementia care Ethics and professional practice Febrile neutropenia: infections and treatment Finance for first-time managers Foundation professional study skills General anatomy and physiology Getting ready to study Great customer care Handling communication with patients and carers Handling complaints Health promotion High dependency maternal care High dependency neonatal nursing HIV long-term care HIV prevention and testing HIV treatments Hyperacute stroke nursing care Identifying diabetes and the treatments available Implementing psychosocial interventions for non-psychotic disorders Implementing recovery (clinical interventions) Implementing recovery (organisational change) Improving day-to-day service provision Improving practice in working with families in poverty in the UK Infection control Information prescriptions Information technology Inter-hospital transfer Interpreting graphical information Introduction and physiology of neonatal jaundice Introduction to cancer Introduction to chemotherapy Introduction to poverty and how it affects families with children in the UK Introduction to research in clinical practice Introduction to research skills and methodology Introduction to service improvement Investigations and treatment of neonatal jaundice Knowledge of enhanced recovery pathway application Knowledge of enhanced recovery pathway theory Leading and managing change Leading others: working across boundaries Leading the team Learning styles
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Learning Catalogue Maintaining privacy and dignity Management of COPD Managing budgets Managing change Managing change (part 2) Managing chemotherapy administration Managing distressing symptoms in end-oflife care Managing diversity Managing effective communication with patients and carers Managing pain in end-of-life care Managing patient and customer relationships Managing patient responses to difficult messages Measuring liquids in healthcare Measuring weight in healthcare Medical terminology Medicines for children Meeting the needs of children in residential care Meetings, discussions and presentations Minute taking Motivational Interviewing applied to LongTerm Conditions Needs assessment and care planning in end-of-life care Neonatal screening and assessments Neonatal thermoregulation Neonatal ventilation Neurological assessment Neutropenia and the immune system NICE guidelines relating to cancer Nutrition and hydration Overcoming challenges in communication to meet communication needs Overview of the NHS Peri-operative care of the newborn in the NICU Personal development for work and learning Personalisation agenda Personalised care and diversity Person-centred, evidence-based care Pre-diagnosis assessment and support Pre-operative assessment Preparing for advanced practice (part 1) Preparing for leadership Preparing to deliver specialist practice (part 1) Preparing to deliver specialist practice (part 2) Pressure relief: basic knowledge and management Principles of healthy weight Professional issues Professional issues in the examination of the newborn Promoting and supporting self care, self management 40
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Learning Catalogue Promoting health Promoting people's rights and responsibilities Putting personalisation into practice Quality, governance and the patient experience Reading graphical information Reading skills Reading skills - care plans Reading temperature Recognising a deteriorating patient Record keeping and managing documents Recovery based care: psychosocial intervention Research skills Safe use of medical devices Safeguarding children and young people Level 1 Safeguarding children and young people Level 1 Non-Clinical Staff (version 2) Safeguarding children and young people Level 2 (2010) Self-management skills in diabetes Sensory and perceptual needs of people with autism Service improvement & culture Sharing information and keeping records Skills and attitudes for work Smoking cessation Specialist ICU rehabilitation Stages of foetal gestation Start improving your communication skills Stress awareness Study Skills Suicide awareness Support for patients receiving radiotherapy Support services for end-of-life care Supporting and informing patients through the cancer pathway to treatment Supporting patients referred to residential care (best practice) Supporting people with dementia and their families Supporting social and psychological needs in end-of-life care Supporting the delivery of advanced practice Supporting the management of diabetes Temperature assessment in neonates The acutely ill patient with COPD The beginner's guide to information governance The nutritional needs of individuals The person-centred approach to the care and support of individuals with dementia The principles of healthy eating Time calculation Tissue viability Ultrasound for cancer patients Understanding acute pain management 41
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Learning Catalogue Understanding and knowledge of community care for post op cancer patients Understanding and management of conflict Understanding and managing risk assessment and falls in the elderly (part 1) Understanding and managing risk assessment and falls in the elderly (part 2) Understanding and managing risk assessment in the home Understanding and overcoming behaviours that challenge us (in the context of dementia) Understanding enhanced recovery Understanding equality, diversity and inclusion in dementia care Understanding of and planning for the spiritual needs and well-being of patients Understanding of management and monitoring of healthy weight in individuals Understanding recovery Understanding substance misuse and its effects Understanding the factors that can influence communication and interaction with individuals who have dementia Understanding the links between mental and physical health Understanding the Mental Health Act Use of temperature control methods in neonates Using effective communication with patients and carers 42
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Using nutritional information to plan a healthy diet Using play and the creative arts to communicate with children and young people Using the assessment framework to assess the needs of families with children living in poverty Venepuncture Workforce development and Learning4Health Working in a multidisciplinary team Working in interprofessional and interagency teams Working out percentages Working with carers Working with others (MDTs and other agencies) Writing in care plans Writing standards, protocols and guidelines Young people and sexual health
Release date: April 2012 This learning catalogue will be updated on a regular basis as new content gets approved. To keep upto-date with these changes please check http://workforce.southwest.nhs.uk/index.php on a regular basis.