20Course%20Catalogue%20January

Electronic Staff Record

Course Catalogue January 2010

elearning for the NHS

National Learning Management System (NLMS)

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Welcome to the course catalogue This is a guide to all the elearning available through the National Learning Management System (NLMS). The NLMS is a free-to-use elearning system available to all NHS staff with a record on ESR. If your organisation has not already begun to use the NLMS, your Training and Development team should get in touch with your regional ESR Operations and Benefits Account Manager who will be able to talk them through the implementation options available to them. Find your local Account Manager here. All the courses available to the NHS through the NLMS are supplied by trusted content providers. This catalogue will be regularly updated and available from www.esrsolution.co.uk/nlms with every release of new elearning to the NLMS. Courses currently available through the NLMS are provided by NHS Electronic Staff Record and the following organisations

www.e-lfh.org.uk www.scie.org.uk www.connectingforhealth.nhs.uk www.corelearningunit.com

introduction

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Page 6 Coming soon Customer Relations 7 Disability Awareness 8 Equality & Diversity Awareness Health and Safety 9 Health and Safety Awareness 10 Fire Safety Awareness 11 Introduction to Clinical Infection Prevention and Control 12 Infection Control - Course 1 Infection Prevention and You (Clinical) 13 Infection Control - Course 1 Infection Prevention and You (Non-Clinical) 14 Infection Control - Course 2 Principles of Infection Prevention 15 Infection Control - Vascular Access Devices 16 Manual Handling Awareness 17 Radiation Protection Induction 18 Venous Thromboembolism Informatics 19 18 Week Patient Pathway 20 NHS ELHIS 21 NHS ELITE 22 Personal Demographics Service 23 Spine eKnowledge Tool 24 Summary Care Record

contents

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Page Informatics 25 Using Administrator Self Service in ESR 26 Using elearning in ESR / OLM 27 Using Employee Self Service in ESR 28 Using Manager Self Service in ESR 29 SNOMED CT Occupational Knowledge and Skills 30 Alcohol Identification and Brief Advice 31 e-Audiology: General Skills 32 e-Audiology: Anatomy & Physiology 33 e-Audiology: Acoustics and Psycho-acoustics 34 e-Audiology: Pure Tone Audiometry 35 e-Audiology: Pathology, Symptoms & Management Options of Ear & Related Conditions 36 e-Audiology: Hearing Loss, Communication and Hearing Conservation 37 e-Audiology: Auditory Intervention 38 e-Audiology: Screening and Diagnostic Investigations 39 e-Audiology: Effective use of the Patient Management System 40 e-Audiology: Quality Enhancement Tool 41 Consent - Patient Consent 42 Death Certification - The Legal Aspects of Death 43 Food, Nutrition & Hydration 44 Supporting Self Care 45 Adolescent Healthcare 47 Learnbloodtransfusion 01: Safe Transfusion Practice 48 Learnbloodtransfusion 02: Blood Components and Indication For Use 49 Learnbloodtransfusion 03: Good Manufacturing Practice for Transfusion Lab Staff 50 NICE 01: Evidence into practice: How to put guidance into practice 51 NICE 02: Evidence into practice: How to make evidence based decisions

contents

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52 NICE 03: Evidence into practice: How to bring about change 53 NICE 04: Evidence into practice: Audit to improve patient care 54 Pandemic Flu NEW: January 2010 55 Using ESR for Occupational Health Checks (OH Users) NEW: January 2010 56 Using ESR for Occupational Health Checks (HR Users) NEW: January 2010 57 Using ESR for Occupational Health Checks (Workstructures Users) NEW: January 2010 Personal Development 58 Auto Identification & Data Capture 59 Training Evaluation Skills Risk Management 60 An Introduction to Residential Child Care 61 An Introduction to the Mental Health of Older People 62 Child Protection Awareness in Health 63 Children of Prisoners 64 Communication Skills in Social Work 65 Deprivation of Liberty Safeguards - 1 Introduction 66 Deprivation of Liberty Safeguards - 2 Core Training 67 Law & Social Work 68 Mental Capacity Act 69 Poverty, Parenting & Social Exclusion 70 Safeguarding Children and Young People – Level 1 71 Safeguarding Children and Young People – Level 2 Please note that ALL elearning course titles are prefixed with ‘000’ on the NLMS.

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The NLMS is regularly updated with elearning courses from existing, or new, national content providers. Courses due to be available through the NLMS within the next six months include: Course title Course provider Data Model and Dictionary NHS Connecting for Health Dementia Social Care Institute for Excellence Demographic Spine Application NHS Connecting for Health End of Life Care DH e-Learning for Healthcare End Point Registration NHS Connecting for Health Endoscopy DH e-Learning for Healthcare Image Interpretation DH e-Learning for Healthcare Interprofessional & Inter-Agency Collaboration Social Care Institute for Excellence Introduction to Patient Safety National Patient Safety Agency Medical Devices DH e-Learning for Healthcare Medical Gases SAfH Core Learning Unit Medical Physics (IRMER) DH e-Learning for Healthcare Multi-Disciplinary Teams DH e-Learning for Healthcare Personalisation Social Care Institute for Excellence Professional Skills DH e-Learning for Healthcare Registration Authority NHS Connecting for Health Registration Authority Adhoc Reporting NHS Connecting for Health Restraint Social Care Institute for Excellence Safe Prescribing DH e-Learning for Healthcare Secondary Uses Service (SUS) NHS Connecting for Health Sexual and Reproductive Health DH e-Learning for Healthcare Understanding Personal Safety & Security SAfH Core Learning Unit Workgroups NHS Connecting for Health

coming soon

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Course description elearning on disability awareness. Objectives After completing this section you should: • Identify the number of disabled people in the UK • Understand that the majority of disabled people live in their own

homes and have a right to the same opportunities and facilities as anybody else

• Understand that the majority of people acquire their impairments through the ageing process

• Understand that some impairments are difficult to identify • Understand why the Disability Discrimination Acts of 1995 and 2005

came into being • Understand who is covered by the Act • Understand what is meant by 'discrimination' • Understand what this means to you and how this will affect the way

you do your job

• Understand the wider definition of access • Understand how the law is enforced • Identify how to respond to and treat disabled people • Look at how to improve your ability to meet the needs of certain

groups of disabled people and what additional help you may be able to offer

• Understand what is meant by the term 'learning disabilities' • Raise awareness of mental health conditions • Raise awareness of other disabilities • Identify where you can find more information and who can offer help.

Keywords Provider: Target audience: Disability awareness SAfH Core Learning Unit All staff

disability awareness category: customer relations

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Course description elearning on equality and diversity awareness. Objectives After completing this section you should: • Understand what we mean by diversity • Understand why diversity matters to all of us • Understand the difference between equal opportunities and diversity • Understand why diversity is important • Understand how our perceptions of people are formed • Understand discrimination, victimisation and harassment • Identify the six core areas of diversity • Understand your responsibility to respect the feeling and sensibilities

of others in the workplace • Challenge the stereotypes society often holds

• Understand the basic principles of the legislation which seeks to prevent discrimination

• Understand consequences of discriminatory behaviour • Understand what we mean by positive discrimination • Understand what good practice is about and what happens when

things go wrong • Understand that diversity relates to every aspect of human culture,

outlook and experience • Understand direct and indirect discrimination • Identify key anti-discrimination legislation • Understand effective communication.

Keywords Provider: Target audience: Diversity awareness SAfH Core Learning Unit All staff

equality & diversity awareness category: customer relations

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Course description: In this elearning material we will look at the reasons why we have health and safety processes and procedures in our workplace. It will also explain the reasons for risk management and how we assess risk and also why we report incidents and what happens when we do. Objectives: After completing this section you should: • Know why we have health and safety • Understand responsibility and risk in health and safety • Know about health and safety legislation • Understand the culture of health and safety • Know what risk is • Understand the five steps of risk assessment

• Know about risk and responsibility • Know why we report incidents • Know how we report and what happens to our incident/accident

reporting forms • Understand what whistle blowing is.

Key words Provider: Target audience: Health and safety awareness

SAfH Core Learning Unit All staff

health and safety awareness category: health and safety

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Course description: This course is broken down into 5 topics with an assessment at the end to test your understanding. Understand the Nature and Causes of Fire - This section is about fire, its nature and the things that cause it. Fire Prevention - This section is about fire prevention. Fire-Related Signs - This section is about fire signs. Raising the Alarm - This section is about what to do when a fire starts. Fire Equipment - This section is about fire equipment, how to recognise it and how to use it safely and effectively. Objectives: After completing this course you should: • Understand the nature of fire and why fires start • Know the components needed to make a fire burn • Understand the causes of fire • Know how to prevent fires starting • Understand the importance of rubbish disposal • Know about false alarms • Understand sign classifications • Know about sign types

• Recognise a fire • Be able to follow the 'five steps' when a fire is detected • Know how to evacuate in case of a fire • Understand what is required for aftercare • Know about fire detection and alarm equipment • Know about types of fire extinguishers • Know about other fire equipment.

Key words Provider: Target audience: Fire safety awareness nature causes


fire safety awareness category: health and safety

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Course description: This course aims to highlight the importance of preventing & controlling healthcare associated infections (HCAI); highlight the reasons for the code of practice; summarise the key tools and resources available to help and control HCAI and; make people aware of their own responsibilities as a clinician. Objectives: Prevention of HCAI is a national priority. Everybody must be aware of their role and responsibilities in protecting patients. After completing this course, you will: • Understand the importance of preventing and controlling HCAI • Appreciate the reasons for the Health Act 2006 Code of Practice for the prevention and control of HCAI • Be able to summarise the key tools and resources available to help prevent and control HCAI • Be aware of your responsibilities to support compliance with the Code of Practice for the prevention and control of HCAI. Key words Provider: Target audience: Infection prevention, clinical infection prevention, clinical infection control

SAfH Core Learning Unit All clinical staff

introduction to clinical infection prevention and control category: health and safety

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Course description: elearning on infection control awareness. Objectives: After completing this section you should: • Describe the consequences of HCAI to patients and to the NHS • Identify ways in which you can help protect patients from the risk of

infection • Explain the difference between pathogenic and non-pathogenic

microorganisms, and between endogenous and exogenous infections • Describe how infections occur

• Discuss the increased risk to patients of getting an infection as a result of healthcare

• Describe roles and responsibilities in infection prevention control • Identify ways in which you can help protect patients from the risk of

infection • Describe how to care for your own health • Use personal protective equipment appropriately.

Key words Provider: Target audience: Infection control awareness SAfH Core Learning Unit All staff

infection control - course 1 infection prevention and you (clinical) category: health and safety

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Course description: elearning on infection control awareness. Objectives: After completing this section you should: • Describe the consequences of HCAI to patients and to the NHS • Identify ways in which you can help protect patients from the risk of

infection • Explain the difference between pathogenic and non-pathogenic

microorganisms, and between endogenous and exogenous infections • Describe how infections occur

• Discuss the increased risk to patients of getting an infection as a result of healthcare

• Describe roles and responsibilities in infection prevention control • Identify ways in which you can help protect patients from the risk of

infection • Describe how to care for your own health • Use personal protective equipment appropriately.

Key words Provider: Target audience: Infection control awareness SAfH Core Learning Unit All staff

infection control – course 1 infection prevention and you (non-clinical) category: health and safety

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Course description: A module-based course covering the basic principles of infection prevention: clean environment, hand hygiene, waste and sharps and personal protective equipment (PPE). Objectives: After completing this course, you will be able to: • Explain why a clean environment is important in preventing patients

from acquiring an infection during healthcare • Deal with a spillage involving blood or other body fluids • Handle dirty linen and laundry safely • Describe how good hand hygiene can prevent the spread of infection • Identify when you should clean your hands • Demonstrate how you should clean your hands • Explain what you can do to protect your hands from getting sore or

irritated • Describe the different categories of waste • Describe how to dispose of each category of waste

• List the steps you must take when a disposal bag has been split or sharps are spilled

• Outline the actions you must take if you have an accident involving a sharp instrument or needle or a splash to the face or skin

• Explain what PPE is and state why you need to wear PPE and what to do if it is unavailable

• Demonstrate an understanding of the laws about using PPE and describe the types of PPE available to you at work

• State the types of gloves, aprons, face and eye protection and respiratory protection available

• Recognise the type of PPE you need to wear for specific jobs.

Key words Provider: Target audience: Infection prevention, environmental, cleanliness, hand hygiene, waste disposal, waste, sharps, PPE


infection control - course 2 principles of infection prevention category: health and safety

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Course description: This course aims to cover the principles of preventing healthcare associated infections associated with vascular access devices (VAD).

Objectives: After completing this course, you will be able to: • Identify different types of VAD (including PVADs and CVADs) • Recognise general principles of infection prevention • Identify the most suitable insertion site for different types of VADs.

You should also be familiar with the general principles for preventing CR-infections when caring for patients with VADs in-situ including: • Using an appropriate VAD insertion site dressing regimen and good

practice in accessing VADs • Inspecting VAD insertion sites for signs of infection and replacing

VADs and intravenous administration sets • Reviewing the continuing clinical need for the use of a VAD and using

audit, reflective practice and documentation.

Key words Provider: Target audience: Infection prevention, VAD, vascular access device


infection control - vascular access devices (VAD) category: health and safety

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Course description: According to the Health and Safety Executive (HSE), manual handling is... 'the act of transporting or supporting of a load (including the lifting, putting down, pushing, pulling, carrying or moving thereof) by hand or bodily force.' This course explains what manual handling is and how an injury might affect you. It looks briefly at the parts of the spine and how they might be injured and how the world around us affects our posture. It explores why we need to manage risk when completing manual handling tasks and how we assess these risks and the principles of safer handling. Objectives: After completing this section you should: • Know what manual handling is • Be able to identify the manual handling activities you perform • Know how an injury might affect your life • Know about the main parts of the spine • Understand how these parts work together • Understand how these parts might become injured • Understand the effect of gravity on the body • Understand the effects of posture

• Know about some of the common causes of injury • Understand what risk and risk assessment are • Understand the TILEO framework for risk assessment • Be able to apply the TILEO framework to a given manual handling

task • Understand the principles of safer handling • Know how to carry out manual handling tasks more safely.

Key words Provider: Target audience: Manual handling awareness SAfH Core Learning Unit All staff

manual handling awareness category: health and safety

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Course description: A session-based course covering all aspects of radiation protection. Intended for any staff who regularly work in areas where ionising radiation is used, who would not otherwise receive formal training.

Objectives: By the end of this course you should be able to: • Describe ionising radiation and the risks associated with its use in a

hospital environment • Recognise the warning signs and working practices within hospitals

that reduce risk to staff from exposure to ionising radiation • List three practical methods of reducing your own radiation dose

when near ionising radiation • Describe what to do if you become pregnant and your work requires

you to work with ionising radiation • Describe the term 'external beam radiotherapy' • Describe the term 'brachytherapy' • Explain the term external beam therapy • Recognise the type of equipment used in external beam therapy • Describe the hazards associated with external beam therapy • Follow the measures in place to reduce the risks associated with

these hazards

• Recognise the type of equipment used • Describe the hazards associated with this work • Follow the measures in place to reduce the risks associated with

these hazards • State what you can do to reduce your exposure • Identify the key differences between nuclear medicine and x-ray • List the precautions that staff and visitors may need to take when in

contact with nuclear medicine patients • Locate additional advice in special circumstances • Describe the importance of radiation protection in unsealed source

therapy. More objectives are stated within the course itself

Key words Provider: Target audience: Radiation DH e-Learning for

Healthcare All staff

radiation protection category: health and safety

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Course description e-VTE is an elearning resource for venous thromboembolism (VTE) developed by the Chief Medical Officer’s VTE Implementation Working Group (IWG) in partnership with DH e-Learning for Healthcare. VTE causes an estimated 25,000 potentially avoidable deaths each year in hospitals in England. That’s approximately five times the total number of deaths from hospital-acquired infection. Work through e-VTE by first assessing existing knowledge through the pre-learning questionnaire and then work through the four sessions of elearning finishing with a post learning assessment. The four sessions focus on: 1. Demographics, epidemiology and risk of VTE 2. Methods of thromboprophylaxis 3. Implementation of thromboprophylaxis in hospitals 4. Implementation of thromboprophylaxis: Challenges in primary care. A certificate is produced at the end of each session. Objectives By the end of this course you will be able to: • Describe the incidence and prevalence of venous thromboembolism

(VTE) in the population • Explain how deep vein thrombosis (DVT) and pulmonary embolism

(PE) develop • Differentiate between patient and procedure-related risk factors and

explain how these are used to determine a patient’s risk level • Describe factors that increase susceptibility to VTE including the

effect of comorbidities such as chronic disease and cancer • Describe the influence of genetics on susceptibility to VTE

• Describe methods for pharmacological and mechanical thromboprophylaxis

• Appreciate the research evidence that supports the use of such methods.

More objectives are stated within the course itself.

Keywords Provider: Target audience: Venous thromboembolism, VTE, deep vein thrombosis, DVT, pulmonary embolism

DH e-Learning for Healthcare

Nurses, doctors, trainees, pharmacists

venous thromboembolism (VTE) category: induction

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Course description The 18 Week Patient Pathway is about improving patients' experience of the NHS - ensuring all patients receive high quality elective care without any unnecessary delay. 18 weeks applies to the maximum time from the point of initial referral to the start of any treatment necessary for all patients where it is clinically appropriate and where patients want it. For more information visit www.18weeks.nhs.uk. The programme consists of two knowledge-based learning sessions with real life scenarios to help consolidate learning. The first session (PART I) looks specifically at the background to the pathway and when the 18 week clock is started. The second session (PART II) covers when the clock is stopped, followed by a detailed assessment covering both PARTS I & II. At the end of the assessment sessions, PART III, you will be able to enter your name in order to print a Completion Certificate. Objectives Having completed this course you will be able to: • Recognise the origin of the 18 Week Patient Pathway • Recognise the impact of the 18 Week Patient Pathway for the NHS • Identify the 18 weeks to delivery • Summarise the benefits of the 18 Week Patient Pathway • State when the 18 week clock starts and identify the exceptions • Identify the actions and decisions which stop the clock

• State the factors which nullify, pause or do not start or stop the clock • Identify instances when the 18 week wait may overrun • Recognise the patient’s responsibility in the 18 Week Patient Pathway • Submit your answers during the assessment • View the results from the assessment.

Keywords Provider: Target audience: 18 week wait, patient pathway, workforce development


Booking clerks, clinical coders, clinicians and commissioners

18 week patient pathway category: informatics

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Course description NHS eLearning for Health Information Systems (NHS ELHIS) takes the same approach as NHS ELITE and has learning objectives that cover the skills and experience candidates will need to use Health Information Systems in the workplace. After completing a scenario based pre-learning assessment, a learning plan is created for the candidate, taking them through the relevant tutorials within the module to improve their knowledge and skills. Unlike NHS ELITE, there are two means of delivering the training available for NHS Health, either through using the available elearning materials or via the NHS Health manual.

Objectives • Diagnostic assessment (pre and post learning) - Tests knowledge and skills in working with Health Information Systems using a scenario based

assessment. Gaps in learner knowledge help define a learning path through the rest of the materials • Basic concepts - defines the term 'Health Information System' (HIS) and gets to grips with what a HIS is and what it isn't • Due care - covers the responsibilities of healthcare workers for the information they access and use in the workplace, giving practical suggestions

for improving data security and confidentiality • User skills - looks at some of the common skills that are required for working with Health Information Systems • Policy and procedure - looks at common aspects of policy and procedure relating to Health information Systems – maintaining the audit trail,

amending data, creating records.

Keywords Provider: Target audience: IT ELHIS NHS Connecting for Health All staff

NHS ELHIS category: informatics

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Course description: NHS eLearning IT Essentials (NHS ELITE) is an innovative learning and assessment tool for essential IT skills. The initial skills based assessment lets users demonstrate their competence using a simulation of a computer that they will be expected to use at work. The results of this assessment are used to create a learning plan through the learning tutorials within the module. The tutorials are highly interactive, making them engaging and fun as well as being very effective in providing the learner with the essential IT skills that they need. From basic keyboard and mouse skills through to file management, web and e-mail skills, NHS ELITE covers the skills staff will require to engage in systems training during the roll out of the National Programme for IT (NPfIT).

Objectives: • Diagnostic assessment (pre and post learning) tests basic IT skills using a simulated computer desktop. Gaps in skills help define a learning path

through the rest of the materials • Switching on and off - switch on and off safely. Learn how and when to restart, log off and lock the computer • Using Windows - work with windows; opening, closing, maximising, minimising, restoring and switching between windows on the desktop. • Working with applications - Use common features of applications. Use toolbars, menus, dialogue boxes and work with text, images and tables. • File management - learn the basics of file management – copying, moving, deleting and restoring files to keep your filing system organised. • E-mail skills - send, receive and organise e-mail messages and get to grips with using the address book and file attachments. • Web skills - browse the web using web addresses, links, search engines and web forms. • Mouse skills - select, drag and open on screen objects using the mouse. • Keyboard skills - use the features of the keyboard to input and edit text. Key words Provider: Target audience: NHS ELITE NHS Connecting for Health All staff

NHS ELITE category: informatics

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Course description The Personal Demographics Service elearning course has been created to provide a high level theoretical awareness of what PDS is and how it is used. The Patient Administration System reflected in this elearning is generic and may not match each independent Patient Administration System.

Objectives An improved understanding of PDS and better usage of demographic data through clinical applications. Keywords Provider: Target audience: PDS NHS Connecting for Health All staff

personal demographics service category: informatics

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Course description The NHS Care Records Service and the Spine eKnowledge tool has been created to provide a high level theoretical awareness of what the Spine is and what services it supports. The Spine eKnowledge Tool is a user-friendly, high level theoretical overview of the national application technology employed by NHS Connecting for Health.

Objectives The module may be helpful for non-technical NHS staff and other users of the National Programme for IT, and potentially suppliers or students-in-training. It could also be used for: • Providing an introduction for training courses • Providing an overview for external parties when required • Providing a stand-alone module for familiarisation by multiple user types • The primary objective of this tool is to create an improved understanding of the Spine and the services it supports. Keywords Provider: Target audience: Spine NHS Connecting for Health All staff

spine eknowledge tool category: informatics

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Course description: This elearning course comprises a number of self paced learning modules, each of which has been produced to cover the SCR functionality. Some modules include a short quiz to enable you to check your understanding.

Objectives: Upon completion of this course you will be able to: • Describe the Spine Portal and logging on and off to the Spine Portal • Identify the main sections of the Spine Portal home page • Respond to Spine Portal and Smartcard messages • Unlock a Smartcard using the Smartcard Service Centre • Use the Passcode Reset Application (PRA) to change the Account Recovery, Verification and Smartcard Passcodes • Renew the certificates held on a Smartcard • Assign and return a Fallback Smartcard by accessing the Smartcard Service Centre (SCSC) • Explain what the SCR application allows you to do, access the SCR application from the Spine Portal and log out • Describe the options that are available on the global menu. More details can be found in the OLM catalogue. Key words Provider: Target audience: Summary care record, SCR, Spine, demographics, sealing

NHS Connecting for Health All staff

summary care record category: informatics

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Course description: This course is designed to help you use Administrator Self Service in ESR.

Objectives: After completing this course you should: • Update an employee's personal information • Add an employee's phone number • Update an employee's address • Add an employee's emergency contact details • View staff employment information • Enter staff property information • Update an employee's assignment information • Change an employee's hours • Assign a new manager to an employee • Assign new direct reports to an employee • Change an employee's location

• Enter an employee's sickness absence • Record annual leave for an employee • Complete the termination process • Process all actions saved for later • Update an employee's competency information • Enter an employee's qualification information • Update an employee's registration and membership information • Hire an Applicant • Manage my notifications • Using vacation and forwarding rule.

Key words Provider: Target audience: Administrator Self Service ESR

NHS Electronic Staff Record All employees using Administrator Self Service

using administrator self service in ESR category: informatics

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Course description This course is designed to support you with using elearning in OLM.

Objectives Modules covered in this course are: • Enrolling & playing elearning content • Reviewing status of elearning courses • Request internet access.

Keywords Provider: Target audience: OLM elearning NLMS Oracle Learning Management System elearning

NHS Electronic Staff Record All employees using elearning in OLM

using elearning in ESR/OLM category: informatics

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Course description This course is designed to support you using Employee Self Service in ESR.

Objectives Modules covered in this course are: • Update my address • Update my personal information • Amend my bank account • Add an additional bank account • View my online payslip • View my employment information • Process all actions saved for later • Manage my competence profile

• Manage my qualifications • Update my registration and membership information • Enrol in training • Complete a learning evaluation • View and update my appraisal information • Manage my notifications • Using vacation and forwarding rules.

Keywords Provider: Target audience: address, personal information, bank account, online payslip, competence profile, qualifications, registration membership, training, appraisal, notifications

NHS Electronic Staff Record All employees using Employee Self Service

using employee self service in ESR category: informatics

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Course description: This course is designed to support you in using Manager Self Service in ESR.

Objectives: Modules covered in this course are: • Update an employee's personal Information • Add an employee's phone number • Update an employee's address • Add an employee's emergency contact details • View staff employment information • Enter an employee's property information • Update an employee's assignment information • Change an employee's hours • Assign a new manager to an employee • Assign new direct reports to an employee • Change an employee's location • Enter an employee's sickness absence • Record annual leave for an employee • Complete the termination process

• Process all actions saved for later • Enrol an employee in training • Create an employee's learning path • Complete external learning • Search for a person to match a list of competencies • Compare position requirements to employee competencies • Update an employee's competency information enter an employee's

qualification information • Update an employee's registration and membership information • Complete an appraisal review • Submit a completed appraisal review • Hire an applicant • Manage my notifications • Using vacation and forwarding rule.

Key words Provider: Target audience: ESR Manager Self Service NHS Electronic Staff Record All Managers using Manager

Self Service in ESR

using manager self service in ESR category: informatics

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Course description Systematized Nomenclature of Medicine Clinical Terms (SNOMED CT) is the chosen terminology of the NHS in England. All clinical computer systems within England will operate using SNOMED CT as the clinical terming/coding standard and will replace or incorporate other code systems currently in clinical medicine. SNOMED CT will be incorporated into applications, while it is not essential for everyone to understand SNOMED CT in depth it is important that clinical staff have a basic understanding of how SNOMED CT is structured. This knowledge will help them ensure they are choosing the right term. This course is aimed at anyone who will be using applications incorporating SNOMED CT and will provide a good basic knowledge of how SNOMED CT works. This course is broken down into 5 topics with an assessment at the end of the last module to test your understanding. • Module 1 - History of Coding • Module 2 - What is SNOMED CT • Module 3 - SNOMED CT hierarchies •

• Module 4 - Relationships • Module 5 - The benefits of SNOMED CT.

Objectives By the end of this course you will be able to: • Describe where coding began • State the difference between a classification and a terminology • State the definition of SNOMED CT • Describe the four basic elements of SNOMED CT • List the three description type • Recognise the 20 hierarchies used in the UK Extension of SNOMED CT • Identify the difference between the UK and International Editions of

SNOMED CT • Define an IS-A relationship

• Identify the types of relationships a concept can have • Describe an Attribute relationship • List some of the benefits of SNOMED CT for clinicians • State the benefits of an Electronic Care Record • Describe some of the benefits of using a clinical terminology.

Keywords Provider: Target audience: SNOMED, SNOMED CT, coding, hierarchies

NHS Connecting for Health Clinicians and nurses, coding and administration staff, managers, suppliers, students

SNOMED CT category: informatics

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Course description According to national studies, 1 in 3 men and 1 in 6 women are drinking at harmful levels. This can result in chronic and acute ill health caused by alcohol, alcohol-related accidents and hospital admissions. Evidence has shown that if consistently implemented, providing simple alcohol advice would result in 250,000 men and 67,500 women reducing their drinking levels from hazardous and harmful to low risk each year. The overall goal of Alcohol IBA is to enable the learner to ‘employ techniques to help individuals adopt sensible drinking behaviour’ as set out in competence AH10 of the Drugs and Alcohol National Occupational Standards (DANOS). It is split into five sessions of elearning: 1. Alcohol Facts 2. Looking at Brief Advice 3. Using Screening Tools 4. Identification and Brief Advice (IBA) Case Studies with video of standard IBA 5. Session review and certification. For more information visit www.alcohollearningcentre.org/eLearning/IBA Objectives By the end of this session you should be able to implement concepts of ‘Alcohol Identification and Brief Advice’ and cover topics such as: • Why alcohol IBA is important • Units • Lower risk, increasing risk, higher risk drinking • Identification tools • How to use the identification tools • How to give brief advice. Keywords Provider: Target audience: Units, alcohol, screening tools, binge, harmful, hazardous, lower risk, IBA, brief advice, AUDIT


Available to a wide range of healthcare professionals and other ancillary professions such as pharmacists, probation officers and social workers.

alcohol identification and brief advice category: occupational knowledge and skills

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Course description e-Audiology is an elearning resource delivered in partnership by the Department of Health and DH e-Learning for Healthcare (e-LfH). Developed in response to the Department of Health's audiology programme, e-Audiology supports the self-development of assistant audiology practitioners and audiology good practice guides. The elearning sessions are written and approved by clinical audiologists and developed and managed through the Audiology Advisory Board.

Objectives By the end of this course you should be able to: • Describe the work of the audiology service • State the role of an audiologist • Identify different roles within the audiology service • Describe different referral routes to and from the audiology service • Trace the background to developments in professional regulation of

healthcare practitioners • State the limitations of self-regulation • Name the professional and registration bodies relevant to audiology

and their roles • Identify the key elements of clinical governance • Describe the benefits of clinical governance

• Describe the part teamwork plays in service provision and improvement

• Analyse the qualities and dynamics of a good team • Explain how to resolve some of the problems that affect teamwork • Recognise and fulfil your statutory duties • Identify standard precautions Assist the employer in fulfilling their

statutory obligations. More learning objectives are detailed within the individual session.

Keywords Provider: Target audience: Assistant Technical Officer (ATO), audiologist, Audiology department, BAA, body language, British Academy of Audiology. More details are in the OLM Catalogue.


All Audiology users

e-audiology - general skills category: occupational knowledge and skills

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Course description: This course describes the anatomy and physiology of the outer, middle and inner ear. It also describes the anatomy and physiology of the nose, sinuses and throat and the balance organs. It also covers the anatomy of neural pathways and basic nerve conduction and the effects of vision and proprioception on balance. Otoscopy skills are also described within this course. Objectives: By the end of this course you should be able to: • Label diagrams of the outer ear and tympanic membrane • List the functions of the outer ear • Explain how sounds are collected and passed down the ear canal • Describe the movement of the tympanic membrane when struck by

sound energy • Identify a normal tympanic membrane and its parts • Position the otoscope correctly • Locate the prominence of malleus and the light reflex • Locate parts of the middle ear and ossicles • Describe the features of the middle ear • List the functions of the middle ear • Describe how the movement of the tympanic membrane effectively

transfers energy to the inner ear • Locate the parts of the inner ear concerned with hearing • Describe the layout of the inner ear, showing where anatomical

features are in relation to one another

• Label diagrams of the cochlea and cross sections through it • List the differences between inner and outer hair cells • Name the fluids of the inner ear and show where each is located • Explain how fluid movements along the cochlea effect the organ of

Corti • Show how sound waves of differing frequencies travel along and are

detected at different points of the cochlea • List the functions of the inner and outer hair cells • Explain how the inner ear can detect tiny differences in the frequency

(pitch) of a sound. More learning objectives are detailed within the individual session.

Key words Provider: Target audience: pinna, external auditory (acoustic) meatus, tragus, concha, helix, ear lobe, mastoid bone, cerumen. More details are in the OLM Catalogue.


All staff

e-audiology - anatomy & physiology category: occupational knowledge and skills

33

Course description: This course introduces the concept of what sound is, how it can be produced, how it travels through a medium and how it can be reflected or absorbed. It details the production of speech and its perception. The speech chain will be covered in detail, including the physiological mechanisms of speech production, the components of speech and the detection of speech. It introduces the mechanisms of sound localisation, and explains how sounds of different frequencies are localised. The session promotes thought about how hearing loss may affect sound localisation. It also introduces the tuning fork, explaining its features and why it is used to help determine the location of a hearing problem. It explains how to perform and interpret several tuning fork tests. The limitations of these tests are also discussed. Objectives: By the end of this course you should be able to: • Identify that sound is the transmission of mechanical energy by the

vibration of molecules as a longitudinal wave • Identify that sound needs to travel through a medium • Distinguish between compression and rarefaction in a sound wave • Distinguish between amplitude and frequency of sound waves • Identify how sound can be propagated, reflected and absorbed • Identify the order of the speech chain components • Describe the mechanism of speech production in terms of

voice/place/manner • Describe the role of the articulators and be able to identify them

• Name the basic components of language • Predict the speech sounds affected by a particular hearing loss • Name the two mechanisms of sound localisation in the horizontal

plane • State the mechanisms used to localise particular sounds • Explain how the distance of a sound affects localisation. More learning objectives are detailed within the individual session.

Key words Provider: Target audience: pinna, external auditory (acoustic) meatus, tragus, concha, helix, ear lobe, mastoid bone, cerumen. More details are in the OLM Catalogue.


All staff

e-audiology – acoustics and psycho-acoustics category: occupational knowledge and skills

34

Course description: e-Audiology is an elearning resource delivered in partnership by the Department of Health and e-Learning for Healthcare (e-LfH). Developed in response to the Department of Health's audiology programme, e-Audiology supports the self-development of assistant audiology practitioners and audiology good practice guides. The elearning sessions are written and approved by clinical audiologists and developed and managed through the Audiology Advisory Board. Objectives: Learning objectives are detailed within the individual session

Key words Provider: Target audience: Audiology, Audiometer, Audiometry, air conduction, bone conduction, hearing test


All audiology users - no restrictions

e-audiology – pure tone audiometry category: occupational knowledge and skills

35

Course description: e-Audiology is an elearning resource delivered in partnership by the Department of Health and e-Learning for Healthcare (e-LfH). Developed in response to the Department of Health's audiology programme, e-Audiology supports the self-development of assistant audiology practitioners and audiology good practice guides. The elearning sessions are written and approved by clinical audiologists and developed and managed through the Audiology Advisory Board. Objectives: Learning objectives are detailed within the individual session.

Key words Provider: Target audience: Audiology, Microtia, Otitis media, Acute otitis media, The grommet, the ‘t’ tube, Otitis externa, Safe perforations, unsafe perforations, Cholesteatomas, Earwax, Swimmers’ ear, Exostoses, Foreign body, Tympanosclerosis, Benign paroxysmal positional vertigo, BPPV, dizziness, Dix-Hallpike test, Epley manoeuvre


All audiology users – no restrictions

e-audiology – pathology, symptoms and management options of ear and related conditions category: occupational knowledge and skills

36

Course description: e-Audiology is an elearning resource delivered in partnership by the Department of Health and e-Learning for Healthcare (e-LfH). Developed in response to the Department of Health's audiology programme, e-Audiology supports the self-development of assistant audiology practitioners and audiology good practice guides. The elearning sessions are written and approved by clinical audiologists and developed and managed through the Audiology Advisory Board. Objectives: Learning objectives are detailed within the individual session. Key words Provider: Target audience: Audiology, Hearing loss, hearing impairment, communication, audiology services, Deaf awareness, lip reader, Disability Discrimination Act(DDA), hearing loss, hearing impaired, sign language, communication, access, Tinnitus, hearing impairment, hearing aids, white noise generators, sound enrichment, Noise Induced Hearing Loss, NIHL, noise levels, Noise at Work Regulations, personal daily noise dose, LEP,d, PEAK, Employers, Employees, equal energy principal, temporary hearing threshold shift, TTS, Recovery Time, noise survey, impulse noise, cyclic noise, varying sound levels, noise exposure, Ear muffs, Ear plugs, Semi-inserts, attenuation, hearing protector, Pure Tone Audiometry, PTA, Communication Tactics, lipreading, lip reading, hearing loss, hearing aids, body language, light, Pretending, rhythm, stress, non-verbal, Sign language, communication, hearing loss, finger spelling, hearing impaired, Assistive technologies, listening devices, alerting devices, hearing amplifiers, Hearing aids, Patient expectations, Hearing Loss


All audiology users – no restrictions

e-audiology – hearing loss, communication and hearing conservation category: occupational knowledge and skills

37


Key words Provider: Target audience: audiology, analogue, digital, hearing aid, programme, wide dynamic range compression, directional microphones, digital noise reduction, digital feedback suppression, gain, real ear measurements, frequency bands, telecoil, loop, FM system, polar diagram, recruitment, Microphone, amplifier, receiver, battery, volume control, induction loop system, telecoil, direct audio input, hearing aid, analogue, digital, transducer, gain, gain-frequency response, tone controls, potentiometer, programme, FM system, libby horns, damping, damper, tubing, vent, earpiece, earmoulds, open ear technology, venting, hearing aid response, impression, materials, patient management, examining the ear, good practice, otoscope, otostop, earlights, syringe technique, gun technique, open jaw technique, Hearing aids, amplification, prescriptive fittings, air conduction, bone conduction, analogue, digital, linear, non-linear, Hearing aid, fit, fitting, earmould, ear, mould, piece, cleaning, maintenance, hearingaid



e-audiology – auditory intervention category: occupational knowledge and skills

38


Key words Provider: Target audience: Audiology, tympanometry, tympanogram, admittance, impedance, immittance, middle ear pressure, compliance, equivalent volume, probe, paediatric testing room, high frequency rattle, hand held warbler, ‘C’chime bar, ‘G’ chime bar, free-field testing, test environment, room dimming, testers, patient position, stimulus, stimulus delivery testing, minimum floor area, visual reinforcement test, co-operative test, performance test, hearing tests under fives, screening, diagnostic, soundproof rooms, paediatric testing rooms,



e-audiology – Screening & Diagnostic Investigations category: occupational knowledge and skills

39


Key words Provider: Target audience: RTT, referral to treatment, audiology data collections, 18 weeks, DSCN numbers, PN, Practice Navigator, crystal reports, reporting, Direct Access, data return, patient management system, PMS



e-audiology – Effective use of the Patient Management System category: occupational knowledge and skills

40


Key words Provider: Target audience: Quality Enhancement Tool, QET, knowledge management system, KMS, stakeholders, benchmark, patient experience, five quality domains, performance management systems, performance management process



e-audiology – Quality Enhancement Tool category: occupational knowledge and skills

41

Course description: This session is an outline of the general principles of consent and focuses on the types of consent to treatment. It examines what happens before the age of consent and what can be done when consent is refused. It also looks at consent in the case of people with learning difficulties, living wills and organ donation. Objectives: By the end of this session you should be able to: • Determine an appropriate level of consent for any given procedure and patient • Help patients reach informed decisions in the consent process • Document the consent procedure and fill in consent forms • Appreciate the ethical considerations of consent • Utilise the guidelines on consent for organ donation. Key words Provider: Target audience: Patient consent, verbal consent; competent consent; shared decision making; children. More details are in the OLM Catalogue.


Medics, Specialist Nurse Practitioners

consent - patient consent category: occupational knowledge and skills

42

Course description This session gives an overview of the legal aspects of death from dealing with the bereaved and gaining consent for a post-mortem to death certification and inquests. It looks in detail at filling in the Medical Certificate of Cause of Death (MCCD) and Cremation Forms. The session will then give an overview of the coronial system and under what circumstances you need to refer a death to the coroner who might conduct an inquest. Finally it looks at why you will need to write a report and who to, and what to remember if you have to give evidence as a witness of fact in court. Objectives By the end of this session you should be able to: • Complete a Medical Certificate of Cause of Death (MCCD) • Complete Part B of a Cremation Form • Describe the role of the Coroner • Write a medical report • Give evidence as a witness of fact. Keywords Provider: Target audience: Death, death certification DH e-Learning for

Healthcare Medics

death certification - the legal aspects of death category: occupational skills and knowledge

43

Course description A module-based course covering food, nutrition and hydration in health and social care.

Objectives • Enhance and update your knowledge and understanding of the importance of nutrition and hydration as essential ingredients of life • Recognise why people become malnourished and/or dehydrated in care settings • Identify practical ways in which you can ensure that service users consume their food and drink • Identify key best practices and benchmarks related to food and nutrition • Understand the cost of malnutrition to the patient • Identify the financial costs of malnutrition • Understand the importance of nutrition • Understand the importance of hydration • Identify physical and illness - specific issues • Address physical and illness-specific issues • Identify motivational issues to the patient • Address motivational issues to the patient • Understand organisational issues • Address organisational issues • Identify screening and assessment issues • Address screening and assessment issues • Identify key best practices and benchmarks. Keywords Provider: Target audience: Food, nutrition, hydration SAfH Core Learning Unit All staff

food, nutrition & hydration category: occupational knowledge and skills

44

Course description: The promotion of good self care offers considerable benefit to the person living with a long-term condition (LTC), their family, to the healthcare professional and to the NHS. Supporting good self care allows healthcare professionals to maximise the quality of service offered to individuals, while ensuring the healthcare provider can run an efficient, high quality service. Successful self care will support and encourage the individual to improve the quality of their own life, regulate their illness and become an equal partner in decisions about their own health care. The Supporting Self Care project is designed to help health care professionals to support individuals with long-term conditions to gain the confidence and skills for successfully assuming greater control over their own health and well-being. The training material assists healthcare professionals to understand the benefits of supporting self care, and to provide individuals and their families with support to self care and expert advice on how best to manage their medical circumstances. There are 3 elearning sessions of around 20 minutes in length, which incorporate video clips and case studies presenting the views of the individual, the health care professional and the health care provider. Objectives: Having completed this course you will be able to: • Identify the benefits of supporting self care for a person living with a

LTC • Define the importance of supporting self care for doctors and

healthcare professionals • Recognise the value to the healthcare provider in supporting self care • Recognise the role of the supporting healthcare professional • Identify the self care requirements of a person living with a LTC

• Define models for supporting self care • Recognise the benefits of a self care plan with a person living with a

LTC • Assess the self care requirements of a person with a LTC • Agree a self care plan with the individual and/or carer • Address challenges to effective encouragement and support of self

care.

Key words Provider: Target audience: Self care, supporting patients, self care, selfcare, Egan, skilled helper, four pillars. 4 pillars, support, OARS, agenda setting, long term conditions, LTC, LTCs


All healthcare practitioners who interact with patients, GPs, nurses, physiotherapists, specialist consultants

supporting self care category: occupational knowledge and skills

45

Course description The materials have been developed by the Royal College of Paediatrics and Child Health (RCPCH) in conjunction with other Royal Colleges and e-Learning for Healthcare (e-LfH) to improve the health outcomes and experiences of all young people who come into the care of healthcare professionals. The modules have been divided into topics and sessions, pitched at differing levels to suit the educational needs of a variety of healthcare professionals working with adolescents. The materials have been written by subject specialists and experts in their particular field and have been subjected to extensive peer review. Many of the 71 sessions incorporate video clips and case studies to help learners understand the views of both young people and professionals on some 30 topics, from confidentiality and consent, self-harm and substance abuse, puberty, eating disorders and sexual health, common medical conditions as well as health promotion. The sessions are around 20 minutes in length, to fit in with busy work-study lives. The sessions within this course have been categorised into the following levels: N Code Name Level AH_01_001 Introduction to Adolescent Health And Illness A AH_01_002 Guidance and Policy for Young People's Health B AH_01_003 Investing in Adolescent Health C

Course description continues on the next page

adolescent healthcare (page 1 of 2) category: occupational knowledge and skills

46

Course description (continued) Adolescent Healthcare Curriculum Levels The classification of individual sessions (Levels) and Target Audiences have been roughly categorised as follows to assist first time users: Level Target Audience A • Nurse

• Allied health professional • Foundation Doctor • Equivalents

Introductory knowledge (ie, competences using "know about")

All introductory sessions for each module should be at level A. We envisage that these sessions are generic for all health professionals.

B • Post-foundation Doctor such as ST 1-3 paediatrician or GP, or equivalents

• Experienced nurse or allied health professional

• Nurse • Equivalents

Acquisition of deeper knowledge (ie, "understand") Attitudes, beliefs

This level contains more in depth knowledge, in which the target audience is required to understand the specific issues to a much greater degree than in Level A. This level also involves learning Attitudes, which are related to a deeper understanding.

C • Doctor ST 4-5, or equivalents • Nurse specialist • Clinical specialist therapist (Allied

health professionals)

Applied knowledge and understanding - Skills (ie "be able to")

These sessions build on level B and enable the learner to develop necessary skills. For example, show the use of (begin to develop) analytical clinical reasoning skills in a given topic or context.

Objectives Learning objectives are detailed within the individual session

Keywords Provider: Target audience: Key concepts, adolescent health, needs assessment, guided tour, Guidance, policy, 'young people', adolescents, health, burden, health needs, advocacy, epidemiology, health service use. More details in the OLM Catalogue.


Please see course description for full details.

adolescent healthcare (page 2 of 2) category: occupational knowledge and skills

47

Course description: Safe Transfusion Practice will assist you with your role in the transfusion process, to provide high standards of care to patients, improve transfusion practice and to minimise the risk to patients and practitioners. Safe Transfusion Practice forms part of the Learnbloodtransfusion e-learning resource developed by the UK blood services and additional modules include 'Blood Components and Indications for use' and 'Good Manufacturing Practice for Transfusion Laboratory Staff'. Learnbloodtransfusion has been developed to ensure that all practitioners can participate safely in the transfusion process, in line with the Better Blood Transfusion Health Service Circular Safe and Appropriate Use of Blood (2007). Academic Accreditation 2 CAT credits at Level 4 awarded by Napier University, Edinburgh (CAT credits are transferable - contact your Academic Institution for advice)

Recommendations Learnbloodtransfusion is recommended by • UK Blood Services • The Serious Hazards of Transfusion Scheme (SHOT) • The National Patient Safety Agency (NPSA).

Objectives: On completion of the course you will be able to: • Identify the most common errors in the transfusion process • Understand basic ABO serology • Describe the correct procedures for all the steps in the transfusion process • Explain the initial action required to manage an adverse event. Key words Provider: Target audience: blood, transfusion, prescribing, authorising, requesting, ordering, sampling, pre-transfusion sample, blood sample, collection, administration, monitoring, red blood cells, platelets, fresh frozen plasma, FFP, cryoprecipitate, blood products, albumin, immunoglobulin’s, HAS, IVIg, safe, appropriate. More details in the OLM Catalogue.


All NHS staff who are involved in the transfusion process are required to undertake Module 1: Safe Transfusion Practice, where relevant to their role. This includes medical staff, nursing staff, midwifery staff, operating department practitioners, clinical support workers, phlebotomists, porters, biomedical scientists and medical laboratory assistants.

learnbloodtransfusion 01: safe transfusion practice category: occupational knowledge and skills

48

Course description: Blood Components and Indications for Use will assist you to practice evidence based transfusion practice, and includes the constituents of blood components, summarises the indications for use, the therapeutic benefits and risks and the management of adverse events. Blood Components and Indications for Use forms part of the Learnbloodtransfusion e-learning resource developed by the UK Blood Services and additional modules include, 'Safe Transfusion Practice' and 'Good Manufacturing Practice for Transfusion Laboratory Staff'. It has been developed to ensure that all practitioners can participate safely in the transfusion process, in line with the Better Blood Transfusion Health Service Circular Safe and Appropriate Use of Blood (2007). Academic Accreditation 4 CAT credits at level 6 awarded by Napier University, Edinburgh (CAT credits are transferable - contact your Academic Institution for advice)

Recommendations Learnbloodtransfusion is recommended by: • UK Blood Services • The Serious Hazards of Transfusion Scheme (SHOT) • The National Patient Safety Agency (NPSA).

Objectives: On completion of the course you will be able to: • Demonstrate an understanding of the ABO blood group system • Summarise the pre-transfusion testing process and selection of compatible blood components • Describe the different blood components/ derivatives that are available and the indications for their use • Describe the common signs and symptoms of a transfusion reaction and outline how to take appropriate action • Illustrate how you are professionally accountable in relation to the transfusion process. Key words Provider: Target audience: blood, transfusion, prescribing, authorising, requesting, ordering, sampling, pre-transfusion sample, blood sample, collection, administration, monitoring, red blood cells, platelets, fresh frozen plasma, FFP, cryoprecipitate, blood products, albumin, immunoglobulin’s, More details in the OLM Catalogue.


This module is suitable for medical staff, nursing staff, midwifery staff, operating department practitioners and blood transfusion trainers. Before commencing Module 2: Blood Components and Indications for Use, learners are required to have successfully completed Module 1: Safe Transfusion Practice.

learnbloodtransfusion 02: blood components and indications for use category: occupational knowledge and skills

49

Course description: The United Kingdom Blood Safety & Quality Regulations (2005), as amended, (BSQR 2005) impose legal requirements on Hospital Transfusion Laboratories to establish and maintain a Quality System based on Good Manufacturing Practice. This course, made up of 9 units, has been developed to provide a basic understanding of the principles of Good Manufacturing Practice for Hospital Transfusion Laboratory personnel. Good Manufacturing for Transfusion Laboratory Staff forms part of the Learnbloodtransfusion e-learning resource developed by the UK Blood Services and additional modules include, 'Safe Transfusion Practice' and 'Blood Components and Indications for use'. It has been developed to ensure that all practitioners can participate safely in the transfusion process. Recommendations Learnbloodtransfusion is recommended by: • UK Blood Services • The Serious Hazards of Transfusion Scheme (SHOT) • The National Patient Safety Agency (NPSA). Objectives: On completion of the course you will be able to: • Understand the basic principles of Good Manufacturing Practice (GMP) and how they relate to your role in the transfusion process • Understand the requirements of the UK Blood Safety & Quality Regulations (2005), as amended in relation to your practice • Understand the roles / responsibilities of the Hospital Transfusion Laboratory staff in complying with and maintaining GMP. Key words Provider: Target audience: GMP, Good Manufacturing Practice, Quality Management System, Quality Control, Quality Assurance, Blood Safety and Quality Regulations, Hospital Transfusion Laboratory, MHRA, Audit, Regulation, Standards, validation, Change control, Maintenance, Safety, Policy, Procedure, Risk Management, Medicines and Healthcare products Regulatory Agency, learnbloodtransfusion


This module has been developed to provide a basic understanding of the principles of Good Manufacturing Practice for all Hospital Transfusion Laboratory personnel.

Learnblood transfusion 03: good manufacturing practice for transfusion lab staff category: occupational knowledge and skills

50

Course description: Evidence into Practice is an e-learning resource for the National Institute for Health and Clinical Excellence (NICE). The e-learning offers practical advice about how to use evidence based medicine in daily practice. The information has been adapted from NICE Guidance and illustrates the application of guidance with practical examples. The four e-learning courses will help users to:

• Follow the guidance for evidence based medicine • Make decisions in an evidence-based and fair way • Understand, identify and overcome barriers to change • Conduct an audit and provide feedback

The teaching materials have been developed for NICE in conjunction with Leeds and St George's Medical Schools and are delivered in partnership with e-Learning for Healthcare (e-LfH). This course contains information about evidence based medicine from NICE guidance and NICE resources, with the intention of reflecting the content of these and facilitating their implementation. Objectives: By the end of this course you will have: • An understanding of the various dimensions of evidence • An awareness of the role of NICE guidance in helping you to put evidence into practice • An awareness of the role of clinicians in developing NICE guidance • The ability to explain concepts of clinical and cost effectiveness and their application in making decisions and setting priorities within healthcare • An understanding of the role of patient choice and individual knowledge in making decisions and the ability to translate evidence back into

practice Key words Provider: Target audience: Evidence based medicine; NICE guidance; cost effectiveness; setting priorities; patient choice; congestive cardiac failure


The e-learning will be made available in the first instance to all medical students and then, the wider audience of healthcare professionals including doctors, nurses, midwives and pharmacists

NICE 01: Evidence into practice: How to put guidance into practice category: occupational knowledge and skills

51



The teaching materials have been developed for NICE in conjunction with Leeds and St George's Medical Schools and are delivered in partnership with e-Learning for Healthcare (e-LfH). This course contains information about evidence based medicine from NICE guidance and NICE resources, with the intention of reflecting the content of these and facilitating their implementation. Objectives: By the end of this course you will be able to: • Balance the needs of individual patients with the wider needs of society • Compare equity and efficiency, and understand a weighted application of the two principles to maximise health gains within limited resources

without compromising fairness • Understand how guidance is developed (that is, it takes into account science, patient preferences and societal value judgements) • Understand how certain factors can bias the evidence (for example, data provided by pharmaceutical companies) Key words Provider: Target audience: Evidence based medicine; NICE guidance; cost effectiveness; decision making; dementia



NICE 02: Evidence into practice: How to make evidence based decisions category: occupational knowledge and skills

52



The teaching materials have been developed for NICE in conjunction with Leeds and St George's Medical Schools and are delivered in partnership with e-Learning for Healthcare (e-LfH). This course contains information about evidence based medicine from NICE guidance and NICE resources, with the intention of reflecting the content of these and facilitating their implementation. Objectives: By the end of this course you will be able to: • Explain how best to bring about change that will result in improvement in healthcare • Recognise barriers to change • Develop solutions to overcome these barriers • Apply the guidelines for referring patients with suspected breast cancer in clinical practice • Know how to use investigations appropriately in your diagnostic work up Key words Provider: Target audience: Evidence based medicine; NICE guidance; cost effectiveness; changing behaviour; medical environment; breast cancer



NICE 03: Evidence into practice: How to bring about change category: occupational knowledge and skills

53



The teaching materials have been developed for NICE in conjunction with Leeds and St George's Medical Schools and are delivered in partnership with e-Learning for Healthcare (e-LfH). This course contains information about evidence based medicine from NICE guidance and NICE resources, with the intention of reflecting the content of these and facilitating their implementation. Objectives: By the end of this course you will: • Have a working knowledge of evaluating existing practice against agreed national standards • Be able also to use patient encounters to promote smoking cessation • Be able to discuss social and/or preventative aspects of care including health education and promotion Key words Provider: Target audience: Evidence based medicine; NICE guidance; cost effectiveness; clinical audit; audit; smoking cessation



NICE 04: Evidence into practice: Audit to improve patient care category: occupational knowledge and skills

54

Course description: This course provides an introduction to:

• Infection control procedures • Pandemic Influenza • Healthcare during a pandemic

This course is suitable for all trust staff Please note – Flash Player is required to play this course Objectives: The objective of this course is to give you an introduction to the procedures and measures that may be used during a pandemic influenza situation.

Key words Provider: Target audience: Pandemic Flu, Influenza, Infection Control, Cold


All staff (Clinical & Non-Clinical)

Pandemic Flu category: occupational knowledge and skills

55

Course description: This course is designed to demonstrate to Occupational Health users, the Occupational Health functionality in ESR. Objectives: By the end of this course you should:

• Be able to login to ESR • Be able to create a Health Assessment record for an employee • Be able to record immunisations and checks against the employee record • Be able to view Enter AND Maintain screens and navigate to assignment data • Be able to run OH reports • Understand how the IAT request is initiated • Understand how to view an OH standard IAT notification • Understand the requirement for IAT requests to be initiated prior to hire

Key words Provider: Target audience: Occupational Health Immunisations Checks HR Health Assessment

NHS Electronic Staff Record

This course is intended for Occupational Health Staff.

Using ESR for Occupational Health Checks (OH Users) category: occupational knowledge and skills

56

Course description: This course is designed to demonstrate to HR users, the Occupational Health functionality in ESR. Objectives: By the end of this course you should:

• Understand how the IAT request is initiated • Understand how to view an OH standard IAT notification • Understand the requirement for IAT requests to be initiated prior to hire • Understand how the Occupational Health Clearance date is captured by OH users • Understand that this information will be recorded automatically against the employee’s pre-employment checklist record

Key words Provider: Target audience: Occupational Health Checks, Employment Checklist


This course is intended for Human Resources Staff.

Using ESR for Occupational Health Checks (HR Users) category: occupational knowledge and skills

57

Course description: This course is designed to demonstrate to Workstructures users, the Occupational Health functionality in ESR. Objectives: By the end of this course you should:

• Know how to set EPP (Exposure Pron Procedures) requirements against a position • Know how to ensure a position is flagged for Occupational Health Processing

Key words Provider: Target audience: Occupational Health Workstructures, EPP Exposure Prone


This course is intended for Workstructures Staff.

Using ESR for Occupational Health Checks (Workstructures Users) category: occupational knowledge and skills

The Auto Identification & Data Capture (AIDC) elearning course has been created to provide a high level introduction of AIDC, how it is used and what it will mean to NHS staff.

Objectives The primary objectives of the course are to: • Gain a better insight into the AIDC project • Understand how the programme will improve patient safety • Understand the role that NHS Connecting for Health has in the programme. Keywords Provider: Target audience: AIDC, data capture, auto identification

NHS Connecting for Health All staff

auto identification & data capture category: personal development

59

Course description This elearning course is targeted at trainers and training managers who design and deliver training and will provide the skills and knowledge required to evaluate their current learning and development activities, identify success and where improvements can be made. This in turn will provide the foundation for on-going evaluation of the learning outcomes and their impact on the Service. Evaluation is an essential element of the learning and development process yet it is often the most neglected. This elearning training module is designed to provide the knowledge and skills required to identify the most appropriate evaluation method, to implement and to analyse the output from the evaluation exercise. Objectives By the end of this course you will be able to: • State the definition and purposes of training evaluation • Explain where evaluation is used as part of the learning process • State the four different levels of evaluation as described by the

Kirkpatrick evaluation model and list their advantages and disadvantages

• State how the Kirkpatrick model can be used to identify problem areas within the learning & development process

• State why an evaluation strategy is required, list the three evaluation process and describe the advantages and disadvantages of each option

• List the information required to develop an evaluation strategy • List the essential criteria for creating learning objectives • List the four methods of data collection • State the advantages and disadvantages of each data collection

method • State the five question types and the purpose of each • Select the appropriate tools and scoring methods for the analysis of

quantitative data • Select, categorise, analyse and report on qualitative data • State the content required to produce an evaluation report.

Keywords Provider: Target audience: NHS Connecting for Health Trainers, Trainer Managers

training evaluation skills category: personal development

60

Course description This elearning course comprises three modules made up of the following: An introduction to residential child care - This introductory resource gives a general introduction to this area, covering such areas as facts and figures, needs and care environments, legislation and rights. Meeting the needs of children in residential child care - This introductory resource aims to deepen your understanding of how residential care can meet a child's needs and presents a range of specific tools and strategies to help you meet these needs. Managing challenging behaviour - This builds on the previous two and aims to assist your understanding of how you can better meet children's behavioural needs. We will look in more detail at the way behaviour serves as communication and then suggest some ways for you to understand and manage behaviour, which is a key task for any residential carer.

Objectives By the end of this course you should have a better understanding of:

• The number of children in residential child care in the UK • Different types of care environments in the UK and the broad needs they may address • Positive and negative views of residential child care • Children's legislation and rights • Attitudes and beliefs towards children's rights • How you can help young people achieve positive outcomes.

More information can be found in the OLM Catalogue. Keywords Provider: Target audience: Residential childcare, childcare, child care

Social Care Institute for Excellence

All staff

an introduction to residential child care category: risk management

61

Course description These learning materials aim to explore mental health in later life. They will review the meaning of mental health, why it is an important part of overall well being and how it relates to successful ageing. They will also offer an overview of the different aspects of an older person's life and situation that impact on their mental health and the role that an individual and their family, the community they live in and wider society can play in promoting, or undermining, mental health. Objectives This elearning course will enable you to: • Describe the basic characteristics of the ‘ageing population’ in the UK • Demonstrate an understanding of some main differences between

society’s images and beliefs about ageing and later life and the aspirations and attitudes of older people

• Discuss the impact of stereotypes of ageing and old age on older people’s lives

• Evaluate evidence for widely held beliefs about poverty in old age • Explore the meaning and dimensions of mental health

• Appreciate the importance of mental health as an aspect of successful ageing

• Consider ways in which mental health can be promoted and mental illness prevented

• Summarise key facts about the prevalence and incidence of major mental disorders in old age

• Describe who is at risk and why and how their needs might be met. Further details can be found in the OLM Catalogue.

Keywords Provider: Target audience: Mental health of older people, older people, mental illness, mental disorder, old age, dementia, depression, ageing population


All staff

an introduction to the mental health of older people category: risk management

62

Course description: elearning on child protection awareness in health. Objectives: After completing this course you should: • Learn about the different types of child abuse - physical, sexual, emotional and neglect • Review some of the common myths and facts surrounding child abuse • Guidelines on how to manage your own feelings • Recognising child abuse • Identify possible physical and behavioural signs connected to the different types of abuse • Learn how to respond if a child confides in you and how you can give maximum support to a child in need • Learn how to implement, update and use policies and procedures to minimise situations where children could potentially be at risk • Learn how to handle false allegations made against yourself and how you should always follow the code of good practice to protect yourself • Learn how to look for signs of those who may pose a threat to children when recruiting new staff • Gain an understanding of the legal framework that covers your work with children • Learn how organisations and individuals should work together to safeguard children • Learn what to do if allegations are made against one of your colleagues.

Key words Provider: Target audience: Child protection awareness health


child protection awareness in health category: risk management

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Course description: This eLearning course comprises three modules made up of the following:

Children of prisoners: an introduction This provides information on the characteristics and common experiences of children of prisoners and allows you to test your knowledge of basic facts and figures.

The pathway from arrest to release This allows you to explore a pathway through the criminal justice system (arrest, court, prison and release), introduces key professionals and their roles and responsibilities at each stage and provides comprehensive information on resources and services available at each stage.

Objectives: This resource will further your understanding of: • Who children of prisoners are and what they may have to go through • Why it is important to know about these children • How many children are affected • The social and emotional impact of parental imprisonment on a child • Key facts and figures • Legislation and how it relates to this group • The pathway through the Criminal Justice System encompassing the

stages of arrest, court, prison sentence and release • The voluntary sector services and resources that are available at each

stage of the pathway

• The roles and responsibilities at each stage of the pathway for:

a) Police officers b) Social workers in children's services c) Behavioural support workers d) Sure Start children's centre staff e) Probation officers

• Different approaches to working with children of prisoners • Key resources available to professionals working in this area • How you might develop your own practice, as well as that of others

with whom you work.

Key words Provider: Target audience: Children of prisoners, arrest to release


All staff

children of prisoners category: risk management

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Course description This learning resource looks at the main principles, skills and underpinning knowledge that are the building blocks of good communication in any social work and social care setting.

Objectives On completion of this learning course you will be able to: • Understand principles of effective communication as a two or more

way process (underpinned by values such as participation and inclusion)

• Understand how context shapes communication and can facilitate or impede effective communication

• Understand communication within the social work role and task • Understand what kinds of communication skills may assist a

professional to gather information from service users and carers of all ages

• Enhanced understanding of how different factors can inhibit, interrupt or confuse the communication between social workers and service users, carers and others

• Use play & the creative arts to communicate with children & young people

• Understand what is communicated through action and other forms of communication

• Understand the impact of identity, beliefs and culture on the process of communication.

Keywords Provider: Target audience: communication skills, social work, service users, carers, communication, underpinned


All staff

communication skills in social work category: risk management

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Course description This course is designed for the independent learning of medical practitioners who have at least three years post-registration experience of the diagnosis and treatment of a medical disorder from a variety of medical specialities and who are not Mental Health Act Section 12 approved. At the end of this course, you will be awarded a Certificate of Completed Training and then you are required to undertake Course 2: DoLS Core Training. This is a session-based course which provides an introduction to the Deprivation of Liberty Safeguards, explaining the need for this amendment to the main Mental Capacity Act (2005). It also explores the principles of acting lawfully and properly when authorising deprivation of liberty, should this become necessary, in order to provide effective care or treatment. Objectives By the end of this course you will be able to: • Describe a basic background of the Deprivation of Liberty Safeguards • Describe the key principles of the Mental Capacity Act (2005) • Explain how to act lawfully in connection with care and treatment

when depriving someone of their liberty becomes a necessity • Give a definition of mental disorder • Differentiate between various types of mental disorder • Describe the key elements involved in examining mental state

• Describe the key principles of the Mental Health Act (1983) • Describe the key changes made to the Mental Health Act (1983) by

the Mental Health Act • (2007) • Describe the key sections in the Mental Health Act (1983) • Describe services or treatment provided within given sections of the

Act.

Keywords Provider: Target audience: Introduction Deprivation Liberty Safeguards, DoLS, mental capacity, mental health, assessment, standard, urgent


Medical practitioners who have at least three years post-registration experience of the diagnosis and treatment of a medical disorder from a variety of medical specialties and who are not Mental Health Act Section 12 approved.

deprivation of liberty safeguards – 1 introduction category: risk management

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Course description This course is designed for the independent learning of medical practitioners who are Mental Health Act Section 12 Approved or those who have completed Course 1: Deprivation of Liberty Safeguards (DoLS) Introduction. At the end of this Course, you will be awarded a Certificate of Successfully Completed Training providing you have successfully completed the on-line assessment. Your ‘Certificate of Successfully Completed Training’ will only be valid if you have achieved a minimum of 35 correct responses out of a possible 40 answers. If you do not achieve this minimum score you should repeat the session and / or assessment. This is a session-based course which explores the background to DoLS. It considers the principles that underpin DoLS, gives some definitions of key terms and concludes by explaining the overall process and introduces the six different DoLS assessments. Objectives By the end of this course you will be able to: • Describe the background to the development of DoLS • Define the basic principles and processes that underpin DoLS • Define and describe the role of the Mental Health Assessor with

regard to DoLS • Give a definition of mental capacity • Describe the principles that underpin the Mental Capacity Act (2005)

• Explain who can carry out a DoLS mental capacity assessment and how they might do this

• Describe the processes involved in a DoLS eligibility assessment and who might undertake this assessment.

More details can be found in the OLM Catalogue.

Keywords Provider: Target audience: Deprivation, liberty, safeguards, mental capacity, assessment, best interests, mental health, assessment, DoLS, assessor, service, user, carer, perspective, Court of Protection, duties, authorisation, mental, health


Medical practitioners who are Mental Health Act Section 12 Approved or those who have completed Course 1: DoLS Introduction

deprivation of liberty safeguards – 2 core training category: risk management

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Course description: This course will raise awareness of the importance and relevance of law and the many ways that Law impacts upon our lives and work, the importance of law to social work practice and the connections between law and social work values.

Objectives: These materials will raise awareness of: • The importance and relevance of Law • The many ways that Law impacts upon our lives and work • The importance of Law to social work practice • The connections between Law and social work values • How law is made • How social issues may be reflected in the legal rules • How the legal rules reflect the society of which they are a part • The relationship between national and international jurisdictions • The role of the judiciary and of case law • The separation of powers • The complexity of the relationship between law and social work in

practice • The breadth of legal knowledge necessary for effective practice

• The fact that law cannot be seen in isolation from values, and must be subject to critical analysis

• How different options for practice balance legal rules, moral rules and individual and collective rights.

• How legal rules influence the process of decision-making (rather than the content)

• How social work values influence our approach • Identify messages for effective courtroom practice • Develop your understanding of the different roles in courtroom

settings • Help you manage your authority and role more effectively. More details can be found in the OLM Catalogue.

Key words Provider: Target audience: Law and social work, law & social work, adult services, approaches rational, assessment, case study, child care, court, courtroom, dilemmas


All staff

law and social work category: risk management

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Course description: This session will cover the key elements of the Mental Capacity Act 2005, and outlines what you need to know when dealing with a person who has lost their mental capacity for decision making. Objectives: By the end of this session you should be able to: • Identify the key principles of the Mental Capacity Act 2005 • Discuss what is meant by ‘Lasting Power of Attorney’ • Describe the general powers of the Court of Protection and the appointment of its Deputies. Key words Provider: Target audience: Mental Capacity Act 2005, MCA, 2005


All staff

mental capacity act category: risk management

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Course description In this course you will learn about the different types of child abuse, the effects that it can have on a child and some common myths about it. It will cover possible signs of abuse and how to respond if a child confides in you and what happens after you have reported your concerns. The material will also help you place your actions in a wider context by introducing you to the law and government guidance which covers this area of work. We will also explore how organisations and individuals should work together to safeguard children. Objectives On completion of this course you will be able to: • Describe some of the practical ways in which poverty and social exclusion affect the lives of families with children in the UK • Describe some of the emotional and psychological impacts of poverty and social exclusion on the lives of families with children • Describe the concepts of poverty and social exclusion and the different ways these are defined • Outline key statistical data on the extent and nature of poverty and social exclusion in the UK for families and children • Develop your understanding of the ways poverty and social exclusion impact on the lives of children and families in the UK • Describe some of the support services and networks that can help families living in poverty • Explore 'povertyism' and some ways in which people living in poverty in the UK experience discrimination and oppression • Develop your understanding of ways in which social work practitioners and agencies can compound 'povertyism' • Understand how good practice with families living in poverty is built on positive professional attitudes • Understand how fundamental attitudes, such as respect and trust are valued by parents. Further details can be found in the OLM Catalogue. Keywords Provider: Target audience: Poverty, parenting, social exclusion, parental capacity, social work


All staff

poverty, parenting & social exclusion category: risk management

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Course description All health professionals have a key role to play in safeguarding children and young people. Section 11 of the Children Act places a statutory duty on key people and bodies to make arrangements to safeguard and promote the welfare of those they come into contact with. These elearning modules offer a clear and effective solution to achieve this aim and meet the National Workforce Competences and explain what safeguarding children and young people involves for all staff working in healthcare settings. You will learn about the range of child abuse and how you might be able to recognise abuse in a child or young person. The session goes on to look at what you should do if you are concerned that a child is being abused. It explains the steps you need to take in order to protect children from further harm. It is important to note that the term ‘children’ means children and young people from birth to their nineteenth birthday. Objectives On completion of this elearning course you should be able to: • Discuss your role in safeguarding children and young people • Define the main categories of abuse • Recognise common signs of child abuse • Recognise how frequently children are abused • Know what to do if you have concerns that a child is being abused or neglected or is at risk • Know how to seek guidance and support. Keywords Provider: Target audience: Safeguarding, safe guarding, child abuse, child protection, abuse, maltreatment, sexual abuse, physical abuse, emotional abuse, neglect, domestic abuse


Statutory Training. All staff who work in a healthcare setting, both clinical and non-clinical. This includes staff such as receptionists, porters and other non-clinical staff.

safeguarding children and young people – level 1 category: risk management

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Course description All health professionals have a key role to play in safeguarding children and young people. Section 11 of the Children Act places a statutory duty on key people and bodies to make arrangements to safeguard and promote the welfare of those they come into contact with. These elearning modules offer a clear and effective solution to achieve this aim and meet the National Workforce Competences.

Objectives Level 2 – Recognition, Response and Record Safeguarding Children and Young People covers the three Rs: Recognition, Response and Record. Consisting of three 20 minute elearning sessions and developed for all staff who come into contact with children, young people and their families. Both courses (Level 1 and Level 2) are closely aligned to current best practice and the learning objectives as set out in the Intercollegiate Document 2006. They will also help to deliver your Trust’s risk assessment and management plans for safeguarding training. Further details can be found in the OLM Catalogue. Keywords Provider: Target audience: Safeguarding, safe guarding, child abuse, child protection, abuse, maltreatment, sexual abuse, physical abuse, emotional abuse, neglect, domestic abuse, recognition, recognise, suspicions, allegations


Level 2: Intermediate Training. Clinical and non-clinical staff who have regular contact with parents and children and young people. Please see the OLM Catalogue for further detail.

safeguarding children and young people – level 2 category: risk management

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