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Learning Catalogue Version 1 April 2012
Volume 6 of 8: Mental Health
Learning Catalogue
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Copyright © Capita Business Services 2011 All rights reserved
CONTENTS PAGE – MENTAL HEALTH
Volume 1: Generic Learning – A range of cross pathway learning that may be applicable to clinical
and support staff at all levels
Volume 2: Staying Healthy – Building competence related to disease prevention and health
promotion, closely aligned to the regional Public Health priorities
Volume 3: Children & Young People – Building competence related to children and young people’s
wellbeing, healthcare needs and specific care requirements
Volume 4: Maternity & Newborn – Building competence related to preconception through birth and
neonatology, covering the range of standard and complex maternity services
Volume 5: Elective Care – Building competence related to planned referrals, surgery and cancer and
providing the gateway to any end of life learning accessible through the platform
Volume 6: Mental Health – Building competence related to dementia, recovery, primary and acute
mental health services. In the future it will also be the pathway to learning disabilities material
QUICK GUIDE: MENTAL HEALTH ....................................................................................................... 4
LEARNING UNIT OUTLINES ................................................................................................................. 5
Dementia ............................................................................................................................................. 5
DEMENTIA: LIVING WITH THE DIAGNOSIS AND THE ILLNESS ............................................... 5
SUPPORTING PEOPLE WITH DEMENTIA AND THEIR FAMILIES ............................................. 6
EQUALITY, DIVERSITY AND INCLUSION IN DEMENTIA CARE ................................................. 6
UNDERSTANDING AND OVERCOMING BEHAVIOURS THAT CHALLENGE US (IN THE
CONTEXT OF DEMENTIA) ............................................................................................................ 7
DEMENTIA AWARENESS .............................................................................................................. 8
THE PERSON-CENTRED APPROACH TO THE CARE AND SUPPORT OF INDIVIDUALS
WITH DEMENTIA ........................................................................................................................... 9
UNDERSTANDING THE FACTORS THAT CAN INFLUENCE COMMUNICATION AND
INTERACTION WITH INDIVIDUALS WHO HAVE DEMENTIA ................................................... 10
UNDERSTANDING EQUALITY, DIVERSITY AND INCLUSION IN DEMENTIA CARE .............. 11
PERSON-CENTRED, EVIDENCE-BASED CARE ....................................................................... 12
Psychosis and other mental ill-health ............................................................................................... 13
STRESS AWARENESS ................................................................................................................ 13
SUICIDE AWARENESS ................................................................................................................ 14
UNDERSTANDING THE LINKS BETWEEN MENTAL AND PHYSICAL HEALTH ...................... 15
ADVANCED PSYCHOLOGICAL AND PSYCHOPHARMALOGICAL INTERVENTIONS ............ 16
ASSESSMENT AND BASIC MANAGEMENT OF DEPRESSION, ANXIETY AND
PERSONALITY DISORDER ......................................................................................................... 17
IMPLEMENTING PSYCHOSOCIAL INTERVENTIONS FOR NONPSYCHOTIC DISORDERS.. 18
IMPLEMENTING RECOVERY (CLINICAL INTERVENTIONS) ................................................... 19
IMPLEMENTING RECOVERY (ORGANISATIONAL CHANGE) ................................................. 20
RECOVERY BASED CARE – PSYCHOSOCIAL INTERVENTION ............................................. 21
UNDERSTANDING RECOVERY.................................................................................................. 22
LEARNING4HEALTH GENERAL INFORMATION.............................................................................. 24
A-Z OF ALL LEARNING UNIT TITLES ............................................................................................... 37
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Copyright © Capita Business Services 2011 All rights reserved
Volume 7: Long Term Conditions – Building competence related to diabetes, respiratory disease
and stroke, also covering learning related to the self care and personalisation agendas
Volume 8: Urgent Care – Building competence related to emergency and acute services, elderly
medicine and trauma, also covering admission avoidance and care closer to home agendas
Please note that a list of all available learning can be found in the index section at the
back of each volume. There may be learning that is relevant to you in other volumes,
so please do ensure you utilise the Search function on the platform if you are looking
for particular training that you can’t find in this volume.
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Copyright © Capita Business Services 2011 All rights reserved
QUICK GUIDE: MENTAL HEALTH
A community page has been created titled: Mental Health Learning Resources Feedback. In
order to access this community page you need to have an active account on the
Learning4Health platform. This community page can be accessed at:
https://www.learning4health.org.uk/SouthWest/Community/Mental%20Health/Pages/Main_P
age
This Community Page has been created to allow you to comment and interact with others
who have done the learning. Dementia was used as an exemplar of the content that could
be available by Pathway for AfC Bands 1-9.
Mental Health
Dementia
Psychosis and other mental ill-health
Sub Pathway
• There are about 820,000 people in the UK with dementia
• There are 15,000 people in the UK under the age of 65 who have dementia.
• 31% of people with dementia said they had struggled to get a diagnosis.
• The proportion of the English population meeting the criteria for one common mental disorder has increased from 15.5 per cent in 1993 to 17.6 per cent in 2007.
• A quarter (24 per cent) of people with a common mental disorder were receiving treatment for an emotional or mental problem, mostly in the form of medication.
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Copyright © Capita Business Services 2011 All rights reserved
LEARNING UNIT OUTLINES
Dementia
DEMENTIA: LIVING WITH THE DIAGNOSIS AND THE
ILLNESS
Overview: Learn about dementia and what it is as well as people's feelings on being diagnosed with dementia. Explore what it is like for sufferers and families to live with dementia and the main treatments and help available to them. Target Audience: All healthcare staff working with those suffering from dementia and their families. Learning Objectives: ■ Explain what dementia is and understand the common misconceptions. ■ Understand more about what it means to live with dementia. ■ Recognise how people feel about the diagnosis of dementia. ■ Explain the main treatments and support available for those with dementia and their
families. Learning Activities: Activity Length of activity Learning Level What dementia is and what it isn't 15 minutes Level 3 Living with dementia 15 minutes Level 3 What causes dementia 30 minutes Level 3 Diagnosis and who can help? 15 minutes Level 3 Author: Tribal
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SUPPORTING PEOPLE WITH DEMENTIA AND THEIR FAMILIES Overview: Learn about the symptoms of dementia and their impact on the everyday lives of the person suffering from dementia and their families. Learn about how to communicate with those suffering from dementia and how to support people through the emotional impacts of dementia. Target Audience: All healthcare staff working with those suffering from dementia and their families. Learning Objectives: ■ Describe the symptoms of dementia and how these are experienced by the individual. ■ Identify strategies for communication with people who have dementia. ■ Identify ways to support people through the emotional impact of dementia. Learning Activities: Activity Length of activity Learning Level Common difficulties and how to help 30 minutes Level 5 Positive communication 30 minutes Level 5 The emotional impact of dementia 30 minutes Level 5 Author: Tribal
EQUALITY, DIVERSITY AND INCLUSION IN DEMENTIA CARE Overview: Learn about ways of working with a range of individuals who have dementia to ensure diverse needs are met. Target Audience: All healthcare staff working with individuals that show the signs and symptoms of dementia. Learning Objectives: ■ Explain the importance of recognising that individuals with dementia have unique needs
and preferences. ■ Describe ways of helping carers and others to understand that a person with dementia
has unique needs and preferences. ■ Explain how values, beliefs and misunderstandings about dementia can affect attitudes
towards individuals. ■ Describe how a person may feel valued, included and able to engage in daily life. ■ Describe how people with dementia may feel excluded. ■ Explain the importance of including the individual in all aspects of their care. ■ Describe how the experience of an older person with dementia may be different from the
experience of a younger person with dementia. ■ Describe what steps might be taken to gain knowledge and understanding of the needs
and preferences of people with dementia from different ethnic backgrounds. Learning Activities: Activity Length of activity Learning Level Introduction 30 minutes Level 2 Appreciating the importance of diversity in dementia care
15 minutes Level 2
Working with a range of people who have dementia to ensure diverse needs are met
30 minutes Level 2
Author: Tribal
NEW CONTENT
NEW CONTENT
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Copyright © Capita Business Services 2011 All rights reserved
UNDERSTANDING AND OVERCOMING BEHAVIOURS
THAT CHALLENGE US (IN THE CONTEXT OF
DEMENTIA)
Overview: Learn about some key factors and theories to help you understand the differing needs of people with dementia and to understand challenging behaviours in the context of a bio-psychosocial approach; this approach suggests that a person's behaviour is the result of interactions between biological aspects of the person's dementia, psychological needs and the social environment. Then look at some practical solutions to particular behaviours that workers find challenging. Finally, look at some general approaches, ideas and tools to help you minimise difficult situations when supporting and communicating with people with dementia. Target Audience: Suitable for all healthcare staff working with individuals that show the signs and symptoms of dementia. Learning Objectives: ■ Identify behaviours that challenge us (in relation to people with dementia) ■ Consider how a person with dementia will be affected by physical needs and health,
environment and other factors. ■ Gain an understanding of how your communication approach will impact on a person with
dementia who is experiencing distress in relation to unmet needs. ■ Consider what might cause a person with dementia to behave in ways which others find
challenging and what might help support the person. ■ Consider a range of other methods to help minimise distress for the person with dementia
during difficult situations. Learning Activities: Please note this learning has been adapted from South West Dementia Partnership learning material and individual activity durations are not specified. Over all estimated study time for the Unit is 3 hours 15 minutes Activity Learning Level Physical, psychological and social needs of people with dementia (in the context of behaviours that challenge us)
Level 6
Personality, the environment and other factors which affect people with dementia (in the context of behaviours that challenge us)
Level 6
Focus on excessive walking (in the context of dementia) Level 6 Focus on aggression (in the context of dementia) Level 6 Focus on vocally disruptive behaviour (in the context of dementia) Level 6 Focus on repetitive behaviour (in the context of dementia) Level 6 Focus on sexual expression (in the context of dementia) Level 6 General strategies for supporting people with dementia Level 6 Working with the families and friends of people with dementia Level 6 The use of anti-psychotic medication for people with dementia Level 6 Quiz: Understanding behaviours that challenge us (in the context of supporting a person with dementia)
Level 6
Author: Tribal
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The four units listed below form the substantive part of a NVQ Level 2 Certificate of
Dementia.
Formal accreditation of this course is possible and would require the completion of an online
assessment.
DEMENTIA AWARENESS
Overview: Learn about what ‘dementia’ means and develop an insight into an individual’s experience of living with dementia. Target Audience: All healthcare staff working with individuals that show the signs and symptoms of dementia. Learning Objectives: ■ Explain what is meant by the term ‘dementia’; ■ Describe key functions of the brain that are affected by dementia; ■ Explain why depression, delirium and age-related memory impairment may be mistaken
for dementia; list the common causes of dementia; ■ Outline the signs, symptoms and risk factors of the most common causes of dementia; ■ Outline the medical and social models of dementia; explain why dementia should be
viewed as a disability; ■ Describe how different individuals may experience living with dementia; outline the impact
that the attitudes and behaviours of others may have on an individual with dementia. Learning Activities: Activity Length of activity Learning Level Understanding Dementia 45 minutes Level 2 The different types of Dementia 30 minutes Level 2 The experience of living with Dementia 30 minutes Level 2 Author: Tribal
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THE PERSON-CENTRED APPROACH TO THE CARE AND SUPPORT OF
INDIVIDUALS WITH DEMENTIA
Overview: Learn about the meaning and principles of person-centred care and how healthcare staff and others can implement this approach. You will also learn about the range of support services available to people with dementia and their families. Target Audience: Suitable for all healthcare staff working with individuals that show the signs and symptoms of dementia. Learning Objectives: ■ Describe what is meant by a person-centred approach ■ Outline the benefits of working with people with dementia in a person-centred manner ■ Describe the role that carers can have in the care and support of a person with dementia; ■ Explain the value of developing a professional working relationship with carers ■ Describe the role of others in the care and support of people with dementia ■ Explain when it may be necessary to refer to others when supporting people with
dementia ■ Explain how to access the additional support of others when supporting people with
dementia. Learning Activities: Activity Length of activity Learning Level Understanding person-centred approach to Dementia
45 minutes Level 2
The support system that exists for people with Dementia
45 minutes Level 2
Author: Tribal
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UNDERSTANDING THE FACTORS THAT CAN INFLUENCE COMMUNICATION
AND INTERACTION WITH INDIVIDUALS WHO HAVE DEMENTIA
Overview: Learn how a person-centred approach may be used to encourage positive communication with a person with dementia. You will also learn some techniques for facilitating positive interactions with people with dementia. Target Audience: Suitable for all healthcare staff working with individuals that show the signs and symptoms of dementia. Learning Objectives: ■ Explain how dementia may influence an individual’s ability to communicate and interact ■ Identify other factors that may affect a person’s ability to communicate and interact ■ Outline how memory impairment may affect the ability of a person with dementia to use
verbal communication ■ Explain how to identify the communication strengths and abilities of a person with
dementia ■ Describe how to adapt the style of communication to meet the needs, strengths and
abilities of a person with dementia ■ Describe how information about a person’s preferred methods of communication can be
used to reinforce their identity and uniqueness; explain how understanding a person’s biography/ history can facilitate positive interactions with people with dementia
■ List different techniques that can be used to facilitate positive interactions with people with dementia.
Learning Activities: Activity Length of activity Learning Level The factors that can influence communication and interaction with people with Dementia
45 minutes Level 2
Understanding how a person centred approach may encourage positive communications with people with Dementia
30 minutes Level 2
Facilitating positive interactions with people with Dementia
45 minutes Level 2
Author: Tribal
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UNDERSTANDING EQUALITY, DIVERSITY AND INCLUSION IN DEMENTIA
CARE
Overview: Learn about ways of working with a range of individuals who have dementia to ensure diverse needs are met. Target Audience: Suitable for all healthcare staff working with individuals that show the signs and symptoms of dementia. Learning Objectives: ■ Explain the importance of recognising that individuals with dementia have unique needs
and preferences ■ Describe ways of helping carers and others to understand that a person with dementia
has unique needs and preferences ■ Explain how values, beliefs and misunderstandings about dementia can affect attitudes
towards individuals ■ Describe how a person may feel valued, included and able to engage in daily life ■ Describe how people with dementia may feel excluded; explain the importance of
including the individual in all aspects of their care ■ Describe how the experience of an older person with dementia may be different from the
experience of a younger person with dementia ■ Describe what steps might be taken to gain knowledge and understanding of the needs
and preferences of people with dementia from different ethnic backgrounds. Learning Activities: Activity Length of activity Learning Level Appreciating the importance of diversity in Dementia Care
45 minutes
Level 2
Working with a range of people who have Dementia to ensure diverse needs are met
30 minutes
Level 2
Author: Tribal
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PERSON-CENTRED, EVIDENCE-BASED CARE
Overview: Due to demographic changes and increased life expectancy, the number of people living with dementia is projected to increase markedly. Consequently, health and social care practitioners will need training to provide appropriate person-centred and evidence-based care. In 2010, just over 79,000 people in the South West had been diagnosed with Dementia. It was estimated that a further 51, 000 people were likely to be suffering from dementia. Estimates indicate that a further 28,000 will be diagnosed by 2021 and a further 18,000 will remain undiagnosed. Dementia is a complex condition that affects people in different ways. To work effectively with people with dementia in general care settings, a practitioner should have a thorough understanding therapeutic interventions and person-centred care planning amongst others. Target Audience: Registered professionals who practice autonomously who care for people with dementia. Learning Objectives: ■ Critically analyse the concepts of personhood and well-being in dementia and the use of ■ person-centred/relationship centred approaches ■ Critically analyse the literature in understanding and supporting the needs of careers and
appraise partnership approaches to care ■ Critically evaluate a range of communication strategies in dementia care including
responding to behaviours that challenge ■ Be able to critically appraise pharmacology and psychology interventions within the
doctrine of evidence-based practice ■ Develop theoretical and practical understanding of how services can be provide person
centred care for people with dementia ■ Develop an action plan for facilitating systematic development of practice and understand
how to evaluate its impact. ■ Learn how to enhance the quality of life for people with dementia and their care through
the advanced therapeutic partnerships and interventions ■ Learn how to improve the delivery of care for people with dementia and their carers in
their settings by appropriately identifying needs, promoting the use of evidence based interventions and engaging with relevant people and services
■ Learn how to facilitate the development of care in their settings and evaluate its impact and outcomes for people living with dementia and their family and carers.
Learning Activities: Activity Length of activity Learning Level Types of therapeutic interventions 2.5 hours Level 5/6 Evidence-based for therapeutic interventions 2.5 hours Level 5/6 Strength and limitations of the approach 2.5 hours Level 5/6 Pharmacological support 2.5 hours Level 5/6 Author: Michael Kelly, Christine Kakai, Jacqueline Sin Kings College
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Psychosis and other mental ill-health
STRESS AWARENESS Overview: Identify types of stress and ways of supporting and directing people to the correct help for stress and ways of reducing stress in the workplace and supporting your colleagues at the same time. You will be able to recognise your own stress levels and gain knowledge of how to resolve these or obtain support to manage stress levels Target Audience: This learning is designed for all staff working in a healthcare organisation Learning Objectives: ■ Identify signs and possible causes of Stress ■ Understand and have an awareness of own stress levels ■ Understand where and how to get support ■ Understand the importance of self health Learning Activities: Activity Length of activity Learning Level The effect of stress on your mental health 15 minutes Level 3
Identify common stress factors 15 minutes Level 3 Supporting those who are stressed 15 minutes Level 3 Post traumatic stress disorder 15 minutes Level 3
Learn how to recognize different stress levels and how to deal effectively with stress in everyday life.
15 minutes Level 3
Considering risks of stress on your health 15 minutes Level 3 Author: Anna Venn South West Health Colleges Consortium
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SUICIDE AWARENESS Overview: Gain an understanding of emotions people may suffer especially when anxious in an hospital setting. Identify signs that may alert you to the possibility of suicide and with this increased awareness be able to act to prevent suicide. Identified within this unit are the tools to clarify individuals at risk and this unit will sign post you to correct policies and procedures to be effective in organising their care Target Audience: This learning is designed for all staff dealing with patients in a clinical environment Learning Objectives: ■ Identify the causes of suicide ■ Recognise behaviour which demonstrates individuals are depressed and no longer wish
to live ■ Assess the individuals who pose a risk of suicide ■ Have an awareness of assessment tools ■ Identify policies and procedures within your work place in relation to suicidal persons Learning Activities: Activity Length of activity Learning Level What is suicide 15 minutes Level 3 Those who are low risk of suicide 15 minutes Level 3 Issues that suggest a person's risk of suicide is raised. 30 minutes Level 3 Those who appear to be a high risk of suicide. 15 minutes Level 3 Assessing those who pose a risk of suicide 30 minutes Level 3 Young people and suicide and Diversity issues 15 minutes Level 3 Author: Anna Venn South West Health Colleges Consortium
NEW CONTENT
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UNDERSTANDING THE LINKS BETWEEN MENTAL AND PHYSICAL HEALTH Overview: Identify types of mental health symptoms that can cause physical pain and distress. Gain an awareness of the levels of distress mental health can have on the individual and an understanding of how this manifests into real pain. Gain knowledge on how to approach and help the individual deal with their physical distress. Target Audience: This learning is designed for all healthcare staff Learning Objectives: ■ Understand the impact mental health can have on the physical well being of the individual ■ Understand the importance of identifying the source of discomfort, whether physical or
due to mental health ■ Understand where and how to get support ■ Understand the importance of a balance between physical and mental health ■ Understand safeguarding issues Learning Activities: Activity Length of activity Learning Level Understand what a mental health issue is 30 minutes Level 3
Resources available and signposting 30 minutes Level 3 Identify the links there are between mental health and physical health
30 minutes Level 3
Understand what physical pain and distress is. 30 minutes Level 3 Safeguarding 30 minutes Level 3 Author: Anna Venn South West Health Colleges Consortium
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ADVANCED PSYCHOLOGICAL AND PSYCHOPHARMALOGICAL INTERVENTIONS Overview: Learn about key principles of Cognitive Behavioural Therapy (CBT), relating to the process of CBT assessment, goal planning, formulation and therapy. Look at clinical practice implications of CBT, the use of CBT in overcoming anxieties by breaking the self-reinforcing anxiety maintaining cycle. Explore the use of mindfulness interventions in the prevention of relapse in depression and developing awareness of the interventions and the group of people for whom they are most beneficial. Look at the evidence base for mindfulness and the rationale behind its use with patients with recurrent depression, anxiety disorder and substance misuse. Learn about key concepts in systemic therapy: hypothesising, circularity and neutrality and the psychopharmacology of depression. Target Audience: Suitable for staff needing to use interventions for clients experiencing depression, anxiety disorder or substance misuse Learning Objectives: ■ Identify key principles, structure and process of CBT for depression ■ Examine aspects of CBT assessment, formulation and goal planning for depression ■ Consider the clinical practice implications of CBT ■ Explore the cognitive behavioural approach to assessing and formulating anxiety
problems ■ Explore the role of behaviours in maintaining anxiety difficulties ■ Outline key strategies and principles for working with anxiety ■ Explore mindfulness and review the evidence base for the use of mindfulness in people
with recurrent depression ■ Consider how mindfulness can be integrated into local NHS services ■ Consider the utility of mindfulness for staff members ■ Explore a brief overview of systemic therapy as a treatment modality ■ Explore the concepts of hypothesising, circularity and neutrality ■ Learn about psychopharmacology and its importance in patient care ■ Explore the hypothesised neurobiology of depression ■ Consider different hypotheses of how antidepressants work ■ Develop an understanding into pharmacodynamics of antidepressant medications ■ Examine the pharmacokinetics of anti-depressant medications ■ Understand how drug properties affect symptoms of depression ■ Explore how side effects are linked to the profiles of anti-depressant medications. Learning Activities: Activity Length of activity Learning Level Developing a therapeutic relationship 30 minutes Level 7 Principles and practice of motivational interviewing Level 7 Reflective practice 30 minutes Level 7 Goal setting 30 minutes Level 7 Identifying physical health needs and risks 30 minutes Level 7 Author: Susan Sookoo, Niall McCrae, Michael Kelly, Christine Kakai, Jacqueline Sin Kings College
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ASSESSMENT AND BASIC MANAGEMENT OF DEPRESSION, ANXIETY AND PERSONALITY DISORDER Overview: Learn about the principles of mental health assessment. Explore symptoms and causes of depression, the clinical considerations you need to be aware of and evidence-based treatment approaches for depression. Understand different approaches to understanding and treating anxiety. This will integrate the NICE guidelines on depression, CG90 (2009) and anxiety, CG113 (2011) and the British Association of Psychopharmacology guidelines into the activity. It is assumed that you have read the learning activities on “assessment of anxiety” and “assessment of depression” prior to undertaking this activity. Develop clinical knowledge that will enhance your assessment skills and work with people having personality disorder and consider some of the controversies surrounding the diagnosis. Look at assessment and treatment of co-morbid substance misuse including looking at commonly misused substances and their effects. Learn the concept of engagement and identify some of the theory that underpins the processes of starting and ending therapeutic relationships. Target Audience: Staff working with clients experiencing depression, anxiety or personality disorder Learning Objectives: ■ Understand the definition and purpose of assessment ■ Describe how you can make your assessments collaborative ■ Identify different methods of assessment ■ Review the definition, prevalence and different causes of depression ■ Evaluate a range of pharmacological and psychological treatment options ■ Explore anxiety and theoretical perspectives on the development of anxiety problems ■ Consider different ways of assessing anxiety and medication used in anxiety ■ Consider psychological interventions used with anxiety ■ Define personality disorder using DSM-IV and ICD-10 criteria ■ Consider the signs, symptoms and causes of borderline personality disorder ■ Discuss some of the treatments and controversies associated with the diagnosis ■ Learn about the concept of dual diagnosis ■ Explore the commonly misused substances and their effects ■ Cover assessment / management of alcohol and drug misuse and withdrawal ■ Explore the NICE guidelines on the evidence for medication used for the treatment of
people with anxiety or depression ■ Identify the main drugs used for treatment their effects and side-effects ■ Reflect on the concept of engagement ■ Identify the intrapersonal, interpersonal and organisational barriers to engagement ■ Explore the theory underpinning starting and ending relationships with clients and carers ■ Consider aspects of your own engagement skills you wish to develop. Learning Activities: Activity Length of activity Learning Level Principles of assessment 30 minutes Level 5 Assessment of depression 30 minutes Level 5 Assessment of anxiety disorders 30 minutes Level 5 Assessment of personality disorders 30 minutes Level 5 Assessment of c-morbid substance abuse 30 minutes Level 5 Basic medication management for depression and anxiety
30 minutes Level 5
Engagement 30 minutes Level 5 Author: Sally Askey-Jones, Debbie Spain, Cheryl Jordan, Mary O’Toole, Ian Noonan Kings College
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IMPLEMENTING PSYCHOSOCIAL INTERVENTIONS FOR NONPSYCHOTIC DISORDERS Overview: Learn about the nature of therapeutic relationships and consider the challenges that the mental health nurse needs to address whilst seeking to develop them Explore the principles and practice of motivational interviewing in the context of working with people who wish to change behaviours such as smoking, dieting, exercising or maintaining concordance with medications and look at goal setting including the benefits and an approach to use in planning, implementing and monitoring goals Learn how lifestyle, psychotropic medication and inadequate physical health care, impact on mental illnesses such as affective disorders, anxiety, panic and phobic disorders. A strong link has been identified between depression and myocardial infarction, as well as a negative impact on the prognosis of cardiovascular and metabolic conditions. People with mental health needs and disorders such as depression, bipolar and anxiety disorders are at greater risk of substance misuse. Target Audience: Suitable for those working in a mental health service and/ or service staff who come across a patient with a mental health co-morbity. Learning Objectives: ■ Explore the nature and elements of therapeutic relationships and how these differ from
other types of relationships ■ Consider the elements of therapeutic relationships and the factors that influence them ■ Explore the phases involved in the development / termination of therapeutic relationships ■ Discuss the factors which enhance and/ or hinder therapeutic relationship development ■ Develop understanding into what motivational interviewing is ■ Explore the evidence base for motivational interviewing ■ Identify the core relational skills utilised in motivational interviewing ■ Consider the practical techniques utilised in motivational interviewing ■ Explore the need for reflection ■ Consider structured 3 models of reflection (Driscoll, Gibbs and Kolb.) ■ Apply these models to your own practice ■ Review the benefits of goal setting ■ Explore the SMART approach to goal setting ■ Consider methods for monitoring and maintaining progress ■ Identify clinical practice implications ■ Explore the physical health / mental illness relationship and the impact on the patient ■ Gain a background understanding of the physical health needs of people with non-
psychotic mental health disorders ■ Begin to identify the physical health needs and risks factors for people with non-psychotic
mental health disorders ■ Identify appropriate guidance and resources to meet the physical health needs of this
client group. Learning Activities: Activity Length of activity Learning Level Developing a therapeutic relationship 30 minutes Level 6 Principles and practice of motivational interviewing 30 minutes Level 6 Reflective practice 30 minutes Level 6 Goal setting 30 minutes Level 6 Identifying physical health needs and risks 30 minutes Level 6 Author: Rai Chooramun, Sally Askey-Jones, Fiona Cooper, Debbie Spain, Christine Kakai Kings College
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IMPLEMENTING RECOVERY (CLINICAL INTERVENTIONS)
Overview: Learn about Psychopharmacology of schizophrenia, behavioural tailoring, the process of relapse prevention in psychosis, the background to the development of CBT for psychosis and recovery-focused service change in which professionals and service users work together to ensure a genuine focus on service users’ needs. Target Audience: Suitable for those working in a mental health service and/ or service staff who come across a patient with a mental health co-morbity. Learning Objectives: ■ Discuss psychopharmacology and its importance in patient care ■ Explore the hypothesised neurobiology of schizophrenia ■ Consider the dopamine hypothesis of schizophrenia ■ Develop an understanding into pharmacodynamics of antipsychotic medications ■ Examine the pharmacokinetics of antipsychotic medications ■ Consider how drug properties affect symptoms of schizophrenia ■ Explore how side-effects are linked to the profiles of antipsychotic medications ■ Consider reasons for non-compliance ■ Describe behavioural tailoring ■ Appraise the evidence base for this intervention ■ Analyse it’s applicability to the UK services and your own practice ■ Examine the process of relapse prevention ■ Review the evidence for relapse prevention ■ Identify different techniques that facilitate relapse prevention ■ Discuss the development of cognitive-behavioural therapy (CBT) for psychosis ■ Consider the evidence for the efficacy of this technique ■ Review some key techniques from this approach ■ Explain the role of peer educators/professionals Learning Activities: Activity Length of activity Learning Level Psychopharmacology 30 minutes Level 7 Behavioural tailoring with medicatIon 30 minutes Level 7 Relapse prevention 30 minutes Level 7 Cognitive-Behavioural techniques 45 minutes Level 7 Partnership with peer educators 45 minutes Level 7 Author: Sally Askey-Jones, Susan Sookoo, Mary O’Toole, Cheryl Jordan Kings College
Learning Catalogue
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IMPLEMENTING RECOVERY (ORGANISATIONAL CHANGE) Overview: Learn about the characteristics of a learning organization, leadership qualities and skills required to promote recovery values and facilitate the implementation of recovery principles in mental health practice, the definitions of Clinical and Managerial Supervision and the Solution Focussed Supervision as a useful structure for clinical supervision in mental health services. Target Audience: Suitable for those working in a mental health service and/ or service staff who come across a patient with a mental health co-morbity. Learning Objectives: ■ Describe what a learning organisation looks like ■ Use one aspect of organisational learning (safety) to analyse the concept further ■ Consider learning in your own organisation ■ Consider the importance of effective leadership in promoting and facilitating the
implementation of the values and principles of recovery in mental health practice ■ Explore the general qualities and skills of the effective leader as well as those which are
additional or specific to the mental health practitioner ■ Identify the activities and strategies that the team leader in a mental health unit can use to ■ promote the values underpinning recovery approaches and influence the implementation
of recovery principles ■ Consider the difference between Clinical Supervision and Management Supervision ■ Explore the purpose of Clinical Supervisionr ■ Explore a skills Framework for Supervision (Bond and Holland 1998) and apply this to
practice ■ Consider the evidence for effective supervision ■ To present and apply Solution Focussed Supervision as a useful framework for clinical
supervision in mental health care. Learning Activities: Activity Length of activity Learning Level Creating a learning organisatIon 30 minutes Level 7 Effective leadership 45 minutes Level 7 Effective supervision 30 minutes Level 7 Author: Susan Sookoo, Raj Chooramun, Fiona Cooper Kings College
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RECOVERY BASED CARE – PSYCHOSOCIAL INTERVENTION Overview: Learn about the development and key principles of managing client care through the Care Programme Approach (CPA). CPA is the current approach through which all mental health needs are to be assessed, care planned, received and coordinated for secondary mental health services. Before starting this activity it is important that you have read and understood your local CPA policy. Explore Ways of making assessments more holistic by considering the needs and strengths of the service user, ways to develop collaborative care plans that identify client-centred goals and ensure evaluation. Look at the role and function of collaborative formulation along the process of recovery-based care using psychosocial interventions, as a bridge between comprehensive assessment and care-planning. Explore the application of coping strategy enhancement, a technique for working with symptoms of psychosis, and look at the roles and contributions that families play in the recovery from psychosis including identification of ways and intervention to enhance their well-being and thus continuous support for the service users. Review resources that broaden your understanding of managing physical health in patients with psychosis and look at the concept of dual diagnosis. Target Audience: Suitable for those working in a mental health service and/ or service staff who come across a patient with a mental health co-morbity. Learning Objectives: ■ Consider the development of policy in the area of care management ■ Explore some of the evidence from CPA implementation ■ Consider how to work with the key principles of the CPA in your practice ■ Consider how assessments might be undertaken in a more client-centred way ■ Identify the components required for an holistic assessment ■ Develop ways of making an assessment therapeutic ■ Learn how the assessment process can be experienced as the start of the recovery
journey ■ Identify the components required for effective care planning ■ Consider how using a recovery approach promotes collaboration ■ Develop strategies for devising client-centred goals ■ Explore ways of evaluating care plans ■ Examine the role and aims of collaborative formulation ■ Learn the theoretical underpinning of stress-vulnerability model behind collaborative
formulation ■ Appraise a collaborative formulation pattern as informed by the stress-vulnerability model ■ Learn about the formulation model and processes to plan care together with service users ■ Learn about the process and background to coping strategy enhancement ■ Consider different coping methods and examine the roles and contributions of families
and carers in the service users’ recovery from psychosis ■ Appraise the strengths and vulnerability to ill health of families/carers ■ Examine relevant practice guidelines and policies regarding services provision for
families/ carers ■ Learn a brief introduction into an evidence-based intervention for families/carers ■ Learn about the range of strategies for managing physical health conditions common in
people with psychotic illness ■ Explore evidence based guidelines for physical health problems comorbid with psychotic
illness ■ Gain knowledge and applicable skills in managing cardiovascular, respiratory, metabolic
conditions in patients with psychosis ■ Explore the concept of dual diagnosis ■ Identify the possible effects of substance misuse on both physical and mental health
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■ Describe the concept, principles and underlying philosophy of motivational interviewing for substance misuse
■ Review the key treatments for substance misuse and dual diagnosis. Learning Activities: Activity Length of activity Learning Level Care managment - development and principles 15 minutes Level 7 Recovery-oriented assessment 30 minutes Level 7 Recovery-oriented care planning 30 minutes Level 7 Developing a collaborative formaulation 30 minutes Level 7 Coping skills enhancment 30 minutes Level 7 Working with families 30 minutes Level 7 Managing physical health 15 minutes Level 7 Working with Dual Diagnosis 30 minutes Level 7 Author: Michael Kelly, Ian Noonan, Jacqueline Sin, Cheryl Jordan, Christine Kakai, Mary O’Toole Kings College
UNDERSTANDING RECOVERY Overview: Learn about the classification systems describing psychotic symptoms and consider individual examples of specific symptoms. Test your knowledge of signs and symptoms and develop clinical skills through understanding key questions to ask when you think someone may be experiencing psychosis. Explore the principles and practice of the recovery model, learn what personalisation in mental health services means and learn about the policy background and the implications for your practice and yourself as an individual. Look at NICE guidance on the use of anti-psychotic medication and some of the key medications used as well as their potential side-effects. Identify the knowledge and skills needed to assess and identify physical health needs of people with mental illness and look at the origin, development and use of the Wellness Recovery Action Plan (WRAP), commonly used in promoting service-users focused recovery including specific purposes and structure of the WRAP with reference to some examples. Target Audience: Particularly relevant to those working in community mental health services but will be useful for anyone working in mental health and/ or service staff who come across a patient with a mental health co-morbity. Learning Objectives: ■ Define psychosis ■ Describe DSM-IV and ICD-10 diagnostic criteria ■ Identify key questions used in identifying psychosis through understanding of mental state
assessment ■ Understand the background and rationale for the recovery model ■ Develop a practical awareness for implementing the recovery model ■ Be aware of stigma and how this can be challenged and appreciate the need for social
inclusion ■ Understand the limitations of the recovery model ■ Describe personalisation and identify the aims of personalisation in mental health ■ Understand possible barriers to implementation and consider the implications for your
practice ■ Explore the NICE guidelines on the evidence for medication for psychosis ■ Identify the key drugs indicated for psychosis and identify their effects and side-effects
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■ Explore assessment of the signs and symptoms of physical health problems comorbid with psychotic illness
■ Consider physiological conditions common in people with mental health problems ■ Identify factors which contribute to pathology of the cardiovascular, respiratory, metabolic
functions in patients with psychosis ■ Examine the origin and development of the Wellness Recovery Action Plan (WRAP) ■ Appraise the purposes of WRAP ■ Examine the structure of WRAP and explore ways to incorporate it into routine practice. Learning Activities: Activity Length of activity Learning Level Identifying mental health needs 30 minutes Level 5 Understanding recovery 30 minutes Level 5 Personalisation 30 minutes Level 5 Medication used in psychosis 30 minutes Level 5 Identifying physical health needs 30 minutes Level 5 Wellness recovery action plans 30 minutes Level 5 Author: Susan Sookoo, Niall McCrae, Michael Kelly, Christine Kakai, Jacqueline Sin Kings College
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LEARNING4HEALTH GENERAL INFORMATION
What is the new learning environment?
■ This is a new approach to support employers in the South West to develop their
existing workforce
■ It is a technology-based virtual learning environment that includes blended learning
options
■ It will provide ongoing education for the Bands 1 to 9 workforce
■ This environment will support competency development across seven care
pathways
■ It offers accessible learning for NHS staff, that will over time be opened up to social
care, carers and patients
■ It will encourage active self directed learning through access to learning units and
objects, communities of practice and active learning sets.
Delivery of blended learning
The delivery of education and training provision will be phased throughout the life of the
programme, starting in April 2011, with content coming online in September 2011 and more
content coming online in subsequent months.
There are three categories of learning that will be available through the platform.
Generic Learning: This is learning that underpins everyday practice in health care settings. It
includes learning in areas such as on communications, numeracy, reading and writing, but
also extends into areas such as governance, risk assessment and patient safety. The
learning activities available under this category are for all pathways.
Pathway Core Learning: This is learning that is led by a particular healthcare pathway but
the subject matter is applicable across different pathways. For example an introduction to
Dementia would be provided for all members of the workforce who come into contact with
patients suffering from Dementia.
Pathway Specific Learning: This is learning that is highly specialised and applicable to staff
who work within the given pathway. It provides greater depth and understanding about the
subject to enable members of the workforce to deliver effective specialist health care.
Both Pathway Core Learning and Pathway Specific Learning should be agreed by
individuals as part of their Personal Development Plan or appraisal discussions.
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How learning provision is identified, generated and
provided
The schematic below shows the proposed process steps for developing learning
requirements into learning material. The process supports inclusivity of all parties and a
quality assurance process built in from the beginning of the process based on continuous
improvement.
Pre task and finish group
preparation –development of knowledge folder; draft learning unit
plan
Inclusive attendance at Task and
Finish Group
Final Learning Unit Plan
(LUP) shared
with task and finish
group
Review meeting
(virtual) to sign off
LUP
Writing learning material (4/52)
Internal peer
review
Capita / Tribal
review
Dissemination of final
story board –
review for two weeks with con
call
Rewrite and final
submission
Inclusive approach underpins the process at each stage:
• Education Providers
• Service Clinical Representatives
• Service Education Specialists
• Capita
• Tribal
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The QA process to be followed for learning material that is produced is detailed below.
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Competence based
The programme will enable managers, supervisors and staff to select education and training
from seven core pathways. Learning is competence based to equip staff to deliver agreed
standard outcomes, which will drive good quality and safe care regardless of role, band, or
organisation. It also provides a consistent and objective framework in which to develop
education and training for new roles as they emerge, or to enable the transition of existing
roles into different settings. Learning structured in this way applies to multi-professional
teams where skills, knowledge and competence requirements can be shared to enrich the
learning experience and enables the sharing of best practice.
Reusable learning
Pathway mapping and the ability to reuse learning across care pathways is core to our
approach. It informs the underlying design and architecture of the Learning4Health platform.
Learning4Health has been developed to enable collaborative and social learning channels to
support personal and professional learning.
In a single pathway different roles share common competences which can be mandatory
and optional. Hence learning objects associated with those competences may be shared
across pathways enabling reuse of what can be expensive online learning content.
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Learning Providers
The Florence Nightingale School of Nursing & Midwifery at King’s College London develops
leading-edge nurses and midwives of tomorrow – practitioners, partners, and leaders in their
field. The School is ranked as the number one school for nursing in London (Complete
University Guide 2012).
Located in the heart of London on the Southbank of the River Thames the School’s
programmes meet the needs of individuals seeking to become nurses, midwives or to
continue professional development after registration.
The School has 200 staff and nearly 3,000 students, and is spread across seven
departments: Primary Care and Child Health; Midwifery and Women’s Health; Adult Nursing;
Critical Care; Mental Health and Specialist Care; Health Policy Management and the
Learning Technology Team. The National Nursing Research Unit (NNRU), the only
Department of Health-funded unit of its kind in England, can be also be found at the School,
putting it at the forefront of health services, policy and evaluation research.
The School is one of nine within King’s College London, one of the top 30 universities in the
world (2011/12 QS World University Rankings) and a prestigious Russell Group University.
South West Health Colleges Consortium are a group of colleges working together to provide
an array of expert knowledge and experience to the learner. These colleges include:
■ South Devon College
■ City of Bristol College
■ Cornwall College
■ Somerset College
Working as part of a consortium of colleges, we are able to offer support and career
pathways in many locations, with all colleges delivering to the same high qualification
specifications.
All our authors are registered clinicians and most are also qualified teachers.
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Our motto is to enrich the learning and to encourage the learner to achieve their learning
goals.
We are pleased to be working on this exciting E Learning platform and in collaboration with
experts and colleagues.
UWE is the largest provider of higher education in the South West of England, with over
30,000 students and 3,500 staff.
The Faculty of Health and Life Sciences at UWE brings together experts from Allied Health
Professions, Applied Sciences, Health and Applied Social Science, Nursing and Midwifery
and Psychology, with an excellent reputation for both research and teaching quality. The
Faculty is located across campuses in Bristol and Gloucester that offer an engaging student
experience based on preparing our students for the world of work.
UWE prides itself on its partnership approach; indeed the Faculty has strong links with
external agencies including over 14 NHS Trusts; Primary Care Trusts, the independent
sector and voluntary agencies. Academic staff from the Faculty collaborate with partners
across the health and social care sectors in research, practice development and education
initiatives. Staff from practice contribute to teaching on both the pre and post-qualifying
programmes as well as continuing professional development so that our educational
provision is always relevant to the work place. HLS has a strong, and expanding,
professoriate that provides a vibrant research culture that informs pre registration
programmes and professional development.
Plymouth University is built on a rich heritage dating back to 1862 and while it has grown in
terms of size, reputation and impact as one of the top three modern universities, we remain
true to our values of social inclusion with a strong sense of place and civic responsibility and
partnership collaboration.
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We are committed to delivering an outstanding student experience and transforming lives
through innovation, enterprise, world-class research and excellence in teaching and
learning.
Together with a research-informed curriculum, we embed employability skills throughout a
student’s journey.
For many years, we have offered a nationally recognised system for individuals to accredit
their prior experience or learning (AP(E)L) towards courses leading to degree or masters
awards and enjoy a reputation of flexibility in meeting service needs.
We are proud of the strong collaborations we have within our local community and with our
many partners throughout the South West region and beyond.
The Qualifications and Credit Framework (QCF) levels
The learning Units produced for the Learning4Health platform have all been assigned a level
which relates to the QCF.
The QCF maps to, mostly vocational, courses and qualifications which are offered or
accredited by higher education institutions. They are built up of smaller units of learning,
each with a credit value and level. The level indicates the complexity (challenge) of a
qualification and ranges from Entry to level 8 (the current NQF system goes up to level 7).
Entry will continue to be split into E1, E2 and E3.
To give the learner an idea of the complexity of the levels, the following is a guide:
GCSEs grades A - C are equivalent to level 2;
GCE A-levels are level 3;
A PhD is the maximum level 8.
For City & Guilds qualifications there will appear very little difference in levels. The change
you will see is the introduction of a level for every QCF unit.
For further information please refer to the QCF Brochure which can be found on the
Learning4Health platform by following this link:
https://www.learning4health.org.uk/SouthWest/Community/Learning%20Levels/Pages/Main_
Page
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Routes to accreditation
King’s College London proposes the following route in order to gain accreditation:
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South West proposes the following route in order to gain accreditation:
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University of the West of England accredited Experiential Learning (AEL) Process for South
West Learning for Health Platform:
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Learning 4 health activity recognition of learning flowchart - University of Plymouth:
For further information please contact the APEL Administrator Email j.campbell-baigrie@plymouth.ac.uk or telephone 01752 586951
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Community pages
As well as academic learning resources being available to staff, the platform also supports more informal and peer supported learning including the use of ‘Community Pages’ which can be developed in any way the owners would want to see them and can be a forum for any subject matter including an organisation, a specialty or a specific task and finish group to discuss a specialist interest. Users can upload documents, share links, use the discussion boards and find other users in the community or network. For further information please refer to the Community Pages information document which can be found on the platform homepage by following this link: https://www.learning4health.org.uk/SouthWest/Community/Learning4Health/Pages/Main_Page
Further Information
For more information please visit: NHS South West Workforce http://workforce.southwest.nhs.uk/nonmedical_education/home/multiprofessional_education_and_training_mpet_funding_streams/continuing_professional_development Or email: cpd@southwest.nhs.uk South West Knowledge Resources for Healthcare http://www.swice.nhs.uk
National E-Learning Resources
Blood Transfusion www.learnbloodtransfusion.org.uk Connecting for Health www.connectingforhealth.nhs.uk/systemsandservices/etd/elearning Core Learning Unit www.corelearningunit.nhs.uk/SignIn.aspx NHS Diabetes – Safe Use of Insulin www.diabetes.nhs.uk/safe_use_of_insulin/elearning_course E-Learning for Healthcare www.e-lfh.org.uk Health Protection Agency http://ehealthlearning.org.uk Microsoft NHS Resource Centre www.microsoft.com/uk/nhs/pages/e_learning.aspx
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National Learning Management System – via ESR username http://esr.mhapp.nhs.uk National Learning Management System – via ESR smartcard https://esr.mhapp.nhs.uk/OA_HTML/xxnhs/smartcard/esrSmartcardLauncher.jsp National Learning Management System – via remote access www.nhselearning.co.uk National Prescribing Centre www.npci.org.uk/lift/lift.php
NHS Screening Programmes
Fetal Anomaly Screening Programme CEMT21: Condensed Education Module for Trisomy 21 (Down’sSyndrome) http://fetalanomaly.screening.nhs.uk/CEMT21/index.html Health Knowledge Screening Module www.healthknowledge.org.uk/interactive-learning/screening Newborn and Infant Physical Examination Screening Programme http://newbornphysical.screening.nhs.uk/toolbox Screening Choices http://cpd.screening.nhs.uk/choicestoolbox/web_nsc.html The 18+0 to 20+6 week fetal anomaly screening scan http://fetalanomaly.screening.nhs.uk/fetalanomalyresource What is screening? The basics of screening explained www.screening.nhs.uk/screening The Social Care Institute for Excellence (SCIE) www.scie.org.uk/publications/elearning/index.asp
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A-Z OF ALL LEARNING UNIT TITLES Please note the titles shown as links indicate those that can be found in this volume
and clicking on the link will take you directly to the relevant page
Addressing physical and cognitive effects
of stroke
Advance care planning (in the context of
end-of-life care)
Advanced diabetic management
Advanced knowledge of antenatal and
newborn screening
Advanced knowledge of the 'sick' pregnant
woman
Advanced moving and handling including
spinal patients and stroke
Advanced nursing practice: decision-
making theories
Advanced palliative care
Advanced palliative care: adult
Advanced professional study skills
Advanced psychological and
psychopharmalogical interventions
Advanced research in clinical practice
Advanced research skills
Advanced temperature management for
neonates
Advanced therapeutic partnerships and
interventions
Advanced understanding of neonatal
anatomy and physiology
Advanced understanding of underlying
physiology
Altered body image: recognition and
management
An introduction to professional identity and
collaboration
Anatomy and physiology
Anatomy and physiology (Part 1)
Anatomy and physiology (Part 2)
Aphasia and dysphagia following stroke
Approaches to death and dying
Assessing service value
Assessment and basic management of
depression, anxiety and personality
disorder
Assessment of trauma
Awareness and understanding of health
protection programmes
Basic biomechanics
Basic knowledge of cancer pathway – post
event (carers)
Basic knowledge of cancer pathway – post
event (patients)
Basic understanding and management of
the psychological needs of patients, family
and carers
Bereavement care
Body image: perceptions and sensitivity
Breast, cervical, prostate and testicular
cancer: screening the healthy population
Brush up on fractions
Building an information culture
Business tools
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Calculating with measurements
Cancer and chemotherapy: paediatric
cancer
Cancer networks peer review
Cannulation
Carer awareness
Caring for the dying and deceased
Caring for the patient requiring surgery
Challenging inequalities
Clinical coding (cancer)
Clinical observations
Clinical observations of the newborn
Commissioning for first-time managers
Common metric units
Communicating and building relationships
with service users, carers and others
Communicating at work
Communicating in difficult situations
Communicating in healthcare
Communicating through action and other
means of communication
Communicating with patients and their
supporters
Communication during end-of-life care
Communication in difficult situations
Communication skills: Basic skills
Communication skills: Modes of
communication
Communication Skills: Specific Contexts
Communities of practice
Competence in using PACS
Competence in PACS (2)
Complications of diabetes
Consent to treatment: children and young
people
Consent to treatment: vulnerable adults
Constipation
Contraceptive choices and young people
Current approaches and support in end-of-
life care
Decimal calculations
Demand and capacity
Dementia awareness
Dementia: living with the diagnosis and
the illness
Developing a comprehensive action plan
to implement changes in clinical practice
Developing a culture and systems of self
management support
Developing emotionally intelligent clinical
practice
Developing insight into organisational
decision-making and your role
Developing respect in the workplace
Diagnosis and management of COPD
Diagnostics-ECG
Discharge planning and implementation
following surgery
Discharge planning for mothers and
newborn
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Enhanced clinical assessment and
reasoning
Enhancing discharge and support
Equality, diversity and inclusion in
dementia care
Ethics and professional practice
Febrile neutropenia: infections and
treatment
Finance for first-time managers
Foundation professional study skills
General anatomy and physiology
Getting ready to study
Great customer care
Handling communication with patients and
carers
Handling complaints
Health promotion
High dependency maternal care
High dependency neonatal nursing
HIV long-term care
HIV prevention and testing
HIV treatments
Hyperacute stroke nursing care
Identifying diabetes and the treatments
available
Implementing psychosocial
interventions for non-psychotic
disorders
Implementing recovery (clinical
interventions)
Implementing recovery (organisational
change)
Improving day-to-day service provision
Improving practice in working with families
in poverty in the UK
Infection control
Information prescriptions
Information technology
Inter-hospital transfer
Interpreting graphical information
Introduction and physiology of neonatal
jaundice
Introduction to cancer
Introduction to chemotherapy
Introduction to poverty and how it affects
families with children in the UK
Introduction to research in clinical practice
Introduction to research skills and
methodology
Introduction to service improvement
Investigations and treatment of neonatal
jaundice
Knowledge of enhanced recovery pathway
– application
Knowledge of enhanced recovery pathway
– theory
Leading and managing change
Leading others: working across
boundaries
Leading the team
Learning styles
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Maintaining privacy and dignity
Management of COPD
Managing budgets
Managing change
Managing change (part 2)
Managing chemotherapy administration
Managing distressing symptoms in end-of-
life care
Managing diversity
Managing effective communication with
patients and carers
Managing pain in end-of-life care
Managing patient and customer
relationships
Managing patient responses to difficult
messages
Measuring liquids in healthcare
Measuring weight in healthcare
Medical terminology
Medicines for children
Meeting the needs of children in
residential care
Meetings, discussions and presentations
Minute taking
Motivational Interviewing applied to Long-
Term Conditions
Needs assessment and care planning in
end-of-life care
Neonatal screening and assessments
Neonatal thermoregulation
Neonatal ventilation
Neurological assessment
Neutropenia and the immune system
NICE guidelines relating to cancer
Nutrition and hydration
Overcoming challenges in communication
to meet communication needs
Overview of the NHS
Peri-operative care of the newborn in the
NICU
Personal development for work and
learning
Personalisation agenda
Personalised care and diversity
Person-centred, evidence-based care
Pre-diagnosis assessment and support
Pre-operative assessment
Preparing for advanced practice (part 1)
Preparing for leadership
Preparing to deliver specialist practice
(part 1)
Preparing to deliver specialist practice
(part 2)
Pressure relief: basic knowledge and
management
Principles of healthy weight
Professional issues
Professional issues in the examination of
the newborn
Promoting and supporting self care, self
management
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Promoting health
Promoting people's rights and
responsibilities
Putting personalisation into practice
Quality, governance and the patient
experience
Reading graphical information
Reading skills
Reading skills - care plans
Reading temperature
Recognising a deteriorating patient
Record keeping and managing documents
Recovery based care: psychosocial
intervention
Research skills
Safe use of medical devices
Safeguarding children and young people
Level 1
Safeguarding children and young people
Level 1 Non-Clinical Staff (version 2)
Safeguarding children and young people
Level 2 (2010)
Self-management skills in diabetes
Sensory and perceptual needs of people
with autism
Service improvement & culture
Sharing information and keeping records
Skills and attitudes for work
Smoking cessation
Specialist ICU rehabilitation
Stages of foetal gestation
Start improving your communication skills
Stress awareness
Study Skills
Suicide awareness
Support for patients receiving radiotherapy
Support services for end-of-life care
Supporting and informing patients through
the cancer pathway to treatment
Supporting patients referred to residential
care (best practice)
Supporting people with dementia and
their families
Supporting social and psychological needs
in end-of-life care
Supporting the delivery of advanced
practice
Supporting the management of diabetes
Temperature assessment in neonates
The acutely ill patient with COPD
The beginner's guide to information
governance
The nutritional needs of individuals
The person-centred approach to the
care and support of individuals with
dementia
The principles of healthy eating
Time calculation
Tissue viability
Ultrasound for cancer patients
Understanding acute pain management
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Understanding and knowledge of
community care for post op cancer
patients
Understanding and management of
conflict
Understanding and managing risk
assessment and falls in the elderly (part 1)
Understanding and managing risk
assessment and falls in the elderly (part 2)
Understanding and managing risk
assessment in the home
Understanding and overcoming
behaviours that challenge us (in the
context of dementia)
Understanding enhanced recovery
Understanding equality, diversity and
inclusion in dementia care
Understanding of and planning for the
spiritual needs and well-being of patients
Understanding of management and
monitoring of healthy weight in individuals
Understanding recovery
Understanding substance misuse and its
effects
Understanding the factors that can
influence communication and
interaction with individuals who have
dementia
Understanding the links between
mental and physical health
Understanding the Mental Health Act
Use of temperature control methods in
neonates
Using effective communication with
patients and carers
Using nutritional information to plan a
healthy diet
Using play and the creative arts to
communicate with children and young
people
Using the assessment framework to
assess the needs of families with children
living in poverty
Venepuncture
Workforce development and
Learning4Health
Working in a multidisciplinary team
Working in interprofessional and inter-
agency teams
Working out percentages
Working with carers
Working with others (MDTs and other
agencies)
Writing in care plans
Writing standards, protocols and
guidelines
Young people and sexual health
Release date: April 2012
This learning catalogue will be updated on a regular basis as new content gets approved. To keep up-
to-date with these changes please check http://workforce.southwest.nhs.uk/index.php on a regular
basis.
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