Volume 6 Mental Health Apr 12

Learning Catalogue Version 1 April 2012

Volume 6 of 8: Mental Health

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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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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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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.

https://www.learning4health.org.uk/SouthWest/Community/Mental%20Health/Pages/Main_Page

https://www.learning4health.org.uk/SouthWest/Community/Mental%20Health/Pages/Main_Page

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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

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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

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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

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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

Learning Catalogue

22


■ 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

Learning Catalogue

23


■ 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

Learning Catalogue

24


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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25


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

Learning Catalogue

26


The QA process to be followed for learning material that is produced is detailed below.

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27


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.

Learning Catalogue

28


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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29


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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30


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

https://www.learning4health.org.uk/SouthWest/Community/Learning%20Levels/Pages/Main_Page

https://www.learning4health.org.uk/SouthWest/Community/Learning%20Levels/Pages/Main_Page

Learning Catalogue

31


Routes to accreditation

King’s College London proposes the following route in order to gain accreditation:

Learning Catalogue

32


South West proposes the following route in order to gain accreditation:

Learning Catalogue

33


University of the West of England accredited Experiential Learning (AEL) Process for South

West Learning for Health Platform:

Learning Catalogue

34


Learning 4 health activity recognition of learning flowchart - University of Plymouth:

For further information please contact the APEL Administrator Email [email protected] or telephone 01752 586951

mailto:[email protected]

Learning Catalogue

35


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: [email protected] 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

https://www.learning4health.org.uk/SouthWest/Community/Learning4Health/Pages/Main_Page

https://www.learning4health.org.uk/SouthWest/Community/Learning4Health/Pages/Main_Page

http://workforce.southwest.nhs.uk/nonmedical_education/home/multiprofessional_education_and_training_mpet_funding_streams/continuing_professional_development

http://workforce.southwest.nhs.uk/nonmedical_education/home/multiprofessional_education_and_training_mpet_funding_streams/continuing_professional_development

mailto:[email protected]

http://www.swice.nhs.uk/

http://www.learnbloodtransfusion.org.uk/

http://www.connectingforhealth.nhs.uk/systemsandservices/etd/elearning

http://www.corelearningunit.nhs.uk/SignIn.aspx

http://www.diabetes.nhs.uk/safe_use_of_insulin/elearning_course

http://www.e-lfh.org.uk/

http://ehealthlearning.org.uk/

http://www.microsoft.com/uk/nhs/pages/e_learning.aspx

Learning Catalogue

36


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

http://esr.mhapp.nhs.uk/

https://esr.mhapp.nhs.uk/OA_HTML/xxnhs/smartcard/esrSmartcardLauncher.jsp

http://www.nhselearning.co.uk/

http://www.npci.org.uk/lift/lift.php

http://fetalanomaly.screening.nhs.uk/CEMT21/index.html

http://www.healthknowledge.org.uk/interactive-learning/screening

http://newbornphysical.screening.nhs.uk/toolbox

http://cpd.screening.nhs.uk/choicestoolbox/web_nsc.html

http://fetalanomaly.screening.nhs.uk/fetalanomalyresource

http://www.screening.nhs.uk/screening

http://www.scie.org.uk/publications/elearning/index.asp

Learning Catalogue

37


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

Learning Catalogue

38


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

Learning Catalogue

39


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

Learning Catalogue

40


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

Learning Catalogue

41


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


Level 1 Non-Clinical Staff (version 2)


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

Learning Catalogue

42


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)


assessment and falls in the elderly (part 2)


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.

http://workforce.southwest.nhs.uk/index.php

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Volume 6 Mental Health Apr 12

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