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Education Directory of HETI – My Health Learning – Learning Management System Resources v10 – 6 December 2019

Health Education & Training Institute

My Health Learning - Learning Management System

Online and Face-to-Face Education Directory

Education Directory of HETI – My Health Learning – Learning Management System Resources v10 – 17 December 2019 Page 1

Version modification history

Version Changes made Date modified

1.0 Initial release 3/4/2017

2.0 Updated with new resources 1/08/2016





7.0 Updated with new resources and NSQHS Standards (second edition) 20/12/2018




Document review schedule This document is reviewed every 2 months by the Health Education and Training Institute (HETI) against source information. HETI does not declare this to be an exhaustive list of all education offerings available as the education available to NSW Health employees changes regularly at the statewide and local level. If you detect inaccuracies, inconsistencies or opportunities for improvement, please email [email protected] detailing any suggested amendments.

mailto:[email protected]


Index

1. Introduction ....................................................................................................................................................................................3

2. Using this document ......................................................................................................................................................................3

2.1 Identifying the education options available for a particular target group ..................................................................................3 2.2 Learning modalities .................................................................................................................................................................4 3. Course Offerings by Target Audience and Delivery Modes ...........................................................................................................5

4. Course description ....................................................................................................................................................................... 86


1. Introduction

This Education Directory describes the current online modules and associated workshops contained within the My Health Leaning Management System State Wide Education Directory. The Education Directory does not contain information on courses delivered outside of My Health Learning by other agencies and organisations. Online Learning modules / Programs / Workshops and In-services delivered at Local Health Districts and Speciality Networks level that are not statewide programs are NOT listed in this Education Directory.

2. Using this document

2.1 Identifying the education options available for a particular target group

This Education Directory breaks down the programs and courses available by the generalised categories these generalised categories are based on a range of awards in use across NSW Health and in some cases, by a selection of work roles. It should be noted that the use of awards varies between organisations, so these categories should be used for guidance only and decisions as to course appropriateness for each employee should be made at the organisational level.

Table A

Target group Indicative levels of employment / roles included in this target group

Executive leader Secretary, Deputy Secretary or equivalent

Band 3 senior executives

Chief Executives employed in LHD/SHN/pillar senior executive roles (HES 3+ or equivalent).

Senior leader Ministry of Health executive director and director roles (PSSE Band 1-2)

Leaders employed in LHD/SHN/pillar executive roles (HES 1-4).

Leader / Clinical / non Clinical

Divisional Directors of nursing and midwifery/ Directors of nursing and midwifery

Clinical heads of Department (staff specialist award)

Other equivalent clinical and non-clinical roles.

Senior manager/ Clinical / non Clinical

HM5, crown employees (Departmental Officers) award grade 11/12 or equivalent

Nursing and Midwifery manager

Other equivalent clinical and non-clinical roles.

Middle manager/ Clinical / non Clinical

HM2-4, crown employees (Departmental Officers) award grade 9/10 or equivalent

Nurse Unit Manager and Midwifery Unit Manager, Clinical Nurse Consultant, Nurse Practitioner

Allied Health Managers 4-6 and other equivalent clinical and non-clinical roles.

Registrars and Staff Specialist


Frontline manager/ team leader/ Clinical / non Clinical

HM1-2, crown employees (Departmental Officers) award grade 7/8, 9/10 or equivalent

Allied Health Manager 3-4 and other equivalent clinical and non-clinical roles.

Nursing Team Leaders

Career Medical Officers

Trainee/entry level manager/ Clinical / non Clinical

Employees newly appointed to or being talent managed to supervisory/managerial roles

A04-HM1, Grade 5/6, 7/8 or equivalent.

Clinical Nurse Specialist, Clinical Nurse Educators, Junior Medical Officers.

General Clinical All clinical staff not elsewhere listed in this table

Education programs, courses and offerings are arranged in alphabetical order by course name:

2.2 Learning modalities

Modality Definition

eLearning Learning utilising electronic technologies to access educational curriculum outside of a traditional classroom, normally through a Learning Management System (LMS).

Face-to-face / blended

Combination of online and interactive, instructor-led approach where the instructor and the student(s) meet in a classroom for a specific duration of time, in a common location.


3. Course Offerings by Target Audience and Delivery Modes

Target audience Delivery

mode

Course Name (Programs and Courses)

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Abbreviated Westmead Post Trauma Amnesia (A-WPTAS)

S5 ✓ ✓

Aboriginal Career and Leadership Development Program

S1 ✓ ✓ ✓ ✓

Aboriginal Culture: Respecting the Difference eLearning

S1 S2

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for all staff Part of the following Learning Paths:

•‘Orientation’

•‘Respecting the Difference: An Aboriginal

Culture Training Framework’

Aboriginal Culture: Respecting the Difference – face-to-face

S1 S2

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Mandatory for all staff - delivered locally Part of the ‘Respecting the Difference: An Aboriginal Cultural Training Framework’

Abuse of Older People

S1 ✓ ✓

Accelerating Implementation Methodology (AIM) – 2 day course S1 ✓ ✓ ✓ ✓ ✓ ✓

Part of the ‘Accelerating Implementation Methodology (AIM)’ Learning Path

Accelerating Implementation Methodology (AIM) – eLearning

S1 S2

✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Accelerating Implementation Methodology (AIM)’ Learning Path

Accountability - Improving the Way We Work

S1 ✓ ✓ ✓

Accredited Persons Training and Accredited Person Refresher Programs

S1 ✓ ✓ ✓ ✓

Activity Based Funding S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓



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Activity Based Management for Better Care

S1 ✓ ✓ ✓ ✓ ✓ ✓

Acute Pain Management for Adults S5 ✓ ✓

Acute Swallow Screening in Stroke/TIA Assist

S1 S9

✓ ✓

ADAC - Handling antineoplastic drugs and related waste safely - eLearning guide

S4 ✓ ✓

Part of the following Learning Paths:

•‘ADAC - Administering intravenous

antineoplastic drugs’

•ADAC - Administering oral antineoplastic drugs

•ADAC - Handling antineoplastic drugs and

related waste safely

ADAC - Handling antineoplastic drugs and related waste safely - eQuiz

S4 ✓ ✓







ADAC - Handling antineoplastic drugs and related waste safely - Assessment of Competency

S4 ✓ ✓







ADAC - Understanding how antineoplastic drugs work - eLearning guide

S4 ✓ ✓





ADAC - Understanding how antineoplastic drugs work - eQuiz

S4 ✓ ✓







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ADAC - Reviewing prescriptions and protocol - eLearning guide

S4 ✓ ✓





ADAC - Reviewing prescriptions and protocol - eQuiz

S4 ✓ ✓





ADAC - Educating the patient and the carer - eLearning guide

S4 ✓ ✓





ADAC - Educating the patient and the carer - eQuiz

S4 ✓ ✓





ADAC - Assessing patients - eLearning guide

S4 ✓ ✓





ADAC - Assessing patients - eQuiz S4 ✓ ✓





ADAC - Administering oral antineoplastic drugs - eLearning guide

S4 ✓ ✓





ADAC - Administering oral antineoplastic drugs - eQuiz

S4 ✓ ✓







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ADAC - Administering oral antineoplastic drugs - Assessment of Competency

S4 ✓ ✓





ADAC - Administering intravenous antineoplastic drugs - eLearning guide

S4 ✓ ✓ Part of the ‘ADAC - Administering intravenous antineoplastic drugs’ Learning Path

ADAC - Administering intravenous antineoplastic drugs - eQuiz


ADAC - Clinical Skills Workshop S4 ✓ ✓ Part of the ‘ADAC - Administering intravenous antineoplastic drugs’ Learning Path

ADAC - Administering intravenous antineoplastic drugs - Assessment of Competency


Administering Oral Medications 0 – 6 years

S4 S5

✓ ✓ ✓ ✓ ✓

Adult Learning Theories and Principles (Empowering the Educator Module 7)

N/A

✓ ✓ ✓ ✓ Part of the ‘DPET Orientation’ Learning Path

Advanced Life Support Theory - Module A (Adult)

S8 ✓ ✓ ✓ ✓ ✓ ✓

Advanced Life Support Theory - Module B (Adult)

S8 ✓ ✓ ✓ ✓ ✓ ✓

Advanced Life Support Theory - Module C Quiz

S8 ✓ ✓ ✓ ✓ ✓ ✓

AFM Online Biomedical Service Manager Pathway

N/A ✓ ✓ ✓ ✓

AFM Online CAD Integrator Training/Workshop

NA ✓ ✓ ✓ ✓



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AFM Online Milestones: Asbestos S1 ✓ ✓ ✓ ✓

AFM Online Foundational Training S1 ✓ ✓ ✓ ✓

AFM Online Milestone Training: Fire Protection S1 ✓ ✓ ✓ ✓

AFM Online Milestone Training: Leases S1 ✓ ✓ ✓ ✓

AFM Online Requestor Training S1 ✓ ✓ ✓ ✓

AFM Online Specialty Matter Expert: Biomedical Corrective Maintenance Management

S1 ✓ ✓ ✓ ✓ ✓

AFM Online Specialty Matter Expert: Operations and Maintenance (O&M) Corrective Maintenance Management

S1 ✓ ✓ ✓ ✓

AFM Online Specialty Matter Expert: Operations and Maintenance (O&M) Preventative Maintenance Management

S1 ✓ ✓ ✓ ✓

AIM (Accelerating Implementation Methodology) 2-Day Course

S1 ✓ ✓ ✓ ✓ ✓ Part of the ‘Accelerating Implementation Methodology (AIM)’ Learning Path

Allied Health Assistants Introduction S1 ✓ ✓ ✓ ✓ ✓

An introduction to CIMT N/A ✓ ✓ Part of the ‘Constraint Induced Movement Therapy (CIMT)’ Learning Path

An Introduction to Health Program Evaluation

S1 ✓ ✓ Part of the ‘Health Program Evaluation’ Learning Path



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An introduction to Shaping N/A ✓ ✓ Part of the ‘Constraint Induced Movement Therapy (CIMT)’ Learning Path

Antenatal Care for Alcohol Consumption during Pregnancy Module

S2

✓ ✓

Antenatal Pertussis Vaccination Program

S4 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Antimicrobial Resistance – Turn the tide

S3 ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Antimicrobial Resistance’ Learning Path

Anxiety and Depression in the Older Person

S5 ✓ ✓ ✓ ✓ ✓ ✓

Approval Delegation Management N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Oracle R12

Approving Requisitions N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Oracle R12

Aseptic Technique S3

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for clinical staff using aseptic technique

Asking the Question - Improving Identification of Aboriginal Patients

S1 S2 S5

✓ ✓ ✓ ✓ ✓ Mandatory for patient and client registration / intake staff

Assessing Others (Empowering the Educator Module 1)

N/A ✓ ✓ ✓ ✓

Assessing Others Part 2 (Empowering the Educator Module 1)

N/A ✓ ✓ ✓ ✓

Assessing Others Part 3 (Empowering the Educator Module 1)

N/A ✓ ✓ ✓ ✓



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Assessing the need for an

Interpreter S2 ✓

Part of the ‘How to use healthcare interpreters’ Learning Path

Assessment and Feedback for JMO N/A ✓ ✓ ✓ ✓ Part of the ‘DPET Orientation’ Learning Path

Asset Management Fundamentals N/A ✓ ✓ ✓ ✓

ASSIST – Acute Screening of Swallow in Stroke/TIA

S1 S8

✓ ✓

Auditing is Everyone's Business S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Autonomic Dysreflexia in adults with

spinal cord injuries ✓ ✓

Basic Life Support (Adult) S8 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Clinical staff with direct patient contact

Be my Brother N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Behavioural and Psychological Symptoms of Dementia

S5 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Between the Flags – Tier 1 – eLearning – Awareness, Charts and Escalation

S8 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓


•‘Between the Flags - Deteriorating Patient –

Adult patients (Allied Health)’ •‘Between the Flags – Deteriorating Patient

– Adult patients (Medical)’

•‘Between the Flags – Deteriorating Patient

– Adult patients (Nursing)’


– Maternity Client



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– Paediatric patients (Allied Health)


– Paediatric patients (CFHN)’


– Paediatric patients (Medical)’


– Paediatric patients (Nursing)’

Between the Flags – Tier 2 – eLearning – Communication

S8 S6

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓


•‘Between the Flags - Deteriorating Patient

– Adult patients (Allied Health)’








– Paediatric patients (Allied Health)







Between the Flags – Tier 2 – eLearning – Systematic Assessment (ADULT)

S6 S8

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓


•‘Between the Flags - Deteriorating Patient

– Adult patients (Allied Health)’ •‘Between the Flags – Deteriorating Patient






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Between the Flags – Tier 2 – eLearning – Systematic Assessment (PAEDIATRIC)

S6 S8

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓


•Part of the ‘Between the Flags - Deteriorating -

Paediatric patients (Allied Health)’







Between the Flags – Tier 2 – eLearning – Case Studies – Nursing, Medical and Allied (ADULT)

S6 S8

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓


•Part of the ‘Between the Flags - Deteriorating -

Adult patients (Allied Health)’





Between the Flags – Tier 2 – eLearning – Case Studies – Nursing, Medical (PAEDIATRIC)

S6 S8

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓








Between the Flags - Tier 2 – Face-to-face workshop – Allied Health (DETECT - ADULT)

S6 S8

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Between the Flags - Deteriorating Patient Learning Pathways - Adult patients (Allied Health)’

Between the Flags - Tier 2 – Face-to-face workshop – Allied Health (DETECT - PAEDIATRIC)

S6 S8

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Between the Flags - Deteriorating Patient Learning Pathways - Paediatric patients (Allied Health)’

Between the Flags - Tier 2 – Face-to-face workshop – Child and

S6 S8

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Between the Flags – Deteriorating

Patient – Paediatric patients (CFHN)’



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Family Health (DETECT - PAEDIATRIC)

Between the Flags – Tier 2 – Face-to-face workshop – Nursing and Medical (DETECT - ADULT)

S6 S8

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓






Between the Flags - Tier 2 – Face-to-face workshop – Nursing and Medical (DETECT - PAEDIATRIC)

S6 S8

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓






Bloodsafe: Blood Management S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Clinical Transfusion Practice

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for medical and nursing staff involved in transfusion-related activities; staff of hospital transfusion laboratories Part of the ‘Medical Intern’ Learning Path

Bloodsafe: Clinical Transfusion Practice Refresher

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Collecting Blood Specimens

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓ Staff of hospital transfusion laboratories

Bloodsafe: Critical Bleeding S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Critical Care S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Fetal Neonatal Alloimune Thrombocytopenia

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Iron Deficiency Anaemia (DA)

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓



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Bloodsafe: Iron Deficiency Anaemia – Essentials

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe Iron Deficiency Anaemia: Chronic and Complex

S1 S7

✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe Iron Deficiency Anaemia: Heavy Menstrual Bleeding

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe Iron Deficiency Anaemia: Maternity

S1 S7

✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe Iron Deficiency Anaemia: Paediatric

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe Iron Deficiency Anaemia: Perioperative

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Medical and Specialties - Cancer

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Medical and Specialties - Cardiac

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Medical and Specialties - Chronic Kidney Disease

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Medical and Specialties - Chronic Transfusion

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Medical and Specialties - Gastrointestinal

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Medical and Specialties - Medical

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Neonatal: Preterm S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓



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Bloodsafe: Obstetric Haematology S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Paediatric: Iron Deficiency Anaemia

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Paediatric: Major Haemorrhage

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Paediatric: Surgical S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Patient Blood Management (PBM)

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Perioperative S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Bloodsafe: Postpartum Haemorrhage (PPH)

S7 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for obstetrics and midwifery staff; emergency department staff; theatre and recovery staff.

Bloodsafe: Transporting Blood S7 ✓ ✓ ✓ ✓ Mandatory for staff involved in the transfusion process e.g. transporting blood.

Bloodsafe: Viscoelastic Haemoststic Testing

S1 ✓ ✓ ✓

Breastfeeding Promotion, Protection and Support

S2 S5

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Mandatory for clinical staff providing care to pregnant women, mothers, and/or infants.

Build Financial Statement Generator Reports

N/A

✓ ✓ ✓ ✓ ✓ ✓ Oracle R12

Building a Safe Workplace Culture S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Building Effective Teams S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Teamwork’ Learning Path



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Building Individual Resilience N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Business Planning for Wards and Departments

S1 ✓ ✓ ✓ ✓ ✓

Business Writing in Healthcare N/A ✓ ✓ ✓ ✓ ✓ ✓

Capacity Workshop S2 ✓ ✓

Care Coordination S5 S6

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Mandatory for all clinical staff

Care of the Bariatric Patient S5 S6

✓ ✓ ✓ ✓ ✓ ✓ ✓

Caring for Older Persons S1 ✓ ✓

Caring for Young people with Mental Health Issues in Paediatric Inpatient Settings

S5 ✓ ✓

Cash Management - Reconciliation N/A ✓ ✓ ✓ ✓ ✓ ✓ Oracle R12

Cashier Receipting N/A ✓ ✓ Oracle R12

CBRM Awareness and CBRM Scene Management

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ Any staff involved in emergency management response

Central Venous Access Devices: the fundamentals

S3 ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘CVADs: The Fundamentals’ Learning Path

Chem Alert - for Stock Controllers, Managers and Administrators

S4 ✓ ✓ ✓ ✓ ✓ ✓



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Chem Alert eLearning 3.2 S4 ✓ ✓ ✓ ✓ ✓ ✓

Child Wellbeing and Child Protection - Part 1

S1 S6

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for all staff Part of the ‘Child Wellbeing and Child Protection 1 - Non Patient Facing Health Workers’ and ‘Child Wellbeing and Child Protection 2 - Patient Facing Clinicians’ Learning Paths

Child Wellbeing and Child

Protection - Part 2 S1 S6

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for all staff Part of the ‘Child Wellbeing and Child Protection 1 - Non Patient Facing Health Workers’ and ‘Child Wellbeing and Child Protection 2 - Patient Facing Clinicians’ Learning Paths

Child Wellbeing and Child

Protection - Part 3 S1 S6

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for NSW Health staff working directly with children, young people or vulnerable adults in: Emergency Department, Mental Health & Drug and Alcohol, Antenatal, Maternity, Child and Family Health, Aboriginal / Youth Health. Part of the ‘Child Wellbeing and Child Protection 2 - Patient Facing Clinicians’ Learning Path

Child Protection – Face to Face S2 S5

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for all staff dealing with young children. Contact education centre against violence (ECAV) for face-to-face courses and education. Part of the ‘Child Protection Targeted Face to Face Training’ Learning Path

Child Wellbeing and Child Protection – Educational resource

S1 S6

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Clinconnect Fundamentals N/A ✓ ✓

Client experience of CIMT program - Khee

N/A ✓ ✓ Part of the ‘Constraint Induced Movement Therapy (CIMT)’ Learning Path



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Client experience of CIMT program - Wassim


Clinical Documentation: Getting it Right

S6 ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Medical Intern’ Learning Path

Clinical Handover S6 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Clinical Handover: Think, Talk and Write ISBAR


Clinical Information Access Portal (CIAP)

N/A ✓ ✓

Clinical Supervision for Allied Health Professionals

N/A ✓ ✓ ✓ ✓ ✓ ✓

Clinical Supervision Support for Nurses and Midwives

N/A ✓ ✓ ✓ ✓ ✓ ✓

Clinical Supervision Support for Paramedics

N/A ✓ ✓ ✓ ✓ ✓ ✓

Clinician Disclosure S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Clinician Training N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ Clinician training - keeping the body in mind - linking physical health and mental health.

Coaching for Performance N/A ✓ ✓ ✓ ✓ ✓ ✓


•‘Coaching for Performance’

•‘DPET Orientation’

Coaching for Performance (Workshop)

N/A ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Coaching for Performance’ Learning Path

Code of Conduct S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Orientation’ Learning Path



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Cognitive Disability and the Criminal Justice System

S5 S6

✓ ✓ ✓ ✓ ✓

Cognitive Screening Tools (Advanced)

S5 S6

✓ ✓ ✓ ✓ ✓

Cognitive Screening Tools (Assessor)

S5 S6

✓ ✓ ✓ ✓ ✓

Cognitive Screening Tools (Basic) S5 S6

✓ ✓ ✓ ✓ ✓

Communication techniques to influence change

S2 ✓ ✓

Community and Inclusion S2 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Complaints Management at Point of Service

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Comprehensive Assessment of Well Neonate

S6 ✓ ✓ Targeted to midwives, Registered Nurses (Child and Family Health), Paediatricians

Conflict Resolution S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Connecting with Carers from CALD Backgrounds

S2 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Continuity in Medication Management

S5 S6

✓ ✓ ✓


•‘Continuity in Medication Management’

•‘Medical Intern’

Contrast Media – Screening

Process

S1 S2 S4 S8

✓ ✓ Part of the ‘Contrast Media training program’ Learning Path



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Contrast Media - Administration

S1 S2 S4

✓ ✓ Part of the ‘Contrast Media training program’ Learning Path

COPSETI Module 1: An Overview: Clinical care of people who may be suicidal PD2016_007

S1 S5 S6

✓ ✓ ✓

Mandatory for health professionals employed as mental health clinicians and mental health medical officers by NSW Public Mental Health Services. Part of the following Learning Paths:

•‘COPSETI for Mental Health Clinicians’

•‘COPSETI for Mental Health Medical Officers

COPSETI Module 2: Initial assessment and clinical care of people who may be suicidal

S1 S5 S6

✓ ✓ ✓

Mandatory for health professionals employed as mental health clinicians by NSW Public Mental Health Services. Part of the following Learning Paths:



COPSETI Module 3: Ongoing assessment and clinical care of people who may be suicidal

S1 S5 S6

✓ ✓ ✓

Mandatory for health professionals employed as mental health clinicians by NSW Public Mental Health Services. Part of the following Learning Paths:



COPSETI Workshop 1: A team based approach to the clinical care of people who may be suicidal

S1 S5 S6

✓ ✓




COPSETI Workshop 2: A reflection on local implementation of the clinical care of people who may be suicidal

S1 S5 S6

✓ ✓




Corporate Records Management S1 ✓



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Customer Service S2 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

CVAD Dressing and Swabable Capless Valve (SCV) Change Assessment Tool

S3 S4 S7

✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘CVADs: The Fundamentals’ Learning Path

CVAD Intravenous (IV) Administration Set Change Assessment Tool

S3 S4 S7


CVAD Removal of Non-Tunnelled Assessment Tool

S3 S4 S7


Cyber S.A.F.E Information Privacy – Classifying Data

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘CYBER S.A.F.E (Security Awareness for everyone) Learning Path

Cyber S.A.F.E Information Privacy – Protecting Data

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘CYBER S.A.F.E (Security Awareness for everyone) Learning Path

Decontamination of Reusable Medical Devices

S3 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Targeted staff who decontaminate reusable medical devices

De-escalate Aggressive Behaviours S1 ✓ ✓


•‘Emergency Department Violence

Prevention and Management (EDVPM)’


Prevention and Management (EDVPM) Physical Skills Train the Trainer’

Delirium (Stage 1) S2 S5 S8

✓ ✓

Delirium Care S1 S5 S8

✓ ✓

Designated Officer - Case Studies N/A ✓ ✓ ✓

Mandatory for staff who are appointed as a Designated Officer within a Local Health District or Specialty Health Network



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Part of the ‘Designated Officer’ Learning Path

Designated Officer - Discretionary authority and decision making

N/A ✓ ✓ ✓

Mandatory for staff who are appointed as a Designated Officer within a Local Health District or Specialty Health Network Part of the ‘Designated Officer’ Learning Path

Designated Officer - Legislation and Policy

N/A ✓ ✓ ✓


Designated Officer - Organ Tissue Donation and Anatomical Examination

N/A ✓ ✓ ✓


Designated Officer - Post Mortem Examination

N/A ✓ ✓ ✓


Designated Officer - The responsibilities of a Designated Officer

N/A ✓ ✓ ✓


Designated Officer (Reaccreditation) Case Studies

N/A ✓ ✓ Part of the ‘Designated Officer - Reaccreditation Modules’ Learning Path

Designated Officer (Reaccreditation) Discretionary Authority and Decision Making


Designated Officer (Reaccreditation) Legislation and Policy


Designated Officer (Reaccreditation) Organ and Tissue Donation and Anatomical Examination




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Designated Officer (Reaccreditation)Post Mortem Examination


Designated Officer (Reaccreditation) The responsibilities of a Designated Officer


Digital Health & Data Use: Introduction (Module 1)

S1 S2 S5 S6

✓ ✓

Develop an effective plan S1 ✓ ✓ ✓ ✓

Difficult conversations N/A ✓ ✓ ✓ Part of the ‘People Management Skills Program (PMSP)’ Learning Path

Documentation and Activity Based Funding for Clinicians


Domestic and Family Violence Routine Screening

S1 S2

✓ ✓ ✓ ✓ ✓ ✓ ✓

Driving Innovation S1 ✓ ✓ ✓ ✓ ✓

Dysphagia: principles of care S1 S9

✓ ✓

Easy Guide to Writing N/A ✓ ✓ ✓ ✓ ✓

Eating Disorders - Spot the Red Flag

S1 S2

✓ ✓ ✓ ✓ ✓ ✓

EDVPM Physical Skills Workshop S1 ✓ ✓ ✓ Part of the ‘Emergency Department Violence Prevention and Management (EDVPM)’ Learning Path



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EDVPM Physical Skills Train the Trainer - Workshop

S1 ✓ ✓

Part of the ‘Emergency Department Violence Prevention and Management (EDVPM) Physical Skills Train the Trainer’ Learning Path

EDVPM Physical Skills Practice Sessions

S1 ✓ ✓ ✓

EDVPM: B4 Moving through the environment - Refusal to stop Video S1 ✓ ✓ Part of the ‘EDVPM Personal Safety and Team

Restraint Technique Videos’ Learning Path

EDVPM B5 Moving Through Doorways Video S1 ✓ ✓

Part of the ‘EDVPM Personal Safety and Team Restraint Technique Videos’ Learning Path

EDVPM B18 Transition from Supine to Prone S1 ✓ ✓


EDVPM B4 Moving through the environment - Refusal to move S1 ✓ ✓


EDVPM A11 Strangles-Lever Arm Method Single Handed Strangle Video

S1 ✓ ✓ Part of the ‘EDVPM Personal Safety and Team Restraint Technique Videos’ Learning Path

EDVPM A11 Strangles-Lever Arm Method_ Two Handed Strangle Video


EDVPM A12b Headlock from behind Video S1 ✓ ✓


EDVPM A13a Headlock From The Side Video


EDVPM A17 Bull Bars Video S1 ✓ ✓


EDVPM A2 One Handed Wrist Release Video




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an

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/

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e/ E

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EDVPM A3 Two Handed Wrist Release Video


EDVPM A6 Bites Video S1 ✓ ✓


EDVPM A8 Hair Grab - Front Video S1 ✓ ✓


EDVPM A9 Hair Grab from behind Video S1 ✓ ✓


EDVPM B20 Bed Restraint from Side of Bed Video S1 ✓ ✓


EDVPM B3 Level 3 Hold Video S1 ✓ ✓


EDVPM B6 Seated Restraint Video S1 ✓ ✓


EDVPM B10 Standing to Prone Restraint Video S1 ✓ ✓


EDVPM B10.1 Managing the Head Video


EDVPM B10.2 Securing the Legs Video


EDVPM B12 Arm Hold-Abducted Arm Video S1 ✓ ✓


EDVPM B14 Prone to Standing Video S1 ✓ ✓


EDVPM B17b Transition from Prone to Supine Video S1 ✓ ✓




mode


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EDVPM B2 Level 2 Hold Video S1 ✓ ✓


EDVPM B9 Team Approach to an Actively Combative Patient Video S1 ✓ ✓


Effective End of Life Conversations (Workshop)

S1 S6

✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Supporting Health Professionals in Advance Care Planning’ Learning Path

Effective Workplace Conversations S1 S6

✓ ✓ ✓ ✓ Part of the ‘DPET Orientation’ Learning Path

Electronic Venous Thromboembolism (VTE) Risk Assessment Tool for Adult Inpatients

S1

✓ ✓

Emergency Department - Chest Pain

S1 ✓ ✓

Emergency Department - Cognitive Bias

S1 ✓ ✓

Emergency Department - CXR S1 ✓ ✓

Emergency Department - In Charge - The Paradigm Shift

S1 ✓ ✓

Emergency Department - Lower Limb Injuries

S1 ✓ ✓

Emergency Department - Pulmonary Embolism

S1 ✓ ✓

Emergency Department - Silver Trauma

S1 ✓ ✓

Emergency Department - Renal Colic

S1 ✓ ✓



mode


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Emergency Department - Tachyarrythmia

S1 ✓ ✓

Emergency Department - Upper Limb Injuries

S1 ✓ ✓

Emergency Department - Wound Repair

S1 ✓ ✓

Emergency Sepsis Kills Program

S3 S4 S5 S6 S8

✓ ✓ ✓ ✓ ✓ ✓ ✓










•‘Medical Intern’

Emotional Intelligence N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ Face-to-face workshop also available via HETI management development unit

Empowering all to Educate

(Empowering the Educator Module

2)

N/A ✓ ✓ ✓ ✓ ✓

Empowering teams N/A ✓ ✓ ✓ ✓ ✓

Empowering Teams N/A ✓ ✓ ✓ Part of the ‘People Management Skills Program (PMSP) Learning Path

Empowering the Educator: Capability Self-Assessment (Empowering the Educator Module 6)

N/A ✓ ✓ ✓ ✓ ✓ Part of the ‘DPET Orientation’ Learning Path



mode


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eMeds - Admission Reconciliation S1 S4

✓ ✓ ✓ ✓

Part of the following Learning Paths: •‘eMeds Medical Pathway’

•‘eMeds Pharmacy Pathway’

eMeds - Admission Reconciliation (Rural)

S1 S4

✓ ✓ ✓ ✓

Targeted through self-enrolment to FWLHD, MLHD, NNSWLHD, SNSWLHD and WNSWLHD. Part of the following Learning Paths: •‘eMeds: Medical (Rural) Learning Pathway’

•‘eMeds: Nursing (Rural) Learning Pathway’

•‘eMeds: Pharmacy (Rural) Learning Pathway’

eMeds - Clinical Pharmacy Review S1 S4

✓ ✓ ✓ ✓ •‘eMeds Pharmacy Pathway’

eMeds - Complex Medications

Orders S1 S4

✓ ✓ ✓ ✓



eMeds - Discharge Reconciliation S1 S4

✓ ✓ ✓ ✓



eMeds - Discharge Reconciliation

(Rural) S1 S4

✓ ✓ ✓ ✓




eMeds: FirstNet (Rural) S1 S4

eMeds – Medication Administration

Record (MAR) Complex

Medications

S1 S4

✓ ✓ ✓ ✓


•‘eMeds Nursing Pathway’




mode


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eMeds - Medication Administration S1 S4

✓ ✓ ✓ ✓




eMeds - Medication Administration

(Rural) S1 S4

✓ ✓ ✓ ✓




eMeds - Medication History S1 S4

✓ ✓ ✓ ✓


•‘eMeds Medical Pathway’



eMeds - Medication History (Rural) S1 S4

✓ ✓ ✓ ✓




eMeds - Medication Order Actions S1 S4

✓ ✓ ✓ ✓




eMeds - Medication Order Actions

(Rural) S1 S4

✓ ✓ ✓ ✓






mode


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eMeds - Medication Orders S1 S4

✓ ✓ ✓ ✓




eMeds - Medication Orders (Rural) S1 S4

✓ ✓ ✓ ✓




eMeds - Nursing Orders S1 S4

✓ ✓ ✓ ✓ Part of the ‘eMeds Nursing Pathway’ Learning Path

eMeds - Nursing Orders (Rural) S1 S4

✓ ✓ ✓ ✓




eMeds - Power Plan S1 S4

✓ ✓ ✓ ✓




eMeds - Power Plan Orders S1 S4

✓ ✓ ✓ ✓

eMeds – Take Home Packs (Rural) S1 S4

✓ ✓ ✓ ✓

Targeted through self-enrolment to FWLHD, MLHD, NNSWLHD, SNSWLHD and WNSWLHD.

eMeds – View Only Access S1 S4

✓ ✓ ✓ ✓



mode


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Man

ag

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/

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Fro

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am

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/

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Employment: People With Disability S1 S2 S3

✓ ✓

eMR - Accessing Patient Charts S1

✓ ✓ ✓ ✓ ✓ ✓ ✓

eMR – Alerts S1

✓ ✓ ✓ ✓ ✓ ✓ ✓





•‘Fundamental eMR Medical Pathway’

•‘Fundamental eMR Nursing Pathway’

•‘Fundamental eMR Pharmacy Pathway’


eMR - Allergies and Adverse Drug Reactions

S1

✓ ✓ ✓ ✓ ✓ ✓ ✓





eMR - Between the Flags S1

✓ ✓ ✓ ✓ ✓ ✓ ✓





eMR - Between the Flags – Paediatric

S1

✓ ✓ ✓ ✓ ✓ ✓ ✓





eMR - Care Compass S1

✓ ✓ ✓ ✓ ✓ ✓ ✓

Part of the ‘eMeds Nursing Pathway’ Learning Path

eMR - Consult/Referral Orders S1

✓ ✓ ✓ ✓ ✓ ✓ ✓






mode


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Man

ag

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/

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Cli

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Fro

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Ma

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am

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/

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eMR – Diagnoses S1

✓ ✓ ✓ ✓ ✓ ✓ ✓




eMR - Diet Orders S1

✓ ✓ ✓ ✓ ✓ ✓ ✓




eMR – Documentation S1

✓ ✓ ✓ ✓ ✓ ✓ ✓





eMR - eMR S1

✓ ✓ ✓ ✓ ✓ ✓ ✓







eMR - Fundamental Skill Assessment

S1

✓ ✓ ✓ ✓ ✓ ✓ ✓

eMR – Histories S1

✓ ✓ ✓ ✓ ✓ ✓ ✓




eMR - Medical Imaging Orders S1

✓ ✓ ✓ ✓ ✓ ✓ ✓




eMR: My Chartered Patients S1

✓ ✓ ✓ ✓ ✓ ✓ ✓

eMR - Pathology Orders S1

✓ ✓ ✓ ✓ ✓ ✓ ✓




eMR - Patient Lists S1

✓ ✓ ✓ ✓ ✓ ✓ ✓





mode


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Man

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/

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Cli

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Fro

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Ma

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am

Le

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/

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eMR - Problems S1

✓ ✓ ✓ ✓ ✓ ✓ ✓




eMR - Results Flowsheet S1

✓ ✓ ✓ ✓ ✓ ✓ ✓





eMR Resuscitation Plans S1

✓ ✓ ✓ ✓ ✓ ✓ ✓

Encouraging Innovation N/A ✓ ✓ ✓ Part of the ‘People Management Skills Program (PMSP)’ Learning Path

End of Life Supportive Care S1 S2 S8

✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Supporting Health Professionals in Advance Care Planning’ Learning Path

Engaging and Motivating Learners (Empowering the Educator Module 9)

N/A

✓ ✓ ✓ ✓ ✓ Part of the ‘DPET Orientation’ Learning Path

Engaging with change S1 ✓

Enhancing Workplace Performance N/A ✓ ✓ ✓ Part of the ‘People Management Skills Program (PMSP)’ Learning Path

Enterprise Risk Management - An Overview

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Enterprise-Wide Risk Management for Managers

S1 ✓ ✓ ✓ ✓ ✓

Environmental Cleaning S3 ✓ ✓ ✓ ✓ ✓ ✓ Mandatory for staff undertaking cleaning tasks as their primary role within a healthcare facility



mode


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Man

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Fro

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eRIC M1: Introduction to Navigating the eRIC Screen

N/A ✓ ✓

eRIC M1: Knowing the eRIC Screen simulation

N/A ✓ ✓

eRIC M2: Admission into ICU N/A ✓ ✓

eRIC M2: ICU Admission simulation N/A ✓ ✓

eRIC M3a: ICU Daily Routine N/A ✓ ✓

eRIC M3b: ICU Medical Daily Routine

N/A ✓ ✓

eRIC M3: ICU Daily Routine - Planning of Care simulation

N/A ✓ ✓

eRIC M4: Prescribe and Administer Medication

N/A ✓ ✓

eRIC M4: Administer Medication simulation

N/A ✓ ✓

eRIC M5: Discharge and Transfer from ICU

N/A ✓ ✓

eRIC M5: Generating an eNIMC & eHOC simulation

N/A ✓ ✓

Evaluating Education and Training (Empowering the Educator Module 8)

N/A

✓ ✓ ✓ ✓ ✓ Part of the ‘DPET Orientation’ Learning Path

Everyone plays a role in health data

S1 S2 S5 S6

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Digital Health and Data Use’ Learning Path



mode


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Excel Journal Upload N/A ✓ ✓ ✓ ✓ Oracle R12

Exploring Education Delivery Methods (Empowering the Educator Module 5)


Face to Face Communication with Interpreters

S2 ✓ Part of the ‘How to use healthcare interpreters’ Learning Path

Facilitating Effective Performance S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Facilitating for Learner Success (Empowering the Educator Module 4)


Falls Prevention and Falls Risk Management Strategies for Clinical Staff

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Preventing Falls and Harm from Falls Learning’ Path

Falls Risk: Screening, Assessment and Management Plans for Adults


Falls: Post Falls Management for Clinical Staff


Family Centred Care S2 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Fatigue: Minimising the Impact At Work

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Fetal Heart Rate Monitoring ✓ ✓

Financial Inquiry N/A ✓ ✓ ✓ ✓ NSW health users of Oracle R12 finance & procurement



mode


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Financial Management Essentials N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Fire and Evacuation S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for all staff in healthcare facilities Part of the ‘Fire Safety and Evacuation’ Learning Path

Fire and Evacuation – Practical S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for all staff in healthcare facilities Part of the ‘Fire Safety and Evacuation’ Learning Path

Fire Safety and Emergency Procedures NMMT: Qstream N/A ✓

Part of the ‘Fire Safety and Emergency Procedures: Qstream - Include Post Survey’ Learning Path

Fire Safety and Emergency Procedures NMMT: Qstream evaluation post survey

N/A ✓

Part of the ‘Fire Safety and Emergency Procedures: Qstream - Include Post Survey’ Learning Path

Fire Safety and Emergency Procedures NMMT: Standard Pathway evaluation post survey

N/A ✓

Part of the ‘Fire Safety and Emergency Procedures Group 4 Standard Pathway’ Learning Path

Fire Safety and Emergency Procedures NMMT: Standard Pathway evaluation pre survey

N/A ✓

Part of the ‘Fire Safety and Emergency Procedures Group 4 Standard Pathway’ Learning Path

Fire Safety and Emergency Procedures NMMT: Storytelling N/A ✓

Part of the ‘Fire Safety and Emergency Procedures: Storytelling - Include Pre and Post Survey’ Learning Path

Fire Safety and Emergency Procedures NMMT: Storytelling evaluation post survey

N/A ✓


Fire Safety and Emergency Procedures NMMT: Storytelling evaluation pre survey

N/A ✓


First Contact - Customer Service S2 ✓ ✓ ✓

Fixed Assets Management N/A ✓ ✓ ✓ Oracle R12 - service centre staff responsible for managing fixed asset records.



mode


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nic

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ag

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nic

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nic

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na

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am

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Cli

nic

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Foetal Welfare and Obstetric Emergency and Neonatal Resuscitation Training (FONT) - eLearning and Face to Face Workshop

S1 S8

✓ ✓ ✓

Mandatory for obstetrics and midwifery staff foetal welfare online learning via K2MS contact local midwifery educator - face to face font delivered locally Part of the ‘FONT: Fetal Welfare Assessment’ Learning Path

Foundations in Hospital Practice: Pharmacist

S4 ✓ ✓

Foundations: Breaking Bad News S2 ✓ ✓ ✓ ✓

Part of the following Learning Paths: •‘Foundation Skills’

•‘Foundations of Interprofessional Teamwork -

1 hour sessions’ (optional)


4 hour session’ (optional)

•‘Supporting Health Professionals in Advance

Care Planning’

Foundations: Communicating During Challenging Situations

S2 ✓ ✓ ✓ ✓






Foundations: Interprofessional Communication

S6 ✓ ✓ ✓ ✓


•‘Foundation Skills’


1 hour sessions’


4 hour session’

Foundations: Interprofessional Practice

S6 ✓ ✓ ✓ ✓




1 hour sessions’



mode


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4 hour session’

Foundations: Introduction S1 ✓ ✓ ✓ ✓




1 hour sessions’


4 hour session’

Foundations: Managing Your Time S1 ✓ ✓ ✓ ✓






Foundations: Mental Health Basics S6 S8

✓ ✓ ✓ ✓






Foundations: Negotiation Skills S1 ✓ ✓ ✓ ✓

Part of the following Learning Paths: •‘DPET Orientation’






Foundations: Working in Culturally Diverse Contexts

S1 S2

✓ ✓ ✓ ✓







mode


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•‘Orientation’

Foundations: Clarifying Roles, Values and Ethics (Workshop)

S1 ✓ ✓ ✓ ✓

Workshop delivered locally Part of the following Learning Paths:


1 hour sessions’


4 hour session’

Foundations: Communication and Conflict Management (Workshop)

S1 ✓ ✓ ✓ ✓



1 hour sessions’


4 hour session’

Foundations: Person and Family Centred Care (Workshop)

S1 S2

✓ ✓ ✓ ✓



1 hour sessions’


4 hour session’

Foundations (Reflective Practice and Teamwork (Workshop)

S1 ✓ ✓ ✓ ✓



1 hour sessions’


4 hour session’

Fraud and Corruption Prevention N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

From good to great teamwork – making it happen (Workshop)

N/A ✓ ✓ ✓ ✓ ✓ Part of the ‘Teamwork’ Learning Path

Fundamentals of Paediatric Medication Safety

S4 ✓ ✓ ✓ ✓ ✓ ✓



mode


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Fundamentals of Person Centred Care in Dementia

S2 S5

✓ ✓ ✓ ✓ ✓

Future of Finance N/A ✓

GEM eLearning N/A ✓ ✓ Part of the ‘Accelerating Implementation Methodology (AIM)’ Learning Path

Getting Started with eLearning Design (Empowering the Educator Module 3)

N/A ✓ ✓ ✓ ✓ ✓

Getting Started with SMR Service Workforce Reporting

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘SMR Service Workforce Reporting’ Learning Path

Hand Hygiene S3 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Mandatory for all staff in healthcare facilities

Hand Hygiene Australia - Medical

S3 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for all NSW health medical staff based on location, service or department. Local determination required.

Hazardous Chemical Spills S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Working with Hazardous Substances’ Learning Path

Hazardous Chemicals and Dangerous Goods

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Working with Hazardous Substances’ Learning Path

Hazardous Drug Spills S1 Part of the ‘Working with Hazardous Substances’ Learning Path

Health Equity and the Social Determinants

S2 ✓

Health for Older Aboriginal People S2 ✓ ✓

Health Literacy and Teach-back S1 S2 S6

✓ ✓



mode


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Hazardous Manual Tasks

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for all staff Part of the ‘Orientation’ Learning Path

Health Professionals Council Authority Orientation (HPCA)

S1 ✓

Health Program Evaluation in Practice

S1 Part of the ‘Health Program Evaluation’ Learning Path

Health Promotion Resources N/A ✓ ✓ ✓ ✓ ✓ Staff involved in health promotion

Healthcare Responses to Homelessness 1: What is homelessness and who is at risk?

S2 S5

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Healthcare responses to homelessness’ Learning Path

Healthcare Responses to Homelessness 2: Metro, regional and rural experiences of homelessness

S2 S5


Healthcare Responses to Homelessness 3: Identifying homelessness and those at risk

S2 S5


Healthcare Responses to Homelessness 4: Care planning for people experiencing homelessness

S2 S5


Healthcare Responses to Homelessness 5: Care considerations for Aboriginal people experiencing homelessness or at risk

S2 S5


Healthcare Responses to Homelessness 6: Making referrals for accommodation supports

S2 S5


Healthcare Responses to Homelessness 7: Working together: The power of shared goals

S2 S5




mode


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Healthy Weight Gain in Pregnancy S1 S2

✓ ✓ ✓ ✓ ✓ ✓

Hearing Members module 1: The legal framework

S1 ✓ Part of the ‘Hearing Members Professional Development’ Learning Path

Hearing Members module 1: The legal framework – assessment

S1

Part of the ‘Nursing and Midwifery Council of NSW Hearing Members Professional Development’ Learning Path

Hearing Members module 2: Roles and accountabilities: Section 150


Hearing Members module 2: Roles and accountabilities: IRPs


Hearing Members module 2: Roles and accountabilities: PRPs


Hearing Members module 2: Roles and accountabilities - assessment

S1 ✓


Hearing Members module 3: Acting fairly


Hearing Members module 3: Acting fairly - assessment

S1 ✓


Hearing Members module 4: Decision-making process


Hearing Members module 4: Decision-making process - assessment

S1 ✓


Hearing Members module 5: Communications techniques




mode


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Hearing Members module 5: Communications techniques – assessment

S1 ✓


HEEADSSS - Get the Conversation Started

S2 ✓ ✓ ✓ ✓ ✓ ✓ ✓

HEEADSSS: VIDEO 1 - Working with young people - the role of HEEADSSS conversations

S2 ✓ ✓ ✓ ✓ ✓ ✓

Part of the ‘HEEADSSS assessment - working effectively with young people’ Learning Path

HEEADSSS: VIDEO 2 - What a

young person may bring to the

conversation

S2 ✓ ✓ ✓ ✓ ✓ ✓


HEEADSSS: VIDEO 3 - Useful tips

for HEEADSSS conversations S2 ✓ ✓ ✓ ✓ ✓ ✓


HEEADSSS: VIDEO 4 - Developing

a responsive management plan S2 ✓ ✓ ✓ ✓ ✓ ✓


High Quality Requests for Medical Imaging

N/A ✓ ✓ ✓ ✓ ✓ ✓

Holds Management for Health Agency Users

N/A ✓ ✓ ✓ ✓ ✓ Oracle R12

IDMH-01 Introduction to intellectual disability

S2 ✓ ✓ Part of the ‘Intellectual Disability and Mental Health’ Learning Path

IDMH-02 Living with an intellectual disability


IDMH-03 Intellectual disability – changing perspectives


IDMH-04 Mental disorders in intellectual disability




mode


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IDMH-05 Communication: the basics


IDMH-06 Improving your communication


IDMH-07 Assessment of mental disorders


IDMH-08 Management of mental disorders


IDMH 09 Equality in Mental Health care – a guide


IDMH-10 Consent, decision-making & privacy - a guide for clinicians


IDMH-11 Challenging behaviour I - Introduction


IDMH-12 Challenging behaviour II - Assessment


IDMH-13 Challenging behaviour III - Management


IDMH-14 Emergency mental health care 1: Understanding ID in the ED


IDMH-15 Emergency mental health care 2: Journey through the ED


iExpenses – Approve Expense Reports

N/A ✓ ✓

iExpenses – Creating an Expense Report

N/A ✓ ✓



mode


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iExpenses – Getting Started N/A ✓ ✓

iExpenses – Managing Your Expense Reports

N/A ✓ ✓

iExpenses – Mobile Application N/A ✓ ✓

IIMS: Notifier Training S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for all staff in healthcare facilities and health organisations that use IIMS notifier for reporting incidents.

Implementation of Guardianship Guidelines (Workshop)

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the Understanding Guardianship Learning Path

Implementing Performance Development

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Imprest Barcode Scanning N/A ✓ ✓ ✓ ✓ Oracle R12

Improvement Science Program (IS) N/A ✓

ims+ Manager Training S1 ✓ ✓ ✓

In My Shoes

Infection Prevention and Control in Practice

S3 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for all clinical staff (this module encompasses the infection prevention and control principles component required for all staff)



mode


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Infection Prevention and Control in Principles

S3 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for all non-clinical staff (clinical staff will complete this training requirement as part of infection prevention and control practices)

Injury Management S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for all parties involved in workers’ compensation including: - return to work coordinators; - managers who are managing staff; - staff who have injuries.

Infection Prevention – Enhanced precautions

S3 ✓ ✓

Infection Prevention – Transmission–based precautions

S3 ✓ ✓

Inpatient Sepsis Kills Program S3 ✓ ✓ ✓ ✓ ✓ ✓ ✓







– Maternity Client’





Inserting an Indwelling Urinary Catheter

S3 ✓ ✓ ✓ ✓ ✓

Interpret health data – turn information into new insights

S1 S2 S5 S6


Interprofessional Family Conferencing

S2 ✓ ✓ ✓ ✓ ✓ ✓

Part of the ‘Interprofessional Family Conferencing Training Program’ Learning Path Face-to-face workshop delivered locally



mode


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Intrahealth Processing for Health Agencies

N/A ✓ ✓ ✓ ✓ ✓ Oracle R12

Intellectual Disability Healthcare Web Link - Admission2Discharge Together

S1 S5 S6

✓ Part of the ‘Intellectual Disability Resources’ Learning Path

Intellectual Disability Healthcare Web Link - Disability Training Videos

S1 S5 S6


Intellectual Disability Healthcare Web Link - Say Less, Show More

S1 S5 S6


Intellectual Disability Healthcare Web Link - The Essentials

S1 S5 S6


Interpreting in family Conferences S2 ✓ Part of the ‘How to use healthcare interpreters’ Learning Path

Interpreting in mental health Interviews

S2 ✓ ✓ Part of the ‘How to use healthcare interpreters’ Learning Path

Introduction to Advanced Care Planning

S5 ✓ ✓ ✓ ✓ ✓ Part of the ‘Supporting Health Professionals in Advance Care Planning’ Learning Path

Introduction to Aggressive Behaviours

S1 ✓ ✓

Part of the following pathways:





Introduction to Cardiac Monitoring S2 S6 S8

✓ ✓ ✓ ✓ ✓

Introduction to eMR for Medical Students

S1 S4

✓ ✓



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Introduction to Health Emergency Management and Emergency Procedures

S1 ✓ ✓

Mandatory for staff starting 31-May-17 Includes HealthShare and NSW Health Pathology Staff physically located in a Healthcare facility. Excludes Medical ANZSCO codes and non-Healthcare/corporate facilities

Introduction to Incident Control System (ICS)

S1 ✓ ✓ ✓ ✓ ✓

Introduction to Medical Supervision N/A ✓ ✓ ✓ ✓ ✓ Part of the ‘DPET Orientation’ Learning Path

Introduction to Mentoring N/A ✓ ✓ ✓ ✓ ✓ Part of the ‘DPET Orientation’ Learning Path

Introduction to Motivational Interviewing

N/A ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Motivational Interviewing’ Learning path

Introduction to the Motor Activity Log


Introduction to Safety & Quality S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for all staff in a safety and quality role and with safety and quality responsibility Part of the ‘Medical Intern’ Learning Path

Introduction to the eMR for Doctors in ED

N/A ✓ ✓ ✓ ✓ ✓ ✓

Introduction to Work Health and Safety

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Mandatory for all staff

Introduction to Work Health and Safety for Managers

S1 ✓ ✓ ✓ ✓ ✓

Invasive Device Protocols S3 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Mandatory for all clinical staff who perform procedures with invasive medical devices

iProcurement Advanced N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Oracle R12



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ntl

ine

Ma

na

ge

r /

Te

am

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ad

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/

Cli

nic

al /

No

n

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e/ E

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r /

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/

Cli

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No

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iProcurement Basic N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Oracle R12

iView N/A ✓

JH&FMHN (Justice Health and Forensic Mental Health Network) Code of Conduct

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Jump Start: An Introduction to Project Management (Workshop)

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of ‘An Introduction to Project Management’ Learning Path

Key Changes to the Mental Health Act 2007

N/A ✓ ✓

Key Principles of Smooth Patient Flow

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓

Leading Mobile/Agile Teams N/A ✓ Part of ‘Keeping connected in a mobile/agile environment’ Learning Path

Lean Thinking S1 ✓ ✓ ✓ ✓ ✓ ✓

Let’s Talk Disability S2 ✓ ✓ ✓ ✓ ✓ ✓

Lymphoedema Awareness S5 ✓ ✓ ✓ ✓ ✓ ✓

Lymphoedema Early Intervention S5 ✓ ✓ ✓ ✓

Making Meetings Work N/A ✓ ✓ ✓ ✓ ✓ Part of the ‘DPET Orientation’ Learning Path

Manage Aggressive Behaviours S1 S2 S5

✓

Part of the following pathways:





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Managing Death and Death Certification

S1 S2

✓ ✓ ✓ ✓ Part of the ‘Medical Intern’ Learning Path

Managing Diabetes in Primary Care S2 S5

✓ ✓ ✓ ✓ ✓

Managing Grievance Early S1

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Part of the following Learning Paths: •‘DPET Orientation’

•‘Grievance Management for Managers’

Manage Grievance Early – All staff

workshop N/A ✓ Part of the ‘Manage Grievance Early – All staff workshop’ Learning Path

Manage Grievance Early –

Managers workshop N/A ✓ ✓ ✓ ✓ ✓ Part of the ‘Manage Grievance Early – Managers workshop’ Learning Path

Managing Deterioration (Between

the Flags) for maternity and

newborns

N/A ✓ ✓

Managing Health Resources - A Foundation - Understanding Cost Centres

N/A ✓ ✓ ✓ ✓ ✓ ✓ Workshop delivered locally

Managing the Risk of Alcohol Withdrawal

S2 S5

✓ ✓ ✓ ✓ ✓

Mandatory Training Explained S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mass Casualty Triage Training S1 S6

✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Orientation’ Learning Path

Medical Terminology Education and Practice

S6 ✓ ✓ ✓ ✓ ✓ Delivered by NSW health registered training organisation (RTO)



mode


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Meeting the Healthcare Needs of Refugees

S2 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mental Health Accredited Persons Accreditation Operational Assessment

S1 S5

✓ ✓ Part of the ‘Mental Health Accredited Person Accreditation Initial Training’ Learning Path

Mental Health Accredited Persons Assessment submission

S1 S5


Mental Health Accredited Persons Online Accreditation workshop

S1 S5


Mental Health Conversations – What would you do

S2 ✓ ✓

Mental Health Perspectives S2 ✓ ✓

Mental Health Phase of Care S2 ✓ ✓ ✓ ✓ ✓

Mental Health Skills for Generalist Health Professionals

S2 S5

✓ ✓ ✓ ✓ ✓ ✓

MERIT Program N/A ✓ ✓ ✓ ✓ MERIT case workers

MHPOD: Acquired Brain Injury and Sensory Impairment

S2 S5

✓ ✓ ✓ ✓ ✓

MHPOD: Becoming an Evidence Based Practitioner

N/A ✓ ✓ ✓ ✓ ✓

MHPOD: Biopsychosocial Factors S2 S5

✓ ✓ ✓ ✓ ✓

MHPOD: Building the therapeutic Relationship

S2 ✓ ✓ ✓ ✓ ✓



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MHPOD: CAMHS and Youth MH Conditions and Assessments

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: CAMHS and Youth MH Interventions

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Carer Advocacy S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Carer Participation S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Classification of Mental Disorders

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Confidentiality and Privacy in Practice

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Consumer Identity and Advocacy

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Cultural Awareness S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Culturally Sensitive Practice

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Dual Diagnosis S2 S5

✓ ✓ ✓ ✓ ✓

MHPOD: Dual Disability S2 S5

✓ ✓ ✓ ✓ ✓

MHPOD: Eating Disorders S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Effective Documentation in Clinical Files

S6 ✓ ✓ ✓ ✓ ✓

MHPOD: Effective Working Within the Multidisciplinary Mental Health Team

S6 ✓ ✓ ✓ ✓ ✓

MHPOD: Empowering Approach to Case Management

S6 ✓ ✓ ✓ ✓ ✓



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MHPOD: Ethics in Healthcare Research

S1 ✓ ✓ ✓ ✓ ✓

MHPOD: Evidence Based Practice N/A ✓ ✓ ✓ ✓ ✓

MHPOD: Forensic Mental Health S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Formulation N/A ✓ ✓ ✓ ✓ ✓

MHPOD: Gender Issues in Mental Health

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Health Promotion and Mental Health Promotion

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Impact of Medical Conditions

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: International and National Mental Health Policy

S1 ✓ ✓ ✓ ✓ ✓

MHPOD: Legislation and Mental Health Practice

S1 ✓ ✓ ✓ ✓ ✓

MHPOD: Living with Chronic Ill Health

S2 S5

✓ ✓ ✓ ✓ ✓

MHPOD: Mental Health and Mental Illness Across the Lifespan

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Mental Health Care and Human Rights

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Mental Health Care for Indigenous Australians

S2 ✓ ✓ ✓ ✓ ✓



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MHPOD: Mental Health for Older Persons Conditions and Assessments

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Mental Health for Older Persons Interventions

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Mental Health for Same Sex Attracted Persons

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Mental Health Histories and Mental State Examination

S2 S5

✓ ✓ ✓ ✓ ✓

MHPOD: Mental Health Service System the Organisation

S1 ✓ ✓ ✓ ✓ ✓

MHPOD: Mental Health Services in Primary Care Environments

S1 ✓ ✓ ✓ ✓ ✓

MHPOD: Mental Health Peer Workforce Within the Broader Mental Health System

N/A ✓ ✓ ✓ ✓ ✓

MHPOD: Networks of Care S1 ✓ ✓ ✓ ✓ ✓

MHPOD: Outcome Measures S1 ✓ ✓ ✓ ✓ ✓

MHPOD: Parenting Issues and Mental Health Care

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Pharmacological Interventions

S4 ✓ ✓ ✓ ✓ ✓

MHPOD: Prevention and Early Intervention

S2 S5

✓ ✓ ✓ ✓ ✓

MHPOD: Professional Ethics N/A ✓ ✓ ✓ ✓ ✓



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MHPOD: Psychosocial Interventions S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Psychosocial Interventions Strategies for Case Managers

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Quality Improvement and Evidence Based Practice

S1 ✓ ✓ ✓ ✓ ✓

MHPOD: Recovery S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Recovery 2 S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Recovery and Citizenship S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Relapse Prevention S2 S5

✓ ✓ ✓ ✓ ✓

MHPOD: Risk and Protective Factors

S2 S5

✓ ✓ ✓ ✓ ✓

MHPOD: Risk Assessment and Management

S5 ✓ ✓ ✓ ✓ ✓

MHPOD: Service Development S1 ✓ ✓ ✓ ✓ ✓

MHPOD: Skills for Promoting Physical Health

S2 S5

✓ ✓ ✓ ✓ ✓

MHPOD: Skills for Supporting Consumers to Study or Work

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Social Relationships – Working with Families

S2 ✓ ✓ ✓ ✓ ✓



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MHPOD: Social Wellbeing Connection and Belonging

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Strategies for Working with People at Risk of Suicide

S2 S5

✓ ✓ ✓ ✓ ✓

MHPOD: Supervision and Self Care in Mental Health Services

S2 S5

✓ ✓ ✓ ✓ ✓

MHPOD: Supporting a Mental Health Peer Workforce

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: The Broad Impact of Mental Illness and the Need for Partnership

S2 ✓ ✓ ✓ ✓ ✓

MHPOD: Transitional Care Planning S2 S5

✓ ✓ ✓ ✓ ✓

MHPOD: Trauma and Mental Health S2 S5

✓ ✓ ✓ ✓ ✓

MHPOD: Working with People who Self-Harm

S2 S5

✓ ✓ ✓ ✓ ✓

MHPOD: Working with People with Borderline Personality Disorder

S2 S5

✓ ✓ ✓ ✓ ✓

Microsoft Office – Access 2010 (Learning Path)

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Microsoft Office – Excel 2010 (Learning Path)

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Microsoft Office – Outlook 2010 (Learning Path)

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Microsoft Office – PowerPoint 2010 (Learning Path)

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓



mode


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Microsoft Office – Word 2010 (Learning Path)

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Module 1: BSBWOR502 Lead and

manage team effectiveness and

BSBMGT605 Provide leadership

across organisation

N/A ✓ Part of the ‘BSB51918 Diploma of Leadership and Management’ Learning Path

Module 2: BSBLDR513

Communicate with influence and

BSBLDR502 Lead & manage

effective workplace relationships


Module 3: BSBLDR511 Develop

and use emotional intelligence


Module 4: BSBMGT502 Manage

People Performance


Module 5: PSPGEN048 Support

coaching and mentoring


Module 6: BSBFIM501 Manage

budgets and financial plans


Module 7: BSBPMG522 Undertake

project work and BSBMGT517

Manage operational plans


Module 8: BSBMGT516 Facilitate

continuous improvement AND




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BSBINN502 Build and sustain an

innovative work environment

Motivational Interviewing: Building Skills

N/A ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Motivational Interviewing’ Learning path

My Food Choice - Patient Nutrition S2 ✓ Part of the ‘My Food Choice’ Learning Path

My Food Choice - Recording Meal Intake

S2 S5

✓ Part of the ‘My Food Choice’ Learning Path

My Food Choice - Taking Meal Orders

S2 ✓ Part of the ‘My Food Choice’ Learning Path

My Food Choice - Taking Special Diet Meal Orders


My Food Choice - Tray Monitor and Work Scheduler Systems


My Food Choice - Welcome to My Food Choice


My Health Learning - Search Function

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

NAT module 1 - Overview of Nurse Administered Thrombolysis (NAT)

S4 S8

✓ ✓ Part of the ‘Nurse Administered Thrombolysis’ Learning Path

NAT module 2 - Protocol Steps, Criteria and patient Management

S8 ✓ ✓ Part of the ‘Nurse Administered Thrombolysis’ Learning Path

NAT module 3 - Medications

S4 ✓ ✓ Part of the ‘Nurse Administered Thrombolysis’ Learning Path

NAT module 4 - NAT face to face practical assessment and accreditation

S4 S8

✓ ✓ Part of the ‘Nurse Administered Thrombolysis’ Learning Path



mode


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Newborn Advanced Life Support: Airway

S8 ✓ ✓ ✓

Newborn Advanced Life Support: Circulation

S8 ✓ ✓ ✓

Newborn Advanced Life Support Practical Session: Endotracheal Intubation

S8

Newborn Advanced Life Support Practical Session: Insertion of laryngeal mask airway (LMA)

S8

Newborn Advanced Life Support Practical Session: Insertion of emergency umbilical vein catheter (UVC)

S8

Newborn Advanced Life Support Practical Session: Simulated scenario and debrief

S8

Newborn Advanced Life Support: Special Circumstances

S8 ✓ ✓ ✓

Newborn Basic Life Support S8 ✓ ✓ ✓ ✓ ✓ ✓


•‘Newborn Basic Life Support – Option 1

(without LMA insertion)’


(with LMA insertion)’

Newborn Basic Life Support Assessment Tool

S8 ✓ ✓ ✓ ✓ ✓ ✓



(without LMA insertion)’


(with LMA insertion)’

Newborn Basic Life Support Practical Session – Option 1 (without LMA insertion)

S8 ✓ ✓ ✓ ✓ ✓ ✓ ‘Part of the Newborn Basic Life Support - Option 1 (without LMA insertion)’ Learning Path



mode


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Newborn Basic Life Support Practical Session – Option 2 (with LMA insertion)

S8 ✓ ✓ ✓ ✓ ✓ ✓

Part of the ‘Newborn Basic Life Support Option 2 (with LMA insertion)’ Learning Path

Normalise HIV in your Practice S2 ✓ ✓ ✓ ✓ ✓ ✓

NPS: Bacteraemia S3 ✓ ✓ Part of the ‘Antimicrobial Resistance’ Learning Path

NPS: Catheter-associated urinary tract infections

S3 ✓ ✓ Part of the ‘Antimicrobial Resistance’ Learning Path

NPS: Community Acquired Pneumonia (CAP)


NPS: Introduction to antimicrobial prescribing


NPS: Otitis Media: Clarifying the role of antibiotics (case studies)


NPS: Respiratory tract infection in a child


NPS: Surgical Antibiotic Prophylaxis S4 S5

✓ ✓ Part of the ‘Antimicrobial Resistance’ Learning Path

NPS: Urinary tract infections: exploring antibiotic treatment

S3 S4

✓ ✓ Part of the ‘Antimicrobial Resistance’ Learning Path

NSW Gatekeeper Training for suicide prevention

S2 S5

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘NSW Health Gatekeeper Training Learning Path

NSW Health Gatekeeper Training for Suicide Prevention - Facilitator Resources

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓



mode


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NSW Health Corporate Orientation: Welcome

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Orientation’ Learning Path

NSW Health Corporate Orientation: Your Pathway

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Orientation’ Learning Path

NSW Health Services Emergency Management Arrangement

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

NSW Prevocational Accreditation Program: Module 3 – Preparing for a HETI survey visit

S1 ✓ ✓ Part of the ‘NSW Prevocational Accreditation Program’ Learning Path

NSW Prevocational - Standards and Rating Scale

S1 ✓ Part of the ‘NSW Prevocational Accreditation Program’ Learning Path

NSW State-wide Eyesight Pre-Schooler Screening (StEPS) Program

S1 ✓ ✓ ✓ ✓ For staff who conduct steps vision screening in NSW

Nursing and Midwifery Council Professional Development Program

N/A ✓ ✓ ✓ ✓ ✓ For nursing and midwifery council members

Nursing, Midwifery and the Law S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Nutrition Screening for Malnutrition S5 ✓ ✓ ✓ ✓ ✓ Health care providers who undertake nutrition screening

Occupational Assessment, Screening and Vaccination

S1 S3

✓ ✓

Open Disclosure S2 ✓ ✓ ✓ ✓ ✓ ✓ ✓ Mandatory for all clinical staff

Open Disclosure Advisor S2 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Operating Suite: Beyond the Red Line

S1 ✓ ✓ ✓ ✓ ✓ ✓



mode


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Ordering clozapine in the eMR S1 S4

✓ ✓

Orientation to Community Care for Nurses

S1 ✓ ✓ ✓

Own Source Revenue and Your Hospital

N/A ✓ ✓ ✓ ✓ ✓ ✓

Oxygen Therapy in Acutely-Ill Adults S5 S8

✓ ✓ ✓ ✓ ✓

Paediatric Basic Life Support for Clinicians

S8 ✓ ✓

Paediatric Basic Life Support for Clinicians Assessment Tool

S8 ✓ ✓

Paediatric CPG: Abdominal Pain S5 ✓ ✓ Part of the ‘Paediatric Clinical Practice Guidelines (CPG)’ Learning Path

Paediatric CPG: Acute Management of Head Injury

S5 S8

✓ ✓ Part of the ‘Paediatric Clinical Practice Guidelines (CPG)’ Learning Path

Paediatric CPG: Asthma S5 ✓ ✓ Part of the ‘Paediatric Clinical Practice Guidelines (CPG)’ Learning Path

Paediatric CPG: Bacterial Meningitis S4 S5


Paediatric CPG: Bronchiolitis S3 S4 S5


Paediatric CPG: Croup S3 S4 S5


Paediatric CPG: Fever S3 S4




mode


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S5

Paediatric CPG: Gastroenteritis S3 S4 S5


Paediatric CPG: Recognition of a Sick Child

S3 S4 S5


Paediatric CPG: Seizures S4 S5


Paediatric CPG: Sore Ear - Otitis Media

S4 S5


Paediatric CPG: Sore Throat S4 S5


Paediatric SKIP: Introduction S3 S4 S5

✓ ✓ Part of the ‘Skills in Paediatrics (SKIP)’ Learning Path

Paediatric SKIP: Dehydration in Gastroenteritis

S3 S4 S5


Paediatric SKIP: IV Cannula Care S3 S4 S5


Paediatric SKIP: Lumbar Puncture S3 S4 S5


Paediatric SKIP: Medication Prescribing

S4 S5


Paediatric SKIP: Nasogastric Tubes S3 S5

✓ ✓

Part of the ‘Skills in Paediatrics (SKIP)’ Learning Path



mode


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Paediatric SKIP: Paediatric IV Fluid Therapy

S4 S5 S6


Paediatric SKIP: Pain Assessment S5 ✓ ✓ Part of the ‘Skills in Paediatrics (SKIP)’ Learning Path

Paediatric SKIP: Pain Management S5 ✓ ✓ Part of the ‘Skills in Paediatrics (SKIP)’ Learning Path

Paediatric SKIP: Respiration in Paediatrics

S5 ✓ ✓ Part of the ‘Skills in Paediatrics (SKIP)’ Learning Path

Paediatric SKIP: Urine Collection S5 ✓ ✓ Part of the ‘Skills in Paediatrics (SKIP)’ Learning Path

Paediatric SKIP: Vital Signs S5 ✓ ✓ Part of the ‘Skills in Paediatrics (SKIP)’ Learning Path

Pain Assessment S5 ✓ ✓ ✓ ✓ ✓

Partnering with Carers S2 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Patient Controlled Analgesia - Adult Pain Management

S4 ✓ ✓ ✓ ✓ ✓

Patient Identification and Procedure Matching

S1 S2

✓ ✓ ✓

Patient Transport Service (PTS) N/A ✓ ✓ ✓

Payables Prepare Payments N/A ✓ ✓ ✓ Oracle R12

Payables Web ADI Data Entry for HA Users

N/A ✓ ✓ ✓ Oracle R12



mode


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PCard eLearning Module N/A ✓

PCOC Essentials S2 S5 S6

✓ ✓ ✓ ✓ ✓

People Management Skills Program N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Perineal Repair S1 S2 S3

✓ ✓ ✓ ✓ ✓ Targeted to Midwives, residents and registrars undertaking perineal repair

Person Centred Care S2 S5


PHEM: Public Health Emergency Management

S1 ✓ ✓ ✓ ✓ ✓ ✓

PHICS: Public Health Incident Control Systems

S1 ✓ ✓ ✓ ✓ ✓ ✓

Physiotherapy Management of Plagiocephaly

S2 ✓ ✓ ✓ ✓

Planned Downtime and Medication

Management S1 ✓ ✓

Polypharmacy in Older Inpatients S2 S4 S5

✓ ✓

Positive Approach to the Care of the Aboriginal Person with Dementia

S2 S5

✓ ✓ ✓ ✓ ✓

Positive Approach to the Care of the Older Person with Dementia

S2 S5

✓ ✓ ✓ ✓ ✓



mode


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/

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/

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Positive Approach to the Care of the Younger Person with Dementia

S2 S5

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Post Incident Safety Huddles S1 ✓ ✓

Prescription Output Version 2 S1 S4

✓ ✓

Presentation Skills N/A ✓ ✓ ✓ ✓

Presentation Tips N/A ✓ ✓ ✓ Part of the ‘People Management Skills Program (PMSP)’ Learning Path

Pressure Injury Point Prevalence Survey (Conducting)

N/A ✓ ✓ ✓ ✓ ✓ ✓

Pressure Injury Prevention: Risk Assessment

S2 S5

✓ ✓ ✓ ✓ ✓ ✓ ✓

Part of the ‘Pressure Injury Prevention: Risk Assessment and Risk Management’ Learning Path

Pressure Injury Prevention: Risk Management

S2 S5

✓ ✓ ✓ ✓ ✓ ✓ ✓


Primary Exam Preparation - Anatomy

N/A ✓ ✓ Part of the ‘Emergency Medicine Primary Exam Preparation Program’ Learning Path

Primary Exam Preparation -

Pathology N/A ✓ ✓ Part of the ‘Emergency Medicine Primary Exam Preparation Program’ Learning Path


Pharmacology N/A ✓ ✓ Part of the ‘Emergency Medicine Primary Exam Preparation Program’ Learning Path


Physiology N/A ✓ ✓ Part of the ‘Emergency Medicine Primary Exam Preparation Program’ Learning Path

Principles of Child-Centred Interactions in the Clinical Setting

S2

✓ ✓ ✓ ✓ ✓



mode


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/

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/

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Privacy Module 1: Know Your Boundaries

S1

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Mandatory for all staff Part of the ‘Orientation’ Learning Path

Privacy Module 2: Handling Personal and Personal Health Information

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Orientation’ Learning Path

PROcure Overview N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘PROcurement and Contract Management’ Learning Path

PROcure Vendor and Core Management

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘PROcurement and Contract Management’ Learning Path

PROcure Procurement Management

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘PROcurement and Contract Management’ Learning Path

PROcure Contract Management N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘PROcurement and Contract Management’ Learning Path

Promoting inclusive healthcare: LGBT

S1 ✓ ✓

Project Management in a Nutshell N/A ✓ ✓ ✓ ✓ ✓ Part of ‘An Introduction to Project Management’ Learning Path

Promoting Acceptable Behaviour in the Workplace

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Mandatory for all staff

Promoting Attendance and Managing Leave

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Psychological Interventions I S2 S5

✓ ✓ Part of the ‘Cognitive behavioural therapy for early psychosis’ Learning Path

Psychological Interventions II S2 S5

✓ ✓ Part of the ‘Cognitive behavioural therapy for early psychosis’ Learning Path

Qstream Hands On N/A ✓ Part of the ‘Create a Qstream’ Learning Path



mode


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/

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Man

ag

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/

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/

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Qstream: How to develop Qstream spaced learning

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Qstream - Basics of blood glucose levels and insulin

S4 S5

✓ ✓

Qstream - Preventing and managing hypoglycaemia

S4 S5

✓ ✓

Qstream - Safely prescribing and administering insulin

S4 S5

✓ ✓

Qstream Sampler N/A ✓ Part of the ‘Create a Qstream’ Learning Path

Qstream - The NSW Mental Health Act (2007) no 8 - Module 1

S2 ✓ ✓ Part of ‘The NSW Mental Health Act (2007) no 8’ Learning Path


S2 ✓ ✓ Part of ‘The NSW Mental Health Act (2007) no 8’ Learning Path

Qstream - Tutorials N/A ✓ Part of the ‘Create a Qstream’ Learning Path

Quit for New Life S2 ✓ ✓ Part of the ‘Quit for New Life’ Learning Path

Q4NL Assessment N/A ✓ ✓ Part of the ‘Quit for New Life’ Learning Path

Q4NL - Swap to Stop Model N/A ✓ ✓ Part of the ‘Quit for New Life’ Learning Path

R12 Global Changes N/A ✓ ✓ ✓ ✓ ✓ ✓ Oracle R12

Radiology Applied Imaging Technology (Physics)

N/A ✓ ✓ ✓



mode


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/

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/

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Radiology pathology - Acute dyspnoea

S5 ✓ ✓ Part of the ‘Radiology Pathology’ Learning Path

Radiology pathology - Acute

Inflammation: self-assessment S5 ✓ ✓ Part of the ‘Radiology Pathology’ Learning Path

Radiology pathology – Anaemia S5 ✓ ✓ Part of the ‘Radiology Pathology’ Learning Path

Radiology pathology – Back pain S5 ✓ ✓ Part of the ‘Radiology Pathology’ Learning Path

Radiology pathology - Bone tumours


Radiology pathology – Chest pain S5 ✓ ✓ Part of the ‘Radiology Pathology’ Learning Path

Radiology pathology - Chronic inflammation: self-assessment


Radiology pathology – CNS Infections


Radiology pathology – CNS Tumours


Radiology pathology - Degenerative

disorders: self-assessment


Radiology pathology - Disorders of

growth: self-assessment


Radiology pathology - Dysphagia

and haematemesis S5 ✓ ✓ Part of the ‘Radiology Pathology’ Learning Path



mode


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/

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Radiology pathology – Endocrine S5 ✓ ✓ Part of the ‘Radiology Pathology’ Learning Path

Radiology pathology - Gallbladder and pancreatic disease


Radiology pathology - Haematuria S5 ✓ ✓ Part of the ‘Radiology Pathology’ Learning Path

Radiology pathology - Haemoptysis S5 ✓ ✓ Part of the ‘Radiology Pathology’ Learning Path

Radiology pathology - Leukaemia S5 ✓ ✓ Part of the ‘Radiology Pathology’ Learning Path

Radiology pathology – Lymphoma S5 ✓ ✓ Part of the ‘Radiology Pathology’ Learning Path

Radiology pathology – Multisystem Disease


Radiology pathology – Polyarthritis S5 ✓ ✓ Part of the ‘Radiology Pathology’ Learning Path

Radiology pathology - Renal S5 ✓ ✓ Part of the ‘Radiology Pathology’ Learning Path

Radiology pathology -Valvular heart disease


Radiology pathology - Vascular

disease S5 ✓ ✓ Part of the ‘Radiology Pathology’ Learning Path

Radiology Pathology - Vascular

Disorder: self-assessment S5 ✓ ✓ Part of the ‘Radiology Pathology’ Learning Path

Recognising Domestic and Family Violence

S2 ✓ ✓ ✓ ✓ ✓ ✓ ✓



mode


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/

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Recognising Vicarious Trauma S2 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Recovery Orientated Practice N/A ✓ ✓ ✓ ✓ ✓

Recruitment: Module 1 Pre-Selection

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for convenors of selection panels Part of the ‘Recruitment and Selection’ Learning Path

Recruitment: Module 2 Selection N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Recruitment and Selection’ Learning Path

Recruitment: Module 3 Post-Selection

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for convenors of selection panels Part of the ‘Recruitment and Selection’ Learning Path

Redesign Diagnostics N/A ✓ Part of the ‘Redesign Methodology’ Learning Path

Redesign Diagnostics Templates and Resources

N/A ✓ Part of the ‘Redesign Methodology’ Learning Path

Redesign Evaluation Templates and Resources


Redesign Fundamentals N/A ✓ Part of the ‘Redesign Methodology’ Learning Path

Redesign Implementation N/A ✓ Part of the ‘Redesign Methodology’ Learning Path

Redesign Implementation Templates and Resources


Redesign Initiation N/A ✓ Part of the ‘Redesign Methodology’ Learning Path

Redesign Initiation Templates and Resources




mode


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/ C

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an

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/

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No

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al

Mid

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Man

ag

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/

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al /

No

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nic

al

Fro

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Ma

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r /

Te

am

Le

ad

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/

Cli

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No

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Tra

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e/ E

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Ad

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/

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No

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Ge

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Redesign Solutions N/A ✓ Part of the ‘Redesign Methodology’ Learning Path

Redesign Solutions Templates and Resources


Redesign – Sponsorship for Change

S1 S2 S5 S6

✓

Redesign Sustainability N/A ✓ Part of the ‘Redesign Methodology’ Learning Path

Research: Introduction for Beginners

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Research’ Learning Path

Research: Planning the Research Process

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Research’ Learning Path

RESUS4KIDS 01 - Paediatric Life Support for Healthcare Rescuers

S8 ✓ ✓

Mandatory for SCHN Staff Part of the following Learning Paths:

•‘RESUS4KIDS - Paediatric Life Support for

Healthcare Rescuers’

•’RESUS4KIDS - Paediatric Life Support for

Healthcare Rescuers Train the Trainer’

RESUS4KIDS 02 - Advanced Paediatric Resuscitation

S8 ✓ ✓

RESUS4KIDS 03 - Intraosseous Access

S8 ✓ ✓ Part of the ‘RESUS4KIDS - Intraosseous Practical Course’ Learning Path

RESUS4KIDS 04 - Paediatric Tracheostomy Emergency Management

S8 ✓ ✓ Part of the ‘RESUS4KIDS - Tracheostomy Emergency Management’ Learning Path

RESUS4KIDS 05 - Neopuff Infant T-Piece Resuscitator

S8 ✓ ✓



mode


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RESUS4KIDS 06 - Advanced Airway Management

S8 ✓ ✓

RESUS4KIDS 07 - Basic Life Support for Allied and Community Healthcare Rescuers

S8 ✓ ✓


•‘RESUS4KIDS - Basic Life Support for Allied




RESUS4KIDS 08 - Train the Trainer refresher

S8 ✓ ✓

RESUS4KIDS 09 - Basic Life Support for Allied and Community Healthcare Rescuers Train the Trainer refresher

S8 ✓ ✓




•‘RESUS4KIDS - Paediatric Life Support for


RESUS4KIDS - Basic Life Support for Allied Healthcare Rescuers Practical Course

S8 ✓ ✓

Part of the following Learning Paths





RESUS4KIDS - Basic Life Support for Allied Healthcare Rescuers Train the Trainer

S8 ✓ ✓

Part of the ‘RESUS4KIDS - Basic Life Support for Allied Healthcare Rescuers Train the Trainer’ Learning Path

RESUS4KIDS - Intraosseous Practical Course

S8 ✓ ✓ Part of the ‘RESUS4KIDS - Intraosseous Practical Course’ Learning Path

RESUS4KIDS - Paediatric Life Support for Healthcare Rescuers Short Practical Course

S8 ✓ ✓ Part of the ‘RESUS4KIDS - Paediatric Life Support for Healthcare Rescuers’ Learning Path

RESUS4KIDS - Paediatric Life Support for Healthcare Rescuers Short Train the Trainer

S8 ✓ ✓ Part of the ‘RESUS4KIDS - Paediatric Life Support for Healthcare Rescuers’ Learning Path



mode


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RESUS4KIDS - Tracheostomy Emergency Management Practical Course

S8 ✓ ✓ Part of the ‘RESUS4KIDS - Tracheostomy Emergency Management’ Learning Path

Risk Management for Work, Health and Safety

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Risks in using family to interpret S1 ✓ ✓ Part of the ‘How to use healthcare interpreters’ Learning Path

Run the NSWH BAS Tax Worksheet Report in Oracle R12

N/A ✓ ✓ ✓ ✓ Oracle R12

Rural eMeds Medical Confidence Assessment

S1 ✓ ✓

Rural eMeds Nursing Confidence Assessment

S1 ✓ ✓

Rural eMeds Pharmacy Confidence Assessment

S1 ✓ ✓

Rural Generalist Nurse Program: Aged Care

S2 S4 S5

✓ ✓ ✓ ✓

Rural Generalist Nurse Program: Comprehensive Assessment

S2 S4 S5 S6

✓ ✓ ✓ ✓

Rural Generalist Nurse Program: Mental Health

S2 ✓ ✓ ✓ ✓ Part of the ‘Rural Generalist Nurse Program: Mental Health Care’ Learning Path

Rural Generalist Nurse Program: Paediatric Care

S2 S5 S6

✓ ✓ ✓ ✓ Part of the ‘Rural Generalist Nurse Program: Paediatric Care’ Learning Path

Rural Generalist Nurse Program: Palliative Care

S2 S4 S5 S6

✓ ✓ ✓ ✓



mode


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Safe Patient Handling S1 ✓ ✓ ✓ ✓ ✓

Safe Sleep S2 ✓ ✓ ✓

Safe Use of Anticoagulants S4 S6

✓ ✓ ✓ ✓ ✓ Part of the ‘Safe Use of High-Risk Medicines’ Learning Path

Safe use of benzodiazepines in the older person

S4 ✓ ✓

Safe use of High-Risk Medicines: Introductory module

S1 S2 S4 S6

✓ ✓ ✓ ✓ ✓ Part of the ‘Safe Use of High-Risk Medicines’ Learning Path

Safe use of HYDROmorphone S4 ✓ ✓ ✓ ✓ ✓ Part of the ‘Safe Use of High-Risk Medicines’ Learning Path

Safe use of opioids S1 S4

✓ ✓ Part of the ‘Safe Use of High-Risk Medicines’ Learning Path

Safely prescribing and administering Insulin

S4 ✓ ✓

Safety & Quality - Advanced S1 ✓ ✓ ✓ ✓ ✓ ✓ Mandatory for members of governing bodies and senior managers

Screening for Alcohol, Smoking and Other Substances

S2 S5

✓ ✓ ✓ ✓ ✓ Frontline staff

Security S1 ✓ ✓ ✓ Basic overview

Security Awareness All Staff S1 ✓



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Security Awareness Security Staff S1 ✓

Setting Default Deliver to Location N/A ✓ ✓ ✓ ✓ Oracle R12

Sexual Safety Policy Training (Mod 1)

S1 S2

✓ ✓ ✓

Mandatory for Mental Health Staff and Managers Part of the following Learning Paths:

•‘Sexual Safety Policy Training (Mandatory for

Mental Health Staff)’


Mental Health Managers)’


S1 S2

✓ ✓ ✓







S1 S2

✓ ✓ ✓

Mandatory for Mental Health Managers

Part of the ‘Sexual Safety Policy Training

(Mandatory for Mental Health Managers)’ Learning Path

Sexual Safety Policy Training Workshop

S1 S2

✓ ✓ ✓






SHAPE End of Life Conversations S2 S5




mode


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Shaping instructional video NA ✓ ✓ Part of the ‘Constraint Induced Movement Therapy (CIMT)’ Learning Path

Share and integrate data into practice

S1 S2 S5 S6


Sharing information to support vulnerable children and young people

S2 ✓ ✓ ✓

Sharps Injury for Clinical Staff S1 S3

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Mandatory for all staff exposed to the risk of sharps injury

Sharps Injury for Non-Clinical Staff S1 S3

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Mandatory for all staff exposed to the risk of sharps injury

SHEMS General User Training N/A ✓ ✓ ✓ ✓ ✓ ✓

SimChat - Debriefing in Simulation for Clinical Educators

S6 ✓ ✓ ✓

Small Acts of Kindness N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Smoking Cessation: A Guide for all Staff

S2 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Smoking Cessation: Brief Intervention at Chairside

S2 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Mandatory for oral health service clinicians

Smoking in Pregnancy Part A S2 ✓ ✓

Smoking in Pregnancy Part B S2 ✓ ✓ ✓ ✓ ✓



mode


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Smoking in Pregnancy Workshop S2 ✓ ✓ ✓ ✓ ✓

SMR Service - Smart View Advanced

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

SMR Service Online Help File N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

SMR Service Smart View Finance N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

SMR Service Smartview on Workforce

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

SMR Service Smartview on Workforce: Explore Functionalities

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

SMR Service State-Wide Standard Reports in Finance

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

SMRS Budget Application: Finance N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

SMRS Budget Application: Fundamentals

N/A ✓

SMRS Budget Application: Workforce

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

SMRs Workforce Dimensions and Business Rules

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

SMRs Workforce Reporting Introduction to Smartview

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Specific SMR Service Reports N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘SMR Service Workforce Reporting’ Learning Path



mode


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Stigma, Discrimination & Injecting Drug Use

S2 ✓ ✓ ✓ ✓ ✓ ✓

Strengthening Foundations: Emotional health of mothers and children

S2 ✓ ✓ ✓ ✓ ✓ Part of the ‘Strengthening Foundations’ Learning Path

Strengthening Foundations: Health & wellbeing during pregnancy


Strengthening Foundations: Supporting health babies & children


Strengthening Foundations: Working with Aboriginal mothers & families


Suicide Prevention and Management

S2 S5

✓ ✓ ✓ ✓ ✓ ✓ ✓

Supporting the Learner N/A ✓ ✓ ✓ ✓ ✓ Part of the ‘DPET Orientation’ Learning Path

SWIS-H Screening Essentials N/A ✓ ✓

Team Work - Personalities and Flexible Team Interactions

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Team Work - Team Processes S1 ✓ ✓ ✓ ✓ ✓

Telephone Interpreting S2 ✓ ✓ Part of the ‘How to use healthcare interpreters’ Learning Path

The Aboriginal Mental Health Drug and Alcohol Toolkit (AMHDA)

S2 ✓ ✓ ✓ ✓ ✓ Part of the ‘Teamwork’ Learning Path

The Confused Patient: Dementia or Delirium?

S2 S5

✓ ✓ ✓ ✓ ✓ ✓ ✓



mode


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The Interviewer S2 ✓ ✓ ✓ ✓ ✓ ✓

The Manager as Coach N/A ✓ ✓ ✓ Part of the ‘People Management Skills Program (PMSP)’ Learning Path

The Vaccination for Antenatal Pertussis

S1 S4

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Trauma Informed Care S2 ✓ ✓ ✓ ✓ ✓

TypingMaster: 10 Key Number Pad N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘TypingMaster’ Learning Path

TypingMaster: Numbers N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘TypingMaster’ Learning Path

TypingMaster: Speed Building N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘TypingMaster’ Learning Path

TypingMaster: Symbols N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘TypingMaster’ Learning Path

TypingMaster: Touch Typing N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘TypingMaster’ Learning Path

Understanding Guardianship S2 ✓ ✓ ✓ ✓ ✓ ✓ ✓

Understanding the Vision Defect in Stroke Screening Tool

S2 ✓ ✓

Use and Disclosure of NSW Health Data for the Purpose of Analytics

N/A ✓ ✓ ✓

Using Radiometer Blood Gas ABL800 Analysers

N/A ✓ ✓ ✓ ✓ ✓ ✓ ✓ Part of the ‘Understanding Guardianship’ Learning Path



mode


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Using Stafflink Dashboards and Reports - Financials

N/A ✓ ✓ ✓ ✓ ✓ ✓

Using the Coaguchek INR Testing Device

N/A ✓ ✓ ✓ ✓ Stafflink financials and procurement Oracle R12

Using the i-Stat Testing Device N/A ✓ ✓ ✓ ✓ ✓

Vaccine Storage and Cold Chain Management

S4 ✓ ✓ ✓ ✓

Vascular Air Embolism N/A ✓ ✓ Part of the ‘Vascular Air Embolism’ Learning Path

Verification of Death S1 ✓ ✓ ✓ ✓ ✓

Violence Prevention and Management - An Introduction to Legal and Ethical Issues

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for staff working in occupations or areas where there is a high risk of violence Part of the ‘Violence Prevention and Management’ Learning Path

Violence Prevention and Management - for Managers

S1 ✓ ✓ ✓ ✓ ✓ ✓

Violence Prevention and Management – Personal Safety (Workshop)

S1 ✓ ✓

Violence Prevention and Management – Team Restraint Techniques (Workshop)

S1 ✓ ✓

Violence Prevention and Management in the Workplace: Awareness

S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for all staff Part of the following Learning Paths:




Prevention and Management (EDVPM)



mode


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Physical Skills Train the Trainer’

•‘Violence Prevention and Management’

Violence Prevention and Management 1 - Personal Safety - Video Resources

S1 ✓ ✓ ✓ ✓ ✓

Violence Prevention and Management 1 Personal Safety – Instructor -Assessment

S1 ✓ ✓ ✓ ✓ ✓ ✓

Part of the Violence Prevention and Management 1 Personal Safety - Instructor Learning Path

Violence Prevention and Management 1 Personal Safety – Senior Trainer Instructor - Assessment

S1 ✓ ✓ ✓ ✓ ✓ ✓

Part of the Violence Prevention and Management 1 Personal Safety - Senior Trainer Pathway

Violence Prevention and Management 1 Personal Safety – Trainer - Assessment

S1 ✓ ✓ ✓ ✓ ✓ ✓

Part of the Violence Prevention and Management 1 Personal Safety - Trainer Pathway

Violence Prevention and Management 2 - Team Restraint - Video Resources

S1 ✓ ✓ ✓ ✓ ✓

Violence Prevention and Management 2 Personal Safety + Team Restraint – Instructor - Assessment

S1 ✓ ✓ ✓ ✓ ✓ ✓

Part of the Violence Prevention and Management 2 Personal Safety + Team Restraint Instructor Pathway

Violence Prevention and Management 2 Personal Safety + Team Restraint – Senior Trainer - Assessment

S1 ✓ ✓ ✓ ✓ ✓ ✓

Part of the Violence Prevention and Management 2 Personal Safety + Team Restraint Senior Trainer Pathway

Violence Prevention and Management 2 Personal Safety + Team Restraint –Trainer - Assessment

S1 ✓ ✓ ✓ ✓ ✓ ✓

Part of the Violence Prevention and Management 2 Personal Safety + Team Restraint Trainer Pathway

Vmoney Web - Checkers and Approvers

N/A ✓ ✓ ✓ ✓ ✓ ✓



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Vmoney Web - VMOS N/A ✓ ✓ ✓

Waste Management S1 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Mandatory for all staff in healthcare facilities (currently excluding medical officers) Part of the ‘Orientation’ Learning Path

Water Immersion for Labour and Birth

S2 S5

✓ ✓ ✓ ✓ ✓ ✓

Weight4KIDS - Adolescent Module S1 S4

✓ ✓ ✓ ✓ ✓

Part of the ‘Assessing and managing weight status in children who are above a healthy weight’ Learning Path

Weight4KIDS - Core Module S1 S4

✓ ✓ ✓ ✓ ✓


Weight4KIDS - Endocrine Module S1 S4

✓ ✓ ✓ ✓ ✓


Weight4KIDS - General Medical Module

S1 S4

✓ ✓ ✓ ✓ ✓


Weight4KIDS - Measurements Module

S1 S4

✓ ✓ ✓ ✓ ✓


Weight4KIDS - Nutrition Module S1 S4

✓ ✓ ✓ ✓ ✓


Weight4KIDS - Orthopaedic Module S1 S4

✓ ✓ ✓ ✓ ✓


Weight4KIDS - Physical Activity Module

S1 S4

✓ ✓ ✓ ✓ ✓


Weight4KIDS - Practical Interventions Module

S1 S4

✓ ✓ ✓ ✓ ✓




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Weight4KIDS - Psychosocial Module

S1 S2 S4

✓ ✓ ✓ ✓ ✓


Weight4KIDS - Sleep Module S1 S4

✓ ✓ ✓ ✓ ✓

White Level Inspections S1

✓ ✓ ✓ ✓ ✓ ✓

WHS Incident Investigation for Managers

S1 ✓ ✓ ✓ ✓ ✓

Working With Consumers and Communities

S1 S2

✓ ✓ ✓ ✓ ✓

Workplace Gender Diversity and Inclusion

S1 S2

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Workplace Mental Health Awareness

S1 S2 S5

✓ ✓

World Learning Hub: Responsible use of Social Media

S1 ✓

World Learning Hub: Workplace Discrimination, Harassment and Bullying for Employees

S1 ✓

World Learning Hub : Workplace Discrimination, Harassment and Bullying for Managers

S1 ✓

Working in Mobile Teams N/A ✓ Part of the ‘Keeping connected in a mobile/agile environment’ Learning Path

Wound Care Assessment S3 S5

✓ ✓ ✓ ✓ ✓




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Wound Care Management S2 S3 S5

✓ ✓ ✓ ✓ ✓

Writing Briefing Notes and Letters S1 ✓ ✓ ✓ ✓ ✓ ✓

Yarning about Quitting S1 S2

✓ ✓ ✓ ✓ Part of following Learning Paths:

•‘Strengthening Foundations’ (optional)

•‘Yarning about Quitting’

Yarning about Quitting (Workshop) S1 S2

✓ ✓ ✓ ✓ Part of the ‘Yarning about Quitting’ Learning Path

4. Course description

Program/course description

Program Aim/Learning objective(s) Duration

Abbreviated Westmead Post Trauma Amnesia (A-WPTAS)

•Describe what post traumatic amnesia is •Describe the benefits of early identification of post traumatic amnesia •Identify patients requiring assessment for post traumatic amnesia following a mild traumatic brain injury •Demonstrate an understanding of the various components of the A-WPTAS state form •Conduct an A-WPTAS assessment using the state form

35 minutes

Aboriginal Career and Leadership Development Program

•Develop management and leadership capabilities •Understand responsibilities and challenges of engagement and leadership in the NSW Public Sector •Discuss culture and identity in the context of Public Sector Management •Establish networks

6 months (includes 6 days/42 hours)




Aboriginal Culture: Respecting the Difference eLearning

•Aboriginal History and Culture •Aboriginal Identity •Aboriginal Health •Communication •Existing barriers for access to health services

2 hours

Aboriginal Culture: Respecting the Difference face-to-face Workshop

•Appreciate the impact that racism and discrimination has upon Aboriginal people’s experience of healthcare. •Understand and overcome the potential causes for miscommunication. •Understand and demonstrate sensitivity to contemporary Aboriginal culture and issues. •Recognise the need for equity, sensitivity and accessibility of healthcare services to the Aboriginal community. •Understand responsibilities in relation to relevant Aboriginal health policies and procedures.

4 hours

Abuse of Older People •Identify the signs and behaviours of abuse and which type of abuse it may be. •Recognise your role and duty of care towards older people and respond to the signs of abuse. •Assess abuse using different support mechanisms and communication styles. •Provide support to the older person to mitigate risks associated with abuse and refer them to the appropriate area for help.

30 minutes

Accelerating Implementation Methodology (AIM) – 2 day course

•Gain an understanding of the practical, repeatable change management process to improve

likelihood of implementation success. •Understand the difference between installation and implementation. •Understand that resistance to change is normal, and how to utilise tools and tactics to identify and manage resistance. •Gain an understanding of why sponsorship is the most critical factor for implementation success and how to create effective sponsorship. •Understand why managers and supervisors are integral to successful implementation. •Be able to identify which key deliverables should be a part of any implementation plan. •Be able to create a roadmap for success.

2 days

Accelerating Implementation Methodology (AIM) – eLearning

•Learners will have a proven, repeatable 10-step process for accelerating implementation featuring: •The difference between installation and implementation •Four essential components required for change to succeed •Why sponsorship is the most critical factor for implementation success, and how to create effective sponsorship •Why managers and supervisors are integral to successful implementation •That resistance to change is natural and how to manage it •Which key deliverables should be a part of any implementation plan •How to create a roadmap for success

2 hours




Accountability - Improving the Way We Work •Explain why accountability is needed in the health setting; •Reflect on accountability within your role •Identify how accountability contributes to improved patient outcomes

30 minutes

Accredited Persons Training and Accredited Person Refresher Programs

•Trains mental health practitioners to work as Accredited Persons under the Act 2 to 4 hours

Activity Based Funding •To improve patient access •To ensure sustainability of funding •To improve the transparency of public hospital funding •To implement a nationally consistent ABF methodology

30 minutes

Activity Based Management for Better Care •Describe the role of Activity Based Management (ABM) in enabling health service sustainability •Identify how ABM can empower you to make better decisions to improve patient care and support a sustainable health system •Recognise the role that you and others play in contributing to ongoing management of a sustainable health system •Consider critical functions of your role within Activity Based Management and the possible consequences of specific work practices •Recognise how the decisions you make impact on the effectiveness of others who play roles critical to a sustainable health service •Identify changes you can make within your work practices or behaviour that can contribute to a more effective and sustainable system •Work actively (empowerment) to promote effective communication and collaboration with other staff involved in Activity Based Management through use of a common language (openness) and awareness (respect) of the contribution and impact of individual and collective roles played

45 minutes

Acute Pain Management for Adults •Differentiate types of pain and how to relieve/manage acute pain •Identify different classes of analgesia and their: •Mode of action •Duration of action •Adverse effects •Describe how multimodal analgesia and non-pharmacological interventions are used to treat patients with acute pain •Identify patients at significant risk of opioid related complications •Consider physical, psychological and sociological aspects when determining patient’s analgesic requirement

20 minutes




Acute Swallow Screening in Stroke/TIA Assist •Understand what dysphagia is •Identify a normal and abnormal swallow •Identify signs and complications associated with dysphagia •Understand how to use the ASSIST tool to screen a stroke patient for swallowing difficulties know what to do if a stroke patient fails the ASSIST.

45 to 60 minutes

ADAC - Handling antineoplastic drugs and related waste safely - eLearning guide

1. Comply with legislation, relevant guidelines and local organisation policies for: a. handling, disposal, transport and storage of antineoplastic drugs; b. waste management including hazardous drug spill management, handling patients’ body waste and waste associated with administration of antineoplastic drugs; c. health surveillance of employees; and d. first aid measures for accidental contamination. 2. Describe the: a. routes of excretion of antineoplastic drugs; b. sources of waste associated with administration of antineoplastic drugs; c. management of hazardous drug spills; and d. management of personnel contamination to antineoplastic drugs or related waste. 3. Implement safe workplace practices to minimise the risk of: a. occupational exposure to antineoplastic drugs or related waste for staff / patients / carers; and b. contamination of the environment with antineoplastic drugs or related waste.

N/A

ADAC - Handling antineoplastic drugs and related waste safely - eQuiz

1. Comply with legislation, relevant guidelines and local organisation policies for: a. handling, disposal, transport and storage of antineoplastic drugs; b. waste management including hazardous drug spill management, handling patients’ body waste and waste associated with administration of antineoplastic drugs; c. health surveillance of employees; and d. first aid measures for accidental contamination. 2. Describe the: a. routes of excretion of antineoplastic drugs; b. sources of waste associated with administration of antineoplastic drugs; c. management of hazardous drug spills; and d. management of personnel contamination to antineoplastic drugs or related waste. 3. Implement safe workplace practices to minimise the risk of: a. occupational exposure to antineoplastic drugs or related waste for staff / patients / carers; and b. contamination of the environment with antineoplastic drugs or related waste.

N/A

ADAC - Handling antineoplastic drugs and related waste safely - Assessment of Competency

1. Comply with legislation, relevant guidelines and local organisation policies for: a. handling, disposal, transport and storage of antineoplastic drugs; b. waste management including hazardous drug spill management, handling patients’ body waste

N/A




and waste associated with administration of antineoplastic drugs; c. health surveillance of employees; and d. first aid measures for accidental contamination. 2. Describe the: a. routes of excretion of antineoplastic drugs; b. sources of waste associated with administration of antineoplastic drugs; c. management of hazardous drug spills; and d. management of personnel contamination to antineoplastic drugs or related waste. 3. Implement safe workplace practices to minimise the risk of: a. occupational exposure to antineoplastic drugs or related waste for staff / patients / carers; and b. contamination of the environment with antineoplastic drugs or related waste.

ADAC - Understanding how antineoplastic drugs work - eLearning guide

Understand the cell cycle including the different stages. Describe the: a. effects of antineoplastic drug treatment on the cell cycle; b. different antineoplastic drug classifications and their mechanism of action on the cell; c. common side effects, drug specific side effects and toxicities of antineoplastic drugs; d. different routes for administration and implications for clinical practice; and e. safety issues and policy requirements associated with administration of intrathecal antineoplastic drugs. 3. Identify and access resources for information on antineoplastic drugs including side effects, drug specific side effects and toxicities.

N/A

ADAC - Understanding how antineoplastic drugs work - eQuiz

1. Understand the cell cycle including the different stages. 2. Describe the: a. effects of antineoplastic drug treatment on the cell cycle; b. different antineoplastic drug classifications and their mechanism of action on the cell; c. common side effects, drug specific side effects and toxicities of antineoplastic drugs; d. different routes for administration and implications for clinical practice; and e. safety issues and policy requirements associated with administration of intrathecal antineoplastic drugs. 3. Identify and access resources for information on antineoplastic drugs including side effects, drug specific side effects and toxicities.

N/A

ADAC - Reviewing prescriptions and protocol - eLearning guide

1. Identify and access resources for information on antineoplastic drug treatment protocols. 2. Review antineoplastic drug treatment protocols and correctly identify specific administration and supportive care requirements. 3. Identify the risk of a hypersensitivity reaction and / or risk of extravasation for the prescribed antineoplastic drugs. 4. Calculate drug doses using different calculations i.e. Body Surface Area (BSA), Area Under the

N/A




Curve (AUC), mg / kg (aged based) and dose modifications for toxicity. 5. Compare the patient’s prescription chart to the prescribed treatment protocol ensuring all doses and timing of antineoplastic drugs and supportive therapy are correct. 6. Respond appropriately to indications for changes in treatment and dose modifications according to the antineoplastic drug treatment protocol. 7. Describe the role of clinical trials in the management of patients with a cancer diagnosis. 8. Report incidents and medication errors according to organisational policies and procedures.

ADAC - Reviewing prescriptions and protocol - eQuiz

1. Identify and access resources for information on antineoplastic drug treatment protocols. 2. Review antineoplastic drug treatment protocols and correctly identify specific administration and supportive care requirements. 3. Identify the risk of a hypersensitivity reaction and / or risk of extravasation for the prescribed antineoplastic drugs. 4. Calculate drug doses using different calculations i.e. Body Surface Area (BSA), Area Under the Curve (AUC), mg / kg (aged based) and dose modifications for toxicity. 5. Compare the patient’s prescription chart to the prescribed treatment protocol ensuring all doses and timing of antineoplastic drugs and supportive therapy are correct. 6. Respond appropriately to indications for changes in treatment and dose modifications according to the antineoplastic drug treatment protocol. 7. Describe the role of clinical trials in the management of patients with a cancer diagnosis. 8. Report incidents and medication errors according to organisational policies and procedures.

N/A

ADAC - Educating the patient and the carer - eLearning guide

1. Describe the potential and actual ethical issues in the care of patients receiving treatment for a cancer diagnosis including informed consent, assent in the paediatric population, advocacy and duty of care. 2. Implement the key elements of education into education for patients and carers / family members. 3. Assess the information needs and learning requirements of patients and carers / family members before, during and after the administration of antineoplastic drugs. 4. Educate the patient and carer / family member about: a. managing side effects and toxicities of antineoplastic drug treatment; and b. the difference between side effects and toxicities, which require hospitalisation and those, which can be managed at home. 5. Use supportive care resources and appropriate sources of patient information when providing education for patients and carers / family members. 6. Accurately document provision of education in a patient’s medical record.

N/A




ADAC - Educating the patient and the carer - eQuiz

1. Describe the potential and actual ethical issues in the care of patients receiving treatment for a cancer diagnosis including informed consent, assent in the paediatric population, advocacy and duty of care. 2. Implement the key elements of education into education for patients and carers / family members. 3. Assess the information needs and learning requirements of patients and carers / family members before, during and after the administration of antineoplastic drugs. 4. Educate the patient and carer / family member about: a. managing side effects and toxicities of antineoplastic drug treatment; and b. the difference between side effects and toxicities, which require hospitalisation and those, which can be managed at home. 5. Use supportive care resources and appropriate sources of patient information when providing education for patients and carers / family members. 6. Accurately document provision of education in a patient’s medical record.

N/A

ADAC - Assessing patients - eLearning guide 1. Complete a comprehensive patient assessment including clinical, physical and psychosocial assessments before administration of antineoplastic drugs. 2. Assess a patient’s venous access requirements according to the prescribed antineoplastic drug treatment protocol. 3. Assess a patient’s venous access and refer for an appropriate device if required. 4. Complete and review all relevant clinical assessments required for specific antineoplastic drugs according to eviQ, or organisation specific treatment protocols or clinical trials information. 5. Describe and access information resources on the assessment and immediate management of hypersensitivity reactions. 6. Assess a patient’s risk factors, which may lead to an extravasation injury. 7. Complete all documentation at the conclusion of treatment and ensures the effective discharge for the patient. 8. Accurately document all assessment findings in a patient’s medical record.

N/A

ADAC - Assessing patients - eQuiz 1. Complete a comprehensive patient assessment including clinical, physical and psychosocial assessments before administration of antineoplastic drugs. 2. Assess a patient’s venous access requirements according to the prescribed antineoplastic drug treatment protocol. 3. Assess a patient’s venous access and refer for an appropriate device if required. 4. Complete and review all relevant clinical assessments required for specific antineoplastic drugs according to eviQ, or organisation specific treatment protocols or clinical trials information.

N/A




5. Describe and access information resources on the assessment and immediate management of hypersensitivity reactions. 6. Assess a patient’s risk factors, which may lead to an extravasation injury. 7. Complete all documentation at the conclusion of treatment and ensures the effective discharge for the patient. 8. Accurately document all assessment findings in a patient’s medical record.

ADAC - Administering oral antineoplastic drugs - eLearning guide

1. Comply with legislation, relevant guidelines and local organisation policies for administration of oral antineoplastic drugs. 2. Complete an initial and then follow up physical, clinical and psychosocial assessment of the patient receiving oral antineoplastic drugs. 3. Implement key elements of education into education for patients and carers / family members about treatment with oral antineoplastic drugs. 4. Educate the patient and carer / family member about safety issues related to treatment with oral antineoplastic drugs. 5. Demonstrate the correct: a. handling precautions when administering oral antineoplastic drugs; b. procedure for the administration of oral antineoplastic drugs including use of personal protective equipment; and c. procedure for disposal of all associated equipment and clinical waste. 6. Accurately document administration of oral antineoplastic drugs in a patient’s medical record

N/A

ADAC - Administering oral antineoplastic drugs - eQuiz


N/A




ADAC - Administering oral antineoplastic drugs - Assessment of Competency


N/A

ADAC - Administering intravenous antineoplastic drugs - eLearning guide

1. Comply with legislation, relevant guidelines and local organisation policies for administration of antineoplastic drugs. 2. Describe the core principles, processes and safety issues of administering antineoplastic drugs via different routes including intravenous, intramuscular, intraperitoneal, intravesical, topical, subcutaneous and intrathecal. 3. Implement the key elements of education into education for patients and carers / family member’s education about treatment with antineoplastic drugs and routes of administration. 4. Educate the patient and carer / family member about safety issues related to treatment with antineoplastic drugs. 5. Identifies the specific safety issues relating to the administration of intravenous antineoplastic drugs via an infusion and bolus. 6. Ensure the appropriate access device is inserted before administration of antineoplastic drugs. 7. Demonstrate skill in management of peripheral and central venous access devices including assessment of site and patency of device. 8. Demonstrate the correct: a. safe handling precautions when administering antineoplastic drugs including intravenous, intramuscular, intraperitoneal, intravesical, topical, subcutaneous and intrathecal; b. preventative measures to minimise extravasation injuries; c. procedure for the administration of antineoplastic drugs via different routes including use of

N/A




personal protective equipment; and d. procedure for disposal of all associated equipment and clinical waste. 9. Describe the: a. signs and symptoms of an extravasation injury; and b. immediate and long-term management of a suspected or actual extravasation injury. 10. Access information sources on: a. guidelines for safe handling of antineoplastic drugs and related waste; b. antineoplastic drug information; c. antineoplastic drug treatment protocols; and d. extravasation injuries and their management. 11. Accurately document in a patient’s medical record: a. administration of antineoplastic drugs; and b. incidents and medication errors.

ADAC - Administering intravenous antineoplastic drugs - eQuiz

1. Comply with legislation, relevant guidelines and local organisation policies for administration of antineoplastic drugs. 2. Describe the core principles, processes and safety issues of administering antineoplastic drugs via different routes including intravenous, intramuscular, intraperitoneal, intravesical, topical, subcutaneous and intrathecal. 3. Implement the key elements of education into education for patients and carers / family member’s education about treatment with antineoplastic drugs and routes of administration. 4. Educate the patient and carer / family member about safety issues related to treatment with antineoplastic drugs. 5. Identifies the specific safety issues relating to the administration of intravenous antineoplastic drugs via an infusion and bolus. 6. Ensure the appropriate access device is inserted before administration of antineoplastic drugs. 7. Demonstrate skill in management of peripheral and central venous access devices including assessment of site and patency of device. 8. Demonstrate the correct: a. safe handling precautions when administering antineoplastic drugs including intravenous, intramuscular, intraperitoneal, intravesical, topical, subcutaneous and intrathecal; b. preventative measures to minimise extravasation injuries; c. procedure for the administration of antineoplastic drugs via different routes including use of personal protective equipment; and d. procedure for disposal of all associated equipment and clinical waste.

N/A




9. Describe the: e. signs and symptoms of an extravasation injury; and f. immediate and long-term management of a suspected or actual extravasation injury. 10. Access information sources on: g. guidelines for safe handling of antineoplastic drugs and related waste; h. antineoplastic drug information; i. antineoplastic drug treatment protocols; and j. extravasation injuries and their management. 11. Accurately document in a patient’s medical record: k. administration of antineoplastic drugs; and l. incidents and medication errors.

ADAC - Clinical Skills Workshop •Access relevant policies and procedures in the workplace •Review a prescription and a protocol •Assess a patient including: clinical, physical and psychosocial assessment and venous access •Educate a patient and carer •Demonstrate the correct procedure for administering oral and IV drugs and disposing of waste •Describe the signs and symptoms and management of antineoplastic drug extravasation •Document in a patient’s medical record correctly in regard to all aspects of antineoplastic drug administration

N/A

ADAC - Administering intravenous antineoplastic drugs - Assessment of Competency

•Describe the core principles of administering intravenous antineoplastic drugs •Identify the specific safety issues relating to different delivery modes •Assess venous access prior to and during administration of intravenous antineoplastic drugs •Demonstrate the correct procedure for the administration of antineoplastic drugs •Demonstrate the correct procedure for disposal of antineoplastic waste •Document a patient's medical record correctly

N/A

Administering Oral Medications 0 – 6 years •Recognise how developmental stages in children can impact on oral medication administration. •Identify age appropriate techniques to safely administer oral medication. •List the required steps of safe administration of oral medications to children.

20 to 30 minutes

Adult Learning Theories and Principles (Empowering the Educator module 7)

•Identify a range of adult learning theories and principles •Describe how these adult learning theories and principles can be used to adapt and respond to the needs of learners •Reflect on learning theories and principles and describe how they can be used to improve educational outcomes

20 minutes

Advanced Life Support Theory - Module A (Adult) •Outline the steps in the Australian and New Zealand Council of Resuscitation (ANZCOR) Adult Cardiorespiratory Arrest Flow Chart (ANZCOR ALGORITHM) to provide ALS •Identify Rationale for working in a team with a designated team leader during a cardiorespiratory arrest •Apply the ANZCOR Adult Cardiorespiratory arrest flow chart knowledge to simulated scenarios.

30 minutes




Advanced Life Support Theory - Module B (Adult) •Outline the steps in the Australian and New Zealand Council of Resuscitation (ANZCOR) Adult Cardiorespiratory Arrest Flow Chart (ANZCOR ALGORITHM) to provide ALS •Identify Rationale for working in a team with a designated team leader during a cardiorespiratory arrest •Apply the ANZCOR Adult Cardiorespiratory arrest flow chart knowledge to simulated scenarios.

30 minutes

Advanced Life Support Theory - Module C Quiz

•Outline the steps in the Australian and New Zealand Council of Resuscitation (ANZCOR) Adult •Cardiorespiratory Arrest Flow Chart (ANZCOR ALGORITHM) to provide ALS. •Identify Rationale for working in a team with a designated team leader during a cardiorespiratory arrest •Apply the ANZCOR Adult Cardiorespiratory arrest flow chart knowledge to simulated scenarios.

30 minutes

AFM Online Biomedical Service Manager Pathway

•To ensure that biomedical managers have the skill and knowledge to efficiently utilize AFM Online for the benefit of themselves and their organisation

7 hours

AFM Online CAD Integrator Training/Workshop •To effectively and efficiently integrate CAD based location data into AFM Online, from existing CAD Files, or from other programs like Asset Register Development (ARD).

3 hours

AFM Online Milestones: Asbestos •Demonstrate knowledge and skill of the asbestos milestone. •Outline the benefits of future asbestos management. •Demonstrate the ability to input asbestos related data into AFM Online

2 to 3 hours

AFM Online Foundational Training •Develop the individual’s baseline knowledge and understanding of AFM Online 2 to 3 hours

AFM Online Milestone Training: Fire Protection •Demonstrate knowledge and skill of the Fire protection milestone. •Outline the benefits of future asbestos management. •Demonstrate the ability to input asbestos related data into AFM Online

1 hour

AFM Online Milestone Training: Leases •Demonstrate knowledge and skill of the lease milestone. Outline the benefits of future Lease management. Demonstrate the ability to input Leasing related data into AFM Online

2 to 3 hours

AFM Online Requestor Training •Acquiring the knowledge to effectively use AFM Online in the capacity of the requestor 20 minutes

AFM Online Specialty Matter Expert: Biomedical Corrective Maintenance Management

•Imbed the skill and knowledge for Biomedical staff in the application of AFM Online for biomedical corrective maintenance management

5 to 6 hours

AFM Online Specialty Matter Expert: Operations and Maintenance (O&M) Corrective Maintenance Management

•Imbed the skill and knowledge for Operations and Maintenance staff in the application of AFM Online for corrective maintenance

5 to 6 hours

AFM Online Specialty Matter Expert: Operations and Maintenance (O&M) Preventative Maintenance Management

•Imbed the skill and knowledge for Operations and Maintenance staff in the application of AFM Online for preventative maintenance

6 hours




AIM (Accelerating Implementation Methodology) 2-Day Course

•Gain an understanding of the practical, repeatable change management process to improve likelihood of implementation success. •Understand the difference between installation and implementation. •Understand that resistance to change is normal, and how to utilise tools and tactics to identify and manage resistance. •Gain an understanding of why sponsorship is the most critical factor for implementation success and how to create effective sponsorship. •Understand why managers and supervisors are integral to successful implementation. •Be able to identify which key deliverables should be a part of any implementation plan. •Be able to create a roadmap for success.

Allied Health Assistants Introduction •For allied health workers to have knowledge and understanding of roles and responsibilities of allied health assistants •For allied health professionals to develop effective supervision and delegation skills when working with allied health assistants

eLearning: 30 minutes Face to Face 9 modules over 7 hours

An introduction to CIMT •Identify people who may benefit from constraint induced movement therapy (CIMT) for arm recovery after stroke or brain injury; Promote evidence based upper limb interventions for people with upper limb impairment after stroke and brain injury

An Introduction to Health Program Evaluation •explain the value of program evaluation in the NSW Health context •assess whether your program needs an evaluation •identify and appropriately use different types of evaluation •describe key principles to consider in evaluating your programs.

35 minutes

An introduction to Shaping N/A 10 minutes

Antenatal Care for Alcohol Consumption during Pregnancy Module

•explain the potential effects of alcohol consumption on pregnancy outcomes, the fetus and the child; •communicate the National Health and Medical Research Council (NHMRC) guideline for alcohol consumption during pregnancy; •approach alcohol consumption with pregnant women in a manner that encourages honest disclosure of alcohol consumption; •use the AUDIT-C tool within eMaternity to assess a woman’s alcohol consumption during pregnancy; •provide appropriate advice and referral based on AUDIT-C risk level; •describe the considerations for addressing alcohol consumption with Aboriginal women in a culturally safe and sensitive manner.

3 minutes




Antenatal Pertussis Vaccination Program •Explain the key benefits of the Antenatal Pertussis Vaccination Program for pregnant women in their third trimester, and associated benefits to the newborn •Apply basic principles of vaccine management and vaccine cold chain management •Conduct a safe immunisation encounter with a pregnant woman •Provide immunisation advice to the mother in the post-natal period, about their own immunisation needs and that of their newborn

30 minutes

Antimicrobial Resistance: Turn the Tide •Antimicrobial stewardship (AMS) programs •Appropriate antimicrobial usage •How antimicrobial resistance develops •Judicious antibiotic prescribing practices •Relevant resources, people and documents for AMS

10 minutes

Anxiety and Depression in the Older Person •Recognise anxiety and depression in relation to the older person •Identify risk factors associated with anxiety and depression in the older person •Identify and implement screening tools, interventions and strategies to enable person-centred care •Recognise specific-need issues and groups requiring special attention

20 minutes

Approval Delegation Management •On the completion of this course module the user will have knowledge of how to add staff, assign them a supervisor and approval limits in Oracle R12

14 minutes

Approving Requisitions •On the completion of this course module the user will have knowledge of how to view data for an approve requisitions

5 minutes

Aseptic Technique •Explain why aseptic technique is important •Describe definitions relating to aseptic technique •List the essential components of aseptic technique •Identify procedures that require aseptic technique •Apply the principles of aseptic technique to clinical procedures

30 minutes

Asking the Question - Improving Identification of Aboriginal Patients

•Understand why it is important to “ask the question” and record Aboriginal and Torres Strait Islander client and patient information •Understand the links between accurate data collection and improving the health status of Aboriginal and Torres Strait Islander people •Identify issues to consider when asking clients about their cultural status •Ask clients about their status more confidently •Consider strategies to deal with situations where there is not a simple “yes” or “no” response

20 minutes

Assessing Others (Empowering the Educator module 1)

•Outline what constitutes an assessment •Explain why assessments are necessary •List the principles of a valid assessment •Identify pre-assessment preparation requirements •Explain what needs to be considered during an assessment •Specify post assessment requirements

20 minutes




Assessing Others Part 2 (Empowering the Educator module 1)

•Apply the principles of assessment and rules of evidence •Identify the correct benchmarks and assessment tools required for a workplace assessment •Provide challenging feedback to a learner •Implement reasonable adjustment as part of the assessment process

30 minutes

Assessing Others Part 3 (Empowering the Educator module 1)

•Use relevant frameworks to inform assessment practice •Identify or develop assessment tools and benchmarks •Contribute to assessment review processes

30 minutes

Assessing the need for an Interpreter •Assess the need for using an interpreter in healthcare settings. •Identify the negative consequences of not accurately assessing if a healthcare interpreter is required in healthcare settings

12 minutes

Assessment and Feedback for JMO •Outline the term assessment process and define the roles of all the parties involved in this process •Complete an accurate self-assessment using the Term Assessment Form •Explain the process that will occur if you receive an ‘Unsatisfactory’ rating •Explain the assessment process to a JMO •Explain the importance of giving feedback to a JMO •Identify other professionals that should be consulted when completing a JMO assessment •Conduct assessment against Intern Outcome Statements •Complete the assessment process for each JMO in a way that is accurate, valid and fair •Take appropriate action if a JMO is identified as ‘Unsatisfactory’ •Use the assessment form as a tool to provide feedback

15 hours

Asset Management Fundamentals •Define asset management within the context of ISO 5500x suite, the Asset Management Landscape and AMBoK •Identify the principles that underpin asset management •Identify available asset management tools and techniques applicable to our organisation •Identify opportunities to apply learnings to improve individual and organisational performance in asset management

7 hours

ASSIST - Acute Screening of Swallow in Stroke/TIA

•Identify where/when to apply ASSIST and identify who can conduct it. •Follow best practice for conducting the ASSIST. •Apply management care principles based on the ASSIST outcomes.

20 to 25 minutes

Auditing is Everyone's Business •Identify the importance of auditing •Find appropriate audit tools to improve work practices •Contribute to the development of an audit action plan

7 minutes

Autonomic Dysreflexia in adults with spinal cord injuries

•Recognise Autonomic Dysreflexia (AD) as a potentially life threatening condition •Identify risk factors, triggers, signs and symptoms associated with AD •Initiate actions, treatment and escalation process for AD •Implement the treatment algorithm for AD •Explain the ongoing management for AD

30 minutes




•Involve patients and carers in decision making about AD care

Basic Life Support (Adult) •List the steps in the Australian and New Zealand Committee on Resuscitation(ANZCOR) flow chart to provide Basic Life Support •Outline the steps involved in the DRSABCD Basic Life Support Flowchart •Apply the BLS DRSABCD algorithm to a simulated scenario

15 to 30 Minutes

Be my Brother •A short film that endeavours to give voice to one young man’s story Armed with nothing but charm and a Dictaphone, he changes the perspective of two people he meets at a bus stop

7 minutes

Behavioural and Psychological Symptoms of Dementia

•At the end of this course you should have increased knowledge and understanding in the care of the people who have Behavioural and Psychological Symptoms of Dementia (BPSD)

6 weeks

Between the Flags – Tier 1 – eLearning – Awareness, Charts and Escalation

•Identify the reasons for implementation of the Between the Flags program •Describe the five elements of the BTF program •Describe the features of the NSW Standard Observation Charts •Identify the standard response to observations in the Blue, Yellow and Red Zones

15 to 30 minutes

Between the Flags – Tier 2 – eLearning – Communication

•Discuss the importance of effective communication and identify barriers to effective communication in the health care setting •Identify effective use of a systematic communication tool (e.g. ISBAR) •Discuss the importance of teamwork and demonstrate the ability to work effectively within a team •Discuss the important of accurate and timely documentation and the importance of a clearly documented medical management plan

15 to 30 minutes

Between the Flags – Tier 2 – eLearning – Systematic Assessment (ADULT)

•Identify what DETECT stands for •Demonstrate a system-based approach to patient assessment (A-G) •Identify patients at particular risk of clinical deterioration (The ‘E’ patient-at-risk categories) •Identify, interpret and evaluate early and late warning signs of deterioration as part of a systematic approach to assessment •Response to deterioration and apply initial management

15 to 30 minutes

Between the Flags – Tier 2 – eLearning – Systematic Assessment (PAEDIATRIC)

•Identify what DETECT stands for •Demonstrate a system-based approach to patient assessment (A-G) •Identify patients at particular risk of clinical deterioration •Identify, interpret and evaluate early and late warning signs of deterioration as part of a systematic approach to assessment •Response to deterioration and apply initial management • Identify the differences in approach to patient assessment across the age spectrum within the paediatric population •Discuss the implications of the anatomical and physiological differences across the age spectrum within the paediatric populations •Identify the differences in approach to patient assessment between children and adults. •Discuss the implications of the anatomical and physiological differences between children and adults




Between the Flags – Tier 2 – eLearning – Case Studies – Nursing, Medical and Allied (ADULT)

•Identify and evaluate early and late warning signs of neurological deterioration •Recognise the initial management of neurological deterioration •Report appropriate escalation for neurological deterioration •Identify and evaluate early and late warning signs of respiratory deterioration •Discuss the initial management of respiratory deterioration •Outline the appropriate escalation for respiratory deterioration •Identify, interpret and evaluate early and late warning signs of circulatory deterioration as part of a systematic approach to assessment •Respond to circulatory deterioration and apply initial management •State the range for normal urine output •Identify accurate assessment and documentation of urine, urine output and fluid balance •Identify early and late signs of deterioration •Recognise appropriate escalation for renal deterioration

30 to 50 minutes

Between the Flags – Tier 2 – eLearning – Case Studies – Nursing and Medical (PAEDIATRIC)

•Identify and evaluate early and late warning signs of neurological deterioration •Recognise the initial management of neurological deterioration •Report appropriate escalation for neurological deterioration •Identify and evaluate early and late warning signs of respiratory deterioration •Discuss the initial management of respiratory deterioration •Outline the appropriate escalation for respiratory deterioration •Identify, interpret and evaluate early and late warning signs of circulatory deterioration as part of a systematic approach to assessment •Respond to circulatory deterioration and apply initial management •Identify early and late signs of fluid and electrolyte disturbances and outline initial management •Outline a comprehensive assessment fluid & electrolyte status for a paediatric patient •Outline appropriate escalation of concern regarding fluid and electroyle imbalances

10 to 20 minutes

Between the Flags - Tier 2 – Face-to-face workshop – Allied Health (DETECT - ADULT)

•Discuss the importance of effective communication and identify barriers in the health care setting •Identify methods for improving communication including specific strategies for telephone communication •Demonstrate effective communication including use of a systematic communication tool e.g. ISBAR •Discuss the importance of accurate and timely documentation and a clearly documented medical management plan •Discuss the importance of teamwork and demonstrate the ability to work effectively within a team •Demonstrate the systems based approach to patient assessment. •Identify, interpret and evaluate early (Yellow Zone Criteria) and late (Red Zone Criteria) warning signs of deterioration as part of a systematic approach to assessment •Provide initial management of deterioration and identify patients at particular risk of clinical deterioration •Discuss the process for escalation of concern in your facility

1.5 hours




•Identify roles and responsibilities in relation to ongoing management and monitoring of the patient who has clinically deteriorated •Demonstrate a comprehensive assessment of a patients respiratory status (airway & breathing) and neurological status •Identify, interpret and evaluate the early & late warning signs of respiratory deterioration and neurological deterioration •Provide initial management and demonstrate appropriate escalation for respiratory deterioration •Provide initial management and demonstrate appropriate escalation for neurological deterioration •Describe the process for verification that the patient is safe for transport

Between the Flags - Tier 2 – Face-to-face workshop – Allied Health (DETECT - PAEDIATRIC)

•Discuss the importance of effective communication and identify barriers in the health care setting •Identify methods for improving communication including specific strategies for telephone communication •Demonstrate effective communication including use of a systematic communication tool e.g. ISBAR •Discuss the importance of accurate and timely documentation and a clearly documented medical management plan •Discuss the importance of teamwork and demonstrate the ability to work effectively within a team •Identify the differences in approach to patient assessment across the age spectrum within the paediatric population •Discuss the implications of the anatomical and physiological differences across the age spectrum within the paediatric populations •Identify the differences in approach to patient assessment between children and adults. •Discuss the implications of the anatomical and physiological differences between children and adults •Demonstrate the systems based approach to patient assessment. •Identify, interpret and evaluate early (Yellow Zone Criteria) and late (Red Zone Criteria) warning signs of deterioration as part of a systematic approach to assessment •Provide initial management of deterioration and identify patients at particular risk of clinical deterioration •Discuss the process for escalation of concern in your facility •Identify roles and responsibilities in relation to ongoing management and monitoring of the patient who has clinically deteriorated •Demonstrate a comprehensive assessment of a patients respiratory status (airway & breathing) and neurological status •Identify, interpret and evaluate the early & late warning signs of respiratory deterioration and neurological deterioration •Provide initial management and demonstrate appropriate escalation for respiratory deterioration •Provide initial management and demonstrate appropriate escalation for neurological deterioration •Describe the process for verification that the patient is safe for transport




Between the Flags - Tier 2 – Face-to-face workshop – Child and Family Health (DETECT - PAEDIATRIC)

•Discuss the importance of effective communication and identify barriers in the health care setting •Identify methods for improving communication including specific strategies for telephone communication •Demonstrate effective communication including use of a systematic communication tool e.g. ISBAR •Discuss the importance of accurate and timely documentation and a clearly documented medical management plan •Discuss the importance of teamwork and demonstrate the ability to work effectively within a team •Demonstrate the systems based approach to patient assessment. •Identify the differences in approach to patient assessment across the age spectrum within the paediatric population •Discuss the implications of the anatomical and physiological differences across the age spectrum within the paediatric populations •Identify the differences in approach to patient assessment between children and adults. •Discuss the implications of the anatomical and physiological differences between children and adults •Identify, interpret and evaluate early (Yellow Zone Criteria) and late (Red Zone Criteria) warning signs of deterioration as part of a systematic approach to assessment •Provide initial management of deterioration and identify patients at particular risk of clinical deterioration •Discuss the process for escalation of concern in your facility •Identify roles and responsibilities in relation to ongoing management and monitoring of the patient who has clinically deteriorated •Demonstrate a comprehensive assessment of a patients respiratory status (airway & breathing), cardiovascular status and neurological status •Discuss the physiological requirements for maintenance of adequate urine output and state the range for normal urine output •Discuss causes of oliguria and anuria and polyuria, and demonstrate accurate assessment and documentation of urine, urine output and fluid balance •Demonstrate a comprehensive assessment fluid & electrolyte status for a paediatric patient •Identify, interpret and evaluate the early & late warning signs of respiratory deterioration, cardiovascular deterioration, and neurological deterioration •Identify, interpret and evaluate the early & late warning signs of fluid and electrolyte disturbance •Provide initial management and demonstrate appropriate escalation of respiratory deterioration •Provide initial management initial management and demonstrate appropriate escalation of cardiovascular deterioration •Provide initial management initial management and demonstrate appropriate escalation of neurological deterioration •Provide initial management of fluid and electrolyte imbalance •Demonstrate appropriate escalation of concern regarding fluid & electrolyte imbalance

4 hours




•List equipment required for transporting deteriorating patients.

Between the Flags – Tier 2 – Face-to-face workshop – Nursing and Medical (DETECT - ADULT)

•Discuss the importance of effective communication and identify barriers in the health care setting •Identify methods for improving communication including specific strategies for telephone communication •Demonstrate effective communication including use of a systematic communication tool e.g. ISBAR •Discuss the importance of accurate and timely documentation and a clearly documented medical management plan •Discuss the importance of teamwork and demonstrate the ability to work effectively within a team •Demonstrate the systems based approach to patient assessment. •Discuss the physiological changes that occur in a woman’s body during pregnancy and how these will alter common findings (included for non-midwives that work in maternity services and cannot attend the FONT course) •Identify, interpret and evaluate early (Yellow Zone Criteria) and late (Red Zone Criteria) warning signs of deterioration as part of a systematic approach to assessment •Provide initial management of deterioration and identify patients at particular risk of clinical deterioration •Discuss the process for escalation of concern in your facility •Identify roles and responsibilities in relation to ongoing management and monitoring of the patient who has clinically deteriorated •Demonstrate a comprehensive assessment of a patients respiratory status (airway & breathing), cardiovascular status and neurological status •Discuss the physiological requirements for maintenance of adequate urine output and state the range for normal urine output •Discuss causes of oliguria and anuria and polyuria and demonstrate accurate assessment and documentation of urine, urine output and fluid balance •Discuss the investigations that are used to identify and monitor renal function •Identify, interpret and evaluate the early & late warning signs of respiratory deterioration, cardiovascular deterioration, neurological deterioration and renal deterioration •Provide initial management and demonstrate appropriate escalation for respiratory deterioration •Provide initial management and demonstrate appropriate escalation for cardiovascular deterioration •Provide initial management and demonstrate appropriate escalation for neurological deterioration •Discuss the initial management of a patient with renal deterioration and demonstrate appropriate escalation •List equipment required for transporting deteriorating patients. •Describe the process for verification that the patient is safe for transport

7 hours




Between the Flags - Tier 2 – Face-to-face workshop – Nursing and Medical (DETECT - PAEDIATRIC)

•Discuss the importance of effective communication and identify barriers in the health care setting •Identify methods for improving communication including specific strategies for telephone communication •Demonstrate effective communication including use of a systematic communication tool e.g. ISBAR •Discuss the importance of accurate and timely documentation and a clearly documented medical management plan •Discuss the importance of teamwork and demonstrate the ability to work effectively within a team •Demonstrate the systems based approach to patient assessment. •Identify the differences in approach to patient assessment across the age spectrum within the paediatric population •Discuss the implications of the anatomical and physiological differences across the age spectrum within the paediatric populations •Identify the differences in approach to patient assessment between children and adults. •Discuss the implications of the anatomical and physiological differences between children and adults •Identify, interpret and evaluate early (Yellow Zone Criteria) and late (Red Zone Criteria) warning signs of deterioration as part of a systematic approach to assessment •Provide initial management of deterioration and identify patients at particular risk of clinical deterioration •Discuss the process for escalation of concern in your facility •Identify roles and responsibilities in relation to ongoing management and monitoring of the patient who has clinically deteriorated •Demonstrate a comprehensive assessment of a patients respiratory status (airway & breathing), cardiovascular status and neurological status •Discuss the physiological requirements for maintenance of adequate urine output and state the range for normal urine output •Discuss causes of oliguria and anuria and polyuria, and demonstrate accurate assessment and documentation of urine, urine output and fluid balance •Demonstrate a comprehensive assessment fluid & electrolyte status for a paediatric patient •Identify, interpret and evaluate the early & late warning signs of respiratory deterioration, cardiovascular deterioration, and neurological deterioration •Identify, interpret and evaluate the early & late warning signs of fluid and electrolyte disturbance •Provide initial management and demonstrate appropriate escalation of respiratory deterioration •Provide initial management initial management and demonstrate appropriate escalation of cardiovascular deterioration •Provide initial management initial management and demonstrate appropriate escalation of neurological deterioration •Provide initial management of fluid and electrolyte imbalance •Demonstrate appropriate escalation of concern regarding fluid & electrolyte imbalance

4 hours




•List equipment required for transporting deteriorating patients.

Bloodsafe: Blood Management •Define the principles and application of blood management for women receiving obstetric care •Explain the reasons for the routine haematology tests that are recommended during pregnancy •State how to assess, investigate and manage iron deficiency and/or anaemia in pregnant women •Recognise pregnant women who are at increased risk of bleeding and assess and manage these risks •Discuss expert consensus guidelines for the use of blood products for pregnant women and apply these to clinical practice.

1 hour

BloodSafe: Clinical Transfusion Practice •Blood – A priceless gift – A brief overview of blood donation and processing •Module 1 – The risks and benefits of transfusion •Module 2 – Collecting the pre-transfusion test sample •Module 3 - Collecting crossmatched blood from the transfusion service provider or blood fridge •Module 4 – Administering blood components •Module 5 – Monitoring the patient, transfusion outcomes and transfusion reactions

BloodSafe: Clinical Transfusion Practice Refresher

•Outline a patient blood management approach to patient care, including an informed decision to transfuse when appropriate •Explain and demonstrate why correct patient identification is essential when collecting blood specimens •Describe the important aspects of transporting and storing blood products within a hospital setting, including the required checking procedure when picking up blood for a patient •Safely administer blood products following correct identification procedures and monitoring of patients •Recognise, respond and report possible transfusion reactions.

1 hour

Bloodsafe: Collecting Blood Specimens •Explain why correct patient identification is important when collecting a blood specimen •Demonstrate the correct procedure for identifying a patient •Correctly label a pre-transfusion specimen and complete the necessary forms

30 minutes

Bloodsafe: Critical Bleeding •State the definition of critical bleeding and massive transfusion, and identify the relevance of the conditions and their clinical consequences including potential development of the lethal triad •Identify the body’s response to blood loss and classes of shock, and apply this knowledge to the assessment of clinical scenarios •Recognise the changes in haemostasis and metabolic parameters that occur in association with critical bleeding and massive transfusion and the testing available to assess coagulopathy •Assess and recognise critical bleeding, and its potential to be present in clinical situations •Identify approaches to stop critical bleeding •Identify the initial basic resuscitation, management and baseline monitoring steps to be applied to patients experiencing critical bleeding •Review the use of intravenous fluid resuscitation in critical bleeding/massive transfusion

3 hours




•Revise basic transfusion testing methods and provision of red cell support •Review the use of blood component replacement therapy for the prevention and management of coagulopathy in critical bleeding/massive transfusion •Recognise the place of transfusion sparing strategies, including cell salvage and prescription of pharmacological agents, in the effective management of critical bleeding •Identify the key elements of a MTP •Compare the similarities between your hospital guidelines to manage critical bleeding patients and the Patient Blood Management Guidelines: Module One – Critical Bleeding/Massive Transfusion MTP template •Describe how an MTP is and/or may be implemented in your work setting •Reflect on your potential role in a critical bleeding situation when an MTP may be activated •Recognise strategies to develop effective communication within high performing teams, and apply this knowledge to the implementation of an MTP

Bloodsafe: Critical Care •Explain the options for treatment and apply the appropriate management of anaemia for critically ill patients •Manage the risk of bleeding and coagulopathy due to comorbidities or therapy •Optimise haematological deficiencies and, where required, use transfusion therapy according to consensus guidelines and evidence based practice

1 hour

Bloodsafe: Fetal Neonatal Alloimune Thrombocytopenia

•Outline the pathophysiology and clinical features of fetal and neonatal alloimmune thrombocytopenia •Recognise neonates with signs of possible fetal and neonatal alloimmune thrombocytopenia •Manage the treatment of actual, or suspected fetal and neonatal alloimmune thrombocytopenia.

30 minutes

Bloodsafe: Iron Deficiency Anaemia (DA) •Iron Deficiency Anaemia •Diagnosis and Investigation •Oral Iron Therapy •Parenteral Iron Therapy

2 hours

Bloodsafe: Iron Deficiency Anaemia: Chronic and Complex

•referral pathways •appropriate treatment options •importance of multidisciplinary communication regarding treatment.

45 minutes

Bloodsafe: Iron Deficiency Anaemia – Essentials

•Identification of the cause of iron deficiency and iron deficiency anaemia •Laboratory investigations to assist with the diagnosis •Available treatments and the risks and benefits of each •Monitoring and assessment of response to treatment.

30 minutes

Bloodsafe: Iron Deficiency Anaemia: Heavy Menstrual Bleeding

•Assessment of anaemia, iron deficiency and iron deficiency anaemia •Management options and assessment of response.

30 minutes

Bloodsafe: Iron Deficiency Anaemia: Maternity •importance of early identification •diagnosis and treatment of pregnant women with iron deficiency, with or without anaemia.

30 minutes




Bloodsafe: Iron Deficiency Anaemia: Paediatric •The causes of iron deficiency anaemia in neonates, infants, children and adolescents •Assessment, investigations and diagnosis, including determination of the underlying cause •Management options and assessment of response.

30 minutes

Bloodsafe: Iron Deficiency Anaemia: Perioperative

•Preoperative assessment of anaemia, iron deficiency and iron deficiency anaemia •Management options and assessment of response.

30 minutes

Bloodsafe: Medical and Specialties - Cancer •Outline the significance of anaemia and the approach to its assessment and management in patients with cancer •Describe the risks and causes of bleeding in this population and how these may be prevented and managed •Assess the indications for transfusion and specific requirements in patients with cancer

45 minutes

Bloodsafe: Medical and Specialties - Cardiac •Explain why patients with cardiac disease, particularly chronic heart failure, often have anaemia and outline the approach to assessment and management to improve outcomes •Outline the risks for bleeding and blood loss in cardiac patients and strategies to manage these •Describe the approach to decision making in use of blood components in patients with cardiac disease

30 minutes

Bloodsafe: Medical and Specialties - Chronic Kidney Disease

•Outline the significance of anaemia in this patient population and the approach to their clinical assessment and management •Describe the types of bleeding exhibited in the CKD patient and how this may be prevented and managed •Assess when transfusion may be indicated in the CKD patient whilst recognising the specific risks

45 minutes

Bloodsafe: Medical and Specialties - Chronic Transfusion

•Compare the needs of your patients with a chronic transfusion dependence to those who are transfused once or infrequently •Reflect on the different indications for transfusion in this patient population •Anticipate and manage the specific complications experienced by your patients with transfusion dependence •Ensure your patients receive appropriate blood products in regards to special requirements

45 minutes

Bloodsafe: Medical and Specialties - Gastrointestinal

•Explain why your patients with GI disorders often have iron deficiency and/or anaemia and the importance of identifying and treating the cause whilst also ensuring iron stores are fully and promptly replenished •List strategies to manage blood loss in patients with various GI disorders and be able to apply them in clinical practice •Describe decision making in the use of blood components in patients with GI disorders where transfusion may be necessary

45 minutes

Bloodsafe: Medical and Specialties – Medical •Describe strategies which can help to optimise your medical patient’s tolerance to anaemia, and the consensus guidance which should be used when transfusion cannot be avoided •Explain the causes of anaemia in your medical patients and outline the approach to assessment and management, including ensuring that iron stores are adequate

1 hour




•Recognise the risks of bleeding in your medical patients, and outline strategies to minimise blood loss and their application in clinical practice

Bloodsafe: Neonatal: Preterm

•Outline a patient blood management approach to patient care, including an informed decision to transfuse when appropriate •Explain and demonstrate why correct patient identification is essential when collecting blood specimens •Describe the important aspects of transporting and storing blood products within a hospital setting, including the required checking procedure when picking up blood for a patient •Safely administer blood products following correct identification procedures and monitoring of patients •Recognise, respond and report possible transfusion reactions.

30 minutes

Bloodsafe: Obstetric Haematology •Describe the haematological and related physiological changes in pregnancy and their clinical implications •Demonstrate knowledge of iron requirements during pregnancy and the consequences of iron deficiency anaemia •Recognise the changes that occur in the third stage of labour and the process of placental separation •Recognise the normal variations in blood loss after birth and the importance of measuring blood loss.

1 hour

Bloodsafe: Paediatric: Iron Deficiency Anaemia •Outline the main causes of iron deficiency anaemia in neonates, infants, children and adolescents •Understand the investigations required to diagnose iron deficiency anaemia and the underlying cause •Describe the treatment options and choose the most appropriate one for your patient population.

30 minutes

Bloodsafe: Paediatric: Major Haemorrhage •Describe the physiological changes experienced by children during a major haemorrhage •Apply a major haemorrhage protocol to the care of the critically injured child •Analyse laboratory tests used to guide treatment •Propose non-transfusion alternatives to minimise blood loss and optimise red cell mass •Apply appropriate transfusion strategies to the stable critical care patient

30 minutes

Bloodsafe: Paediatric: Surgical •Outline a patient blood management approach to patient care, including an informed decision to transfuse when appropriate •Explain and demonstrate why correct patient identification is essential when collecting blood specimens •Describe the important aspects of transporting and storing blood products within a hospital setting, including the required checking procedure when picking up blood for a patient

1 hour




•Safely administer blood products following correct identification procedures and monitoring of patients •Recognise, respond and report possible transfusion reactions.

Bloodsafe: Patient Blood Management (PBM) •Consider the steps necessary to implement PBM practices in their organisation •Explain what the term patient blood management refers to •Understand the three core principles or “pillars” of PBM ◦optimise red cell mass •Minimise bleeding •Harness patient’s tolerance of anaemia •Explain why patient blood management is a win-win for patients and healthcare services •Apply patient blood management principles to current practice within their organisation

1 hour

Bloodsafe: Perioperative •Outline the approach to perioperative management planning including: ◦collaboration with a multidisciplinary team •The importance of patient involvement •Tailoring a patient blood management plan to specific patient needs •Use of policies and procedures for delegation of responsibility, timing and documentation •Understand how specific perioperative management strategies fit within the three “pillars” or “principles” of PBM i.e. optimise red cell mass •Minimise blood loss •Harness patients tolerance of anaemia •Identify the strategies of PBM in the preoperative, intraoperative and postoperative settings including: ◦diagnosis, investigation and treatment of anaemia •Haemostasis assessment and management •Surgical and anaesthetic methods for reducing blood loss •Blood conservation strategies •Transfusion of red cells and other blood components •Apply the principles of PBM to perioperative clinical practice by participating in the interactive case study examples •Identify potential areas for PBM practice development within their organisation, and reflect on clinical examples given within the course

2 hours

BloodSafe: Postpartum Haemorrhage (PPH) •Physiology of Pregnancy •Cause, Prevention, Diagnosis •Management of PPH •Advanced Fluid Resuscitation •Secondary PPH •Anaemia Management

3 hours




BloodSafe: Transporting Blood •Blood – A priceless gift – A brief overview of blood donation and processing •Module 3 - Collecting crossmatched blood from the transfusion service provider or blood fridge •Explain the importance of checking patient identity when picking up blood •Use the current procedures for checking the identification details of the patient and the blood component when collecting a blood pack from a transfusion service provider or blood fridge •Transport and store red cells in the appropriate conditions within a hospital setting

30 minutes

Bloodsafe - Viscoelastic Haemoststic Testing •Describe the principles of viscoelastic haemostatic testing •Outline the benefits and limitations of viscoelastic haemostatic testing •Identify abnormal viscoelastic graphs and parameters •Use an algorithm to assist with the management of a patient with major haemorrhage.

1 hour

Breastfeeding Promotion, Protection and Support •Identify the guiding principles that support the implementation of the NSW Health policy, Breastfeeding in NSW: Promotion , Protection and Support •Promote the importance of breastfeeding as the biological norm for both mother and infant •Utilise evidence based information to provide support for breastfeeding as appropriate to your level of interaction with mother and infant •Act as a resource for staff and women on information related to breastfeeding as appropriate to your level of interaction with mother and infant •Have an awareness of the need to reduce inequity for women at risk of low breastfeeding rates

30 minutes

Build Financial Statement Generator Reports •On the completion of this course module the user should have knowledge of how to build reports using the Financial Statement Generator in Oracle R12

20 minutes

Building a Safe Workplace Culture •Recognise role as a manager in connecting and implementing the safety objectives of senior management with the broader workforce •Identify local contextual strategies to implement that will support the embedding of a ‘ staff safety culture’ in the workplace •Recognise the safety responsibilities of your role as a manager to maintain safe work practices, in accordance with WHS legislation •Apply and integrate into day-to-day practices, a risk management approach to ensure the ongoing proactive health and safety of staff, patients and visitors

30 minutes

Building Effective Teams •Define 'Team' •Identify the characteristics of successful teams •Recognise dysfunctional behaviours in teams •List five strategies for developing effective teams

20 minutes

Building Individual Resilience •Providing a range of strategies and supports for measuring and building resilience 45 minutes




Business Planning for Wards and Departments •Upon completion of this module you should be able to: •Explain the role of a business plan in operational management •Describe the relationship between organisational strategic plans and operational business plans •Identify the types and sources of information required to inform the development of a business plan •Develop a business plan for a ward, department or other business unit using an appropriate structure

30 minutes

Business Writing in Healthcare •Identify the purpose of ministerials, briefing notes, letters, emails and memos. •Use the appropriate format for writing executive correspondence. •Communicate effectively the main message and the essential details. •Construct clear concise communique when corresponding with the Ministry of Health and other pillars, other staff and the public.

N/A

Capacity Workshop •Recognise that medical officers can initiate and assess a patient's "decision-making capacity" (capacity) •Recognise when you need to undertake a capacity assessment (TRAP) •Assess whether a patient lacks capacity despite your best efforts to support their decision-making ("weigh up the FACTS") •Recognise when it is reasonable to be uncertain, who can support you, and when to refer to a specialist clinician •Recognise what to do when you are unable to obtain consent to medical treatment.

30 to 45 minutes

Care Coordination •Incorporate the five steps of care coordination •Use a process framework that facilitates communication during admission and transfer of patient care •Involve and engage the patient and careers in their care continuum •Liaise effectively with the multidisciplinary team in the planning for care transitions

20 minutes

Care of the Bariatric Patient •Recognise the patient who has special needs due to obesity •Incorporate sensitive care delivery involving dignity and respect •Utilise safe work practice during manual handling •Recognise multidisciplinary team involvement during care coordination

20 minutes

Caring for Young people with Mental Health Issues in Paediatric Inpatient Settings

•Explore why young people experience mental health issues, •Understand and respond to aggressive behaviour, and •Identify and intervene with young people at risk of self-harm or who are suicidal

3 x 20 minutes

Cash Management - Reconciliation •On the completion of this course module the user should have knowledge of how to setup and report on cash management, reconcile the bank statements and general ledgers in Oracle R12

43 minutes

Cashier Receipting •On the completion of this course module the user should have knowledge of how to process receipts, remittances, refunds and setup default Batch Source profiles in Oracle R12

43 minutes




CBRN Awareness and CBRN Scene Management

•This course provides clinical and support staff with the background knowledge to safely and effectively manage contaminated patients presenting to a NSW Health facility

Central Venous Access Devices: the fundamentals

•Explain standardised CVAD related practice guidelines and assessment competencies •Conduct standardized care of CVADs according to NSW Health guidelines, including daily care, troubleshooting, and removal •Understand nursing interventions that can reduce the risk of device failure and complications •Comply with NSW Central Venous Access Device Insertion and Post Insertion Care: PD2011_060

40 minutes

Charter of Victims Rights •Describe your responsibilities under the Charter of Victims Rights. •Understand some of the effects of crime and how to respond to victims. •List the services available to victims of crime.

1 hour

Chem Alert - For Stock Controllers, Managers and Administrators

•Simple Search - How to perform a simple search for product information in the Chem Alert Chemical Management system •Advanced Search - How to perform an advanced search of the Chem Alert database of products, including adding multiple search parameters and modifying search parameters •Product Details & Reports - A tour of the electronic view of Chem Alert’s full report – an independent review of each product in the Chem Alert Chemical Management system by RMT’s independent scientists •How to access individual reports about products in the Chem Alert Chemical Management system, including uses for each type of report and generating labels for product containers •About Risk & Risk Assessment - Generate a list of Hazardous Substances and Dangerous Goods in your Stock Holdings and filter products in a list to find those requiring risk assessment Includes an overview of the Risk Assessment Module of Chem Alert •How to perform Risk Assessments in Chem Alert, create new Risk Assessments and review each of the risk assessment tabs in the risk assessment module •Stock Holdings & Reports - Learn about the Stock Holdings, navigate the site hierarchy; how to add, copy and delete stock holdings sites; how to add, edit and delete chemical products in stock holdings locations •How to generate stock reports, including, placarding, dangerous goods, hazardous substances, National Pollutants Inventory (NPI) and PPE Listings

50 minutes

Chem Alert eLearning 32 •A brief tour of the Chem Alert system including how to navigate around Chem Alert; quick overview of each module and how to search for product information

Child Wellbeing and Child Protection - Part 1 •After completing this module, learners will be able to recognise why health workers must be alert to child protection and wellbeing concerns

6 minutes




Child Wellbeing and Child Protection - Part 2 •Recognise why health workers must be alert to child protection and wellbeing concerns •Recognise factors that may combine to increase family vulnerability and increase safety and wellbeing risks for children and young people •Identify child protection or wellbeing concerns taking into account family vulnerabilities or indicators of neglect or abuse •Take steps to consult and collaborate to assess the level of risk to a child or young person •Respond and continue to work with the vulnerabilities, risks and needs of a family, child or young person.

30 minutes

Child Wellbeing and Child Protection - Part 3 •Apply methods to have a sensitive or difficult conversation with a family to identify child protection and wellbeing concerns, where safe to do so. •Sensitively discuss intervention and ongoing support options for the family, child or young person. •Identify appropriate support and collaborate with health and interagency colleagues to provide coordinated, effective interventions for vulnerable children, young people and families.

20 minutes

Child Protection – Face to Face

•Implement work practices that support the protection of children and young people; •Increase awareness of the impact of child abuse and neglect; •Identify indicators and risk factors for children and young people at risk of harm; •Build an understanding of Child Protection legislation, legal responsibilities and policy requirements as NSW Health Department staff; •How to respond to a possible risk of harm, consultation process and use of the Mandatory Reporters Guide (MRG) to assess risk of harm; •Enhancing the quality of child protection reporting; •Apply ethical and nurturing practices in work with children and young people; •How to respond should a child or adult make a disclosure to you

1 day

Child Wellbeing and Child Protection – Educational resource

•This promotional piece conveys the key messages about the child protection and wellbeing modules coming soon. •It is designed as a scrolling page, where the content unfolds by scrolling down. •It conveys key messages and creates a sense of excitement about the upcoming new

5 to 10 minutes

Client experience of CIMT program - Khee •Identify people who may benefit from constraint induced movement therapy (CIMT) for arm recovery after stroke or brain injury; Promote evidence based upper limb interventions for people with upper limb impairment after stroke and brain injury

4 minutes

Client experience of CIMT program - Wassim •Identify people who may benefit from constraint induced movement therapy (CIMT) for arm recovery after stroke or brain injury; Promote evidence based upper limb interventions for people with upper limb impairment after stroke and brain injury

5 minutes




ClinConnect Fundamentals •Recognise how the clinical placement process is administered via the ClinConnect system •Be able to navigate and use ClinConnect with ease and confidence to perform essential placement tasks required in your role •Recognise common terms that ClinConnect uses to describe clinical placement processes •Adopt good system practices, and remain mindful of general maintenance and etiquette that improves the accuracy and efficiency of ClinConnect for all users •Be able to locate other ClinConnect help resources to draw upon if you need assistance

eLearning: 1 hour Online help file: no duration

Clinical Documentation: Getting it Right •Participants will have the information to describe and discuss: •The relationship between an accurate health care record and safe patient care •How the health record is used •The privacy and confidentiality requirements that apply to documentation •What the minimum standards are for documentation in the health system •Who is responsible for documentation

2 hours

Clinical Handover •Completing this course should enhance clinician's ability to conduct an effective clinical handover 30 minutes

Clinical Handover: Think, Talk and Write ISBAR •Explain the importance of effective collaborative clinical handover in ensuring patient safety •Identify the key principles of clinical handover •Demonstrate the skills required to document aspects of patient care utilising the ISBAR tool •Apply skills required to use the ISBAR tool when communicating within a clinical context

45 minutes

Clinical Information Access Portal (CIAP) •Locating Evidence •Searching for Evidence •Integrating Evidence into Practice

20 minutes

Clinical Supervision for Allied Health Professionals

•Understand the role and importance of supervision •Identify strategies for being an effective supervisor •Apply adult learning principles •Identify strategies to facilitate learning in the workplace •Set SMART goals •Identify strategies for managing priorities

eLearning: 1 hour Face to Face train-the-trainer workshop: 1 day

Clinical Supervision Support for Nurses and Midwives

•Become familiar with the key roles and responsibilities of a clinical supervisor, and have several practical skills that you can use to improve your supervision of clinicians

1 hour

Clinical Supervision Support for Paramedics •The Role and Importance of Clinical Supervision •How to be an Effective Supervisor •How to apply Adult Learning Principles •How to facilitate learning in the workplace •How to set SMART goals •How to manage priorities

1 hour




Clinician Disclosure •Familiar with NSW Health's open disclosure processes and the links between incident management and open disclosure •Understand clinician disclosure from the perspective of clinicians and patients and families •Be able to recognise and apply the key elements in apologising with empathy and confidence; and •Utilise the STARS tool as an aid Clinician Disclosure discussions

2 hours

Clinician Training •Understand why physical and mental healths are linked •Have clinical tools and ways that will assist implement change in a clinical or community setting

25 minutes

Coaching for Performance

•Define coaching •Differentiate between mentoring and coaching •Identify opportunities for coaching in the workplace •Identify the benefits of coaching to the individual, team and organisation •Describe the coaching process •Identify the skills required to use coaching effectively •Prepare a coaching conversation using a coaching model

40 minutes

Coaching for Performance (Workshop) •Assess the suitability of using a coaching approach within a workplace context •Demonstrate questioning techniques that elicit information from the coaches and guides the coaches to develop their own appropriate solutions •Demonstrate the ability to actively listen to what is being said as well as the underlying unspoken messages •Demonstrate an ability to provide open and honest feedback in a way that maintains the self-esteem of the coaches and enables action •Apply the GROW model to a workplace coaching conversation •Reflect on and draw learning from coaching conversations •Demonstrate the mindset needed by managers to use coaching techniques effectively

1 day

Code of Conduct •Describe the NSW Health CORE values •Describe the purpose of the Code of Conduct •Apply the Code of Conduct to a range of scenarios •Identify the responsibilities of all staff under the Code of Conduct •Describe the possible outcomes for breaching the Code of Conduct •Identify the reporting procedures under the Code of Conduct

30 minutes

Cognitive Disability and the Criminal Justice System

•Recognise and respond to clients who have cognitive impairment •Use appropriate communication to meet client needs •Support clients who may come into contact with the criminal justice system •Identify a suitable range of mainstream and disability service pathways

30 minutes




Cognitive Screening Tools (Advanced) •Increase knowledge, skills and standarised delivery of a suite of four commonly used cognitive screening tools for staff working within each LHD of NSW. These tools align with the cognitive screening tools contained within EMR.

6 weeks

Cognitive Screening Tools (Assessor) •On completion of this Quiz, the clinician will be endorsed to assess (as able) the standardised delivery of a suite of commonly used cognitive screening tools (CDT, CAM, AMTs, 3MS) for staff working within NSW LHDs either in person or via video conferencing such as skype. These tools align with the cognitive screening tools contained within most LHD’s Electronic Medical Records.

6 weeks

Cognitive Screening Tools (Basic) This is an online 5 module competency based course within the Dementia Care Competency & Training Network. The syllabus includes information, application and interpretation of the Abbreviated Mental Test Score (AMTS), Clock Drawing Test (CDT) and Confusion Assessment Method (CAM)

4 weeks

Communication techniques to influence change •Engage a client to have a meaningful conversation about health and wellbeing; •Discuss the client's symptoms and motivations in a way that draws out maximum information •Empower a client to create a meaningful change to their health and wellbeing.

20 to 40 minutes

Community and Inclusion •Provides an understanding community access and barriers through the eyes of people with disability 10 minutes

Complaints Management at Point of Service •Be able to confidently respond to complaints at the point of service using the three steps process; stop, listen & look •Employ techniques to resolve a complaint at the point of service and improve current and future health care experiences •Identify and clarify the main issue/s involved in the complaint by using effective communication and inter-personal skills

40 minutes

Comprehensive Assessment of Well Neonate •Identify purpose and scope of a comprehensive assessment of a well newborn •Identify and differentiate the criteria for assessment by an accredited clinician for well newborns •Recognise criteria for referral and referral pathways for abnormal variations •Identify normal newborn characteristics and physiology •Identify the key components of a comprehensive discharge assessment of the newborn.

1 hour

Conflict Resolution •identify the causes of workplace conflict •recognise the impacts of workplace conflict •respond effectively to workplace conflict •reflect on your own conflict management style

20 to 30 minutes

Connecting with Carers from CALD backgrounds •Learning outcomes include the ability to appreciate cultural and religious backgrounds and to be aware of the pyramid of family care and to be able to utilize the pyramid of family care when caring for a patient from a CALD background

15 hours




Continuity in Medication Management •Define continuity of medication management •Define the four steps of medication reconciliation •Identify local medication reconciliation processes in your workplace •Outline roles and responsibilities of clinicians in medication reconciliation processes •Determine why medication reconciliation is an important process to follow as part of patient safety

30 to 40 minutes

Contrast Media - Administration •recognise the different types of contrast available for administration •identify the best practice to prepare the scanning room and equipment for contrast administration •demonstrate the contrast screening process and rationale •perform actions or interventions based on screen information •confirm the risks and benefits of contrast media to the patient and obtain consent •demonstrate Team Time Out.

30 to 40 minutes

Contrast Media – Screening Process •check cannula and confirm safety for contrast administration •administer contrast media and involve the patient in the process •observe the patient for symptoms of contrast reactions or extravasation •perform actions or interventions based on the patient’s reaction to contrast •communicate and document the patient’s reaction to contrast for the safe continuity of care.

50 to 60 minutes

COPSETI Module 1: An Overview: Clinical care of people who may be suicidal PD2016_007

•Confirm the current roles and responsibilities of mental health services and clinicians, in relation to the clinical care of people who may be suicidal •Outline the impact of the Clinical Care of People who may be Suicidal (PD2016_007) on operational processes and clinical practice in your local setting •Identify how the Clinical Care of People who may be Suicidal (PD2016_007) and other policies support mental health clinicians to provide best practice clinical care in the area of suicide prevention.

20 minutes

COPSETI Module 2: Initial assessment and clinical care of people who may be suicidal

•Recognise the impact of the Clinical Care of People Who May Be Suicidal Policy Directive (PD2016_007) on operational processes and clinical practice in your local setting •Draw upon relevant policies to inform and direct clinical practice, relating to the initial care of people who may be suicidal •Reflect on the key principles of initial assessment and management, including support available to ensure continuity of care when a person is transferred or discharged.

20 minutes

COPSETI Module 3: Ongoing assessment and clinical care of people who may be suicidal

•Recognise the impact of key changes in policy, on your workplace environment, for the ongoing care of people who may be suicidal •Draw upon relevant policies to inform and direct clinical practice relating to the ongoing care of people who may be suicidal •Reflect on the key principles of ongoing management, including support available to ensure continuity of care for persons who may be suicidal.

20 minutes




COPSETI Workshop 1: A team based approach to the clinical care of people who may be suicidal

•Explain their role within their team that supports the care, safety, advice, information and documentation of people presenting with suicidal behaviour or ideation. •Propose elements of current local practice, protocols and process that require modification to meet the policy directives in the: Clinical Care of People who may be Suicidal PD2016_007. •Evaluate the local processes and procedures regarding access to appropriate clinical supervision, consultation or advice from a senior mental health clinician at all times, in the assessment or clinical care of patients who are suicidal. •Propose and identify local relevant resources, specialist workers or support services that could be used for specific situations.

3 hours

COPSETI Workshop 2: A reflection on local implementation of the clinical care of people who may be suicidal

•Summarise their role and responsibility in the context of a team-based approach in the identification and clinical care of people who may be suicidal •Evaluate and propose local practice, protocol and process (including ensuring that mental health clinicians have access to appropriate clinical supervision, consultation or advice from a senior clinician at all times), that supports the operationalisation of the principles of the policy: Clinical Care of People who may be Suicidal (PD2016_007). •Apply relevant policy requirements into their role and responsibility.

1 hour

Corporate Records Management •Follow local guidelines and procedures to create accurate corporate records •Manage corporate records within official recordkeeping or compliant business information systems •Store, archive or dispose of corporate records to meet business needs and legislative requirements protect and ensure the security of corporate records.

15 minutes

Customer Service •To define quality customer service; •To identify who is responsible for delivering customer service •To describe factors contributing to quality customer service

25 minutes

CVAD Dressing and Swabable Capless Valve (SCV) Change Assessment Tool

•Deemed competent to perform, unsupervised, the procedure 'CVAD dressing and Swabable Capless Valve (SVC) change' in your clinical practice.

CVAD Intravenous (IV) Administration Set Change Assessment Tool

•Deemed competent to perform, unsupervised, the procedure 'CVAD Intravenous (IV) Administration Set change' in your clinical practice.

CVAD Removal of Non-Tunnelled Assessment Tool

•Deemed competent to perform, unsupervised, the procedure 'CVAD - removal of non-tunnelled' in your clinical practice.

Cyber S.A.F.E Information Privacy – Classifying Data

•Reduce risk of security incidents that result from lack of information security awareness •Improved recognition and reporting of security risks and threats •Improve knowledge and awareness of staff to cyber-safety for their personal and work life •Improve knowledge on classification of Personally identifiable Information (PII) and Personal health Information (PHI) •Help staff to understand role in protecting privacy related information •Help staff to understand the importance of data location

15 minutes




Cyber S.A.F.E Information Privacy – Protecting Data

•Reduce risk of security incidents that result from lack of information security awareness •Improved recognition and reporting of security risks and threats •Improve knowledge and awareness of staff to cyber-safety for their personal and work life •Learn the importance of protecting sensitive data and privacy •Learn to Identify how to use technology, such as data encryption •Learn to understand secure means of storing, processing and transmitting Privacy related data

20 minutes

Decontamination of Reusable Medical Devices •Identify and apply Spaulding Classification System in the reprocessing of RMDs in your workplace •Identify the basic steps for the correct, effective and safe reprocessing of RMDs •Recognise own need for ongoing professional education, including competency assessment, compliant with LHD requirements and Industry Standards

20 minutes

De-escalate Aggressive Behaviours •Demonstrate the YEP principles •Perform a risk assessment to prevent or minimise workplace aggression •Identify escalating aggression •Demonstrate de-escalation talk down tips, discuss personal safety and situational awareness, •Identify strategies to de-escalate aggressive behaviours

25 to 30 minutes

Delirium (Stage1) •Recognise signs and symptoms of delirium •Demonstrates effective questioning techniques from appropriate screening tools •Implement non-pharmacological treatment •Communicate and collaborate with patient, family /carer and multidisciplinary team about management plan including medication

20 minutes

Delirium Care •Recognise delirium early and classify delirium as a medical emergency •Identify patients at risk and take early action •Take preventative action and monitor for indicators of hospital-acquired delirium •Implement appropriate care strategies for care of patients with delirium •Develop an ongoing post delirium care plan

30 minutes

Designated Officer - Case Studies •Identify the key issues and reflect on how they relate to the role of the Designated Officer. 25 minutes

Designated Officer - Legislation and Policy •Understand the legislative context of the role of the Designated Officer, including the Human Tissue Act 1983 (NSW), the Anatomy Act 1977 (NSW) and the Coroners Act 2009 (NSW).

15 minutes

Designated Officer - Discretionary authority and decision making

•Understand the concept of discretionary authority as applied to the role of the Designated Officer. 15 minutes

Designated Officer - Organ Tissue Donation and Anatomical Examination

•Demonstrate knowledge of the key processes undertaken by a Designated Officer in relation to organ, tissue and body donation.

25 minutes

Designated Officer - Post Mortem Examination

•Understand the requirements for coronial reporting and the interaction between the Designated Officer and the office of the State Coroner. •Understand the Designated Officer's responsibilities with regard to non-coronial post mortem examinations.

20 minutes




Designated Officer - The responsibilities of a Designated Officer

•Demonstrate knowledge of the key processes undertaken by a Designated Officer 15 minutes

Designated Officer (Reaccreditation) Case Studies

•In each case study, you will be asked to identify the key issues and reflect on how they relate to the role of the Designated Officer.

1 hour

Designated Officer (Reaccreditation) Discretionary Authority and Decision Making

•Understand the concept of discretionary authority as applied to the role of the Designated Officer. 20 minutes

Designated Officer (Reaccreditation) Legislation and Policy

•Understand the legislative context of the role of the Designated Officer, including the Human Tissue Act 1983 (NSW), the Anatomy Act 1977 (NSW) and the Coroners Act 2009 (NSW).

15 minutes

Designated Officer (Reaccreditation) Organ and Tissue Donation and Anatomical Examination

•Demonstrate knowledge of the key processes undertaken by a Designated Officer in relation to organ, tissue and body donation.

30 minutes

Designated Officer (Reaccreditation) Post Mortem Examination

•Understand the requirements for coronial reporting and the interaction between the Designated Officer and the office of the State Coroner. •Understand the Designated Officer's responsibilities with regard to non-coronial post mortem examinations.

20 minutes

Designated Officer (Reaccreditation) The Responsibilities of a Designated Officer

•Demonstrate knowledge of the key processes undertaken by a Designated Officer 20 minutes

Develop an effective plan •Intended to support managers and staff who are involved in developing plans. 6 minutes

Difficult conversations •Explain the characteristics of a difficult conversation •Describe the role of the manager when having a difficult conversation •Recognise the impact of not having a necessary difficult conversation •Facilitate a difficult conversation to enable a more positive workplace environment.

10 minutes

Digital Health & Data Use: Introduction (Module 1)

•Identify the key components of digital health systems and the evolving roles of the health workforce in digital environments. •Identify digital health technologies, data sources and digital touch-points on a personal health journey. •Recognise the range, purpose and functions of digital health technologies and systems used for the communication of health information. •Identify the governance of clinical information systems and the stakeholders involved. •Consider how digital transformations change the delivery of healthcare and the way we work. •Recognise the relevance of data analytics to health professionals and what it means to be data-literate.

90 minutes

Documentation and Activity Based Funding for Clinicians

•Briefly discuss the healthcare funding model used in NSW •Describe how information in the medical record is used to drive Activity Based Funding in NSW •Identify general guidelines for clinical documentation to facilitate coding and accurate case mix

30 minutes




classification •Appraise the quality of documentation for activity based funding

Domestic and Family Violence Routine Screening •Define domestic and family violence, Identify health impacts of domestic and family violence •Describe the rationale for domestic and family violence routine screening •Identify who and when to screen •Identify links for staff assistance

30 minutes

Driving Innovation •Develop a shared understanding of the meaning and importance of innovation to the workplace and NSW Health •Give permission, and create the space and time, to generate and discuss ideas •Embed flexible processes to consider, prototype and implement ideas •Build confidence and momentum by starting small •Celebrate innovation and learning from experimentation

20 to 30 minutes

Dysphagia: principles of care •Recognise what a normal swallow looks like. •Identify signs and symptoms that may indicate a patient has dysphagia (difficulty swallowing). •Recognise factors which cause the patient to be at risk of dysphagia. •Appraise individual clinical situations and apply risk management strategies. •Explain the role of the speech pathologist within multidisciplinary management and know when to refer.

15 minutes

Easy Guide to Writing •Recognise appropriate language to improve written communication •Use a systematic approach to ensure information is easily understood •Practice correct use of punctuation

20 minutes

Eating Disorders - Spot the Red Flag •Understand the different types of eating disorders •Recognise risk factors and effects of an eating disorder •Identify interventions and strategies to enable person-centred care •Intervene appropriately when you encounter someone with, or at risk of developing, an eating disorder •Provide information and support for a person with an eating disorder, their families and/or carers

30 minutes

EDVPM Physical Skills Workshop •Describe the importance of self, environment and others in relation to violence prevention and management •Apply a risk assessment approach to preventing and responding to workplace violence •Use techniques and restraints to maintain personal safety when responding to a violent person.

1 day

EDVPM Physical Skills Train the Trainer - Workshop

•Facilitates trainers to assist participants to learn, practice and deliver aggression management training for emergency department staff.

25 to 30 minutes




EDVPM Physical Skills Practice Sessions •Describe the importance of self, environment and others in relation to violence prevention and management •Apply a risk assessment approach to preventing and responding to workplace violence •Use techniques and restraints to maintain personal safety when responding to a violent person.

12 x 30 minute sessions

EDVPM: B4 Moving through the environment - Refusal to stop Video

•Describe the importance of self, environment and others in relation to violence prevention and management •Apply a risk assessment approach to preventing and responding to workplace violence •Use techniques and restraints to maintain personal safety when responding to a violent person.

5 minutes

EDVPM B5 Moving Through Doorways Video •Describe the importance of self, environment and others in relation to violence prevention and management •Apply a risk assessment approach to preventing and responding to workplace violence •Use techniques and restraints to maintain personal safety when responding to a violent person.

5 minutes

EDVPM B18 Transition from Supine to Prone •Describe the importance of self, environment and others in relation to violence prevention and management •Apply a risk assessment approach to preventing and responding to workplace violence •Use techniques and restraints to maintain personal safety when responding to a violent person.

5 minutes

EDVPM B4 Moving through the environment - Refusal to move


5 minutes

EDVPM A11 Strangles-Lever Arm Method Single Handed Strangle Video


5 minutes

EDVPM A11 Strangles-Lever Arm Method_ Two Handed Strangle Video


5 minutes

EDVPM A12b Headlock from behind Video •Describe the importance of self, environment and others in relation to violence prevention and management •Apply a risk assessment approach to preventing and responding to workplace violence •Use techniques and restraints to maintain personal safety when responding to a violent person.

5 minutes




EDVPM A13a Headlock From The Side Video


5 minutes

EDVPM A17 Bull Bars Video


5 minutes

EDVPM A2 One Handed Wrist Release Video


5 minutes

EDVPM A3 Two Handed Wrist Release Video


5 minutes

EDVPM A6 Bites Video •Describe the importance of self, environment and others in relation to violence prevention and management •Apply a risk assessment approach to preventing and responding to workplace violence •Use techniques and restraints to maintain personal safety when responding to a violent person.

5 minutes

EDVPM A8 Hair Grab - Front Video •Describe the importance of self, environment and others in relation to violence prevention and management •Apply a risk assessment approach to preventing and responding to workplace violence •Use techniques and restraints to maintain personal safety when responding to a violent person.

5 minutes

EDVPM A9 Hair Grab from behind Video •Describe the importance of self, environment and others in relation to violence prevention and management •Apply a risk assessment approach to preventing and responding to workplace violence •Use techniques and restraints to maintain personal safety when responding to a violent person.

5 minutes

EDVPM B20 Bed Restraint from Side of Bed Video


5 minutes




EDVPM B3 Level 3 Hold Video •Describe the importance of self, environment and others in relation to violence prevention and management •Apply a risk assessment approach to preventing and responding to workplace violence •Use techniques and restraints to maintain personal safety when responding to a violent person.

5 minutes

EDVPM B6 Seated Restraint Video •Describe the importance of self, environment and others in relation to violence prevention and management •Apply a risk assessment approach to preventing and responding to workplace violence •Use techniques and restraints to maintain personal safety when responding to a violent person.

5 minutes

EDVPM B10 Standing to Prone Restraint Video •Describe the importance of self, environment and others in relation to violence prevention and management •Apply a risk assessment approach to preventing and responding to workplace violence •Use techniques and restraints to maintain personal safety when responding to a violent person.

5 minutes

EDVPM B10.1 Managing the Head Video


5 minutes

EDVPM B10.2 Securing the Legs Video


5 minutes

EDVPM B12 Arm Hold-Abducted Arm Video •Describe the importance of self, environment and others in relation to violence prevention and management •Apply a risk assessment approach to preventing and responding to workplace violence •Use techniques and restraints to maintain personal safety when responding to a violent person.

5 minutes

EDVPM B14 Prone to Standing Video •Describe the importance of self, environment and others in relation to violence prevention and management •Apply a risk assessment approach to preventing and responding to workplace violence •Use techniques and restraints to maintain personal safety when responding to a violent person.

5 minutes

EDVPM B17b Transition from Prone to Supine Video


5 minutes




EDVPM B2 Level 2 Hold Video


5 minutes

EDVPM B9 Team Approach to an Actively Combative Patient Video


5 minutes

Effective End of Life Conversations (Workshop) •Identify the benefits and opportunities to timely initiation of end of life conversations for the patient, family, carers and the health system

•Recognise barriers, challenges and cultural aspects of initiating conversations about deteriorating prognosis and end of life issues

•Apply the relevant ethical, legal and professional frameworks that guide work in the area

•Demonstrate knowledge, skills and confidence in having these conversations with patients, families and carers in a range of clinical scenarios.

Half day

Effective Workplace Conversations •Understand the value and purpose of effective workplace conversations •Better identify when and where to have effective workplace conversations •Be more prepared in undertaking effective workplace conversations •Apply a range of communication skills that support effective outcomes and bring about positive change in the workplace

30 to 40 minutes

Electronic Venous Thromboembolism (VTE) Risk Assessment Tool for Adult Inpatients

•Understand how the electronic VTE risk assessment tool guides appropriate prophylaxis to prevent VTE in adult inpatients

•Understand how to use the electronic VTE risk assessment tool

•Consider clinical factors when performing VTE risk assessments

30 minutes

Emergency Department - Chest Pain

•Recognise typical and atypical features of Acute Coronary Syndrome (ACS).

•Know how to risk stratify patients with ACS.

•Understand the levels of evidence which govern treatment of ACS.

•Be aware of the critical differentials to consider with a history of chest pain.

60 to 90 minutes ✓ ✓

Emergency Department - Cognitive Bias

•Recognise common thinking errors that lead to misdiagnosis.

•Identify clinical settings which predispose to cognitive bias.

•Learn strategies to minimise cognitive bias.


Emergency Department - CXR

•Identify normal structures on the CXR and learn tips that assist with diagnosis.

•Improve recognition of common ED pathologies. 60 to 90 minutes ✓ ✓

Emergency Department - In Charge - The Paradigm Shift

•Understand the responsibilities of the in-charge doctor in an Emergency Department. 60 to 90 minutes ✓ ✓




•Recognise the importance of interpersonal and communication skills in the role of the doctor in-charge.

Emergency Department - Lower Limb Injuries

•Revise clinically relevant anatomy of the lower limb. Improve diagnosis of subtle lower limb injuries.

•Search complications of lower limb injuries.

•Improvement of management of lower limb injuries.


Emergency Department - Pulmonary Embolism

•Learn to assess the pre-test probability of a Pulmonary Embolism (PE). Understand the value of a D-dimer.

•Know when to order and how to apply a CTPA.

•Have a sensible approach to PE in pregnancy. Know how to look for a PE on a CTPA.


Emergency Department - Silver Trauma

•Learn recommended treatment for elderly trauma patients.

•Revise physiological and other age related changes in the elderly.

•Improve your assessment of their risk of injury, responses to trauma and responses to treatment.


Emergency Department - Renal Colic

•Understand the effects of an obstructive renal system and know the dangerous differentials.

•Demonstrate appropriate management.

•Understand the red flags which require urological consultation.


Emergency Department - Tachyarrythmia

•Know the management priorities in an arrythmia.

•Know the features indicating haemodynamic instability.

•Revise the differential diagnosis for narrow and broad complex arrythmias.

•Know common medications used to treat arrythmias in the Emergency Department.

•Identify 'red flags rythyms' with a high risk for sudden clinical deterioration.


Emergency Department - Upper Limb Injuries

•Revise clinically relevant anatomy of the upper limb.

•Become familiar with the correct description and complications of the injuries.

•Understand Emergency Department management of the injuries.


Emergency Department - Wound Repair

•Address patient priorities in wound repair.

•Apply the principles of cleaning and anaesthetising.

•Revise suture size and time for removal. Match appropriate wounds and closure technique.

•Correctly prescribe antibiotics and tetanus prophylaxis.


Emergency Sepsis Kills Program •Recognise that sepsis is a medical emergency •Identify the risk factors, signs and symptoms of sepsis •Outline the escalation of the septic patient •Define the initial management actions for sepsis •Discuss the requirements for 48 hour sepsis management

1 hour




Emotional Intelligence •Define emotional intelligence •Analyse your own emotional intelligence profile including strengths and areas for development •Make a plan to address arenas identified for development •Apply the learning in your workplace

40 minutes

Empowering all to Educate (Empowering the Educator Module 2)

•Identify the roles and responsibilities associated with providing education in NSW Health •Outline strategies to build relationships that support learning •Reflect on and apply the CORE values of NSW Health as they relate to your role in providing learner focused education •Use the Empowering the Educator capability framework to identify your current skills and plan areas for professional development

20 minutes

Empowering teams •Describe empowerment •Understand the benefits of an empowered team to NSW Health •Identify the difference between empowerment and delegation •Understand the health manager's role in leading culture change and improving outcomes through •Supporting empowerment of teams •Implement strategies and tools to empower teams •Measure the change in behaviours and workplace outcomes as a result of empowering staff.

20 to 40 minutes

Empowering teams (PMSP) •Describe empowerment •Recognise the role of the health manager in improving outcomes through supporting the empowerment of teams •Implement strategies and tools to empower teams. •Measure the change in behaviour and workplace outcomes as a result of empowering teams

30 minutes

Empowering the Educator: Capability Self-Assessment (Empowering the Educator Module 6)

•Outlines the skills and capabilities that you and all NSW Health staff require in order to facilitate learning in the workplace. You will find the tool useful when reflecting on the way you practise as an ‘educator’ You can use the tool to identify gaps in your current skills and knowledge, and plan appropriate development opportunities accordingly

20 minutes

eMeds - Admission Reconciliation •Complete Admission Medication reconciliation •Add an Inpatient Order during Admission Reconciliation

15 to 30 minutes

eMeds - Admission Reconciliation (Rural) •Complete Admission •Medication reconciliation •Add an Inpatient Order during Admission Reconciliation

15 to 30 minutes

eMeds - Clinical Pharmacy Review •Review and Document Medication history and Compliance as a Pharmacist •Learn how to use the Pharmacy Medication Manager to manage and verify inpatient medication orders

15 to 30 minutes

eMeds - Complex Medications Orders •Place regular Insulin and Supplemental Insulin orders •Place a Patches orders

15 to 30 minutes




•Place a daily Warfarin Order

eMeds - Discharge Reconciliation •Complete the discharge medication reconciliation •Cease a medication in the future that the patient is continuing at home •Order a new prescription for your patient at discharge •Create a discharge summary document for your patient with the medications on the document

15 to 30 minutes

eMeds - Discharge Reconciliation (Rural) •Complete the discharge medication reconciliation •Cease a medication in the future that the patient is continuing at home •Order a new prescription for your patient at discharge •Create a discharge summary document for your patient with the medications on the document

15 to 30 minutes

eMeds: FirstNet (Rural) •Understand the eMeds icons within FirstNet 30 minutes

eMeds - Medication Administration Record (MAR) Complex Medications

•Chart the administration of a Patch •Chart the administration of a standard Insulin order and a Supplemental Insulin order •Chart the administration of Warfarin and a Warfarin Withhold order

15 to 30 minutes

eMeds - Medication Administration •Understand the feature of the Medication Administration Record (MAR) •Chart the administration of a standard medications •Chart the administration of a dose range medication •Chart the administration of a PRN medication •Document a medication as Not Given when an attempt to give the medication was made but it was decided that the medication should not be given

15 to 30 minutes

eMeds - Medication Administration (Rural) •Understand the feature of the Medication Administration Record (MAR) •Chart the administration of a standard medications •Chart the administration of a dose range medication •Chart the administration of a PRN medication •Document a medication as Not Given when an attempt to give the medication was made but it was decided that the medication should not be given •Manage administering alerts: Early /Late administration and risk of administing medication too close together •Unchart a verified administration of a medication •Modify a verified administration of a medication

15 to 30 minutes

eMeds - Medication History •Review existing home medications •Document and update new home medication

15 to 30 minutes

eMeds - Medication History (Rural) •Review existing home medications •Document and update new home medications

15 to 30 minutes




eMeds - Medication Order Actions •Modify, Cancel/Discontinue, Copy, Cancel/Reorder, Delete, Suspend and Resume an order, •Learn how to find out Order •Reference Information for a medication order

20 to 40 minutes

eMeds - Medication Order Actions (Rural) •Modify, Cancel/Discontinue, Copy, Cancel/Reorder, Delete, Suspend and Resume an orderLearn how to find out Order and Reference Information for a medication order

20 to 40 minutes

eMeds - Medication Orders •Place single and multiple medication orders •Reschedule the Frequency, First Dose and Dose of a medication •Manage Allergy Interaction Alerts and Decision Support Alerts on medication orders •Place AMS (restricted antimicrobial), Tapering Dosed and Unlisted medication orders •Learn about the Dose Calculator •Co-sign a Phone order

15 to 30 minutes

eMeds - Medication Orders (Rural) •Place single and multiple medication orders •Reschedule the Frequency, First Dose and Dose of a medication •Manage Allergy Interaction Alerts and Decision Support Alerts on medication orders •Place AMS (restricted antimicrobial), Tapering Dosed and Unlisted medication orders •Learn about the Dose Calculator •Co-sign a Phone order

15 to 30 minutes

eMeds - Nursing Orders •Place a Nurse Initiated medication order as a nurse •Place a Standing medication order as a nurse •Place a Phone medication order as a nurse

15 to 30 minutes

eMeds - Nursing Orders (Rural) •Place a Nurse Inititated medication order as a nurse •Place a Standing medication order as a nurse •Place a Phone medication order as a nurse

15 to 30 minutes

eMeds - Power Plan •Place PowerPlan orders. 10 to 20 minutes

eMeds - Power Plan (Rural) •Place PowerPlan orders. 10 to 20 minutes

eMeds - Take Home Packs (Rural) •Review medications for a Take Home Pack •Order a Take Home Pack

15 to 30 minutes

eMeds - View Only Access •Understand how to use eMeds •Feel confident in using eMeds as a view-only access user

15 minutes

Employment: People With Disability •inclusive employment strategies to provide equitable opportunities for people with disability during staff recruitment and employment; •recognise assumptions and bias impacting recruitment decisions; •identify benefits of an inclusive workforce, and remove barriers for people with disability.

30 miinutes

eMR - Accessing Patient Charts •Locate and Navigate to a Patient Chart •Understand the Patient Summary

10 to 20 minutes

eMR - Alerts •Add, Modify and cancel Alerts 10 to 20 minutes




eMR - Allergies and Adverse Drug Reactions •Review, Add, Modify and Remove Allergies 10 to 20 minutes

eMR - Between the Flags •Navigate the BTF screen •Add Observations •Alter Calling Criteria •Vary Prescribed Frequency

10 to 20 minutes

eMR - Between the Flags - Paediatric •Navigate the BTF screen •Add Observations •Alter Calling Criteria •Vary Prescribed Frequency

10 to 20 minutes

eMR - Care Compass •Establish relationships •Review Patient orders and activities including documenting height and weight •Action patient care and other activities including documenting height and weight

10 to 20 minutes

eMR - Consult/Referral Orders •Add, Modify and Cancel Consult/Referral orders 10 to 20 minutes

eMR - Diagnoses •Add and modify diagnoses 10 to 20 minutes

eMR - Diet Orders •Add, Modify and Cancel Diet orders 10 to 20 minutes

eMR - Documentation •Complete Power Forms •Write and modify Power Notes •Set up auto text and pre completed notes •Locate and Sort Documentation using Continuous Documentation •Set up and use Document Launcher

20 to 30 minutes

eMR - eMR •Log on to the eMR •Log off the eMR •Understand the importance of eMR security

10 to 20 minutes

eMR - Fundamental Skill Assessment •Windows Fundamental Skills Assessment 10 to 20 minutes

eMR - Histories •Document a social history for a patient •Document a family history for a patient •Document a procedural history for a patient

10 to 20 minutes

eMR - Medical Imaging Orders •Add, Modify and Cancel Medical Imaging orders 10 to 20 minutes

eMR – My Charted Patients •Navigate the My Charted Patients screen •Identify clients with no service contact form completed •Complete documentation from the My charted Patients screen

20 minutes

eMR - Pathology Orders •View medical results in the flow sheet 10 to 20 minutes




eMR - Patient Lists •Navigate to Patient Lists •Build a Patient List •Remove a Patient List •Build a Custom List •Add and Remove Patients from a Patient List

10 to 20 minutes

eMR - Problems •Add and Modify Problems •Add problems to your favourites folder

10 to 20 minutes

eMR - Results Flowsheet •View medical results in the flow sheet 10 to 20 minutes

eMR Resuscitation Plans Medical Officers

•identify whether a Resuscitation Plan exists for a patient •view a patient’s current Resuscitation Plan •view a patient’s discontinued Resuscitation Plan from previous admissions •develop a new Resuscitation Plan for a patient •develop a new Resuscitation Plan for a patient based upon a previous (discontinued) plan •discontinue a patient’s Resuscitation Plan.

"Other Clinicians" can use the eMR to:

•check whether a Resuscitation Plan exists for a patient •view a patient’s current Resuscitation Plan •view a patient’s discontinued Resuscitation Plan from previous admissions.

30 minutes

Encouraging Innovation •Develop a shared understanding of what is meant by innovation •Recognise the importance of allowing space and time to generate ideas •Establish flexible processes to consider ideas and prototype •Build momentum by starting small •Celebrate innovation and learning from experimentation.

15 to 20 minutes

End of Life Supportive Care •Ensure that care of the dying person is managed with dignity and comfort and that their family and carers are supported •Address the requirements related to caring for a person during their last days of life including care plans, referrals, culture, religion, spirituality and organ and tissue donation •Identify and access support systems and services for yourself, other staff, relatives, carers and patients affected by a death

30 minutes




Engaging and Motivating Learners (Empowering the Educator Module 9)

•Identify motivational factors that affect learner engagement •Summarise the design elements required for an engaging educational program •Identify appropriate tools to motivate learners •Select communication strategies that address learner engagement and motivation

30-60 minutes

Engaging with change •Describe the constant nature of change in health care •Identify common responses to change Identify simple actions that will assist you become a proactive participant to the change process.

10 minutes

Enhancing Workplace Performance •Identify your role as a manager in supporting employees •Recognise what employees require from their manager and how their manager can support them •Describe the NSW Public Service Commission Performance Development Framework •Describe the NSW Health Managing for Performance Policy Directive •Identify and or establish the nature, causes and impacts of unsatisfactory •Determine how best to address unsatisfactory performance.

10 minutes

Enterprise Risk Management - An Overview •Describe enterprise risk management (ERM) and its importance in healthcare workplaces •List the categories of enterprise risk identified in the NSW Health enterprise risk policy •Describe the roles and responsibilities for managing enterprise risk that apply to you and your immediate work team •Apply the ERM process to a range of work situations •Distinguish proactive and reactive ERM

30 minutes

Enterprise-Wide Risk Management for Managers •Identify types of risks within a health setting •Outline the manager’s role in the enterprise risk management process •Apply the risk management process to a work situation

30 minutes

Environmental Cleaning To be able to identify and apply the basic introductory knowledge about Environmental Cleaning regarding: •Preparation for work; •Protecting health and safety of self and others; •Working effectively to prevent infection; and •Communicating well with others.

20 minutes

eRIC M1: Introduction to Navigating the eRIC Screen

•Log-in to the eRIC main screen, •Navigating common tabs, •Navigate views and forms within eRIC.

7 minutes

eRIC M1: Knowing the eRIC Screen simulation •eRIC: Knowing the eRIC Screen simulation 5 minutes

eRIC M2: Admission into ICU •Progress a patient from pre-admission stage to being fully admitted in eRIC •Complete all relevant admission forms and processes.

9 minutes




eRIC M2: ICU Admission simulation •Process of adding a patient into the ICU using the Emergency Patient Registration form in eRIC in the event that the PAS is unavailable.

5 minutes

eRIC M3a: ICU Daily Routine •Gain knowledge on menus, tabs and views that will be used to plan the ICU daily routine in eRIC •Gaining knowledge of relevant forms in eRIC to document

9 minutes

eRIC M3b: ICU Medical Daily Routine •Menus, tabs and views that will be used to plan the ICU medical daily routine in eRIC, •Relevant forms in eRIC to document assessment, •Creating management plans, complete tasks and clinical events.

8 minutes

eRIC M3: ICU Daily Routine - Planning of Care simulation

•Practice navigating effectively around eRIC using relevant forms to document assessment •Create management plans •Complete tasks and clinical events commonly required for the ICU daily routine •Demonstrate an understanding of the menus, tabs and views that will be used to plan the ICU daily routine in eRIC.

5 minutes

eRIC M4: Prescribe and Administer Medication •Navigate the various medication tabs and views, •Navigate the steps to review •Prescribe and administer medication using the electronic Record for Intensive Care (eRIC).

8 minutes

eRIC M4: Administer Medication simulation Apply knowledge gained from "eRIC to: •Prescribe and Administer Medication" Module. •Practice the steps to correctly perform the 5 rights of medication administration and validate the administration of a dose using the electronic Record for Intensive Care (eRIC).

7 minutes

eRIC M5: Discharge and Transfer from ICU •Learn the ICU discharge procedure from ICU including generating relevant discharge reports using the electronic Record for Intensive Care (eRIC)

6 minutes

eRIC M5: Generating an eNIMC & eHOC simulation

•How to generate eNIMC and eHOC for ICU discharge reports using the electronic Record for Intensive Care (eRIC).

4 minutes

Evaluating Education and Training (Empowering the Educator Module 8)

•Recognise the value of evaluating education and training •Identify and analyse frameworks that can be used to evaluate education and training •Investigate evaluation methodologies •Construct evaluation approaches to meet educational and training needs •Use evaluation results to modify and improve practice

20 to 30 minutes

Everyone plays a role in health data •Identify the key stages of the data life cycle. •Understand data related terms, concepts, and the various stakeholders associated with health data use and data analytics. •Understand the key dimensions of data integrity and the impact of data quality, including the role of data standards and coding. •Understand the value of quality digital health data as it applies to quality and safety, including evidence-based practice, decision making, value-based care, and quality improvement. •Describe the fundamentals of digital health legislation, policy and ethics, including privacy and security, data governance, and professional conduct.

40 minutes




•Identify advantages and potential challenges of contemporary digital health technologies and clinical data use.

Excel Journal Upload •On the completion of this course module the user should have knowledge of how to upload Journal entries from Excel.

54 minutes

Exploring Education Delivery Methods (Empowering the Educator Module 5)

•Make active decisions about learner-centred education delivery methods and strategies •Explore the effects of a variety of education delivery methods and strategies •Adapt education delivery methods and strategies in response to learner needs

20 to 30 minutes

Face to Face Communication with Interpreters •Use an interpreter to communicate in a face to face situation in healthcare settings. •Describe techniques to communicate effectively face to face with healthcare interpreters

10 minutes

Facilitating Effective Performance •Role as a manager in supporting staff •The nature causes and impacts of unsatisfactory performance •The regulatory environment and its role in addressing performance •How the Performance Development Framework can guide us in addressing unsatisfactory performance •A best practice approach to addressing unsatisfactory performance, and cases that see this approach in action

45 minutes

Facilitating for Learner Success (Empowering the Educator Module 4)

•Use knowledge of the learner to adapt teaching strategies for learner-centred education •Guide and support learners experiencing difficulties to meet learning objectives and goals

30 minutes

Falls Prevention and Falls Risk Management Strategies for Clinical Staff

•Define and discuss falls and the significance of falls •Recognise the falls risk screen as a risk management identification process •Identify and discuss falls risk factors, both patient centred and environment centred •Recognise the falls risk assessment and management plan as a tool to implement individualised falls prevention strategies •Demonstrate the implementation of intervention strategies in response to identified risks •Recognise that Local Health District (LHD) falls (hospital/acute and subacute) policies/procedures forms the framework for safe and accountable falls prevention and management

30 minutes




Falls Risk: Screening, Assessment and Management Plans for Adults

•Apply the Ontario Modified STRATIFY (Sydney Scoring) Falls Risk Screen to identify persons at risk of falling and their level of risk •Complete a Falls Risk Assessment and Management Plan (FRAMP) •Describe how the FRAMP guides planning, implementing and documenting multidisciplinary intervention strategies •Identify how the FRAMP guides referral pathways taking into account local referral processes •Describe how the FRAMP guides effective communication of falls risk and management planning with other staff patient and their family/carer •Identify any barriers that may exist to using these tools and consider ways to overcome barriers

30 minutes

Falls: Post Falls Management for Clinical Staff •Define the term “Fall” •Explain the significance of falls for patient and staff safety and health •Describe the immediate actions required to prevent further harm when a fall has occurred •Describe the observations required for initial assessment and ongoing monitoring of an adult following a fall •Identify effective communication strategies to maximise post fall care outcomes •Complete post fall documentation accurately

30 minutes

Family Centred Care •Involve families and carers in decision-making relating to the care of their children and young people by sharing information appropriately •Draw learning from the family's and carer's experience •Provide care that reflects the family's preferences and values •Involve the family and others to ensure continuity of care •Promote dignity and respect for the child, young person and family

30 minutes

Fatigue: Minimising the Impact at Work •Define fatigue •Determine the difference between fatigue and tiredness •Recognise the impact of fatigue on each other and their patients Identify and implement personal actions to minimise the impact of fatigue at work Identify and comply with the systems and supports that minimise the impact of fatigue at work.

30 minutes

Fetal Heart Rate Monitoring •Introduce the EFM assessment tools •Show how to interpret CTGs •Demonstrate escalation.

50 minutes

Financial Inquiry •On the completion of this course module the user will have knowledge of how to inquire on General Ledger, Payables, Receivables and Fixed Assets in Oracle R12.

50 minutes

Financial Management Essentials •Enables development of knowledge and capability required to manage NSW Health resources effectively •Budgeting in a health context •Implementation, cost drivers and relationships •Interpreting and responding to financial information

12 to 16 weeks




Fire Safety and Evacuation

•What a fire needs to get started and keep going •Common causes •Consequences •Prevention tips •Fire detection equipment •Communication systems and procedures •Extinguishing equipment •Evacuation procedures

30 minutes

Fire Safety and Evacuation – Practical •Learn essential skills for fire safety and evacuation 4 hours

Fire Safety and Emergency Procedures NMMT: Qstream

At the completion of this course you will be able to : EMERGENCY PROCEDURES •Demonstrate how to activate and respond to local emergency protocols following the Emergency Procedures Guide (‘Flip Chart’) •Demonstrate an understanding of your role in responding to internal and external emergency incidents FIRE •Identify and remove fire risks using locally approved processes •Using locally approved processes, report and escalate identified fire safety risks •Identify fire detection and firefighting equipment in your work environment and use in situations where it is appropriate •Implement your local facility’s emergency and evacuation procedures PRINCIPLES OF INCIDENT MANAGEMENT •Describe your responsibility to identify, prevent, manage and report incidents and near misses •Describe the importance of team communication and patient disclosure and the role you play •Improve the patient journey through lessons learnt and the process of continuous quality improvement PRINCIPLES OF SAFETY AND QUALITY Describe your responsibility to contribute to safe quality patient care by applying continuous improvement principles •Deliver person and family centred care following current best practice

N/A

Fire Safety and Emergency Procedures NMMT: Qstream evaluation post survey

This post survey is for the Qstream NMMT evaluation: In this pilot, we are hoping to understand: •How satisfied you were with the training. •How accessible and engaging the training was.

N/A

Fire Safety and Emergency Procedures NMMT: Standard Pathway evaluation post survey

This post survey is for the Standard Pathway NMMT evaluation: In this pilot, we are hoping to understand: •How satisfied you were with the training. •How accessible and engaging the training was.

N/A




Fire Safety and Emergency Procedures NMMT: Standard Pathway evaluation pre survey

This pre survey is for the Standard Pathway NMMT evaluation: In this pilot, we are hoping to understand: •How satisfied you were with the training. •How accessible and engaging the training was.

N/A

Fire Safety and Emergency Procedures NMMT: Storytelling

At the completion of this course you will be able to: EMERGENCY PROCEDURES •Demonstrate how to activate and respond to local emergency protocols following the Emergency Procedures Guide (‘Flip Chart’) •Demonstrate an understanding of your role in responding to internal and external emergency incidents FIRE •Identify and remove fire risks using locally approved processes •Using locally approved processes, report and escalate identified fire safety risks •Identify fire detection and firefighting equipment in your work environment and use in situations where it is appropriate •Implement your local facility’s emergency and evacuation procedures PRINCIPLES OF INCIDENT MANAGEMENT •Describe your responsibility to identify, prevent, manage and report incidents and near misses •Describe the importance of team communication and patient disclosure and the role you play •Improve the patient journey through lessons learnt and the process of continuous quality improvement PRINCIPLES OF SAFETY AND QUALITY •Describe your responsibility to contribute to safe quality patient care by applying continuous improvement principles •Deliver person and family centred care following current best practice

15 minutes

Fire Safety and Emergency Procedures NMMT: Storytelling evaluation post survey

This post survey is for the Storytelling NMMT evaluation. In this pilot, we are hoping to understand: •How satisfied you were with the training •How accessible and engaging the training was.

N/A

Fire Safety and Emergency Procedures NMMT: Storytelling evaluation pre survey

This pre-survey is the Storytelling NMMT evaluation. In this pilot, we are hoping to understand: •How satisfied you were with the training. •How accessible and engaging the training was.




First Contact - Customer Service •Acknowledge your customers politely and respectfully in a timely manner •Interpret your customers' needs by actively listening and checking for understanding by asking questions •Keep your customers informed of progress and developments •Complete each customer interaction in a positive manner

20 minutes

Fixed Assets Management •On the completion of this course module the user should have knowledge of how to Add assets (Prepare Mass Additions), Maintain assets, Retire assets, Run depreciation, Perform online inquiries, Perform accounting tasks, create and upload Excel ADI spreadsheets for a Health Agency in Oracle R12

15 hours

Foetal Welfare and Obstetric Emergency and Neonatal Resuscitation Training (FONT) - eLearning and Face to Face Workshop

•Completion of FONT is mandatory for all NSW Health maternity clinicians (including Obstetricians, General Practitioner Obstetricians, Obstetric Residents and Registrars, Registered Midwives and midwifery students).

Foundations in Hospital Practice: Pharmacist •The processes surrounding hospital pharmacy and supply of medication •The people involved in managing medication in hospitals •The roles and responsibilities of a hospital pharmacist

15 hours

Foundations: Breaking Bad News •Recognise how the method of breaking and dealing with the consequences of bad news can affect patients •Develop an approach to breaking bad news that encourages an individual response to the unique needs of each patient •Identify some strategies to help patients and their families identify the complex feelings, concerns and or fears created by receiving bad news •Develop strategies to assist you in delivering bad news and to support your own self-care

20 minutes

Foundations: Communicating During Challenging Situations

•Underlying issues and concerns that may impact communication responses •Effective communication strategies to use during challenging situations

30 minutes

Foundations: Interprofessional Communication •Describe the characteristics of effective teams •Describe the principles of teamwork communication •Demonstrate communication practices •Implement strategies to improve communication •Link skills to the Canadian Interprofessional Competency Standards

20 minutes

Foundations: Interprofessional Practice •Define and describe Interprofessional Practice •Define and describe the different roles within the Interprofessional team •Identify how role knowledge facilitates better decisions during patient care

20 minutes

Foundations: Introduction •Identify how the new graduate Learning Pathway supports collaborative practice and safe, person-centred care •Describe how an educational framework supports interprofessional learning and best practice

20 minutes




Foundations: Managing Your Time •Apply the skills to manage your time effectively •Recognise the potential impacts of poor time management practices on patient safety, other staff, and yourself •Recognise signs of stress related to competing demands, and implement strategies to manage these demands •Refine or develop practical strategies and problem-solving skills to manage your workload

30 minutes

Foundations: Mental Health Basics •Understand the beliefs and misconceptions about people with mental health disorders •Use practical, recovery-focused communication skills in responding to people with mental health issues and disorders •Assess and intervene appropriately when a person is showing emotional distress in a clinical setting •Enhance your interpersonal skills to build positive collaborative relationships and meaningful engagement with people with mental health issues, their families and carers

30 minutes

Foundations: Negotiation Skills •Identify issues which are and are not negotiable •Apply appropriate negotiation strategies to a scenario to achieve a win: win outcome •Identify when to withdraw from a negotiation

20 minutes

Foundations: Working in Culturally Diverse Contexts

•Recognise diversity in NSW •Discuss the key concepts in culturally and linguistically diverse context •Identify issues impacting on people from culturally and linguistically diverse backgrounds •Demonstrate knowledge in using the interpreter service and multilingual health information

30 minutes

Foundations: Clarifying Roles, Values and Ethics (Workshop)

•Discuss the importance of role clarification as an essential component for collaborative practice •Acknowledge professional ethics and values and recognise their impact on the clinical context.

1 hour

Foundations: Communication and Conflict Management (Workshop)

•Develop personal strategies to improve interprofessional communication in order to provide coordinated, person and family centred care •Identify strategies to effectively manage conflict within the interprofessional health care team.

1 hour

Foundations: Person and Family Centred Care (Workshop)

•Discuss the importance of having patients and their families engaged as team members of the interprofessional team •Enable patients and their families to retain control over their care.

1 hour

Foundations: Reflective Practice and Teamwork (Workshop)

•Demonstrate confidence when applying interprofessional teamwork principles in the delivery of person and family centred care •Plan collaborative practices to deliver safe and high quality person and family centred care •Demonstrate active listening, critical thinking and reflective practice skills to improve team communication.

1 hour

Fraud and Corruption Prevention •Define fraud, corrupt conduct and conflicts of interest and identify the impact of these behaviours on NSW Health •Identify the roles and responsibilities of staff, managers, executives, the internal audit units and the Independent Commission Against Corruption (ICAC) in preventing and responding to fraud and corrupt conduct

30 minutes




•Describe strategies and processes which may be applied to prevent fraud and corrupt conduct •Use examples to illustrate and explain the different types of fraud and corruption

From good to great teamwork – making it happen! (Workshop)

•Recognise the behaviours in team development. •Create strategies to unify your team. •Manage the relationships within your team. •Sustain team productivity.

2 days

Future of Finance •Recognise and understand disruptive challenges and value of emerging technologies. •Understand the changing role and mandate of finance in NSW Health in line with the themes influencing the future of finance. •Analyse current situation / status of NSW Health finance functions and identify steps to innovatively contribute to NSW Health. •Apply learning to transform finance into a valued strategic business partner

1 hour

Fundamentals of Paediatric Medication Safety •Explain how factors related to growth and maturation affect dosage calculations for paediatric patients •Convert dosages between the different units of measure •Calculate the required doses for paediatric patients, using three key formulae for determining body surface area, required dose and infusion rate •Explain the four step Medication Pathway •Explain the Six Rights of Drug Administration

30 minutes

Fundamentals of Person Centred Care in Dementia

•Increase knowledge and understanding in providing person centred approach when caring for the person with dementia across all settings within each LHD of NSW

4 weeks

GEM eLearning •A proven, repeatable 10-step process for accelerating implementation •The difference between installation and implementation •Four essential components required for change to succeed •Why sponsorship is the most critical factor for implementation success and how to create effective sponsorship •Why managers and supervisors are integral to successful implementation •That resistance to change is natural and how to manage it •Which key deliverables should be a part of any implementation plan 8. How to create a roadmap for success

Getting Started with eLearning Design (Empowering the Educator Module 3)

•Create a topic map to design the structure of an eLearning course •Write a simple storyboard that utilises best-practice instructional design principles •Incorporate activities and assessments into your storyboard to engage and test your learners

30 minutes




Getting Started with SMR Service Workforce Reporting

•Understand how data enters SMR Service •Learn how the information can be used in the Workforce Reporting portal •Understand the basics of navigating the SMR Service Workforce reporting portal, and running a simple report •Learn how to run and customise a Cost Centre Trend Analysis Report •Learn how to run and customise an Employee Drill report

1 hour

Hand Hygiene •Explain what hand hygiene is and why it is important •Describe when they should perform hand hygiene •List the 5 Moments for Hand Hygiene •List the common products which are available for hand hygiene •Describe how to perform hand hygiene •Explain the consequences of failing to perform adequate hand hygiene •Explain the importance of cleaning shared equipment

20 minutes

Hand Hygiene Australia - Medical •Explain what hand hygiene is and why it is important •Describe when they should perform hand hygiene •List the 5 Moments for Hand Hygiene •List the common products which are available for hand hygiene •Describe how to perform hand hygiene •Explain the consequences of failing to perform adequate hand hygiene •Explain the importance of cleaning shared equipment

15 to 30 minutes

Hazardous Chemicals and Dangerous Goods •Differentiate between hazardous chemicals and dangerous goods •Identify risks and potential health consequences from exposure to chemicals in the workplace •Locate and interpret safety data sheets and safe work practice guidelines Identify safe practices for using, storing, labelling and disposing of hazardous chemicals and dangerous goods •Describe the legislative and policy responsibilities for hazardous chemicals and dangerous goods

30 minutes

Hazardous Chemical Spills •Describe the key actions to prepare a workplace to respond to a chemical spill. •Describe the contents of spill kit. •List the steps in sequence to don and remove personal protective equipment. •List and describe the 7 steps to clean a hazardous chemical spill.

25 minutes

Hazardous Drug Spills •Describe the contents of hazardous drug or cytotoxic spill kit. •List the steps in sequence to don and remove personal protective equipment. •Describe the steps to clean a hazardous drug spill

15 minutes

Hazardous Manual Tasks •Identify the safety issues associated with undertaking hazardous manual tasks •Recognise the adverse health and safety effects of incorrectly performed manual tasks •Identify and report risks associated with manual tasks in your workplace

15 minutes




Health Equity and Social Determinants •Describe the difference between equity and equality •Identify the impact of health inequity and social disadvantage on health outcomes. •Identify and use relevant services to reduce the impact of social disadvantage for consumers. •Implement strategies in work roles that contribute to the improvement of health equity of clients.

1 hour

Health for Older Aboriginal People •Manage case specific barriers which impact delivery of person and family-centred care •Plan culturally safe person and family-centred care that builds trust for older Aboriginal people, •Recognising their families and communities •Adjust service delivery to enable more effective health care to older Aboriginal people, their families and communities •Establish meaningful and trustful health services through partnerships •Build partnerships by responding to needs and input from older Aboriginal people, families, communities, Aboriginal organisations and Aboriginal Community Controlled Health Services

1 hour

Health Program Evaluation in Practice •create opportunities for effectively involving stakeholders in an evaluation •develop a program logic model •develop an evaluation plan and identify key considerations for implementation of the plan •describe key considerations in disseminating and translating evaluation findings.

30 minutes

Health Literacy Teach-back •Adopt a universal precautions approach to delivering health information. •Use a range of techniques including non-verbal, visual and plain language when communicating health information. •Improve communication methods used at individual and organisational levels. •Use teach-back effectively as a regular part of client interactions.

70 minutes

Health Professionals Council Authority Orientation (HPCA)

•Describe what the HPCA does trimester, and associated benefits to the newborn •Identify HPCA values •Explain the co-regulatory model within which the HPCA operates •Describe the ways HPCA protects privacy and confidentiality •Identify where to find further information and the next steps in your orientation

30 minutes

Health Promotion Resources •Provide some conceptual frameworks and underlying principles of health promotion; •Provide state-wide and local context for health promotion action, •Provide practical tips and tools for project planning

8 hours

Healthcare Responses to Homelessness 1: What is homelessness and who is at risk?

•Recognise why health workers can play a vital role in the reduction and prevention of homelessness for people seeking care, through identification and early intervention actions. •Identify key indicators that a person may be experiencing homelessness, or be at high risk of homelessness.

7.5 minutes

Healthcare Responses to Homelessness 2: Metro, regional and rural experiences of homelessness

•Recognise why health workers can play a vital role in the reduction and prevention of homelessness for people seeking care, through identification and early intervention actions. •Identify key indicators that a person may be experiencing homelessness, or be at high risk of homelessness.

3.5 minutes




•Address common barriers that people subject to homelessness can experience when trying to access health services.

Healthcare Responses to Homelessness 3: Identifying homelessness and those at risk

•Address common barriers that people subject to homelessness can experience when trying to access health services. •Ask appropriate questions to assess the stability of a person’s living arrangements and identify if they are subject to homelessness.

9 minutes

Healthcare Responses to Homelessness 4: Care planning for people experiencing homelessness

•Recognise why health workers can play a vital role in the reduction and prevention of homelessness for people seeking care, through identification and early intervention actions. •Identify key indicators that a person may be experiencing homelessness, or be at high risk of homelessness. •Initiate appropriate action, care planning and referral to help prevent a person entering into homelessness, or exiting care into homelessness.

7 minutes

Healthcare Responses to Homelessness 5: Care considerations for Aboriginal people experiencing homelessness or at risk

•Recognise why health workers can play a vital role in the reduction and prevention of homelessness for people seeking care, through identification and early intervention actions. •Identify key indicators that a person may be experiencing homelessness, or be at high risk of homelessness. •Initiate appropriate action, care planning and referral to help prevent a person entering into homelessness, or exiting care into homelessness.

6 minutes

Healthcare Responses to Homelessness 6: Making referrals for accommodation supports

•Recognise why health workers can play a vital role in the reduction and prevention of homelessness for people seeking care, through identification and early intervention actions. •Address common barriers that people subject to homelessness can experience when trying to access health services. •Initiate appropriate action, care planning and referral to help prevent a person entering into homelessness, or exiting care into homelessness.

8.5 minutes

Healthcare Responses to Homelessness 7: Working together: The power of shared goals

•Recognise why health workers can play a vital role in the reduction and prevention of homelessness for people seeking care, through identification and early intervention actions. •Initiate appropriate action, care planning and referral to help prevent a person entering into homelessness, or exiting care into homelessness.

8 minutes

Healthy Weight Gain in Pregnancy •Discuss the importance of healthy weight gain during pregnancy with women and colleagues •Correctly identify recommendations for weight gain during pregnancy based on pre-pregnancy BMI •Implement strategies to have ‘enabling’ conversations about weight gain during pregnancy •Explain the health impacts on mother and baby of inadequate or excessive weight gain during pregnancy •Work with the pregnant woman to develop individual goals and strategies to achieve a healthy weight gain during pregnancy •Identify resources and initiate appropriate referrals

20 minutes




Hearing Members module 1: The legal framework

•You will recognise that the Health Practitioner Regulation National Law (NSW) (the National Law, (NSW)) and regulations made under it: •Set the parameters for the regulation of registered health practitioners and students in NSW •Require the protection of the health and safety of the public to be the paramount consideration •Govern the work of the health professional councils in NSW •Guide how the councils engage with key regulatory partners and stakeholders •Together with the Health Care Complaints Act, govern how complaints are managed by the councils and the Health Care Complaints Commission (HCCC)

5 to 10 minutes

Hearing Members module 1: The legal framework - assessment

You will recognise that the Health Practitioner Regulation National Law (NSW) (the National Law, (NSW)) and regulations made under it: •Set the parameters for the regulation of registered health practitioners and students in NSW •Require the protection of the health and safety of the public to be the paramount consideration •Govern the work of the health professional councils in NSW •Guide how the councils engage with key regulatory partners and stakeholders •Together with the Health Care Complaints Act, govern how complaints are managed by the councils and the Health Care Complaints Commission (HCCC)

30 minutes

Hearing Members module 2: Roles and accountabilities: Section 150

The aim of this module is to introduce and clarify the roles and accountabilities of hearing members appointed to undertake immediate action (section 150) proceedings. After completing this module, you will learn about: •The powers of immediate action (section 150) proceedings and possible outcomes •Who is involved in proceedings and what each member contributes •How proceedings are conducted •Your primary role and responsibilities

5 to 10 minutes

Hearing Members module 2: Roles and accountabilities: IRPs

The aim of this module is to introduce and clarify the roles and accountabilities of hearing members appointed to undertake Impaired Registrants Panels. After completing this module, you will learn about: •The powers of Impaired Registrants Panels and possible outcomes •Who is involved in proceedings and what each member contributes •How proceedings are conducted •Your primary role and responsibilities

5 to 10 minutes

Hearing Members module 2: Roles and accountabilities: PRPs

The aim of this video is to introduce and clarify the roles and accountabilities of hearing members appointed to undertake Performance Review Panels. After completing this module, you will learn about: •The powers of Performance Review Panels and possible outcomes •Who is involved in proceedings and what each member contributes •How proceedings are conducted •Your primary role and responsibilities

5 to 10 minutes




Hearing Members module 2: Roles and accountabilities - assessment

The aim of this module and assessment is to introduce and clarify the roles and accountabilities of hearing members appointed to undertake immediate action (section 150) proceedings. By watching the video, you will learn about: •The powers of immediate action (section 150) proceedings and possible outcomes •Who is involved in proceedings and what each member contributes •How proceedings are conducted •Your primary role and responsibilities

30 minutes

Hearing Members module 3: Acting fairly

Complete this module to explore principles that underpin a fair, ethical and respectful process for hearing members to apply. The module consists of activities and a quick reference guide. You can download the quick reference guide for future reference. •The impact of proceedings on people involved in the process •How to apply the principles that underpin a protective jurisdiction •How to apply the principles of procedural fairness across different contexts •The scenarios in this module focus on the following non-disciplinary proceedings: •Performance Review Panel •Immediate action (section 150) proceedings

30 to 40 minutes

Hearing Members module 3: Acting fairly – assessment

The aim of this module and assessment is to explore principles that underpin fair, ethical and respectful processes that involve people. The activities in this module allow you to apply these principles across a range of different contexts. •The impact of proceedings on people involved in the process •How to apply the principles that underpin a protective jurisdiction •How to apply the principles of procedural fairness across different contexts

30 minutes

Hearing Members module 4: Decision-making process

This module will help you to engage in consistent, high quality, and well-reasoned decision-making for your role in hearing member proceedings. More specifically you will learn how to: •Follow a structured approach to support consistent, high quality and well-reasoned decision-making •Identify and assess relevant information before making decisions •Reach a decision and then determine action to take (e.g. conditions) if any, based on the information and level of risk •Construct a well-reasoned and clearly articulated decision document

40 minutes

Hearing Members module 4: Decision-making process - assessment

This module and assessment will help you to engage in consistent, high quality, and well-reasoned decision-making for your role in hearing member proceedings. More specifically you will learn how to: •Follow a structured approach to support consistent, high quality and well-reasoned decision-making •Identify and assess relevant information before making decisions •Reach a decision and then determine action to take (e.g. conditions) if any, based on the information and level of risk •Construct a well-reasoned and clearly articulated decision document

30 minutes




Hearing Members module 5: Communications techniques

After completing this module, hearing members will use skilled and strategic communication to ensure a respectful process, elicit the information required during proceedings, and diminish anger or distress. Skills and techniques learnt can be used when: •Communicating with other members in the proceedings •Communicating with the practitioner •Communicating with the practitioner’s support people (friends, family, lawyers, barristers, or union representatives) •Communicating with the council

20 to 25 minutes

Hearing Members module 5: Communications techniques - assessment

Hearing members will use skilled and strategic communication to ensure a respectful process, elicit the information required during proceedings, and diminish anger or distress. Skills and techniques learnt can be used when: •Communicating with other members in the proceedings •Communicating with the practitioner •Communicating with the practitioner’s support people (friends, family, lawyers, barristers, or union representatives) •Communicating with the council.

30 minutes

HEEADSSS - Get the Conversation Started •Recognise the value of the HEEADSSS tool to engage, build rapport, and empower a young person to be an active partner in their own health •Use HEEADSSS to identify risk and protective factors that impact a young person's health •Confidently provide appropriate support and follow-up which assists in meeting the health and well-being needs of young people

30 minutes

HEEADSSS: VIDEO 1 - Working with young people - the role of HEEADSSS

•Reflect on the health and wellbeing needs of young people •Understand of the role of HEEADSSS conversations to engage young people

35 minutes

HEEADSSS: VIDEO 2 - What a young person

may bring to the conversation

•Stages of adolescent development •If trauma is disclosed, what to do •Identifying protective factors

35 minutes

HEEADSSS: VIDEO 3 - Useful tips for

HEEADSSS conversations

•Techniques for starting conversations •Tips for parent conversations •Building rapport and trust •Navigating the discussion and sensitive topics

35 minutes

HEEADSSS: VIDEO 4 - Developing a responsive

management plan

•Exploring support and follow-up options •Empowering young people as active partners in their care •Wrapping up the conversation

35 minutes

High Quality Requests for Medical Imaging •Outline the complexity of medical imaging •Identify information required for quality medical imaging requests •Demonstrate that higher quality requests support higher quality diagnostics, diagnosis and intervention for patients •Describe how workloads, information and human factors affect the care we provide

30 minutes




Holds Management for Health Agency Users •On the completion of this course module the user should have knowledge of how to manage purchase order related holds, respond to, and request credit memos using action buttons on system generated hold notifications

IDMH-01 Introduction to intellectual disability

•Understand the diagnostic criteria for intellectual disability, and the complexity and limitations of these criteria. •Understand the classification of different levels of intellectual disability. •Ability to identify signs that a person may have an intellectual disability. •Use of the correct terminology. •Appreciation of the diversity of causes of intellectual disability. •Appreciation that intellectual disability affects different people in very different ways and a willingness to seek information to Understand each person’s unique support needs.

45 minutes

IDMH-02 Living with an intellectual disability •Understand that people with an intellectual disability have poorer health outcomes than the general population. •Recognise the possible social, behavioural and psychological impacts of intellectual disability.

45 minutes

IDMH-03 Intellectual disability – changing perspectives

•Understand the different models of intellectual disability. •Awareness of the relationship between health status, health services, social and political attitudes, and human rights. •Ability to analyse the policies of your health service from a human rights perspective and consider the barriers to delivering optimal mental health services to people with an intellectual disability. •A reflective approach to your personal understanding of intellectual disability. •Willingness to evaluate your practice from a human rights perspective.

45 minutes

IDMH-04 Mental disorders in intellectual disability

•Awareness of the prevalence and range of mental disorders in people with an intellectual disability. •Understand the effect of severity of disability on the rate and presentation of mental disorders. •Knowledge of the specific vulnerabilities to mental disorder associated with intellectual disability. •Understand the possible difficulties in identifying signs of a mental disorder in someone with an intellectual disability, the importance of establishing baseline function for each individual and possible functional manifestations of mental disorder. •Knowledge of factors affecting access to mental health care. •Ability to identify signs of mental disorder in someone with an intellectual disability. •Commitment to proactively improve detection and treatment of mental disorders and to improve access to mental health care for people with an intellectual disability. •Appreciation of the impact of mental disorder on the life of a person with an intellectual disability. •Willingness and confidence to engage with people with an intellectual disability and to take interest in their mental health care.

1 hour

IDMH-05 Communication: the basics

•Understand that good communication is important when supporting someone who has an intellectual disability. •Understand that difficulties in communication arise due to the interaction of disability, psychological function and social context.

45 minutes




•The capacity to communicate effectively with people who have an intellectual disability, have a range of communication difficulties and use a variety of communication methods. •Appreciate the diverse range of communication abilities and strategies used by different people and of the value of communication as a multifaceted exchange of information. •A reflective approach, which includes monitoring and adapting to different situations.

IDMH-06 Improving your communication

•Understand that good communication is important when supporting someone who has an intellectual disability. •Understand that difficulties in communication arise due to the interaction of disability, psychological function and social context. •The capacity to communicate effectively with people who have an intellectual disability, have a range of communication difficulties and use a variety of communication methods. •Appreciate the diverse range of communication abilities and strategies used by different people and of the value of communication as a multifaceted exchange of information. •A reflective approach, which includes monitoring and adapting to different situations.

45 minutes

IDMH-07 Assessment of mental disorders

•Understand factors that might complicate the mental health assessment of a person with an intellectual disability •Knowledge of ways to adapt mental health assessment for a person with an intellectual disability •Awareness of specific assessment tools available for use with people with an intellectual disability •Awareness of the need to seek information from diverse sources •Ability to adapt mental health assessment for a person with an intellectual disability •Readiness to use a person-centred approach to directly involve a person with an intellectual disability in assessment of their mental health •Confidence to conduct a mental health assessment with a person with an intellectual disability •Willingness to ensure assessment is accurate and thorough

1 hour

IDMH-08 Management of mental disorders

•Understand principles that should guide the management of mental disorders in people with an intellectual disability •Describe key strategies for clinical best practice in the management of mental disorders in people with an intellectual disability •Understand the principles of pharmacological management of mental disorders in people with an intellectual disability, including principles of prescribing, monitoring, and review •Understand the principles of psychosocial management of mental disorders in people with an intellectual disability •Describe strategies for adapting psychotherapeutic interventions for people with intellectual disability •Develop and implement a management plan appropriate to the individual •Monitor the safety and efficacy of treatment •Engage carers and support people if appropriate •Proactively apply a person-centred and rights-based approach to the management of mental disorders in people with an intellectual disability

1 hour




•Commitment to following clinical best practice in the management of mental disorders in people with an intellectual disability

IDMH 09 Equality in Mental Health care – a guide

•Describe the key rights of people with intellectual disability in the mental health setting •Outline the significance of protecting the key rights of people with intellectual disability in the mental health setting, and your role as a health practitioner •Describe the principles and practice of reasonable adjustments •Identify and implement reasonable adjustments necessary to protect the individual’s rights

90 minutes

IDMH-10 Consent, decision-making & privacy - a guide for clinicians

•Outline the significance of the right to physical and mental integrity in the context of mental health services and people with intellectual disability •Describe the nature of decision-making capacity and discuss its significance •Discuss the legal and ethical considerations that guide substitute decision-making •Discuss the relationship between the right to privacy and duty of care, and how to balance these in the context of intellectual disability and mental health •Support the individual to make their own decisions regarding the mental health care •Identify and document when an individual lacks the capacity to make a particular decision •Seek a valid decision from a legally authorised substitute decision-maker when appropriate

90 minutes

IDMH-11 Challenging behaviour I - Introduction

•Define behaviour and challenging behaviour, and describe the significant components of each •Describe the prevalence and impact of challenging behaviour •Discuss the variety of medical, psychiatric, social, environmental and learning factors that may contribute to challenging behaviour, and how they can interact •Apply person-centred practice within a human rights framework •Analyse behaviour in terms of its potential communicative or other function

90 minutes

IDMH-12 Challenging behaviour II - Assessment

•Explain the significance of thorough assessment •Describe the different types of assessment that are necessary •Describe the functional behavioural assessment process •Adopt a person-centred approach to the management of challenging behaviour •Ensure medical and psychiatric problems are ruled out or addressed before recommending a functional/behavioural approach to challenging behaviour •Assess health or mental health factors contributing to challenging behaviour specific to your discipline •Analyse behaviour in terms of its potential communicative or other function •Work collaboratively across disciplines to manage challenging behaviour

90 minutes

IDMH-13 Challenging behaviour III - Management

•Explain the significance of thorough assessment •Describe the different types of assessment that are necessary •Describe the functional behavioural assessment process •Adopt a person-centred approach to the management of challenging behaviour •Ensure medical and psychiatric problems are ruled out or addressed before recommending a functional/behavioural approach to challenging behaviour

90 minutes




•Assess health or mental health factors contributing to challenging behaviour specific to your discipline •Analyse behaviour in terms of its potential communicative or other function •Work collaboratively across disciplines to manage challenging behaviour- I3

IDMH-14 Emergency mental health care 1: Understanding ID in the ED

•Understand individual and systemic factors which may play a part in emergency mental health presentations for people with intellectual disability •Describe necessary adjustments to ensure effective mental health assessment of people with intellectual disability in an emergency care setting •Engage in situations where behaviour disturbance is present or likely to occur in order to reduce the risk of behaviour disturbance, and to intervene appropriately where needed •Engage with carers, families, and external agencies for the best outcome for people with intellectual disability who require emergency care

1 hour

IDMH-15 Emergency mental health care 2: Journey through the ED

•Describe necessary adjustments to ensure effective care of people with intellectual disability at each stage of the journey through the emergency department •Conduct a detailed and balanced risk assessment of a person with intellectual disability presenting in an emergency setting with apparent mental health symptoms •Reduce the risk of behaviour disturbance in a person who has intellectual disability who presents with a mental health emergency •Conduct a comprehensive assessment of a person with intellectual disability presenting in an emergency setting with apparent mental health symptoms •Conduct a detailed and balanced risk assessment •Determine an appropriate plan for treatment for a person who has intellectual disability who presents with a mental health emergency •Make appropriate arrangements for transfer of care and follow up for a person with intellectual disability being discharged following a mental health emergency

1 hour

iExpenses – Approve Expense Reports •review an expense report and take appropriate action including approve, reject, request more information, and reassign to a new approver.

5 to 10 minutes

iExpenses – Creating an Expense Report •create an expense report, change a cost centre, change expense allocations (account code), change the tax code, and create an expense report as a delegate.

5 to 10 minutes

iExpenses – Getting Started •Navigate basic functions in iExpenses •Gain access to the StaffLink iExpenses responsibility in StaffLink •Update your bank details and remittance advice email address •Nominate a delegate in iExpenses to submit a claim on their behalf.

5 to 10 minutes

iExpenses – Managing Your Expense Reports •View your submitted expense reports •Understand what each 'Report Status' type means •Withdraw, duplicate, update and delete expense reports •Respond to a rejected expense report •Respond to a request for more information from an approver.

5 to 10 minutes




iExpenses – Mobile Application •Access and download the iExpenses mobile application on a smart device •Navigate in the application •Use the following features and functions: create an expense report, approve, reject or request information, and submit an expense report.

5 to 10 minutes

IIMS: Notifier Training •Acquire the principles of incident Management •Differentiate between an incident and a near miss •Explain the utilisation of Incident Information Management System (IIMS) process for staff and managers •Recognise the importance of feedback to all parties concerned •Understand and state the role of IIMS in safety improvement •Demonstrate the steps in notifying an incident into the IIMS

30 minutes

Implementation of Guardianship Guidelines (Workshop)

•Have an increased understanding of the new practice guidelines, resources and data management tools •Demonstrate the ability to explore capacity •Demonstrate use of the guardianship risk assessment tool •Critically assess capacity documentation and guardianship reports •Identify effective local support structures

1 day

Implementing Performance Development •If you successfully complete this module you will be able to: •Understand the rationale for the implementation of the performance development process •Identify the components and elements of the 2013 NSW Public Service Commission Performance Development Framework •Facilitate a positive and proactive developmental approach to staff performance development •Access a practical resource that will assist in implementing performance development processes in the workplace

30 minutes

Imprest Barcode Scanning •On the completion of this course module the user should have knowledge of how to manage imprest stock and scan items onto requisitions in Oracle R12

5 minutes

Improvement Science Program (IS)

•Identify causes of problems / process failure within a healthcare unit / department / ward that is appropriate for an improvement project •Identify and appoint an appropriate Project Sponsor •Identify and appoint an interdisciplinary quality improvement team relevant to address the problem at hand •Identify the process of engaging consumer input into the improvement project •Identify how to engage an Improvement Coach / Improvement Advisor •Develop an Aim statement with a measurable stretch goal •Describe how to undertake a literature review •Identify all the causes of the problem under review using various diagnostic quality improvement tools




Describe how and when to use a Flow Chart (Process Map), Brainstorming, Five Whys, Affinity Diagram and Driver Diagram (or Cause & Effect diagram).

Create and interpret a Pareto Chart and Histogram

Identify and test relevant Change Ideas (possible solutions) using the Plan-Do-Study-Act (PDSA) model

Differentiate between Outcome, Process and Balancing measures

Create a Run Chart and identify random and non-random data using the Run Chart Rules

Develop a plan for Spread, Scale-up and Sustaining Change and improvement

Describe the three questions in the Model for Improvement

Describe the four lenses of the System of Profound Knowledge

ims+ Manager Training •Navigate ims+ to review and manage incidents and consumer feedback •Accurately document the management of worker, no person, patient and relative/visitor incidents notifications through in the ims+ system •Accurately document the management of consumer feedback incident notifications in the ims+ system •Create lessons learned in the Learnings module of the ims+ system

1 day

In My Shoes •The learner should have a better understanding of the issues facing young transgender and gender diverse people.

7 minutes

Infection Prevention and Control in Practise •Identify that healthcare associated infections pose a risk to patients and most are preventable •Describe the chain of infection and the different modes of transmission and the risk factors associated •Identify the standard and transmission based precautions required to prevent the spread of infection •Recognise the need to implement into clinical practice the management of a patient with an infection utilising current policies and guidelines

30 minutes

Infection Prevention and Control in Principles •Knowing when and how to wash your hands •Knowing when and how to apply standard precautions •Referring to signs or following other requests when infection prevention and control precautions are needed

20 minutes

Infection Prevention – Enhanced precautions Pandemic Flu: •Identify the difference between seasonal flu and pandemic flu. •implement cough etiquette and respiratory hygiene. •follow procedures and work through the checklist to don and doff PPE. •prepare appropiately for the patient interaction to ensure protection from pandemic flu beyong the consultation. •recognise the cleaning process to prevent the transmission of pandemic flu. •provide a handover to ensure patient treatment continues during recovery from pandemic flu.

20 to 25 minutes




Viral Haemorragic Fever: •identify the symptoms of viral haemorragic fever. •communicate the suspicion of a viral haemorrhagic fever patient to the Public Health Unit •implement enhanced precautions to prevent the transmission of viral haemorrhagic fever. •describe the process of transferring a viral haemorrhagic fever patient to Westmead Hospital for management. •follow procedures and work through the checklist with a buddy to don and doff PPE. •manage your own anxiety and that of the patient with suspected viral haemorrhagic fever. •recognise the cleaning process to prevent the transmission of viral haemorrhagic fever and address waste management and linen disposal.

Infection Prevention – Transmission–based precautions

Airborne Precautions: •identify when standard and airborne precautions need to be undertaken to prevent the spread of communicable diseases or transmissible airborne infections. •demonstrate applying standard and airborne precautions at the right time and in the right way. educate patients and other staff to avoid the spread of communicable diseases and transmissible infections. •communicate risks, patient requests and patient management plans when briefing staff. Contact precautions: •identify standard and contact precautions to prevent the spread of transmissible multi-resistant organisms (MROs), communicable diseases and transmissible infections. •apply standard and contact precautions at the right time and in the right way. •educate patients to avoid the spread of transmissible multi- resistant organisms (MROs), •communicable diseases and transmissible infections. •communicate risks about any interaction with the patient during clinical handover and/or safety huddle. Droplet Precautions: •identify when standard and droplet precautions need to be undertaken to prevent the spread of •respiratory viral infections •demonstrate applying standard and droplet precautions at the right time and in the right way •educate patients and other staff to avoid the spread of respiratory viral infections •communicate risks, patient requests and patient management plans when briefing staff

Injury Management •The steps to be taken if a worker reports an injury at work •Their role in managing a worker on a return to work plan and •Supportive actions required if a worker has difficulty in returning to work

30 minutes




Inpatient Sepsis Kills Program •Recognise that sepsis is a medical emergency •Identify the risk factors, signs and symptoms of sepsis •Outline the escalation of the septic patient •Define the initial management actions for sepsis •Discuss the requirements for 48 hour sepsis management

1 hour

Inserting an Indwelling Urinary Catheter •Identify the potential infection risk associated with indwelling urinary catheters, assess whether an indwelling urinary catheter is required, select the appropriate equipment for indwelling catheter insertion, and understand the principles of inserting an indwelling catheter using aseptic technique

30 minutes

Intellectual Disability Healthcare Web Link - Admission2Discharge Together

•This an external website resource that relate to Intellectual Disability in Healthcare. T This series of videos is designed to help health professionals understand the care needs of a person with intellectual disability.

N/A

Intellectual Disability Healthcare Web Link - Disability Training Videos

•This an external website resource that relate to Intellectual Disability in Healthcare. The Say Less Show More (SLSM) initiative seeks to support all children including those with a disability, their parents and carers with a series of simple photo stories (visuals) that illustrate what will happen during a physical examination or blood test.

N/A

Intellectual Disability Healthcare Web Link - Say Less, Show More

•This an external website resource that relate to Intellectual Disability in Healthcare. The purpose of The Essentials is to help improve health services to people with intellectual disability in NSW. This resource will guide health services sector staff and other service providers to better understand and meet the complex and multiple health needs of people with an intellectual disability and their carers.

N/A

Intellectual Disability Healthcare Web Link - The Essentials

•This an external website resource that relate to Intellectual Disability in Healthcare. The purpose of The Essentials is to help improve health services to people with intellectual disability in NSW. This resource will guide health services sector staff and other service providers to better understand and meet the complex and multiple health needs of people with an intellectual disability and their carers.

N/A

Interpret health data – turn information into new insights

•Understand common methods and tools used in the analysis of health data. •Communicate the process used to analyse health data, including understanding of common tools. •Interpret and establish validity of a data report. •Evaluate data to identify trends, gaps, opportunities, and potential care trajectories for an individual or cohort of individuals. •Demonstrate foundational understanding of basic data analytics by composing a data query. •Observe basic techniques of data analysis using a sample clinical data set. •Remain up-to-date with digital health systems and technologies within own professional and work contexts. •Use health data and basic data analysis to inform and improve decision making and practice. •Understand the potential of digital data sources and data systems to transform health and healthcare

25 to 30 minutes




Interpreting in family Conferences •Use an interpreter during a family conference in healthcare settings. •Describe techniques to communicate effectively in family conferences with healthcare interpreters.

10 minutes

Interpreting in Mental Health Interviews •Describe techniques to communicate effectively in mental health interviews with healthcare interpreters.

10 minutes

Interprofessional Family Conferencing •Identify the key elements of preparing an interprofessional family conference •Apply the principles of therapeutic communication in a family conferencing setting •Identify strategies that will support the patient, family and clinician to participate effectively in the family conference

eLearning: 30 minutes Face to Face simulation workshop: 3 hours

IntraHealth Processing for Health Agencies •On the completion of this course module the user should have knowledge of how to load, approve and reject intrahealth transactions and reconcile and report on IntraHealth balances and transactions in Oracle R12

1 hour

Introduction to Advanced Care Planning •Defining key terms used in advance care planning •Describing why advance care planning is important •Identifying the goals of the NSW Health Strategic Plan for Advance Care Planning for Quality Care at End of Life •Discussing the process for advance care planning •Locating resources available to assist in advance care planning

30 minutes

Introduction to Aggressive Behaviours •Define aggression •Discuss working in high risk environments •Identify legal and ethical issues in dealing with aggressive behaviour •Identify workplace emergency procedures •Discuss restraint and seclusion principles •Identify policies and procedures in the prevention and management of aggression

25 to 30 minutes

Introduction to Cardiac Monitoring •Correctly place a person onto a cardiac monitor •Relate the choice of monitoring lead and alarm parameters to the clinical situation •Outline actions to be taken when concerned about the cardiac rhythm or when an alarm sounds •Incorporate cardiac monitoring care issues the patient's plan of care

30 minutes

Introduction to Health Emergency Management and Emergency Procedures

•Identify the roles and documents used in Health Emergency Management across NSW •Demonstrate an understanding of the Health Emergency Management structure across NSW •Identify the differences between emergency procedures •Demonstrate an understanding of emergency procedures and framework in Health facilities •Distinguish between the different responses that may be required during a local emergency within a Health facility

30 to 40 minutes




Introduction to Incident Control System (ICS) •Identify the major functions within an Incident Control structure •Demonstrate an understanding of each key function within an Incident Control Structure •Apply the roles within an Incident Control structure to Health •Distinguish between Reports, Logs and Incident Action Plans

20 minutes

Introduction to Medical Supervision •Explain the role of a supervisor •Identify the responsibilities of medical supervisors in accordance with the NSW Health Clinical Supervision Framework •Identify appropriate actions of medical supervisors in different contexts •Outline the skills and attitudes of effective supervisors

30 minutes

Introduction to Mentoring •Have a basic understanding of mentoring practices and principles •Identify the benefits, attributes, and responsibilities of being a mentor •Identify the benefits, attributes and responsibilities of being a mentee •Determine the characteristics of successful mentoring relationships

30 minutes

Introduction to Motivational Interviewing •Define motivational interviewing and identify its underlying principles •Identify the communication skills required for successful motivational interviewing •Recognise the stages of change •Determine where people fit within the stages of change •Identify where you may be able to incorporate motivational interviewing principles into conversations with clients and patients

20 minutes

Introduction to Safety & Quality •Perform your job role in accordance with policies and procedures •Work effectively in a team •Communicate respectfully to patients, carers and colleagues •Report incidents and near misses - awareness of responsibilities and various systems Identify and participate in opportunities for continuous quality improvement

30 minutes

Introduction to the eMR for Doctors in ED •This allows authorised Clinicians to access a patient's records from any location, at any time, to make rapid assessments and coordinate care. Ultimately, the eMR will improve the quality, safety and efficiency of care by providing an integrated system of patient information

Introduction to eMR for Medical Students •Be aware of the functionalities and benefits of the eMR. •Recognise the general layout and be able to familiarise themselves with the workflow. •Be able to understand the scenarios and operations of the major components of the eMR.

25 minutes

Introduction to the Motor Activity Log •Apply the Motor Activity Log to identify people who have learned non use of their affected arm and who may benefit from a constraint induced movement therapy (CIMT) program. 2. Complete the Motor Activity Log (MAL) as a pre-post outcome measure during a constraint induced movement therapy (CIMT) program

7 minutes




Introduction to Work Health and Safety •Identify your responsibilities as a manager •Recognise the key terms used in the legislation in order to maintain safe work practices •Understand how the two key aspects of consultation and risk management in managing WHS in the workplace may apply in different work scenarios

30 minutes

Introduction to Work Health and Safety for Managers

•Identify your responsibilities as a manager Recognise the key terms used in the legislation in order to maintain safe work practices Understand how the two key aspects of consultation and risk management in managing WHS in the workplace may apply in different work scenarios

30 minutes

Invasive Device Protocols •Identify the potential infection risk associated with medical invasive devices •Use a risk management approach that reduces potential for harm arising from healthcare associated infection •Identify the importance in monitoring invasive devices in patients

30 minutes

iProcurement Advanced •On the completion of this course module the user should have knowledge of how to return goods, split PO Lines and manage Worklist access, Favourites, Attachments, Asset requisitions, Charge Accounts and Deliver-To locations, in Oracle R12

15 hours

iProcurement Basic •On the completion of this course module the user should have knowledge of how to raise Catalogue and Non-Catalogue requisitions, receive POs and inquire on POs and requisitions in Oracle R12

45 minutes

iView •Navigate around the iView screen •Add observations into iView •Alter your iView display

30 minutes

JH&FMHN (Justice Health and Forensic Mental Health Network) Code of Conduct

•Explain why there is a specific Code of Conduct •Recognise that you have a different set of obligations and requirements; •Associate different and escalating consequences with breaches of these obligations; and •Identify where to go for support and assistance.

20 to 30 minutes

Jump Start: An Introduction to Project Management workshop

•Understand the overall context and life cycle for successful project management; •Identify the different roles and responsibilities of stakeholders involved in the project, including that of the project manager and the sponsor; •Construct a project management plan using a structured and integrated approach; •Set up a process to manage the project until completion

1 day

Key Changes to the Mental Health Act 2007 •Demonstrate an applied understanding of a ‘recovery based approach’ •Understand the need for patient consent to treatment and recovery plans •Apply the new concepts of the designated carers and principal care provider •Understand the need to consider views of carers for involuntary treatment and discharge •Identify changes for whom and how a Form 1 assessment can be undertaken •Understand the circumstances in which a voluntary patient can be detained for up to 2 hours •Ensure that every voluntary patient receives a Statement of Rights

2 hours




•Awareness that the Involuntary Patient Statement of Rights has been amended to include the right to request discharge at any time and to appeal if discharge is not granted •Awareness that the rights to see Official Visitors is now included in the Statement of Rights for a person under the Act who is in a non-mental health facility for medical treatment

Key Principles of Smooth Patient Flow •Name the seven elements of the Patient Flow Systems Framework and show the relationships between the clinical and systems elements •Name the five stages of care coordination and identify the key features of each stage •Explain the seven primary benefits for patients, staff and the organisation that come from using a systematic approach to managing smooth patient flow (SPF) •Explain how each of the four main functions of the Patient Flow Portal (PFP) can be used to ensure the systematic management of patient flow •Analyse a scenario, with a given set of simple data, and determine which interventions, from a selection, would be the most appropriate / effective for improving patient flow for the scenario

30 minutes

Leading Mobile/Agile Teams •Understand leadership of mobile/agile teams. •Explore and build key leadership capabilities in this environment. •Develop your own personal Leadership Charter.

20 minutes

Lean Thinking •Develop an understanding of what Lean Thinking is and how it applies to health care •Examine Lean tools including 5S and eliminating waste •Understand what Lean is, how it works and why it makes such a difference to patients, nurses and the multidisciplinary team •Gain new insights and skills into creating and maintaining change •Learn how to gain buy-in to support change •Identify measure and demonstrate improvements in patient care •Understand how to use lean methodology to help better manage your administrative tasks such as e-mails and meetings

40 minutes

Let’s Talk Disability •Identify people with disability whether or not it is obvious •Implement a person-centred approach when caring for people with disability •Promote dignity and respect for people with disability •Use a variety of strategies to communicate effectively with people with disability •Provide access to fair and equitable services for people with disability

30 minutes

Lymphoedema Awareness •Define Lymphoedema, oedema and cellulitis •Describe the current assessment and treatment practices of Lymphoedema •Describe cellulitis prevention strategies •Identify relevant patient education resources •Identify appropriate referral pathways

eLearning module: 30 minutes




Lymphoedema Early Intervention •Provide evidence-based self-management education to early stage secondary Lymphoedema patients •Empower patients at risk of, or with, Lymphoedema by making them aware of the resources and support available •Refer to, and work with, specialist Lymphoedema therapists as appropriate

eLearning module: 40 minutes

Making Meetings Work •Link good meeting preparation and the success of the meeting •Use specific and clear language to optimise meeting documentation •Manage the meeting to maximise productivity

15 minutes

Manage Aggressive Behaviours •Manage incidents of aggression in the workplace •Demonstrate the CASS-IE principles •Demonstrate appropriate response options when confronted with aggressive individuals •Identify short and long term behaviours to deal with aggressive behaviour •Demonstrate escalating a response •Discuss restraint principles and identify when restraint is required •Demonstrate communication and negotiation skills to effectively manage aggressive behaviour •Discuss post incident management

25 to 30 minutes

Managing Death and Death Certification •Understand the overall process to follow in a hospital after a death occurs •Know the timeframes, roles and responsibilities for each step of the process •Know when it is possible to issue a Medical Certificate of Cause of Death •Know what steps to follow when a Medical Certificate of Cause of Death cannot be issued •Know how to complete a Medical Certificate of Cause of Death accurately and avoid common mistakes

30 minutes

Managing Deterioration (Between the Flags) for maternity and newborns

•Navigate the BTF screen •Add Observations to the observation charts for antenatal, postpartum and newborn patients •Alter Calling Criteria for antenatal, postpartum and newborn patients •Vary the Prescribed Frequency of observations for antenatal, postpartum and newborn patients

30 minutes

Managing Diabetes in Primary Care •Apply basic diabetes management principles •Use effective communication to gather information for clinical decisions and provide effective chronic care management especially during transfer of care

30 minutes

Managing Grievance Early •Apply NSW Health CORE values your work relationships and the resolution of workplace grievances in a calm, respectful way •Define what constitutes a workplace grievance and confirm the impact on the individual/team and workplace •Solve workplace grievances promptly in order to maintain effective workplace relationships •Decide whether to self- resolve or seek support with Level 1 and Level 2 workplace grievances •Outline the procedures that managers should follow in dealing with a grievance •Identify issues that lie outside the scope of grievance resolution (Level 3 matters - bullying,

20 minutes




harassment, misconduct, performance management and client complaints) •Explain the importance of confidentiality and record keeping as required in managing grievances

Manage Grievance Early - All Staff Workshop

•Prepare to take - action to facilitate the resolution of a grievance with another staff member •Take action to facilitate the resolution of a grievance with another staff member •Evaluate the effectiveness of a grievance resolution action with another staff member, •Take further action to facilitate grievance resolution if necessary

4 hours

Manage Grievance Early - Managers Workshop (rebuild)

•Prepare to take - action to facilitate the resolution of a grievance with another staff member •Take action to facilitate the resolution of a grievance with another staff member •Evaluate the effectiveness of a grievance resolution action with another staff member, •Take further action to facilitate grievance resolution if necessary

4 hours

Managing Health Resources - A Foundation - Understanding Cost Centres

•Build capability in employees without formal delegation but who have an impact on efficient, effective resource management

Half-day workshop

Managing the Risk of Alcohol Withdrawal •Recognise and respond to patients at risk of alcohol withdrawal •Implement effective management and monitoring of alcohol withdrawal •Organise appropriate referrals

30 minutes

Mandatory Training Explained •Explains how mandatory training for NSW Health employees and contractors has been simplified and standardised through HETI Online.

5 minutes

Mass Casualty Triage Training •Identify the different triage categories used in a mass casualty incident. Understand the sieve and sort triage process. Recognise when to use sieve and sort methods of triage in a mass casualty incident. Practice triaging using the sieve and sort method. Demonstrate competence in the use of mass casualty triage

Medical Terminology Education and Practice •Respond appropriately to instructions which contain medical terminology •Carry out routine tasks involving medical terminology •Use appropriate medical terminology in oral and written communication

36 hours

Meeting the Healthcare Needs of Refugees •Recognise people from refugee and refugee-like backgrounds •Recognise how the refugee experience prior to arrival impacts people’s healthcare needs •Focus on building trust and creating safety Use professional interpreters, on-site or over the phone •Check that you are being understood Find out what other priorities the person may have •Ask about beliefs around health, illness and health practices Refer patients to cost-effective, culturally relevant options, make it easy for patients to get there, and follow up

45 minutes

Mental Health Accredited Persons Accreditation Operational Assessment

The NSW Ministry of Health Mental Health Branch (MHB) seeks nominations for initial accreditation from Local Health Districts and Specialty Networks. Nominees must be senior mental health practitioners with a minimum of five years clinical experience in direct mental health consumer care.

N/A

Mental Health Accredited Persons Assessment submission

Candidates successfully demonstrating their competence will be recommended to the NSW Ministry of Health for accreditation under section 136 of the NSW Mental Health Act (2007).

N/A




Mental Health Accredited Persons Online Accreditation workshop

The AP Workshop provides candidates with: •The legal knowledge required to carry out the duties and responsibilities of an Accredited Person under the NSW Mental Health Act 2007 •An understanding of the clinical knowledge and skills required to carry out the duties and responsibilities of an Accredited Person, under the NSW Mental Health Act 2007 •An overview of the various resources available that may support making legally and clinically defensible decisions as an Accredited Person •Progression to accreditation as an Accredited Person under the NSW Mental Health Act 2007 •To achieve accreditation, candidates must successfully complete a written assessment task to demonstrate knowledge of the NSW Mental Health Act 2007 as it applies to their role, and appropriate responses to clinical issues that may arise in their application of the Act.

2 days

Mental Health Conversations – What would you do

N/A 20 minutes

Mental Health Perspectives N/A 15 minutes

Mental Health Phase of Care •Choose the most appropriate Phase of Care at the start of a consumer’s episode of care. •Enter the Phase of Care into the EMR system. •Review the consumer’s progress and update the Phase of Care when there is a change in the goal of the consumer’s care.

45 minutes

Mental Health Skills for Generalist Health Professionals

•This patient doesn’t belong here; •Consent to treatment and associated legal issues; •Skye is back again; •Difficult nurse-patient relationship; •This course may determine how effective nursing care can be delivered

8 hours

MERIT Program •Aimed at assisting the case workers in managing their workload and their environment Designed for the Magistrates Early Referral Into Treatment (MERIT) program

30 minutes

MHPOD: Acquired Brain Injury and Sensory Impairment

•Be aware of the interactions between acquired brain injury/sensory disabilities and mental illness and the consequent implications for practice with specialist agencies

20 minutes

MHPOD: Becoming an Evidence Based Practitioner

•Identify the range of factors (biological, psychological, social) implicated in the onset and course of mental illness •Utilise the biopsychosocial approach to explain the onset and course of schizophrenia and the best treatment/support options

20 minutes




MHPOD: Biopsychosocial Factors •Identify the range of factors (biological, psychological, social) implicated in the onset and course of mental illness •Utilise the biopsychosocial approach to explain the onset and course of schizophrenia and the best treatment/support options

20 minutes

MHPOD: Building the Therapeutic Relationship •Identify strategies that facilitate engagement in the therapeutic relationship •Build and maintain therapeutic relationships and manage challenges in the relationship

20 minutes

MHPOD: CAMHS and Youth MH Conditions and Assessments

•Describe commonly presenting mental health conditions for children and young people with reference to transitions that occur throughout childhood and adolescence •Outline child, youth, and family focused assessment tools and approaches commonly used in child and youth services

20 minutes

MHPOD: CAMHS and Youth MH Interventions •Describe child, youth, and family focused interventions commonly used in child and youth services including best practice interagency approaches

20 minutes

MHPOD: Carer Advocacy •Understand the role of carers as advocates and consultants working in and with mental health services to improve care

20 minutes

MHPOD: Carer Participation •Articulate the core beliefs and principles of 'carer participation' •Recognise the value of the lived experience of carers and families

20 minutes

MHPOD: Classification of Mental Disorders •Identify the structure of the DSM-IV and ICD-10 classification systems and the principles for multiaxial coding of mental disorders •Recognise the benefits and limitations of a classification system for consumers, families, and professionals

20 minutes

MHPOD: Confidentiality and Privacy in Practice •Be aware of the challenge of balancing respect for consumers' right to privacy, fulfilment of legal obligations and sharing information with others, including carers

20 minutes

MHPOD: Consumer Identity and Advocacy •Identify the relationships between consumer identities and consumer advocacy •Identify core principles, key characteristics and a range of issues pertaining to consumer advocacy and representation

20 minutes

MHPOD: Cultural Awareness •Describe how broad aspects of culture influence the clinical relationship, the understanding of mental disorder and the impact of disorders on individuals, families and communities

20 minutes

MHPOD: Culturally Sensitive Practice •Describe strategies that facilitate culturally sensitive practice •Describe ways of effectively working with culturally and linguistically diverse (CALD) communities

20 minutes

MHPOD: Dual Diagnosis •Describe the key features of dual diagnosis •Describe dual diagnosis interventions

20 minutes

MHPOD: Dual Disability •Be aware of the interactions between intellectual/developmental disorders and mental disorders and the consequent implications for practice in collaboration with specialist services

20 minutes




MHPOD: Eating disorders •Identify common eating disorders, the risk factors and early warning signs •Explain and apply interventions commonly used in the treatment of eating disorders, in partnership with relevant primary and secondary care providers

20 minutes

MHPOD: Effective Documentation in Clinical Files •Describe the role of documentation, and standards and strategies for effective documentation 20 minutes

MHPOD: Effective Working Within the Multidisciplinary Mental Health Team

•Describe the benefits of multidisciplinary mental health teams and challenges that can arise in MDT working •Identify strategies that contribute to effective team functioning and consequently good outcomes for consumers

20 minutes

MHPOD: Empowering Approach to Case Management

•Identify the development, role and function of case management and outline what effective case management means from the perspective of consumers and carers •Identify common challenges in the case management role and strategies to work in a more empowering way with consumers and carers

20 minutes

MHPOD: Ethics in Healthcare Research •Describe why ethics is important for healthcare research and the key guidelines for research •Describe the work of the NHMRC, Australia's national peak body for regulating ethics in healthcare research

20 minutes

MHPOD: Evidence Based Practice •Describe what 'evidence-based practice' refers to •Describe why an evidence-based approach to practice is important and some of the limitations of an evidence-based approach in mental health

20 minutes

MHPOD: Forensic Mental Health •Identify the issues associated with mental illness and offending and explain common challenges experienced by staff when working with this population •Demonstrate best practice for providing effective care to people with forensic histories

20 minutes

MHPOD: Formulation •Understand the process of creating a formulation, and when and how formulation can be used to optimise outcomes for consumers in the public mental health system

20 minutes

MHPOD: Gender Issues in Mental Health •Outline specific differences and biopsychosocial factors that influence the provision of mental health care for women and men

20 minutes

MHPOD: Health Promotion and Mental Health Promotion

•Describe frameworks for health promotion in mental health practice •Recognise a role for mental health workers to contribute to the promotion of mental health and well-being for individuals, families and populations

20 minutes

MHPOD: Impact of Medical Conditions •Recognise the complex interrelationship between mental and physical health •Identify symptoms and/or markers of common physical conditions which are known to impact on the course of mental disorders, and how in reverse, mental illness can impact negatively on the course of physical conditions

20 minutes




MHPOD: International and National Mental Health Policy

•Describe relevant core principles of international mental health policy and the National Mental Health Policy and Plan •Describe the implications of mental health policy for individual practice and service development

20 minutes

MHPOD: Legislation and Mental Health Practice •Describe key aspects of mental health legislation •Identify other relevant legislation and sections in relation to specific professional responsibilities

20 minutes

MHPOD: Living with Chronic Ill Health •Recognise the relationships between common and enduring health conditions and mental health •Develop and apply skills in assessing and responding to mental health problems co-occurring with enduring physical health conditions

20 minutes

MHPOD: Mental Health and Mental Illness Across the Lifespan

•Describe how mental health problems can impact on human development life stages and how in reverse, the lifecycle stage of individuals can influence their experience of mental disorder •Describe how a broad developmental perspective can inform age-sensitive mental health practice

20 minutes

MHPOD: Mental Health Care and Human Rights •Identify key elements of the Charter of Human Rights in relation to mental health practice 20 minutes

MHPOD: Mental Health Care for Indigenous Australians

•Describe how Aboriginal and Torres Strait Islander (ATSI) people understand social and emotional wellbeing •Describe how broad aspects of culture influence Indigenous Australians' understanding and experience of mental disorder, and understand system change that has evolved to meet this need

20 minutes

MHPOD: Mental Health for Older Persons Conditions and Assessments

•Describe common presentations for older people with reference to transitions and changes to physical health that occur as people age •Outline assessment tools and approaches commonly used in older persons mental health services and identify conditions that can either co-occur with or masquerade as mental illness in this age group

20 minutes

MHPOD: Mental Health for Older Persons Interventions

•Explain interventions commonly used in older persons' mental health services 20 minutes

MHPOD: Mental Health for Same Sex Attracted Persons

•Outline issues for same-sex attracted people (including gay men, lesbians and bisexuals) which may require the adaptation of mental health care

20 minutes

MHPOD: Mental Health Histories and Mental State Examination

•Describe the components of a mental health history •Describe the components of a detailed mental status examination and how to gather this in practice

20 minutes

MHPOD: Mental Health Service System the Organisation

•Identify the components that comprise a comprehensive mental health system and outline their purpose •Identify strategies that contribute to effective mental health service functioning and consequently good outcomes for consumers

20 minutes

MHPOD: Mental Health Services in Primary Care Environments

•Explain the role of the GP and primary care worker in supporting people with mental illness in the community •Demonstrate best-practice approaches for working collaboratively with GPs and primary care workers

20 minutes




MHPOD: Mental Health Peer Workforce Within the Broader Mental Health System

•Understand how the mental health peer workforce can work effectively alongside, and in collaboration with, the broader mental health workforce •Identify best practice examples of peer work contribution and collaboration

20 minutes

MHPOD: Networks of Care •Identify strategies that contribute to effective partnerships in the broad system of care and consequently good outcomes for consumers •Identify the services that comprise a comprehensive health and welfare system and outline their purpose

20 minutes

MHPOD: Outcome Measures •Understand the importance of, and rationale for, outcome measures, and how the National Outcomes and Casemix Collection (NOCC) are currently used in service planning, delivery, and evaluation in Australian mental healthcare •Recognise and understand the most commonly used outcome measures, and how best to implement outcome measures so that they enhance mental healthcare provision

20 minutes

MHPOD: Parenting Issues and Mental Health Care

•Understand the importance of identifying those people experiencing a mental illness who are parents; identify strategies to support parents with a mental illness •Understand the effects of a parent's mental illness on their children; identify strategies to support such children

20 minutes

MHPOD: Pharmacological Interventions •Describe how commonly prescribed pharmacological treatments work through a common schema for classes of mental health drugs •Describe how to monitor the impact of medications and collaborate to maximise effectiveness

20 minutes

MHPOD: Prevention and Early Intervention •Identify principles and describe effective strategies for early detection and intervention 20 minutes

MHPOD: Professional Ethics •Describe the core principles and the ethical responsibilities and behaviours of a mental health professional

20 minutes

MHPOD: Psychosocial Interventions •Describe the role of psychosocial interventions in addressing the impact and course of mental disorders

20 minutes

MHPOD: Psychosocial Interventions Strategies for Case Managers

•Demonstrate how different evidence based psychosocial interventions can be used in routine mental health service delivery

20 minutes

MHPOD: Quality Improvement and Evidence Based Practice

•Describe Australian government policy around the quality of care and evidence based practice in mental health care •Recognise key concepts of quality assurance and quality improvement and identify service structures that facilitate quality improvement

20 minutes

MHPOD: Recovery •Define the concept of "recovery from mental illness" •Identify principles that would both support and hinder the processes of individual recovery

20 minutes

MHPOD: Recovery 2 •Differentiate between the concepts of recovery, recovery based practice, rehabilitation and biomedical support or intervention and understand the evidence for recovery •Describe different practices that can either enable or disable the personal efforts of recovery

20 minutes




MHPOD: Recovery and Citizenship •Identify a broad range of issues related to citizenship, and show how a consumer may be supported to maintain or reclaim their citizenship •Apply principles of recovery, particularly as they relate to citizenship, to mental health practice in a range of situations and settings

20 minutes

MHPOD: Relapse Prevention •Describe how to work with consumers and significant others to develop relapse prevention plans incorporating triggers, early warning signs and strategies to prevent relapse

20 minutes

MHPOD: Risk and Protective Factors •Identify the range of factors that place an individual at risk of, or protect against, mental illness (risk and protective factors) •Describe the stress-vulnerability model and simulate the use of a stress-vulnerability model in practice

20 minutes

MHPOD: Risk Assessment and Management •Identify the range of principles and tools available to support practitioners in the assessment and management of risk

20 minutes

MHPOD: Service Development •To understand how and why service development occurs and how service development can improve outcomes for consumers and carers

20 minutes

MHPOD: Skills for Promoting Physical Health •Employ effective strategies for addressing physical health issues •Understand the importance of preventative health strategies and apply them

20 minutes

MHPOD: Skills for Supporting Consumers to Study or Work

•Identify and apply best practice approaches to supporting consumers to engage with education •Describe evidence-based employment support for people with mental illness and demonstrate the role of mental health practitioners in this area of practice

20 minutes

MHPOD: Social Relationships – Working with Families

•Understand the importance and significance of relationships with family for recovery and briefly describe a range of approaches to working with families •Demonstrate knowledge and skills of Single Session Family Consultation as a model for establishing partnerships with consumers and their families

20 minutes

MHPOD: Social Wellbeing Connection and Belonging

•Understand the importance and significance of social connectedness and recovery •Demonstrate best practice and skills in enhancing supportive social relationships

20 minutes

MHPOD: Strategies for Working with People at Risk of Suicide

•Outline the key concepts in current thinking about suicide and populations most at risk •Describe effective strategies for assessing and responding to the risk of suicide for consumers of mental health service

20 minutes

MHPOD: Supervision and Self Care in Mental Health Services

•Describe supervision and why mental health workers need to prioritise supervision in practice •Describe barriers to effective supervision, the emotional challenge of Mental Health work and the importance of self-care

20 minutes




MHPOD: Supporting a Mental Health Peer Workforce

•Describe existing and emerging peer worker roles in Australian mental health services and outline the rationale and evidence base for peer working •Summarise the principles for effective working with a peer workforce

20 minutes

MHPOD: The Broad Impact of Mental Illness and the Need for Partnership

•Describe the broad impact mental disorders can have on the lives of individuals, families and communities

20 minutes

MHPOD: Transitional Care Planning •Recognise times of transition as requiring extra attention to care planning •Describe how to design effective transitional care plans to ensure effective communication between services

20 minutes

MHPOD: Trauma and Mental Health •Describe the neurobiology of trauma and outline some of the impacts of trauma in mental health conditions •Explain the principles of trauma informed care

20 minutes

MHPOD: Working with People who Self-Harm

•Understand why some people self-harm and identify common risk factors •Demonstrate an appropriate therapeutic response to consumers who present with self-harm behaviours, with sensitivity to age, culture, and life experiences

20 minutes

MHPOD: Working with People with Borderline Personality Disorder

•Identify common features of borderline personality disorder (BPD), explain common challenges associated with working with people who experience BPD, and better understand and empathise with the lived experience of BPD •Demonstrate best practice for providing effective care to people experiencing borderline personality disorder

20 minutes

Microsoft Office - Access 2010 (Learning Path) •Provides an overview of the basic features and functionality of Access 2 hours

Microsoft Office - Excel 2010 (Learning Path) •Provides an overview of the basic, intermediate and advanced features/functionality of Excel 6 hours

Microsoft Office - Outlook 2010 (Learning Path) •Provides an overview of some of the basic features/functionality of Outlook 3 hours

Microsoft Office - PowerPoint 2010 (Learning Path)

•Provides an overview of the basic features/functionality of PowerPoint 1 hour

Microsoft Office - Word 2010 (Learning Path) •Provides an overview of the basic, intermediate and advanced features/functionality of Word 6 hours

Module 1: BSBWOR502 Lead and manage team effectiveness and BSBMGT605 Provide leadership

•BSBWOR502 Lead and manage team effectiveness: 1. Establish team performance plan. 2. Develop and facilitate team cohesion. 3. Facilitate teamwork. 4. Liaise with stakeholders

•BSBMGT605 Provide leadership across the organisation 1. Communicate organisational mission and goals 2. Influence groups and individuals 3. Build and support teams. 4. Demonstrate personal and professional competence

90 minutes




Module 2: BSBLDR513 Communicate with influence and BSBLDR502 Lead & manage effective workplace relationships

•BSBLDR513 Communicate with influence 1. Communicate clearly 2. Present and negotiate persuasively 3. Participate in and lead meetings effectively 4. Make presentations at meetings, forums and conferences

•BSBLDR502 Lead & manage effective workplace relationships 1. Manage ideas and information 2. Establish systems to develop trust and confidence 3. Manage the development and maintenance of networks and relationships 4. Manage difficulties to achieve positive outcomes

90 minutes

Module 3: BSBLDR511 Develop and use emotional intelligence

•Identify the impact of own emotions on others in the workplace •Recognise and address the emotional strengths and weaknesses of others •Promote the development of emotional intelligence in others •Utilise emotional intelligence to maximise team outcomes

90 minutes

Module 4: BSBMGT502 Manage People Performance

•Allocate work •Assess performance •Provide feedback •Manage follow up

90 minutes

Module 5: PSPGEN048 Support coaching and mentoring

•Develop coaching/ mentoring strategy •Establish a coaching/ mentoring framework •Implement and support coaching and mentoring •Monitor coaching and mentoring arrangements •Consolidate opportunities for further coaching and mentoring

90 minutes

Module 6: BSBFIM501 Manage budgets and financial plans

•Plan financial management approaches •Implement financial management approaches 3. Monitor and control finances •Review and evaluate financial management processes

90 minutes

Module 7: BSBPMG522 Undertake project work and BSBMGT517 Manage operational plans

•BSBPMG522 Undertake project work 1. Define project 2. Develop project plan 3. Administer and monitor project 4. Finalise project 5. Review project

•BSBMGT517 Manage operational plans 1. Develop operational plan 2. Plan and manage resource acquisition

90 minutes




3. Monitor and review operational performance

Module 8: BSBMGT516 Facilitate continuous improvement AND BSBINN502 Build and sustain an innovative work environment

•BSBMGT516 Facilitate continuous improvement 1. Lead continuous improvement systems and processes 2. Monitor and adjust performance strategies 3. Manage opportunities for further improvement

•BSBINN502 Build and sustain an innovative work environment 1. Lead innovation by example 2. Establish work practices that support innovation 3. Promote innovation 4. Create a physical environment which supports innovation 5. Provide learning opportunities

90 minutes

Motivational Interviewing: Building Skills •Distinguish between the common stages of change: Precontemplation and Contemplation •Identify strategies to work with people who are in Precontemplation and Contemplation stages of change •Recognise change talk •Gain an understanding of how to assess a client’s motivation to change •Recognise the skills required to assist clients to participate in the goal setting process

30 minutes

My Food Choice - Patient Nutrition •Explain how My Food Choice increases patient choice, and improves health and nutrition outcomes and the overall hospital experience. •Explain your role in offering patients a balanced diet. •Identify how the patient’s diet code affects the types of food items that they can order

15 minutes

My Food Choice - Recording Meal Intake •Discuss the importance of recording accurate meal intake •Identify the amount of food that the patient has eaten for each food item on a tray •Record patient meal intake using tray pickup and mobile intake sections of the Tray Monitor system.

15 minutes

My Food Choice - Taking Meal Orders •Take steps to access the meal ordering system (CBORD – Room Service Choice) on the tablet device •Search for a patient in the system, then record their meal choices •Identify what meal ordering script to use, based on the patient’s diet code

15 minutes

My Food Choice - Taking Special Diet Meal Orders

•Complete an order for a patient that requires, or would prefer, a Prepared meal •Complete an order for a patient that requires a texture modified meal •Complete an order for a patient that is on the Clear Fluid or Full Fluid diet code

15 minutes




My Food Choice - Tray Monitor and Work Scheduler Systems

•Take steps to log tasks in the Work Scheduler system •Identify the 6 tray checkpoints •Identify the status of trays and how it is tracked in the Tray Monitor system

15 minutes

My Food Choice - Welcome to My Food Choice •Explain the key aspects of your role in My Food Choice •Explain how you will work in small teams to provide an improved food service to patients •Explain how My Food Choice is focused on improving the patients’ meal experience so it becomes the highlight of their hospital stay

15 minutes

My Health Learning - Search Function •Understand how to search for courses in MY Health Learning. 5 to 10 minutes

NAT module 1 - Overview of Nurse Administered Thrombolysis (NAT)

•Understand the overarching NSW State Cardiac Reperfusion Strategy and how NAT fits in; •Understand what a ST Elevation Myocardial Infarction (STEMI) is, what reperfusion is and why early reperfusion is vital; •Understand the NAT process; •Identify the need to record a 12 lead electrocardiogram (ECG) , which ECGs meet the criteria for •transmission to the ECG Reading Service and; •Understand how to transmit using Lifepak 15

45 minutes

NAT module 2 - Protocol Steps, Criteria and patient Management

•Understand the Nurse Administered Thrombolysis (NAT) Treatment Pathway sequence and processes; •Identify patients that meet NAT Screening Criteria, using the NAT Patient Screening Tool; •Identify inclusion and exclusion criteria; •Understand the NAT Patient Screening Tool questions, contraindications and rationales; •Identify requirements for completion of the NAT Administration Checklist; •Identify additional considerations before administering NAT protocol medications; •Understand post thrombolysis management , appropriate escalation requirements and requirements for patient transfer; •Articulate the process for patients who do not have a STEMI or do not meet NAT Screening Criteria.

30 minutes

NAT module 3 - Medications

•Understand the medications used for STEMI and the rationale for use of antithrombotic and thrombolytic medications; •Identify the common brands of antithrombotic medications;

•Recognise each medication used in the NAT protocol •The mode of action, •Contraindications, •Dosage and administration, •Adverse effects.

•Understand monitoring requirements, when reperfusion occurs and, the importance of and timing of a repeat ECG.

30 minutes

NAT module 4 - NAT face to face practical assessment and accreditation

•Competency in basic cardiac rhythm and basic 12 lead ECG interpretation •Advanced Life Support (ALS) certification that includes; life threatening arrhythmia recognition, manual and/or automated defibrillation and use of ALS drugs




•Certification in peripheral intravenous (IV) cannulation

Newborn Advanced Life Support: Airway •Recognise the indications for an alternate airway during newborn resuscitation •Describe advanced airway manoeuvres including endotracheal intubation and laryngeal mask airway (LMA) insertion •Identify how to verify if the endotracheal tube (ETT) is in the correct position post-intubation •Describe team roles that support coordinated management during newborn resuscitation.

30 to 40 minutes

Newborn Advanced Life Support: Circulation •Describe team roles that support coordinated management during newborn resuscitation •Determine the most appropriate vascular access for medications and fluids for newborn resuscitation •Describe the contraindications, complications and process of inserting an umbilical vein catheter •Recognise indications for Adrenaline (Epinephrine) and fluids during newborn resuscitation •Identify guiding principles for review of resuscitation and when to consider ceasing resuscitation •Implement immediate care after resuscitation and stabilisation •Document resuscitation process

30 to 40 minutes

Newborn Advanced Life Support Practical Session - Endotracheal Intubation

Newborn Advanced Life Support Practical Session - Insertion of laryngeal mask airway (LMA)

Newborn Advanced Life Support Practical Session - Insertion of emergency umbilical vein catheter (UVC)

Newborn Advanced Life Support Practical Session - Simulated scenario and debrief

Newborn Advanced Life Support: Special Circumstances

•Recognise that newborns in special circumstances require specific interventions to be successfully resuscitated •Describe which special circumstances require additional considerations during resuscitation •Identify specific interventions required to support effective resuscitation in special circumstances.

30 to 40 minutes

Newborn Basic Life Support •Recognise the unique physiological transition from intrauterine to extrauterine life recognise •Respond appropriately to a newborn requiring resuscitation following the Australian and New Zealand Committee on Resuscitation (ANZCOR) Newborn life support algorithm in a healthcare environment

40 minutes

Newborn Basic Life Support Assessment Tool •To be observed performing Newborn Basic Life Support using the correct technique and meeting all stated criteria in the assessment.

30 minutes




Newborn Basic Life Support Practical Session – Option 1 (without LMA insertion)

•Identify and discuss the components of effective teamwork for effective resuscitation. •Demonstrate accurate performance of positive pressure ventilation (PPV) in a newborn. •Demonstrate accurate technique and ratios for chest compressions for a newborn.

1 hour

Newborn Basic Life Support Practical Session – Option 2 (with LMA insertion)

•Identify and discuss the components of effective teamwork for effective resuscitation •Demonstrate accurate performance of positive pressure ventilation (PPV) in a newborn. •Demonstrate accurate technique for insertion of an LMA in a newborn •Demonstrate accurate technique and ratios for chest compression for a newborn

1.5 hours

Normalise HIV in Your Practice •Identify strategies that aim to reduce the risk of HIV transmission in high risk populations •Recognise key indicators to offer an opportunity for HIV testing

20 to 40 minutes

NPS: Bacteraemia •Take the appropriate initial management steps for suspected line sepsis •De-escalate antibacterial therapy based on preliminary laboratory results •Choose a definitive antibacterial treatment regimen based on susceptibility test results.

45 minutes

NPS: Catheter-associated urinary tract infections •Define clinical signs and symptoms consistent with catheter-associated urinary tract (CA-UTI) infection •Order investigations to identify the presence and aetiology of CA-UTI •Name bacteria commonly associated with CA-UTI •Prescribe appropriate empiric and directed antimicrobial therapy for CA-UTI •Describe measures to prevent the development of CA-UTI.

45 minutes

NPS: Community Acquired Pneumonia (CAP) •Identify the clinical signs and symptoms of CAP •Order the preliminary investigations required to diagnose and manage CAP •Establish the severity of the disease using a scoring tool such as SMART-COP •Prescribe empiric and directed antimicrobial therapy for CAP •Identify the normal progression of CAP when on appropriate therapy.

45 minutes

NPS: Introduction to antimicrobial prescribing •Describe the key components of appropriate antimicrobial prescribing •Differentiate between prophylactic, empirical and directed therapy •Outline the major adverse effects of antimicrobial therapy; implement a systematic approach to using •Current antimicrobial guidelines for prescribing.

45 minutes

NPS: Otitis Media: Clarifying the role of antibiotics (case studies)

•Outline recommended pharmacological management of acute otitis media (AOM) •Reassure patients and/or their carers that in most cases •AOM can be adequately managed without antibiotics •Identify appropriate prevention strategies for AOM •Recognise and assess when antibiotic therapy may be needed in patients with AOM •Recognise appropriate prevention strategies for AOM using risk factor assessment and shared decision making with the patient and/or their carer.

45 minutes

NPS: Respiratory tract infection in a child •Decide whether an antibiotic is needed for a child with a respiratory infection •Choose an appropriate antibiotic, if one is indicated •Develop a comprehensive management plan incorporating any appropriate adjunctive therapies

45 minutes




•Write a prescription specifying the appropriate dose, frequency and duration of treatment •Adequately communicate the proposed treatment plan and potential medication-related adverse effects to the child's parent/carer •Develop an appropriate plan for monitoring response to therapy.

NPS: Surgical Antibiotic Prophylaxis •Identify the types of procedures for which antibiotic prophylaxis is warranted; •Identify most appropriate antibiotic selection for particular procedures; •Know how to modify the antibiotic selection based on patient specific clinical variables; •Discuss optimum timing of antibiotic prophylaxis; •Discuss the optimum duration of antibiotic prophylaxis.

45 minutes

NPS: Urinary tract infections: exploring antibiotic treatment

•Classify diagnosis based on the presenting symptoms; •Define management of a UTI to reduce antibiotic resistance; •Determine prophlyactic management options for recurrent urinary tract infections; •Implement a systemic approach to review patient’s current medicines and their ongoing use.

45 minutes

NSW Gatekeeper Training for suicide prevention •Identify skills to build rapport and communicate effectively with people who are experiencing emotional distress. •Identify language that may indicate suicidal ideation or behaviour. •Outline how to facilitate appropriate supports for people experiencing emotional distress or who may be suicidal.

30 to 35 minutes

NSW Health Gatekeeper Training for Suicide Prevention - Facilitator Resources

•Facilitators will have access to training resources. N/A

NSW Health Corporate Orientation: Welcome •What each of the CORE values means The importance of aligning workplace behaviour to these values

10 minutes

NSW Health Corporate Orientation: Your Path •The Corporate Orientation program The In-Unit Orientation Performance development Induction Annual performance reviews

10 minutes




NSW Health Services Emergency Management Arrangement

•Define an emergency •Describe the principles of the NSW Health Services Functional Area Supporting Plan (NSW HEALTHPLAN) •Describe the relationship between NSW HEALTHPLAN, the State Emergency Management Plan, and other supporting plans and sub-plans •Understand how an emergency is managed in NSW •Describe the command and control arrangements under the NSW HEALTHPLAN •Describe the 8 key NSW Health Services and their respective roles that form the Whole-of-Health, an all-hazards approach to emergency management in NSW •Describe the key responsibilities of each position holder under the NSW Health Services Functional Area Supporting Plan (NSW HEALTHPLAN) •List the Supporting Organisations to the NSW HEALTHPLAN •Describe the difference between a Participating Organisation and a Supporting Organisation under the NSW HEALTHPLAN

30 minutes

NSW Prevocational Accreditation Program: Module 3 – Preparing for a HETI survey visit

•revise the process and requirements of the pre-survey and survey period •know how to meet the evidence requirements against the Accreditation Standards •identify the preparation requirements including the online submission through the Prevocational Medical Accreditation Program (PMAP) of self-assessment documentation •evaluate the requirements of the survey timetable •analyse the role of the prevocational training provider in facilitating the survey visit.

45 minutes

NSW Prevocational - Standards and Rating Scale

•Describe the NSW Prevocational Accreditation Standards •Outline the NSW Prevocational Accreditation rating scale •Describe the process for applying the rating scale.

30 minutes

NSW State-wide Eyesight Pre-schooler Screening (StEPS) Program

•Understand the principles of screening programs and StEPS vision screening •Have a basic understanding of eye anatomy, development, and common eye diseases and their signs and symptoms •Understand how to conduct an accurate visual acuity screening assessment on a four year old child •Understand the protocols for the StEPS program

1 hour




Nursing and Midwifery Council Professional Development Program

•Legal standard: After completing this module you will be able to understand how a protective jurisdiction operates; appreciate that the principles of protecting public safety require judgment in whether or not to place orders or conditions on practice (or clinical placement in the case of students) that relate to proven deficits in health, performance and conduct matters; describe the elements of procedural fairness and apply the principle in different contexts •Roles and Accountabilities: After completing this module you will be able to identify the role of the Council in the context of each of these proceedings - IRPs, PRPs, PSCs and the Tribunal; describe the roles of professional, lay, medical and legal members, on each of these bodies; identify the legally appropriate powers that can be used within a particular proceeding; identify some of the commonalities in and differences between the way proceedings are conducted •Evidence: After completing this module you will be able to describe key principles in collecting, assessing and interrogating evidence; describe how interviewing may be used to collect and interrogate evidence in an informed but non-prejudicial manner •Decision Making: After completing this module you will be able to describe how to make a finding in a collaborative manner; identify appropriate actions or orders based on the findings and other considerations •Decision Writing: After completing this module you will be able to describe relevant factors in producing good Reasons for Decision documents; identify and describe Reasons for Decision documents that are clearly written in plain English and are defensible and non-punitive; describe the general structure of Reasons for Decision documents and the purpose of that structure; identify mechanisms that ensure the writing of the Reasons for Decision document is a collective process in which all members participate and accept responsibility; identify conditions and orders that are well-written and allow implementation, monitoring and review or change processes

5 hours

Nursing, Midwifery and the Law •Understand the legal and ethical frameworks surrounding professional practice in the health care system, and the relationship of safe patient care •Understand the overarching professional standards and duty of care relating to nursing and midwifery practice •Understand how the national law pertains to practice in the health care environment, including, but not limited to, registration requirements, registration standards and mandatory reporting •Demonstrate knowledge of legal requirements impacting the nurse or midwife role in the provision of safe patient care

3 hours

Nutrition Screening for Malnutrition •Describe malnutrition and its impact on patients and the health system •Explain the importance of nutrition screening for malnutrition •Conduct accurate and effective nutrition screening Identify actions to take after nutrition screening

20 minutes




Occupational Assessment, Screening and Vaccination

•communicate the quality of evidence required •determine compliance status based on acceptable evidence •guide people on how to obtain any outstanding requirements •determine compliance with the requirements of the policy directive •determine when to make someone Tuberculosis (TB) compliant •determine when to refer someone for TB screening or TB clinical review •respond to questions about and resistance to requirements •record requirements in ClinConnect or VaxLink.

1 hour

Open Disclosure •Describe the concept of open disclosure •Outline the essential elements of open disclosure Identify when open disclosure is required •Describe the role of an apology in open disclosure •Describe how to initiate open disclosure •Outline the difference between clinician disclosure and formal open disclosure •Outline the requirements for open disclosure in NSW Health facilities

30 minutes

Open Disclosure Advisor •After completing the module of six lessons you will have a detailed understanding of the role of the Open Disclosure Advisor in supporting the Formal Open Disclosure process

2 hours

Operating Suite: Beyond the Red Line •Identify the members of the multidisciplinary perioperative team and the area in which they do their role •Choose the correct surgical attire for specific area and relevant Personal Protective Equipment (PPE) •Comply with traffic flow for personnel, patients and equipment •Contribute to an environment which promotes an optimal patient experience

30 minutes

Ordering clozapine in the eMR •Recognise the clozapine prescribing and administration clinical decision support provided in the eMR •Be able to order clozapine using an Adult Titration PowerPlan •Be able to adjust clozapine PowerPlans •Be able to order clozapine using a customised PowerPla •Be able to order clozapine for maintenance therapy.

1 hour

Orientation to Community Care for Nurses •Describe the principles and practices that underpin community nursing care, including principles of primary healthcare •Correctly apply all steps outlined in the NSW Transfer of Care Policy to a range of client scenarios •Describe the role and responsibilities of community nurses and the practices of models of care •Identify issues for vulnerable populations in both the transition from acute to community care and in community care •Match relevant health services in the community to clients' needs Understand the clinical practice necessary for safe and effective nursing practice in the community care setting

eLearning modules: 4 totalling 2 hours




Own Source revenue and your hospital •Identify where own source revenue comes from Recognise patient fees as a substantial part of own source revenue Recognise the importance of own source revenue to the hospital and to patient services Recognise the patient's right to make an informed decision; and Help patients seek accurate information so they can make informed election choices

30 minutes

Oxygen Therapy in Acutely-Ill Adults •Describe when acutely-ill patients need supplemental O2 therapy •Explain how to respond promptly to low O2 saturations (SpO2) •Identify appropriate O2 flow rates in different clinical situations •Select suitable O2 measurements and delivery devices •Identify O2 therapy requirements in response to arterial blood gas results •Determine individual patient O2 saturation (SpO2) target range •Identify where supplemental O2 therapy is prescribed

Paediatric Basic Life Support for Clinicians •The aim is to familiarise clinicians with the requirements for performing Basic Life Support on children and infants.

20 to 30 minutes

Paediatric Basic Life Support for Clinicians Assessment Tool

•To be observed performing paediatric basic life support using the correct technique and meeting all stated criteria in the assessment.

20 minutes

Paediatric CPG: Abdominal Pain

•Identify issues to consider when assessing children with abdominal pain •Identify signs and symptoms which may indicate serious illness •Describe the appropriate management and escalation procedures and the information required for families for discharge and follow-up.

20 to 45 minutes

Paediatric CPG: Acute Management of Head Injury

•Discuss the principles and tools required for assessment of children with a head injury •Outline management and escalation of care of children with a head injury, including indicators of non-accidental injury •Outline the information required for families for discharge and follow-up of a child who has had a head injury.

20 to 45 minutes

Paediatric CPG: Asthma

•Identify the signs and behaviours that indicate the severity of an acute asthma episode in children •Describe the appropriate management and escalation procedures and the information required for families for discharge and follow-up.

20 to 45 minutes

Paediatric CPG: Bacterial Meningitis

•Identify signs and symptoms that may be indicative of bacterial meningitis •Discuss the principles of assessment, early diagnosis, management and escalation of children with suspected bacterial meningitis •Outline the care required for families of a child with bacterial meningitis.

20 to 45 minutes

Paediatric CPG: Bronchiolitis

•Identify signs and symptoms to assess the severity of an episode of bronchiolitis •Discuss the principles of management and escalation of infants and children with bronchiolitis •Outline the information required for families of a child with bronchiolitis for discharge and follow-up.

20 to 45 minutes




Paediatric CPG: Croup

•Identify signs and symptoms to assess the severity of an episode of croup •Discuss the principles of management, ongoing assessment and escalation of infants and children with croup •Outline the information required for families for discharge and follow-up.

20 to 45 minutes

Paediatric CPG: Fever

•Describe the principles of fever management •Identify infants and children at risk of severe infection •Discuss the management and escalation of an infant or child with a fever and outline the information •Required for families for discharge and follow-up of a child with a fever.

20 to 45 minutes

Paediatric CPG: Gastroenteritis

•Identify how to assess the severity of dehydration in a child with gastroenteritis •Outline the management and escalation of an infant or child with gastroenteritis and outline the •Information required for families for discharge and follow-up of a child with gastroenteritis.

20 to 45 minutes

Paediatric CPG: Recognition of a Sick Child

•Identify the signs and behaviours that indicate serious illness describe the differences when caring for an infant/child versus an adult •Outline the approach to triage and assessment of a sick infant or child and list information required to be provided to families regarding discharge and follow up.

20 to 45 minutes

Paediatric CPG: Seizures

•Clinicians will be able to summarise the ABCDEFG approach to initial assessment and management of seizures •Identify priorities and escalation of an infant or child having a seizure •Outline the information required for families for discharge and follow-up of a child who has had a seizure.

20 to 45 minutes

Paediatric CPG: Sore Ear - Otitis Media

•List definitions relating to children with sore ear •Outline possible causes of sore ear in children •Discuss management of children with sore ear •Outline the information required for families for discharge and follow-up of a child who has a sore ear.

20 to 45 minutes

Paediatric CPG: Sore Throat

•List considerations when assessing children with sore throat •Identify symptoms which may indicate a more serious illness •Discuss the management and outline the information required for families for discharge and follow-up of a child with a sore throat.

20 to 45 minutes

Paediatric SKIP: Introduction •Review recaps of important information and review any part of the module. 5 minutes

Paediatric SKIP: Dehydration in Gastroenteritis •Describe clinical signs and symptoms of dehydration in infants and children •List different methods of rehydration for gastroenteritis and safe practice in delivering rehydration.

20 minutes

Paediatric SKIP: IV Cannula Care

•Describe best practice for inserting an IV cannula •Identify appropriate cannulation sites •Describe management of procedural pain associated with cannula insertion •Identify the steps and equipment required for insertion of an IV cannula in infants and children.

20 minutes




Paediatric SKIP: Lumbar Puncture •Identify indications and contraindications for lumbar puncture •Discuss potential complications of the procedure •Describe the skills and equipment required to perform a lumbar puncture.

20 minutes

Paediatric SKIP: Medication Prescribing

•Identify factors to consider when prescribing in paediatrics •Outline the key principles for safe prescribing and be familiar with the Paediatric National Inpatient Medication Chart (P-NIMC).

15 minutes

Paediatric SKIP: Nasogastric Tubes

•Describe indications and contraindications for the insertion of a nasogastric tube •Identify potential complications associated with insertion •List the equipment and steps required for insertion and checking of correct placement of a nasogastric tube.

30 minutes

Paediatric SKIP: Paediatric IV Fluid Therapy •Be familiar with the standard formulas for maintenance fluid calculations •Identify recommended IV fluids to be used in paediatrics •List the safety considerations when administering IV fluids to paediatric patients.

30 minutes

Paediatric SKIP: Pain Assessment •Assess pain in paediatric patients; identify the appropriate pain assessment tools to be used and how to use these tools accurately.

30 minutes

Paediatric SKIP: Pain Management •Describe options for management of pain in paediatric patients •Identify the appropriate pharmacological treatment for procedural pain relief •List options for non-pharmacological pain management in infants and children.

30 to 45 minutes

Paediatric SKIP: Respiration in Paediatrics •Describe how to assess the work of breathing •Identify different modes of respiratory support •Describe how to safely deliver respiratory support in paediatric patients.

30 to 45 minutes

Paediatric SKIP: Urine Collection •Describe four methods and techniques that can be utilised for obtaining a urine sample from an infant or child and when to use each technique.

20 minutes

Paediatric SKIP: Vital Signs

•Describe how to accurately measure vital signs in paediatric patients and document these observations on the Standard Paediatric Observation Charts.

30 minutes

Pain Assessment •Identifying appropriate pain assessment tools for different situations •Assess a patient with acute pain •Document a pain assessment •Describe the benefits of using multi-modal analgesia when appropriately timed and administered Use reassessment information effectively in the case of inadequate pain control

20 minutes

Partnering with Carers •Identify carers Support carers' needs and wellbeing Recognise the benefits of carers' contributions Include carers as part of the care team •Support workers who are carers to manage caring and work •Link carers to relevant resources

20 minutes




Patient Controlled Analgesia - Adult Pain Management

•Review the key characteristics of opioids and their role in patient controlled analgesia (PCA) •Identify criteria for the selection of a PCA as a method for delivering effective analgesia •Examine the components of a safe administration process for PCA •Discuss the clinical observations and management required for patients receiving PCA •Identify key elements for communication and documentation required when using PCAC8

30 minutes

Patient Identification and Procedure Matching •State the importance of patient identification and procedure matching •Perform patient identification in accordance with policies and procedures •Perform clinical hand-over •Perform process matching •Report incidents and near misses

15 minutes

Patient Transport Services (PTS) •Specify the patient condition and relevant patient transfer requirements in the booking •Specify property access difficulties in the booking •Update the booking when a patient’s condition or circumstances change.

10 to 15 minutes

Payables Prepare Payments •On the completion of this course module Health Agency users should have knowledge of how to manage cash requirements and select and mark invoices for payment runs by their Service Centre using Oracle R12

14 minutes

Payables Web ADI Data Entry for HA Users •On the completion of this course module the user should have knowledge of how to enter invoice data into a spreadsheet for loading to Oracle R12

15 minutes

PCard eLearning Module

•Identify acceptable and prohibited PCard expenses •Apply Card Usage policy directive

30 minutes

PCOC Essentials Complete the clinician stream to learn how to assess your palliative care patient using the five PCOC assessment tools. You will learn how to: •Use the assessment tools correctly and consistently: -use the tools at appropriate time intervals -ask questions in the right way when using the tools to obtain the assessment scores -take appropriate action based on scores to plan the patient’s and the family/carer’s care. •Communicate patient and family/carer needs throughout the patient journey using the PCOC assessment tools: -use the tools at triage, on admission, daily or at contact, at handover, and when documenting, escalating and referring. Complete this manager stream to learn how to implement, embed and sustain PCOC into routine practice. You will learn how to: •Recognise the value of PCOC and how it is used within a continuous quality improvement framework •Engage leaders, managers and clinicians in the PCOC program

35 to 45 minutes




•Develop a plan for implementing, embedding and sustaining PCOC into routine practice •Incorporate the PCOC assessment and outcomes framework into standard policies, procedures and processes •Check enabling factors are in place every six months.

People Management Skills Program •Build eight core people management skills/capabilities Apply people management skills to achieve improvement and workplace change Create positive working environments that enhance patient care

6 months

Perineal Repair •Identify the importance of woman-centred care during perineal repair •Identify the anatomy of the female pelvic floor •Understand perineal assessment and classification of perineal tears •Recognise the equipment required for perineal repair •Describe best practice postpartum perineal care

30 minutes

Person Centred Care •Involve patients, families and carers in sharing information and decision making about their care •Draw learning from patients and carer’s experience •Provide care that reflects the patient’s preferences and values •Involve the patient and others to ensure continuity of care •Promote dignity and respect for the patient

30 minutes

PHEM: Public Health Emergency Management •Define public health emergencies •Describe the concept of public health emergency management •Detail the role of public health services in emergencies •Describe when NSW Health is a combat agency or a supporting agency •Describe the key concepts of emergency prevention/mitigation, preparedness, response and recovery

40 minutes

PHICS: Public Health Incident Control Systems •Recognise events for which activating an Incident Control System may be of assistance •List the functions of teams in a public health emergency response, including: * Planning * Public Information * Operations * Logistics •Detail your role if assigned to a team in a public health emergency response

20 minutes




Physiotherapy Management of Plagiocephaly •Understand the causes of positional Plagiocephaly •Differentiate between positional Plagiocephaly and other forms of head shape deformity in infants •Competently gather relevant patient history •Assess infant head shape •Develop a management plan •Understand the timing of clinical decision making

30 minutes

Planned Downtime and Medication Management •Understand what Downtime is •Understand the steps for preparing for medication management in a Planned Downtime •Understand how to access, print and use the OMAC during the Downtime •Understand how to access and print the OMAC for a patient transfer •Understand what to do once Downtime has been declared over.

20 minutes

Polypharmacy in Older Inpatients •Identify the importance of reviewing polypharmacy in older inpatients; •Define your role, as part of the interdisciplinary team, in reviewing polypharmacy in older inpatients •List the tools that support assessment of polypharmacy and •Find available protocols and resources for deprescribing.

15 minutes

Positive Approach to the Care of the Aboriginal Person with Dementia

•At the end of this course you should have increased knowledge and understanding in the care of the Aboriginal person with dementia and delirium across all settings of NSW LHDs

6 weeks

Positive Approach to the care of the Older Person with Dementia

•At the end of this course you should have increased knowledge and understanding in the care of the Older person with dementia and delirium across all settings of NSW LHDs

12 weeks

Positive Approach to the Care of the Younger Person with Dementia

•Increase knowledge and understanding in the care of the younger person with dementia across all settings within each LHD of NSW.

7 weeks

Post Incident Safety Huddles •All healthcare professionals will propose a post incident safety huddle in the event of a patient fall/near miss fall. •NUM will prepare the patient by explaining the purpose of the post incident safety huddle •NUM will schedule a post incident safety huddle within a reasonable time. •All healthcare professionals will demonstrate sincerity and compassion by apologising to the patient that the fall/near miss fall occurred. •All healthcare professionals will discuss and propose recommendations with the patient, following the guidelines. •NUM will document the outcomes of the post incident safety huddle

15 minutes

Prescription Output Version 2 •Determine the prescription process for PBS patients •Determine the prescription process for non-PBS patients •Determine the prescription process for discharged patients •Determine the prescription process for patients on S100 (HSD) or Trastuzumab

20 minutes

Presentation Skills •Identify how to plan and prepare for a presentation Identify what makes an effective presentation Review and evaluate the effectiveness of a presentation

30 minutes




Presentation Tips •Identify the techniques which make up a great presentation •Recognise how presentation techniques link together and each contribute to making a great presentation •Deliver a thoughtful, well-structured and engaging presentation.

15 minutes

Pressure Injury Point Prevalence Survey (Conducting)

•Describe the steps in conducting a Pressure Injury Point Prevalence Survey •Identify methods used in obtaining accurate and consistent data on the prevalence of pressure injuries •Identify the importance of the survey team in contributing to future care directions

15 minutes

Pressure Injury Prevention: Risk Assessment •Recognise pressure injury risk factors and high risk population groups •Perform pressure injury risk assessments with processes appropriate for the patient population, to inform clinical decision making •Perform skin assessments that are based on visual inspection •Recognise and classify pressure injuries accurately

30 to 40 minutes

Pressure Injury Prevention: Risk Management •Recognise the impact pressure injuries have on the individual, their family/carers and health care resources •Develop pressure injury risk management care plan in partnership with patients and/or carers •Implement, perform and evaluate prevention strategies for patients at risk and patients with pressure injury

30 to 40 minutes

Primary Exam Preparation - Anatomy •These 32 Assessments will help you to study and prepare for the ACEM Primary Exam in Anatomy. •All questions come from 'Clinically Oriented Anatomy' 7th Edition by Keith L. Moore. Each answer gives a page reference from the book, and often quotes relevant sections to make your revision easier. •There is a revision set of 15 questions approximately every 6 weeks, according to the timetable. •These can be from any of the previous weeks up to that point. The revision weeks also serve as catch up weeks.

15 minutes each assessment

Primary Exam Preparation - Pathology •These 32 Assessments will help you to study and prepare for the ACEM Primary Exam in Pathology. •All questions come from 'Pathological Basis of Disease' 9th Edition by Robbins and Cotran. Each answer gives a page reference from the book, and often quotes relevant sections to make your revision easier. •There is a revision set of 15 questions approximately every 6 weeks, according to the timetable. •These can be from any of the previous weeks up to that point. The revision weeks also serve as catch up weeks.


Primary Exam Preparation - Pharmacology •These 32 Assessments will help you to study and prepare for the ACEM Primary Exam in Pharmacology. •All questions come from 'Basic and Clinical Pharmacology' 13th Edition by Bertram Katzung. Each answer gives a page reference from the book, and often quotes relevant sections to make your revision easier.





•There is a revision set of 15 questions approximately every 6 weeks, according to the timetable. •These can be from any of the previous weeks up to that point. The revision weeks also serve as catch up weeks.

Primary Exam Preparation - Physiology •These 32 Assessments will help you to study and prepare for the ACEM Primary Exam in Physiology. •All questions come from 'Ganong’s Review of Medical Physiology' 25th Edition by Barrett, Barman, Boitano and Brooks. Each answer gives a page reference from the book, and often quotes relevant sections to make your revision easier. •There is a revision set of 15 questions approximately every 6 weeks, according to the timetable. •These can be from any of the previous weeks up to that point. The revision weeks also serve as catch up weeks.


Principles of Child-Centred Interactions in the Clinical Setting

•To enhance your behavioural skills in effectively undertaking assessments and procedures with infants, children and young people in the healthcare context

30 minutes

Privacy Module 1: Know Your Boundaries •Your privacy obligations as a NSW Health staff member •Where to go for further privacy guidance and information •What constitutes a breach of privacy and consequences of these breaches •What can help you if you need to report a breach of privacy •How you can advocate for the privacy of staff, patients and visitors

20 minutes

Privacy Module 2: Handling Personal and Personal Health Information

•The reasons personal health information is collected How to manage consent/capacity issues •The importance of maintaining the security of personal health information and how to do this •Other laws relevant to privacy legislation, such as child protection laws •Processes to follow when a patient requests access to their records •Processes to follow when a patient requests anonymity

15 minutes

PROcure Overview

•Understand the purpose of the PROcure system •Understand the relationship between the procurement, contract, vendor and core modules •Understand the relationship between tasks, compliance activities and records •How to navigate and use the system, and

•How to use your PROcure Action Centre.

30 minutes

PROcure Vendor and Core Management

Vendor component: •Locating existing vendor information on the PROcure system •Creating a new vendor or editing an existing vendor •Adding new vendor contact information and setting a vendor as a primary contact, and •Adding insurances for a vendor. Core component: •Creating and maintaining organisational projects and programs •Creating and maintaining organisational business units •Creating and editing committee information

30 minutes




•Creating and editing head agreement data •Creating and editing cost centre information, and •Setting up periodic delegations on behalf of system users.

PROcure Procurement Management

•Locate and edit existing procurement requests or procurement records •Set up a new procurement request •Understand the PROcure ‘task’ system •Access and complete compliance activities •Upload documents against requests, procurements and compliance activities, and •Cancel underway procurement requests and procurement records.

30 minutes

PROcure Contract Management

•Access the Contract Module of PROcure •Create, locate and edit contract records on the PROcure system •Manage tasks relating to contracts •Process variations, extensions and renewals, and •Withdraw a contract.

30 minutes

Project Management in a Nutshell •Identify your role as a Project Manager Identify how to work through the four stages of the project management process

30 minutes

Promoting Acceptable Behaviour in the Workplace

•Differentiate between acceptable and unacceptable behaviour in the workplace •Explain the effects of unacceptable behaviour on the individual and on the workplace •Identify the policy and legislative frameworks for dealing with unacceptable behaviour in the workplace •Describe the supports available in the workplace to help you deal with unacceptable behaviour •Reflect on your own workplace behaviour

30 minutes

Promoting Attendance and Managing Leave

•Identify the role of the manager to support staff wellbeing; •Make sound business decisions related to active management of staff leave; •Identify the actions to be taken in a range of leave scenarios; •Actively manage absences to maximise staff wellbeing and minimise unplanned absence and its associated costs.

30 minutes

Promoting inclusive healthcare: LGBT

•For lesbian, gay, bisexual, and transgender (LGBT) clients describe how to ensure a respectful and safe healthcare experience •Reflect on the alignment of your own attitudes and behaviours towards LGBT clients and the NSW Health CORE values •Reflect on your work team's behaviours with LGBT clients, and how well they meet organisational expectations •Describe how the historical experiences of LGBT people impacts on the willingness of these communities to access healthcare •For LGBT clients describe how misgendering, language choices and judgemental behaviours impacts on healthcare outcomes.

50 minutes




Psychological Interventions I

•Describe psychological models for understanding psychosis •Conduct psychological assessment of psychotic symptoms •Develop a cognitive behavioural conceptualisation for a young person with early psychosis •Explore the meaning of early psychosis with a young person and support psychological adaptation following a first episode of psychosis •Appraise differences between strength-based and problem focused interventions

3 hours

Psychological Interventions II

•Describe common co-occurring difficulties experienced by young people with early psychosis •Complete a cognitive behavioural case conceptualisation for co-occurring symptoms •Practice skills in relaxation interventions such as progressive muscle relaxation •Identify situations where distress tolerance strategies are indicated. •Describe the role of behavioural interventions for work with YP with early psychosis. •Plan a behavioural experiment •Complete a graded exposure plan •Apply cognitive strategies such as developing alternative beliefs and evidence testing •Complete a relapse and prevention plan.

3 hours

Qstream Hands On

•Select required software and devices •Design questions •Develop questions •Test and refine questions •Publish questions •View participant activity in a Qstream.

4 hours

Qstream: How to develop Qstream spaced learning

•Understand what spaced learning is and how to write effective questions for delivery in this new style of education. •Taken through the steps of how to develop an education program in Qstream and be given the opportunity to practice these skills on computers during the day.

6 hours

Qstream - Basics of blood glucose levels and insulin

•Describe the key features of Type 1 and Type 2 diabetes, blood glucose management in hospital and the different types of insulin and their uses.

2 – 4 weeks

Qstream - Preventing and managing hypoglycaemia

•Recognise hypoglycaemia and its signs and symptoms. Identify the causes of hypoglycaemia in hospital as well as prevention and management.

2 – 4 weeks

Qstream - Safely prescribing and administering insulin

•Demonstrate how to safely prescribe and administer insulin including: - dose calculation - use of the subcutaneous insulin prescribing chart - Insulin titration - use of supplemental insulin

2 – 4 weeks




Qstream Sampler •Identify question types •Explain the strengths and weaknesses of each question type •Classify questions as effective or ineffective •Describe the effect of poorly-written questions •Explain the assessment and scoring of learner responses •Describe the nature of explanations to learner responses.

20 minutes


•Be able to identify the objects, principles and sections of the Mental Health Act that inform and direct their work within mental health sector. •Identify specific sections of the Act relevant to their workplace practice •Make informed decisions, based on the guidance and legislative instruments of the Act.

3 to 4 weeks


•Be able to identify the objects, principles and sections of the Mental Health Act that inform and direct their work within mental health sector. •Identify specific sections of the Act relevant to their workplace practice •Make informed decisions, based on the guidance and legislative instruments of the Act.

3 to 4 weeks

Qstream - Tutorials •Select the devices and software you need for using Qstream •Design a Qstream with help from others •Build a Qstream •Test and revise your Qstream •Organise publication of your Qstream •Select and view participant activity in your Qstream.

30 minutes

Quit for New Life •Give reasons why pregnant women and mothers should be offered support to quit smoking.

•Describe motivators and triggers for smoking and identify evidenced-based treatment options to support clients

to quit smoking.

20 minutes

Q4NL - Assessment N/A 20 minutes

Q4NL - Swap to Stop Model •Describe and apply the Quit for New Life (Q4NL) Swap to Stop model of care.

•Document and record care appropriately. 25 minutes

R12 Global Changes •Chart of Accounts •Oracle Operating Units •Single Sign On •Standard Reporting options

30 minutes

Radiology Applied Imaging Technology (Physics) •Learning outcomes from 16 topics: •Topic 1: Basic Physics: Production of X-Rays •Topic 2: Part 1: X-Ray Generators •Part 2: X-Ray Interaction with Matter •Topic 3: Part 1: Filters, Collimators and Grids •Part 2: Basic Digital Imaging Concepts

2 hours




•Topic 4: Part 1: Radiographic Image Acquisition •Part 2: Fluoroscopic Image Acquisition •Topic 5: Part 1: Measures of Radiographic and Fluoroscopic Image Quality by Ravinder Grewal •Part 2: Computer Basics by David Skerrett •Topic 6: Part 1: Mammography by Ravinder Grewal •Part 2: Computed Tomography Basics by David Skerrett •Topic 7: Computed Tomography 2 •Topic 8: Magnetic Resonance Imaging Part 1 •Topic 9: Ultrasound Part 1 •Topic 10: Magnetic Resonance Imaging Part 2 •Topic 11: Magnetic Resonance Imaging Part 3 •Topic 12: Ultrasound Part 2 •Topic 13: Part 1: Nuclear Medicine for Radiologists 1 •Part 2: Nuclear Medicine for Radiologists 1 •Topic 14: Nuclear Medicine 2, Part 1: Planar Nuclear Medicine •Nuclear Medicine 2, Part 2: SPECT and PET •Topic 15: Dosimetry and Radiobiology •Topic 16: Radiation Protection

Radiology pathology - Acute dyspnoea •Define dyspnoea and describe the underlying pathophysiology •Discuss the general approach to investigating acute dyspnoea •Discuss factors that predispose a person to developing thromboembolism and outline an appropriate sequence of investigations to confirm this diagnosis •Outline the pathological changes seen in acute respiratory distress syndrome (ARDS) •Explain how heart failure and pulmonary oedema relate to developing acute and chronic dyspnoea list the major causes of pulmonary fibrosis and explain the relationship of this condition to chronic dyspnoea.

1 hour

Radiology pathology - Acute Inflammation: self-assessment

•Outline clinical manifestations and pathological processes relevant to vascular disorders. 15 minutes

Radiology pathology – Anaemia •Outline a basic classification of the causes of anaemia •Discuss the role of iron deficiency in the pathogenesis of microcytic hypochromic anaemia •Discuss other aspects of the relationship between nutrition and anaemia •Explain the key features of thalassaemia and sickle cell anaemia •Outline the major causes of haemolytic anaemia Outline an appropriate sequence of investigations for a patient presenting with anaemia.

1 hour

Radiology pathology – Back pain •List the common sources of back pain, both local and referred •Explain the terms 'spondylosis', 'spondylolysis' and 'spondylolisthesis'

45 minutes




•Outline the pathogenesis of lumbar intervertebral disc degenerative disease and describe its clinical manifestations •Discuss the pathogenesis and risk factors for osteoporosis •Explain the relevance of the T-score for bone mineral density (BMD) in the diagnosis of osteoporosis •List other significant metabolic bone disorders that can cause back pain •Outline the contribution of metastases to the development of back pain, and discuss the differential diagnosis •Provide examples of infective and non-infective inflammatory lesions that can cause back pain.

Radiology pathology - Bone tumours •List common benign and malignant neoplasms, as well as tumour-like lesions, that arise in bone •Describe the relationship between clinical and radiological features of common primary neoplasms •List primary neoplasms likely to metastasise to bone and describe their clinical effects and radiological abnormalities •Describe the clinical, macroscopic and microscopic features of non-ossifying fibroma, oseteochondroma, endochondroma and osteoid osteoma •Describe the clinical, macroscopic and microscopic features of oseteosarcoma, chondrosarcoma, Ewing's sarcoma and giant cell tumour of bone.

30 minutes

Radiology pathology - Chest pain •List major causes of valvular heart disease •Describe the pathogenesis of rheumatic heart disease and of infective endocarditis •Describe the macroscopic and microscopic appearance of cardiac valvular lesions due to rheumatic heart disease and infective endocarditis •Discuss the clinical and laboratory diagnosis of valvular heart disease •Discuss the complications of valvular heart disease.

1 hour

Radiology Pathology – Chronic Inflammation: self assessment

•On completion of this module you should be able to outline clinical manifestations and pathological and healing processes relevant to chronic inflammation.

15 minutes

Radiology Pathology – CNS Infections •List common microorganisms that can cause meningitis and encephalitis •Describe the route of entry of microorganisms into the central nervous system (CNS) •Describe the pathological changes and complications of supportive and granulomatous meningitis •Discuss the major causes and consequences of brain abscess and encephalitis •Dummarise the laboratory diagnosis of CNS infections and compare bacterial, tuberculous, viral and fungal meningitis.

30 minutes

Radiology pathology – CNS Tumours •Describe the clinical features of central nervous system tumours and approach to investigating them •Describe the characteristic feature of primary neoplasms involving the central nervous system, including: gliomas, meningiomas and schwannomas. •Describe the characteristic features of metastatic neoplasms involving the central nervous system.

40 minutes

Radiology pathology - Degenerative disorders: self-assessment

•Outline clinical manifestations and pathological processes relevant to degenerative disorders. 15 minutes




Radiology pathology - Disorders of growth: self-assessment

•Outline clinical manifestations and pathological processes relevant to disorders of growth. 15 minutes

Radiology pathology - Dysphagia and haematemesis

•List mechanical causes of dysphagia, including inflammatory conditions, other non-neoplastic strictures and malignancies •Describe neuromuscular causes of dysphagia, emphasising achalasia, diffuse oesphageal spasm and scleroderma •Outline the role of endoscopy and functional studies such as manometry in the investigation of oesophageal disease •Describe predisposing factors and clinical features of malignant neoplasms of the oesophagus, with an emphasis on adenocarcinoma and squamous cell carcinoma •Discuss the pathogenesis of important causes of acute upper gastrointestinal haemorrhage, including erosive gastritis, ruptured gastro-oesophageal varices, Mallory-Weiss tears and peptic ulcers.

30 minutes

Radiology pathology – Endocrine •List the common causes of hyper and hypo function of the thyroid, adrenal, pituitary and parathyroid glands •Discuss a variety of syndromes associated with abnormal endocrine function •Review major types of endocrine neoplasms •Describe an appropriate approach to investigating hypo- and hyper- pituitarism •Discuss the investigation of suspected primary hyperaldosteronism.

30 minutes

Radiology pathology - Gallbladder and pancreatic disease

•Discuss factors predisposing to the formation of cholesterol and bile pigment stones •Outline the pathogenesis, clinical features and complications of gallstone disease, in particular acute and chronic cholecystitis •List the factors predisposing to acute pancreatitis •Outline the clinical features and complications of acute and chronic pancreatitis •Discuss the clinical features and complications of pancreatic neoplasms.

45 minutes

Radiology pathology - Haematuria •List the causes of haematuria in terms of the site of origin of blood loss •Summarise the approach to investigation of a patient with persistent haematuria, and the interpretation of relevant investigations •Discuss how infections of the kidneys and lower urinary tract may be responsible for haematuria •Describe the types of urinary calculi and discuss the factors that predispose to their development •Compare and contrast the pathological and clinical features of renal cell carcinoma and transitional cell carcinoma.

30 minutes

Radiology pathology - Haemoptysis •List the common diseases that underpin haemoptysis, including non-pulmonary causes, and describe the pathogenetic mechanisms •Describe diagnostic procedures appropriate to the investigation of haemoptysis •Describe the common clinical manifestations and approach to diagnosing lung carcinoma, bronchiectasis and pulmonary tuberculosis.

30 minutes




Radiology pathology - Leukaemia •Explain the classification of leukaemias and the basis of this classification •List the factors known to predispose to the development of leukaemias •Discuss the major pathological and clinical differences between the different types of acute and chronic leukaemias •Review the approach to diagnosis of leukaemias •Discuss the factors that impact upon the prognosis and response to treatment of the different types of acute and chronic leukaemias.

1 hour

Radiology pathology – Lymphoma •Outline approaches to the classification of lymphoid neoplasms •Review risk factors for development of lymphomas •Describe the major differences between Hodgkin's and non-Hodgkin's lymphomas •Indicate the appropriate sequence of investigations to establish the diagnosis of lymphoma and •Determine the type of neoplasm •Discuss the factors that influence the prognosis of lymphomas, including their staging.

30 minutes

Radiology pathology – Multisystem Disease •Describe the immunological derangements associated with systemic lupus erythematosus (SLE), and relate them to the clinical manifestations •Outline the investigation of a patient with suspected systemic lupus erythematosus •List the major complications of SLE, and describe in detail SLE's effects on the kidneys •Describe the different specificities of antinuclear antibodies and their respective clinical associations •Outline the features of and approach to diagnosis of Sjögren's syndrome.

45 minutes

Radiology pathology – Polyarthritis •List the major disease processes responsible for polyarthritis •Describe the characteristic features of rheumatoid arthritis and the histopathological changes that occur within the joint •Describe the extra-articular manifestations of rheumatoid arthritis •Describe the major spondyloarthropathies (seronegative arthropathies) Describe important causes of monoarthritis and the clinical presentations that may overlap with polyarthritis •Describe the relevance of key investigations in the diagnosis of acute monoarthritis and polyarthritis.

30 minutes

Radiology pathology - Renal •Explain what is meant by 'acute kidney injury' and discuss pre-renal, renal and post renal causes •Discuss the common causes of chronic kidney disease, including chronic glomerulonephritis, hypertensive, diabetic and reflux nephropathies and tubulointerstitial disease •Explain the consequences of chronic kidney disease and describe the metabolic abnormalities seen in uraemia •Describe the appropriate investigation of renal disease, including imaging techniques.

40 minutes




Radiology pathology - Valvular Heart Disease •List major causes of valvular heart disease •Describe the pathogenesis of rheumatic heart disease and of infective endocarditis •Describe the macroscopic and microscopic appearance of cardiac valvular lesions due to rheumatic heart disease and infective endocarditis •Discuss the clinical and laboratory diagnosis of valvular heart disease •Discuss the complications of valvular heart disease.

30 minutes

Radiology pathology - Vascular Disease •List the major causes and patterns of vascular disease •Discuss the approach to the diagnosis of arterial peripheral vascular disease •Describe the patterns, effects and associations of atherosclerotic lower limb vascular disease •Explain the pathogenesis of foot ulcers in diabetics •Describe the pathological changes induced by systemic hypertension •Explain how moderate and severe systemic hypertension differ in terms of their effects •Describe the key features of giant cell arteritis and list other significant vasculitic disorders.

40 minutes

Radiology Pathology - Vascular Disorder: self-assessment

•Outline clinical manifestations and pathological processes relevant to vascular disorders.

Recognising Domestic and Family Violence •Identify the prevalence of domestic violence and its physical and psychosocial impacts on health •Assess the safety issues and risks for women and children attending emergency department who may be experiencing domestic violence •Recognise and use processes and requirements for reporting to police and child protection services (including using the MRG and contacting the CWU when considering making a child protection report) •Recognise and use referral services for women who experience domestic violence •Identify and use self-care strategies when working with people who are experiencing domestic violence It is not the intent of this module to focus on the medical aspects of the scenarios, but rather the process of identifying indicators of domestic violence

30 minutes

Recognising Vicarious Trauma •Define vicarious trauma •Describe key indicators of vicarious trauma •Identify personal and organisational strategies to manage vicarious trauma •Use personal and organisational strategies to manage vicarious trauma

20 minutes

Recovery Orientated Practice •Describe the concept and language of recovery •Outline the key features of recovery-oriented practice Identify and discuss gaps between learner’s current practice and recovery-oriented service delivery

30 minutes

Recruitment: Module 1 Pre-Selection •Outline the purpose of the pre-selection process; •Outline the key tasks of the pre-selection process; •Identify the role and responsibilities in the pre-selection process.

20-30 minutes

Recruitment: Module 2 Selection •Outline the purpose and key tasks of the selection process; 20 to 30 minutes




•Identify the options for assessing candidates; •Identify the role and responsibilities in the selection process.

Recruitment: Module 3 Post-Selection •Outline the purpose of the post-selection process; •Outline the key tasks of the post-selection process; •Identify their role and responsibility in the post-selection process.

20 to 30 minutes

Redesign Diagnostics •Understand opportunities to develop, use and present data •Understand the problem, define the root cause and learn to communicate the problem effectively

8 hours

Redesign Diagnostics Templates and Resources N/A

Redesign – Sponsorship for Change

•Explain what successful project implementation involves •Recognise the impacts of implementation failure •Define the role of the Project Sponsor •Explain what effective project sponsorship is and what it involves •Recognise how the organisation’s structure affects Sponsor/Target relationships •Develop tactics for negotiating Sponsor contracts •Perform a self-assessment to determine your strengths and weaknesses as a Sponsor.

40 minutes

Redesign Evaluation Templates and Resources N/A

Redesign Fundamentals

•Explain the need for change in NSW Health •Describe the purpose of the Redesign Methodology •Understand and describe project management •Understand and describe change management •Define different roles in a redesign project •Understand the training and support available to project members.

2 hours

Redesign Implementation

•Define the purpose of and activities within the Accelerating Implementation Methodology (AIM) •Define the change and understand barriers to implementation •Identify key change agent skills and characteristics, and know how to build change agent capacity •Define and assess the climate for change •Understand the importance of sponsorship and methods to ensure ongoing engagement •Compare change approaches and understand the factors associated with change implementation •Define, recognise and manage resistance, and understand how to manage and measure Frame of Reference •Develop effective communication methods, reinforcement and a communications plan •Understand how to encourage motivation for change •Define and understand how corporate culture impacts on change success •Develop tactics to encourage cultural fit.

3 hours




Redesign Implementation Templates and Resources

N/A

Redesign Initiation

•Define a goal, an objective, the scope of and schedule for your project •Define the benefits of your project •Understand the risks and issues relevant to your project •Describe effective communication techniques •Develop a stakeholder management plan.

4 hours

Redesign Initiation Templates and Resources N/A

Redesign Solutions

•Understand the solutions framework and how this relates to the patient journey •Prioritise solutions and identify quick wins •Understand, conduct and present the results of a literature review •Recognise costs and benefits and use this information appropriately (e.g. business case development) •Develop, prioritise and apply solutions statements.

2 hours

Redesign Solutions Templates and Resources N/A

Redesign Sustainability

•Understand and explain evaluation •Design and develop an evaluation •Understand sustainability within the health context •Realise the importance of planning for sustainability and spread.

1 hour

Research: Introduction for Beginners •Define terms related to research •Explain the purpose and importance of research in health •Discuss the characteristics of research •Identify the different types of research •Develop an awareness of the processes required to get started in research

30 minutes

Research: Planning the Research Process •Recognise the considerations in identifying a topic and framing it into a research question •Examine the literature review process •Describe ethical issues and considerations in research •Identify the selection process for study design and method •Outline methods for data collection and analysis •Identify strategies to assist in the translation of research into practice

30 minutes

RESUS4KIDS 01 - Paediatric Life Support for Healthcare Rescuers

•Respond to an emergency involving a child or infant using the seven steps in the DRSABCD Paediatric Life Support for Healthcare Rescuers model •Understand the techniques required to provide effective rescue breaths and cardiac compressions respond to a choking child

90 minutes




•Apply a range of advanced airway life support devices including: self-inflating bag and mask, nasopharyngeal airway and oropharyngeal airway •Correctly identify the three main cardiac arrest rhythms •Follow advanced life support procedures using defibrillation and drugs.

RESUS4KIDS 02 - Advanced Paediatric Resuscitation

Identify abnormal cardiac rhythms and outline the treatment for: •Stable bradycardia •Unstable bradycardia •Sinus tachycardia •Supraventricular tachycardia

•Ventricular tachycardia

60 minutes

RESUS4KIDS 03 - Intraosseous Access •Describe the common clinical indications for obtaining intraosseous access •Identify the 4 potential landmarks with 8 target sites for intraosseous access •Describe contradictions for intraosseous access •Know the steps involved in inserting both an EZ IO and manual intraosseous needle •Understand how to safely secure an intraosseous needle •Describe important considerations for fluid and medication administration via intraosseous access

30 minutes

RESUS4KIDS 04 - Paediatric Tracheostomy Emergency Management

•Assess a child with a tracheostomy in acute respiratory distress •Use the correct procedure for a controlled tracheostomy change •Insert a 12F catheter if unable to replace a tracheostomy tube •Bag and mask a tracheostomy patient in need of oxygen

30 minutes

RESUS4KIDS 05 - Neopuff Infant T-Piece Resuscitator

•Identify the benefits of using the Neopuff •Learn when to use the Neopuff - How to set up the Neopuff •Learn how to provide respiratory support and/or ventilations using the Neopuff

30 minutes

RESUS4KIDS 06 - Advanced Airway Management

•Understand the normal age-specific paediatric airway anatomy and physiology and be able to predict those patients that may have a difficult airway •Predict responses to a chosen airway management technique and the effect and side effects of medication that may be used •Assess the paediatric patient that may be in need of airway intervention •Prepare the appropriate equipment, personnel and medication that may be required for the advanced management of the paediatric airway •Be familiar with basic and advanced techniques in managing the airway including performing intubation, ventilation and preparation for ongoing care •Be familiar with the techniques in the management of the unexpected difficult airway

2 hours




RESUS4KIDS 07 - Basic Life Support for Allied and Community Healthcare Rescuers

•Respond to an emergency using the seven steps in the DRSABCD Basic Life Support model •Understand the techniques required to provide effective rescue breaths and cardiac compressions •Understand the principals of how to use an AED •Understand when to use the recovery position and the best way to move a patient into the recovery position •Respond to a choking child

60 minutes

RESUS4KIDS 08 - Train the Trainer refresher •Understand the different specific learning objectives within the R4K short practical course •Develop a basic understanding of Crisis Resource Management and how to incorporate this knowledge into the teamwork and communication discussion •Understand the requirements to be a R4K instructor and where to locate the resources required to run the short practical course •Develop a basic understanding of adult education theory and how to use this knowledge to improve small group teaching •Identify different types of challenging participants within small group teaching and how to approach each of these challenging learners in order to engage all participants attending the R4K short practical course.

30 minutes

RESUS4KIDS 09 - Basic Life Support for Allied and Community Healthcare Rescuers Train the Trainer refresher

•Understand the different specific learning objectivise that participants must be able to identify or demonstrate for the ball game, trigger videos, and the three scenarios within the practical course •Have a basic understanding of crisis resource management and how to incorporate this knowledge into the teamwork and communication activities •Understand where to locate the resources required to run the practical course •Have a basic understanding of adult education theory and how to use this knowledge to improve small group teaching •Learn how to identify different types of challenging participants within small group teaching and how to approach of these challenging participants in order to engage all participants attending the RESUS4KIDS practical course

30 minutes

RESUS4KIDS - Basic Life Support for Allied Healthcare Rescuers Practical Course

•Explain why good TEAMWORK AND COMMUNICATION are essential for optimal outcomes in resuscitation (use names, allocate and accept roles) •Manage an infant and child/adults AIRWAY (open and maintain it open) •Perform effective BREATHING (slow breaths with chest rise) •Demonstrate effective minimal interruption cardiac COMPRESSIONS (push hard, push fast, allow full chest recoil)

2 hours




RESUS4KIDS - Basic Life Support for Allied Healthcare Rescuers Train the Trainer

•Understand the different specific learning objectives that participants must be able to identify or •Demonstrate for the all aspects of the RESUS4KIDS Short Practical Course •Develop a basic understanding of Crisis Resource Management and how to incorporate this •Knowledge into the teamwork and communication discussion •Understand where to locate the resources required to deliver the short practical course •Develop a basic understanding of adult education theory and how to use this knowledge to improve small group teaching •Learn how to identify different types of challenging participants within small group teaching and how to •Approach each of these challenging learners, in order to engage all participants attending the RESUS4KIDS Short Practical Course

2 hours

RESUS4KIDS - Intraosseous Practical Course •Describe the common clinical indications for obtaining intraosseous access •Identify the 4 potential landmarks with 8 target sites for intraosseous access •Describe contradictions for intraosseous access •Know the steps involved in inserting both an EZ IO and manual intraosseous needle •Understand how to safely secure an intraosseous needle •Describe important considerations for fluid and medication administration via intraosseous access

30 minutes

RESUS4KIDS - Paediatric Life Support for Healthcare Rescuers Short Practical Course

•Explain why good teamwork and communication are essential for optimal outcomes in resuscitation (use names, allocate and accept roles) •Manage an infant or child’s airway (open and clear the airway and maintain it open) •Perform effective breathing (slow breaths with chest rise) •Demonstrate effective minimal interruption cardiac compressions (push hard, push fast, allow full chest recoil) •Recognise and provide initial management of shockable and non-shockable cardiac rhythms •Demonstrate a knowledge of safe defibrillation

90 minutes

RESUS4KIDS - Paediatric Life Support for Healthcare Rescuers Short Train the Trainer

•Understand the different specific learning objectives that participants must be able to identify or •Demonstrate for the all aspects of the RESUS4KIDS Short Practical Course •Develop a basic understanding of Crisis Resource Management and how to incorporate this knowledge into the teamwork and communication discussion •Understand where to locate the resources required to deliver the short practical course •Develop a basic understanding of adult education theory and how to use this knowledge to improve small group teaching •Learn how to identify different types of challenging participants within small group teaching and how to •Approach each of these challenging learners, in order to engage all participants attending the RESUS4KIDS Short Practical Course

2 hours




RESUS4KIDS - Tracheostomy Emergency Management practical course

•Assess a child with a tracheostomy in acute respiratory distress •Use the correct procedure for a controlled tracheostomy change •Insert a 12F catheter if unable to replace a tracheostomy tube •Bag and mask a tracheostomy patient in need of oxygen

30 minutes

Risk Management for Work, Health and Safety •Identify when to apply a risk management approach •Identify hazards and assess risks •Develop and implement risk controls •Document and review controls

20 minutes

Risks in using family to interpret •Identify the risks of using family and friends to interpret in healthcare settings. 10 minutes

Run the NSWH BAS Tax Worksheet Report in Oracle R12

•On the completion of this course module the user will have knowledge of how to run the NSWH BAS Tax Worksheet report in Oracle R12

10 minutes

Rural eMeds Medical Confidence Assessment N/A 15 minutes

Rural eMeds Nursing Confidence Assessment N/A 15 minutes

Rural eMeds Pharmacy Confidence Assessment N/A 15 minutes

Rural Generalist Nurse Program: Aged Care •Use a person-centred holistic approach to comprehensive assessment, which will maximise the health of the older person.

30 minutes

Rural Generalist Nurse Program: Comprehensive Assessment

•Conduct an A-G assessment of a patient, including treatment interventions and transfers at appropriate points of time.

1 to 2 hours

Rural Generalist Nurse Program: Mental Health •Use to identify knowledge gaps and appropriate resources for further investigation. 30 minutes

Rural Generalist Nurse Program: Paediatric Care •Use to identify knowledge gaps and appropriate resources for further investigation. 30 minutes

Rural Generalist Nurse Program: Palliative Care •Assist health professionals to provide appropriate care to patients with a life-limiting illness when dealing with the challenge of service provision in rural and remote settings.

30 minutes

Safe Patient Handling •How to apply a risk management process for the safe handling and movement of patients to - encourage the independence of you patients and minimise injuries to you and your patients

20 minutes

Safe Sleep •List the six modifiable risk factors •Identify strategies for having conversations regarding safe sleep practices with parents •Describe the common misconceptions of safe sleep •Explain the factors that affect adherence to safer sleep practices.

20 to 30 minutes

Safe Use of Anticoagulants •Recognise anticoagulant medicines and their function in preventing clot formation •Correctly prescribe anticoagulants for a patient using evidence-based guidelines (if your role requires you to prescribe) •Administer anticoagulant medicine to a patient using evidence-based guidelines

30 to 45 minutes




•Conduct appropriate monitoring for patients based on evaluation of their individual situation •Assess and manage risks associated with peri-procedural anticoagulation therapy •Identify the potential effect of anticoagulant medicines when responding to a deteriorating patient.

Safe use of benzodiazepines in the older person •Identify the appropriate and safe prescribing of benzodiazepines in the older person in the acute care environment •Outline the role and responsibilities in providing care to the older person when benzodiazepines are requested. Implement alternative strategies to reduce benzodiazepine use in acute care settings.

20 to 30 minutes

Safe use of High-Risk Medicines: Introductory module

•Recognise which medicines are considered high-risk •Identify the factors that cause a medicine to be considered high-risk •Analyse factors that can make patients more susceptible to harm •Demonstrate professional accountability for safe medication management when administering high-risk medicines •Practice within established guidelines to minimise errors when administering high-risk medicines •Predict situational factors that can impact on safe use of high risk medicines •Critically appraise individual clinical situations and apply risk assessment and management principles to maximise patient safety •Summarise the importance of reporting for improved patient safety

20 to 30 minutes

Safe use of HYDROmorphone •Explain the strength of HYDROmorphone in comparison to morphine. Also, based on your role, you will be able to: Prescribers

- ensure HYDROmorphone is the most appropriate medication for a patient - write an accurate prescription for HYDROmorphone

Nurses - safely administer HYDROmorphone - safely monitor the patient after administering HYDROmorphone

Pharmacists - review the accuracy of an order for HYDROmorphone.

45 minutes

Safe use of opioids •Consider the complexity of opioid medicines when making care decisions. •Assess the clinical situation to determine if opioid medicine is the most appropriate medication for the patient. •Commence opioid treatment with a management plan that provides for deprescription and reduces patient harm. •Collaborate effectively with the patient and the interprofessional care team to maintain continuity of their opioid management plan.

35 minutes




Safely prescribing and administering Insulin •Calculate the dosage of basal and bolus insulin for a patient who is started on insulin in hospital. •Use the NSW Adult Subcutaneous Insulin Prescribing Chart (the chart) to prescribe or administer insulin for a patient who is in hospital. •Describe the steps to take when managing hyperglycaemia. •Describe the safety aspects of using the chart. •Describe which type of insulin to adjust when

30 minutes

Safety & Quality - Advanced •Explain your clinical governance roles and responsibilities within the organisation relevant to (Australian Commission on Safety and Quality in Health Care (ACSQHC) Standard 14 •Undertake actions to ensure the organisation complies with Standard 14 •Ensure orientation and training programs provide appropriate and effective education and training in safety and quality

30 minutes

Screening for Alcohol, Smoking and Other Substances

•Ask screening questions for smoking, alcohol and other substances •Engage patients in initial brief interventions and further assessments if required; •Work with team members regarding assessments and reviews •Document and communicate the results of screening and brief interventions to support continuity of care

20 minutes

Security •Identify the role of the security officer •Know what security systems are in place in health facilities •Understand your responsibilities in regards to personal and property security •Explore security systems and how you can use them in your workplace •Explore ways in which you can prevent security breaches

15 minutes

Security Awareness All Staff •Identify your role in maintaining security in your workplace, including where you identify suspicious activities or items •Identify the role of security staff in your workplace •Identify the importance of working within a multidisciplinary team to ensure safety and security.

25 minutes

Security Awareness Security Staff •Identify what is the key role of a security staff member in NSW Health. •Identify ways to work effectively within a multidisciplinary team to manage security incidents. •Identify ways to manage various situations including the role of de-escalation techniques. •Recognise early identification strategies and management of potential issues.

30 minutes

Setting Default Deliver to Location •On the completion of this course module the user will have knowledge of how to change their default Deliver-To Location

3 minutes


•Effectively promote strategies to support sexual safety and prevent sexual assault and harassment; •Respond appropriately and sensitively to sexual safety issues involving mental health consumers, both within the service environment and within the community; •Integrate trauma-informed care principles into all aspects of treatment.

1 hour






1 hour



45 minutes

Sexual Safety Policy Training Workshop •Effectively promote strategies to support sexual safety and prevent sexual assault and harassment •Respond appropriately and sensitively to sexual safety incidents involving mental health consumers •Integrate trauma informed principles of care into all aspects of care.

6 hours

SHAPE End of Life Conversations •To identify the benefits and opportunities to timely initiation of end of life conversations for patients, family carers and the health system •To recognise barriers, challenges and cultural aspects of initiating conversations about deteriorating prognosis and end of life issues •To apply the relevant ethical, legal and professional frameworks that guide work in this area •To demonstrate knowledge, skills and confidence in having these conversations with patients, families and carers in a range of clinical scenarios

30 minutes

Shaping instructional video N/A 5 minutes

Share and integrate data into practice •Understand the various modes of communication appropriate for sharing the results produced by an analysis pipeline. •Communicate information and data interpretations using modes of communication and language appropriate to various stakeholders. •Understand the role of digital health in consumer engagement, including the impact of consumer digital literacy on patient-centred care. •Use and share digital health appropriate to professional role, duties, and scope of practice in the provision of safe and quality care. •Understand the use of digital decision support tools in accessing evidence to support practice. •Understand the role of digital health in consumer engagement, including the impact of digital literacy and consumer-centred technologies and systems for health and wellness.

25 to 30 minutes

Sharing information to support vulnerable children and young people

•Utilise the legislative provisions for sharing information about children and young people’s safety, welfare and wellbeing

30 to 65 minutes




Sharps Injury for Clinical Staff •Identify the risks associated with sharps in a healthcare setting; •Correctly use safe practices when handling and disposing of sharps in accordance with Ministry of Health and local policies and procedures •Describe correct first aid procedures when a sharps injury is sustained •Manage sharps injuries/ exposures in accordance with Ministry of Health and local policies and procedures •Report and document any sharps injuries that occur

15 minutes

Sharps Injury for Non-clinical Staff •Identify the risks associated with sharps in a healthcare setting •Correctly use safe practices when handling and disposing of sharps in accordance with Ministry of Health and local policies and procedures •Describe correct first aid procedures when a sharps injury is sustained •Manage sharps injuries/ exposures in accordance with Ministry of Health and local policies and procedures; •Report and document any sharps injuries that occur

15 minutes

SHEMS General User Training •Identify the different functions and menus within SHEMS •Describe the functions required of SHEMS Users specific to the Learner’s level •Create and Close an Incident, Planned Event or Exercise using SHEMS •Compile updates and reports for current incidents, exercises and planned events using SHEMS

SimChat - Debriefing in Simulation for Clinical Educators

•Identify and apply elements that support a safe environment for debriefing •Apply a structured approach to debriefing following clinical simulation education •Use debriefing tools to guide debriefing discussions.

30 to 40 minutes

Small Acts of Kindness •The video shows a series of simple examples of staff providing patients, their families and carers and other staff members with compassionate care

10 minutes

Smoking Cessation: A Guide for all Staff •Ask patients about their smoking status •Discuss the health benefits of quitting with patients who smoke •Facilitate access to evidence based supports such as Nicotine Replacement Therapy (NRT), other quit smoking medications and provide referrals to Quitline and iCanquit •Document and record smoking cessation information into the records and information system of the patient

30 minutes

Smoking Cessation: Brief Intervention at Chairside

•Describe the negative health and oral effects of smoking •Discuss with clients of the service the benefits of quitting •Provide resource information to patients on quitting •Refer service clients to Quitline •Document and record smoking cessation information into client notes and information systems

20 minutes

Smoking in Pregnancy Part A •Recognise the health-related risks associated with maternal smoking for both mother and baby and the benefits of quitting smoking in pregnancy. •Explain the barriers to quitting smoking that pregnant women face.

20 to 25 minutes




Smoking in Pregnancy Part B •Explain the evidence-based smoking cessation treatment options available for pregnant women •Explain how to provide appropriate cessation care through the 5As approach within routine clinical practice •Identify the clinical pathway that supports smoking cessation for pregnant women in your antenatal service.

35 to 40 minutes

Smoking in Pregnancy Workshop •Explain the psychosocial barriers to smoking cessation that pregnant women experience •Explain the evidence-based smoking cessation treatment options available for pregnant women including use of nicotine replacement therapy •Identify cessation services available to support pregnant women including NSW Quitline •Explain how to use a breath CO monitor in a clinincal setting

2 hours

SMR Service - Smart View Advanced •Compare Smart View reports using multiple grids and cascading options for effective data analysis •Format reports to make them presentable using Excel and Smart View options •Embed data using the HSGetValue function into Excel cells, or into Microsoft Office applications •Navigate between reports using pivots for advanced data analysis

30 to 40 mins

SMR Service Online Help File

•Provides a help file to guide learners on State-wide Standard Reports Service

SMR Service Smart View Finance •Describe various dimensions and business rules that apply to finance data •Utilise Smart View to generate finance reports for your cost centre •Manage reports to enable effective data analysis •Adopt tips and good practices for using Smart View to improve its accuracy and efficiency

30 to 40 minutes

SMR Service Smartview on Workforce •Provide an overview of SMR Service Smart View platform using Workforce Data Set Smart View is an ad hoc reporting tool and is an Excel add-in •Provide a walk-thru on how to build ad hoc reports using Smart View (Excel add-in) and SMR Service Workforce Data Set

20 minutes

SMR Service Smartview on Workforce: Explore Functionalities

•Demonstrate the Smart View functionalities when building ad hoc reports in Workforce 30 minutes

SMR Service State-Wide Standard Reports in Finance

•To provide an overview of SMR Service Standard Reports using Finance Data Set •To provide a walk-thru on how to generate state-wide standard reports using the SMR Service Finance Data Set •To demonstrate the report functionalities when using state-wide standard reports in Finance

30 minutes

SMRS Budget Application: Finance •To learn the basic navigation and data entry to build up the Profit and Loss component of the budget using the SMRS Budget Application: Finance

45 minutes




SMRS Budget Application: Fundamentals •Learn the basics of navigation and data entry techniques within the SMRS state-wide budget applications

1 hour and 15 minutes

SMRS Budget Application: Workforce •To learn the basic navigation and data entry to build up the Employee Related Expense component of the budget using the SMRS Budget Application: Workforce

60 minutes

SMRS Workforce Dimensions and Business Rules

•Determine which dimensions to use to filter information in SMR Service Workforce •Use the online help to understand the rules and codes (data set) required to filter

30 minutes

SMRs Workforce Reporting Introduction to Smartview

•Set up and connect to the SMR Service database •Define dimensions for your report •Layout your report •Explore reports •Use Options to customise the features of SmartView

30 minutes

Specific SMR Service Reports •Run and customise a Cross Charges report •Run and customise a LSL Taken report •Run and customise a Fund Entity Analysis report •Run and customise Standard Reports •Run and customise a Total Leave Balance report •Run and customise an Annual Leave report •Run and customise a Sick Leave report •Run and customise a Long Service Leave report

30 minutes

Stigma, Discrimination & Injecting Drug use •Recognise how stigma and discrimination towards people who inject drugs can generate negative health outcomes •Identify where their own assumptions and inherent attitudes about people who inject drugs are drawn from •Recognise the impact that negative language and harmful attitudes may have upon access to health care services for people who inject drugs •Question assumptions about the motivations of people who inject drugs when accessing health care services •Identify personal strategies to implement that will build better therapeutic relationships with people who inject drugs, for improved health outcomes

40 minutes

Strengthening Foundations: Emotional health of mothers & children

•Identify sources of social and emotional wellbeing in Aboriginal families. •Describe the physiological, emotional and environmental factors that impact on a child's social and emotional development in early childhood.

20 minutes




•Describe primary health care and discuss how this model of service applies to your work role and professional practice. •Describe the use of psychosocial screening tools used to assess the emotional health of women during and after pregnancy. •Describe the actions available to screen, support and refer women and children with identified risk factors. •Develop strategies to foster the development of social skills and literacy in children.

Strengthening Foundations: Health & wellbeing during pregnancy

•Describe cultural respect and cultural safety, and discuss how the application of these concepts can improve service delivery to Aboriginal women and their families. •Identify and describe the health and social factors that influence wellbeing during pregnancy. •Identify physical and emotional complications that can occur during and after pregnancy. •Identify lifestyle related factors that impact on pregnancy and early childhood development. •Apply conceptual tools from the Motivational Interviewing methodology to assess a client's readiness for behavioural and lifestyle change, to enhance health and wellbeing outcomes during and following pregnancy.

30 minutes

Strengthening Foundations: Supporting health babies & children

•The content and approach when conducting a birth planning conversation with a client. •The key developmental milestones that affect growth, development and wellbeing in children from birth to five years. •The nutritional requirements in early childhood and approaches to support clients to optimise the growth and development of their children. •The health issues of particular concern to Aboriginal children in the early childhood period.

30 minutes

Strengthening Foundations: Working with Aboriginal mothers & families

•Demonstrate reflective practice in the context of your work role. •Describe health and wellbeing in an Aboriginal context. •Discuss how Aboriginal history influences how Aboriginal people access health services. •Discuss how understanding the health and wellbeing of Aboriginal people, and their history, informs your service provision to clients and their families. •Develop strategies to build rapport with Aboriginal clients and communities.

20 minutes

Suicide Prevention and Management •Assist clinicians in the assessment of suicide risk and the development of management options 20 minutes

Supporting the Learner •Differentiate between formal and informal learning •Identify and consider different learning styles •Choose learning strategies •Identify communication and feedback strategies to support workplace learning

30 minutes

SWIS-H Screening Essentials •Outline the purpose and scope of the hearing screening •Explain the basic anatomy of the ear and how we hear using appropriate terminology

45 minutes




•Identify the types of hearing loss being screened at newborn stage •Describe how AABR (Automated Auditory Brainstem Response) testing works •Outline the SWIS-H screening process, eligibility criteria and referral criteria •Identify resources used in the SWIS-H program

Team Work - Personalities and Flexible Team Interactions

•Explain the main features of different behavioural styles and how to identify them in a team •Develop strategies to foster and promote effective teams by taking into account team personality attributes

45 minutes

Team Work - Team Processes •Explain the different stages of team development and be able to identify in which stage a team is currently operating •Choose appropriate strategies for guiding a team through the different stages of the team lifecycle

30 minutes

Telephone Interpreting •Describe techniques to communicate effectively with patients and family/carers with healthcare interpreters via the telephone

10 minutes

The Aboriginal Mental Health Drug and Alcohol Toolkit (AMHDA)

•Defining Aboriginal health and primary health care •Building rapport with Aboriginal women and their families •Developing brief intervention strategies for substance use behaviour •Assessing perinatal mental health •looking after yourself in this challenging environment

1 to 2 hours

The Confused Patient: Dementia or Delirium? •Recognise signs and symptoms of dementia and delirium •Distinguish between dementia and delirium •Have awareness of screening tools, assessment and referral processes required for dementia and delirium •Understand how to initiate a response using patient centred principles

30 minutes

The Interviewer •This video highlights how people with a disability are marginalised in the community •They face many barriers to having their wants, needs, opinions and desire communicated to and recognised by society at large

13 minutes

The Manager as Coach •Define coaching in the workplace •Differentiate between coaching and mentoring •Recognise the role of the manager as a coach •Explain the benefits of coaching •Recognise coaching opportunities •Describe the coaching process •Distinguish the characteristics of a good and a poor coaching session.

20 minutes

The Vaccination for Antenatal Pertussis •Demonstrates the basic principles and processes of vaccine management and vaccine cold chain management

5 minutes




Trauma Informed Care •To understand the concept of trauma •To understand the health impacts of trauma •To be informed of the key features of Trauma Informed Care (TIC) and practice systems

30 minutes

TypingMaster: 10 Key Number Pad •On completion of this module, participants will be able to use the numeric keypad. 1 hour

TypingMaster: Numbers •On completion of this module the user will know how to type numbers on the number row. 1 hour

TypingMaster: Speed Building •On completion of this module the user will increase their typing speed. 2 hours

TypingMaster: Symbols •On completion of this module the user will know how to use the special marks on the keyboard. 1 hour

TypingMaster: Touch Typing •On completion of this module the user will learn basic touch-typing technique through 13 lessons. 2 hours

Use and Disclosure of NSW Health Data for the Purpose of Analytics

•Recognise key provisions of the legal framework and responsibilities that maintain the privacy, integrity and security of NSW Health held data •Identify whether the purpose of your use of data complies with the legal basis for which the information was collected •Determine appropriate action you can take to mitigate common risks of improper use or inadvertent disclosure of health information •Take steps to seek necessary approvals to disclose data •Take appropriate action to maintain the privacy, integrity and security of data through secure data handling methods

60 minutes

Understanding Guardianship •Why you may need to apply to the Guardianship Division of NCAT •What you need to consider before applying

•What you need to do when applying

45 to 55 minutes

Understanding the Vision Defect in Stroke Screening Tool

•Confidently use the Vision Defect in Stroke Screening Tool. •Accurately interpret the results of the Vision Defect in Stroke Screening Tool. •Allocate actions and referrals appropriately, without unnecessary referral.

30 minutes

Using Radiometer Blood Gas ABL800 Analysers •Provides learners with the re-accreditation eLearning for the ABL 800 Series Point of Care Testing Device, which is used for blood analysis •You must complete the re-accreditation every year to continue to have access to ABL 800 Series devices •This module will ask you a series of questions about the ABL 800 Series device

30 minutes




Using StaffLink Dashboards and Reports - Financials

•On the completion of this course module the user should have basic knowledge of how to navigate and use Business Intelligence Dashboards and Reports for StaffLink Financials and Procurement R12 eBusiness suite

Using the CoaguChek INR Testing Device •Provides learners with the re-accreditation for the CoaguChek INR Point of Care Testing Device •You must complete the re-accreditation every year to continue to have access to CoaguChek devices •This module will ask you a series of questions about the CoaguChek device. If you answer the questions correctly, a confirmation will be sent automatically to the CoaguCheck management system, and your access to the CoaguChek devices will remain active

30 minutes

Using the i-STAT Testing Device •Provides learners with the re-accreditation eLearning for the i-STAT Point of Care Testing Device You must complete the re-accreditation every year to continue to have access to i-STAT devices. This module will ask you a series of questions about the i-STAT device

30 minutes

Vaccine Storage and Cold Chain Management •Follow correct steps to receive and stock vaccine in the purpose built vaccine refrigerator (vaccine fridge) •Monitor the vaccine fridge temperature appropriately to ensure effective vaccine cold chain management •Follow the required steps to manage a cold chain breach •Perform annual cold chain management self-audits

40 - 50 minutes

Vascular Air Embolism •Define vascular air embolus •Describe patient and procedural risks associated with central venous access devices and air embolism •Discuss clinical practices that reduces risk during insertion, maintenance and removal of a central venous access device

Verification of Death •Describe the overall process for verifying death •Identify the circumstances when verification of death can be undertaken •Recognise cases that need to be reported to the Coroner •Verify death using a standard clinical assessment •Complete appropriate documentation to verify or report a death

30 minutes

Violence Prevention and Management - An Introduction to Legal and Ethical Issues

•Briefly describe the Australian legal system •Discuss how ethics are expressed in their work practice •Identify professional standards, codes, policies, regulations and legislation that impact on their clinical decision-making in relation to safety in healthcare settings

30 minutes




Violence Prevention and Management - For Managers

•Demonstrate an understanding of the managers' roles and responsibilities in preventing and managing aggression and violence •Demonstrate an understanding of the legal and ethical issues in managing aggression •Promote workplace safety •Assist with the integration of violence prevention and management principles in the workplace •Reflect on your own workplace behaviour

30 minutes

Violence Prevention and Management – Personal Safety (Workshop)

•Describe the importance of self, environment and others in relation to violence prevention and management. •Apply a risk assessment approach to preventing and responding to workplace violence. •Identify the role of verbal and non-verbal communication in the prevention and management of violent behaviour. •Use de-escalation skills to effectively manage violent behaviour as it occurs in the workplace. •Identify and select appropriate response options when confronted with violent individuals. •Use evasive techniques to maintain personal safety when responding to a violent person. •Implement local workplace policies and procedures regarding the prevention and management of workplace violence.

1 day

Violence Prevention and Management – Team Restraint Techniques (Workshop) Violence Prevention and Management in the Workplace: Awareness

•Identify risks associated with the use of physical restraint and seclusion in a healthcare setting •Describe the physical and psychological impacts of restraint and seclusion from a patient perspective •Follow organisational safety procedures •Communicate clearly and effectively with patients before, during and after restraint and seclusion •Use verbal and non-verbal communication strategies with colleagues to ensure safety of staff and patients •Match appropriate restraint techniques to the level of aggression across age and special population group needs •Demonstrate the application of safe, therapeutic and least restrictive physical restraint techniques utilising the safe placement of force •Coordinate and use team restraint techniques •Employ resolution and post restraint management techniques •Plan seclusion reduction strategies that can be employed within the context of own workplace •Describe workplace violence •Identify factors that contribute to workplace violence •Discuss risk management strategies and safety in the workplace •Identify how cultural awareness impacts on workplace violence •Understand how patient-centred care can reduce violence •Describe how good customer service can reduce or prevent workplace violence •Identify aggressive behaviours that may escalate to violence •Identify communication strategies to defuse violent behaviours

3 days 30 minutes




•Compare response options when confronted with violent behaviours •Locate emergency and duress protocols available in your workplace •Explain your role in the incident investigation process •Use policies and procedures for seeking medical help and support after a violent incident •Consider the legal and ethical issues that underpin your role in violence prevention and management

Violence Prevention and Management 1 - Personal Safety - Video Resources

•Video resources to assist participants develop skills in the recognition, prevention and management of violence in the workplace.

25 minutes

Violence Prevention and Management 1 Personal Safety – Instructor - Assessment

Deliver theoretical and practical components of VPM education at an instructor level

Violence Prevention and Management 1 Personal Safety – Senior Trainer Instructor - Assessment

Deliver theoretical and practical components of VPM education at a senior trainer level

Violence Prevention and Management 1 Personal Safety – Trainer - Assessment

Deliver theoretical and practical components of VPM education at a trainer level 20 minutes to 1 day

Violence Prevention and Management 2 - Team Restraint - Video Resources

Video resources to assist participants develop skills in the recognition, prevention and management of violence in the workplace.

25 minutes

Violence Prevention and Management 2 Personal Safety + Team Restraint – Instructor - Assessment

Deliver theoretical and practical components of VPM education at an instructor level

Violence Prevention and Management 2 Personal Safety + Team Restraint – Senior Trainer - Assessment

Deliver theoretical and practical components of VPM education at a senior trainer level

Violence Prevention and Management 2 Personal Safety + Team Restraint –Trainer - Assessment

Deliver theoretical and practical components of VPM education at a trainer level 20 minutes to 6 days

VMoney Web - Checkers and Approvers •Basic Navigation •Checking Claims •Approving Claims •Enquiry •Reporting

VMoney Web - VMOs •Basic Navigation •Security and Credentials •Navigating and Creating VMoney Web Claims •Adjustments •Reports




Waste Management •Recognise the types of wastes generated by the healthcare industry •Recognise the methods of reducing generated waste •Describe the components of the waste management toolkit •Recognise the benefits of proper waste management practices •Comply with the NSW Waste Regulatory Framework

30 minutes

Water Immersion for Labour and Birth •Explain advantages and indications for using water immersion based on current evidence •Identify considerations for mother and baby using waster immersion for labour and/or birth •Identify situations in which water immersion would not be recommended for labour and/or birth •Describe best practice principles to care for women who choose to labour and/or birth in water •Recognise Work, Health and Safety (WHS) considerations when caring for women using water immersion

1 hour

Weight4KIDS - Adolescent Module The user will learn: •About commonly held parental beliefs •How to communicate with adolescents •About the various psychological aspects of adolescents •How to approximately take a history and perform a physical examination •Different approaches to managing adolescent obesity.

15 minutes

Weight4KIDS - Core Module •Understand why it is important to assess children’s weight status and identify children above a healthy weight. •Understand how to accurately assess a child’s weight status. •Know how to sensitively raise the issue of a child’s weight status with their family. •Know the key messages and how to communicate these sensitively to parents or carers. •Know about the resources available to help you provide healthy lifestyle information and practical support to children and their families. •Know what options are available for referral.

40 minutes

Weight4KIDS - Endocrine Module The user will learn: •The risk of insulin resistance; impaired glucose tolerance and impaired fasting glucose; risk of type 2 diabetes; metabolic syndrome and polycystic ovarian syndrome.

15 minutes

Weight4KIDS - General Medical Module The user will learn: •General medical comorbidities •Risk factors requiring investigation •Management principles •Secondary causes of obesity.

15 minutes




Weight4KIDS - Measurements Module The user will learn: •To record a child’s weight •Measure a child’s stature correctly according to their age •Methods of measuring a child’s waist circumference and how this can be useful •How to take an accurate blood pressure measurement •Other methods of measuring adiposity.

15 minutes

Weight4KIDS - Nutrition Module The user will learn: •How to take an appropriate history for the child or adolescent •Daily energy requirements for various ages and how this can be achieved nutritionally •The importance of quality, quantity and balance of food in a child/adolescent’s diet •Healthy food snacks.

15 minutes

Weight4KIDS - Orthopaedic Module The user will learn: •Slipped capital femoral epiphysis •Blount’s disease •Fractures •Effects on the foot.

15 minutes

Weight4KIDS - Physical Activity Module The user will learn: •The benefits of physical activity •What assessments should be carried out •Management and treatment for those patients who aren’t physically active •Risks involved with physical activity.

15 minutes

Weight4KIDS - Practical Interventions Module The user will learn: •A structured approach to weight loss and how to develop realistic goals for a family •How being overweight affects aspects of a child or adolescent’s daily life •How to manage a child or adolescent’s weight during a holiday period

15 minutes

Weight4KIDS - Psychosocial Module The user will learn: •common challenges in child and adolescent obesity treatment and how to overcome these challenges how to make obesity treatment more effective •About mental health issues that patients who are obese or overweight may have and how to manage these •Tips on how you can survive treating others for obesity.

15 minutes

Weight4KIDS - Sleep Module The user will learn: •Obstructive sleep apnoea (OSA) •Assessment for OSA •Common complications of OSA

15 minutes




•Sleep disruption •Treatments for OSA.

White Level Inspections •Describe what is involved in white level inspections •Perform a white level inspection in your own workplace •Describe the FACTS procedure for dealing with suspicious items •Perform the HOTALERTS assessment procedure

15 minutes

WHS Incident Investigation for Managers •Identify the causes of the incident or near miss and any other contributing factors •Identify who you need to talk to in an incident investigation, in what order, and the rationale for this •Conduct conversations with those people to obtain the correct information •Make written recommendations in the correct format to the correct people to prevent a recurrence of the incident or near miss •Review and evaluate the effectiveness of the preventative measures implemented as a result of an incident or near miss

20 minutes

Working in Mobile Teams •Understand activity based working (ABW) and the drivers for change. •How the physical and virtual environment are designed to support teams to come together. •Attributes of a successful team.

20 minutes

Working with Consumers and Communities •Identify benefits of partnering with consumers •Apply different strategies/methods to facilitate working with consumers and communities •Identify a range of tools and resources to support engaging with consumers and communities

15 minutes

Workplace Gender Diversity and Inclusion •Explain terms describing gender diversity •Contribute to an inclusive and diverse workplace

5 minutes

Workplace Mental Health Awareness

N/A 15 minutes

World Learning Hub: Responsible use of Social Media

•The main forms of social media •The potential impacts that social media can have on an organisation and people •The expectations that professional organisations have in relation to responsible use of social media

30 minutes

World Learning Hub: Workplace Discrimination, Harassment and Bullying for Employees

•Develop an understanding of what constitutes workplace discrimination, harassment and bullying. •Understand what is expected of you regarding acceptable and unlawful behaviour •Understand your role in the prevention and effective handling of discrimination, harassment and bullying in the workplace •Understand how to report issues of workplace harassment and bullying

35 minutes

World Learning Hub : Workplace Discrimination, Harassment and Bullying for Managers

•What is expected of you in preventing and managing acceptable and unlawful behaviour •What constitutes workplace discrimination, harassment and bullying

45 minutes




•How unacceptable behaviour should be reported and handled •That disregarding the organisation's policies is unacceptable

Wound Care Assessment •Discuss the integumentary system and factors that compromise its structure and function •Discuss factors that affect wound healing •Describe the minimum requirements for a holistic wound assessment •Identify the rationale for a collective team approach during holistic wound assessment

30 minutes

Wound Care Management •Identify the rationale for a collective team approach during holistic wound management •Identify the goals of wound management based on holistic wound assessment •Discuss interventions that optimise wound healing •Identify factors that delay wound healing •Describe the rationale for choice of wound dressings •Describe how accurate communication and documentation supports continuity of wound care

30 minutes

Writing Briefing Notes and Letters •Identify the purpose of briefing notes and letters •Use the appropriate format for communicating with briefing notes and letters •Communicate effectively the main message and the essential details •Construct clear concise briefing notes and letters

30 minutes

Yarning About Quitting •Initiate and continue conversations with your clients about smoking practices and quitting. •Recognise common barriers to smoking cessation that Aboriginal women may experience. •Identify a range of culturally appropriate strategies you can use to support your clients on their journey to quit smoking.

30 minutes

Yarning About Quitting (Workshop) •Initiate and continue conversations with your clients about smoking practices and quitting. •Recognise common barriers to smoking cessation that Aboriginal women may experience. •Identify a range of culturally appropriate strategies you can use to support your clients on their journey to quit smoking.

Half day

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