Aim: To introduce and update knowledge in Equality, Diversity and Human Rights.

Learning Outcomes:

• Understand the concept of Equality, Diversity and Human rights
• How we as professionals can promote equality and diversity and Human rights
• Gain an understanding of the current Equality Act and Human Rights Act

Aim: To introduce and update knowledge in relation to Health and Safety at Work.

Learning outcomes:

• Understand the principles of Health and Safety at work
• Risk assessments
• How to report dangerous occurrences or near misses
• Collaboration between employee and employer in relation to Health and Safety at work

Aim: To increase knowledge of causes and outcomes surrounding conflict resolution and the understanding of anger, aggression and violence. To appreciate de-escalating techniques and understand the legal aspects of restraint.

Learning outcomes:

• What conflict is, causes and resolutions
• Causes of anger and aggression and reduction
• Manage care of aggressive patients/public
• Awareness of legal aspects
• Documentation and record keeping

Aim: To understand the individual’s role in the event of a fire or fire alarm activation and recognise the factors which contribute to fire in a non-domestic premises and how these risks can be minimised.

Learning outcomes:

• Incidence of fire in non-domestic premises
• ‘Responsible person’ in the organisation
• Fire hazards, people at risk and minimalizing risk
• Identity, indications and contraindications of water, powder, foam and carbon dioxide

Aim: To understand how to break the chain of infection and therefore reduce the incidence of healthcare acquired infections (HCAIs).

Learning outcomes:

• Types and carriers of infection
• Chain of Infection
• Features of each six links
• Breaking links
• Avoiding and managing needle stick injuries
• Reducing cross infection

Aim: To understand the importance of safety with regard to moving & handling within their organisation and be as risk averse in their practise as possible.

Learning outcomes:

• Current legislation and guidelines related to manual handling
• Tool for assessing risk and acronym
• Risks involved
• How injuries occur
• Relevant legislation and guidelines related to manual handling
• Unsafe practise, recommendations and escalation
• Demonstration of good posture and safe techniques
• Easy to remember tool for assessing risk

Aim: To gain understanding of the Safeguarding of Vulnerable Adults (SOVA) scheme and its implications for adults and the health care worker. Compliant with the UK NHS Core Skills Training Framework.

Learning outcomes:

Level 1

The learner will:

• be able to recognise potential indicators of abuse, harm and neglect
• know what action to take if they have concerns, including to whom you should report your concerns and from whom to seek advice
• have a basic knowledge of the relevant legislation.

Level 2

The learner will:

• understand what constitutes harm, abuse and neglect and be able to identify any signs of harm, abuse or neglect
• be able to ensure effective advocacy is provided where required (for example where there are mental capacity or communication issues, in line with the legislation and professional guidance)
• be able to identify your professional role, responsibilities, and professional boundaries and those of your colleagues in a multidisciplinary team and multi-agency setting
• know how and when to refer to social care in accordance with organisational policies if you have identified an adult safeguarding concern
• be able to document safeguarding concerns in a format that informs the relevant staff and agencies appropriately
• know how to maintain appropriate records including being able differentiate between fact and opinion
• be able to identify the appropriate and relevant information and how to share it with other teams
• understand key statutory and non-statutory guidance and legislation including Human Rights Act and mental capacity legislation in country of practice
• be aware of the risk factors for radicalisation and know who to contact regarding preventive action and supporting those persons who may be at risk of, or are being drawn into, terrorist related activity.

Aim: To deliver the UK Core Skills Training Framework Safeguarding Children learning.

Learning outcomes:

Level 1

The learner will:

• know potential indicators of child maltreatment in its different forms – physical, emotional and sexual abuse, neglect, grooming and exploitation to support and/or commit acts of terrorism (known as radicalisation)
• be aware of child trafficking, female genital mutilation (FGM), forced marriage, modern slavery, gang and electronic media abuse, sexual exploitation, county lines (young people involved in organised crime who are coerced to traffic drugs or other illegal items around the country)
• understand the risks associated with the internet and online social networking
• be aware of the vulnerability of; looked after children, children with disabilities, unaccompanied children, care leavers and young carers, missing children
• understand the impact a parent/carers physical and mental health can have on the wellbeing of a child or young person, including the impact of domestic abuse and violence and substance misuse
• understand the importance of children’s rights in the safeguarding/child protection context
• know what action to take if they have concerns, including to whom concerns should be reported and from whom to seek advice
• be aware of relevant legislation (Children Acts 1989, 2004, and Children and Social Work Act 2017 and the Sexual Offences Act 2003, and the equivalent Acts for Scotland, Northern Ireland and Wales).

Level 2 (Level 1 Outcomes plus the following)

The learner will:

• understand what constitutes child maltreatment and be able to identify signs of child abuse or neglect
• be able to act as an effective advocate for the child or young person
• understand the potential impact of a parent’s/carer’s physical and mental health on the wellbeing of a child or young person in order to be able to identify a child or young person at risk
• be able to identify one’s own professional role, responsibilities, and professional boundaries, and understand those of colleagues in a multidisciplinary team and in multi-agency setting
• know how and when to refer to social care if a safeguarding/child protection concern is identified
• be able to document safeguarding/child protection concerns in a format that informs the relevant staff and agencies appropriately
• know how to maintain appropriate records including being able to differentiate between fact and opinion
• be able to identify the appropriate and relevant information and how to share it with other teams
• be aware of the risk of FGM in certain communities, be willing to ask about FGM in the course of taking a routine history where appropriate to role, know who to contact if a child makes a disclosure of impending or completed mutilation, be aware of the signs and symptoms and be able to refer appropriately for further care and support, including the FGM mandatory reporting duties to the police: in accordance with current legislation
• be aware of the risk factors for grooming and exploitation to support and/or commit acts of terrorism (known as radicalisation) and know who to contact regarding preventive action and supporting those vulnerable young persons who may be at risk of, or are being drawn into, terrorist related activity
• be able to identify and refer a child suspected of being a victim of trafficking and/or sexual exploitation.

Level 3 (Level 1 & 2 Outcomes plus the following)

The learner will:

• be able to identify, drawing on professional and clinical expertise, possible signs of sexual, physical, or emotional abuse or neglect including domestic abuse, sexual exploitation, grooming and exploitation to support and/or commit acts of terrorism (known as radicalisation), FGM, modern slavery, gang and electronic media abuse using child and family-focused approach
• understand what constitutes child maltreatment including the effects of carer/parental behaviour on children and young people
• have an awareness or knowledge of, dependent on role, forensic procedures in child maltreatment, with specific requirements and depth of knowledge relating to role (e.g. where role involves/includes forensics teams/working alongside forensics teams)
• know how to undertake, where appropriate, a risk and harm assessment
• know how to communicate effectively with children and young people, and to know how to ensure that they have the opportunity to participate in decisions affecting them as appropriate to their age and ability
• know how to contribute to, and make considered judgements about how to act to safeguard/protect a child or young person, including escalation as part of this process
• know how to contribute to/formulate and communicate effective management plans for children and young people who have been maltreated within a multidisciplinary approach and as related to role
• understand the issues surrounding misdiagnosis in safeguarding/child protection
• know how to ensure the processes and legal requirements for looked after children, including after-care, are appropriately undertaken, where relevant to role
• know how to appropriately contribute to inter-agency assessments by gathering and sharing information, documenting concerns appropriately for safeguarding/child protection and legal purposes, seeking professional guidance in report writing where required
• know how to assess training requirements and contribute to departmental updates where relevant to role. This can be undertaken in various ways, such as through audit, case discussion, peer review, and supervision and as a component of refresher training
• know how to deliver and receive supervision within effective models of supervision and/or peer review as appropriate to role, and be able to recognise the potential personal impact of safeguarding/child protection work on professionals
• be able to identify risk to the unborn child in the antenatal period as appropriate to role know how to apply the lessons learnt from audit and serious case reviews/case management reviews/significant case reviews to improve practice
• know, as per role, how to advise others on appropriate information sharing
• know how to (where relevant to role) appropriately contribute to serious case reviews (in Wales child practice reviews)/domestic homicide reviews which include children/case management reviews/significant case reviews, and child death review processes, and seek appropriate advice and guidance for this role
• know how to obtain support and help in situations where there are problems requiring further expertise and experience
• know how to participate in and chair peer review and multidisciplinary meetings as required.

Additional specialist learning outcomes for paediatricians, paediatric intensivists, dentists with a lead role in child protection, forensic physicians, child and adolescent psychiatrists, child psychologists, child psychotherapists, GPs, children’s nurses, forensic nurses, school nurses, child and adolescent mental health nurses, children’s learning disability nurses, specialist nurses for safeguarding and looked after children, midwives and health visitors depending on role.

Aim: To introduce and update knowledge and skills in Basic Life Support following current Resuscitation Council UK Guidelines.

Learning Outcomes:

• Update and reflect on the Resuscitation Council UK Guidelines for Basic life Support (BLS)
• Understand the principles of BLS and relate then to the work environment
• ABCDE approach
• Risks to the rescuer
• Respiratory and cardiac arrest
• Recovery position
• Choking
• Practise with manikins
• Practise with airway adjuncts

Aim: To introduce and update knowledge in relation to Information Governance and Data Security

Learning Outcomes:

The learner will:

• understand the principles of Information Governance and the importance of data security in health and care
• understand the different types and value of information
• understand the principles of data security, including how to ensure the confidentiality, integrity and availability of data
• be aware of threats to data security and know how to avoid them, including:#
  • Social engineering
  • Using social media safely
  • Using email safely
  • Malicious software
  • How to protect information
  • Physical security
• be able to identify data breaches and incidents and know what to report
• understand fundamentals of data protection and the General Data Protection Regulations (GDPR)
• understand the Caldicott Principles and be able to provide a confidential service to patients and service users
• understand the responsibilities of healthcare organisations under the Freedom of Information Act 2000
• understand individual responsibilities in responding to a Freedom of Information request