Course

Course Content

Duration

Test minimum score %

(QI) eIntroduction to Quality Improvement

ALL staff irrespective of job role or banding, as improving services and patient and staff experiences is part of everybody’s role. The module explains the Model for Improvement, which is the change model NELFT follows and how this simple process allows you to test your change ideas safely and in a small way, to see what impact they have before deciding to move to larger changes. It also tells you how to gain support for any QI projects you are involved in and access to further training opportunities. You only need to complete this module once but may refer to it more often if you like.

30 Minutes

No

eAccess to Practice - human factors and safety culture

Patient Safety Syllabus - This session provides a basic introduction to the key elements of safety science. The elements of safety science that we focus on and which have underpinned all domains of the syllabus are: systems thinking, risk expertise, human factors and safety culture.

The session 'Essentials of patient safety for all staff' aimed to highlight key factors in safety as they apply to healthcare.
These factors were drawn from several domains in the NHS Patient Safety Syllabus.
·         We work in complex and interconnected systems to deliver safe care for patients and service users.
·         When things go wrong for patients, the causes are usually the result of systems (the way we work) rather than individual members of staff.
·         In this context, the automatic blaming of individuals is inappropriate and stops people from learning about the system and raising concerns.
·         Identifying risks proactively is an essential part of reducing the likelihood of harm to patients.
·         Listening to patients and raising concerns with line managers or other appropriate staff helps to identify these risks and ensure that they are recognised and dealt with.

30 Minutes

No

eAccess to Practice - systems thinking and risk expertise

Patient Safety Syllabus - This session provides a basic introduction to the key elements of safety science. These elements underpin all domains of the syllabus, and are: systems thinking, risk expertise, human factors and safety culture.

 The session 'Essentials of patient safety for all staff' aimed to highlight key factors in safety as they apply to healthcare.
 ·         These factors were drawn from several domains in the NHS Patient Safety Syllabus [1].
·         We work in complex and interconnected systems to deliver safe care for patients and service users.
·         When things go wrong for patients, the causes are usually the result of systems, the way we work, rather than individual members of staff.
·         In this context, the automatic blaming of individuals is inappropriate and stops people from learning about the system and raising concerns.
·         Identifying risks proactively is an essential part of reducing the likelihood of harm to patients.
Listening to patients and raising concerns with line managers or other appropriate staff helps to identify these risks and ensure that they are recognised and dealt with
eACT Awareness
eAdministration of Injectable Anticoagulants
eAges and Stages Questionnaires (ASQ)
eAll Our Health: Childhood Obesity

30 Minutes

No

eAutism Awareness (LD) Tier 1

This e-learning has been made to explain what health and care staff need to know and do in order to effectively provide healthcare to autistic people.
There are four sections to this module:
Introduction to Autism
Experiencing Autism
Accessible Health Services
Adapting Behaviour

eBeing Open/Duty of Candour

Module on Duty of Candor and a brief Introduction to Human Factors

30 Minutes

Yes 80%

eCapacity and consent

This session explores the UK legal framework for assessing competence in young people, with particular regard to consent to treatment. Case studies are used to explore the appropriate action to take.

20 Minutes

No - quiz only

eCarers

These sessions outline the areas that should be considered in a holistic assessment of carers' needs and highlights the risk factors that can impact on a carer's experience.  Topics also cover older people, dementia, learning disabilities and supporting young carers.

All sessions - 2 Hours 5 Minutes

No - quiz only

eChild Mental Health: Getting a Good Start

This session will outline the factors in the first 5 years of life that contribute to the development of emotional wellbeing and mental health throughout the lifespan and give an overview of the assessment and management of behavioural problems.

By the end of this session you will be able to:
·         Describe what constitutes good mental health in the under-fives
·         Describe the role of parenting in the development of good mental health
·         Outline the theory of attachment
·         Describe a systematic approach to the assessment of behavioural problems
·         Outline some principles underpinning behavioural management
·         Decide when to refer on and which referral pathway to use

60 Minutes

No - quiz only

eCivility and Respect

You must pass the assessment module to show that you have completed this module on your training record.

Dealing with bullying and harassment in the workplace can be a difficult and sensitive task. In this module we will discuss some of these issues and effective ways of dealing with them. By the end of this module you would be able to:

• Define civility and respect.
• Define bullying and harassment and understand the difference
between them.
• State what the legal issues are surrounding harassment.
• Identify civil behaviours.
• Identify uncivil behaviours.
• Understand the correct process when dealing with bullying and
harassment.
• Know how to develop strategies that promote acceptable behaviour.

45 Minutes

Yes 80%

eClinical Risk Foundation

Since 10th April 2024 the clinical risk foundation training was updated to reflect the risk formulation model.

This is mandatory for all Band 2-5 at NELFT but is essential to role for all other bands / clinical staff which includes medics.

The changes to this module include:
1. Risk Formulation and Safety Planning – This is an introduction to familiarise staff to this new way of managing clients who present with risk. There will be more intensive face-to-face training soon
2. Tackling overprescribing and the challenges of deprescribing for medics.

It is important that before Risk Formulation is embedded in NELFT practice later this year that our teams undertake the updated elearning for clinical risk.

40 Minutes

No

eCommunicating with Empathy

Learning objectives
By the end of this session you will be able to:
* explain the importance of developing listening skills
* describe how body language might be interpreted by others
* interpret body language of patients and relatives and how to react appropriately
* identify and deal with difficult situations
* identify what people need in particular situations

60 Minutes

No

eCommunication skills in young people

This session covers some of the basic principles of communication skills that are important when dealing with patients of any age, but are particularly relevant to young people who are experiencing changes in their appearance, the way they think, or their relationships with parents and friends. It focuses on the need to adapt communication to fit with the language and cognitive skills of the young person, which will change as they go through adolescence.

30 Minutes

No - quiz only

eConflict Resolution

This e-learning session meets the statutory and mandatory training requirements and learning outcomes for Conflict Resolution Level 1 in the UK Core Skills Training Framework (UK CSTF).

25 Minutes

Yes 80%

eCore20PLUS5 - Health Inequalities (HIE)

Core20PLUS5 is a national NHS England and NHS Improvement approach to support the reduction of health inequalities at both national and system level.

The approach defines a target population cohort, the ‘Core20PLUS’, and identifies 5 focus clinical areas requiring accelerated improvement.
* Maternity
* Severe mental illness (SMI)
* Chronic respiratory disease
* Early cancer diagnosis
* Hypertension case-finding
An additional topic in this programme is sickle cell disease

60 Minutes

No

eCoroners Court

Learning objectives
The aims of this module are to:
• Demystify the court experience.
• Understand the role of the coroner.
• Understand what to expect when giving evidence in court.
You will now watch four videos, each followed by a number of questions
which you must pass with 80% to complete this module.

90 Minutes

Yes 80%

eCritical Appraisal

The critical appraisal programme is designed to enable the healthcare workforce (clinical and non-clinical) to build confidence in critical appraisal. This is a set of materials that can be accessed ‘just in time’ by knowledge and library staff and the wider health and care workforce as required. We have launched the Introduction to critical appraisal session with the remainder to come in the early part of 2023.

All sessions - 2 Hours 50 Minutes

No

eDementia Awareness Tier 1

This session will describe what dementia is, how common it is and what it is like to live with its common symptoms, both for the person and their family. It will describe the signs that can be mistaken for dementia and what we can do to reduce our risk of getting dementia

40 Minutes

No - quiz only

eDisability Matters - Reflection Matters

Reflection helps us recognise our limits and then improve. This session allows you to examine your thoughts and attitudes to disability in the past, how you think of it currently and how you might think about it in the future. You will have a chance to think about your experience and what you would do differently next time.

30 Minutes

No

eEffective Team Working

This session examines how working within and across multidisciplinary teams to deliver and improve services can bring benefits to patients. This session contributes to the development of leadership in clinical settings.

By the end of this session you will be able to:
* Describe the range of teams and team structures that are found in healthcare settings, including those of which you are a part
* List the advantages of working across networks to deliver and improve services
* Identify the characteristics and benefits of multidisciplinary teams (MDTs) as well as any associated difficulties
* Demonstrate your contribution to leadership by identifying action to improve the way clinical teams function

20 Minutes

No

eEmpowering and motivating

This session discusses the implications of empowering young people to take decisions about their own health care and how this may have an impact on how well professional health care advice is followed. The learner will be introduced to what aspects of treatment influence and motivate adherence to prescribed treatment regimens and will have an opportunity to assess practical approaches to help address ambivalence in order to influence behaviour change. This includes considering how to make conversations effective and helpful, and identify key factors that are important during conversations with young people.

30 Minutes

No - quiz only

eEnd of Life Care (EOL)

Made up of sessions:
EOL - Introduction to conducting conversations about advance care planning
EOL - Advance Care Planning (ACP)
EOL - ACP in Practice: Using an End of Life Care Tool
EOL - Support and Care Planning at End of Life
EOL - How to Document Conversations About Advance Care Planning
EOL - Assessment of Pain
EOL - Recognising the Last Months and Days of Life and Verifying Death

60 Minutes

No

eEquality, Diversity & Inclusion

This module provides a basic level of awareness and understanding of
why these issues are essential in your role as an employee in NELFT.
It also fulfils the statutory and mandatory requirements of the UK Core
Skills Training Framework.
• Equality, Diversity and Inclusion (EDI).
• The key drivers for EDI.
• Types of discrimination.
• EDI in NELFT.
• Contacts

40 Minutes

Yes 80%

eFire Safety Awareness

This e-learning session meets the statutory and mandatory training requirements and learning outcomes for Fire Safety Level 1 in the UK Core Skills Training Framework (UK CSTF).

20 Minutes

Yes 80%

eFreedom to Speak Up (FTSU) - Core Training for all Workers

Freedom to Speak Up is about encouraging a positive culture where people feel they can speak up and their voices will be heard, and their suggestions acted upon. Speaking up protects patient safety and improves the lives of workers. When things go wrong, we need to make sure that lessons are learnt and things are improved.

This training is for everyone (volunteers, students, locums, regardless of contract terms and covers) wherever they work in NELFT and explains in a clear and consistent way what speaking up is and its importance in creating an environment in which people are supported to deliver their best.  It will help you understand the vital role you can play and the support available to encourage a healthy speaking up culture for the benefit of patients and workers.

The Freedom to Speak Up Guardian (FTSUG) for NELFT is Kate Pollock. She can be contacted confidentially by anyone in the organisation who has a concern and needs support. She can be contacted on FreedomToSpeakUp@nelft.nhs.uk, by mobile on 0776 682 0056 or via Jabber. The trust also has a Freedom to Speak Up (FTSU) Network of Champions. The FTSU Champions are staff members throughout the Trust who have volunteered to promote, support, advise and signpost colleagues who would like to talk to someone more locally. Their details can be found on the intranet page here.

NELFT’s Freedom to Speak Up: Raising and Responding to Concerns Policy can be found here.

60 Minutes

No - quiz only

eHealth & Safety Awareness

Learning Objectives
• List ways your employer can consult with you about health and safety matters and how an organisation can commit to delivering services safely
• Identify ways that are consistent with legislation, policies and procedures for maintaining own and others’ health and safety
• Define the meaning of hazard, risk and risk assessment
• Recognise common work place hazards (including: electricity, slips and trips, falls, chemicals and substances, stress, physical and verbal abuse, traffic routes, display screen equipment (DSE), workstations and the working environment)
• Identify how risks can be managed through balanced and appropriate preventive and protective measures
• List how to apply and promote safe working practices specific to job roles and/or responsibilities and the actions you should take to ensure patient safety
• Explain the importance of reporting health and safety concerns and the various ways of reporting

20 Minutes

Yes 80%

eHealth promotion in young people

This session introduces the main issues linked to health promotion in young people. You will learn about the importance of educating young people and you will be presented with the most common approaches used to deliver these interventions.
By the end of this session you will be able to:
Explain why health promotion for young people is important
Discuss the possible consequences of exploratory behaviour in young people.  Explain the function of new behaviours and skills acquired during adolescence.  Present different approaches to health promotion for adolescents.  Outline specific issues in health promotion for young people.

30 Minutes

No

eInformation Governance & Data Quality

Learning objectives
The overall aim of the module is to ensure that you:
• Understand the framework in which Information Governance and
Data Quality work.
• Understand your responsibilities for Data Quality and Information
Governance and appreciate their importance within your role.
• Can identify the different types of data and information and the
associated quality and security risks.
• Understand when to apply increased restrictions and protections
when collating and sharing data and information in your
day-to-day work.
• Are aware of the relevant national legislation and local policies
and guidance within your organisation relating to Data Quality
and Information Governance.

45 Minutes

Yes 80%

eInterview and Selection - for Interview Panels

By the end of this module you will have gained an understanding of:
• The Equality Act 2010.
• Discrimination and unconscious bias.
• NELFT’s recruitment process.
• The role of the panel’s chair.
• Appropriate interview questions.

40 Minutes

Yes 80%

eIntroduction to adolescent health and illness

This session introduces learners to key concepts in young people’s health.
Learning objectives
By the end of this session you will be able to:
* Identify the key concepts of adolescent health
* Take a guided tour of the materials

30 Minutes

No

eLearning Disability modules (LD)

The sessions are intended to support the development of knowledge, skills and competencies related to the mental health of people with learning disability, including people with learning disability and autism.

The modules are divided into introductory Tier 1 modules aimed universally at anyone supporting a person of all ages with learning disability and mental health issues, and Tier 1 and tier 2 modules aimed primarily at the professional health and care workforce.

It is a key part of the Health Education England (HEE)/Dept of Health and Social Care (DHSC) England’s new national  awareness training, that is being developed and rolled out. Eventually this will cover all health and care staff.

All sessions are written to be accessible, relevant and useful to everyone, including parents/families.

60 Minutes

No

eManagement strategies for eating disorders

This session will cover the principles of treating an adolescent with an eating disorder, including some of the physical and legal considerations.

By the end of this session you will be able to:
* Explain the principles of developing a treatment plan for an adolescent with an eating disorder, and communicate effectively with all the people involved to implement it
* Manage risk in eating disorders and recognise how risks change with treatment
* Be aware of the refeeding syndrome and issues related to refeeding in underweight adolescents
* Explain the principles of individual and family psychotherapeutic approaches in the management of eating disorders
* Be aware of the legal and ethical frameworks in which treatment of eating disorders is carried out

30 Minutes

No - quiz only

eMCA | DoLS

The first part of this module relates to the Mental Capacity Act 2005 (MCA) and the second to the Deprivation of Liberty Safeguards (DoLS).
By the end of this module you will:
• Develop an understanding of the MCA.
• Be able to apply the MCA to everyday practice.
• Utilise this knowledge in the development of person-centred care plans.
• Understand how the Act protects your practice.
• Understand the Best Interest decision-making process.
• Have knowledge of Advance Decisions to Refuse Treatment.
• Understand the rights of someone holding Lasting Power of Attorney.
• Recognise a potential or actual DoLS situation and take appropriate action to safeguard the adult at risk.
• Be able to discuss when a person's liberty could be legally or illegally restricted and/or restrained.
• Understand when an Independent Mental Capacity Advocate (IMCA) is required and how to find an IMCA for your patient or service user.

55 Minutes

Yes 80%

eMenopause Awareness

The aim of this training is to provide support for women (as an individual and or colleagues) during the menopause transition. Awareness-raising is a process that seeks to inform and educate people just as you are doing by taking this training.

At the end of this session, you will be able to:
·         explain how you can be more able, open and receptive to supporting colleagues, including having meaningful conversations about the menopause at work
·         describe what the menopause transition, perimenopause and menopause are
·         list the symptoms of the perimenopause and the menopause that women may experience and explain where to get help for symptoms and treatments available
·         identify the potential impact of the menopause transition and symptoms on women in the workplace
·         list the changes and workplace adjustments that can help those experiencing menopause

60 Minutes

No

eMental Health Act

Learning objectives The overall aim of the module is to ensure that you understand and are able to describe the role and function within the Mental Health Act. Key topics covered include:
• The Mental Health Act and inequalities.
• An introduction to the Mental Health Act.
• The role of Statutory Consultees.
• The Nearest Relative request for discharge.
• Independent Mental Health Advocates (IMHAs).
• S132 Patients' Rights.
• S5(4) Nurses' Holding Powers.
• Recall of a Community Treatment Order (CTO) patient.

45 Minutes

Yes 80%

eMindfulness

Staff Health and Wellbeing is a major organisational priority.  We recognise that we are better placed to deliver care of excellence when staff are healthy and well.  There is a direct link between patient/service user outcomes and staff wellbeing.  Therefore, we aim to create an environment which supports a culture promoting positive health and wellbeing.  Our approach to wellbeing is multi-dimensional and Mindfulness has a vital role to play.

Evidence suggest that mindfulness promotes self-compassion and resilience among healthcare workers, reduces stress and burnout and increases job satisfaction. We would encourage staff to utilise this module for their own wellbeing and the wellbeing of others.

60 Minutes

No

eProject Management

The introduction to project and programme management e-learning module is for staff working in a project/ programme environment or for staff who are working on a specific project and who want to learn more about the how to manage a successful project/ programme, the differing roles and accountability in a programme, best practise, governance and to see and be able to access the tools NELFT use and the support they offer.

60 Minutes

No

eSafeguarding Adults Level 1

This session covers the statutory and mandatory training for Safeguarding Adults Level 1. It has been designed to meet the learning outcomes in the UK Core Skills Training Framework.

Users can choose to view the knowledge chapters and then will need to complete and pass the eAssessment to demonstrate the required knowledge and understanding and to complete the course. A user's training record will be updated with their eAssessment score. If users feel that they have the necessary knowledge, they can skip straight to the eAssessment without completing the knowledge chapters first.

Users should refer to their organisation's training policy before commencing on this course.

25 Minutes

Yes 80%

eSafeguarding Adults Level 2

This session covers the statutory and mandatory training for Safeguarding Adults Level 2. It has been designed to meet the relevant learning outcomes in the UK Core Skills Training Framework.
Users should refer to their organisation's training policy before commencing on this course.
Learning Objectives
List the principles of the Care Act (2014) which has changed the way people who have care and support needs, including those who are having difficulty understanding what is happening to them and should be assessed and involved in their care and support pathway
Describe the importance of the safety and well-being of people with care and support needs, including making safeguarding personal and the identification of abuse and principles underlying the Care Act 2014 and Mental Capacity Act 2005 and subsequent MCA amendment ACT 2019
Use your local multi-agency policies and procedures to identify the stages under the adult safeguarding process for the protection of adults with care and support needs.

25 Minutes

Yes 80%

eSafeguarding Adults Level 3

Learning objectives
The objectives of this module are to:
A. Be able to understand what constitutes harm, abuse and neglect and
be able to identify possible signs of sexual, physical or emotional
abuse or neglect using a person-centred approach.
B. Be competent in assessing mental capacity when there is a
safeguarding concern.
C.Empower and include individuals in decision making, wherever
possible. Where necessary, raise a safeguarding concern when
consent has not been given under public interest.
D.Be able to ensure that effective advocacy is provided, where required.
For example, where there are mental capacity or communication
issues, in line with the legislation and professional guidance.
E. Be able to identify your professional role, responsibilities and
professional boundaries and those of your colleagues in a
multi-disciplinary team and multi-agency setting.
F. Know and be able to identify the appropriate and relevant information
and how to share it with social care if you have identified an adult
safeguarding concern in accordance with organisational policies.
G.Be able to foster a good multi-agency partnership working when
faced with a safeguarding concern.
H.Be able to document safeguarding concerns in a format that informs
the relevant staff and agencies appropriately including being able to
differentiate between fact and opinion.
I. Gain an understanding of key statutory and non-statutor

2 Hours

Yes 80%

eSafeguarding Children level 1

Learning Objectives
Describe the different forms of child maltreatment (physical, emotional, sexual abuse and neglect)
Describe how common child maltreatment is and the impact it can have on a child or young person
Indicate what you should do if you do have concerns about child maltreatment; including local policies and procedures, who to contact and where to obtain further advice and support
Identify the importance of sharing information and the consequences of failing to do so
Identify what to do if you feel that your concerns are not being taken seriously or you experience any other barriers when referring a child/family
Describe the risks associated with the internet and online social networking
Identify what the term 'looked-after child' means
Recognise possible signs of child maltreatment that you might come across in your work
Identify how to seek appropriate advice, report concerns and feel confident that you have been listened to
Indicate a willingness to listen to children and young people and to act on their issues and concerns
Show an awareness of the impact of female genital mutilation (FGM), domestic violence and a carer's mental/physical health on a child
Show an awareness that vulnerable children and young people may be susceptible to radicalisation (PREVENT programme)

20 Minutes

Yes 80%

eSafeguarding Children Level 2

All staff in the target audience for Safeguarding Children Level 2 to complete.  To ensure you are compliant with this mandatory training you will need to complete the elearning course and visit the Safeguarding Intranet page

Learning Objectives
·         Describe what constitutes child maltreatment and be able to identify any signs of child abuse or neglect
·         Be able to act as an effective advocate for a child or young person
·         Describe the potential impact of the physical and mental health of a parent/carer on the well-being of a child or young person in order to be able to identify a child or young person at risk
·         Be able to identify the professional role, responsibilities and professional boundaries and those of colleagues in a multi-disciplinary team and in a multi-agency setting
·         Explain how and when to refer to social care if safeguarding/child protection is identified as a concern
·         Be able to document safeguarding/child protection concerns in a format that informs the relevant staff and agencies appropriately
·         Explain 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
·         List key statutory and non-statutory guidance and legislation including the UN Convention on the Rights of the Child and Human Rights Act
·         Describe the risk of female genital mutilation (FGM) in certain communities, be willing to ask about FGM in the course of taking a routine history, know whom 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
·         List the risk factors for radicalisation and know whom to contact regarding preventive action and support for 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

20 Minutes

Yes 80%

eSafeguarding Children Level 3

Learning objectives This module aims to provide you with:
• A greater understanding of safeguarding and child protection processes.
• An awareness of complex safeguarding issues and practical ways to approach them

90 Minutes

Yes 80%

eThe Oliver McGowan Mandatory Training on Learning Disability and Autism

The Oliver McGowan Learning Disability and Autism Tier 1 training module has been approved by our executive management team and clinical action group (CPAG) following the request from the government and CQC to ensure NHS staff have the right skills and knowledge to provide safe, compassionate and informed care to autistic people and people with a learning disability. The structured training has two tiers, with tier 1 available on STEPS for all colleagues to provide a general awareness of the support autistic people or people with a learning disability may need.

The training is named after Oliver McGowan, an 18 year old who was mildly autistic, had a learning disability and suffered epilepsy, and died in intensive care while being treated for a seizure in 2016. The learning disability mortality review (LeDeR) into his death found a complete lack of understanding and awareness of Oliver’s autism and his presentation during seizures. Oliver’s mother led a campaign to legislate learning disability and autism training which led to the creation of the Oliver McGowan Mandatory training which is now a requirement set out in the Health and Care Act 2022.

1 Hour 30 Minutes

No - quiz only

eUse of Force

By the end of this module you will be able to:
•         Understand the aims and requirements of the Use of Force Act.
•         Understand when the Act applies and the settings in which the Act does not apply.
•         Be aware that the use of force must be compliant with the Human Rights Act.
•         Be aware of the Use of Force Policy within NELFT and how it is implemented and recorded.

15 Minutes

Yes 75%