WPH039
WPH038
WPH013
This workshop features an inter-professional approach to managing complexities in patients with response behaviours of dementia, including the topics of differentiating between delirium and dementia approaches to behaviour assessment, caregiving strategies to minimize responsive behaviours and communication approaches. Workshop participants will have the opportunity to reflect on patient encounters and discuss improved patient outcomes and experiences.
Date & Time: September 25, 2024 from 5:30 pm to 7:30 pm
Fees: $75
Do you know what the five categories of barriers to access and inclusion are?
Are you presenting barriers without even realizing it?
Are you limiting your market reach because you’re unintentionally excluding potential customers from your services or facilities?
This 30-minute course is designed to provide important insight to some common barriers people with disabilities encounter when accessing physical spaces, information and services. You’ll also be introduced to the laws and legal requirements designed to help foster a more accessible and inclusive world for people living with disabilities.
Some key themes include:
The Ontario Human Rights Code and the Accessibility for Ontarians with Disabilities Act, and how the Code and Act work together to increase universal levels of accessibility
Introduction to the five categories of barriers people living with disabilities can face in their everyday lives
Approaches to help you understand how to start eliminating barriers and provide excellent customer service to everyone – to help you expand your market reach and customer base
This course is designed to meet Accessibility for Ontarians with Disabilities Act (AODA) training compliance. So, by completing this course, you both increase your own awareness and ensure you (or your team) are meeting government training compliance in the workplace.
It includes a quiz and 80% is required to pass.
Hiring with diversity as a goal helps bring new voices, ideas, and perspectives to your organization. People with disabilities have often faced challenges in a not-always-accessible world. These experiences bring about perspectives they can bring to your organization to help identify and provide services or products geared toward a more diverse audience.
Those of us living with a disability offer the kind of skills and dedication today’s employers are looking for – as well as bringing a new, broader professional and experiential perspective to the workplace and the team. By sharing our lived experience, we can help employers do things like expand product and service offerings and fuel innovation. Add to that, a diverse team is an energized team.
This 30-minute course is designed to help learners work past the old stereotypes – and see more clearly who people with disabilities really are and what they offer their workplace and community. No matter how well you already understand what people living with disabilities are capable of and the value they bring to workplaces, we do hope this course will help you (and even your team) feel even more confident about working with people with disabilities – and benefitting from our experience and focus.
This course explores themes including:
What is a disability – and what does disability really mean to you?
How disabilities can be defined and understood based on different models and mindsets
How people with disabilities are sometimes portrayed inaccurately in contemporary media and marketing
Moving past presumption and barriers, and instead, fostering an environment of awareness and inclusivity
This course is designed to keep you engaged. Designed to provoke your reflection and analysis. And designed to help you understand working with people with disabilities is a prospect to be excited about.
Welcome to the Positive Client Relations eLearning course. This hour-long course is delivered in two parts, which can be completed one after another or with a break in between, depending on your schedule.
Being a support worker can be very rewarding, meaningful work. However, it can often come with demanding and stressful situations.
So how can the not-so-good moments be handled best?
By further developing your skills in building rapport with people, respecting boundaries, understanding triggers, using effective communication skills and strategies, and taking care of you will all help you deal with situations more effectively. And how you interact with a client – how you respond -can make a world of difference in their day and yours.
This course is delivered in two 30-minute modules. Topics include:
As we age our skin naturally becomes more sensitive and prone to different forms of irritation and breakdown - and skin breakdown can be accelerated and aggravated by incontinence. The key to protecting skin from breakdown resulting from contact with urine and feces is understanding what kind of health conditions can cause incontinence and how, as a support provider, you can help minimize the damage incontinence can cause to a person's skin.
This series of modules introduces you to fundamental concepts related to the causes of incontinence, the risks and effects related to the skin, how you can help a person living with bladder or bowel incontinence care for the skin, and what kind of medical interventions or devices available to persons living with incontinence.
These modules will also help you prepare to actively and knowledgeably participate in the Continence and Skin Integrity instructor-led training (ILT). This online component of the program is comprised of 60 minutes of elearning (4 modules), with satisfactory completion of a module quiz required for each module. The online learning and resources serve as pre-work for the in-class or virtual ILT component of the program. The ILT session provides learners with three hours of interactive instruction provided by a lead educator and a person with a lived experience.
We'd like to thank our partner, Nurses Specialized in Wound, Ostomy and Continence Canada (NSWOCC), for providing clinical subject matter expertise and train-the-trainer support for this program.
Module 1: Introduction to Incontinence
Module 2: Incontinence Supplies and Management
Module 3: Bowel Management and Interventions
Module 4: Skin Integrity
Course Outcomes
Modules
This course consists of one module that contains six chapters. Five chapters with content and the final chapter is the quiz.
In addition to module content, a plethora of patient and health care professional resources are provided throughout each Chapter.
Time to complete this course is 6 hours for module completion. It is online and self-paced. As this course contains many optional videos and resources, completion time may vary based on these factors. Certificate upon completion.
Duration: 6 hours
This course explains what delirium, depression and dementia are (the 3Ds). It explores causes and risk factors for the 3DS and how to recognize the 3Ds in the client population. Important considerations for staff working with clients is discussed. Staff learn targeted communication strategies they can use when interacting with clients with the 3Ds.
This 3-minute course is a quick demonstration of Learnici's learner engagement and includes samples from the Home Care curriculum.
The quality of care staff give to clients is reflective of the training they receive, their attitude and their approach to care. At Learnici, we understand Home Care. Our training development team has worked in various care provider positions. Our Home Care Training Series was carefully created and reviewed by subject matter
experts and developed based on best practices and current Act and Regulation requirements.
Our interactive and engaging content is meaningful and relevant to the work staff do. They will enjoy the “guided facilitation” style that simulates a live training session as much as possible. Staff can also interact and engage with the content. Some learners learn best when the content is read to them, others when they read the content for themselves. For Learnici’s Home Care courses, learners can choose which method works best for them. Depending on that choice, staff usually complete the training in about 3 hours.
Included courses are:
Duration: 3 hours
Identifier: fmdwzcis8As a resident or a new-to-practice physician, making changes to the systems or processes where you work can seem like an impossible task. Senior physicians and administration may seem entrenched in their thinking, and as a new and junior physician, you may feel like your opinion and insights aren’t as valuable. But a fresh set of eyes can help any organization, and everyone brings important skills and experience to their work.
Offered by the CMA and led by Drs. Yan Yu and Katie Lin with Drs. Monty Ghosh, Rita Watterson and Ali Damji
Duration: 1:30 hour
This free 30-minute module by the Ontario Human Rights Commission provides a basic understanding of rights and responsibilities under the Ontario Human Rights Code.
Duration: 30 minutes
This free 30-minute interactive and self-paced online course by the Ontario Human Rights Commission offers a foundation for learning about race, racial discrimination and human rights protections under Ontario's Human Rights Code. The course offers a historical overview of racism and racial discrimination, explains what “race,” “racism” and “racial discrimination” mean, and provides approaches to preventing and addressing racial discrimination.
Duration: 30 minutes
This Privacy and Security training is designed for for Health Care Providers Using the Provincial Electronic Health Record. This course will help you understand your obligations in terms of protecting the privacy of your patients and securing their personal health information (PHI).
More specifically, you will:
Duration: 30 minutes
N2 has developed this course on Medical Devices to equip learners with an understanding of the landscape around medical device trials in Canada and to contribute to the safe and effective introduction of innovative medical devices. Content covered includes the regulatory landscape (Canadian versus U.S.), investigator duties, and monitoring and auditing.
This course targets individuals who administer, review, or conduct medical device trials.
Duration: 2:30 hours
The quality of care staff give to residents is reflective of the training they receive, their attitude and approach to care. At Learnici, we understand LTC. Our training development team has worked in various Long-term Care / PSW positions. Our LTC training curriculum was carefully created and reviewed by subject matter experts and developed based on best practice and current Act and Regulation requirements. This content is assigned to new direct care staff prior to performing their responsibilities and retrained annually. This bundle includes Additional Training as identified in the Act and Regs. (Fixing Long-Term Care Act, 2021, 82(1), 82(2), 82 (4) 82 (7) O. Reg. 79/10: GENERAL, 218. (1) 219. (1), (2), (3), (4), 221. (1), (2), (3), (4), (5).
Our interactive and engaging content is meaningful and relevant to the work staff do. They will enjoy the “guided facilitation” style that simulates a live training session as much as possible. Staff can also interact and engage with the content. Some learners learn best when the content is read to them, others when they read the content for themselves. For Learnici’s LTC Mandatory courses, learners can choose which method works best for them. Depending on that choice, staff usually complete the training in 4 or 6 hours on average.
It includes the following courses:
Duration: 6 hours
The quality of care staff give to residents is reflective of the training they receive, their attitude and approach to care. At Learnici, we understand LTC. Our training development team has worked in various Long-term Care positions. Our LTC training curriculum was carefully created and reviewed by subject matter experts and developed based on best practice and current Act and Regulation requirements. This content is assigned to new non-direct care staff prior to performing their responsibilities and retrained annually. (Fixing Long-Term Care Act, 2021, 82(1), 82(2), 82 (4) O. Reg. 79/10: GENERAL 219. (1)
Our interactive and engaging content is meaningful and relevant to the work staff do. They will enjoy the “guided facilitation” style that simulates a live training session as much as possible. Staff can also interact and engage with the content. Some learners learn best when the content is read to them, others when they read the content for themselves. For Learnici's LTC Mandatory courses, learners can choose which method works best for them. Depending on that choice, staff usually complete the training in 2 or 3 hours on average.
It includes the following courses:
Duration: 3 hours
This course starts with an excellent video from Alzheimer’s Research UK describing what dementia is. Learners interact with an exercise to form the definition of dementia. The course goes on to describe how dementia affects a person and statistics of dementia in LTC. The learner reviews best practices for communicating with someone with dementia. This course is required for all LTC direct care staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
This course starts by training learners on how to navigate and interact with the content. Learners are shown the rationale for taking the mandatory annual training using screenshots from the Act and Regulations. Learners are given answers to the question “How will this education benefit me?” The fundamental principle of “home” is discussed. Learners are given a quick preview of the content in the curriculum and summarizes the curriculum by explaining LTC is a “shared experience” and that staff have the power to influence residents in a positive way so that all have a better experience together.
This course is also availble in the following series:
The duty of everyone in a LTC home to protect the residents and prevent abuse and neglect. This course defines verbal, sexual, physical, financial and emotional abuse. It also discusses neglect as a form of abuse. It addresses the staff question, “What if I have offered care and the resident refuses?” The course discusses barriers to care and supporting residents that are resistive to care. Learners demonstrate whether staff or residents have more power in various situations and identify situations that may lead to abuse. The learner also identifies whether strategies in challenging situations lead to a positive or negative result. The course makes it clear that abusing a resident is never okay. This course is required for all LTC staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
This course discusses the importance of cleaning and disinfection for protecting residents and employees from pathogens. It clarifies the difference between cleaning and disinfection. Topics discussed are the importance of keeping food out of the “danger zone” where bacteria can multiply, hand hygiene, the spread of pathogens, and high-touch surfaces. The course finishes with tips on cleaning and disinfection. This course is required for all LTC staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
This course requires learners to drag and drop words to complete subsections of the Act related to the complaint procedure. They are reminded of the resident’s right to raise concerns or recommend changes, to whom, and without fear or reprisal. There are two interactive exercises to review the content. This course is required for all LTC staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
This course discusses the objectives of a continence care and bowel management program, what urinary incontinence is, what some of the factors associated with urinary incontinence are, what fecal incontinence is, what some of the factors associated with fecal incontinence are, the impact incontinence can have on a resident, the impact that cognitive impairment can have on a resident’s ability to remain continent and how staff can support each resident to achieve the optimal continence ability. This course is required for all LTC direct care staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
In this course, we discuss staff and resident safety and watch a video about how to use a fire extinguisher. Learners demonstrate the proper sequence of P.A.S.S. steps for using a fire extinguisher through a drag-and-drop exercise. Staff matches the correct words with the REACT acronym. Staff learn about the evacuation techniques that keep themselves and residents safe. The REACT acronym that informs learners what to do and when during a fire emergency is reviewed. Directions on how to evacuate a fire zone and emergency codes are explained and shown through animations. Learners match emergency code descriptions with the respective emergency codes. This course is required for all LTC staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
This course shares some falls statistics and learners interact with the content to learn about the issue of falling in LTC. The purpose of the Fall Prevention and Management Program is reviewed. Learners interact with an exercise to match risks with causes of falls. Another exercise requires learners to select reasons for falls. Additional causes for falls are identified. Learners review strategies to help prevent falls using a simulation of a resident’s room. Learners indicate whether a factor is a fall risk or a prevention strategy. This course is required for all LTC direct care staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
Proper hand hygiene is a very important routine practice for controlling the spread of pathogens. This course starts with “How to Hand Wash” and “How to Hand Rub” videos from Public Health Ontario. Learners review visuals for each step and an acronym so they remember each step and the order. Learners are required to put each hand rubbing step in the correct order. This is repeated for hand washing. An exercise reviewing the parts of the hand that typically get missed more frequently is interacted with. Learners also review the When? And Why? of each of the “4 Moments for Hand Hygiene”. Hand hygiene best practice tips finish this course. This course is required for all LTC staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
This course studies the chain of transmission based on information from Public Health Ontario. Learners click through the six links in the chain of transmission to learn what each one is, then again to see how COVID-19 fits into the links, then the most important part - controlling for and breaking each link. Learners complete an interactive exercise that matches items with the appropriate link in the chain of transmission. This course is required for all LTC staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
In this course, learners will review: pharmacological and non-pharmacological interventions for pain, what staff should be looking for that may indicate a
resident is in pain, what staff can do to help a resident that is experiencing pain, some of the challenges and barriers to pain management in LTC, some
common misconceptions about pain, some of the consequences of unresolved pain, different types of pain, and the objectives of a Pain Management Program in a Long-term Care Home. Learners answer true/false questions and are provided with the correct answers. Learners also review the HELP acronym (help, encourage, learn, provide) and complete an interactive exercise to reinforce knowledge transfer. This course is required for all LTC direct care staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
This course discusses the difference between palliative care and end of life care, how staff can support palliative residents and their loved ones, signs that death is imminent, the impacts that the death of a resident may have on staff, and coping strategies for staff. Learners watch a video explaining dying with dignity. Learners also learn how they can support palliative residents and their loved ones in that challenging time. This course is required for all LTC direct care staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
In this course, PASDs are defined and examples are shown. Restraints and “restrain” are also defined with examples. Learners complete an exercise that matches risks of restraints and their causes. Learners are reminded their home will have a policy on minimizing restraint and PASD use. This course is required for all LTC staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
The resident’s rights course asks the learner, “Imagine for a moment that you now live every day in a LTC Home…How would you want to be supported?” It goes on to say, “…Would you want to feel safe and secure? I'm sure you would also expect to be treated well and with respect. It’s the same for residents who are now living in their new home.” “Home: the fundamental principle” is reviewed. Learners then review the 29 rights. Learners then complete an exercise matching resident’s rights with an appropriate staff support. For example: “Privacy during treatment and care” matches with “Keep me covered as much as possible during a change.” Learners are shown the section of the Act that residents can enforce the Resident’s Bill of Rights against the licensee. This course is required for all LTC staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
Removing gloves properly helps prevent the spread of pathogens. This course starts with a video demonstration of glove removal. Learners are then shown images of the steps involved and given best practice tips. Learners then must drag and drop the steps in the correct order. (They can review the process and try again if needed.) This course is required for all LTC staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
The resident’s rights course asks the learner, “Imagine for a moment that you now live every day in a LTC Home…How would you want to be supported?” It goes on to say, “…Would you want to feel safe and secure? I'm sure you would also expect to be treated well and with respect. It’s the same for residents who are now living in their new home.” “Home: the fundamental principle” is reviewed. Learners then review the 29 rights. Learners then complete an exercise matching
resident’s rights with an appropriate staff support. For example: “Privacy during treatment and care” matches with “Keep me covered as much as possible during
a change.” Learners are shown the section of the Act that residents can enforce the Resident’s Bill of Rights against the licensee. This course is required for all LTC staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
This course reviews proper application and use of restraints according to the Act and Regulations. The main points are that restraints are used as a last resort, and the least restraint should be used for the least amount of time. The Act is referenced to show when a restraint can and can not be used. Scenarios are presented and the learner must chose if a restraint can or can not be used. The Act is also referenced to show situations that are not restraints. Learners complete interactive exercises to clarify when a restraint can be used. Learners review the requirements under the Act if a residents is restrained,
including repositioning. Strategies to minimize restraints are also presented. This course is required for all LTC direct care staff prior to performing their
responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
By reviewing and applying the Routine Practices and Additional Precautions course, staff in Long-term Care can protect themselves and those receiving care. Care providers are at risk of direct exposure to the COVID-19 virus or other harmful pathogens. This course will discuss; the signs and symptoms of some common infectious diseases, the hierarchy of controls, how most respiratory infections spread, routine practices, and additional precautions to protect themselves and others. There are interactive exercises throughout the course and includes a knowledge check at the end. It provides feedback and correct answers are required to ensure the knowledge transfer of key concepts.
This course is also availble in the following series:
In this course, the learner will review: why pressure injuries occur, how the skin breaks down, factors that increase the risk for skin breakdown in Long-term Care residents, the high risk areas for skin breakdown, what to look for, what staff can do to support residents from experiencing skin breakdown, and what staff should do if they notice a pressure injury or skin breakdown on a resident. This course is required for all LTC direct care staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
We all behave in response to internal and external triggers. This course explains how external triggers in a resident’s environment and internal triggers will result in residents’ responsive behaviours – either positive or negative. These factors can be addressed and changed – by staff. This course identifies some possible responsive behaviours and staff complete an exercise defining responsive behaviours. Staff match resident triggers with supportive strategies to remove the triggers. Supportive strategies and best practice tips are presented to the learner. Communication approaches are also presented to help staff prevent or minimize responsive behaviours. This course is required for all LTC direct care staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
This course focuses the learner on three main messages. The homes have zero tolerance for abuse, we all have a duty to protect the residents, and reporting of resident abuse should happen immediately. There are several interactive exercises for the learner to learn what and when to report certain matters. These include improper or incompetent care of a resident, abuse of a resident by anyone, unlawful conduct that resulted in harm to the resident, misuse of funding by the licensee or misuse or misappropriation of a resident’s money. “Whistle-blowing” is explained as protecting the residents and leaners are assured of whistle-blowing protection under the Act. Staff finish the course with a true or false exercise to ensure knowledge transfer. This course is required for all LTC staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
This course is an introduction to the Learnici’s four other Resident Mental Health Courses. It explains that delirium, depression and dementia often go unrecognized in the resident population. This leads to negative risks for the residents. This course points out it is important to make sure that members of the healthcare team know what to look for and what steps they and others can take to assist the resident(s). This course is required for all LTC direct care staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
Learners complete an exercise that clarifies the definition of delirium. This course includes more information about delirium and that it is a medical emergency. Learners review the causes of delirium and strategies to keep in mind to support residents. This course is required for all LTC direct care staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
In this course, learners watch a video that describes depression. Learners complete an exercise that clarifies the definition of depression. The symptoms, causes, signs and symptoms and treatment of depression are reviewed. The question of why residents in Long-term Care may be susceptible to depression is discussed. Important considerations for staff supporting residents with depression is included. This course is required for all LTC direct care staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
This course starts with a comparison of the features of delirium, dementia and depression. Learners then review a scenario involving “Mrs. X” and identify the changes she has been going through and if they are are delirium, dementia and depression or a combination. The content of the resident mental health modules are reviewed. This course is required for all LTC direct care staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
Putting on or “donning” and taking off or “doffing” personal protective equipment (PPE) properly prevents staff from pathogens and spreading pathogens. This course includes videos on putting on and removing surgical masks properly, putting on a cone n95 respirator and taking off a cone n95 respirator. Learners are required to drag and drop donning icons in the correct order. If they are correct, they skip the donning demonstration. Learners watch a video on taking off full PPE. They are then required to drag and drop doffing icons in the correct order. Again, if they are correct, they skip the doffing demonstration. Learners review donning and doffing education sheets. This course is required for all LTC staff prior to performing their responsibilities (i.e. as part of Orientation) and annually.
This course is also availble in the following series:
Beginning in 1883, residential schools were in existence for well over 100 years, meaning that many successive generations of children from the same communities and families endured the experience of them. All three nations of children - First Nations, Inuit and Métis - attended residential schools; however, the experiences of each nation differed slightly. This course discusses the historical impact of the residential schools, which in turn led to the development of the Truth and Reconciliation Commission of Canada (TRC). The course also provides an overview of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) and how it is connected to the TRC Calls to Action.
By the time you complete this course, you will be able to better understand:
Accreditation
This Self-Learning program has been certified by the College of Family Physicians of Canada for 1.5 Mainpro+ credits.
Duration: 90 minutes
This online learning module is meant for health care providers, and will help you learn more about:
Duration: 30 minutes
The Evac Chair 300H (MK4) is a highly innovative emergency stair chair solution that permits the safe egress of mobility impaired persons from a building in the event of an emergency or evacuation. Whether it’s a fire, a tornado, or even a simple power outage, it’s not safe to use an elevator when conditions are critical.
Duration: 5 minutes
This eLearning module was created by University Health Network (UHN) in collaboration with the Toronto Academic Health Science Network (TAHSN). The concepts presented here are based on applicable laws and regulatory guidelines and ensure consistency of
information across various groups in the GTA. Organization-specific policies support and build on these core concepts.
Due to limitations of this specific course, you will lose your work if you leave this course before finishing. Before you begin, please ensure you:
Duration: 45 minutes
You’ve probably heard the word “diversity” pretty frequently both in and out of the workplace, but are you confident you understand what it means and how it might impact your life?
Diversity—along with the complementary concepts of equity, and inclusion—impact your wellbeing, regardless of your background. Having a firm grasp on these terms is essential not only for a healthy workplace, but ultimately a healthier way of living.
This course will introduce you to diversity, equity, and inclusion (DEI). By the time you’ve finished this course, you’ll be better equipped to understand the importance of DEI and take action to support diversity initiatives in the workplace.
Topics covered in this introductory course include how we’re socialized in the world, how biases form, and how these factors affect how we think and act—and feed into various systems of oppression. By the end of this course, you will:
1. Have a basic understanding of key DEI concepts.
2. Recognize how your specific background fits into the society you live in.
3. Know how to contribute to promoting diversity, equity and inclusion in the workplace.
Understanding diversity, equity, and inclusion (DEI) is essential to creating a healthier community. But once you’ve grasped the conceptual elements of DEI, how do you put them into practice? And how can you apply your knowledge to your unique community?
In this course, you’ll learn how the stories we tell ourselves impact our well-being. You’ll discover the power of the narratives we tell as individuals, within social groups, and through institutions, and you’ll explore ways to counter these narratives through specific examples and exercises. By the end of this course, you will know how to:
1. Create space for diverse perspectives and critique current power structures.
2. Navigate the ambiguity and complexity that come with multiple perspectives.
3. Take action to promote equity and justice.
This course is designed by Ontario Health (Trillium Gift of Life Network) for nurses and other healthcare professionals who work in critical care environments with mechanically ventilated patients, such as the intensive care unit or emergency department. This course should be completed on an annual basis to maintain competencies in the leading practices of organ and tissue donation.
Duration: 30 minutes
Rainbow Health Ontario (RHO), a program of Sherbourne Health, developed this seven-module course on lesbian, gay, bisexual, transgender and Two-Spirit (2SLGBTQ) health for healthcare and social service providers. These modules will help build your foundational knowledge for providing care to 2SLGBTQ people.
This course’s goal is to heighten your comfort level and competency in providing high-quality inclusive, affirming, welcoming; culturally sensitive care. In the course you will build your understanding of important 2SLGBTQ terminology. You will also learn to understand the context of minority stress; health disparities faced by 2SLGBTQ people; improve your ability to provide comprehensive care for your service users from diverse 2SLGBTQ communities.
Each module will take about 30 minutes to complete. The module’s activities are designed to inspire critical thinking about the course principles so you can apply your knowledge and skills in your daily practice. Each module will guide you to explore key concepts such as: sex; gender; gender identity; gender expression; intersectionality; mental health and inclusive language.
Sherbourne Health and RHO thank the Online Learning Development Advisory Committee (OLDAC) for working with us to produce this course. The OLDAC team included physicians, nurse practitioners, registered nurses, psychologists, 2SLGBTQ community members—all of whom provided invaluable feedback for the seven modules in this foundations course.
Accreditation
This program has been accredited by the College of Family Physicians of Canada and the Ontario Chapter for up to 3.5 Mainpro-M1 credits.
Duration: 3:30 hours
This course is designed by Ontario Health (Trillium Gift of Life Network) for nurses and other healthcare professionals who work in non-critical care environments, such as a medical or surgical unit. This course should be completed on an annual basis to maintain competencies in the leading practices of organ and tissue donation.
Duration: 30 minutes
This course is designed by Ontario Health (Trillium Gift of Life Network) for nurses and other healthcare professionals who work in non-critical care environments, such as a medical or surgical unit. This orientation education should be completed by floors staff. By the end of this course, you will be able to:
Duration: 30 minutes
This modules explains your rights and responsibilities on the job as a supervisor and tells you what Ontario's Occupational Health and Safety Act (OHSA) expects from you.
This module is divided into 5 sections:
The training must be completed in one sitting in order to receive your certificate of completion. You will receive a "Proof of Completion" certificate once you complete the training. You must save and/or print the certificate before exiting the module and upload it to this system. The Ministry of Labour, Training and Skills Development will not store your certificate, or keep a record of training.
Duration: 1 hour
Ce module d’apprentissage en ligne est destiné aux fournisseurs de soins de santé, et vous aidera à vous informer sur :
Durée : 30 minutes
This course presents the different emergency codes existing in healthcare settings, the role and responsibilities of every members of the staff and the procedure to follow in the case of an emergency code.
Duration: 2:30
Health care organizations should be committed to a climate of mutual respect and a work environment that is free from violence, discrimination and harassment.
This online training will educate employees, contractors and volunteers alike about Section 32 of the Occupational Health and Safety Act.
Duration: 30 minutes
As a healthcare professional working in Ontario, it is important that you have an understanding of the Occupational Health and Safety Act (OHSA). This module will review the OHSA with regards to workplace rights and responsibilities.
Duration: 30 minutes
This course is to familiarize you with the accessibility for Ontarians with disabilities act (AODA) as well as with your responsibilities under the AODA.
Duration: 30 minutes
This CIHR module is intended for those conducting clinical research. Complete this module if your research collects quantitative or qualitative primary data from human participants.
Duration: 30 minutes