Psychosis Training

Course Outcomes

  • Describe the various models of mental disorder
  • Explain the umbrella term of Psychosis
  • Identify the core elements of Psychotic experience
  • Describe the possible causes of Psychosis including stress, vulnerability and trauma
  • Describe Medical, Social and Psychological strategies for working with Psychosis
  • Identify possible relapse indicators
  • Describe the process of developing a clinical crisis care plan
  • Identify appropriate safety and containment strategies as appropriate (including use of Mental Health Act and Medication)

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You can book this course by emailing us at holly@3spirituk.com with your details and training requirements.

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Dual Diagnosis

Course Outcomes

  • Describe the impact of substance abuse on individuals and families
  • Explain the impact of substance misuse on individuals who are experiencing a mental illness
  • Identify risks associated with substance use in mental health
  • Describe the role/impact of trauma, stress and vulnerability
  • Explain the trans-theoretical model of change
  • Explain the role of Motivational Interviewing
  • Identify the key legal themes in the MHA, MCA and when they may apply
  • Outline key national guidance and best practice in this area
  • Explain the importance of partnership working and identify ways to work effectively with other services to provide care for this client group

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You can book this course by emailing us at holly@3spirituk.com with your details and training requirements.

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Mini Medics (First Aid for Schools)

Course Profile

The Education Secretary has introduced new guidance stating that all children in schools should receive basic First Aid training. This course has been designed to meet that policy directive, as there are plans to introduce this programme onto the school curriculum. Specially designed for people under the age of 16, this course uses engaging resources and is delivered interactively. It is delivered over 3 hours consisting of theory and practical training. Each student will receive a worksheet and a fully illustrated 32-page ‘First Aid and Defibrillation for Children’ book, including a ‘cut-out’ Mini Medics® certificate of attendance. They will also get a unique syringe pen in red or blue or choose a pencil set.

Course Outcomes

  • Explain what First Aid is
  • Identify what should be in a First Aid kit
  • Effectively apply the Primary Survey (ABC) when assessing a casualty
  • Describe how to keep themselves safe in an emergency
  • Explain how to communicate and contact emergency services
  • Demonstrate the Recovery Position for an unconscious, breathing casualty
  • Administer cardio-pulmonary resuscitation (CPR) safely and effectively
  • Administer first aid to a casualty who:
  1. is choking
  2. is bleeding
  3. is in shock
  4. is having an asthma attack

Book Course

In order to book this course, you can drop us an email at holly@3spirituk.com with your details and training requirements or call us on 01442 531105.

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Care Act and Funding Decisions

The relationship between a carer, support provider and the funding local authority is a critical part of the well-being of the person being supported.

However, many support providers find a ‘contract management’ approach to that relationship can often feel one sided. Providers are often excluded from the statutory decision-making processes that result in the contract. All too often, providers are the people who first become aware of a change in needs for the person they are supporting but find themselves caught in wearing budget re-negotiations that don’t always feel connected to the person, their needs and the capacities of the service.

This course provides an insight for support providers into the decision-making processes within the Care Act. Systematically understanding how local authorities are required to make eligibility, planning and funding decisions will empower you to be an informed participant in that process. It will enable you to better advocate for the needs of the person you support, and to constructively challenge decisions you feel are inadequate or wrong.

This course will help you navigate through the Care Act decision making processes, explaining the key duties and the relevant case law that helps us build up a clear picture about how decisions must be made. It will support you to challenge funding decisions on a legitimate and clearly argued basis.

Who should attend the Care Act and Funding Decisions Course?

This course is suitable for managers and senior managers of care and support services who are commissioned under the Care Act for named individuals. No prior knowledge of the Care Act is required.

All participants will receive a certificate of attendance.

What resources would be made available to the course attendants?

Candidates will receive a workbook alongside the exercises, scenarios and a curated ‘at a glance’ reference resource of relevant excerpts from the Act and statutory guidance.

How long is the course?

The course will be delivered over one day and will run from 10am to 4pm.

What is the location, date and time of the course?

The course will run at the Kayani Avenue, Redmond Community Centre, London. The post code of the venue is N4 2HF. The course will be delivered on the 30th of January 2020 between 10am and 4pm.

How can I find out more about this course?

We will be hosting a live video/event on our Facebook Page on the 5th of December 2019 through which we will inform the public more about the course. The live video will allow viewers to post their thoughts & questions about the course, and our trainer (who will deliver the course) will be answering the relevant questions that come up. There will also be a bite-size video released after the completion of the live event that will tell you about the course and how it can benefit your organisation.

The aim of this course is to develop knowledge and understanding of how statutory decisions are made about eligibility, planning and funding in adult social care.

Course Outcomes

  • Describe the key duties of the Act relevant to funding decisions
  • Explain the regulations for eligibility decisions
  • List key factors that contribute to defensible funding decisions
  1. Sufficiency
  2. Fairness
  3. Transparency
  • Analyse a complex funding decision and understand the reasons for that decision
  • Explain the basis for effectively challenging funding decisions

What is the cost of the course?

The cost of the course is £95 + VAT per person. This needs to be paid before the start of the course. Refunds will only be applicable if a 30 days’ notice is provided.

Book Course

You can book a place(s) onto the course by emailing us at holly@3spirituk.com with your details and training requirements, or by booking a ticket(s) on our Eventbrite platform here. It must be noted that if you choose to book over Eventbrite, Eventbrite will charge additional non-refundable fees.

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3SpiritUK Complaints Policy

3SpiritUK Complaints Policy

Version:                                1

Date:                                     July 2019

Reviewed By:                      Reginald Merritt

Reason for Review:           Policy Review

Next Review:                      July 2020

 

CONTENTS

1. POLICY STATEMENT

2. EARLY RESOLUTION

3. LOCAL STAGE

4. EXTERNAL STAGE

5. CONFIDENTIALITY

 

1. POLICY STATEMENT

1.1 This complaint policy is part of the commitment of 3SpiritUK to provide the best possible service. A complaint is an expression of dissatisfaction by one or more learners about action or lack of action by 3SpiritUK, or about the standard of service provided by or on behalf of 3SpiritUK. 3SpiritUK aims to operate a fair and transparent complaints procedure to all stakeholders. The scope of this policy covers learners, customers and associates.

Complaints will be investigated and replied to in an efficient, courteous and sympathetic manner by staff suitably qualified to investigate. 3SpiritUK considers all complaints as an opportunity to improve the service that we provide. All complaints are dealt with objectively but without prejudicing the outcome. The approach taken will be both honest and fair to both the complainant and those complained against.

1.2 Wherever possible, concerns raised by learners should be resolved informally without recourse to formal procedures. If a learner, customer or associate has a complaint about any aspect of 3SpiritUK, it should be raised with an appropriate person at the earliest opportunity. 3SpiritUK believes that all complaints should be thoroughly investigated and if appropriate, an apology given to the complainant or those complained against.

1.3 If the leaner, customer or associate is unable to resolve the complaint informally, or is dissatisfied with the outcome, this complaints procedure shall be followed. Complaints by a leaner with a registered disability about the provision of reasonable adjustments for teaching and assessment shall be given priority and dealt with urgently, in order to prevent prejudice to the learner that might be caused by any delay.

1.4 Complaints will cover general issues relating to the running of the centre and must be first resolved informally. Any complaints regarding the decisions of an external body (e.g. Awarding body) on learner’s progress, assessment or awards will be dealt with under the appeals within the Examinations Policy. Therefore, the complaints procedure involves three stages:

  • Early Resolution
  • Local Stage
  • External Body Stage

1.5 Learners may raise complaints jointly.

1.6 Complaints must be brought promptly. 3SpiritUK will not accept complaints that are made longer than 30 days after the fact, unless there is good reason for the delay.

1.7 Any on-program learner may bring a complaint under this procedure. Any former learners may also bring a complaint under this procedure within 30 days after the fact, but only if the complaint could not reasonably have been brought while he or she was on-program.

1.8 Anonymous complaints may only be accepted at the discretion of the Centre Manager.

1.9 Complaints about the decisions of an external body (e.g. Awarding body) on a learner’s progress, assessment or awards will be dealt with in the External Stage of this procedure and will be raised under the appeals procedure within the Examinations Policy.

1.10 Claims for compensation for personal injury cannot normally be brought under this procedure but may be accepted at the discretion of the Centre Manager.

 

2. EARLY RESOLUTION

2.1 Initially, all involved should make every effort to resolve the matter at a local level amongst themselves through discussion and any remedies agreed. If the complaint is from a learner, this could include liaising with relevant others such as the internal moderator. If the complaint is from a customer, this might mean liaising with the trainer/ associate to establish facts as this may be a simple clarification of a misunderstanding. This attempt at resolution is more likely to be resolved if there is an atmosphere where there is no prejudice or discrimination. Therefore, it is expected that a person to whom a complaint is brought informally should seek to resolve any concerns that have been raised. If following a discussion of the concerns, or where the concerns raised involve interpersonal relationships, and where he or she considers it appropriate, he or she may recommend that a facilitated discussion takes place or that the matter is referred to mediation. Both of these are voluntary and will only take place if all parties agree. However, 3SpiritUK encourages the informal early resolution of issues through these means where appropriate.

2.2 Where appropriate, the person to whom a complaint is brought informally may refer the concerns to be dealt with under the appropriate disciplinary procedures or other relevant policy.

 

3. LOCAL STAGE

3.1 Where early resolution of the complaint is not possible, the learner, customer or associate may invoke the Local Stage by putting the full complaint in writing to the Centre Manager. This record of the complaint must include details of the early resolution sort, those contacted, those involved and the outcome of this stage.

3.2 The record of complaint must set out the details of the complaint and state the desired outcome. Any evidence on which the complaint is based must also be submitted.

3.3 On receipt of the complaint the Centre Manger will acknowledge receipt within 3 working days. In some cases, the Centre Manger may be able to resolve the complaint without continuing through the Local Stage.

3.4 The Centre Manger may request further information and evidence or decide to meet with the learner(s) to discuss the complaint. All those concerned will have the right to access the information regarding the complaint and to attend relevant meetings accompanied by their own choice of support which could mean learner(s) brings a friend, relative or colleague with them to any meetings.

3.5 If the matter concerns decisions of an external body (e.g. Awarding body) on a learner’s progress, assessment or awards this will be dealt with under the appeals procedure within the Examinations Policy as detailed in the External Stage of this policy and the Local Stage will no longer be followed. An informal assessment of the potential appeal must be made by the Centre Manager to ascertain if the issue can be resolved before it goes to a formal appeal. The Centre Manager will respond to all concerned within the timeframe specified in the Examinations Policy which is 10 days or less at time of this policy review. Please refer to the Examinations Policy.

3.6 Where there is an indication that the complaint will stay at the Local Stage, the Centre Manager will investigate the complaint and provide a response to all concerned, in most cases, within 21 days. This may include an adjournment if necessitated by the need for additional information; however, it is desirable that this response will be a final decision relating to the complaint.

3.7 The decision of the Centre Manager will be final. However, in special situations, the complainant may refer to the relevant external body within their statutory limitation where the matter concerns the administrative abilities of 3SpiritUK.

 

4. EXTERNAL STAGE

4.1 Where a complaint is received in the Local Stage and the Centre Manager has deemed this to be in regard to the decisions of an external body (e.g. Awarding body) on a learner’s progress, assessment or awards; this will be dealt with under the appeals procedure within the Examinations Policy.

4.2 Centre Manger must request, if not already received, all relevant information as laid out in the appeals procedure within the Examinations Policy.

4.3 Centre Manger will review the complaint and will write to all concerned with their decision within the time frame set under the appeals procedure as detailed in the Examinations Policy. The Centre Manager may deem there is no further action or an official Appeal may be made to the relevant Awarding Body within the time frame set under the appeals procedure as detailed in the Examinations Policy. Please refer to the Examinations Policy.

 

5. CONFIDENTIALITY

5.1 If information is to be kept confidential, the learner should make this clear to the person to whom a complaint is made. Learners should understand that in exceptional circumstances, it may be difficult for confidentiality to be respected; for instance, where a criminal offence has been disclosed. Learners should also understand that in some circumstances the demand for confidentiality may make it difficult for the 3SpiritUK to assist them with their complaint.

5.2 Records of all complaints will be held available for examination for 3 years in line with the Data Protection Policy and General Data Protection Regulation (GDPR).

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Clinical Courses – Percutaneous Endoscopic Gastrostomy Care (PEG)

Course Outline

This course is aimed at Registered Nurses and Healthcare Assistants who are involved in supporting people with PEG feeding tubes across a range of settings. The course includes describing a PEG feeding tube, reasons for insertion, potential complications and ways to maintain a safe PEG feeding tube.

Learning Outcomes

By the end of the course candidates will be able to:

  • Describe what is meant by a percutaneous endoscopic gastrostomy feeding tube.
  • Explain why a person may require a PEG feeding tube.
  • Describe how to care for PEG feeding tubes adhering to infection control policies.
  • Explain how to administer food, fluid, and/or medication safely.
  • Describe the potential complications of a PEG feeding tube and how to respond to complications.
  • Identify why, and how, to provide effective mouth care.
  • Describe the possible impact upon a person when not being able to ingest food and fluids orally.

Book onto the Course

Interested in learning more and/or booking onto the course ? You can contact us here or call us on 01442 531105.

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Clinical Courses – Bowel Care

Course Outline

This course is aimed at Registered Nurses and Healthcare Assistants who are involved in supporting bowel care across a range of settings. The course includes the basic anatomy and physiology of the lower bowel, the causes and consequences of constipation and faecal incontinence and person-centred strategies to alleviate bowel problems.

Learning Outcomes

By the end of the course candidates will be able to:

  • Describe the basic anatomy and physiology of the lower bowel.
  • Describe the principles of maintaining a healthy bowel.
  • Identify the different types of stools. 
  • Describe the common causes of faecal incontinence.
  • Identify the relationship between dignity and promoting bowel function.
  • Identify the process of holistic assessment to identify causative factors of bowel problems.
  • Describe strategies to promote bowel action using a person-centred approach.
  • Identify the roles of the multidisciplinary team who may be involved in prompting bowel function.
  • Identify own boundaries in providing bowel care and when to report and record concerns. 

Book onto the Course

Interested in learning more and/or booking onto the course ? You can contact us here or call us on 01442 531105.

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Clinical Courses – Catheter Care

Course Outline

Our course is aimed at Registered Nurses and Healthcare Assistants who care for people with urinary catheters in a variety of settings. Candidates will cover theoretical underpinning and practice catheter care in a simulated setting.

It is recommended following the training that practitioners undergo competency observations within their workplace in obtaining a catheter specimen of urine (CSU), changing urinary drainage systems, emptying a urine bag or catheter valve and bag positioning and support (Catheter Care RCN).

Learning Outcomes

By the end of the course candidates will be able to:

  • Describe the basic anatomy and physiology associated with the urinary tract. 
  • Describe the reasons why a catheter may be required.
  • Describe how to measure urine output and monitor for abnormalities.
  • Describe the risks and potential complications of urinary catheters. 
  • Describe how to provide catheter care adhering to infection control policies.
  • Identify why it is important to assess a person to ensure catherisation is still required.
  • List the dignity ‘do’s and consider how these are embedded when supporting a person with a catheter.

Book onto the Course

Interested in learning more and/or booking onto the course ? You can contact us here or call us on 01442 531105.

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Autism Level 2

 

This course is aimed at practitioners working with adults or children on the Autism spectrum. It provides a range of practical strategies to enhance communication, engagement, and wellbeing.  It is recommended that individuals complete a basic course before attending this one.

  • Describe how and why Autism impacts differently from individual to individual across the ‘spectrum’ of the condition
  • Identify a variety of theories that relate to various aspects of the Autistic condition and explain how these theories relate to individuals
  • Identify potential causes of stress and describe how increased stress may be communicated by the individual
  • Detail a range of communication and practical tools/strategies that will effectively support the individual
  • Describe the importance of reflecting on practice and define how this can be used to improve services
  • State how sensory differences may impact on the responses that an individual gives to sensory stimuli
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