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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Health, Wellbeing and Dementia

Tier 2 (Subject 6) Dementia Health and Well-being Training Course

This course outlines the importance of maintaining physical and mental health in relation to someone living with dementia. This course provides information on how to tackle: nutrition, hydration, pain, continence care and sleep. Participants will develop a basic understanding of holistic approaches to health, but are provided with some practical information in supporting activities of daily living. The course is mapped to tier 2 – Dementia Core Skills Education Framework (subject 6). This course is delivered in an engaging way, and participants get the opportunity to engage in experiential learning activities.

  • Explain why it is important to maintain good physical and mental health.
  • Describe how to identify a person’s heath needs including malnutrition, pain, dehydration, falls and fatigue
  • List the signs of delirium and the signs of dementia, recognising delirium is a medical emergency
  • Describe the possible impact, including psychological and social impact, of incontinence.
  • Describe the potential causes of, and impact of loneliness and the importance of maintaining social engagement
  • Describe possible ways to support ADL’s in a person centred manner.
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EOL and Learning Disabilities

  • State Government policy and guidelines which relate to end of life care
  • Describe what is meant by the term ‘end of life care’
  • Describe what makes death a ‘good’ or ‘bad’ experience
  • Identify factors which may influence achieving a ‘good’ experience for a person with LD
  • Describe ways of overcoming potential barriers to enable an individual to experience a ‘good’ death
  • Describe the purpose of advanced care planning including: ‘advance statement of wishes’ and ‘advance decision to refuse treatment’
  • Identify the key people who may be involved within a multi-disciplinary end of life care team
  • Describe what is meant by the term ‘last offices’
  • To identify the potential impact of the death of a service user upon other service users
  • To understand the potential impact of caring for a person at end of life on one’s own wellbeing and identify a range of support mechanisms
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Pressure Area Care

3 Hours

  • Describe the anatomy and physiology of the skin in relation to pressure area care
  • Explain your own role when undertaking pressure area care
  • Explain what a Waterlow risk assessment is
  • Give example of the range of equipment and resources available when undertaking pressure area care
  • Describe ways to minimise infection in pressure area care
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Falls Awareness

Define the term: ‘fall’

  • Describe the potential consequences of a fall.
  • Identify those people at most risk of falling
  • Identify the potential external causes of falls
  • Describe different strategies which may be used to reduce the number of falls in health and social care settings
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