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68930| British Institute of International and Comparative Law| This Way, That Way, The Other Way? Directions for Human Rights in the UK|

This Way, That Way, The Other Way? Directions for Human Rights in the UK

 

 

Date: 19th October 2015

Time: 18:00-19:30, followed by a drinks reception (Registration from 17:30)

Venue: Bindmans, 236 Gray's Inn Road, London WC1X 8HB

The event will offer an opportunity to hear leading voices reflect on the future of human rights protection in the UK. In its 2015 general election manifesto, the Conservative Party pledged that "The next Conservative Government will scrap the Human Rights Act, and introduce a British Bill of Rights" and stated that "This will break the formal link between British courts and the European Court of Human Rights, and make our own Supreme Court the ultimate arbiter of human rights matters in the UK". The Government is expected to announce a consultation on the subject in the autumn. This event will provide an assessment of the arguments for and against repeal of the Human Rights Act and possible withdrawal from the European Convention on Human Rights. The event will consider the rule of law implications of the proposed reforms, in particular of changes to the UK's relationship with the European Court of Human Rights.

Speakers

  • Helena Kennedy QC (Baroness Kennedy of the Shaws)

  • Martin Howe QC (8 New Square)

More Speakers tbc

This event is jointly organised by the British Institute of International and Comparative Law (BIICL) and the Bingham Centre for the Rule of Law and hosted by law firm, Bindmans.

Pricing and Registration

BIICL Members:

  • Individual - £40
  • Full-time Academic - £25
  • Full-time Student - £15

Non-members:

  • Individual - £70
  • Full-time Academic - £45
  • Full-time Student - £25

N.B. The Academic rate also applies to staff of government and non-profit organisations.

Register for this event

 

FREE NGO Places

A limited number of places for this event are available for staff of NGOs to attend free of charge as part of an initiative by the Bingham Centre for the Rule of Law to provide NGOs with access to legal education and training events.

Please email our Events Team at eventsregistration@biicl.org with your contact details, your position and the NGO that you work for. We will organise your attendance, subject to availability.

Contact

If you have any queries, please contact the Events team

68929| British Institute of International and Comparative Law| International Economic Agreements and the Rule of Law - the case of the Transatlantic Trade and Investment Partnership (TTP)|

Save the Date: International Economic Agreements and the Rule of Law - the case of the Transatlantic Trade and Investment Partnership (TTIP)

 

 

Date: 13th October 2015

Time: 17:00-19:00, followed by a reception (tbc)

Venue: Jones Day, 21 Tudor Street, London, EC4Y 0DJ

The United States and the European Union, together with industry representatives, are currently engaged in negotiations on the Transatlantic Trade and Investment Partnership (TTIP). TTIP primarily aims to align regulation and remove non-tariff barriers between the two blocs. If it materialises, TTIP will become a landmark trade agreement between two of the world's biggest and richest trading powers. Supporters of TTIP argue that it will unleash prosperity and economic development, while opponents view a number of issues with it, including the lack of transparency with which negotiations are undertaken, as well as the role of hotly contested Investment State Dispute Settlement (ISDS) mechanisms. They also argue that TTIP would likely lead to lowering health, food and agriculture standards in Europe.

Internationally, TTIP is likely to become a blueprint for future trade agreements between Europe, the United States and developing countries. Studies have argued on the one hand that TTIP will boost trade in the rest of the world and benefits will therefore trickle down to a greater number of countries. On the other, research also shows that some countries will also lose out heavily from TTIP.

On 13 October, panellists will convene to discuss TTIP as it relates to the rule of law, and will consider among other things:

  • Rule of Law and Accountability in the negotiation of trade agreements - what is the role of parliaments in overseeing TTIP, and what kind of national accountability mechanisms are in place? What redress mechanisms are built-in within Bilateral Trade Agreements generally, and how do these relate/not to the rule of law?
  • The effect of Investor-State Dispute Settlement (ISDS) and ad hoc tribunals on rule of law, and the place of the Judiciary in dispensing justice.
  • Costs and benefits, winners and losers, and implications for the UK
  • How bilateral dispute settlement mechanisms and the establishment of new institutions within TTIP might undermine the role of the World Trade Organisation (WTO), which includes elected bodies and representatives.
  • How do these bilateral trade agreements (in which dispute resolution can be privatised) impact developing countries?

This event is free to attend.

Advance registration is required.

REGISTER NOW

If you have any queries, please contact the Events team

68925| Multiple Locations| Leadership Skills for Head Nurses|

COURSE SUMMARY

The Head Nurse or Practice Manager role and the challenges associated with it can vary tremendously, depending on the environment, management and staff structure and practice type/size. Many may also have evolved into a management position with little or no training and/or support, and feel ill-equipped to deal with the array of responsibilities that are required of them, in what can and should be a fulfilling and rewarding position that could transform your career.

Whether you are planning on moving into management, are new to the head nurse or practice manager role, or have held this position for a while and just need some new ideas; then this module will assist you with some of those essential skills needed to be a confident and effective manager and leader.

 

SYLLABUS: MODULE I

  • Time Management - it can be so difficult to fit the variety of tasks we need to into our working day, but efficient time management is essential to get things done, free your time for important stuff, achieve that ever coveted life/work balance, and stay sane!
  • Delegation - we know we need to do this, right? But why and where does it go wrong? Why do we feel we can't pass some things along? Learn how to delegate effectively and for the good of everyone!
  • Successful meetings - ok, so we've all been to those meetings that seem to never end, and have no clear outcomes.. Learn some key strategies for ensuring meetings are organised, fruitful and enjoyable!
  • Reflection - Thinking about 'where you are, your strengths and weaknesses, how to move forward and where you want to be' are all essential skills for a successful manager, and will help you in areas beyond your work too.

 

LEARNING OUTCOMES: MODULE I

By the end of this module, successful candidates will be able to:

  • Identify key strategies in achieving effective and efficient time management, applicable to own situation
  • Appreciate and implement the processes for successful delegation, with maximal benefits to all parties
  • Understand key aspects of productive meetings, and how to apply and manage a variety of approaches to meetings for the future
  • Appreciate and apply the principles of reflection for personal development

 

 TUTOR

 Louise Monsey BSc (Hons) Cert Ed V1 A1 QTLS RVN
Louise will be your tutor for the module/s

Louise qualified as a Veterinary Nurse in 2001, held a head nurse position in 2002 to 2004, then began lecturing at The College of Animal Welfare in 2004, where she completed her Certificate in Education. She was promoted to Senior Course Tutor; leading a team of lecturers and running the suite of veterinary nursing courses. She loved teaching but missed practice, so returned to practice as head nurse once again in 2008.

She helped establish the Veterinary Nursing degree courses at The College of West Anglia/Anglia Ruskin University before starting as a Lecturer in Veterinary Nursing at the Royal Veterinary College in 2013. She is module leader for the Veterinary Nursing Applied Science 1 module, deputy module leader for the Graduate Diploma in Veterinary Nursing Diagnostic Imaging module and year-leader for the BSc in Veterinary Nursing.

She also holds a first class honours degree in Zoology, and has worked for a year in genetics research into canine hip dysplasia at the Animal Health Trust.

Louise holds an impressive combination of leadership skills in veterinary nursing and course provision, alongside experience and passion for teaching; and is in a great position to provide expert guidance for candidates throughout their leadership skills modules.

 

Please visit the website for more information and to book.

68926| Multiple Locations| Leadership Skills for Head Nurses|

COURSE SUMMARY

The Head Nurse or Practice Manager role and the challenges associated with it can vary tremendously, depending on the environment, management and staff structure and practice type/size. Many may also have evolved into a management position with little or no training and/or support, and feel ill-equipped to deal with the array of responsibilities that are required of them, in what can and should be a fulfilling and rewarding position that could transform your career.

Whether you are planning on moving into management, are new to the head nurse or practice manager role, or have held this position for a while and just need some new ideas; then this module will assist you with some of those essential skills needed to be a confident and effective manager and leader.

 

SYLLABUS: MODULE I

  • Time Management - it can be so difficult to fit the variety of tasks we need to into our working day, but efficient time management is essential to get things done, free your time for important stuff, achieve that ever coveted life/work balance, and stay sane!
  • Delegation - we know we need to do this, right? But why and where does it go wrong? Why do we feel we can't pass some things along? Learn how to delegate effectively and for the good of everyone!
  • Successful meetings - ok, so we've all been to those meetings that seem to never end, and have no clear outcomes.. Learn some key strategies for ensuring meetings are organised, fruitful and enjoyable!
  • Reflection - Thinking about 'where you are, your strengths and weaknesses, how to move forward and where you want to be' are all essential skills for a successful manager, and will help you in areas beyond your work too.

 

LEARNING OUTCOMES: MODULE I

By the end of this module, successful candidates will be able to:

  • Identify key strategies in achieving effective and efficient time management, applicable to own situation
  • Appreciate and implement the processes for successful delegation, with maximal benefits to all parties
  • Understand key aspects of productive meetings, and how to apply and manage a variety of approaches to meetings for the future
  • Appreciate and apply the principles of reflection for personal development

 

 TUTOR

 Louise Monsey BSc (Hons) Cert Ed V1 A1 QTLS RVN
Louise will be your tutor for the module/s

Louise qualified as a Veterinary Nurse in 2001, held a head nurse position in 2002 to 2004, then began lecturing at The College of Animal Welfare in 2004, where she completed her Certificate in Education. She was promoted to Senior Course Tutor; leading a team of lecturers and running the suite of veterinary nursing courses. She loved teaching but missed practice, so returned to practice as head nurse once again in 2008.

She helped establish the Veterinary Nursing degree courses at The College of West Anglia/Anglia Ruskin University before starting as a Lecturer in Veterinary Nursing at the Royal Veterinary College in 2013. She is module leader for the Veterinary Nursing Applied Science 1 module, deputy module leader for the Graduate Diploma in Veterinary Nursing Diagnostic Imaging module and year-leader for the BSc in Veterinary Nursing.

She also holds a first class honours degree in Zoology, and has worked for a year in genetics research into canine hip dysplasia at the Animal Health Trust.

Louise holds an impressive combination of leadership skills in veterinary nursing and course provision, alongside experience and passion for teaching; and is in a great position to provide expert guidance for candidates throughout their leadership skills modules.

 

Please visit the website for more information and to book.

68890| Multiple Locations| Award in Education and Training|

Level 3 Award in Education and Training

 Overview:

 This course gives you the structure you need to deliver a well planned lesson which meets the needs of your learners.

 The course is an  intensive week-long, online learning course with a tutor who will guide you through to completion. The tasks are completed online. On the final day of the course the group comes together in Milton Keynes to deliver their micro teach sessions to their fellow learners; alternatively, this can be done via Skype.

The Award in Education and Training course is an introductory course for anyone wanting to prepare for a teaching or training role.

You are required to read the course notes, participate in text discussion forums, complete short assignments, produce a lesson plan for a 15 minute lesson, present your lesson to the group, evaluate another micro teach, reflect on your own lesson and summarise what you have learnt over the week.

 Requirements:

You must be aged 19 or over.

Our policy is that the course is open to everyone who is capable of reaching the required standards.

 Career Path:

Teaching or Training

Course Price (inc. VAT) and Duration:

£250

1 week Intensive - Part-Time - Online

Awarded By: Training Qualifications UK

 

68891| Multiple Locations| Award in Education and Training|

Level 3 Award in Education and Training

 Overview:

 This course gives you the structure you need to deliver a well planned lesson which meets the needs of your learners.

 The course is an  intensive week-long, online learning course with a tutor who will guide you through to completion. The tasks are completed online. On the final day of the course the group comes together in Milton Keynes to deliver their micro teach sessions to their fellow learners; alternatively, this can be done via Skype.

The Award in Education and Training course is an introductory course for anyone wanting to prepare for a teaching or training role.

You are required to read the course notes, participate in text discussion forums, complete short assignments, produce a lesson plan for a 15 minute lesson, present your lesson to the group, evaluate another micro teach, reflect on your own lesson and summarise what you have learnt over the week.

 Requirements:

You must be aged 19 or over.

Our policy is that the course is open to everyone who is capable of reaching the required standards.

 Career Path:

Teaching or Training

Course Price (inc. VAT) and Duration:

£250

1 week Intensive - Part-Time - Online

Awarded By: Training Qualifications UK

 

68892| Multiple Locations| Award in Education and Training|

Level 3 Award in Education and Training

 Overview:

 This course gives you the structure you need to deliver a well planned lesson which meets the needs of your learners.

 The course is an  intensive week-long, online learning course with a tutor who will guide you through to completion. The tasks are completed online. On the final day of the course the group comes together in Milton Keynes to deliver their micro teach sessions to their fellow learners; alternatively, this can be done via Skype.

The Award in Education and Training course is an introductory course for anyone wanting to prepare for a teaching or training role.

You are required to read the course notes, participate in text discussion forums, complete short assignments, produce a lesson plan for a 15 minute lesson, present your lesson to the group, evaluate another micro teach, reflect on your own lesson and summarise what you have learnt over the week.

 Requirements:

You must be aged 19 or over.

Our policy is that the course is open to everyone who is capable of reaching the required standards.

 Career Path:

Teaching or Training

Course Price (inc. VAT) and Duration:

£250

1 week Intensive - Part-Time - Online

Awarded By: Training Qualifications UK

 

68866| Tyc GIS| ArcGIS Course applied to Geology and Mining - Online Training|

This course will qualify students in ArcGIS Desktop 10.x and, in particular, in ArcMapArcCatalog and ArcToolBox, for the development of projects related to geology, hydrogeology and mining.  

Students will gain advanced knowledge in ArcGIS 10 tools, useful for the design of geologic and hydrologic studies, such as georeferencing and digitizing of geological maps, generating DTMs, 3D cuts, estimating piezometric levels, drainage networks, multivariable analysis for the location of mining exploitations, and landscape and topographic studies.

Studying the online course, students will have access to our virtual learning platform (available 24 hours) where they will find the course contents, exercises, discussion forums and additional content. In this plaftorm, students are provided with real time support from the instructor (2 hours per week) whom they can contact via direct messages to solve doubts at any moment. They can also contact the instructor via email.

68865| Tyc GIS| ArcGIS 10 and Autocad Map 3D Course for Digital Mapping|

The goal of the ArcGIS and AutoCAD Digital Mapping course is, apart from learning how to use each program separately, know about their potentialities and migrate data from one another, allowing students select the most adequate software for each situation.

The course is divided in three blocks:

Block I – ArcGIS Desktop will train students in ArcGIS Desktop 10 focusing on the use and management of vector data models, their relation with data bases and in creating mapping.

Block II – Migrating data from GIS to CAD through the advanced use of a geodatabase.

Block III – AutoCAD Map 3D will train students in AutoCAD Map 3D, facilitating their introduction to AutoCAD, from first steps to the creation and editing of objects, the use of geospatial tools and the generation of maps.

Studying the online course, students will have access to our virtual learning platform (available 24 hours) where they will find the course contents, exercises, discussion forums and additional content. In this plaftorm, students are provided with real time support from the instructor (2 hours per week) whom they can contact via direct messages to solve doubts at any moment. They can also contact the instructor via email.

68864| Tyc GIS| ArcGIS 10.x Course applied to Environmental Management|

This course will qualify students in ArcGIS Desktop 10.x and in particular in ArcMap, ArcCatalog and ArcTool Box applying advanced techniques (vector and raster data models) for environmental projects.  

Students will become proficient ArcGIS 10 users for the design of environmental studies (environmental Impact studies, environmental documents, fauna studies, etc.). The student will be trained in creating high quality mapping, spatial multi-criteria analysis for environmental management and project alternative studies, as well as in least impact routing. 

Studying the online course, students will have access to our virtual learning platform (available 24 hours) where they will find the course contents, exercises, discussion forums and additional content. In this plaftorm, students are provided with real time support from the instructor (2 hours per week) whom they can contact via direct messages to solve doubts at any moment. They can also contact the instructor via email.

68860| City University, London| Wellbeing in Dementia Matters|

The importance of wellbeing for the person with dementia cannot be overstated. However, it is easier to talk about than to achieve. Wellbeing depends on a complex mix of physical, mental, emotional and spiritual support issues, all of which co-exist in a state of flux throughout the progression of the disease.

Through a series of exercises, reflection and discussion, staff are introduced to and practise interactive techniques that can improve their relational, empathic engagement, listening and communication skills.

The techniques help learners understand that responding to such a complex mix of care needs through the person’s dementia journey, means connecting meaningfully. They also offer carers new ways to gain deeper understanding of the person and their changing needs, and encourage them to consider the person’s needs more than the symptoms.

Tutor Info

Sarah Reed is a dementia communication specialist with fifteen years’ experience as a result of her mother’s experience of Alzheimer’s disease. She created Many Happy Returns Chatterbox cards, to promote better connection with people with dementia, through reminiscence. Her interactive REAL communication workshops were translated to an online learning tool for Norfolk & Suffolk Dementia Alliance, receiving the Gold Award in the 2014 Learning Awards. She works with the core team at My Home Life England, which promotes quality of life in care homes; for the Care Quality Commission both as an Expert by Experience and as a member of the Co-production advisory group.

Suzy Webster is a popular dementia care trainer originally from a background of social care. She works for AgeUK My Home Life Cymru, which promotes quality of life in care homes in Wales. She is an AgeUK Care Quality Commission Expert by Experience and dementia trainer and is a regular speaker for the Dementia Action Alliance.. She lives with her husband, young family, her father and her mother, who lives with younger onset dementia. This gives her both breadth and depth of knowledge in dementia care.

Eligibility

Qualified healthcare professionals, support and care staff and healthcare assistants in NHS Trusts, GP surgeries, private hospitals and care homes.

What will I learn?

You will:

  • Understand that how a person experiences dementia depends on many factors, including their physical make-up, emotional resilience, the medication they take and the support they can rely on.
  • Learn simple techniques to help support the person’s – and their own self-esteem through good compassionate and relational practice.
  • Explore the psyco-social issues connected with the negative aspects of dementia: fatigue, pain, confusion, delirium, depression, distress, frustration, anger and bereavement.
  • Consider issues and techniques to better support and enable the person to maintain a independent quality of life for as long as possible.
  • Consider the importance of nutrition, hydration, exercise and lifestyle on the person’s experience and techniques to help the person maintain good health throughout the dementia journey.
  • Explore how the needs of both the person with dementia and their carer/s also change as the person becomes increasingly frail and dependent.
  • Consider how at the end of life, connection relies on feelings, body language and other, unspoken communication with techniques that validate the person and their emotional state.

Leads To...

The course leads to more intensive learning around psycho-social approaches, therapeutic and treatment options and the relationship between person-centred approaches and the implications of pharmacological interventions.

68855| City University, London| REAL Communication|

All dementia care is communication. The course explores the REAL Communication approach and introduces evidence-based, simple techniques for the four essential pillars of effective interaction with older people with dementia: Reminiscence, Empathic engagement, Active listening and Life story.

The course considers how to make communication more enjoyable and easier with older people with dementia, and demonstrates why this promotes better care and improves the quality of life for everyone involved in the person’s care.

It also explores techniques to address issues related to understanding and use of language, which often diminish as dementia advances and feelings and non-verbal communication which generally increasing as the person’s verbal abilities decline. The techniques help learners understand that all dementia care is about connecting meaningfully throughout a person’s dementia journey.

Tutor Info

Sarah Reed is a dementia communication specialist with fifteen years’ experience as a result of her mother’s experience of Alzheimer’s disease. She created Many Happy Returns Chatterbox cards, to promote better connection with people with dementia, through reminiscence. Her interactive REAL communication workshops were translated to an online learning tool for Norfolk & Suffolk Dementia Alliance, receiving the Gold Award in the 2014 Learning Awards. She works with the core team at My Home Life England, which promotes quality of life in care homes; for the Care Quality Commission both as an Expert by Experience and as a member of the Co-production advisory group.

Eligibility

Qualified healthcare professionals, support and care staff and healthcare assistants in NHS Trusts, GP surgeries, private hospitals and care homes.

What will I learn?

The course helps learners understand and work with the four elements of REAL communication:

A series of interactive exercises, games, reflection and discussion, explore the four aspects of REAL communication. Staff practice a range of flexible techniques that enhance their dementia communication awareness and improve their reminiscence, empathic engagement, active listening and life story gathering skills that can improve their ability to.

  • Initiate and sustain meaningful conversations with older people living with dementia.
  • Practise greater empathic engagement and active listening skills
  • Capitalise on people’s long-term memories to provide more appropriate and relevant care
  • Use resources to prompt and promote conversations
  • Understand how behaviours may speak louder than words and can affect the person with dementia negatively, prompting behaviours that challenge

Leads To...

The course leads to more intensive learning around communication and the psycho-social needs of the person with dementia and their carer.

68849| City University, London| Minor Injuries Management for School Nurses|

This one day course is intended to be an update in minor injuries and ailments for school nurses. It covers the following:

  • The principles of triage and working alone
  • Assessment of limb injuries
  • Sporting injuries
  • Minor head and facial injuries
  • Common ENT presentations
  • Common ophthalmology presentations
  • Assessment and management of acute wounds and burns
  • Steri-strip and tissue adhesive workshop.

Tutor Info

Tanya Middlehurst has had a long and varied career in A&E. While working as an A&E sister she developed an interest in the management of minor injuries and illness and spent a significant period of time working as an Emergency Nurse Practitioner.

She then became a Lecturer Practitioner in A&E, a post jointly shared between Homerton Hospital and City University. During this time she was the module leader for the post-registration A&E and trauma modules. Following this Tanya became a Nurse Consultant in A&E at Homerton, while continuing to teach at City. During her A&E career she has been an Advanced Life Support (ALS), Paediatric Advanced Life Support (PALS) and Advanced Trauma Care Course (ATCC) instructor.

Her most recent post was as Head of Practice Development at Homerton and she is currently a Consultant at City University. She holds an MSc in Nursing (Advanced Practitioner Pathway) and has published work in relation to trauma and minor injuries and ailments.

Eligibility

Nursing staff working as School Nurses.

English Requirements

Applicants must be proficient in spoken and written English.

What will I learn?

This study day will ensure that you are up to date in the assessment and management of minor injuries and ailments in a school setting. It will enhance the care you are able to deliver by ensuring your skills and knowledge is maintained, developed and up to date. You will receive a certificate of attendance from City University London.

Teaching and Assessment

There is no formal assessment for delegates on this day but the day will be evaluated and comments received with thanks.

Recommended Reading

Please review paediatric anatomy and physiology prior to attending.

68843| City University, London| Making person-centred dementia care REAL|

Though often experienced, well meaning and hard working, many care home staff are largely task-focused. Tasks prevent them from having meaningful engagement with their residents, especially those with dementia. Apart from pressures imposed by management, fear of deeper engagement can also be at the root. Sometimes staff may busy themselves with tasks specifically in order to avoid engagement with their residents.

Through a series of linked exercises, reflection and discussion, staff are introduced to and practise a range of interactive techniques that enhance their dementia awareness and improve their relational, empathic engagement, active listening skills. The techniques help learners understand that all dementia care is about connecting meaningfully and encourage deeper understanding of how the world might seem from the perspective of a person with dementia, who may become increasingly isolated through their dementia journey.

Tutor Info

Sarah Reed is a dementia communication specialist with fifteen years’ experience as a result of her mother’s experience of Alzheimer’s disease. She created Many Happy Returns Chatterbox cards, to promote better connection with people with dementia, through reminiscence. Her interactive REAL communication workshops were translated to an online learning tool for Norfolk & Suffolk Dementia Alliance, receiving the Gold Award in the 2014 Learning Awards. She works with the core team at My Home Life England, which promotes quality of life in care homes; for the Care Quality Commission both as an Expert by Experience and as a member of the Co-production advisory group.

Eligibility

Qualified healthcare professionals, support and care staff and healthcare assistants in NHS Trusts, GP surgeries, private hospitals and care homes.

What will I learn?

The short course provides a range of techniques that can improve staff ability to

  • Consider the person, their life, background and culture – rather than the dementia
  • Respect the person as an equal – treating them as we want to be treated
  • Reflect on how their ‘personhood’, interests and life experiences affect their needs and preferences now
  • Consider a range of options for more effective interaction with the person during tasks
  • Understand how a person’s needs change as their dementia deepens.

Leads To...

The course leads to more intensive learning around therapeutic relationships and the relationship between person-centred approaches in management and the development of services.

68842| City University, London| Living well or living better?|

We all place a high value on our uniqueness as individuals and our independence. We take it as a human right that we should have voice, choice and control over the things that matter in our lives, not only privately and socially, but also within the community. When someone is living with dementia, maintaining their identity this is not necessarily easy, especially when vocabulary and reasoning is increasingly impaired and feelings become more acute and more important.

The course addresses the key issues in enabling the person to live well with dementia through the journey and through interactive exercises, games, discussion – and some fun – the learner will consider the needs of the person living with dementia and explore strategies and techniques to enable them to live better.

Tutor Info

Sarah Reed is a dementia communication specialist with fifteen years’ experience as a result of her mother’s experience of Alzheimer’s disease. She created Many Happy Returns Chatterbox cards, to promote better connection with people with dementia, through reminiscence. Her interactive REAL communication workshops were translated to an online learning tool for Norfolk & Suffolk Dementia Alliance, receiving the Gold Award in the 2014 Learning Awards. She works with the core team at My Home Life England, which promotes quality of life in care homes; for the Care Quality Commission both as an Expert by Experience and as a member of the Co-production advisory group.

Eligibility

Qualified healthcare professionals, support and care staff and healthcare assistants in NHS Trusts, GP surgeries, private hospitals and care homes.

What will I learn?

Confusion, memory loss and perceptual distortions are the daily experience of a person living with dementia and these factors can seriously impede a person’s way of life. Staff will explore strategies to:

  • support the person with dementia to remain as independent as possible in their daily living needs along the journey of dementia as their cognitive abilities decline
  • encourage a sense of purpose in meaningful activities and a sense of achievement when accomplished
  • practically adapt the home environment
  • promote and encourage physical and mental activity
  • address a person’s sexual and spiritual needs
  • better acknowledge a person’s thoughts and feelings

Leads To...

The course leads to more intensive learning around therapeutic relationships and the relationship between person-centred approaches in management and the development of services.

68839| City University, London| Immunisation|

This study day will ensure delegates practice immunisation more effectively, from assessment to administration in both adults and children. It will enhance the care you are able to deliver by ensuring your skills and knowledge are maintained, developed and up to date. You will receive a certificate of attendance from the prestigious City University London.

Marie is a Senior Lecturer in Practice Nursing with extensive experience in the field, from clinical to managerial roles. In her role as Senior Lecturer, she develops curricula tailored to meet the changing needs of today's Practice Nurse. One of these curricula developments is the BSc (Hons) Primary Care (Practice Nursing) degree, with an emphasis on long term conditions. During her 14 years at City University she has developed immunisation courses for Registered Nurses, Pharmacists and Healthcare Support Workers.

What will I learn?

This one-day immunisation course will cover the following crucial areas:

  • Immunity
  • Factors affecting sero-protection
  • Where to obtain contemporary information concerning immunisation (e.g. Immunisation Against Infectious Diseases and other websites)
  • Vaccination of individuals with uncertain or incomplete immunisation status (Public Health England, 2014)
  • Assessment, documentation and obtaining informed consent
  • The childhood immunisation programme: composition and recent changes to the programme. The childhood immunisation programme will include vaccines that are administered from six weeks, such as the BCG, the primary immunisation schedule (i.e. at two, three and four months), all routine vaccinations to preschool age, the HPV programme the influenza programme (from six months +) and other immunisation programmes
  • Anaphylaxis: recognition and treatment.
68836| City University, London| Family-centred dementia care|

Families and carers are experts in the care of their loved ones who live with dementia.

This course explores how to work with families and carers to get the best outcomes for people with dementia in their care, considering how dementia impacts the whole family. The course will focus on how relationships can be supported by health professionals to improve the quality of life for all.

The course includes real-life examples of the challenges families face when caring for someone with dementia drawn from personal experience, to highlight the needs of multi-generational families: family-centred care. It will explore the nature of emotional support and the importance of listening and learning from carers.

The course includes interactive exercises, discussion and some fun – and promotes greater insight into what it means to care for someone who lives with dementia and the role of the carer in supporting and enhancing those relationships.

Tutor Info

Suzy Webster is a popular dementia care trainer originally from a background of social care. She works for AgeUK My Home Life Cymru, which promotes quality of life in care homes in Wales. She is an AgeUK CQC Expert by Experience and dementia trainer. She lives with her husband, young family, her father and her mother, who lives with young onset dementia. This gives her both breadth and depth of knowledge in dementia care.

Eligibility

Family members and carers, qualified healthcare professionals, support and care staff and healthcare assistants in NHS Trusts, GP surgeries, private hospitals and care homes.

What will I learn?

You will:

  • understand the significance of family, carers and social networks in planning and providing care and the importance of developing partnerships with family members and carers
  • understand the impact that caring for a person with dementia will have on relationships; and the importance of recognising and assessing a carer’s own needs, including respite
  • understand the importance of and explore techniques to gather information about a person’s history and preferences
  • understand potential socio-cultural differences in the perception of the care-giving role
  • consider the additional concerns of and issues for younger carers
  • be able to better support family carers to access and use information and local support networks, to consider options and make decisions

Leads To...

The course leads to more intensive learning around therapeutic relationships and the relationship between person-centred approaches, understand legislation relevant to carers’ rights and the role of personalisation in management and the development of services for families and carers.

68835| City University, London| Ear Care|

An overview of the anatomy and physiology of the ear. The correct method to perform ear examination using an otoscope. Client assessment and integration of the national ear care guidelines. Practical sessions will include ear examination using otoscopes and the use of a recommended ear irrigator.

Tutor Info

Marie C. Hill is a Senior Lecturer [Practice Nursing]. Marie has been involved in the development and delivery of one day ear care courses in the School of Health Sciences for over 10 years.  She holds the National Diploma in Primary Ear Care for Practitioners.

Eligibility

Registered Nurses current on the NMC register.

English Requirements

Applicants must be proficient in written and spoken English.

What will I learn?

The correct technique to examine the ear and the ability to identify landmarks of the pinna and tympanic membrane.  The course will provide a comprehensive overview of the national ear care guidelines and how these guidelines are applied in clinical practice, when presented with a client for ear irrigation.

Teaching and Assessment

The course tutor provides feedback to students on otoscopy technique as well the use of a recommended ear irrigator.

Recommended Reading

Students are recommended to revise the anatomy and physiology of the ear prior to the course.

Leads To...

Students will be able to:

  • Have increased knowledge of the anatomy and physiology of the ear, including the main landmarks of the tympanic membrane, which will be facilitated by feedback from the course tutor
  • Undertake the correct method  to examine an ear with an otoscope
  • Understand and have greater knowledge on the skill of ear irrigation: adhering to national guidelines in best ear care practice
  • Understand the necessity of performing aural care following ear irrigation.
68830| City University, London| Cytology Update|

Cervical Screening Programmes, Annual Reviews and the outcomes of taking smears. What is normal and what do we need to know when taking a cervical sample? HPV testing and the impact on cytology.
Cervical Quiz- test yourself on your knowledge and have some fun.

Tutor Info

Valerie McMunn is a lecturer in contraception, sexual health and cytology. She joined City University London in 2010 and maintains the skills and knowledge she teaches by continuing to work clinically.

Eligibility

Cervical sample takers.

English Requirements

Applicants must be proficient in spoken and written English.

68829| City University, London| Contraception Update|

This unit is for nurses involved in advising patients on contraceptive methods. Covering: different methods of contraception and their advantages and disadvantages, How to confidently advise on contraceptive options in individual clinical cases, How to explain to patients how each contraceptive method should be used, The ethical and legal aspects of contraceptives and their prescription in various scenarios.

Tutor Info

Valerie McMunn is a lecturer in contraception, sexual health and cytology. She joined City University London in 2010 and maintains the skills and knowledge she teaches by continuing to work clinically.

Eligibility

Nurses and other health professionals working in women's health, family planning, contraception or sexual health.

English Requirements

Applicants must be proficient in spoken and written English.

68827| City University, London| Clinical Observations and Recognizing a Deteriorating Patient|

This half-day course is intended to be an introduction or an update for staff working as Health Care Support Workers (HCSW's) in a care setting. It has been developed in response to reports which suggest that although HCSW's spend more time at the bedside than registered nurses, they receive significantly less training, education and supervision.

The study session will ensure that you have an understanding of the importance and implications of clinical observations, when they are abnormal and how to respond appropriately.

It will enhance the care you are able to deliver by ensuring your skills and knowledge is maintained, developed and up to date. You will receive a certificate of attendance from City University London.

Tutor Info

Tanya Middlehurst has had a long and varied career in A&E, predominantly at Homerton Hospital in East London. While an A&E sister she developed an interest in the management of minor injuries and illness and a significant period of time working as an Emergency Nurse Practitioner followed.

She then became a Lecturer Practitioner in A&E, a post jointly shared between Homerton Hospital and City University. During this time she was the module leader for the post-registration A&E and trauma modules. Following this Tanya became a Nurse Consultant in A&E at Homerton, while continuing to teach at City. During her A&E career she has been an Advanced Life Support (ALS), Paediatric Advanced Life Support (PALS) and Advanced Trauma Care Course (ATCC) instructor.

Her most recent post was as Head of Practice Development at Homerton and is currently a Consultant at City University.

She holds an MSc in Nursing (Advanced Practitioner Pathway) and has published work in relation to trauma and minor injuries and ailments.

Eligibility

Staff working as Health Care Support Workers (HCSW's).

English Requirements

Applicants must be proficient in spoken and written English.

What will I learn?

  • An overview of healthcare provision in hospitals and the current situation around HCSW-administered care
  • An introduction to the National Early Warning System (NEWS) and how it is used to enhance patient care
  • The importance of clinical observations, and of doing them in a timely and appropriate manner
  • Using the "Why, When, How, What, Where" approach (based on the RCN's First Steps programme) the following clinical observations will be discussed:

    • Respiratory rate
    • Heart rate
    • Blood pressure
    • Oxygen saturation
    • Temperature
    • Level of consciousness (including GCS and AVPU)
    • Capillary refill
    • Oxygen therapy
    • Peak flow
    • Urinalysis
    • Fluid balance
    • Body Mass Index
  • The implications of abnormal observations, which may indicate a deteriorating patient, and the appropriate course of action
  • An overview of common conditions (COPD, asthma and diabetes) and how they affect a patient's state of health
  • An brief discussion about shock (hypovolaemic and anaphylactic), its causes, presentation and treatment
  • The implications of how certain drugs can affect clinical observations
  • Accountability, responsibility, documentation and the HCSW Code of Conduct
  • Implications for the future, including the Francis Report and the Cavendish Review.

Teaching and Assessment

There is no formal assessment for the delegates on this day but the day will be evaluated and your comments will be received with thanks.

68824| City University, London| An Overview of Contraception|

This 2 day contraception course enables nurses to give advice in all methods of contraception. It will enable nurses to give safe care in relation to pill checks, repeat contraception injections, pregnancy testing, emergency contraception, and giving advice about the risks and benefits of all methods of contraception to enable women to give informed consent and choose safe options.

Tutor Info

Val McMunn in a lecturer at City University and has lectured in contraception and sexual health for 14 years. She still works clinically in contraception and sexual health. She is a member of the Faculty of Sexual and Reproductive Healthcare and is an independent nurse prescriber. She holds a post graduate certificate in sexual health and has a recognised qualification from the Faculty in fitting Intrauterine devices and Implants.

Eligibility

This 2 day course is for any staff that is required to give contraception advice/care and who have not had any formal training or require a refresher in all contraception methods.

English Requirements

Spoken English essential.

What will I learn?

After attending these 2 days the delegates will have an understanding of all choices of contraception that are available and be able to have the knowledge to give advice to women on all methods of contraception.

68823| City University, London| Adult Dysphagia Training|

This introductory course will support nurses and healthcare assistants in understanding swallowing difficulties. The hands on workshop will also highlight common approaches to managing swallowing difficulties, both in acute and community settings. This course is tailored to healthcare staff working in elderly care or neurology specialties.

Eligibility

Nurses and healthcare assistants.

English Requirements

Applicants must be proficient in spoken and written English.

68781| Multiple Locations| Work-Based Learning in Practice RCM120|

It is recognised that learning can take place in a variety of settings. Work based learning is encouraged as part of government policy in making learning more relevant to the work place and to the work that people carry out within that environment.

Healthcare professionals carry out a range of work related tasks which could be used as the basis for further learning whilst at the same time gaining academic credit.

The flexibility of this work based learning approach will enable you to undertake study that will lead to a recognised credit bearing award but without the need to attend formal lectures within the university.

The work that you undertake as part of this module will be embedded within your clinical practice. Examples of such work include the development of treatment/imaging techniques, new policy procedure development. You will be allocated an academic supervisor from within the Division of Applied Biology, Diagnostic and Therapeutic Sciences (Radiography) in order to provide you with support and guidance throughout the duration of the module.

The module is designed to enable you to undertake scholarly activity within a specified work related area. Your learning will focus on the enhancement of practice relevant to your role.

Eligibility

Non EEA students can only apply as part of a programme, not as a stand-alone module.

  • Honours degree in radiography (typically minimum 2:2) from a UK university
      OR
  • appropriate professional qualifications e.g. Diploma of College of Radiographers.
  • International qualifications in Radiography may be acceptable if the holder is able to gain registration with the Health and Care Professions Council.


Any applicant with non-standard qualifications may apply subject to confirmation that their qualifications are acceptable and equivalent to an Honours degree in radiography from a UK university.

Normally applicants should have a minimum of two years clinical experience in their clinical specialty (e.g. radiotherapy/diagnostic imaging) before starting the module and should continue in clinical practice whilst undertaking the module.

English Requirements

For international applicants whose first language is not English, evidence will be required of your proficiency in English:

  • IELTS with a minimum score 7.0 (minimum of 7 in all categories).
68782| Multiple Locations| Work-Based Learning in Practice RCM120|

It is recognised that learning can take place in a variety of settings. Work based learning is encouraged as part of government policy in making learning more relevant to the work place and to the work that people carry out within that environment.

Healthcare professionals carry out a range of work related tasks which could be used as the basis for further learning whilst at the same time gaining academic credit.

The flexibility of this work based learning approach will enable you to undertake study that will lead to a recognised credit bearing award but without the need to attend formal lectures within the university.

The work that you undertake as part of this module will be embedded within your clinical practice. Examples of such work include the development of treatment/imaging techniques, new policy procedure development. You will be allocated an academic supervisor from within the Division of Applied Biology, Diagnostic and Therapeutic Sciences (Radiography) in order to provide you with support and guidance throughout the duration of the module.

The module is designed to enable you to undertake scholarly activity within a specified work related area. Your learning will focus on the enhancement of practice relevant to your role.

Eligibility

Non EEA students can only apply as part of a programme, not as a stand-alone module.

  • Honours degree in radiography (typically minimum 2:2) from a UK university
      OR
  • appropriate professional qualifications e.g. Diploma of College of Radiographers.
  • International qualifications in Radiography may be acceptable if the holder is able to gain registration with the Health and Care Professions Council.


Any applicant with non-standard qualifications may apply subject to confirmation that their qualifications are acceptable and equivalent to an Honours degree in radiography from a UK university.

Normally applicants should have a minimum of two years clinical experience in their clinical specialty (e.g. radiotherapy/diagnostic imaging) before starting the module and should continue in clinical practice whilst undertaking the module.

English Requirements

For international applicants whose first language is not English, evidence will be required of your proficiency in English:

  • IELTS with a minimum score 7.0 (minimum of 7 in all categories).
68774| City University, London| The application of research in clinical settings CRM002|

The aim of this module is to introduce you to the operational and strategic issues that you are likely to face when conducting and implementing research in clinical practice.

You will learn how to clearly differentiate between the clinical researcher and clinical practitioner roles and will explore the challenges of undertaking research as a clinician in a practice setting.

The module will allow you to critically discuss the ethical and consent issues pertaining to research in clinical practice and will be introduced to research governance procedures and protocols. In addition, it will cover the importance of service user involvement in the research process and the principles of improvement science in clinical practice.

You will also learn the key challenges related to the dissemination of research findings and critically discuss how to implement evidence-based practice in the clinical setting.

Eligibility

Non EEA students can only apply as part of a programme, not as a stand-alone module.

  • A good honours degree, upper second-class or equivalent
  • At least one year experience of working as a clinician in the health sector
  • Registration with A relevant UK professional body
  • Currently employed by the NHS or other healthcare organisation commissioned to provide services to the NHS
  • In addition we consider applications from capable individuals who may not have prior experience of working within the health sector but have clear plans for a future career path in clinical academic research.

English Requirements

For those students whose first language is not English, the following qualification is also required:

  • IELTS: 7.0
68760| City University, London| Social Determinants of Health PHM004|

The Social Determinants of Health module provides you with a strong, interdisciplinary foundation in social theory and the methodological instruments needed for individuals interested in making an impact on the way people are born, live, grow, work and age (including the healthcare system).

The focus of this module is to expose, explore and examine the core theories of social stratification, inequalities, inequities and social justice; the social patterning of disease and mortality and the social and biological factors in the aetiology of health outcomes as well as the ways in which these mechanisms can operate across the life-course. In so doing, the Social Determinants of Health module will enable you visualise the ways in which seemingly everyday aspects of life are inequitably distributed, shaped by and reproduce socio-economic pathways, thereby contributing to marked health disparities with fundamental bearing on health.

Eligibility

Non EEA students can only apply as part of a programme, not as a stand-alone module.

  • A first degree in a medical/health or social sciences discipline is required (minimum 2:1 honours degree, 3.0 GPA or an equivalent international degree)
  • Applicants with equivalent qualifications or substantial experience in health services will also be considered on an individual basis.

English Requirements

For those students whose first language is not English the following qualifications is also required:

  • IELTS: 7.0
68757| City University, London| Refractive Surgery OVM022|

Laser refractive surgery has developed massively since the first procedure in the UK in 1989. Refractive surgery now uses laser and non-laser techniques in an estimated 140,000 procedures per annum. Approximately a third of optometrists will at some stage in their careers become involved in the refractive surgery sector. However, at present, there is little provision for the teaching and training of refractive surgery principles and co-management within the undergraduate optometry programmes. This course presents the latest principles of both laser and non-laser refractive correction of ametropia and remains highly topical and relevant to all those in optometric practice.

Eligibility

 Non EEA students can only apply as part of a programme, not as a stand-alone module.

  • You should normally be a UK registered optometrist satisfying all legal requirements to be eligible to practise in the UK
  • You should also be registered with the General Optical Council
  • Overseas optometrists/ Medical Practitioners will be accepted on an ad hoc basis providing your undergraduate syllabus and clinical responsibilities are similar to those of a UK optometrist/Medical Practitioner.

English Requirements

For those students whose first language is not English, the following qualification is also required

  • IELTS: 7.0
68755| City University, London| Introduction to Public Health and Epidemiology PHM001|

The Introduction to Public Health and Epidemiology module provides an overview of important definitions and concepts, as well as an introduction to the changing panorama of public health problems.

The sub-module aims to provide you with the foundation of public health and a series of themes that underpin public health. It lays the foundation of ethics in public health and it takes a look back at the history of public health and epidemiology, followed by the health transitions. The module ranges from the foundations of Public Health, ethics in public health to principles of screening.

Eligibility

Non EEA students can only apply as part of a programme, not as a stand-alone module

  • A first degree in a medical/health or social sciences discipline is required (minimum 2:1 honours degree, 3.0 GPA or an equivalent international degree).
  • Applicants with equivalent qualifications or substantial experience in health services will also be considered on an individual basis.

English Requirements

For those students whose first language is not English, the following qualification is also required:

  • IELTS: 7.0
68754| City University, London| Psychology for health and social care APM003|

Psychology for Health and Social care looks at psychological and social factorsassociated with physical illness, the impact of illness on individuals, psychologicalintervention, and how this knowledge can be used in healthcare and social care practice.

The course is divided into three sections: Section 1 introduces psychological theories and evidence relevant to health and social care. Section 2 looks at the psychological impact of illness and psychological intervention. Section 3 uses case studies, such as child birth and cardiovascular disease, to explore how psychological theory and intervention can be used in practice.

Eligibility

Non EEA students can only apply as part of a programme, not as a stand-alone module.

English Requirements

For those students whose first language is not English the following qualifications is also required:

  • IELTS: 7.0

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