This course provides a comprehensive overview of clinical trial design, with a focus on pediatric and perinatal populations. It covers the development of study protocols, selection of interventions and comparators, and identification of trial outcomes. Participants will explore key trial design features and operating characteristics, as well as the differences between conventional and adaptive trial designs, including master protocols and platform trials. The course is designed to help learners apply best practices, understand methodological considerations, and critically evaluate different trial approaches. Developed by scientific and regulatory experts, it also incorporates perspectives on patient engagement and equity, diversity, and inclusion.

According to the RCMP, between 800 and 1,200 people are trafficked in and through Canada each year—many of them women, youth, and vulnerable individuals. Human trafficking is a serious violation of human rights and a growing concern across communities in Ontario and beyond. This online training module, developed for the Ontario Network of Victim Service Providers (ONVSP), is designed to raise awareness, build understanding, and equip frontline workers with practical strategies to recognize and support victims of human trafficking.

Through interactive content and real-world examples, learners will gain insight into the different forms of trafficking, common warning signs, and the complex trauma experienced by victims. The course also outlines appropriate, trauma-informed approaches to intervention and support—emphasizing safety, dignity, and long-term recovery.

This module is an essential learning tool for anyone involved in victim services, law enforcement, healthcare, or community outreach. Human trafficking often operates in the shadows, and many cases go undetected. By educating service providers and building community capacity, ONVSP aims to strengthen Ontario’s response and ensure victims are met with informed, compassionate care. Completing this module is a step toward being part of that solution.

Introduction to Continence Management is an 8-week course, self-paced and online, open to all health care professionals. Learners will be directed through a series of highly interactive modules designed to provide foundational knowledge in the area of continence management. Student’s will be supported by CNA certified NSWOCs via the online course forum and during weekly virtual office hours.

Course Outcomes:

• Students will be able to perform a basic continence-focused patient interview and physical assessment.
• Students will understand the physiology of urinary and fecal incontinence and identify associated risk factors.
• With enhanced foundational knowledge, students will select appropriate management strategies to maintain skin health and improve patient outcomes.
• Students will employ evidence-based practice in the selection and use of urinary catheter supplies, containment products, and barrier products.
• Students will identify and advocate for patients with continence-related issues and advocate, with an enhance ability to collaborate with the interprofessional team, including continence care specialists.

The Preceptor Education Program is a self-paced, online, interprofessional learning experience designed to support effective clinical teaching and learning. Through eight interactive modules, preceptors and students will explore key concepts, strategies, and practical tools to enhance clinical education and foster strong preceptor–student relationships.

This series contains all 8 modules including in the program:

• Module 1: Preparation and Orientation
• Module 2: Anti-Oppresive Practices
• Module 3: Developing Learning Objectives
• Module 4: Developing Clinical Reasoning
• Module 5: Reflective Practice
• Module 6: Feedback and Evaluation
• Module 7: Successfully Navigating Conflicts
• Module 8: The Virtual Placement

Duration: 6 hours

The Preceptor Education Program is a self-paced, online, interprofessional learning experience designed to support effective clinical teaching and learning. Through eight interactive modules, preceptors and students will explore key concepts, strategies, and practical tools to enhance clinical education and foster strong preceptor–student relationships.

In this 8th and final module, users learn a framework to guide preceptors and students to optimize learning and develop competencies in patient care within a virtual delivery model.

The Preceptor Education Program is a self-paced, online, interprofessional learning experience designed to support effective clinical teaching and learning. Through eight interactive modules, preceptors and students will explore key concepts, strategies, and practical tools to enhance clinical education and foster strong preceptor–student relationships.

In this 7th module, users learn to understand the conflicts within preceptor–student relationships and develop strategies to recognize, prevent and manage conflicts.

The Preceptor Education Program is a self-paced, online, interprofessional learning experience designed to support effective clinical teaching and learning. Through eight interactive modules, preceptors and students will explore key concepts, strategies, and practical tools to enhance clinical education and foster strong preceptor–student relationships.

In this 6th module, users learn practical tips and strategies for students and preceptors to ensure feedback and evaluation are a positive and rewarding experience.

The Preceptor Education Program is a self-paced, online, interprofessional learning experience designed to support effective clinical teaching and learning. Through eight interactive modules, preceptors and students will explore key concepts, strategies, and practical tools to enhance clinical education and foster strong preceptor–student relationships.

In this 5th module, users learn the tenets of reflective practice and ways to integrate reflective practice into the preceptor–student relationship.

The Preceptor Education Program is a self-paced, online, interprofessional learning experience designed to support effective clinical teaching and learning. Through eight interactive modules, preceptors and students will explore key concepts, strategies, and practical tools to enhance clinical education and foster strong preceptor–student relationships.

In this 4th module, users learn how to engage in ‘real-life’ professional practice and hone their ability to engage in increasingly complex clinical reasoning.

The Preceptor Education Program is a self-paced, online, interprofessional learning experience designed to support effective clinical teaching and learning. Through eight interactive modules, preceptors and students will explore key concepts, strategies, and practical tools to enhance clinical education and foster strong preceptor–student relationships.

In this 3rd module, users learn that how to write learning objectives while considering the strategies, supports, resources and proof required for successful achievement.

The Preceptor Education Program is a self-paced, online, interprofessional learning experience designed to support effective clinical teaching and learning. Through eight interactive modules, preceptors and students will explore key concepts, strategies, and practical tools to enhance clinical education and foster strong preceptor–student relationships.

In this 2nd module, users learn how to start or extend their understanding of anti-oppressive practices, and their application in health-care settings.

The Preceptor Education Program is a self-paced, online, interprofessional learning experience designed to support effective clinical teaching and learning. Through eight interactive modules, preceptors and students will explore key concepts, strategies, and practical tools to enhance clinical education and foster strong preceptor–student relationships.

In this 1st module, users learn that to set the stage for a successful placement, it is important that both student and preceptor engage in some preparation prior to its start.

This online course provides a comprehensive introduction to the principles, regulations, and ethical considerations surrounding clinical trials in Canada. Designed for individuals involved or interested in clinical research, the course is structured into three core modules.

Module 1 introduces the basics of clinical trials, tracing their historical evolution and key international regulatory milestones. Module 2 focuses on Canada’s regulatory framework, exploring the roles and responsibilities of clinical trial stakeholders and emphasizing ethical considerations such as privacy, confidentiality, and informed consent. Module 3 addresses equity and safety, highlighting the importance of inclusive research practices and the unique needs of children and pregnant individuals. It also covers adverse event reporting and safety protocols throughout the trial process.

By the end of the course, participants will be able to describe the Canadian approval and regulatory process, apply Good Clinical Practice (GCP) standards, understand informed consent and privacy obligations, and recognize strategies to improve equity in trial participation. The course concludes with an assessment, and a certificate is awarded upon successful completion.

Developed by leading scientific and regulatory experts and reviewed by specialists in patient engagement and equity, this course offers a well-rounded and practical foundation for understanding and conducting clinical trials ethically and effectively.

This online course on Diversity, Equity, and Inclusion (DEI) is designed to empower individuals and organizations to create inclusive environments that embrace and celebrate diversity. It explores the fundamental concepts of DEI, including understanding bias, fostering equity, and promoting inclusion across diverse groups.

Participants will begin by examining the importance of diversity and its impact on personal and organizational success. The course delves into equity, emphasizing the need for fair treatment, access, and opportunities for all, while addressing systemic barriers that marginalize specific groups. Inclusion is highlighted as the active effort to ensure everyone feels valued, respected, and empowered to contribute.

This course is ideal for healthcare professionals and leaders seeking to foster a more inclusive workplace or community. By the end, participants will have a clear understanding of DEI principles and actionable steps to create environments where everyone can thrive. Join us in building a future rooted in respect, collaboration, and equity for all.

Learning Objectives:

1. Practical Considerations for Conducting Clinical Trials in Canada – Gain a clear understanding of the essential steps and strategies to navigate the Canadian clinical trial environment successfully, including regulatory requirements.
2. How to Plan and Budget for a Clinical Trial – Learn effective techniques for creating comprehensive trial plans and budgets, while accounting for key factors.
3. Support Services and Resources Available – Discover the array of support networks and resources in Canada designed to streamline the trial process and foster collaborations.

Learning Objectives:

1. Identify various funding strategies for pediatric and perinatal clinical trials in Canada, including academic grants and industry partnerships.
2. Develop realistic expectations regarding the timeline and effort required to fund clinical trials through shared examples.
3. Understand different strategies when approaching industry and academic funders and identify key factors for successful proposals.

Learning Objectives:

1. Understand the significance of diversity, equity, and inclusion (EDI) in clinical trial teams and management practices, and how these elements contribute to improved research outcomes and participant experiences.
2. Learn effective strategies for fostering a culture of inclusion within clinical trial teams, including communication techniques, conflict resolution approaches, and decision-making processes that prioritize diverse perspectives.
3. Gain practical knowledge on implementing EDI principles when developing teams and clinical trials processes, with a focus on promoting fairness, accessibility, and representation across all phases of research.

Webinar Objectives:

The webinar will introduce effectiveness-hybrid designs, showcase examples, and outline important considerations for conducting these types of studies. It will also briefly summarize tensions that may occur in conducting implementation research and mention tools to support implementation planning and execution.

Webinar Objectives:

We will explore best practice guidelines for researchers to build more equitable, reflective, and inclusive research and clinical trials with respect to gender and sex. We will touch briefly on a variety of topics including participant eligibility, recruitment, sampling plans and data analysis, measurement of genders and sexes, responsiveness across time, and working with validated scales. The objective is to stimulate critical thought about effective integration of sex and gender in research and clinical trials and to offer some key resources for continued learning.

Webinar Objectives:

1. Understand the role that historical and ongoing marginalization play in research participation.
2. Discuss how research findings in homogeneous populations are not generalizable to all children.
3. Describe research approaches that can improve diversity and inclusion in pediatric clinical trials.

Webinar overview + objectives:

Therapies for rare diseases are emerging at a rapid pace, yet rigorous evidence regarding their safety, efficacy, and effectiveness in practice is often sparse and difficult to generate. High-quality longitudinal patient registries may help address this evidence gap. In this webinar, we will:

1. Describe the challenges in generating high-quality evidence about treatments for rare diseases.
2. Summarize some of the strategies proposed to address these challenges, emphasizing the potential value of patient registries.
3. Describe the features of registry-based randomized clinical trials and discuss the scientific and practical challenges associated with such trials.
4. Summarize current guidance and emerging developments in designing and improving rare disease registries to support clinical trials.

Learning Objectives:

1. Define patient/youth/family engagement as it applies to clinical trials.
2. List three reasons why engaging patient/youth/family partners may be valuable to your clinical trials research.
3. Discuss some tools and approaches to engage patient/youth/family partners with your clinical trials team.

This foundational online course is designed to build understanding of how clinical trials are approved, regulated, and conducted in Canada. Participants will explore Good Clinical Practice (GCP), ethics, informed consent, privacy, and the importance of equity and safety in research. Topics include international and Canadian regulatory frameworks, roles and responsibilities in clinical trials, and inclusion of underrepresented groups such as children and pregnant individuals. Developed by experts in the field, this course equips learners with essential knowledge and awards a certificate upon successful completion of the final assessment.

HCE Marketplace is a cloud-based learning platform offered by Dual Code that enables organizations to publish and distribute courses on the OCI™ marketplace, making them accessible to healthcare professionals worldwide. Courses can be offered for free or for a fee through a branded storefront, reaching learners via their employer’s HCE Workplace LMS or My Dual Code™, a free Learning Experience Platform (LXP) for healthcare workers.

This course is required for administrators and is essential for successfully managing your organization's HCE Marketplace learning environemnt. We recommend completing this course during onboarding or whenever a new administrator joins your team. It provides the knowledge and tools needed to effectively publish, manage, and track courses, ensuring your organization maximizes its reach and impact.

Product: Marketplace

Audience: Administrators

Level:Beginner

Format: Online (self-paced)

Activities: Reading material, video presentations, links to resources, knowledge checks.

Evaluation: Written exam

This comprehensive online training program ensures that staff providing non-direct care to residents in long-term care (LTC) homes receive essential education before starting their roles and undergo annual retraining. Designed to meet Ontario regulations and the Fixing Long-Term Care Act, 2021, the program aligns with best practices and legislative requirements.

The interactive courses simulate live training sessions, allowing staff to engage with the content and choose their preferred learning method—reading or audio narration. Covering key topics such as infection control, abuse prevention, routine practices, and the resident's bill of rights, the program ensures compliance and high-quality care.

Duration: 2.5 hours

The Vascular Access Education Program, offered by the Ontario Renal Network, is designed to provide healthcare professionals with comprehensive knowledge and practical skills for managing vascular access in patients with chronic kidney disease (CKD) undergoing hemodialysis. The program covers key topics, including the types of vascular access, patient assessment, insertion techniques, maintenance, and prevention of complications. Emphasizing best practices and evidence-based guidelines, the course ensures that participants are equipped to deliver high-quality, patient-centered care. Through interactive learning, case studies, and expert instruction, the program aims to improve vascular access outcomes, reduce complications, and enhance the overall effectiveness of renal treatment.

Dr. Stephanie Nixon introduces the Coin Model of Privilege and Critical Allyship as a framework for understanding anti-oppression and taking Anti-Racist action.  Dr. Nixon will help the viewer build a nuanced understanding of privilege and interlocking systems of oppression, as an onramp for deeper learning about Anti-Black Racism.

Duration: 90 minutes

The Introduction to Anti-Black Racism eLearning Module is an informative and engaging module that is designed to support health service providers and their learners, staff, and physicians in their Anti-Black Racism learning journey. The module offers Anti-Black Racism education that provides:

• An introduction to the historical roots and ongoing legacy of Anti-Black Racism in Canada
• Insight into the forms that Anti-Black Racism can take in people’s lives
• Opportunities for reflection and/or discussion on how to address Anti-Black Racism in work and personal life.

• Offer foundational education that facilitates and encourages continued learning and unlearning
• Implement strategies to utilize the module as a complimentary and/or mandatory resource to support new or existing Anti-Racism and/or Anti-Black Racism education

Keywords: DEI, Diversity, Equity, Inclusion

Duration: 25 minutes

Are you a healthcare professional interested in learning more about ostomy management?

Enrol today in the Practice Enrichment Series – Ostomy Management course offered by the Wound, Ostomy, and Continence Institute (WOC Institute)!

Modules

• Anatomy and physiology of the gastrointestinal and urinary systems
• Surgical procedures resulting in an ostomy
• Ostomy management including medication, nutrition, and physical and psychosocial care of the patient with a stoma
• Assessment and management of the stoma
• Assessment and management of the peristomal skin
• Appropriate selection of ostomy management products
• Common complications and management strategies.

Course Format

• 6 weeks self-paced, online
• Rolling start, start at anytime

Accreditation. This course has been accredited by the Canadian Nurses Association for up to 40 hours.

Duration: 40 hours

This comprehensive course provides healthcare professionals with essential knowledge and skills for obtaining informed consent for blood transfusions. Participants will learn to develop effective consent strategies, understand the three core components of consent, and communicate the risks of red cell transfusion, including common and acute adverse reactions. The course also covers tailoring consent discussions to special considerations and offering practical alternatives to red cell transfusion. Emphasizing the importance of patient autonomy and legal requirements, this course ensures that consent is obtained properly and in a timely manner, respecting both ethical standards and regulatory mandates.

This course is designed to equip clinical research professionals with the knowledge and skills to effectively engage and communicate with diverse populations. Participants will learn key cultural competency principles, including understanding cultural differences, reducing bias, and promoting inclusivity in research settings. Through case studies and practical examples, the course emphasizes the importance of cultural awareness in improving patient engagement, data accuracy, and the overall quality of clinical research.

The Columbia Protocol, also known as the Columbia-Suicide Severity Rating Scale (C-SSRS), facilitates suicide risk assessment through a series of straightforward questions that anyone can ask. The responses help determine if someone is at risk of suicide, assess the severity and urgency of the risk, and identify the level of support needed. Users of the tool inquire about:

• Whether and when the person has had thoughts of suicide (ideation)
• What steps they have taken — and when — to plan or prepare for suicide
• Whether and when they attempted suicide or started an attempt that was interrupted or voluntarily stopped

HCE Essentials for Course Creators and Instructors is the core training that ensures your success with Dual Code's HCE. It’s a must for users who will be creating courses and/or learning activities, and we recommend completing this course during the onboarding process or when a new instructor joins your team.

Audience: System Administrators, Course Creators, Instructors

Level: Intermediate

Format: Online (self-paced)

Activities: Reading material, video presentations, links to resources, exercises, knowledge checks.

Evaluation: Written exam, practical exam

Fee: 260 CAD

HCE Essentials for System Administrators is the core training that ensures your success with Dual Code's HCE. It’s a must for new administrators, and we recommend completing this course during the onboarding process or when a new administrator joins your team.

Audience: System Administrators

Level: Intermediate

Format: Online (self-paced)

Activities: Reading material, video presentations, links to resources, exercises, knowledge checks.

Evaluation: Written exam, practical exam

Fee: 260 CAD

Getting Started for Course Creators (HCE-104) is a self-paced online course for Course Creators that are new to Dual Code's learning environment. It is an abridged version of the "HCE Essentials for Course Creators and Instructors (HCE-205)" certification program.

Audience: Course Creators

Level: Beginner

Format: Online (self-paced)

Activities: Video presentations, knowledge checks, links to documentation.

Evaluation: Written exam

Fee: None

Getting Started for Instructors (HCE-105) is a self-paced online course for Instructors that are new to Dual Code's learning environment. It is an abridged version of the "HCE Essentials for Course Creators and Instructors (HCE-205)" certification program.

Audience: Instructors

Level: Beginner

Format: Online (self-paced)

Activities: Video presentations, knowledge checks, links to documentation.

Evaluation: Written exam

Fee: None

Getting Started for System Administrators (HCE-101) is a self-paced online course for System Administrators that are new to Dual Code's learning environment. It is an abridged version of the "HCE Essentials for System Administrators (HCE-201)" certification program.

Audience: System Administrators

Level:Beginner

Format: Online (self-paced)

Activities: Video presentations, knowledge checks, links to documentation.

Evaluation: Written exam

Fee: None

The "Setting Up a Refresher Course" webinar explains how an instructor can set up a single course that contains both (a) a lesson that will need to be completed by a learner when they first get certified, and (b) a separate lesson (a "refresher" lesson) that is to be completed by the learner when they need to get recertified. Using this approach, the instructor can leverage one (1) course to train beginner and experienced users using different lessons

The "Building Quizzes" workshop is designed to provide participants with the essential skills and knowledge needed to effectively create and manage quizzes in Dual Code's learning management system. In today's educational landscape, assessment plays a pivotal role in monitoring student progress and reinforcing learning. This workshop equips educators with the tools and techniques necessary to design engaging and effective quizzes, ensuring that assessments align with learning objectives and contribute to meaningful educational outcomes.

This webinar explains first how a learner can register in courses offered via the OCI Marketplace, and then how an instructor can leverage an OCI course to build their own course, thereby allowing them to track OCI courses in programs and compliance reports

The "Building Custom Reports" webinar is designed to provide participants with the essential skills and knowledge needed to effectively build custom reports in Dual Code's learning management system. In today's educational environment, data-driven decision-making is crucial for optimizing student learning outcomes and institutional performance. This webinar equips educators and administrators with the tools and techniques necessary to harness the power of custom reporting

In today's complex regulatory environment, ensuring compliance is critical to protecting your organization from legal risks. This webinar will guide you through the best practices for achieving and sustaining compliance in your organization. From understanding how to define rules and set notifications to inform learners to reporting to managers and key stakeholders, this session will provide you with practical strategies to foster a culture of compliance.

The "Keeping Supervisors Informed" webinar is tailored to help System Administrators optimize the learning environment for keeping supervisors informed about staff compliance. This session offers practical tips and guidelines to ensure that all supervisors, including VPs, directors, and managers, receive automatic notifications, reducing the need for manual report compilation and easing your workload.

In this three-hour self-directed online course, learners will explore workplace harassment and violence, including the different forms of harassment: sexual, direct, and indirect. Learners will also learn how to address harassment and violence in the workplace by engaging with various scenarios and developing appropriate steps and processes to manage these situations effectively.

Health care, by its very nature, poses many ethical issues, from the beside to the boardroom, from end-of-life decisions to allocating scarce resources. Ethics involves thinking about the pros and cons of doing something using our values. Our values are shaped by past experience, our culture, religious briefs, upbringing, era in which we were born, professional standards of practice, and many other things.

This course is designed for current health care staff and clinicians, health administrators, students, and individuals wanting to learn more about ethics in a health care setting.

This is a foundational wound care course. The courses offered by the WOC Institute are state of the art, self-paced online programs which are facilitated by a team of CNA certified NSWOCs. The courses are 6 weeks, self-paced online. Learners are directed through a series of modules designed to provide foundational knowledge in the areas of wound management. The courses are unique in that students will have access to virtual mentorship and knowledge consolidation opportunities with our team of CNA certified NSWOCs.

Modules

• Anatomy and Physiology of the Integumentary System
• Principles of Integumentary System Healing
• General principles of Integumentary / Wound Assessment and Management
• Wound prevention, assessment and management including
• Specific wound aetiologies (prevention, assessment and management):
  • Acute and traumatic wounds (example: skin tears, lacerations, minor burns), with a focus on post fall wound care
  • Moisture associated skin damage (example: incontinence associated dermatitis, emersion foot)
  • Pressure injuries
  • Lower limb ulcers
  • Diabetic foot ulcers
  • Surgical wounds
  • Skin changes at life’s end
  • Wounds not healing in a predicted trajectory
• Collaborative approaches when working with inter-professional team

Course Format

• 6 weeks self-paced, online
• Rolling start, start at anytime

Accreditation. This course has been accredited by the Canadian Nurses Association for up to 40 hours

Duration: 40 hours

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:

1. 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

2. Introduction to the five categories of barriers people living with disabilities can face in their everyday lives

3. 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:

1. What is a disability – and what does disability really mean to you?

2. How disabilities can be defined and understood based on different models and mindsets

3. How people with disabilities are sometimes portrayed inaccurately in contemporary media and marketing

4. 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:

• Introduction to the key elements or principles supporting a positive relationship
• The connection between rapport and a positive client relationship
• The role boundaries play and the potential impact when pushed or broken
• How underlying issues can trigger reactions and responses – both your client’s and your own
• The value of regular self care and self regulation for staying calm under pressure
• The importance of empathetic communication styles

This program is designed for Personal Support Workers (PSWs) working in community, home care and long-term care sector as well as attendants working with clients privately or through direct funding programs.

This series of elearning modules and accompanying workbook-style manual will you help get you introduced to the kind of knowledge and understanding an attendant or PSW will want to have when providing service to someone who’s sustained a spinal cord injury.

This program is comprised of 55 minutes of elearning (5 modules.) A certificate of completion is awarded once all modules and the course survey are completed (a score of at least 80% must be achieved on each module quiz.)

Topics covered in this series include:

1. Understanding Spinal Cord Injury (from the attendant’s perspective)
2. Autonomic Dysreflexia
3. Preventing Skin Breakdown (pressure sores)
4. Preventing Bowel Problems
5. Preventing Bladder Problems

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

Are you a Personal Support Worker (PSW), Healthcare Assistant, or Caregiver dedicated to improving your skin health knowledge?

The Wound, Ostomy and Continence Institute is proud to announce the launch of its latest online educational course: the PSW & Caregiver Skin Health Course. This comprehensive program is meticulously designed to equip Personal Support Workers (PSW), Healthcare Assistants, and Caregivers with the knowledge necessary to address skin health challenges adeptly.

Skin health is paramount in patient care, particularly for individuals dealing with Moisture-Associated Skin Damage (MASD), skin tears, and pressure injuries. Recognizing the pivotal role PSWs, Healthcare Assistants, and Caregivers play in preventing skin breakdown and wounds, this course is tailored to empower frontline healthcare professionals with targeted education in those key areas

Course Format

• 6 weeks self-paced, online
• Rolling start, start at anytime

This engaging six-minute introductory course showcases how Learnici leverages eLearning to effectively train staff, featuring samples from the mandatory curriculums and interactive exercises that participants can engage with directly. Developed by experienced professionals from various LTC roles, including training, personal support work, and administration, Learnici’s content is continually refined by subject matter experts and instructional designers. The training emphasizes adult learning principles, offering multiple engagement strategies such as positive reinforcement, gentle cueing, and reviews to enhance learning retention.

This online course offers scientific insights into the risks associated with shift work and long hours, along with strategies to mitigate these risks. It's structured into 12 modules, split into two parts. Part 1, comprising Modules 1 to 4, addresses the health and safety risks of shift work, individual adjustment factors, and the impact on teams. Part 2, which includes Modules 5 to 12, focuses on practical strategies for managers, nurses, and healthcare teams to reduce these risks.

Duration: 5 hours

More people in Canada are receiving palliative care near the end of their lives than ever — but a lot of work remains. A new CIHI analysis shows there are still many who are not getting the care they need. In this episode of the CHIP, host Avis Favaro speaks with Dr. Naheed Dosani — a palliative care physician at St. Michael’s Hospital at Unity Health Toronto, the lead physician for Palliative Education and Care for the Homeless (PEACH) at Inner City Health Associates and medical director at Kensington Hospice — about the future of palliative care in Canada and why it is such a critical part of health care.

Embark on a journey through the intricate landscape of health data standards in this foundational course. Learn to navigate data exchange challenges across healthcare systems, fostering seamless communication and improved patient care. Perfect for healthcare IT professionals, administrators, and data analysts eager to enhance data management practices. Gain essential insights and practical strategies to promote interoperability and unlock the full potential of health information technology. Join us to embark on the road to interoperability excellence and shape the future of healthcare data standards.

Sky-high temperatures, wildfires clouding cities with smoke, damaging floods and many people suffering from mental health issues related to anxiety about global warming. In this episode of the CHIP, we are joined by Canada’s chief public health officer, Dr. Theresa Tam, to discuss the effects of climate change on health, some of the larger changes that are needed and what average people in Canada can do to help themselves and the environment.

Hospital harm — medical conditions that patients experience in hospital that they did not have when they were admitted — is on the rise. A new CIHI analysis shows that 1 in 17 patients admitted to hospital was unintentionally harmed during their stay. Meanwhile, nurses and other health care workers charged with caring for patients in Canada are struggling. Sick time and overtime hours are skyrocketing. In this episode of the CHIP, we are joined by Kate Parson, Health Human Resources program lead at CIHI; Linda Silas, president of the Canadian Federation of Nurses Unions; Kathleen Finlay, founder and CEO of The Compassion Innovation Lab and founder of the Center for Patient Protection ; and Annette Elliott Rose, vice president of Clinical Care Strategy and chief nurse executive at IWK Health to discuss these findings and what they mean for patients and the people who care for them.

Course Outcomes

• Learn the facts regarding gender, sexuality, and sex assigned at birth
• Increase your knowledge of current language and terminology used by and within the 2SLGBTQIA+ community
• Improve your ability to practice cultural humility and provide care that is inclusive, gender-affirming, and trauma-informed
• Enhance your capacity to advocate for change within the work environment
• Gain confidence in your ability to provide a safe space for all patients

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.

• Chapter 1: Introduction & Reflection
• Chapter 2: Overview & Concepts
• Chapter 3: Sex Assigned at Birth
• Chapter 4: Sexuality
• Chapter 5: Gender
• Chapter 6: Quiz

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.

This course discusses the importance of cleaning and disinfection for protecting clients and staff 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.

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:

1. Home Care - 1. Home Care Training Series Intro
2. Home Care - Client Rights
3. Home Care - PPE, Removing Gloves, Donning and Doffing PPE
4. Home Care - Abuse Recognition and Prevention
5. Home Care - Cleaning and Sanitizing
6. Home Care - Continence Care and Bowel Management
7. Home Care - Emergency Procedures
8. Home Care - Falls Prevention
9. Home Care - Hand Hygiene
10. Home Care - Infection Transmission Prevention
11. Home Care - Pain Management
12. Home Care - Palliative Care
13. Home Care - Personal Assistance Service Devices
14. Home Care - Donning and Doffing PPE
15. Home Care - Skin and Wound Care
16. Home Care - Supportive Behaviour Management

Duration: 3 hours

A staff must protect the clients 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 clients that are resistant to care. Learners demonstrate whether staff or clients 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 client is never okay.

This course discusses 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 client, the impact that cognitive impairment can have on a client’s ability to remain continent and how staff can support each client to achieve the optimal continence ability.

In this course we discuss staff and client 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 simulation exercise. Staff match the correct words with the REACT acronym. Staff learn about room 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.

Learners interact with the content to learn why people fall and the consequences. 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 indicate whether a factor is a fall risk or a prevention strategy.

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 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.

In this course, learners will review: pharmacological and non-pharmacological interventions for pain, what staff should be looking for that may indicate a client is in pain, what staff can do to help a client that is experiencing pain, some of the challenges and barriers for clients to manage pain, some common misconceptions about pain, some of the consequences of unresolved pain, and different types of pain. 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 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 defines what a personal assistance services device is. It also discusses that PASDs keep clients independent, safe and contribute to a higher quality of life.

In this course, the learner will review: why pressure injuries occur, how the skin breaks down, factors that increase the risk for skin breakdown, the high risk areas for skin breakdown, what to look for, what staff can do to support clients from experiencing skin breakdown, and what staff should do if they notice a pressure injury or skin breakdown on a client.

This course starts by training learners on how to navigate and interact with the content. Learners are given answers to the question “How will this education benefit me?” The concept of clients of “home” is discussed. Learners are given a quick preview of the content in the curriculum and summarizes the curriculum by explaining providing home care is a “shared experience” and that staff have the power to influence clients in a positive way so that all have a better experience together.

We all behave in response to internal and external triggers. This course explains how external triggers in a client’s environment and internal triggers will result in client’s 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/

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 ensure users have the knowledge and understanding required to successfully submit a digital COVID-19 test requisition into the Ontario Laboratories Information System - OLIS.

The purpose of this course is to provide an understanding of the communication skills required for telepractice in order to enhance the patient nurse interaction and allow for a safe, effective means of assessment.

This state-of-the-art course is designed to provide community care paramedics with the ability to provide optimal wound care in collaboration with an interprofessional team.

The Paramedic Wound Care Associate Program offered by the WOC Institute is a competency-based, self-paced, online foundational course in wound management, expertly guided by a team of Canadian Nurses Association (CNA) certified Nurses Specialized in Wound, Ostomy and Continence (NSWOCs) and in collaboration with a group of community paramedics. On-request onsite education programs, led by NSWOCs, are also available.

Explore the course's enlightening modules, presented from the perspective of a first responder engaged in initial triage, treatment, and proactive measures to minimize further harm. Our course's objective is to equip paramedics with the knowledge needed for timely and appropriate wound intervention, leading to improved patient outcomes by reducing hospital transfers and fostering seamless communication with community nurses and primary care providers.

Course Format

• 6 weeks self-paced, online
• Rolling start, start at anytime

Duration: 40 hours

Are you a graduate of a clinical wound program? Interested in increasing your knowledge around wound debridement?​

This unique, fully-online, self-paced course offered by the WOC Institute is accredited by the Canadian Nurses Association and offers healthcare practitioners the foundation to develop and enhance their theoretical and practical knowledge when managing complex, hard to heal wounds that require debridement.

Course Format

• 6 weeks self-paced, online
• Rolling start, start at anytime

Accreditation. This course has been accredited by the Canadian Nurses Association for up to 40 hours.

Duration: 40 hours

This video series presented by WorkSafeBC comprises 5 videos that helps you understand how a point-of-care risk assessment is a strategy prepares health care workers for any interaction by assessing their surroundings. This quick, methodical approach can improve their personal safety and the quality of care for their residents. This video explores three interactions in a long-term care setting and also includes hosted introduction and conclusion segments.

Duration: 10 minutes

This free 5-part eLearning series (20 minutes) by the Ontario Human Rights Commission is for public, private and not-for-profit sectors and completes the training requirements for section 7 of the Integrated Accessibility Standards of the AODA.

Duration: 20 minutes

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:

• Review the definition of personal health information
• Understand what is meant by the term "provincial electronic health record" (EHR)
• Learn your obligations as they relate to protecting the privacy and security of your patient's / client's information available to you in the provincial EHR
• Learn the specific steps you must take to protect that information

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

This course examines the health landscape of Indigenous people, challenges to coordination of care and transportation and geographical issues and challenges. The course also investigates strategies to reduce cancer mortality rates in Indigenous people.

By the time you complete this course, you will be able to better understand:

• The health landscape of Indigenous people
• Strategies to reduce mortality
• Challenges to the coordination of care
• Transportation and geographical issues and challenges

Accreditation
This Self-Learning program has been certified by the College of Family Physicians of Canada for 1.5 Mainpro+ credits.

Duration: 90 minutes

Feeling stressed, anxious, worried, or disconnected from yourself or your environment? If so, a 5-minute grounding practice can help. This quick, free course is your guide to rooting yourself in the here and now by engaging your senses—taste, touch, smell, sight, and hearing.

Duration: 5 minutes

Research organizations are increasingly faced with challenges surrounding the management and security of the information they collect and use during the course of conducting research.

N2 has developed this introductory course on Privacy and Security for Personal Information (PI) and Personal Health Information (PHI) in the research environment.

The course is designed to equip learners with an understanding of the privacy legislation around how personal information may be collected, used, shared, accessed and disposed; the fundamentals of records and information management; and leading practices for handling a privacy incident.

This course targets individuals who administer, review, or conduct health research that involves collecting health data, such as during clinical trials.

Duration: 2 hours

This quick course is designed to help the learner understand what phishing emails are, examine clues a phishing email attempt and finishes with a knowledge check.

Duration: 5 minutes

This course is designed to help you understand what disabilities are and give you language to speak about them with others.

Duration: 5 minutes

We store and access highly sensitive data online. Exposure of that data has a far-reaching impact, with consequences that can be devasting for yourself, your business, or the organization you are engaged with.

In this 40-minute course, you’ll learn strategies to protect yourself online and get tips to block incoming threats. You will also review how to act fast to minimize damage if a security breach occurs. You will be required to obtain a score of 100% in the short Check Your Understanding quiz. However, you can review the content and have unlimited attempts to click the “TAKE AGAIN” link at the end of the quiz if it is less. The last chapter is a quick summary of what you have learned.

Duration: 40 minutes

The last person to be imprisoned for homosexuality in Canada was Everett George Klippert. This controversial decision leads directly to the Criminal Law Amendment Act (Bill C-150). It is an omnibus bill that, among other things, decriminalizes gay sex. However, the struggle continued.

In America, on June 28, 1969, police raided the Stonewall Inn, a popular Greenwich Village bar catering to LGBTQ+ customers. Decades of escalating, state-sanctioned harassment led officers to expect everyone to leave quietly as usual. But if that had happened, it wouldn’t have made history.

Decades of oppression of the LGBTQ+ community, cultural shifts in the 1960s, and good troublemaking became a catalyst for change and a symbol for LGBTQ+ rights that evolved into today’s Pride festivals and marches. This course explores the key events and personalities in North America that ultimately shaped a global movement.

This comprehensive online training program ensures that staff providing direct care to residents in long-term care (LTC) homes receive essential education before starting their roles and undergo annual retraining. Designed to meet Ontario regulations and the Fixing Long-Term Care Act, 2021, the program aligns with best practices and legislative requirements.

The interactive courses simulate live training sessions, allowing staff to engage with the content and choose their preferred learning method—reading or audio narration. Covering key topics such as infection control, abuse prevention, resident mental health, and emergency procedures, the program ensures compliance and high-quality care.

Duration: 5 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:

• Long-term Care Mandatories for Direct Care Staff

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.

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 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 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 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:

• Long-term Care Mandatories for Direct Care Staff

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 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:

• Long-term Care Mandatories for Direct Care Staff

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 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.

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:

• Long-term Care Mandatories for Direct Care Staff

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:

• Long-term Care Mandatories for Direct Care Staff

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.

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:

• Long-term Care Mandatories for Direct Care Staff

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.

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 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:

• Long-term Care Mandatories for Direct Care Staff

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.

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:

• Long-term Care Mandatories for Direct Care Staff

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:

• Long-term Care Mandatories for Direct Care Staff

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 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:

• Long-term Care Mandatories for Direct Care Staff

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:

• Long-term Care Mandatories for Direct Care Staff

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:

• Long-term Care Mandatories for Direct Care Staff

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:

• Long-term Care Mandatories for Direct Care Staff

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 examines environmental health, climate change, drinking water advisories, colonial interference byproducts and the health impacts of environmental pollution.

By the time you complete this course, you will be able to better understand:

• Environmental health
• Climate change
• Drinking water advisories
• Colonial interference byproducts
• The health impacts of environmental pollution

Accreditation
This Self-Learning program has been certified by the College of Family Physicians of Canada for 1.5 Mainpro+ credits.

Duration: 90 minutes

In Ontario alone, over 400 children are diagnosed with cancer every year, and at any point in time over 4,000 children are receiving cancer treatment or follow-up care in this province.

Childhood cancer is the leading disease-related cause of death for our children; 1 child dies of cancer each week. This course examines the differences between childhood and adult cancer, the journey for First Nation, Inuit, Métis and urban Indigenous children with cancer and the role the Pediatric Oncology Group of Ontario plays in helping to navigate this journey with a unique whole-life approach to childhood cancer care

By the time you complete this course, you will be able to better understand:

• The role of the Pediatric Oncology Group of Ontario (POGO)
• The differences between childhood and adult cancer
• The unique landscape of childhood cancer
• The stages of the journey, including diagnosis, treatment and aftercare
• Childhood cancer in First Nation, Inuit, Métis and urban Indigenous peoples

Accreditation
This Self-Learning program has been certified by the College of Family Physicians of Canada for 1.5 Mainpro+ credits.

Duration: 90 minutes

No matter where First Nations, Inuit and Métis peoples in Canada live, they face unique health challenges. Often higher rates of diabetes, heart disease, tuberculosis, HIV/AIDS and many other diseases can been seen in Indigenous people compared to non-Indigenous people. This course examines the major lifestyle changes that have occurred over the past decades for First Nations, Inuit and Métis peoples and communities. The course also provides an overview of the behavioural risk factors that have contributed to the shift from communicable diseases to chronic diseases and the associated statistics with these risk factors.

By the time you complete this course, you will be able to better understand:

• Chronic disease and prevention
• Chronic disease risk factors in Indigenous people
• Path to Prevention - Recommendations for Reducing Chronic Disease in First Nation, Inuit and Métis report

Accreditation
This Self-Learning program has been certified by the College of Family Physicians of Canada for 1.5 Mainpro+ credits.

Duration: 90 minutes

There are many reasons why the need to address health literacy is even more critical today than ever. There are increasing demands in society to access health information in new ways and this can create challenges for patients navigating the health care system. Increasing rates of chronic diseases in the Canadian population require individuals to manage their own care more than before. This course examines why Indigenous people have greater health literacy needs than the general population. The course also explores how mainstream health literacy approaches are not culturally relevant and how healthcare practitioners can provide health information to Indigenous patients in a way that is culturally appropriate and effective in managing chronic diseases.

By the time you complete this course, you will be able to better understand:

• Indigenous health and well-being
• The importance of health literacy
• Strategies for improving Indigenous health literacy and outcomes

Accreditation
This Self-Learning program has been certified by the College of Family Physicians of Canada for 1.5 Mainpro+ credits.

Duration: 90 minutes

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:

• Residential schools and the effects on First Nations, Inuit and Métis peoples
• The Truth and Reconciliation Commission of Canada
• Implementation of Truth and Reconciliation Calls to Action
• The United Nations Declaration on the Rights of Indigenous Peoples

Accreditation
This Self-Learning program has been certified by the College of Family Physicians of Canada for 1.5 Mainpro+ credits.

Duration: 90 minutes

The prevalence of certain types of cancers are increasing at a faster rate for Indigenous people compared to the general population. This course examines cancer risk factors for Indigenous people, cancer statistics and the gap in cancer data for First Nations, Inuit, Métis and urban Indigenous peoples. This course also looks at the importance of increasing health education.

By the time you complete this course, you will be able to better understand:

• The cancer landscape
• Cancer risk factors for Indigenous people
• Gaps in cancer data for First Nations, Inuit, Métis and urban Indigenous people
• Health education tools

Accreditation
This Self-Learning program has been certified by the College of Family Physicians of Canada for 1.5 Mainpro+ credits.

Duration: 90 minutes

Essential changes have occurred in the policies guiding and structuring the delivery of healthcare to First Nations, Inuit and Métis people. Aboriginal-led primary healthcare was identified as one of the key pillars for self-determination. This course explores key First Nations, Inuit and Métis supports available in Ontario, including Aboriginal Health Access Centres (AHACs), the Ontario Federation of Indigenous Friendship Centres (OFIFC) and services provided by Métis and Inuit organizations. It also examines the key barriers to healthcare access for First Nations, Inuit and Métis people.

By the time you complete this course, you will be able to better understand:

• Aboriginal Health Access Centres, Community Health Centres and Family Health Teams
• First Nations, Inuit, Métis and urban Indigenous community health services
• Challenges and issues with health services

Accreditation
This Self-Learning program has been certified by the College of Family Physicians of Canada for 1.5 Mainpro+ credits.

Duration: 90 minutes

Essential changes have occurred in the policies guiding and structuring the delivery of healthcare to First Nations, Inuit and Métis people. Aboriginal-led primary healthcare was identified as one of the key pillars for self-determination. This course explores key First Nations, Inuit and Métis supports available in Ontario, including Aboriginal Health Access Centres (AHACs), the Ontario Federation of Indigenous Friendship Centres (OFIFC) and services provided by Métis and Inuit organizations. It also examines the key barriers to healthcare access for First Nations, Inuit and Métis people.

By the time you complete this course, you will be able to better understand:

• First Nations, Inuit and Métis self-determination in healthcare program delivery
• Federal and provincial health policies and jurisdiction
• Health equity issues and gaps in Ontario
• Federal and provincial government programs

Accreditation
This Self-Learning program has been certified by the College of Family Physicians of Canada for 1.5 Mainpro+ credits.

Duration: 90 minutes

Racism persists. The First Nations, Inuit and Métis population has noted that they have experienced culturally insensitive healthcare, and at times, they meet with subtle and overt racism. This course stresses the importance for frontline healthcare professionals to understand and apply First Nations, Inuit and Métis cultural sensitivity and safety to provide effective care.It also examines the concept of cultural sensitivity and safety for First Nations, Inuit and Métis people, including cultural awareness, safety, competence, sensitivity, self-reflection and empathy.

By the time you complete this course, you will be able to better understand:

• The cultural continuum and cultural competence in healthcare
• Cultural competence from the patient's perspective and how to incorporate it into the healthcare setting

Accreditation
This Self-Learning program has been certified by the College of Family Physicians of Canada for 1.5 Mainpro+ credits.

Duration: 90 minutes

The health status of First Nations, Inuit and Métis peoples has been improving, but is still lower than the rest of Canada. This course examines the impact social and economic measures have on First Nations, Inuit and Métis peoples. It explores the broader cultural determinants of health in an Indigenous context, including an overview of the determinants of health for First Nations, Inuit and Métis peoples, and the impact of colonial and post-colonial events on the health of First Nations, Inuit and Métis peoples.

By the time you complete this course, you will be able to better understand:

• The impact of colonial and post-colonial events on the health of First nations, Inuit and Métis peoples
• The determinants of health and how they relate to First Nations, Inuit and Métis peoples

Accreditation
This Self-Learning program has been certified by the College of Family Physicians of Canada for 1.5 Mainpro+ credits.

Duration: 90 minutes

Canada’s history and treatment of First Nations, Inuit and Métis people has shaped the way they currently relate to and view non-Aboriginal people Canada. Many issues and challenges have been acknowledged, which continue to affect relations with First Nations, Inuit and Métis people. This course provides a historic context to the current-day issues facing First Nations, Inuit and Métis people in Canada, as well as the impact of these issues on their health, and relations with the government and healthcare industry. The course also explores the current-day First Nations, Inuit and Métis governance and political leadership models.

By the time you complete this course, you will be able to better understand:

• The history of First Nations, Inuit and Métis Peoples in Canada and Ontario
• First Nations, Inuit, Métis and urban Indigenous governance and political infrastructure in Canada and Ontario

Accreditation
This Self-Learning program has been certified by the College of Family Physicians of Canada for 1.5 Mainpro+ credits.

Duration: 90 minutes

First Nations, Inuit and Métis people’s culture and history is rooted in wholistic view of well-being. Traditional health is important not only to the individual, but also to the family and community. Indigenous knowledge, language and culture influence the health and wellness of the community, often through traditional activities and ceremonies. This course explores Indigenous knowledge and traditional health, as well as strategies to bridge the gaps between traditional and Western medicine in promoting wholistic health services for First Nations, Inuit and Métis people.

By the time you complete this course, you will be able to better understand:

• Traditional medicine and health
• The role of the family and the community
• Indigenous knowledge and health care
• The effects of colonization on Traditional practices

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:

• Benefits of smoking cessation for people with cancer
• How to deliver smoking cessation interventions
• Overcoming barriers to smoking cessation

Duration: 30 minutes

The Evac Chair Power 800 is a battery-powered, electric evacuation chair can be used in emergency evacuations, power outages, and daily patient transport to safely and easily move a passenger up or down multiple flights of stairs without the need for carrying or lifting.

Duration: 5 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:

• Have approximately 30-45 minutes to finish
• Have a reliable Internet connection
• Be aware of system timeout setting: 90 minutes of inactivity in the course will force you to restart from the beginning

Duration: 45 minutes

Bloody Easy Blood Administration is an ORBCoN online course providing training in blood basis and transfusion basics. This electronic learning tool provides transfusionists (regulated health care professionals administering blood) information and activities for training about safe transfusion / blood administration. Successful completion of the accompanying assessment quiz documents competency as required by Canadian Transfusion Medicine Standards. The content aligns with BEBA Handbook and reflects evidence informed best practice.

Duration: 90 minutes

This ORBCoN course focuses on blood transfusion and the possible reactions after a transfusion. At the end of this course you will be able to define a group and screen, name the type of crossmatch required when an antibody screen is positive, list the indications for red blood cells, platelets, plasma and fibrinogen replacement, estimate the frequencies of transfusion reactions to blood components in Canada, recognize the signs and symptoms of an adverse reaction to blood and blood components, and summarize measures for the management and prevention of transfusion reactions.

Duration: 1 hour

Agitation and verbal abuse are acute behavioral emergencies requiring immediate intervention. Traditional methods of treating agitated patients (i.e., routine restraints and involuntary medication) have been replaced with a much greater emphasis on a noncoercive approach. Experienced practitioners have found that if such interventions are undertaken with genuine commitment, successful outcomes can occur far more often than previously thought possible.

The objectives of this course are:

1.  Identify the agitated patient
2. Use a standardized scale to assess agitation
3. Assess a patient scene for safety
   

Duration: 40 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.

When it comes to innovation, creativity, and problem-solving, research consistently shows that diverse workforces perform better. But, for diversity to work, every employee must feel included. They need to have a seat at the table and know that they and their opinions matter.

So, how do you ensure that all employees—regardless of who they are—feel like they can be their true selves at work? In this course, we’ll first define what’s meant by diversity, inclusion, and belonging. You’ll then learn how to attract and retain diverse talent through belonging moments, allyship, and ongoing quantification.

This video series is show how to a Hoyer Patient Lift to transfer patients. It covers:

1. How to choose the appropriate Sling for your Hoyer Patient Lift
   
2. How to use a Hoyer Patient Lift to transfer a patient from their Wheelchair to a Bed
   
3. How to use a Hoyer Patient Lift to transfer a patient from the Bed to their Wheelchair
   
4. How to use a Hoyer Patient Lift to transfer a patient from the Ground to their Bed
   
5. How to use a Hoyer Patient Lift to transfer a patient from the Ground to their Wheelchair
   
6. Using a Hoyer Patient lift to transfer a patient from Wheelchair to Toilet
   

Duration: 15 minutes

The Customer Service Standard sets out the requirements for providing customer service in ways that are accessible to people with disabilities.

Duration: 40 minutes

This module helps healthcare professionals understand good document practices based on ALCOA-C. At the end of this course, you will be able to:

• Review Source Data, Source Documents and Good Documentation Management
• Review Case Report Forms (CRFs), Electronic Data Capture (EDCs) and Good Data Management
• Review Internal Query Resolution Process

Duration: 20 minutes

The interactive eLearning modules were designed in response to a reported gap in health care practitioner knowledge regarding cannabis and older adults. An extensive literature review in conjunction with a needs assessment survey distributed by the Canadian Coalition for Seniors’ Mental Health to physicians, nurse practitioners, students, older adults and caregivers to older adults informed the content. This course aims to ensure that healthcare providers have access to up-to-date evidence-based information regarding cannabis and older adults.

These modules have been designed for physicians, nurse practitioners, other health care practitioners and healthcare students who want to know about cannabis and older adults.

Accreditation

• This program has been accredited by the College of Family Physicians of Canada for up to 6.75 Mainpro+ credits.

Duration: 7 hours

This course presents the role and responsibilities of every members of the staff and the procedure to follow in the event of a code yellow.

Duration:15 minutes

This course presents the role and responsibilities of every members of the staff and the procedure to follow in the event of a code white.

Duration:15 minutes

This course presents the role and responsibilities of every members of the staff and the procedure to follow in the event of a code silver.

Duration:15 minutes

This course presents the role and responsibilities of every members of the staff and the procedure to follow in the event of a code red.

Duration:15 minutes

This course presents the role and responsibilities of every members of the staff and the procedure to follow in the event of a code purple.

Duration:15 minutes

This course presents the role and responsibilities of every members of the staff and the procedure to follow in the event of a code orange.

Duration:15 minutes

This course presents the role and responsibilities of every members of the staff and the procedure to follow in the event of a code grey.

Duration:15 minutes

This course presents the role and responsibilities of every members of the staff and the procedure to follow in the event of a code green.

Duration:15 minutes

This course presents the role and responsibilities of every members of the staff and the procedure to follow in the event of a code brown.

Duration:15 minutes

This course presents the role and responsibilities of every members of the staff and the procedure to follow in the event of a code blue/pink.

Duration:15 minutes

This course presents the role and responsibilities of every members of the staff and the procedure to follow in the event of a code black.

Duration:15 minutes

This course presents the role and responsibilities of every members of the staff and the procedure to follow in the event of a code amber.

Duration:15 minutes

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

The purpose of this program is to provide future registrants of the College of Homeopaths of Ontario with a deeper understanding of the requirements to practice in Ontario’s regulated health care environment. This includes a review of the laws, regulations and standards that relate to the practice of homeopathy in Ontario. This program is designed to ensure that homeopaths understand their legal responsibilities and how they affect day-to-day practice. This 18-unit learning module is supported by a handbook and a series of quizzes.

The multi-media interactive online learning program is comprised of 18 lessons and over 100 short multiple-choice questions.

Duration: 8 hours

The Memory and Aging Program is an evidence-based psycho-educational memory intervention program aimed at community-dwelling older adults experiencing normal age-related memory changes. By the end of this course, you will be able to:

1. describe what memory is, how it changes with age, and factors that can impact memory for the better or for the worse
   
2. identify and implement changes in your lifestyle that can improve your memory
   
3. learn and practice memory strategies to improve your ability to remember every day things such as names, location of items, and things you intend to do
   
4. build confidence in your own memory ability
   

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 critical care environments, such as the intensive care unit or emergency department. This course should be completed as orientation to a critical care unit. By the end of this course, you will be able to:

• Apply the legislative requirements for donation in Ontario
• Understand the clinical pathways for donation
• Recognize donation opportunities in the critical care setting
• Use leading practices to facilitate donation

Duration: 1 hour

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:

• Apply the legislative requirements for donation in Ontario
• Understand the clinical pathways for donation
• Recognize donation opportunities
• Use leading practices to facilitate donation

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:

• Make a Difference
• Lead the Way
• The Supervisor's Tool Kit
• You Are Not Alone
• Be a Role Model

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 :

• Les bienfaits de l’arrêt du tabac pour les personnes atteintes de cancer
• La façon d’offrir des interventions sur l’arrêt du tabac
• Le franchissement des obstacles à l’arrêt du tabac

Durée : 30 minutes

The Transportation Standard sets out the requirements that will prevent and remove barriers to make it easier for people to travel in Ontario.  This module reviews the AODA compliance requirements for Ontario transportation providers under the Transportation Standard.

Duration: 12 minutes

The Employment Standard is designed to help employers make their workplaces more accessible to new and current employees with disabilities. This module reviews the AODA compliance requirements under the Employment Standard

Duration: 12 minutes

The Integrated Accessibility Standards Regulation (IASR) sets out the requirements for three standards: Information and Communications, Employment, and Transportation. The IASR also outlines General Requirements, which are regulatory requirements that apply across each of these three AODA standards. This module reviews the General Requirements under the IASR.

Duration: 12 minutes

The Information and Communications Standard helps people with disabilities access sources of information and communications that many of us rely on every day. This module reviews the AODA compliance requirements under the Information and Communications Standard.

Duration: 17 minutes

The Public Spaces Standard sets requirement for specific features of our physical environment that will make it easier for people with disabilities to move through, use and enjoy what our communities have to offer.

Duration: 15 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 secondary data analyses. Complete this module if your research involves the biostatistical analysis of existing datasets with human participants.

Duration: 45 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

This CIHR module is intended for those conducting basic science research. Complete this module if your research involves experiments with cells, tissues, animals or other biological samples.

Duration: 45 minutes