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

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.

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.

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

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

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

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 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

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.

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
   

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

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