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. 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 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.

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

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.

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

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.

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

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 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.

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

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

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 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.

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.

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