KKS Management Ltd offers E-learning that is cost-efficient, engaging and effective. All our courses are detailed, accurate and up to date with relevant legislation. Downloadable certificates which provide evidence of learning and assessment success.
We guarantee that by using our courses your staff training will:
* Meet CQC standards of compliance for continuing professional development
* Be available on demand 24/7, 365 days a year
* Cost a fraction of conventional classroom training
* Provide certificates of achievement on successful completion
46 training courses found
Learning Objectives: At the end of the course, students will be able to: Understanding and use of the nutritional guidance provided by the ‘Eatwell Plate’ Application of the ‘Five a Day’ policy Identification of the nutritional benefits of a variety of foods Macronutrients and Micronutrients and the benefits they provide The nutritional requirements of the human body at different stages in the lifecycle including preconception, pregnancy, childhood and adulthood Understanding of energy balance Use of the Body Mass Index (BMI) chart to identify weight problems and obesity The importance of diet and exercise when dealing with obesity and in reducing the risk of disease Catering for people with dietary requirements such as vegan and vegetarians, ethnic minority groups and food allergies and intolerances Understanding of preserving, processing and labelling foods.
The objectives for each study unit are that learners will be able to: describe autism and list the different conditions within the spectrum identify the benefits of an early diagnosis understand the difficulties many autistic people have with communication, social behaviour and relationships explain strategies for supporting individuals in relation to the triad of impairments understand how people with autism often see the world around them in a different way to those without the condition describe the ‘theory of mind’ experiment and explain how it can be used as a diagnostic tool suggest possible ways of supporting people with memory problems or sensory sensitivity describe some of the legislation in place to support people with disabilities in their everyday lives explain the key aims of The Autism Act 2009 understand what a person centred approach to planning is and identify its benefits identify the reasons why a person-centered approach is effective for supporting people with autism.
Topics addressed include: Understanding the chemistry of drugs Identifying warning signs and triggers Understanding diagnosis, treatment and medication The danger of mixing drugs Fighting addiction Exploring schizophrenia and paranoia The different types of cannabis The side effects of stimulant drugs Hangovers, withdrawals and comedowns Raising overdose awareness Identifying ecstasy psychosis Managing drug use The risk of injecting How to deal with an emergency Homelessness, arrest and compulsory detention Developed in association with Manchester Mental Health and Social Care Trust, this training course is derived from a series of four booklets. The stories are based on the experiences of people in psychiatric treatment and were told as part of a PhD sponsored by the Trust and the University of Salford and in collaboration with Lifeline.
Unit Titles How to Use the Course Types of drug and their effects Why people use drugs and how to identify the signs Awareness at work Unit 2: this unit explores how different drugs affect brain chemistry and the reasons why people take them. Learners look at how they are categorised and learn about the short- and long-term risks they pose for users.
Unit Titles Unit 1 – How to Use the Course Unit 2 – Introduction to Food Hygiene and Safety Unit 3 – Food-borne Illnesses Unit 4 – Understanding Food Law Unit 5 – Contamination Unit 6 – Storing and Cooking Learning Objectives At the end of the course, students will be able to: Describe the key elements of excellence in food hygiene Outline the three principal ways of controlling and destroying micro-organisms Outline the principal methods used to cook, store and preserve food safely List the potential hazards arising from poor practice in preparation, storage and cooling Thaw, cook, cool and reheat food in accordance with good practice List the main causes and give examples of food-borne illnesses Identify those most vulnerable to food poisoning Explain the terms ‘incubation period’ and ‘carrier’ Identify common causes of cross-contamination and the implications of this Explain the meaning of the terms ‘food hygiene’ and ‘food safety’ Give examples of how food can be spoiled or contaminated and the consequent risks Give examples of sources of microorganisms and vehicles of contamination Identify the causes of cross-contamination and effective methods of prevention Identify the principles underpinning the Food Safety Act 1990 Describe the role and powers of an Environmental Health Practitioner.
The objectives for each study unit are that learners will be able to: define autism and Asperger’s syndrome identify possible causes of the condition understand the benefits of an early diagnosis provide an outline of the theory behind autism spectrum conditions describe two models of disability and decide which approach is more effective in terms of Asperger’s list some of the common difficulties that people with Asperger’s experience explain why communicating can be problematic for some people within the autism spectrum draw on tips and guidelines in order to help people communicate more easily and effectively describe why communication and interaction in general are viewed so differently by some people with Asperger’s explain how those with autism differ from other people in the way they view the world describe the ‘theory of mind’ experiment and how it is used as a diagnostic tool suggest possible solutions to overcome a person’s memory problems or sensory sensitivity identify the legislation in place to help people with disabilities explain what a person-centered approach is and identify its benefits.
Learning Objectives: At the end of the course, students will be able to: explain what Legionella Bacteria is and where it can be found understand the route of infection and the symptoms of Legionnaires’ Disease describe how suitable conditions for bacteria growth can be found in both hot and cold water systems and the preventative steps that can be taken identify who is responsible for compliance with government regulations and legislation relating to the control of Legionella and Legionnaires’ Disease identify a competent person/persons or company to carry out relevant risk assessments understand the reasons for Legionella sampling, cleaning, disinfection and chlorination.
Learning Objectives: on completion of this course learners will be able to: define what it is to be a carer and specify people needing support define the well-being duty and describe what it means for professional practice define the prevention duty and describe what it means for professional practice define the general duties to provide information and advice and describe what these mean for professional practice describe the duties for co-operation between health and social care and the promotion of their integration specify the key elements of assessment under the Care Act and describe how assessments will be delivered in practice describe the transition arrangements for disabled children and young carers specify when and how carers’ needs will be met under the Care Act and describe how this can be planned and delivered and specify the key elements of financial assessment, including when to charge or not and how to make that decision recognise and describe duties that can be delegated to other agencies specify the requirements for promoting a market in care services to meet the needs of carers and describe how they will operate specify the key elements of continuity of care, including how to decide which authority has responsibility for the carer describe the requirements for Safeguarding Adult Boards and when reviews must be held recognise the implications of the cap on care funding and the arrangements for Care Accounts analyse some worked examples of assessment, duties to provide services and charging.
The objectives for each study unit are that learners will be able to: list the principles and values to apply when supporting people with learning disabilities describe what is meant by a person-centred approach understand the distinction between learning disability and mental ill-health explain what the main mental health problems are and their effects identify the signs that someone has mental health problems and the factors that can trigger them describe how they will help to develop good practice in the workplace explain ways of promoting good mental health for the people they support understand the importance of keeping accurate records identify appropriate sources of help and support for the people in their care define their role when people they support are undergoing mental health assessments describe the treatments that can be used to help people with mental health needs explain why and when the Mental Capacity Act and the Mental Health Act might be used list a person’s rights under the Mental Health Act identify ways in which they will put their learning into practice.
The objectives for each study unit are that learners will be able to: explain what diabetes is and differentiate between types one and two list some of the causes of diabetes as well as common symptoms describe in broad terms how our bodies should produce insulin and what purpose it serves identify some of the treatments available for both types of diabetes explain how they could support someone with diabetes to eat and live more healthily understand what is meant by a normal blood sugar level explain the importance of monitoring and balancing blood sugar levels in diabetics identify ways of supporting people who experience complications such as hypoglycaemia or hyperglycaemia describe the short- and long-term health risks to which diabetics are more susceptible suggest ways of helping people reduce their chances of developing serious health problems.
The objectives for each study unit are that learners will be able to: explain what is meant by forensic health provision identify why and how someone may be detained or sectioned understand the importance of assessing and managing risk in a forensic setting describe how people are assessed in custody and during the legal process describe how risk assessment and setting targets can be applied in forensic situations explain the importance of monitoring and assisting progress for people in detention monitor their own performance at work on an ongoing basis.
This training course is designed to provide learners with an awareness of the legislation and an understanding of their role in relation to child protection. It covers important areas such as abuse and neglect, alerting and disclosure, assessing risk and sharing information.
The key topics addressed include: The importance of correct techniques and training The responsibilities of employer and employee Key legislation How the spine works The possible consequences of serious injury The effects of gravity, posture and leverage Additional risk factors Risk Assessments. Learning Objectives At the end of the course, students will be able to: Describe the effects of gravity on their stability and posture Explain the effects of leverage when holding or lifting a load Assess, avoid and minimise the risk of a manual handling injury List the risk factors that may apply when performing a manual handling task Apply the fundamental lifting and load-moving techniques Define Manual Handling Describe the possible consequences of manual handling injuries Explain how the spine works and how poor technique can cause injuries List their own responsibilities as well as those of their employer State the laws that cover manual handling Explain what manual handling risk assessments are, where to find them and how to use them.
Learning Objectives: At the end of the course, students will be able to: explain what nutrients are and the role they play in our diet understand the principles of energy balance use the Body Mass Index chart to identity weight problems and obesity use the guidance provided by the ‘Eatwell Plate’ to plan a well-balanced diet apply the ‘Eight Tips to Eating Well’ when planning a well-balanced diet understand the consequences of obesity and associated health conditions understand the nutritional needs of an adult human being appreciate the benefits of regular exercise for managing obesity explain other methods for managing obesity appreciate the importance of food labelling for making healthy and informed choices.
We hear all too often of cases where people have had to spend the final weeks or days of their lives away from family and friends, being denied the compassion, care and respect that they deserve. This Fundamentals version of the course aims to introduce learners to the basic principles of end of life (or palliative) care and emphasise the importance of providing person-centred support in ways that both protect and promote a person’s dignity.
Topics include: Changing to another pharmacy Variation of dose by phone Residential settings and domiciliary services Refusals, mistakes and adverse reaction Self-administration of medicines. Learning Objectives: at the end of the course, students will be able to: Identify the processes and procedures for obtaining and receiving supplies Explain how drugs are administered and how problems may occur Describe how to store and dispose of drugs safely and securely State the principles underpinning the proper administration of medication Outline the principal legal aspects of handling medicines.
Unit Titles How to Use the Course Building Networks and Finding Support Taking Care of Yourself Unit 2: helps learners to identify the support they need in their caring roles, and explores ways of accessing it. It also describes the different kinds of support available, including financial, emotional and technological.
This Fundamentals course introduces learners to the basic principles of Self-directed Support, independent living and needs-driven care. Its aims include to define the terms associated with the subject, to describe the types of support services and payment options available and to help learners to explore the process of care planning and delivery.
Unit Titles How to Use the Course What is Dementia Improving Communication Day-to-Day Care Responding to Challenging Behaviour Activities and Exercise Late-Stage Care Unit 2: defines the term ‘dementia’ and identifies its main causes. In this unit learners look at the different stages involved in the condition and identify the types of care that a person might need at each stage.
Learning Objectives: on completion of this course learners will be able to: identify carers in the workplace identify the needs of working carers