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Nursing Education Programs

  • Covid-19 Update

    Please note that due to the ongoing State of Emergency in the wake of the COVID-19 pandemic our Nursing Education Programs are not currently available for booking. Recommencement of our programs will be contingent on advice from the Federal and Victorian governments regarding access to healthcare facilities, physical distancing requirements and hygiene practices. We are committed to the ongoing provision of paediatric focused Clinical Professional Development once circumstances allow, and will communicate any changes to availability or offerings on this website.

    If you would like to be informed directly about the availability of our Nursing Education programs, please send your details to nursing.education@rch.org.au, and we will add you to our contact database. 

     


    Preceptorship Workshop 

     This interactive workshop provides strategies for managing the practical aspects of preceptorship. 

    Workshop aim

    To assist in developing skills to support new nurses, undergraduate nurses and graduate nurses to transition into a new area of practice.

    Target audience

    Suitable for registered and enrolled nurses working as a preceptor or interested in becoming a preceptor.

    Workshop description

    The Preceptorship Workshop is an eight hour study day commencing at 0800 and concluding by 1615. In addition to the study day it is a requirement that participants complete the online learning packages. Facilitators foster an interactive learning environment and active participation on behalf of the learner is required. Nurses completing the Preceptorship Workshop will receive 12 hours Continuing Professional Development (CPD) hours which included 4 hours online learning and 8 hours in-class learning.

    Content includes but is not limited to:

    • Clinical Teaching Methods
    • Assessing performance
    • Constructive Communication

    Internal participants

    • To check availability and register please go to Preceptorship Workshop on Learning HERO (select face to face workshops to enrol)

    External participants

    • To check availability and register please search Preceptorship Workshop on Eventbrite

    Transition to Paediatrics Program

    This abridged program was formerly known as the Foundation of Paediatrics

    This introductory program explores the essential principles of paediatric nursing.

    Program aim

    To identify and discuss nursing assessment, planning and management principles for hospitalised infants, children and adolescents.

    Target audience

    Suitable for registered and enrolled nurses new to the field of paediatric nursing or those wishing to revise their general paediatric nursing knowledge.

    Workshop description

    The program is an eight hour study day commencing at 0800 and concluding by 1630. All sessions are presented by nursing and allied health professionals with a commitment to providing current, evidence based information. . In addition to the study day it is a requirement that participants complete the online learning packages. Nurses completing the Paediatric Foundation Program will receive 12 Continuing Professional Development (CPD) hours.

    Content includes but is not limited to:

    • Childhood development
    • Medication Safety
    • Fluid and Electrolyte Management
    • Pain Assessment and Management  

    Internal participants

    • To see dates, check availability and register please go to Transition to Paediatrics on Learning HERO

    External participants

    • To see dates, check availability and register please search Transition to Paediatrics on Eventbrite

    Paediatric Specialties Program

    The program is conducted over two consecutive days.  All sessions are presented by nursing and allied health professionals with a commitment to providing current, evidence based information.  This comprehensive program explores common paediatric conditions and the relevant nursing practice principles. Aims: To identify and discuss the anatomy, physiology and aetiology of common paediatric conditions and consider the associated nursing care requirements.

    Internal Participants

    • To see dates, check availability and register please go to Transition to Paediatrics on Learning HERO

    External Participants

    • To see dates, check availability and register please search Transition to Paediatrics on Eventbrite 

    Recognising and Responding to the Deteriorating Patient Workshop

    This one day interactive workshop explores the role of the health professional in recognising and responding to a deteriorating paediatric patient. 

    Workshop aims

    • To identify and discuss the key indicators of deterioration for infants, children and adolescents
    • To consider appropriate inter-professional responses and interventions for the paediatric patient population

    Target audience

    Suitable for nursing, medical and allied health professionals with experience in paediatrics, who wish to further develop their knowledge and skills in paediatric assessment and management in response to a deteriorating child. 

    It is highly recommended that participants have successfully completed a Paediatric Basic Life Support competency assessment within the six months prior to attending this workshop.

    All attendees will also be expected to complete pre-reading prior to attending.

    Workshop Description

    The workshop explores the common paediatric presentations requiring intervention and is the equivalent of 8 CPD hours.

    Morning sessions are interactive and include case scenarios exploring content such as (but not limited to):

    • Reviewing paediatric differences

    • Paediatric health assessment

    • Recognising clinical deterioration

    • Escalation of care and emergency response

    • Communication around the deteriorating child

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    • Stabilising a child for transfer, PIPER response

    Afternoon sessions include technical skills following the structured approach of the DRSABCD algorhythm, including:

    • Airway management

    • CPR

    • Defibrillation

    • Intraosseous insertion

    • Adrenaline and fluid management in response to a deteriorating child

    • Team training simulation focusing on human factors and technical skills acquired throughout the day known as 'The First 3 Minutes' 

    To check availability and register search Recognising and Responding to the Deteriorating Child on Eventbrite                                     

    First Three Minutes Program (Internal only)

    The 'First 3 Minutes' Program provides Basic Life Support training, including skills and knowledge as well as team scenario for multidisciplinary teams. This training allows practical engagement within the clinical environment, comprising team members of your clinical area, to mimic experience of 'real time' response to a deteriorating or unresponsive patient.

    To arrange training within your team or clinical area, please contact Jenny Hough via nursing.education@rch.org.au, or individuals may visit our Education Calendar to register for a scheduled session.

    Recommended resources

    • ANZCOR Guideline 2 - Managing an Emergency
    • ANZCOR Guideline 3 - Recognition and First Aid Management of the Unconscious Victim
    • ANZCOR Guideline 4 - Airway
    • ANZCOR Guideline 5 - Breathing < /li>
    • ANZCOR Guideline 6 - Compressions
    • >ANZCOR Guideline 8 - Cardiopulmonary Resuscitation
    • ANZCOR Guideline 10.6 Family Presence during Resuscitation
    • ANZCOR Basic Life Support Flow Chart
    • ANZCOR Paediatric Cardiorespiratory Arrest Flowchart 
    • ANZCOR Choking Flowchart (Management of Foreign Body Airway Obstruction)
    • Adrenaline and fluid bolus administration in resuscitation
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      Neonatal

      First Three Minutes - Train the Trainer Workshop (Internal only)

      The First Three Minutes Train the Trainer Workshop is a four hour workshop, commencing at 0800 hours and concluding by 1230 hours.

      Workshop aim

      To train competent assessors in the "First Three Minutes" (previously known as Basic Life Support Assessors) who facilitate the training and assessments of staff at the RCH.

      Successfully completion of the workshop will enable an individual to:

      • Explain the roles and responsibilities of an assessor
      • Discuss the key principles of assessment and feedback
      • Describe the assessment process at RCH
      • Conduct scenario based assessments according to the standard outlined in your  assessment sheet
      • Outline the process for management of an assessment where the individual is deemed not yet competent
      • Identify paediatric first three minutes best practice

      2020 Workshop dates

      Workshop 1: Tuesday 25 February

      Workshop 2: Monday 20 April

      Workshop 3: Tuesday 16 June

      Workshop 4: Monday 17 August

      Workshop 5: Tuesday 10 November

      Please note:  Dates listed are subject to change due to room availability and participant numbers.

      Registration

      Nurses:

      To be eligible to undertake assessor training you must:

      • Be a Registered Nurse, with minimum classification Clinical Nurse Specialist
      • Have successfully completed your online learning and practical assessment within preceding 6 months
      • Be available to assess on a monthly basis

      Other health professionals:

      • Have successfully completed your online learning and practical assessment within preceding 6 months

      Complete application form

      Places are limited and your place is not finalised until you receive a confirmation email.

      Please note that the First Three Minutes – Train the Trainer Workshop will be cancelled if less than seven participants register to attend. 

      What is CPD?

      'Continuing professional development (CPD) is what enables nurse to maintain, improve and broaden their knowledge, expertise and competence but also develop the personal and professional qualities required throughout their professional lives'. Retrieved 2017, February 7, from: http://www.nursingmidwiferyboard.gov.au/Registration-Standards/Continuing-professional-development.aspx/

      At RCH CPD activities are provided in addition to on-the-job clinical support and learning and are usually delivered via a two, four or 8 hour CPD session. Further information about study days, courses and workshop details can be found on the education calendar.

      All RCH Nurses and midwives who are registered with the Nursing and Midwifery Board of Australia (National Board) are expected to do a minimum number of CPD hours directly relevant to their context of practice each year. The Nursing and Midwifery Board have prepared a frequently asked questions (FAQ) document that answers common queries that you might have about CPD. RCH Nursing recommends that you regularly update your own CPD record sheet and have provided a template that you can use as part of your own professional practice portfolio. Remember t o keep the past 5 years of records in your PPP (updated time period since June 2016).

      Registration type CPD minimum hours
      Enrolled nurse 20 hours
      Registered nurse 20 hours
      Registered midwife 20 hours
      Nurse practitioner 30 hours
      Registered nurse and registered midwife 40 hours

      National competency standards

      The Nursing and Midwifery Board are responsible for the regulation of nurses and midwives in Australia and as such set the standard by which performance is assessed in order for registration to be obtained in Australia. The four scopes of practice are available as individual documents on the Nursing and Midwifery Board's guideline website.

      New to RCH nursing?

      All nurses new to RCH will attend an EMR training session, nursing orientation day, hospital orientation day and any area specific orientation requirements.   All new employees will automatically be booked into the orientation sessions that falls closest to their start date by Human Resources (hospital orientation) and their respective nursing team (all other days). 

      If you are returning to RCH (eg maternity or LSL) and have yet to complete an EMR training session, you will be required to attend a role specific session at re-commencement.  These courses usually occur twice per month and your start date will be scheduled to facilitate your attendance.  Please note that access to the EMR cannot be granted until you attend a training session. 

      1. Nursing orientation

      Nursing Orientation is an eight hour study day at The Royal Children's Hospital commencing at 0800 hours and concluding by 1630 hours. The aim of the Nursing Orientation program is to welcome and introduce nurses to caring for infants, children and adolescents at The Royal Children's Hospital (RCH). Content includes but is not limited to:

      • Nursing Professional development
      • Partnering with Consumers
      • Medication Safety
      • Health and Well-being

      The practical component of the Basic Life Support competency is assessed during the study day, therefore it is a requirement that attendees complete the pre-reading prior to the study day. This will be sent out as an attachment to the email confirming registration for the study day.

      2020 Program dates

      • Monday 10 February
      • Monday 2 March
      • Monday 20 April
      • Monday 11 May
      • Monday 1 June
      • Monday 13 July
      • Monday 10 August
      • Monday 14 September
      • Monday 12 October
      • Monday 9 November
      • Monday 14 December

      Please note:  Dates listed are subject to change due to room availability and participant numbers.

      Nurse Unit Managers (NUM) and Clinical Support Nurses (CSN)/ Clinical Nurse Educators (CNE) can register a nurse new to their team to attend a Nursing Orientation study day by emailing nursing.education@rch.org.au the following details of the nurse:

      • Full name
      • Employee number
      • Professional and/or personal email contact

      Confirmation will be emailed to the attendee, NUM and CSN/ CNE.

      2. EMR orientation session

      All new nurses and those returning from extended leave for the first time since EMR implementation, will be required to attend an EMR teaching session. Nurses can be directly registered for EMR training on Learning HERO by their local nursing education team members. There are usually two Nursing EMR courses per month - one directly following Nursing Orientation day and the other approximately two weeks later, but please check Learning HERO for accurate dates. 

      Managers - please note that if EMR classes are full, additional places can be negotiated so that recruitment is not delayed for clinically essential roles.

      Face-to-face EMR course (see Learning Hero for dates and bookings)

      • Ward Nurse Course 2018 (4 hours duration - morning)
      • Theatre Nurse - Intra-op Course 2018 (4 hours duration - morning)
      • Theatre Nurse - Recovery Course 2018 (4 hours duration - afternoon)
      • Emergency Department (4 hours duration - morning)
      • Banksia EMR (4 hours duration. Co-ordinated via Nurse Unit Manager)
      Online EMR course
      • Immunization Nurse (Coordinated via Line Manager with online course available in Learning HERO)
      • APN and Ambulatory (Specialist Clinics) Nurse (Coordinated via Line Manager with online course available in Learning HERO)

      3. New starter orientation (The RCH orientation)

      New starter orientation is facilitated by Human Resources. This half day session is mandatory for all new staff members at RCH. Nurses will attend this day, EMR session, Nursing Orientation study day and any area specific orientation sessions. All new employees will automatically be booked into the new starter orientation session that falls closest to their start date by Human Resources. New staff members will usually be advised of this before they start and an email reminder will be sent to their RCH email and their direct manager. Follow the link for more detail regarding dates, times and locations of new starter orientation sessions, or email human.resources@rch.org.au

      4. Area specific orientation

      Orientation to your new workplace is facilitated by the area specific Clinical Support Nurse and/or Nurse Educator and may vary depending on specialty and complexity. This may include a period of focused supernumerary time, completion of clinical and non-clinical competencies and also achievement of organizational requirements.

      Nurses in Advanced Practice roles, Management, Research or Education roles will have their orientation coordinated by their respective line manager.

      Clinically essential competencies

      1

      Nursing Basic Life Support 
      (RCH Level 2)

      Annual requirement
      Successful completion of the online and practical components are required annually

      1. Basic Life Support – Infant and Child eLearning module via Learning HERO
      2. Skills assessment
      3. Simulation
      2 Medication Awareness Competency

      All nurses new to the RCH required to administer medications are expected to complete both the online and practical components

       

      Nurses are required to have all medications double checked until they have successfully completed the medication competency

      1. Medication Awareness Package – eLearning module via Learning HERO
      2. Knowledge and skills assessment, chapter 2 of the Nursing Competency Workbook (page 10)
      3. Nurses may also be asked to complete a unit specific medication package which could be paper based or via Learning HERO
      3 Smart Move Smart Lift (SMSL)

      Annual requirement
      Successful completion of both the online and practical components are required annually

      1. Smart Move Smart Life Patient Manual Handling – eLearning module via Learning HERO
      2. Practical assessment of patient manual handling as outlined by the RCH SMSL Competency Assessment Tool
      4 Emergency Procedures Annual requirement

      Emergency RACE Response -eLearning module via Learning HERO 

      5 Infection Control Annual requirement

      Infection Control: Hand Hygiene – eLearning module via Learning HERO 

      Nursing competency workbook

      The Royal Children's Hospital (RCH) Nursing Competency Framework outlines the characteristics of a competent nursing workforce that guide safe neonatal, child and adolescent nursing practice. All nurses working at the RCH participate in the Nursing Competency Framework with the intention that an organisational wide approach supports excellence in clinical nursing practice. An RCH Nursing Competency Workbook provides a detailed overview of the Nursing Competency Framework and includes many of the tools and resources to support the attainment and demonstration of competence.

      Components of the RCH Nursing Competency Framework

      Familarisation

      Familiarisation is a specified period of induction, orientation and supernumerary time that enables nursing staff to adapt efficiently to a new work environment. A ten week familiarisation period, individualised with respect to previous nursing experience is provided. During familiarisation support and guidance is provided to demonstrate the necessary capability to deliver safe care. Goal setting using the Professional Development & Achievement Plan (PDAP) will be completed by the end of the 10 week period.

      The familiarisation period is formally concluded and evaluated at ten weeks with the Manager, involving input from the preceptor. The review at 10 weeks includes:

      • Achievement of RCH mandatory training
      • Achievement of RCH generic/familiarisation competencies
      • Goal setting for the following 10 months, including agreed timelines for competency achievement, professional development plan, annual leave plan and review dates over the next 10 months

      Components of the RCH Nursing Competency Workbook

      The Nursing Competency Workbook provides a comprehensive overview of the RCH Nursing Competency Framework and includes many of the resources and tools to support nurses in the attainment and demonstration of competence. It should be regarded as a personal record competency and part of the credentialing process for RCH nurses. 

      • Chapter 1 - Introduction
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        Chapter 1 introduces the RCH Nursing Competency Framework, the Nursing Pathway and provides an overview of key clinical areas and nursing positions at the RCH.

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      • Chapter 2 - Generic Competencies
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        Chapter 2 contains competencies for the use of all nurses working in direct patient care, regardless of area of specialty. By clearly setting expectation's for the standards of care at the RCH, the use and completion of these competencies assist in guiding safe neonatal, child and adolescent nursing practice.

        Chapter 3 contains competency assessment forms for specialty practice. It builds on the competencies contained in Chapter 2 by making explicit the expectations of nurses working in designated areas. In addition to being available as a chapter for a designated area, specialty competency assessment forms are available individually. As nurses move to a new specialty they are able to add a new Chapter 3 to their workbook. Should a particular need be identified in a designated area, an individual assessment form from another specialty may be added.  

        Supernumerary time

        Supernumerary time allows for workload sharing with a preceptor and time away from direct patient care for orientation and additional learning. Supernumerary time is allocated by the Nurse Unit Manager (NUM)/Manager during the ten week familiarisation period and may vary for each nurse. The maximum supernumerary time for each area of practice is contained in the table below. Additional information for Nurse Unit Managers/Managers and forms for approval of supernumerary time are available: Supernumerary time approval form and instructions

        Preceptorship

        A preceptor is formally assigned to assist with transition to a new practice setting. The preceptor serves as an educator and role model and assists socialisation into the team. The RCH Preceptorship Model provides more detail of preceptorship at the RCH.

        Demonstration of competence

        A range of strategies may be employed to determine and demonstrate competence with regards to knowledge, skills and the essence of nursing. Within the RCH Nursing Competency Framework these strategies include.

        Self-assessment

        Self-assessment has traditionally played a large part in determining competence for nurses in Australia. Opportunities for documenting reflection and self-assessment are built in to the RCH Nursing Competency Framework in the Feedback and Reflections form associated with each Nursing Competency Assessment Form and in the PDAP. The Professional Practice Portfolio (PPP) can also be used for capturing self-assessment.

        Observations of practice

        Observation provides an opportunity for demonstration and assessment of practice. Many of the nursing competency assessment forms developed for the RCH Nursing Competency Framework include having practice evaluated through observation.

        Discussion / Questioning / Interviewing

        In completing the nursing competency assessment forms, the dating and signing of some competency elements by an assessor provides evidence of conversations that have been held in which competence has been demonstrated. The Professional Practice Portfolio (PPP) and Performance Development and Assessment Program (PDAP) document also provide opportunity for to capture evidence of discussions in which competence has been demonstrated.

        Learning packages / quizzes

        There are many packages available to assist in learning and demonstration of competence. Examples of these include Emergency Procedures, Medication Administration, and Central Venous Access Devices. The RCH Nursing Competency Handbook, TrendCare and PPP are examples of where documentation of satisfactory completion of learning packages might occur.

        Professional Practice Portfolio (PPP)

        The PPP is a tool that enables communication to the individual and others regarding learning plans, achievements, professional development, performance capability and competency based on collated evidence. There is no single way in which a PPP should be put together.

        An example of a PPP is available here: 

        Continuing professional development

        Participation in continuing professional development (CPD) is a widely accepted method for measuring and demonstrating ongoing nursing competence. It is a requirement of the Nursing and Midwifery Board of Australia that nurses participate in at least 20 hours of CPD each year and that documentation of participation will include dates, a brief description of the outcomes, and the number of hours for each activity. In addition all evidence of CPD should be verified.

        A template for recording CPD can be found here (this needs to be a link to a document)

        Further detail regarding the Nursing and Midwifery Board of Australia’s registration standard can be found here (this needs to be a link to another website)

        You can also find answers to some frequently asked questions relating to CPD here (this needs to be a link to another website)

        The RCH provides a wide variety of ongoing educational opportunities including in-service education, study days, workshops, seminars and short courses. Most nursing education is coordinated through the Nursing Education team and for more opportunities please view the education calendar.

        Performance and Development Assessment Program (PDAP)

        The PDAP is a continuous process conducted over a 12 month period, which reflects on past performance and focuses on future outcomes. The PDAP is based on two principles:

        1. What we do (KPI's) AND how we do it (values and behaviours)
        2. Managers/supervisors and their staff:
          1. Working together to achieve desired outcomes
          2. Communicating openly
          3. Providing regular feedback to each other and
          4. Formally reviewing individual performance at least twice per year.

        The PDAP tool is dynamic document that should be used from the commencement of employment to record KPIs and a development plan. Visit the performance development and planning page for further details.

        Specialty competency assessment forms

        To assist nurses in identifying and demonstrating core competencies required for specialty practice, Specialty Competency Assessment Forms (SCAF) are available. Links are provided on this page to individual SCAF. All SCAF are listed alphabetically.

        If you have any questions or comments regarding SCAF please email nursing.education@rch.org.au 

        Specialty competency assessment forms A-Z index