In this section
Please note that due to the ongoing State of Emergency in the wake of the COVID-19 pandemic our face to face Nursing Education Programs are not currently available for booking. Recommencement of these 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 firstname.lastname@example.org, and we will add you to our contact database.
The Recognising & Responding to the Deteriorating Child Workshop is a one-day, interactive program.
We will explore the role of the health professional in recognising and responding to a deteriorating paediatric patient, focusing on case studies and incorporating skill stations and a simulation.
The workshop explores common paediatric presentations requiring intervention and is the equivalent of 8 CPD hours. Sessions follow the structured approach of the DRSABCD algorithm including airway management, chest compressions, defibrillation, intraosseous insertion and medications, and fluid management. The simulation is based on our 'First 3 Minutes' program and will focus on human factors around 'first responder' priorities, drawing on the skills and knowledge attained within the workshop .
This program is suitable for nursing, medical and allied health professionals 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 participating.
Please note we require a minimum of 10 participants for this program. In the event that there are fewer registrations that this, the event will be cancelled and you will be issued a refund.
Changes in access and restrictions related to the COVID-19 pandemic may result in this workshop being changed to a virtual format. In this instance you ill be contacted with further details and the cost of your registration will be reduced.
Please click here to register for our September workshop via Eventbrite
Please click here to register for our November workshop via Eventbrite
This interactive workshop provides strategies for managing the practical aspects of preceptorship.
To assist in developing skills to support new nurses, undergraduate nurses and graduate nurses to transition into a new area of practice.
Suitable for registered and enrolled nurses working as a preceptor or interested in becoming a preceptor.
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:
This abridged program was formerly known as the
Foundation of Paediatrics
This introductory program explores the essential principles of paediatric nursing.
To identify and discuss nursing assessment, planning and management principles for hospitalised infants, children and adolescents.
Suitable for registered and enrolled nurses new to the field of paediatric nursing or those wishing to revise their general paediatric nursing knowledge.
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.
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.
This one day interactive workshop explores the role of the health professional in recognising and responding to a deteriorating paediatric patient.
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.
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
Stabilising a child for transfer, PIPER response
Afternoon sessions include technical skills following the structured approach of the DRSABCD algorhythm, including:
Adrenaline and fluid management in response to a deteriorating child
To check availability and register search Recognising and Responding to the Deteriorating Child on
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
email@example.com, or individuals may visit our
Education Calendar to register for a scheduled session.
The First Three Minutes Train the Trainer Workshop is a four hour workshop, commencing at 0800 hours and concluding by 1230 hours.
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:
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.
To be eligible to undertake assessor training you must:
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.
'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:
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).
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.
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.
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
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
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 firstname.lastname@example.org the
following details of the nurse:
Confirmation will be emailed to the attendee, NUM and CSN/ CNE.
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)
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
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.
Nursing Basic Life Support
(RCH Level 2)
Successful completion of the online and practical components are required annually
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
Successful completion of both the online and practical components are required annually
Emergency RACE Response -eLearning module via Learning HERO
Infection Control: Hand Hygiene – eLearning module via Learning HERO
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.
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:
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 introduces the RCH Nursing Competency Framework, the Nursing Pathway and provides an overview of key clinical areas and nursing positions at the RCH.
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 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
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 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
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
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:
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 email@example.com
Specialty competency assessment forms A-Z index