Quality Assurance is critical in ensuring consistent standards and maintaining operational efficiency. When incidents or issues arise, effective investigation and resolution are key to preventing recurrence. This course introduces participants to both an incident response framework and root cause analysis (RCA), essential for investigating quality and safety-related incidents. With a focus on structured reporting, RCA tools, and identifying systemic issues, participants will gain the skills needed to ensure high standards of quality and safety within their organisation. By the end of the training, participants will be able to: 1. Describe at least 3 actions to be taken in response to an incident at the 3 levels (patient, staff, organisation) 2. Prioritise clinical interventions towards patient’s safety and physical stability 3. State 3 approaches to support staff related to the incident 4. Discuss escalation protocol and organisational reporting structure 5. State at least 4 principles of incident reporting 6. Articulate reporting requirements within each component of situation, background, assessment and recommendation (SBAR) 7. Map an event flow leading to incident 8. Apply 5 whys methodology in incident investigation 9. Formulate relevant action plan based on RCA 10. Describe actions and attitudes post-incident that staff should and should not take to promote good organisational culture towards safety (dos and don’ts) 11. Discuss staff management guidelines related to the incident and actions to be taken using principles in Just Culture

By the end of the training, participants will be able to: 1. Examine the trend of global and Asian ageing demographic change 2. Discuss the opportunities and challenges in an ageing society 3. Discuss the gender inequality in old age and its impact in society and family 4. Outline the concept of life course 5. Discuss relationship between the mental health and ageing persons 6. Explain the financial preparation for elderly 7. Discuss the future care policy

By the end of the training, participants will be able to: 1. Explain the concept and trends of innovations and technologies in an ageing society. 2. Understand and describe AI in Person-centred Care. 3. Identify, explain and outline major technologies in creating interactions with older persons 4. Explain the key and relevant privacy and ethical issues in use of health care technologies and innovation for older persons and their carers.

By the end of the program, the participants will be able to: 1. Define geriatric care management. 2. State the essential tasks in geriatric care management. 3. State the 5 stages of ageing process. 4. List the biological, psychological, functional, and social changes in ageing. 5. List the 5 common geriatric syndromes and their impact. 6. Identify the signs and symptoms of common geriatric syndromes. 7. Identify the common risk factors associated with polypharmacy and medication safety in older adults. 8. Describe the impact and outcomes of geriatric syndromes on seniors and caregivers. 9. Define 3 common chronic and acute conditions in older adults. 10. Identify the common abbreviations used in medical records. 11. Identify the signs and symptoms of dementia, depression, aggression, and delirium. 12. State the reasons for recognising cognitive decline in eldercare. 13. Discuss simple strategies to manage behaviors of concern. 14. Explain the importance of nutritional needs in healthy ageing. 15. List the common nutrition risk factors affecting older adults. 16. List the importance of key nutrients in maintaining health and well-being of elders. 17. State the importance of emergency response in geriatric care. 18. List the common emergencies that occur in eldercare centers. 19. Describe the appropriate response and escalation protocol during medical emergencies in older adults. 20. State the importance of developing and implementing care plans. 21. Identify the key components of SMART goals. 22. Explain the importance of monitoring and evaluating care plans.

By the end of the training, the participant will be able to: 1. Explain the concepts of preceptorship, mentoring and coaching in the workplace. 2. Recognise how communication styles influence learning and mentoring in the workplace 3. Apply the GROW coaching model to support staff development in community settings 4. Use feedback model to conduct effective and constructive feedback sessions with staff. 5. Explain the structure and purpose of preceptorship as a formal approach to guiding and supporting staff. 6. Conduct competency assessments to evaluate staff performance and identify development needs. 7. Identify and develop appropriate action plans based on the result of competency assessment for preceptee. 8. Design a basic competency assessment tool tailored to your team's roles and responsibilities.

By the end of the training, the participant will be able to: 1. Understand dementia and progression of the condition 2. Define role of manager in provision of person centred dementia care services 3. Develop dementia care teams to provide holistic support to PLWD and CG 4. Design dementia friendly care environment 5. Lead innovation in person centred services and programmes 6. Identify self-care strategies and community resources to manage stress for self and caregivers in the journey of care for PLWD

The course is designed to specifically develop a participant’s interpersonal communication abilities, engender positive relationships, and solve interpersonal conflict at the workplace. The course is relationship-centred, which means that the objective of studying communications is to build positive and productive connections with others. By the end of the training, participants will be able to: Define various theories and methods of relationship development Explain the variables required to build long-lasting relationships Explain why conflict is inevitable in relationships and how it is formed Identify interpersonal conflict progression and the stage it is at Demonstrate specific methods and strategies to mediate conflict Critically evaluate and solve relationship problem scenarios

This programme is designed to improve the participants' capabilities in leading sustained change and facilitate team improvement, by equipping participants with the ability to influence key stakeholders, as well as other peers and staff where they have no formal authority. By the end of the training, participants will be able to: 1. Describe the three phases of Bridges’ Transition Model and explain their psychological impact on individuals during change. 2. Identify common sources of resistance to change and identify how to diagnose and manage them. 3. Apply the Bridges’ Transition Model to a current or past change initiative to assess where individuals or teams are in the transition. 4. Demonstrate the use of at least one influencing strategy to engage a stakeholder or overcome resistance.

This 2-day course is designed for non-health care professionals to develop essential nursing skills, such as measuring vital signs, performing blood glucose testing and providing care for perineal and urinary catheters. Participants will learn how to provide care, monitor health and respond appropriately to the needs of elders in community settings, including notifying health care professionals of any abnormal findings. At the end of the training, the participant will be able to: Topic: Vital signs: Temperature, Pulse, Respiration (TPR), blood pressure (BP) and oxygen saturation monitoring 1. State the purposes of performing vital signs. 2. Demonstrate the correct technique for performing vital signs. 3. State the normal vital signs readings. 4. Document the readings in the electronic healthcare system. 5. Identify abnormal readings and report them to the nurse in charge. 6. State the simple steps for managing an elder with fever, unstable blood pressure and shortness of breath. 7. Apply theory in practice using case studies and by following escalation protocols. Topic: Blood Glucose Testing 8. State the purposes of blood glucose testing. 9. Demonstrate the correct technique for performing blood glucose testing. 10. State the normal blood glucose readings. 11. Document the blood glucose results accurately in the electronic healthcare system. 12. Identify abnormal blood glucose readings and report them to the nurse in charge. 13. List the signs and symptoms of hypoglycaemia and hyperglycaemia. 14. State the steps for managing an elder with hypoglycaemia. 15. Apply theory in practice using case studies and by following escalation protocols. Topic: Perineal and urinary catheter care 16. State the importance of perineal and urinary catheter care. 17. State the reasons the elder is using a urinary catheter. 18. Demonstrate proper perineal and urinary catheter care in accordance with infection control protocols. 19. Identify abnormal characteristics of urine and report them to the nurse in charge. 20. State the steps for preventing urinary tract infections. 21. Apply theory in practice using case studies and by following escalation protocols.

This course is designed for community care managers to develop essential knowledge and skills in infection control and basic wound care. Participants will learn how to assess skin conditions and wounds, accurately document their observations, and apply suitable wound care products for elderly residents in the centre. At the end of the training, the participant will be able to: 1. Utilise Personal Protective Equipment (PPE) effectively 2. Implement transmission-based precautions in healthcare settings 3. Perform proper sterilization and disinfection of medical equipment and instruments 4. Identify unusual, exfoliated skin conditions and respiratory secretions 5. Escalate identified concerns to staff nurses in charge 6. Conduct contact tracing for infectious agent exposure 7. Educate patients and caregivers on appropriate infection control practices 8. Perform environment audits to ensure the proper application of infection control and sanitation procedures 9. Report audit outcomes and provide actionable recommendations 10. Describe the phases of wound healing and their biological processes 11. List down the factors that influence the healing process 12. Differentiate the types of wounds between acute and chronic wounds 13. Perform wound assessment 14. Perform wound documentation based on wound assessment 15. Demonstrate knowledge on wound and/or products application