Enhancing your learning experience with improved accessibility, refreshed content, and alignment with the latest standards.

We've updated an end test question to improve clarity around night bag change frequency. The original question asking how often a night bag should be changed has been split into two separate questions, distinguishing between reusable night bags (used by bedbound individuals), and disposable night bags (used by mobile catheter users). This change was made because the original question combined both bag types under one heading, which could lead to confusion about which change frequency applied, whereas the updated questions test each scenario individually so learners come away with a clear understanding of both.

At the same time, we've updated the assessment question bank to include feedback for each question, helping to improve consistency across all our courses. This feedback will be displayed at the end of the assessment.

Released 2 September

We have added some additional information within the course content to better frame it. Added the "3 Rs" framework (routine, relationships, regulation) as an alternative to HALT. Expanded signs of emotional relapse, covering irritability and bottling up emotions. Added new content on trauma disrupting emotional regulation and why substances can feel necessary. Included a new trauma definition and a trauma trigger scenario. Revised the relapse prevention plan section, adding a clearer purpose statement and a three month review requirement.

Released 7 September

We've made a few small updates to the Recovery Model course. This includes some additional examples and wording tweaks to support better practice around language, substance use, and co-production. These are minor content refinements only; course completion and assessment requirements are unchanged.

Released 8 September

We've refreshed this course to give you an even clearer, more empathetic understanding of sensory processing differences. You'll now find sharper guidance on recognising sensory overload for what it truly is, a physiological response rather than a choice, and on reading behaviour as communication rather than non-compliance. These updates help you respond with more confidence and compassion when supporting people through sensory distress.

Released 14 September

In the question on Principle 5 of the MCA, the correct answer had been marked incorrectly. We've reviewed this and corrected it, so learners will now see the right answer confirmed. While making this fix, we also updated the instruction text on the multiple response questions so it follows our style guidelines consistently throughout the course.

Released 16 September

Help your team deliver inclusive, person-centred care. This new course covers respectful language, pronouns, health inequalities, disclosure and person-centred support for LGBTQ+ individuals, using real-life scenarios to build confidence in everyday interactions. Essential learning for safer, more inclusive care environments.

Released 30 September

A brand new course title to answer customer requests for content in this area.

This empowers you to look beyond a diagnosis and truly understand the person in front of you, building the confidence to recognise how Parkinson's can change hour to hour, not just year to year. You'll gain practical skills in supporting medication safely, knowing that even a short delay can undo someone's whole day, and in adapting the way you communicate so nobody's understanding is judged by how clearly they can speak. You'll feel more assured in spotting the quieter, easily missed signs, such as low mood or fatigue, and in knowing exactly when and how to escalate a concern. Most importantly, you'll be equipped to support the whole person, and the family around them, with the flexible, person-centred care that Parkinson's demands.

This will help you:

• Spot the difference between Parkinson's symptoms and everyday assumptions, including the subtle signs that often go unnoticed.

• Support medication with confidence, understanding just how much timing matters.

• Communicate in a way that respects the person, not just their diagnosis.

• Notice changes early and know exactly how and when to raise them.

• Feel prepared to support not only the person you care for, but their family too.

Released 17 August

Following our subject matter expert's review, we have renamed this course from Patient Consent to Consent, so it applies to a wider audience. Content has been updated to include more detail on the age of consent based on the Gillick competence, explaining how children under 16 can consent to treatment if sufficiently mature. The capacity testing section has been expanded to cover abilities such as understanding, retaining, using or weighing, and communicating information. We've added guidance on supporting communication under the Mental Capacity Act, including non-verbal responses. References to nurses have been broadened to medical professionals, and the section on refusing treatment has been rewritten. The assessment has been updated with new questions to align with the content changes.

Released 3 August

Following a expert review, the content has been refined for greater clarity, consistency and accessibility throughout. You'll build a clearer understanding of how to maintain appropriate boundaries with the people you support, recognise the situations and gifts that can put those boundaries at risk.

Released 12 August

The assessment question bank has been updated. The wording of several questions and answers has been corrected and improved for clarity and to use more inclusive language, including updates to the "advised colour green" and "isolation areas" questions. True or false questions have been removed and replaced with new standardised questions for consistency. An outdated question relating to curtains and soft furnishings has been retired, and five new questions have been added to broaden coverage of cleaning topics.

Released 18 August

We've refreshed this course to reflect the latest legislation and guidance. Updates include the new Family Help model replacing outdated Early Help/Child in Need plans, clarified FGM and forced marriage reporting duties, corrected CEOP's status within the NCA, and an added "Looking ahead" note on the incoming child sexual abuse reporting duty. We've also fixed factual and grammatical errors, and expanded the question bank with five new questions covering previously untested content.

Released 25 August

This course has been updated to reflect the latest clinical evidence and guidance, including refreshed statistics, clearer seizure descriptions, and improved question wording throughout.

Released 25 August

This course has been updated to reflect current clinical guidance and best practice, with improvements to terminology, statistics, and safety-related content throughout.

Released 25 August