Catalog

Choose from hundreds of courses with new additions published every month!
If you are having trouble finding a course or have a question, feel free to contact us.
Interested in learning more? Schedule a demo.

Image Titlesort descending Duration (hours) Description
Climate vs. the Respiratory System 1.00 This lesson briefly explores chronic respiratory illness. The benefit is we bring Meteorologist Bob Metcalfe to our discussion. You will quickly see that there are a number of things going on everyday that effect your respiratory patients that we should be aware of. Final Exam:Please read the questions carefully. You will have two attempts to obtain a 70% or higher. If you are not successful on your second attempt you are welcome to take the course again. Good luck!
Coaching with Head and Heart [R] 2.00 Leaders and managers need strategies to support others in their own growth and development. In this course, participants will be introduced to a coaching process that supports individuals to make more conscious decisions, build off their strengths and internal resources and take new action. Participants will understand when coaching is needed, the mindset required, and the critical skills needed for effective coaching, including deep listening and inquiry.
Coaching: Coaching Diverse Employees 1.34 People are different. Beliefs, behavior, learning pace, and personality vary from person to person. Some employees require extensive support to complete a project, while others perform better with fewer guidelines and more control. Still other employees need constant motivation to keep them focused on achieving goals. As a coach, you must assess each employee’s situation, and determine the most effective coaching approach to implement. This versatility will help you recognize your employees’ needs, improve your communication skills, and make you a better coach. In this course you will learn to: motivate employees by identifying their individual personality types, and build trusting relationships between employees and their coaches.
Coaching: Coaching Diverse Employees (Instructor Guide) 1.34 People are different. Beliefs, behavior, learning pace, and personality vary from person to person. Some employees require extensive support to complete a project, while others perform better with fewer guidelines and more control. Still other employees need constant motivation to keep them focused on achieving goals. As a coach, you must assess each employee’s situation, and determine the most effective coaching approach to implement. This versatility will help you recognize your employees’ needs, improve your communication skills, and make you a better coach. In this course you will learn to: motivate employees by identifying their individual personality types, and build trusting relationships between employees and their coaches. This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course.
Coaching: Communication 1.00 Language is an important coaching tool. The use of suitable words during coaching will help you create relationships, repair employee confidence, and establish plans for employee success. As a coach, you must select words that directly influence your employees’ attitude, behavior, and performance. The use of appropriate language during your coaching sessions will help you convey your messages in a clear and encouraging manner. In this course you will learn to: clearly express your message by using appropriate language, identify and use nonverbal methods of communication, and receive the desired information by asking effective questions.
Coaching: Communication (Instructor Guide) 1.00 Language is an important coaching tool. The use of suitable words during coaching will help you create relationships, repair employee confidence, and establish plans for employee success. As a coach, you must select words that directly influence your employees’ attitude, behavior, and performance. The use of appropriate language during your coaching sessions will help you convey your messages in a clear and encouraging manner. In this course you will learn to: clearly express your message by using appropriate language, identify and use nonverbal methods of communication, and receive the desired information by asking effective questions. This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course.
Coaching: Fundamentals Of Coaching 1.00 Coaching is the continuous effort to help employees maximize their abilities through personalized counseling and advice. The coaching process not only trains employees to become familiar with business procedures and expectations, but also motivates them to reach both individual and company goals. Coaching is beneficial to employees because it encourages them to discover their worth and potential. Through proper coaching sessions, employees build confidence, improve their work habits, and increase their productivity. In this course you will learn to: 1. Define coaching and identify the qualities of an effective coach 2. Build a coaching foundation and plan a coaching strategy.
Coaching: Fundamentals of Coaching (Instructor Guide) 1.00 Coaching is the continuous effort to help employees maximize their abilities through personalized counseling and advice. The coaching process not only trains employees to become familiar with business procedures and expectations, but also motivates them to reach both individual and company goals. Coaching is beneficial to employees because it encourages them to discover their worth and potential. Through proper coaching sessions, employees build confidence, improve their work habits, and increase their productivity. In this course you will learn to: 1. Define coaching and identify the qualities of an effective coach 2. Build a coaching foundation and plan a coaching strategy. This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course.
Coaching: Interpersonal Meetings 0.75 As a coach, your communication skills are critical to your success and the employees you are coaching. In many office environments, it can be tempting to get through the day without much personal contact by relying on technology. However, nothing can replace the benefits of personal interaction, or face-to-face communication.
Coaching: Interpersonal Meetings (Instructor Guide) 0.75 As a coach, your communication skills are critical to your success and the employees you are coaching. In many office environments, it can be tempting to get through the day without much personal contact by relying on technology. However, nothing can replace the benefits of personal interaction, or face-to-face communication. This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course.
Coaching: The Coaching Process 1.50 In this course you will learn to: establish a solid coaching foundation by creating and maintaining healthy coach-employee relationships, be an effective coach by understanding your coaching objectives and communicating the expectations and goals to employees, and provide employees with positive and constructive feedback by monitoring and evaluating their performance.
Coaching: The Coaching Process (Instructor Guide) 1.50 In this course you will learn to: establish a solid coaching foundation by creating and maintaining healthy coach-employee relationships, be an effective coach by understanding your coaching objectives and communicating the expectations and goals to employees, and provide employees with positive and constructive feedback by monitoring and evaluating their performance. This Instructor's Edition of this course includes notes and suggestions to assist you in presenting the material, whether in an in-person classroom setting or as an instructor-led online or distance-learning course. It also provides you with the answers to questions found in mid-lesson activities, as well as in the quiz that concludes the course.
Collaborative Protocol Update - Ketamine 0.60 This course is designed to be taken by all ALS providers in the MLREMS region as an addition module for the 2017 NYS Collaborative Protocol update. A score of 70% is required to pass the exam which follows.
Collaborative Protocol Update - Patella Dislocation 0.40 This course is designed to be taken by all BLS and ALS providers in the MLREMS region as an addition module for the collaborative protocol update. A score of 70% is required to pass the exam which follows.
Combating Sexual Harassment in the Workplace 1.00 Welcome to Combating Sexual Harassment in the Workplace. This course was created by CypherWorx in alignment with training materials developed by New York State. While nearly a dozen states have enacted sexual harassment legislation, New York is among those with the strongest and most stringent proposed sexual harassment laws in the nation. (complianceweek.com). This course may be used as a general sexual harassment training, however, you should check with your state and local municipality for other important requirements.
Combating Sexual Harassment in the Workplace (NY - Spanish) 1.00 In recent years, the topic of sexual harassment in the workplace has been brought into the national spotlight, bringing with it renewed awareness about the serious and unacceptable nature of these actions and the severe consequences that follow. Under New York State Law (effective October 2018), every employer in the state is required to establish a sexual harassment prevention policy which includes annual training pursuant to Section 201-G of the Labor Law. This course was developed by CypherWorx, Inc. in alignment with training materials developed by the Department of Labor and Division of Human Rights to exceed standards required by New York State. Through this course, learners will: Gain a better understanding of what is considered sexual harassment; Learn how to report sexual harassment; and Learn about external reporting options. Al completar este curso: Comprenderá mejor lo que se considera acoso sexual; Aprenderá cómo reportar el acoso sexual; Aprenderá sobre las opciones de informes externos.
Combating Sexual Harassment in the Workplace (NY) 1.00 In recent years, the topic of sexual harassment in the workplace has been brought into the national spotlight, bringing with it renewed awareness about the serious and unacceptable nature of these actions and the severe consequences that follow. Under a new law effective October 2018, every employer in New York State is required to establish a sexual harassment prevention policy which includes annual training pursuant to Section 201-G of the Labor Law. Through this course, learners will: Gain a better understanding of what is considered sexual harassment; Learn how to report sexual harassment; and Learn about external reporting options. This course was developed by CypherWorx, Inc. in alignment with training materials developed by the Department of Labor and Division of Human Rights to exceed standards required by New York State.
Combating Sexual Harassment in the Workplace (NYC) 0.75 This course was created by CypherWorx in alignment with training materials developed by the Department of Labor and Division of Human Right to exceed standards required by law in New York State. In addition to sexual harassment in the workplace, this course covers workplace rights in New York City and includes resources specific to workers in New York City. By completing this course, you will: Gain a better understanding of what is considered sexual harassment; Learn how to report sexual harassment; Learn about external reporting options; Learn about workplace rights and resources specific to workers in New York City.
Coming to America: Understanding the Immigration Process 0.33 Immigrants come to this country under varying circumstances, and their journey and immigration status effect how they live and adjust to life in the U.S. This informational course is designed for participants learn more about the immigration experience and process children, youth, and their families in their OST programs have gone through in order to come to the United States. Since many of our English Learners are immigrants or children of immigrants, it is important for us to understand the circumstances and contexts under which these children, youth, and families are living.
Command and Control Introduction #1432 (Instructor Guide) 1.00 This is the Instructor Guide for Lesson #1432 Introduction to Incident Command and Control. This Instructor Guide is intended to prepare a lead instructor to deliver this course curriculum. Included in this guide is a review of lesson content, and all required lesson materials. The lead instructor must pass this instructor guide course with a minimum score of 80% to receive the course materials for this lesson.
Commitment to Quality in School-Age Programs 2.00 School-age child care programs were prevalent during World War II. Many mothers worked outside the home to support the war effort and needed care for their children. When the war ended, school-age childcare programs disappeared almost overnight as mother chose to stay at home. School-age programs emerged again in the late 1960s in response to the vast numbers of mothers across the nation who were re-entering the workforce. National surveys in the 1970s indicated that at least two-thirds of mothers with school-age children were again employed outside the home. The divorce rate was increasing, as well as the number of households headed by a single parent. As a result, many elementary school children spent hours alone from 3:00 PM to 6:00 PM when school was out. Clearly, there was a growing need for out-of-school support services for school-age children. In the 1970s, programs were commonly known as school-age childcare or extended day programs. Those establishing programs gave their attention to increasing the availability and affordability of after-school services for working parents. By the mid 1970s, childcare advocates also emphasized the importance of providing quality programs. Childcare advocates, parents, educators, public policy experts, and representatives from a wide variety of childcare and community organizations began a national dialogue to explore and identify the components of quality school-age childcare services. Today, national, state, and local organizations are working to educate the public about quality school-age childcare services and to assist school-age childcare professionals achieve quality programming in their communities. It is essential for today's school-age professionals to be aware of the national and state organizations, research, and practices that focus on the development of quality school-age childcare programs. This makes it possible for school-age professionals to learn about the dimensions of quality programs and to participate in the important process of continuous improvement of their own programs.
Commotio Cordis 1.00 Paramedic Instructor Peter Bonadonna discusses his thoughts on Commotio Cordis in an effort to orient EMTs that are not familiar with the phenomena.
Communicating with Families [R] 2.00 Communication and positive relationships with families improve when program staff recognize family members as partners. Staff can benefit from acknowledging their feelings about families and identifying how these feelings help or hinder working with families. This course provides participants the opportunity to identify their attitudes towards families, consider how their attitudes can enhance or detract from their ability to develop positive relationships with families, and examine how a program’s overall environment supports strong staff-family communication.
Communicating with the Deaf Sign Language User 1.00 This training was developed by Dr. Jason Rotoli, Deaf Health Pathways Director, University of Rochester School of Medicine and Dentistry in conjunction with Dr. Jeremy Cushman, Chief of the University of Rochester’s Division of Prehospital Medicine. Funding for the Care of the Culturally Deaf education was provided by Society of Academic Emergency Medicine. Continuing Education provided by EMSPlumbline Final Exam: This multiple-choice exam is designed to test your knowledge of the material you just reviewed. You have three attempts to gain an 80% or higher on this exam. Please take your time and answer each question carefully.
Communications for EMS Providers 1.00 Many providers view EMS Communications as the most basic of topics. At the same time, some experienced providers see this as one of the most in-depth issues that they may come across. How do you view the topic of EMS Communications? It is difficult to find a provider with a rich background in EMS Communications that John Merklinger brings to the table. His knowledge of the industry and his ability to breakdown complex issues makes this large topic very easy to digest. Final Exam: This multiple-choice exam is designed to test your knowledge of the material you just reviewed. You have two attempts to gain an 70% or higher on this exam. Please take your time and answer each question carefully.

Pages

CSV