Complex Care Academy
Built on the Care Practitioner Training & Competency Evaluation Form. For practitioners supporting long-term conditions & complex care packages.
The complete suite
All 12 condition modules, one price
Neurological conditions
The largest domain in the skills audit
Behaviour as communication
Medication timing · falls risk
Relapsing-remitting to progressive care
Progressive, palliative-led support
Recognition · rescue protocol
Acute signs to long-term rehab
Cognitive, behavioural, physical impact
Level of injury, autonomic dysreflexia
Learning disability, mental health & long-term conditions
Person-centred, trauma-informed practice
Communication · positive behaviour support
Common conditions · crisis response
Type 1 & 2 · hypo/hyper management
Symptom control · anticipatory medicines
Complex care and long-term conditions
The Complex Care Academy begins with a structured skills audit. Every learner completes the Care Practitioner Training & Competency Evaluation Form, which maps their existing qualifications, self-assessed competence across sixteen practice areas, complex care experience, and clinical procedures they have been trained and assessed on. That audit produces a personalised training plan — two practitioners with the same job title frequently need entirely different programmes, and this is how we identify that before a single course is booked.
- Dementia / Alzheimer's
- Parkinson's Disease
- Multiple Sclerosis (MS)
- Motor Neurone Disease (MND)
- Huntington's Disease
- Stroke & Rehabilitation
- Acquired / Traumatic Brain Injury
- Epilepsy & Seizure Management
- Spinal Cord Injury
- Cerebral Palsy
- Physical Disabilities
- Sensory Impairment
- Respiratory Conditions / COPD
- Bariatric Care
- Frailty & Falls Prevention
- Learning Disabilities
- Autism / Neurodiversity
- Mental Health Conditions
- Dual Diagnosis / Substance Misuse
- Challenging Behaviour / PBS
- Diabetes (Type 1 & 2)
- Cancer & Oncology Support
- Palliative / End of Life Care
| DOMAIN | AREAS ASSESSED |
|---|---|
| Neurological conditions | Dementia · Parkinson's · MS · MND · epilepsy · stroke · brain and spinal injury · Huntington's · cerebral palsy |
| Learning disabilities | Learning disability · autism and neurodiversity · communication · positive behaviour support |
| Physical disabilities | Mobility · transfers · pressure care · bariatric care · sensory impairment · frailty and falls |
| Mental health | Common conditions · crisis response · dual diagnosis and substance misuse · trauma-informed practice |
| Respiratory care | Oxygen therapy · nebulisers · tracheostomy · suctioning · non-invasive and invasive ventilation · COPD |
| Oncology support | Cancer treatment side effects · lymphoedema · symptom management · psychological support |
| Palliative care | Symptom control · syringe drivers · anticipatory medicines · care after death · bereavement |
| Clinical procedures | PEG and NG feeding · catheterisation · stoma care · wound care · venepuncture · insulin · bowel care · NEWS2 |
The Care Practitioner Training & Competency Evaluation Form is completed at enrolment, capturing qualifications, experience and self-rated competence
Confidence rated 1–5 across sixteen practice areas, repeated after training to demonstrate distance travelled
Lecture and workbook completed; knowledge tested by written assessment with an 80% pass mark
The learner performs the task under direct observation in a training environment
The task is observed in real practice, with a real person, in the actual setting
The learner reflects on their practice, what they would change and where their limits lie
Competence is confirmed for the specific task, dated, with a review date set
Competence is re-observed and the training plan updated
Competency, not just attendance.
Beginning with the Care Practitioner Training & Competency Evaluation Form at onboarding, and producing a personalised development plan.
- The completed evaluation form is uploaded to the platform at enrolment.
- Self-assessed competence is scored 1–5 across sixteen practice areas.
- Clinical procedures are recorded as trained, assessed as competent, or neither.
- The platform generates a personalised training plan and a proposed sequence of modules.
- The employer sees the aggregated picture across the whole team, identifying service-wide gaps.
- The plan is reviewed at least annually and whenever the person's role or caseload changes.
- A certificate of attendance evidences that a person was in a room. It does not evidence that they can perform the task.
- CQC Regulation 18 requires staff to be competent, skilled and experienced. Regulation 12 requires care to be delivered safely by people with the competence to do so.
- When an inspector asks how you know your staff are competent, the answer should be a dated observation record signed by a qualified assessor — not a training certificate.
- Any assessment answer indicating that a learner would work beyond their competence, or would fail to escalate a safeguarding or clinical concern, is an automatic refer regardless of the overall score.
Complete the online skills audit
The Care Practitioner Training & Competency Evaluation Form, online. Tick what you already hold and what you have supported, rate your confidence, and get a personalised training plan — or have it reviewed and written up by an assessor from £45, included free with a subscription.