Physiological alterations predisposing to complex behaviours including aggression and violence. Physiology related to complex behaviours in a range of medical and mental health conditions. Musculoskeletal considerations and risk factors associated with physical intervention: Skeleton, joints and soft tissues: structure & functions, including ranges of motion of particular joints; special considerations re: musculoskeletal system that must be made to minimise risk before physically restraining an individual (use of abnormal force; movement of joint outside normal range of motion; age of individual; compromised musculoskeletal system as a result of disease).

Professional role of the practitioner: Accountability, responsibility and the relevant codes of conduct and practice; employer policy protocols and guidelines. Advocacy and empowerment; ethical and legal issues with particular emphasis on vulnerable groups such as the mentally ill, the elderly, children, those with disabilities, and marginalised groups. Practice issues relating to informed consent and confidentiality. Concept of Care: Concept of care as a practice and legal entity, care as an ethical duty and as a legal requirement, where philosophy and law meet, how they may differ, impact on principles and actual practice. Nature and purpose of law: Functions, sources, and classifications of Irish law. Human rights law: Application of human rights law within care settings including considerations relevant to the professional management of aggression and violence. Law of consent: Civil law dealing with trespass to the person and property, assault and battery, consent, self defence and use of reasonable force, false imprisonment, negligence. Application of these concepts to the professional management of aggression and violence. Ethical role of the practitioner: Deontological and utilitarian positions, principles of autonomy, beneficience, non malficience and natural justice. Moral dilemmas, moral confusion, moral distress.

The adult learner: How adults learn; memory and learning; study skills; self direction; valuing and utilising accumulated experience; internal and external motivations in learning; Knowles’ androgogical theory of learninG Effective presentation techniques: preparation; planning; content; use of teaching aids; verbal, visual, and vocal delivery techniques; managing nerves; dealing with questions. Components in design of learning: Role and function of syllabi, rationale, aims, objectives, outcomes, and evaluation; difference between aims and objectives; formulation of goals, preparation of specific, measurable, achievable, realistic, and time specified objectives; specifying observable behaviours, achievement conditions, and standards of performance; evaluation of learning outcomes. Principles of assessment: Role and function of assessment; validity of assessment; reliability of assessment; managing assessment anxiety; formative and summative assessments; identifying and evaluating learning weaknesses; providing constructive feedback. Competence in performance: Role and function of competence assessment; professional issues associated with objective competency assessment; models of competency in professional practice; professional and ethical issues associated with competency based approaches Personal development and excellence in teaching: Self awareness; the role of confidence in teaching; reflective practice in teaching; development and maintenance of a teaching portfolio; self efficacy and teaching. Professional role of instructor; creating a ‘safe’ learning space; dignity and respect; record keeping including attendance, evaluation, and managing untoward occurrences

Domains of Learning: psychomotor cognitive affective; Teaching practical physical intervention skills: Creating a safe learning environment for teaching practical/physical skills: teaching strategies including demonstration, explanation, supervised practice, feedback and remediation. Safety in the learning environment; classroom dynamics, safety and control in classroom, and use of ground rules; supervising practice. Infection Control in the classroom: Transmission and prevention of infection; viral diseases, bacterial diseases, fungal and parasitic diseases; methods for cleaning and disinfecting; safe handling of needles and sharps, blood and body fluids.