Writing Effective Incident Reports

Course Code: REL-IDD-OADSP-WEIR

Hours: 1.5

Type: Online Course

Content Expiration Date: 12/31/2023

Learning Objectives:
Describe why incident reporting is important and the process of creating an incident report.
List and demonstrate the three key components of an effective incident report.
Name common elements that affect the quality of incident reports.

Outline:
Section 1. Introduction A. About This Course B. Learning Objectives Section 2: The Important Process of Incident Reporting A. An Incident Gone Bad B. What is Incident Reporting and Why is It Important? C. The Incident Reporting Process D. Reporting a Crime or Suspected Crime E. Maintaining Records of Incidents to Track Trends and Patterns F. The Need to Prioritize Efforts G. Incident Reporting Protects the Health and Safety of People Served H. Incident Reporting Protects the Agency and You I. Section Summary Section 3: Key Ingredients of a Good Incident Report A. The Three C’s of a Great Incident Report B. Who Is Involved C. The Body of Your Incident Report: What Happened D. What Happened Prior to the Incident? E. What Happened During the Incident? F. What Happened Following the Incident? G. When and Where H. What’s Wrong with This Report? I. Statements Provided By Others J. Attachments K. Key Questions L. Summary Section 4: Best Practices for Writing Incident Reports A. Best Practices B. Drop the Jargon: Use Common Terms and People-First Language C. Anthony’s Report D. Objectivity vs. Subjectivity E. To Share or Not to Share: Your Opinions and Assumptions F. Bob and Tom’s Fight G. Confidentiality and Ethical Practice H. Judy’s Report I. Using a Form to Gather and Organize Incident Information J. Summary Section 5: Common Mistakes Made In Incident Reports A. Faulty Memory B. Not Clear and Concise: Provide the Right Type and Right Amount of Detail C. Clear and Concise vs. Vague or Wordy D. The Importance of Correct Grammar E. Whodunit: Using the Active Voice F. Use the Active Voice G. Using Automated Systems to Help Write Incident Reports H. Review I. Summary Section 6: Conclusion A. Summary B. References C. Congratulations D. Exam

Instructor: Deb Easley, M.S.

Deb Easley, M.S. is the Training Coordinator for Living Arrangements for the Developmentally Disabled, Inc. (LADD, Inc.) in Cincinnati, Ohio where she has worked for the past 18 years. Deb is one of the founding members of DSPATHS Credentialing Program and Ohio Alliance of Direct Support Professionals (OADSP). Her experience with DSPATHS includes being a Regional Manager, Instructor, Skill Mentor, Regional Coordinator, Regional Financial Administrator, Statewide Operations Administrator, and Curriculum Writer. Deb holds a Master of Science degree in Health Planning and Management and a Bachelor of Science degree in Education. Deb has personal and professional experience with the social and health issues encountered by people with disabilities and their families. Disclosure: Deb Easley, M.S. has no Relevant Financial or Non-Financial Relationship with ineligible companies to disclose.

Instructor: Nellie Galindo, MSW, MSPH

Nellie Galindo received her Masters of Social Work and Masters of Science in Public Health from the University of North Carolina at Chapel Hill. She has worked with individuals with disabilities in several different settings, including working as a direct service provider for individuals with mental illness and leading a youth program for young adults with disabilities. She has facilitated and created trainings for individuals with intellectual and developmental disabilities in the areas of self-advocacy, healthy relationships, sexual health education, and violence and abuse prevention. Mrs. Galindo has worked in state government assisting individuals with disabilities obtain accessible health information in their communities, as well as utilizing the Americans with Disabilities Act to ensure equal access to healthcare services. Disclosure: Nellie Galindo, MSW, MSPH has no Relevant Financial or Non-Financial Relationship with ineligible companies to disclose.

Target Audience:
The target audience for this course is: Entry level Direct Support Professionals; Entry level General Staff; in the following settings: Intellectual Developmental Disabilities.

Relias Learning will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.

Relias Learning has a grievance policy in place to facilitate reports of dissatisfaction. Relias Learning will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias Learning at support@reliaslearning.com.

All courses offered by Relias Learning, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.

To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.

Course Delivery Method and Format
Asynchronous Distance Learning with interactivity which includes quizzes with questions/answers, and posttests.