Understand how to reflect on practices in adult social care. 1.1. Explain what reflective practice is? Reflective practice is a process to help evaluate your work. It provides opportunities to learn from your experience and develop your working practice.
3.Explain how standards inform reflective practice in adult social care Standards inform reflective practice by informing own learning, helping one to think about professional accountability, enabling professional development, providing a way of identifying what is required for good practice. Standards may include code of practice, regulations, essential standards and National Occupational standards. 4. Describe how own values, beliefs systems and experiences may affect working practice Own values, beliefs systems and experience may affect working practice by preventing conflict with others, favouring those who share your values, beliefs systems and experiences, fostering understanding of others’ views and perspectives, and improving communication with others. 5.
Unit 302 Principles of Personal Development in Adult Social Care Settings Unit 302 Principles of personal development in adult social care settings Outcome 1: Understand how to reflect on practise in adult social care 1.1 Explain what reflective practice is Reflective practice is a process to help evaluate your work. It provides opportunities to learn from your experience and develop your working practice. It is both a tool to help you analyse specific interactions or incidents that have occurred at work, as well as a method of working in the moment that is mindful and self-aware. 1.2 Explain the importance of reflective practice in continuously improving the quality of service provided Reflecting on your practise is important as it can help you to focus on what you have done well and identify areas you may need to improve I.e. It may make you consider new approaches or make you consider learning more or beginning new courses in relevant subjects.
3.2 – Identify the main points of agreed procedures for handling complaints. The complaints policy is a recorded and documented procedure that is available; the complaint is respected and listened to. Complaints are usually dealt with by members of staff including the manager if needed. Unit 2 – Principles of Personal Development in Adult Social Care Settings. 1.1 – Identify standards that influence the way adult social care job roles are carried out.
On completion of this unit you should: understand person-centred approaches in adult social care understand how to implement a person-centred approach in an adult social care setting understand the importance of establishing consent when providing care or support understand how to implement and promote active participation understand how to support an individual’s right to make choices understand how to promote an individual’s well-being understand the role of risk assessment in enabling a personcentred approach Understand person-centred approaches in adult social care settings 105 [1255] ASC Level 3.indd 105 8/24/12 11:17 AM thin Preparing to work in adult social care | Level 3 k ut abo You or those close to you may have received services in the past – perhaps in a health and social care setting, or from other services such as education, the police, a job centre, a housing association etc. Reflect on the person centred values you experienced – what was good and what could have been improved upon? What could you learn from your experience to improve your
1. Identify the different reasons why people communicate (1.1.1) The main purpose for communicating is to get your point across to others. This is important in my job role so that I can gain an understanding into each individual’s life learning about their background, interests and opinions; this will allow me to give the best person centred care I can. Communication is also used to express feelings and thoughts 2. Explain how communication affects relationships in an adult social care setting (1.1.2) When working in a care setting communication is very important.
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit expiry date: Unit accreditation number: Understand person-centred approaches in adult social care settings PWCS 26 2 4 34 31/07/2015 J/602/3180 Unit purpose and aim This unit introduces the concept of person-centred support as a fundamental principle of social care. This unit is aimed at those who are interested in, or new to, working in social care settings with adults. Learning Outcomes The learner will: 1 Understand personcentred approaches for care and support Assessment Criteria The learner can: 1.1 Define person-centred values 1.2 Explain why it is important to work in a way that embeds person-centred values Exemplification Person-centred values include: Individuality Rights Choice Privacy Independence Dignity Respect Partnership It is important to work in these ways eg: to meet the needs of the individual to provide the best possible quality care service to ensure a good quality of life of the individual to treat the individual as you would want to be treated © OCR 2010 1 Learning Outcomes The learner will: 2 Understand how to implement a personcentred approach in an adult social care setting Assessment Criteria The learner can: 2.1 Describe how to find out the history, preferences, wishes and needs of an individual 2.2 Describe how to take into account the history, preferences, wishes and needs of an individual when planning care and support 2.3 Explain how using an individual’s care plan contributes to working in a person-centred way Exemplification An Individual is someone requiring care or support Sources of information to find out the wishes and needs of an individual include asking: the individual family friends other carers other professionals i.e. GP, social worker, nurse referring to documents i.e. care plans,
Unit Title: Principles of personal development in adult social care settings Unit sector reference: PWCS 22 Level: 2 Credit value: 2 Guided learning hours: 17 Unit expiry date: 31/07/2015 Unit accreditation number: L/602/3035 Unit purpose and aim The unit introduces the concepts of personal development and reflective practice, which are fundamental to adult social care roles. This unit is aimed at those who are interested in, or new to, working in social care settings with adults. Learning Outcomes The learner will: Assessment Criteria The learner can: 1 1.1 Identify standards that influence the way adult social care job roles are carried out 1.2 Explain why reflecting on work activities is an important way to develop own knowledge and skills 1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work Understand what is required for good practice in adult social care roles Exemplification Standards – may include Code of practice Regulations Essential standards National Occupational standards Reasons may include: to examine why and how you practice to identify areas for improvement to develop different ways of working to develop new areas of learning Ways may include: being aware of own personal attitudes and beliefs understanding and being open to others’ attitudes and beliefs respecting differences between own and others’ personal attitudes and beliefs © OCR 2010 1 Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification 2 2.1 Describe how a learning activity has improved own knowledge, skills and understanding 2.2 Describe how reflecting on a situation has improved own knowledge, skills and understanding 2.3 Describe how feedback from
PWCS 32: Principles of personal development in adult social care settings Understand how to reflect practice in adult social care. 1.1 Explain what reflective practice is. Reflective practice is a process to help evaluate my work. It provides opportunities to learn from my experience and develop my working practice. It is both a tool to help me analyse specific interactions or incidents that have occurred at work, as well as a method of working in the moment that is mindful and self-aware.
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit expiry date: Unit accreditation number: Introduction to duty of care in health, social care or children’s and young people’s settings SHC 24 2 1 9 28/02/2015 H/601/5474 Unit purpose and aim This unit is aimed at those who work in health or social care settings or with children and young people in a wide range of settings. It introduces the concept of duty of care and awareness of dilemmas or complaints that may arise where there is a duty of care. Learning Outcomes The learner will: 1 Understand the implications of duty of care Assessment Criteria The learner can: 1.1 Define the term “duty of care” 1.2 Describe how the duty of care affects own work role Exemplification Duty of Care includes the concepts: to keep individuals safe to keep individuals free from harm to give choice The work role could be that of a carer, support worker, health care assistant. 2 Understand support available for addressing dilemmas that may arise about duty of care 2.1 Describe dilemmas that may arise between the duty of care and an individual’s rights 2.2 Explain where to get additional support and advice about how to resolve such dilemmas Dilemmas include: The individual may want privacy in the bathroom but it is not safe for them to be left alone as their mobility is poor; The individual is diabetic and wants to eat cake and sweets; The individual wants to live independently but does not have the necessary abilities for this to happen; All individuals in the setting want to go to bed at 10pm. Rights include: choice independence 1 © OCR 2010 Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification privacy.