Be able to support the use of equipment to manage continence. Unit Title: Unit Level: Unit Credit Value: GLH: apt awards Unit Code: Unit Reference Number: Support Individuals to Manage Continence Two 3 19 HJ1/2/SQ/008 J/601/8058 LEARNING OUTCOMES The learner will: 4. Be able to support continence safely. ASSESSMENT CRITERIA The learner can: 4.1. Identify risks that may arise while supporting continence.
UNIT 4222-319 (HSC 3020) FACILITATE PERSON CENTRED ASSESSMENT, PLANNING, IMPLEMENTATION AND REVIEW LEARNING OUTCOMES OUTCOME 1 UNDERSTAND THE PRINCIPLES OF PERSON CENTRED ASSESSMENT AND CARE PLANNING TERMS HOLISTIC – this is looking at the whole situation 1. Explain the importance of a holistic approach to assessment and planning of care or support You need to look beyond what you see when you first meet a new client as having an holistic approach means that you need to recognize that all parts of the person’s life has an impact of the care needs of that person. The Valuing People (2001) White paper is where the person centred planning came from originally. There are some broad outlines and key principles of PCP (Person centred planning) in this paper. I personally use ‘WE TAILOR TO YOUR REQUIREMNTS’ which again says it is the person and the whole situation so with this in mind I would put the A person /client at the centre of the care/support plan B their family and friends must be full partners C anyone else involved with the persons wider life should be included d. This PCP should reflect the person’s capacities, what is important now and in the future for that person and must specify the support they require to make a contribution in their community 2.
Unit 635 Level: Credit value: UAN: Support individuals with autistic spectrum conditions 3 4 M/504/2196 Unit aim The purpose of this unit is to develop learners knowledge, understanding and skills of supporting an individual with autistic spectrum conditions Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Understand legislative frameworks that relate to individuals with autistic spectrum conditions 2. Understand the main characteristics of autistic spectrum conditions 3. Be able to support individuals with autistic spectrum conditions 4.
Diploma Level 2 Health & Social Care Living with Dementia Activity & Worksheet DEM 201: Dementia awareness Level 2 Unit DEM 201 Dementia awareness Credit value: 2 Unit aim The aim of the unit is to enable learners to gain knowledge of what dementia is, the different forms of dementia and how others can have an impact on the individual with dementia. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Understand what dementia is 2. Understand key features of the theoretical models of dementia 3.
It reflects what is important to the person (now and for the future) and specifies the support they require to make a valued contribution to their community. 1.2 Explain the benefits of using person-centred thinking with individuals. By using person centred thinking a profile can be made to suit the individual focusing on what is important to the person, how they wish to live and then moves towards those aspirations. 1.3 Explain the beliefs and values on which person centred thinking and planning is based. It is based on the belief and values that people with learning disabilities are entitled to the same rights and choices as other members of society.
Assessment This unit must be assessed in accordance with Skills for Care and Development’s QCF Assessment Principles. Learning outcomes 2, 3, 4 and 6 must be assessed in a real work environment. Unit 4222-324 Support individuals with specific communication needs (HSC 3029) Assessment Criteria Outcome 1 Understand specific communication needs and factors affecting them The learner can: 1. explain the importance of meeting an individual’s communication needs 2. explain how own role and practice can
STUDY PACK FOR Unit 4222 324 Support individuals with specific communication needs Learning outcomes: 1 Understand specific communication needs and factors affecting them 2 Be able to contribute to establishing the nature of specific communication of individuals and ways to address them 3 Be able to interact with individuals using their preferred communication 4 Be able to promote communication between the individuals and others 5 Know how to support the use of communication technology and aids 6 Be able to review an individual’s communication needs and the support provided to address them Resources; Communication policy and procedure information Information on local resources and technological support for specific communication needs Outcome 1 Explain why it is important to meet the communication needs of individuals. 01.1 So that they have an equal opportunity to have a say in the decisions made and to express ther individual wants and needs, If a person cannot effectively communicate then there needs may not be met and therefore there care cannot be person centered. Explain how your own role and practice can impact on communication with an individual who has specific communication needs. Describe an example from your own work practice. 01.2 A young adult with anorexia nervosa has a built in anorexic filter this means that they take what you say and filter it through and generally translate what has been said into a more negative statement.
Section 1: Continuous improvement techniques [LO1] This section will help you to evidence Learning Outcome 1: Know about continuous improvement techniques (Kaizen). Learning objective | Place in Assessment | 1.1 Identify the main Kaizen principles and their application | Question 1, Page 1Question 2, Page 2,3,4,5 | 1. What are the four main Kaizen principles? Identify each one below. [1.1] ------------------------------------------------- Organisation can improve their performance through innovation and continuous improvement.
CU1520 – Promote child and young person development 1.1 Explain the factors that need to be taken into account when assessing development? Confidentiality – know when it can and cannot be broken Avoiding bias Children's wishes and feelings Ethnic, Cultural backgrounds Additional needs 1.2 Assess a child or young person? Development in the following areas Physical – Moving and Handling, Health and Safe-Care Communication – Listening, Understanding and Speaking Intellectual/Cognitive – Reading, Writing, Numbers and Shapes, Space and Measures Social, Emotional and Behaviour – Self Confidence and Self Awareness, Managing feelings and Behaviour, Making Relationships Moral – People and Communities, The World and Technology 1.3 Explain the selection of the assessment methods used Notes (note down until writing main observation) Events (transitions, New starters) Long Observations Short Observations Timed Observations 1.4 Develop a plan to meet the development needs of a child or young person in the work setting. 2.1 Implement the development plan for a child or young person according to own role and responsibilities, taking into account that development is holistic and interconnected Development Plan Child's Name:Child A Age: 2 Key Person: Emma Spencer Date: 28/8/14 | Interests Observed/Individual needs of the child Loves counting, Coloured blocks, Getting messy | Likes/Dislikes Fish fingers, Watching films, Orange Juice, Jaffa Cakes | Aims/Targets/Purpose of Plan Get into a routine, Encourage sitting down, doing activities and build on their communication | Suggested activities Threading to develop fine motor skills, Drawing their face | Equipment/Resources needed Colourful beads, Bold colour pens, Number blocks | Location Inside |
This means that when something isn’t working as well as it could or not leading to a positive outcome it can be worked on or changed to allow for a positive outcome to be achieved. It also means that you can work with the individual in building the assessment and allow them to have as much input as possible. 2.2 – 2.3 – 3.0 – 3.1