Unit 6: The Role of the Health and Social Care Worker Unit code: HSC 025 QCF level: 2 Credit value: 2 Guided learning hours: 14 Unit summary This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to understand the nature of working relationships, work in ways that are agreed with the employer and work in partnership with others. This is a mandatory unit in both the Level 2 Diploma in Health and Social Care (Adults) for England (QCF) and the Level 2 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (QCF). Assessment requirements This unit must be assessed in accordance with the Skills for Care and Development QCF Assessment Principles. Learning outcomes 2 and 3 must be assessed in a real work environment.
The psychological approach is embedded in several other units in the programme and is extended, in particular, in Unit 29: Applied Psychological Perspectives for Health and Social Care, and Unit 30: Health Psychology. Learning outcomes On completion of this unit a learner should: 1 2 Understand psychological perspectives Understand psychological approaches to health and social care. Edexcel BTEC Level 3 Nationals specification in Health and Social Care – Issue 1 – June 2010 © Edexcel Limited 2010 1 Unit content 1
• Codes of Practice are: Codes of Practice for Social Care Workers and Employers; General Social Care Council; Standards of conduct; Standards of Conduct Performance & Ethics: Health Professionals Council • National Occupational Standards: Health and Social Care; Children's Care Learning and Development 1.2 Explain why reflecting on work activities is an important way to develop own knowledge and skills. Reflecting on activities from work and also other places is a great way to develop the things that you know, and also discover what you don’t know, allowing you to set your mind on ways to develop your knowledge and fill in any gaps in your knowledge. Learning to properly reflect on what has happened is in the past is one of the most valuable personal skills, and it’s a way that an individual can develop themselves without the need for textbooks and training, merely learning not to repeat mistakes you’ve made, and recognizing actions as mistakes in the first place goes a long way to making a person more efficient at their job role. It’s important to access the skills you have, and also the skills you lack to know where improvement is needed, and knowing exactly what you want to learn is useful in reducing the time necessary in producing a new skill. Along with having knowledge and skills,
Unit 4222-203 Introduction to equality and inclusion in health, social care or children's and young people’s settings (SHC 23) Level: Credit value: UAN: 2 2 R/601/5471 Unit aim This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the concepts of equality, diversity and inclusion which are fundamental to such roles. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand the importance of equality and inclusion 2.
It The professional development part of provides a list of standards that should be met this website provides ongoing learning in the special education classroom and how opportunities for the special educator. You they can be met. can find beneficial professional development programs that meet the needs of any
I am also responsible for catering for students with learning disabilities. My responsibilities as a teacher is to be knowledgeable in my subject area which is catering and keep up to date with legislation codes of conduct and changing guidelines
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.
Unit 206 Understand the role of the social care worker Level: 2 Credit value: 1 NDAQ number: A/602/3113 Unit aim This unit is aimed at those who are interested in, or new to working in social care setting. It provides the knowledge required to understand the nature of working relationships, working in ways that are agreed with the employer, and working in partnership with others. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand working relationships in social care settings.
Unit Title: Support person-centred thinking and planning Unit sector reference: LD 302 Level: 3 Credit value: 5 Guided learning hours: 41 Unit expiry date: 30/04/2015 Unit accreditation number: A/601/7215 Unit purpose and aim This unit is aimed at those who work in a range of health or social care settings. This unit enables the learner to extend their knowledge about the principles, processes and context of personcentred thinking, planning and reviews. It also requires the learner to explore their own role in implementing person-centred thinking and planning and to develop further the skills and attitudes necessary to fulfil this role. Learning Outcomes The learner will: 1. Understand the principles and practice of personcentred thinking, planning and reviews Assessment Criteria The learner can: 1.1 Explain what personcentred thinking is, and how it relates to personcentred reviews and person-centred planning 1.2 Explain the benefits of using person-centred thinking with individuals 1.3 Explain the beliefs and values on which personcentred thinking and planning is based 1.4 Explain how the beliefs and values on which person-centred thinking is based differs from assessment and other approaches to planning Exemplification An individual is someone requiring care or support Person-centred thinking tools include: Important to/for (recorded as a one page profile) Working/Not working The doughnut Matching staff Relationship circle Communication charts 4 plus 1 questions Citizenship tool Decision making agreement Presence to contribution Dreaming 1.5 Explain how personcentred thinking tools can form the basis of a person-centred plan 1.6 Describe the key features of different styles of person-centred planning © OCR 2010 1 Learning Outcomes Assessment Criteria and the contexts in which they are most useful Exemplification 1.7 Describe examples of
Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN HEALTH AND SOCIAL CARE PERSONAL AND PROFESSIONAL DEVELOPMENT IN HEALTH AND SOCIAL CARE D/600/8958 LEVEL 3 UNIT 8 GUIDED LEARNING HOURS: 120 UNIT CREDIT VALUE: 20 PERSONAL AND PROFESSIONAL DEVELOPMENT IN HEALTH AND SOCIAL CARE D/600/8958 LEVEL 3 UNIT 8 AIM OF THE UNIT Reflective practice is used widely within the health and social care sector to ensure standards of service and care are monitored and where necessary improved. This unit will enable learners to develop skills necessary to plan, monitor and reflect on their personal and professional development and learners will compile a professional development portfolio (PDP) which will contain evidence