LO1 Understand different theories of learning. 1.1 Explain how different domains of learning apply to learning in health and social care. Domains of learning: Bloom’s Taxonomy of learning domains (cognitive, psychomotor, affective) 1.2 Explain different ways in which learning can occur in health and social care workplaces. Different ways in which learning can occur: learning cycle (Kolb), learning circles (Race); learning through doing, learning through experience; planning, teaching, observing, mentoring, tutoring, demonstration, feedback 1.3 Analyse how theories of learning relate to the development of understanding and skills in health and social care. Theories of learning: behaviourist, gestalt, cognitive, humanistic LO2 Understand the impact of learning styles on learning by individuals.
This allows the medical staff to use the knowledge they obtained in school in order to help the patients in improving their life. This helps in advancing their lifestyle and promotes good health. There are various types of assessment tools that may be used, all depending on the patient’s current situation. One tool that is currently being used is the Perceived Stress Scale (PSS). It is a measure of the degree to which situation’s in one’s life are appraised as stressful (Cohen, 1988).
Annotated Bibliography on Pain Assessment Tools for Patients With Limited Communication Health Assessment Tammy F. Surrency Dr. Constance Morrison March 12, 2013 Introduction Pain assessment tools for patients with limited communication is the topic of this annotated bibliography. This is a topic of interest to me because for nurses, it is very important to perform a pain assessment on patients who have limitations in their ability to communicate as a result of cognitive impairment, learning disabilities, or language impairment. To identify, assess, and treat patients with complaints of pain are vital because the experience of pain may affect the perception and expression of other symptoms resulting in inappropriate treatments and management. In order to properly treat the symptoms of pain, a good pain assessment tools are used. The use of the pain assessment tool will assist in developing the plan of care for the patients.
WORK BOOK- (HSC 24) (HSC 24)-Principles of Safeguarding and Protection in Health and Social Care.Unit aim:This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or allegedCredit value-3Level 2This workbook covers the following elements:Learning outcomes:There are five learning outcomes to this unit-1. Know how to recognise signs of abuse.2. Know how to respond to suspected or alleged abuse.3.
Individuals with additional needs may need provision from a number of services, requiring organisations to work in partnership to assess needs and provide support. Learners will explore additional needs which may be experienced by individuals, considering the effects that their needs may have on their wellbeing, rights and access. Learner’ understanding of disability will be challenged through an introduction to the models of disability and the factors which contribute to barriers faced by individuals with additional needs. Legislation, frameworks and policies, which govern work in the health and social care sectors and support the rights of individuals with additional needs, will be introduced. The final part of the unit will enable learners to consider current practice, including a person-centred approach.
: reflective account, question and answer, case study and other evidence. (if you are a learn direct candidate refer to the reading resources on your account to support with the terms, vocabulary and key wards) Learning Outcomes The learner will: 1) Understand the importance of mobility Assessment Criteria The learner can: 1.1.1Define mobility Give an example from your work place: 1.1.2 Explain how different health conditions may affect and be affected by mobility Give an example from your work place: 1.1.3 Outline the effects that reduced mobility may have on an individual’s wellbeing Give an example from your work place: 1.1.4 Describe the benefits of maintaining and improving mobility Give an example from your work place: 2) Be able to prepare for mobility activities Assessment Criteria The learner can: 2.2.1 Agree mobility activities with the individual and others Give an example from your work place: 2.2.2 Remove or minimise hazards in the environment before beginning a mobility activity Give an example from your work place: 2.2.3 Check the suitability of an individual’s clothing and footwear for safety and mobility Give an example from your work place: 2.2.4 Check the safety and cleanliness of mobility equipment and
1.3 Explain why it is important to observe an individual’s reactions when communicating with them. | 2 Be able to meet the communication and language needs, wishes and preferences of individuals. | Knowledge Workbook | 2.1 Find out an individual’s communication and language needs, wishes and preferences.2.2 Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences. 2.3 Show how and when to seek
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Promote and implement health and safety in health and social care HSC 037 3 6 43 F/601/8138 Unit purpose and aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to promote and implement health and safety in their work setting. Learning Outcomes The learner will: 1 Understand own responsibilities, and the responsibilities of others, relating to health and safety Assessment Criteria The learner can: 1.1 Identify legislation relating to health and safety in a health or social care work setting 1.2 Explain the main points of health and safety policies and procedures agreed with the employer 1.3 Analyse the main health and safety responsibilities of: self the employer or manager others in the work setting 1.4 Identify specific tasks in the work setting that should not be carried out without special training Exemplification Work setting may include one specific location or a range of locations, depending on the context of a particular work role Policies and procedures may include other agreed ways of working as well as formal policies and procedures Others may include: Team members Other colleagues Those who use or commission their own health or social care services Families, carers and advocates Tasks for which special training is required may include: Use of equipment First aid Medication Health care procedures Food handling and preparation © OCR 2010 1 Learning Outcomes The learner will: 2 Be able to carry out own responsibilities for health and safety Assessment Criteria The learner can: 2.1 Use policies and procedures or other agreed ways of working that relate to health and safety 2.2 Support others to understand and follow safe practices 2.3 Monitor and
PROCEDURES USED IN FORMATIVE ASSESSMENT Formative assessment includes a variety of procedures such as observation, feedback, and journaling. However, there are some general principles that constitute effective formative assessment. Key requirements for successful formative assessment include the use of quality assessment tools and the subsequent use of the information derived from these assessments to improve instruction. The defining characteristic of formative assessment is its interactive or cyclical nature (Sadler, 1988). At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information.
Additional Information Communication methods include: * non-verbal communication – eye contact – touch – physical gestures – body language – behaviour * verbal communication – vocabulary – linguistic tone Services may include: * translation services * interpreting services * speech and language services * advocacy services. Assessment methodology Assessment criteria 2.1, 2.2, 2.3, 3.2, 3.3 and 4.2 are assessed in the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. Learning outcomes and assessment criteria Learning outcomes | Assessment criteria | Evidence type | Portfolio reference | Date | 1 | Understand why communication is important in the work setting | 1.1 | Identify different reasons why people communicate | | | | | | 1.2 | Explain how effective communication affects all aspects of own work | | | | | | 1.3 | Explain why it is important to observe an individual’s