Understand how duty of care contributes to safe practice | |B |Complete table |2. Know how to address conflicts or dilemmas that may arise between an individual and the duty| | | |of care | |C |Short answer questions |3. Know how to respond to complaints | Assignment 054 Principles for Implementing Duty of Care in Health, Social Care or Children’s and Young People’s Settings Task A Short answer questions For this task, explain the following: 1. What duty of care means in children and young people settings (Ref. 1.1) Duty of care in my work role means to make sure keeping them safe from harm/potential physical
Unit 26: Unit code: QCF Level 3: Credit value: Caring for Individuals with Additional Needs M/600/8981 BTEC Nationals 5 Guided learning hours: 30 Aim and purpose This unit aims to enable learners to challenge their attitudes towards individuals with additional needs by introducing models of disability and exploring barriers. Learners will be able to examine the role of health and social care services in providing care and support. Unit introduction Individuals with additional needs have a right to receive the best quality care and support. This unit explores the additional needs experienced by individuals and how these may impact on their health, wellbeing and life opportunities. Individuals with additional needs may need provision from a number of services, requiring organisations to work in partnership to assess needs and provide support.
Working Assignment for BTEC Level 3 Certificate in Preparing to Work in Adult Social Care Unit 13: Principles for Implementing Duty of Care in Health, social care or Children’s and Young People’s setting Level 3 Diploma in Health and Social Care (For adults) in England (QCF) Unit 4: Principles for Implementing Duty of Care in Health, social care or Children’s and Young People’s setting Learner Name: Suzy Osbaldeston Assessor: Date: Explain what it means to have a duty of care in your work role and how your duty of care can contribute to the safeguarding or protection of individuals (BTEC L3 U13 1.1, 1.2 QCF L3 U4 1.1, 1.2) A duty of care is putting the needs and interests of the service user before anything else and to safeguard them and protect them from any risks. The service user must also be treated with respect and be able to maintain their dignity and independence. If the service user appears to be having difficulties with another carer or their family it is in your duty of care to report these issues. Codes of Practice are in place to enable a care worker to assess their duty of care. These guidelines are in place to show how you are expected to behave.
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Principles of safeguarding and protection in health and social care HSC 024 2 3 26 A/601/8574 Unit purpose and aim This unit is aimed at those working in a wide range of settings. 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 alleged. Learning Outcomes The learner will: 1 Know how to recognise signs of abuse Assessment Criteria The learner can: 1.1 Define the following types of abuse: Physical abuse Sexual abuse Emotional/psychological abuse Financial abuse Institutional abuse Self neglect Neglect by others 1.1 Identify the signs and/or symptoms associated with each type of abuse 1.2 Describe factors that may contribute to an individual being more vulnerable to abuse Exemplification An individual will usually mean the person supported by the learner but may include those for whom there is no formal duty of care Factors may include: a setting or situation the individual © OCR 2010 1 Learning Outcomes The learner will: 2 Know how to respond to suspected or alleged abuse Assessment Criteria The learner can: 2.1 Explain the actions to take if there are suspicions that an individual is being abused 2.2 Explain the actions to take if an individual alleges that they are being abused 2.3 Identify ways to ensure that evidence of abuse is preserved Exemplification The actions to take constitute the learner’s responsibilities in responding to allegations or suspicions of abuse.
DIPLOMA LEVEL 3 IN HEALTH & SOCIAL CARE Candidate Performance Evidence Record for Holistic Assessment of Units |Use this form to record details of activities (tick as appropriate): | | | | | |Observed by your assessor | | | |Evidence Item No: |……….. | | | |Observed by a witness | | | |Unit No. |8………………….. | | | |Observed by an expert witness | | | | |…………………….. | | | |Self reflective accounts | X | | | | | | | |NB: Your assessor may wish to ask you some questions relating to this activity | | | |Learner’s Name: Work place: | |Date of Activity|Performance records |Units | | | |LO and AC | | |Understanding own responsibilities, and the responsibilities of the other, relating to health and safety. | | |24/05/15 |Identify
Unit CU235P/CT235 Introduction of Duty of Care in Health, Social Care or Children’s and Young Peoples Settings Learning Outcomes 1. Understand the implications of duty of care Assessment Criteria 1.1 Define the term ‘Duty of Care’ Learner Answer and/ or evidence reference A duty of care is moral or legal obligation of an an individual to ensure the safety(safeguarding) and well being to oneself, employees and those in their care or using their services As a caregiver its my duty of care to ensure that i follow all risk assessments, policies and procedures and care plans, report as required any breach in safety or risk to the well being of the client In my role as a caregiver I have a duty of care to the client if I feel a client is at risk in any way its my responsibility to find a solution or where necessary report the situation to my line manager, however this may conflict with the clients right to privacy, i also have to take into account that i am in their home and they have a right to have the home the way they would like untidy Through the line management process, other caregivers, the individuals, their family &/or designated contact. 1.2 Describe how the duty of care affects own work role 2. Understand support available for addressing dilemmas that may arise about duty of care 2.1 Describe the dilemmas that may arise between the duty of care an individuals rights 2.2 Explain where to get additional support and advice about how to resolve such dilemmas 3. Be able to reduce barriers to communication 3.1 Describe how to respond to complaints 3.2 Identify the main points of agreed procedures for handling complaints I would respond by listening to the individuals about their complaint, see if there is a simple/doable solution.
Aiii Identify three ways of finding out the communication and language needs of an individual. For each method, describe how effective it is at establishing the needs of the individual. Observation aver the clients and staff as well; care plans, risk assessments and guidelines are to be put in place for staff to understand better the clients’ needs; The most effective is observation as you can see for yourself how the client communicates to others. Aiv Describe three factors to consider when promoting effective communication. The environment The mental health condition The age.
Dale Robinson homework E/50121960.CT235 - CT235/CU235 - Introduction to Duty of Care in Health, Social Care or Children’s and Young People’s Settings Evidence Count AP CR DI EX OB PE QU SI TR WT Performance Criteria (PC) 1. Understand the implications of duty of care 1.1 Define the term ‘duty of care’ (0/9) 1.2 Describe how the duty of care affects own work role (0/9) 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 an individual’s rights (0/9) 2.2 Explain where to get additional support and advice about how to resolve such dilemmas (0/9) 3 Know how to respond to complaints 3.1 Describe how to respond to complaints (0/9) 3.2 Identify the main points of agreed procedures for handling complaints E/50121960.CU1517 - CU1517 - Introduction to Equality and Inclusion in Health, Social Care or Children's and Young People's Settings Evidence Count AP CR DI EX OB PE QU SI TR WT Performance Criteria (PC) 1 Understand the importance of equality and inclusion 1.1 Explain what is meant by: 1.1.i Diversity (0/9) 1.1.ii Equality (0/9) 1.1.iii Inclusion (0/9) 1.1.iv Discrimination (0/9) 1.2 Describe ways in which discrimination may deliberately or inadvertently occur in the work setting (0/9) 1.3 Explain how practices that support equality and inclusion reduce the likelihood of discrimination (0/9) 2 Be able to work in an inclusive way 2.1 Identify which
HSC 036 Promote person centred approaches in health and social care |Title |HSC 036 | | |Promote person centred approaches in health and social care | |Level |3 | |Credit value |6 | |Learning outcomes |Assessment criteria | | | | |The learner will: |The learner can: | | | | |Understand the application of person centred |Explain how and why person-centred values must influence all aspects of health and social| |approaches in health and social care |care work | | | | | |Evaluate the use of care plans in applying person centred values | | |
Analyse the differences between the concept of safeguarding and the concept of protection in relation to vulnerable adults Safeguarding is everybody’s responsibility, and includes measures to prevent or minimise the potential for abuse occurring. It means CSW’s and all people involved with the service user use a person centred approach keeping the individual safe and to promote their welfare. Protection is considered a statutory responsibility in response to individual cases where risk of harm has been identified. Protection is a central part of safeguarding and promoting welfare. It is the process of protecting an individual identified as either suffering or at risk of suffering significant harm as a result of abuse or neglect.