|Title |Understand how to handle information in social care settings | |Ref |37 | |Level |3 | |Credit value |1 | |Learning outcomes |Assessment criteria | |The learner will: |The learner can: | |Understand requirements for handling information in |1.1 Identify legislation and codes of practice that relate to handling information| |social care setting |in social care settings? | | |The following legislations and codes of practices are the main codes that relate to| | |handling information. By following these acts can reduce misconduct of information | | |in the work place. | | |E.g. Data protection act 1998, | | |Freedom of information act 2000, | |
CU236P/ CT236 Principles For Implementing Duty Of Care In Health, Social Care Or Children’s and Young People’s Setting Aims 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. It considers how duty of care contributes to safe practice, and how to address dilemmas or complaints that may arise where there is a duty of care. Credit Level 1 3 Assessment criteria The learner can: 1.1 1.2 Explain what it means to have a duty of care in own work role Explain how duty of care contributes to the safeguarding or protection of individuals Describe potential conflicts or dilemmas that may arise between the duty of care and an individual’s rights Describe how to manage risks associated with conflicts or dilemmas between an individual’s rights and the duty of care Explain where to get additional support and advice about conflicts and dilemmas Describe how to respond to complaints Explain the main points of agreed procedures for handling complaints Learning outcomes The learner will: 1. Understand how duty of care contributes to safe practice 2. Know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care 2.1 2.2 2.3 3.
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.
Process: assessing the implementation of the educational program 4. Product: gathering information regarding the results of the educational intervention to interpret its worth and merit C. IPO Model (1990) 1. Input: evaluation of system performance indicators such as trainee qualifications, availability of materials, appropriateness of training, etc. 2. Process: embraces planning, design, development, and delivery of training programs 3.
Present your evidence in the form of a presentation using speaker notes. Your customer service investigation notes and a detailed witness statement from your tutor must support your presentation. Your work must include evidence of: (a) the needs and expectations of the two contrasting organisations’ internal and external customers (b) evaluation of the strengths and weaknesses of the customer service activities of one of these organisations and suggestions for improvements (c) research and analysis of how the chosen organisation maintains, monitors and improves the quality of services expected by customers (d) the impact and effects of legislation on the customer service offered by one organisation. Learners may work in pairs, but evidence of individual contribution must be provided. Introduction ▪ The following assignment will take the form of a presentation as well as a report.
Stages of Reflective Practice Stage 1: brief description of task, situation or incident which sets out intended purpose of intervention or objectives Stage 2: Planning work- what is needed Stage 3: What happened- what took place Stage 4: Reflective Practice – did the planning or intervention achieve its objectives. What worked and didn’t work Stage 5: What have you learnt? (knowledge, skills, values) What are your future learning needs? How Relective Practice contributes to improving the quality of service provision Reflecting on our own practice can identify gaps in knowledge and training, which, if acted on appropriately i.e. further training, can improve working practice and as such, improve the standards of care provided.
Intermediate Apprenticeship in Health (Emergency Care Assistance) Edexcel L2 Diploma in Emergency Care Assistance (QCF) Unit 5 - Introduction to Communication in Health, Social Care or Children’s and Young People’s Settings (F/601/5465) Learner Name: _______________________________ Learner Employer: ____________________________ Learner Reg number: __________________________ Assessor Name: _______________________________ Internal Verifier: ______________________________ Unit Overview: 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. This unit introduces the central importance of communication with a range of people in such settings, and ways to reduce barriers to communication. It also addresses the issue of confidentiality. Communication ensures the effective operation of a service. The skills of communication are also vital in attending to the needs of patients whom healthcare workers encounter.
Unit 11 1.1: Explain what it means to have a duty of care in own role. Duty of care means your responsibilities within your job role, in childcare your main duties of care are safeguarding the children, reporting concerns to manager, exercising authority, maintaining confidentiality, monitoring own behaviour and conduct within the work place e.g. talking appropriately to and around the children, managing risks within the setting e.g. obstacles on the floor that could cause an accident, water on the floor, sharp objects, broken objects, avoiding favouritism, maintaining a high standard of conduct outside the professional role. 1.2: Explain how duty of care contributes to the safeguarding or protection of individuals.
2.3 Assess own preferred learning style. Learning style: visual, aural, tactile, kinaesthetic; activist, reflector, pragmatist, theorist 2.4 Analyse influences on own learning in relation to learning theory Own learning: motivation, responsibilities, experiential, learning from others, learning by Doing LO3 Be able to suggest strategies for delivering and assessing learning in a health and social care workplace. 3.1 Describe factors to be considered when planning a workplace learning programme. Factors to be considered: benefits eg for the user of services, team, organisation, individual; quality systems; learning outcomes required; resources available; scheduling; occupational standards; learning styles 3.2 Present relevant teaching strategies to
| Personal &Professional Development | Icon College of Technology and Management | | | Alina Bican | Id - 10743 | Contents Task 1. 2 A.Discuss the benefits of self-managed learning to individuals and organisations and evaluate the different approaches involved 2 B. Discuss how lifelong learning could be promoted within the context of personal and professional development 3 Task 2. 4 A. Undertake a personal skills and competencies audit with an assessment of skills needed to work professionally in an organizational setting 4 a.