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.
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.
Title | Contribute to the support of infection prevention and control in social care | Ref | ICO4 | Level | 2 | Credit | 3 | Learning outcomesThe learner will: | Assessment criteriaThe learner can: | 1.Understand infection prevention and control | 1.1 Identify how infections are spread 1.2 Describe how breaking the chain of infection minimises the spread of infection 1.3 Identify individuals who may be more vulnerable to infection. 1.4 Describe how individuals can be supported to minimise the spread of infection 1.5 Identify where you might seek advice when you have concerns about possible or identified infections | 2. Understand the need to ensure infection prevention and control policies and guidelines are applied within different settings | 2.1 Identify how infection prevention and control policies and guidelines can be applied in own work setting 2.2 Identify how infection prevention and control practices may differ across work settings while complying with policies and guidelines | 3. Be able to demonstrate how personal hygiene can help to prevent and control infections | 3.1 Describe how personal hygiene can support the prevention and control of infections 3.2 Demonstrate how own personal hygiene reflects the policies and guidelines of the work setting 3.3 Identify why hand hygiene should be carried out 3.4 Carry out hand hygiene following work setting policies and guidance 3.5 Support others to carry out hand hygiene | 4. Be able to take steps to reduce the likelihood of infection in the work setting | 4.1 Explain how to manage coughing and sneezing to minimise the spread of infection 4.2 Explain how to manage spilled blood and body fluids in line with policies and guidance 4.3 Describe what to do if you are exposed to a risk of
Assessment This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2, 4, 5, 6, 7, and 8 must be assessed in a real work environment. 54 Level 3 Diploma in Health and Social Care (Adults) for England (4222-31) Unit 4222-306 Promote and implement health and safety in health and social care (HSC 037) Assessment Criteria Outcome 1 Understand own responsibilities, and the responsibilities of others, relating to health and safety
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.
Edexcel Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (QCF) Unit 11: Develop Professional Supervision Practice in Health and Social Care or Children and Young People’s Work Settings. Unit code: LM2c Unit reference number: M/602/3187 QCF level: 5 Credit value: 5 Guided learning hours: 39 1.1 1.2 1.3 Analyse the principles, scope and purpose of professional supervision. Outline theories and models of professional supervision. Explain how the requirements of legislation, codes of practice and agreed ways of working influence professional supervision. Explain how findings from research, critical reviews and inquiries can be used within professional supervision.
CARE HEALTH AND SOC TH AND SOCIAL CARE H SOCIAL CARE HEALTH A CARE HEALTH AND SOC AND SOCIAL CARE HEA RE QUALIFICATIONS HE ALTH AND SOCIAL CARE EXEMPLAR SOCIAL CARE HEALTH A CANDIDATE WORK CARE HEALTH AND SOC TH AND SOCIAL CARE H UNIT SHC 021 Introduction to communication in health, social care or children’s and young people’s settings. Unit SHC 021 2 Unit SHC 021 CONTENTS Introduction Page 4 Unit Purpose Page 5 Evidence for Learning Outcome 1 AC 1.1 Commentary for Evidence for AC 1.1 Page 6 Page 6 Page 6 Page 7 Page 7 AC 1.2 Commentary for Evidence for AC 1.2 AC 1.3 Commentary for Evidence for AC 1.3 Evidence for Learning Outcomes 2, 3 and 4 ACS 2.1, 2.2 and 2.3 ACS 3.2 and 3.3 AC 4.2 Commentary for Evidence for ACS 2.1, 2.2, 2.4, 3.2, 3.3 and 4.2 Page 8 Page 8 Page 9 Page 9 Page 9 Page 9 Page 11 Evidence for Learning Outcome 3 AC 3.1 Commentary for Evidence for AC 3.1 Page 12 Page 12 Page 12 Page 13 Page 13 AC 3.4 Commentary for Evidence for AC 3.4 Evidence for Learning Outcome 4 ACS 4.1, 4.3 and 4.4 Commentary for Evidence for ACS 4.1, 4.3 AND 4.4 Summary of how exemplar evidence for SHC 021 meets the assessment requirements and assessment criteria 3 Page 14 Page 14 Page 14 Page 15 Unit SHC 021 introduction OCR has reproduced this exemplar candidate evidence to support teachers in interpreting the assessment criteria for the unit SHC 021, Introduction to communication in health, social care or children’s and young people’s settings. This exemplar
Unit 205 (HSC 024) Principles of safeguarding and protection in health and social care Assessment Task links to learning outcomes 1, 2, 3,4 and 5, assessment criteria 1.1: 1.2: 1.3: 2.1: 2.2: 2.3: 3.1: 3.2: 3.3: 3.4: 4.1: 4.2: 5.1: 5.2: and 5.3: Outcome 1: Know how to recognise signs of abuse You need to write paragraphs which fully: 1.1: Define the following types of abuse how a working relationship is different from a personal relationship 1.2: Identify the signs and/or symptoms associated with each type of abuse. Indicators of an abusive relationship often include the misuse of power over another person and are most likely to be found in situations where one person has power over another. For example, where one person is dependent on another for their physical care or due to power relationships in society, (such as, between a professional worker and a service user, a man and a woman or a person of the dominant race/culture and a person of an ethnic minority. Abuse can be a one-time event or happen over a period of time, it can consist of physical, verbal or psychological. There can be acts of neglect or a vulnerable person could be persuaded into financial or sexual transaction that they have not consented to or are unable to consent.
Unit Title: Sector unit number Level: Credit value: Guided learning hours: Unit Reference Number: Support individuals at the end of life HSC 3048 3 7 53 T/601/9495 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 support end of life care. Learning Outcomes The Learner will: 1 Understand the requirements of legislation and agreed ways of working to protect the rights of individuals at the end of life Assessment Criteria The Learner can: 1.1 Outline legal requirements and agreed ways of working designed to protect the rights of individuals in end of life care 1.2 Explain how legislation designed to protect the rights of individuals in end of life care applies to own job role Legislation and agreed ways of working will include policies and procedures where these apply, and may relate to: • equality, diversity and discrimination • data protection, recording, reporting, confidentiality and sharing information • the making of wills and living wills • dealing with personal property of deceased people • removal of medical equipment from deceased people • visitors • safeguarding of vulnerable adults An individual is the person requiring end of life care Key people may include: • Family members • Friends • Others who are important to the well-being of the individual Exemplification 2 Understand factors affecting end of life care 2.1 Outline key points of theories about the emotional and psychological processes that individuals and key people may experience with the approach of death 2.2 Explain how the beliefs, religion and culture of individuals and key people influence end of life care © OCR 2010 1 Learning Outcomes Assessment Criteria 2.3 Explain why key people may have a distinctive role in an individual’s end of life care 2.4 Explain why
Name: Mr Lee Raistrick Student number: 10436005 Bradford College Safeguarding Assignment Word Count of this assignment: 2637 Introduction This essay will discuss the role of the family in the welfare and nurturing, or potential abuse of, children. It will discuss the different type of abuse and how these can be recognised by professionals. It will then attempt to define safeguarding and discuss relevant legislation in the implementation of safeguarding procedures by professionals. The essay will conclude with the author reflecting on his application of safeguarding principles in his provision. Families When discussing safeguarding children it is important to