Unit 4222-332 Support individuals at the end of life. Outcome 1 Understand the requirements of legislation and agreed ways of working to protect the rights of individuals at the end of life. 1.1 Outline legal requirements and agreed ways of working designed to protect the rights of individuals in end of life care. Caring for patients at the end of life is a challenging task that requires not only the consideration of the patient as a whole but also an understanding of the family, social, legal, economic, and institutional circumstances that surround patient care. A legal requirement of end of life care is that the wishes of the individual, including whether CPR should be attempted, as well as their wishes how they are cared for after death are properly documented.
This enables them to be prepared for the lost of their friend or family member and can help them cope. End of life care also includes the place where the persons life comes to an end, e.g a care home or hospice. Care and support should be given to all the staff associated with the person and other care home residents. 1.3 Explain what the care and support at the end of life should include End of life care and support should be tailored to the individual, which is known as person centred. This is important as each person will have different needs and what suits one person may not suit another.
Support Individuals at the End of Life Caring for individuals at the end of life is a challenging task that requires not only the consideration of the patient as a whole but also an understanding of the family, social, legal, economic, and institutional circumstances that surround individuals care. There are agreed ways of working and legal requirements in place that are designed to protect the rights of an individual during end of life care, these are as follows: •Data Protection, recording, reporting, confidentiality and sharing information •The making of wills and living wills •Equality, Diversity and Discrimination •Visitors •Safeguarding of vulnerable adults •Dealing with personal property of deceased people •Risk Assessments •Moving and Handling •Mental Capacity •Health and Safety Caring for individuals at the end of life is a challenging task that requires not only the consideration of the individual as a whole but also an understanding of the family, social, legal, economic, and institutional circumstances that surround patient care. A legal requirement of end of life care is that the wishes of the individual, including whether CPR should be attempted, as well as their wishes how they are cared for after death are properly documented. This means that their rights and wishes are respected, even after death. When an individual is at the end of life, I am usually aware of their needs and requirements by reading their care plan; I would read and acknowledge the rights and wishes of the individual including any religious beliefs e.g.
Engage in personal development in health, social care or children’s and young people’s settings Links to: SHC32: 1.1 and 1.2. Personal development and reflective practice is an integral part of working with children and or young people. To support you in reviewing the need for personal development in relation to your work role produce the following: a) Write a description of the duties and responsibilities of your own work role b) Prepare an explanation of the expectations about your own work role as expressed in relevant standards. (Standards may include: codes of practice, regulations, minimum standards or national occupational standards. Context and principles for early year’s provision Links to: EYMP1: 1.1, 1.2, and 1.3.
The aim should be to understand their past life before the onset of dementia as well as their current situation. A person’s life history is central to their identity and details from their past can influence their actions and needs today. The background of a person with dementia can help the carer gain a better understanding of their needs and also help them keep their sense of identity. Outcome 3 Be able to involve carers and others in care and support Of individuals with dementia. 1.
Philosophy and Meaning of Palliative Care Deborah Prior 1 Objectives Identify the philosophical values that inform the palliative approach Distinguish between populations, primary and specialist models of palliative care Discuss the transition phases of care for the elderly Analyse concepts of holistic care as these relate to context of elderly residents 2 Definitions The World Health Organisation (2000) An approach that improves the quality of life of individuals and their families facing the problems associated with life threatening illness, through the prevention and relief of suffering by means of early identification and impeccable assessment and treatment of pain and other problems, physical, psychosocial and spiritual. 3 Palliative
Understand the importance of working in partnership with others. Guided learning hours It is recommended that 9 guided learning hours are allocated to this unit, although patterns in delivery may vary. Details of the relationship between the unit and relevant national standards This unit is linked to HSC 23, 227 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development Assessment This unit will be assessed by: • This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Level 2 and 3 Certificate in Preparing to Work in Adult Social Care (4229-02/03) 27 Unit 206 Understand the role of the social care worker Learning outcomes and assessment criteria Outcome 1 Understand working relationships in social care settings The learner can: 1.1 Explain how a working relationship is different from a personal relationship. 1.2 Describe different working relationships in social care settings.
Learning Outcomes: The learner will: 1) Be able to provide support for personal care safely Assessment Criteria The learner can: 1.1.1 Identify Legislation relating to general health and safety in a health & social care setting The principal act who generally cover the settings relating to health and social care is HASAWA – Health and Safety at Work Act 1974 which was updated with many sets of regulation as the following: Health and Safety First Aid Regulations-1981, Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR)-1995, Manual Handling Operations Regulations – 1992, Management of Health and Safety at Work Regulations (MHSW) – 1999, Control of Substances Hazardous to Health Regulations (COSHH) – 2002. 1.1.2 Describe the main points of the health and safety policies and procedures agreed with the employer The main points of the health and safety policies and procedures agreed with the employer are: • Information and training on lifting and handling under the Manual Handling Operations Regulations 1992 • Suitable equipment and
4 Assignment 054 Principles for Implementing Duty of Care in Health, Social Care or Children and Young People’s Settings Assignment overview Introduction The assignment for Unit 054 asks you to demonstrate your knowledge and understanding of the principles for duty of care in health, social care or children and young people’s settings. The assignment is designed to ensure that by completing all the tasks, you will meet the Learning Outcomes and assessment criteria for Unit 054, Principles for Implementing Duty of Care in Health, Social Care or Children and Young People’s Settings. Tasks There are three tasks to this assignment. A Short answer questions B Complete table C Short answer questions Assignment coverage |Task |Task name |Learning outcomes covered | |A |Short answer questions |1. Understand how duty of care contributes to safe practice | |B |Complete table |2.
CU1516 Introduction to Personal Development in Health, Social Care or Children’s and Young People’s Setting Level 2 Credit value 3 GLH 23 Describe the duties and responsibilities of own role When starting any new job or training placement it is important that you know what is expected of you. When you applied for the job you may have had an insight into the roles and responsibilities before even completing the job application. If you are in a job role as a student on placement, the setting should issue you with a student job description or guidelines for student placement. Having this information from the start will mean you can be sure of what you are expected to do while you are there. Identify standards that influence the way the role is carried out It is very important that you take these requirements seriously as they are designed for the well being of both children and adults, and not for the sake of creating more paperwork.