Learners will examine the principal psychological perspectives and then apply them to the health and social care sectors to gain understanding of the potential value of psychology in these sectors. On completion of this unit learners will have considered the psychological approach to studying health and social care. The unit encourages reflection, and will be valuable to those learners intending to work with people in a caring capacity. It will also be useful to learners who intend to progress to study at a higher level. The psychological approach is embedded in several other units in the programme and is extended, in particular, in Unit 29: Applied Psychological Perspectives for Health and Social Care, and Unit 30: Health Psychology.
Your assessor will ask you to complete workbooks, to cover each unit of this award, which will differ, depending on which awarding body is being used. Therefore, the guidance answers enclosed are based on the ‘outcomes’ for each unit, which will support your knowledge, and evidence for your award. Unit 4222-232 Move and position individuals in accordance with their plan of care (HSC 2028) Outcome 1 Understand anatomy and physiology in relation to moving and positioning individuals 1. Outline the anatomy and physiology of the human body in relation to the importance of correct moving and positioning of individuals 2. Describe the impact of specific conditions on the correct movement and positioning of an individual.
Unit 4222-232 Move and position individuals according to their plan of care (HSC 2028) Level: Credit value: UAN: 2 4 J/601/8027 Unit 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 move and position individuals as part of their plan of care according to their specific needs. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Understand anatomy and physiology in relation to moving and positioning individuals 2.
Understand the importance of equality and inclusion 2. Be able to work in an inclusive way 3. Know how to access information, advice and support about diversity, equality and inclusion Guided learning hours It is recommended that 20 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national standards This unit is linked to the CCLD 203 GEN 12 GCU 5 HSC 24 HSC 234 Themes recur as knowledge requirements and core values throughout HSC NOS. Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development.
In accordance with legislation and agreed ways of working 5.1 Ensure that adequate and relevant fluids, feeds and equipment are available 5.2 Confirm the identity of the individual prior to carrying out the activity 5.3 Obtain valid consent from the individual prior to carrying out the planned activity 5.4 Confirm equipment and materials are: Appropriate to the procedure. Fit for purpose 5.5 Position an individual to ensure safety and comfort and facilitate the method of extended feeding 6.1 Attach and position feeding tubes correctly and securely in a manner that prevents discomfort and promotes the dignity of an individual 6.2 Carry out extended feeding safely and according to the individual’s plan of
Continue your writer report that you will submit with your graph. Consider the accuracy of the equipment used, normal variations in values when measuring and the reliability of the individual taking measurements. Evaluate the importance of homeostasis in maintaining a healthy functioning body (D2) The final part of the report allows you to bring together all your knowledge of homeostasis and review this information in order to form a final conclusion. In this assignment I will discuss the probable homeostatic responses to changes in the internal environment during exercise. When you are exercising different changes occur in the body to try and deal with the change in the environment and the reaction that occurs in the body.
Unit 45: Meet Food Safety Requirements when Providing Food and Drink for Individuals HSC 2029 T/601/9450 2 2 15 Unit code: Unit reference number: QCF level: Credit value: Guided learning hours: Unit Summary This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to meet food safety requirements when preparing, serving, clearing away and storing food. Assessment requirements/evidence requirements This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2, 3, 4 and 5 must be assessed in a real work environment. N026023 – Specification – Edexcel Level 3 Diploma for Children’s Care, Learning and Development (QCF) – Issue 1 – April 2011 © Edexcel Limited 2011 311 Unit content 1 Understand the importance of food safety measures when providing food and drink for individuals Potential food safety hazards when preparing, serving, clearing away and storing food and drink: contamination eg bacteria, moulds, viruses; physical and chemical contaminants eg foreign bodies, chemicals; food pests eg flies, weevils, cockroaches The importance of implementing food safety measures when providing food and drink for individuals: complying with health and safety legislation; policies and procedures of setting; reducing the risk if food poisoning Why personal protective clothing should be used when handling food and drink: protecting food from contamination eg dust, hairs, fibres; only worn on food preparation/serving area Why surfaces, utensils and equipment must be clean before beginning a new task: removing matter on which bacteria grows; reducing the risk of foreign matter in food; preventing cross contamination eg direct, indirect The importance of clearing and disposing of food waste promptly and safely: preventing pest
The graphic illustrates the internal and external factors that affect the nutrition care process and thus the patient. The Model’s central component is the relationship between the registered dietitian and the patient. The outer ring symbolizes the skills and abilities of the RD in conjunction with the application of the evidence-based practice, a Code of Ethics, and the knowledge of the registered dietitian. Another outer ring represents the environmental factors that also have an impact such as healthcare systems, socioeconomics, and practice setting which impact the ability of the patients receiving the services of the registered dietitian. The Nutrition Care Process and Model (NCPM) is composed of
Adequate nutritional intake is achieved/maintained. Client/family displays effective coping skills and appropriate use of resources. Plan in place to meet needs after discharge. 1.Assess client's level of disorientation to determine specific requirements for safety. Knowledge of client's level of functioning
CU3812: Understanding own role and responsibilities in lifelong learning 1. Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities My role is to understand my responsibilities within legislation, regulatory and codes of practise. The key regulatory bodies are the health & safety at work act 1974, equal opportunities and discrimination. My role as a tutor is to promote and adhere to these rules and to ensure that the people I deal with also understand these codes of practice. Other responsibilities are the Data Protection 1998, Safeguard Vulnerable Groups Act 2006, Every Child Matters and The Copyright Act.