Theoretical Basis: Watson's Theory of Human Caring An advanced practice nurse (APN) to help guide professional practice and provide a working framework can use many different theories and models. Theories provide a foundation in which an APN can seek to understand patients and their problems and effectively plan interventions. Basing our practice on a particular theory can help improve the care we provide by not only providing structure but also providing boundaries and goals for our nursing actions and it defines a framework to evaluate the effectiveness of the actions we provide (Eldridge, 2014). This paper is going to review Watson’s theory of human caring and provide a description of the interrelated concepts for the grand nursing theory. The theorist’s background and perspectives will be explained and lastly the theory will be discussed as to how it can serve as an underpinning and improve nursing practice.
In 1998, the ANA created a repository for implementing, developing, and storing nursing-sensitive indicators, under the name of the National Database of Nursing Quality Indicators, or NDNQI. This database provides access to quality reports for various facilities, and provides examples of how these reports have been used to improve patient care; healthcare centers can then utilize this information to make informed staffing decisions and improve patient outcomes within their own setting (American Nurses Association, 2014). Nursing-sensitive indicators are broken down into three distinct categories: structure, process, and outcomes. The structure of nursing care consists of the organizational pieces of nursing, which include staffing levels, staffing mix, and education and experience levels of the nurses in a given health care setting. Process is simply policies and procedure; this category looks as methods of assessments and care provided, types of interventions performed, and staff satisfaction levels.
HSC027 Contribute to Health & Safety in Health & Social Care Unit Reference Code: HSC027 QCF Diploma Level: 2 Credit Value: 4 Guided Learning Hours: 33 Unit Accreditation Number: R/601/8922 Unit Purpose & Aim: This unit is aimed at those working in a wide range of Health & Social Care settings such as; Nursing Homes, Residential Homes, Hospitals, Supported Housing, Schools, Day Care & Domiciliary Care. This unit provides the learner with the knowledge and understanding of how to contribute to health and safety in health & social care settings. Learner Instructions: Please answer the following questions as one method of providing evidence to demonstrate your knowledge as well as competencies. Other methods of evidence may include; A Reflective Account, Case Studies & 2 Observations. 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.
Level 3 Diploma in health and social care Learners Name: Janos Katona Assessors Name: ... ....... Unit 4222-306 (HSC 037) Promote and implement health and safety in health and social care Level: 3 Credit value: 6 UAN: F/601/8138 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 promote and implement health and safety in their work setting. Learning outcomes There are nine learning outcomes to this unit. The learner will: • Understand own responsibilities, and the responsibilities of others, relating to health and safety • Be able to carry out own responsibilities for health and safety • Understand procedures for responding to accidents and sudden illness • Be able to reduce the spread of infection • Be able to move and handle equipment and other objects safely • Be able to handle hazardous substances and materials • Be able to promote fire safety in the work setting • Be able to implement security measures in the work setting • Know how to manage stress. Guided learning hours It is recommended that 43 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 CHS19. Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. Assessment 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. Level 3 Diploma in Health and Social Care (Adults) for England (4222-31) 297 Unit 4222-335 Undertake physiological measurements (HSC 3052) Assessment Criteria Outcome 1 Understand relevant legislation, policy and good practice for undertaking physiological measurements The learner can: 1. describe current legislation, national guidelines, organisational policies and protocols affecting work practice.
Promote Good Practice in Handling Information in Health and Social Care Settings. WORK BOOK-Unit 1(SHC 31) Unit 1 (SHC 31)- Promote Communication in Health, Social Care or Children’s and Young People’s Settings Unit aim: This unit explores the central importance of communication in such settings, and ways to meet individual needs and preferences in communication. It also considers issues of confidentiality. Credit value-3 Level 3 This workbook covers the following elements: Learning outcomes: There are four learning outcomes to this unit1. Understand why effective communication is important in the work setting 2.
Level 2 Certificate in Common Health Conditions (QCF) Level 2 Certificate in Common Health Conditions (QCF) Specification Ofqual Accreditation Number: 601/2641/3 Ofqual Accreditation Start Date: 01/03/2014 Ofqual Accreditation Review Date: 28/02/2015 Ofqual Certification End Date: 28/02/2017 O:\ASCENTIS\Qualifications Development Unit\Qualification Development Projects\Vocational\Health and Social Care\Common Health Conditions\Specification Level 2 Certificate in Common Health Conditions v4.doc Version 4 – 07/10/2014 Page 1 of 78 ASCENTIS’ MISSION STATEMENT ‘Building Partnerships to Advance and Accredit Lifelong Learning for All.’ About Ascentis Ascentis was originally established in 1975 as OCNW, a co-operative
29/09/2014 Empowering Users of Health and Social Services LO1 Understand how the design and review of services promotes and maximises the rights of users of health and social care services ICON COLLEGE LO1 -‐ TASK 1 1 The notes contained in this PowerPoint presentation is for Unit 9LO1- (Week 2 to Week 4) Empowering Users of Health and Social Care and the these lectures notes are available on the VLE. Please print your own copies of the lecture notes prior to coming to class. ICON COLLEGE WEEK 1 2 1 29/09/2014 Learning Outcome
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.
Effective Communication and Interpersonal Skills in Health and Social Care Tutor- Rachel Wadsworth Student- Pratiksha Rai Contents 1) Introduction 2) Argyle’s stages of communication 3) Tuckman’s stages of group communication 4) Factors and barriers that influence communication and interpersonal interactions 5) Strategies used in health and social care to overcome barriers to communication 6) Evaluation of the strategies used to overcome barriers within health and social care 7) Conclusion. 8) Author/s or website/s names in alphabetical order 9) References Introduction This report is about the Effective Communication and Interpersonal Skills in the ‘Health and Social Care’ sector. This report evaluates and explains that how some factors can affect the communication between two people and make a barrier between them. This report’s purpose is also to show what the strategies in health and social care are, and how they are used