Name …………………………………………………………………. Unit HSC: 024 Principles of safeguarding and protection in health and social care Unit Title: Principles of safeguarding and protection in health and social care Unit sector reference: HSC 024 Level: 2 Credit value: 3 Guided learning hours: 26 Unit accreditation number: 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.
CU311 The Principles of Infection Prevention and Control Points P1 - Understand roles and responsibilities in the prevention and control of infections P2 - Understand legislation and policies relating to prevention and control of infections P3 - Understand systems and procedures relating to the prevention and control of infections P4 - Understand the importance of risk assessment, in relation to the prevention and control of infections P5 - Understand the importance of using Personal Protective Equipment ( PPE)in the prevention and control of infections P6 - Understand the importance of good personal hygiene in the prevention and control of infections Answers P1,2 & 3 - Under the Health and safety at work act, there are several responsibilities that employees must abide by. Some of these are: • make the workplace safe • prevent risks to health • ensure safe working practices are in place and used • provide adequate first aid These responsibilities come under the health and safety at work act, which covers several other regulations such as the 'manual handling operations regulations 1992' and 'health and safety first aid regulations 1981'.There are several ways in which we reduce the risk of infection spreading. The first action which we take is to remove the initial source of infection from the environment, ie. the service user. Once the source has been removed we then ensure that no other service user enters the environment and the a member of staff wear gloves, uses clean equipment, removes waste safely and if necessary wears protective equipment.
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
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. Learning outcomes On completion of this unit a learner should: 1 2 Understand psychological perspectives Understand psychological approaches to health and social care. Edexcel BTEC Level 3 Nationals specification in Health and Social Care – Issue 1 – June 2010 © Edexcel Limited 2010 1 Unit content 1
11/15/2012 Name:______________________________| BTEC Level 3 EXTENDED DIPLOMA | Westminster Kingsway College | Unit 2 Equality, Diversity and Rights in Health and Social Care | Set Date: 15.11.12 Due Date: Final Submission Date (for 2nd submissions) Tutor: Jane Gallard Assignment 2 of 2 Learning outcomes On completion of this unit a learner should: 3 Understand how national initiatives promote anti-discriminatory practice 4 Know how anti-discriminatory practice is promoted in health and social care settings. In this assignment you will learn the benefits of living in a diverse society. You will learn how to use and recognise terminology in this area and you will understand the detrimental effects that discrimination has on those that are discriminated against. Criteria covered: P4,P5,M2,M3,D1,D2 Learner declarationI declare that all the work submitted for this assignment is my own work or, in the case of group work, the work of myself and the other members of the group in which I worked, and that no part of it has been copied from any source.I understand that if any part of the work submitted for this assignment is found to be plagiarised, none of the work submitted will be allowed to count towards the assessment of the assignment.Signed: Date: | Task Introduction You are to produce a booklet that explains how recent national initiatives promote anti-discriminatory practices. The work placement officer asks you to include a description of how anti-discriminatory practice can be promoted in health and social care so that the booklet can be given to students before they go on placement.
Q1 Explain what is meant by infection prevention and control. Infection prevention and control is the clinical application of microbiology in practice. Infection or disease may be caused by bacteria, fungi, viruses or prions and can result in a wide variety of infections, for example, urinary tract, wound, respiratory, blood, bone and skin infections. Prevention and control stops harmful micro-organisms being transferred from person to person by direct contact, medical equipment or the general environment. Understanding how infections occur and how different micro-organisms act and spread is crucial to preventing infections.
Rachel Pearson Unit 19: The Principles of Infection Prevention and Control Unit Code: IC 01 Unit reference number: L/501/6737 Section 1 - Understand roles and responsibilities in the prevention and control of infection 1.1 Explain employees’ roles and responsibilities in relation to the prevention and control of infection? Over a number of years there has been a dramatic increase in individual’s developing associated illness within the health-care sector (HCAIs). As a care worker, you yourself have the responsibility to take care of your own health and safety and that of others that may be affected by your actions i.e. individual’s, their families, friends and work colleagues you may support. The Health and Safety at Work Act 1974 requires all workers to: * Their safety and that of others is there responsibility * Cooperate to all health and safety matter, with the manager or manager on duty * To not intentionally damage the health and safety equipment or the materials provided by your employer * Attend all training provided by your employer * Use all Personal Protective Equipment (PPE) When taking your responsibilities relating to infection within the work setting into consideration, you need to think Prevention and Control.
Educational Plan NUR 590AB Educational Plan Educational Plan Evaluating the survey responses and forming a need assessment indicated that an educational plan to assist the Emergency Room staff with identifying stress and nursing burnout is necessary. The following will outline the objectives and contents of the information to be included in the educational plan. 1. List learner objectives a. List topic areas to be covered and provide outline handout of content to staff with estimated time frame and teaching method.
7.1 compare different uses of risk assessments in health and social care risk assessment can be used in a number of different ways for example two ways could be a risk assessment for infection control and a risk assessment for a activity although they are both designed to reduced the risk of a injury/illness or a accident. a risk assessment for infection control will outline what can be done to reduce the risk of a infection being spread around . a risk assessment for a activity will be used to either stop or reduce the likelihood of a accident that wouldn't normally be carried out. 7.2 explain how risk taking and risk assessment relate to rights and responsibilities. if a individual decides they don’t want to use a Zimmer frame anymore
Health Education Plan NUR/405 11/14/2011 Health Education Plan Tis educational health plan is based on the Friedman Family Assessment tool and the Windshield Survey. This paper will include educational needs, plan and goals for the stress management. During the assessment, the main concern is stress, how it is handled and resolved. The stress that affects a family or community does cause other problems. Methods of dealing with stress and lack of stress management techniques will be addressed.