All carers attend hand over at the beginning of each shift and also complete communication books after attending an individual, thereby keeping other staff informed and aware of current situations within the workplace. 1.3. Explain why it is important to observe an individual’s reactions when communicating with them. Not all people are able to communicate verbally because of the lack of their confidence or they don’t know the language. That is why it is very important to observe their facial and body reaction.
UNIT 2 Introduction to Personal Development in Health, Social Care or Children’s and Young Peoples Settings 1.1 My role as a care assistant, the responsibilities and expectations of such are made clear to me within the job description, employee handbook, contract and via managerial/senior or experience staff guidance. My responsibilities as a care assistant include, providing emotional and practical support, assisting with personal care, such as dressing, bathing, washing, eating, toileting, accompanying to appointments/hospital admission, keeping documentation up to date and confidential, such as care plan's and application of topical medicine. I provide a duty of care which complies with both company and statutory requirements/policy, such as treating service users with respect and dignity encouraging equality and equal opportunity. 1.2 Standards with which the role is influenced include internal codes of practise policies and procedures, statutory legislation, such as the health and safety at work act 1974, national minimum standards, national occupation standards. Research and knowledge of these policies ensures that I work to required legal expectations for the benefit of myself, colleagues, employers and the service user.
4.3.1 list 5 ways in which you may assist the veterinarian during surgical procedures. 1. intubation 2. prepare surgical site 3.change anaesthetic depth 4. adjust light 5. Draw up and administer drugs 4.4 Describe the sterilisation technique used in your clinic and list any health hazards associated with this technique. Scrub clean instruments using rapidex – irritating to eyes and skin. Inhalation of dust.
Unit 4222-616 Administer medication to individuals, and monitor the effects. 1.1 Identify current legislation, guidelines, policies and protocols relevant to the administration of mediation. Legislation * The Medicines Act, * Control of Substances Hazardous to Health (COSHH) Regulations, * The Health and Safety at Work Act, * The Misuse of Drugs Act, * The Misuse of Drugs (Safe Custody) Regulations, * Health and Social Care Act, * Essential Standards, * Data Protection Act, * Hazardous Waste Regulations. Guidelines - Nursing and Midwifery Council’s Standards for Medicines Management and Guidelines for the Administration of Medicines. The Medication Policy and Handbook within my workplace that covers assessment of individuals’ needs, administering, storage, recording and disposal of medicines.
NVQ in Health and Social Care – Level 3 Discussion Candidate Name: Outcomes & Assessment Criteria | Discussion CU2717 – Enable Individuals to Negotiate Environments | 1.1, 1.2, 1.32.1, 2.2, 2.3, 2.43.1, 3.2, 3.34.1, 4.2, 4.3, 4.4, 4.5 | Xxx is a health care assistant at xxx Residential Home. Xxx has read all the learning outcomes and criteria’s and made notes for today’s discussion.I asked Xxx what she understood of conditions and disabilities impact in negotiating environments. Changes in relationship functioning includes a reduction in: the multidimensionality or range of companionate activity (activities people engage in with others), social space, and discomfort in communication and support processes. Inevitably, relationship quality is affected as a result of the absence of valued relationship provisions and the difficulty of negotiating relationship constraints produced by illness and disability. The impact appears more substantial with degenerative or unpredictable health problems, and/or conditions involving severe chronic pain or cognitive functioning Relationships are central to self identity.
Unit 635 Level: Credit value: UAN: Support individuals with autistic spectrum conditions 3 4 M/504/2196 Unit aim The purpose of this unit is to develop learners knowledge, understanding and skills of supporting an individual with autistic spectrum conditions Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Understand legislative frameworks that relate to individuals with autistic spectrum conditions 2. Understand the main characteristics of autistic spectrum conditions 3. Be able to support individuals with autistic spectrum conditions 4.
A lot of people may view professional development as being a chore, a requirement of the job or maybe they feel that with the everyday tasks they already have to complete for their job they just don’t have the time to take on anything extra. However in the role of manager it is our responsibility to identify the staff needs for development with each individual’s ability and possibly their preferred learning style to turn professional development from a negative to a positive for that person, to enable them to develop their capabilities and skills within their job role and enjoy the experience. When sourcing areas of training for staff be creative, assess who the training is for and the best way to deliver it, if for a group is it better to bring someone in and do it in-house is this feasible to your workplace. Other possibilities may be that the training is available to do online which in turn means that you don’t have to close for to provide training, maybe it would be possible to organise joint training with similar organisations to enable release of a smaller
Second, employers need to ensure non-exempt employees keep timesheets of all work performed. This will help track employee's hours while providing the employer a permanent record of the employees official hours worked. Third, all managers and supervisors within a company need to train on what constitutes non-exempted employees and compensation time of these employees under FLSA laws. Fourth, all non-exempt employees need training on what makes up "off the clock" work and that is not authorized. Employees need to know that if they performing or waiting to perform work, they need to claim this time as work time.
Resource booklet & workbook for Level 5 Diploma- Leadership for Health & Social care and children and Young people’s services | Unit 502 | Name: | ------------------------------------------------- Unit 502: Promote professional development Learning outcome 1, 3 Assessment criteria 1.1, 1.2, 1.4, 3.1 The Learning Staircase model of learning We all learn in many different ways, but the Learning Staircase Model (Mitchell, (1997) relates well to the way in which practitioners develop competence. This table is illustrated the learning process as a staircase, with Step 1 being the bottom step from which we climb to Step 4. Step 1Unconscious incompetence | Step 2Conscious incompetence | Step 3Conscious competence | Step 4Unconscious competence | | | | It is no longer necessary to think systematically about the components of an activity because we have integrated them into a holistic process which now comes naturally to us. | | | Through engaging in the activity, we are now able to carry it out, but we still have to think carefully about each step in the process. | | | When we begin to learn something new, we become aware of the inherent complexities and difficulties, and of our own lack of skills.
These guidelines are in place to show how you are expected to behave. Safeguarding is keeping a service user free from harm (ie, injury or abuse). It is your duty to safeguard the service user and protect them from potential danger. Reflect on your daily activity during your working day, each day there may be potential conflicts or dilemmas that may arise between the duty of care and an individual’s rights. Describe some examples of these and to how would you manage the risks associated with the conflicts or dilemmas – explain where you might get additional support to deal with this (BTEC L3 U13 2.1, 2.2, 2.3 QCF L3 U4 2.1, 2.2, 2.3) One service user has come out of hospital and their mobility has decreased.