Communication P1: There are many different types of communication like sign language, braille, body language, verbal speech and even facial expressions. Effective communication is a conversation in which the exact meaning of something is understood by the other person. An effective conversation can mean a conversation where something is achieved, or where two people both enjoy the conversation and learn something. Effective communication in the health and social care setting is very important because it allows the care worker to perform their role effectively. This allows them to work alongside their colleagues and lets them build good relationships with the service users even if they are from different backgrounds.
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.
LOG: QCF LEVEL 2 DIPLOMA IN HEALTH & SOCIAL CARE Name: Grace Olaleye-fasinu ……………………………………………………………………………………… UNIT 5: HSC: 024 Principles of Safeguarding and Protection in Health and Social Care THIS WORKBOOK WILL COVER THE FOLLOWING: UNIT 5: HSC: 024: 1.1.1, 1.1.2, 1.1.3, 2.2.1, 2.2.2, 2.2.3, 3.3.1, 3.3.2, 3.3.3, 3.3.4, 4.4.1, 4.4.2, 5.5.1, 5.5.2 and 5.5.3 | | |Learning | | |Answers |Outcome/Assessment | |Questions | |criteria | |Define the following types of |Violent body contact e.g when you are care for Mr A may be we are trying to take him from bed by |1.1.1 | |abuse: |handling and he get brose on his hand instead of using Holes. | | |Physical abuse |Secondly may be Mr A cannot stand up by himself instead of supporting him gently you rough handle | | | |him to get up by force. | | | | | | |Sexual abuse |May be by withdrawing from the carer. E.g. The carer supposes to take care of Mr B but as soon as |
Unit 16: Understand how to handle information In social care settings Unit code: D/602/3119 QCF Level 3: BTEC Specialist 1 Understand requirements for handling information in social care settings. 1.1 Identify legislation and codes of practice that relate to handling information in social care settings. Legislation and codes of practice in handling information Data protecting Act, Freedom of information Act, Disability Discrimination Act, Duty of confidentiality/human rights/safe guarding of children and vulnerable children, relevant codes of practice relating to the handling of information e g accuracy of the information, its retention and disposal and the importance of having secure information services ensuring necessary safeguards and appropriate uses of personal information. 1.2 Explain how legal requirements and codes of practice inform practice in handling information. Legal requirements and codes of practice inform practice in handling information by legislature which sets frame works and guide lines of how information should be recorded, stored, used/accessed and disposed of to protect /safe guard the welfare of individuals.
Unit 203. 1.1 How to establish respectful, professional relationships with children and young people. It is essential as an LSA to establish respectful and professional relationships with children and young people in your care. There are different strategies which can be used in your role to ensure that you have a respectful, trusting relationship with them. A relationship in which a child or young person completely trusts and respects you and feels comfortable in your company, allows you to be able to offer the child or young person a supportive, caring environment in which they can learn and develop.
CARE HEALTH AND SOC TH AND SOCIAL CARE H SOCIAL CARE HEALTH A CARE HEALTH AND SOC AND SOCIAL CARE HEA RE QUALIFICATIONS HE ALTH STUDENT GUIDE CARE AND SOCIAL AND LOGBOOK SOCIAL CARE HEALTH A CARE HEALTH AND SOC TH AND SOCIAL CARE H LEVEL 2 DIPLOMA IN HEALTH AND SOCIAL CARE (ADULTS) FOR ENGLAND (05923) Within the Apprenticeship Framework for Health Social Care and STUDENT GUIDE INTRODUCTION You are about to start an OCR Level 2 Diploma in Health and Social Care (Adults) for England. We wish you every success and hope that this will be one of many OCR qualifications which you take throughout your life. This guide has been designed to give you information about: • the aims and structure of your qualification • the people who will be involved
How the surgeon could apply any other principles of care during Raoul’s stay Promoting anti-discriminatory practice: making sure he is not treated differently to others due to age, race. Maintaining confidentiality of information: making sure all his records are secure, not discussing anything he has told him with others. Promoting his rights to: Dignity, making sure he is not embarrassed in any way, drawing the curtains around the bed. Independence, encouraging him to do things for himself, eg dressing himself/washing/feeding etc, so he doesn’t feel useless/dependent. Safety, ensuring his physical safety is maintained at all times, security at the hospital, locks on the doors, guards on the bed, medication checked/ locked away to reduce risk of wrong medication being given or overdose.
Unit 4(SHC 34) Unit 4 (SHC 34)- Principles for Implementing Duty of Care in Health, Social Care or Children’s and Young People’s Settings. Unit aim: This unit considers how duty of care contributes to safe practice, and how to address dilemmas or complaints that may arise where there is a duty of care. Credit value-1 Level 3 This workbook covers the following elements: Learning outcomes: There are three learning outcomes to this unit1. Understand how duty of care contributes to safe practice. 2.
Dale Robinson homework E/50121960.CT235 - CT235/CU235 - Introduction to Duty of Care in Health, Social Care or Children’s and Young People’s Settings Evidence Count AP CR DI EX OB PE QU SI TR WT Performance Criteria (PC) 1. Understand the implications of duty of care 1.1 Define the term ‘duty of care’ (0/9) 1.2 Describe how the duty of care affects own work role (0/9) 2 Understand support available for addressing dilemmas that may arise about duty of care 2.1 Describe dilemmas that may arise between the duty of care an individual’s rights (0/9) 2.2 Explain where to get additional support and advice about how to resolve such dilemmas (0/9) 3 Know how to respond to complaints 3.1 Describe how to respond to complaints (0/9) 3.2 Identify the main points of agreed procedures for handling complaints E/50121960.CU1517 - CU1517 - Introduction to Equality and Inclusion in Health, Social Care or Children's and Young People's Settings Evidence Count AP CR DI EX OB PE QU SI TR WT Performance Criteria (PC) 1 Understand the importance of equality and inclusion 1.1 Explain what is meant by: 1.1.i Diversity (0/9) 1.1.ii Equality (0/9) 1.1.iii Inclusion (0/9) 1.1.iv Discrimination (0/9) 1.2 Describe ways in which discrimination may deliberately or inadvertently occur in the work setting (0/9) 1.3 Explain how practices that support equality and inclusion reduce the likelihood of discrimination (0/9) 2 Be able to work in an inclusive way 2.1 Identify which
Learner Name: | Assessor Name: | Pearson Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England)(QCF) | Assignment 9 | Introduction: | The purpose of this assignment is to assess the learner’s knowledge, understanding and skills for managing induction in health and social care, using examples to demonstrate why induction is important. | Learning Outcomes: | Unit: Manage Induction in Health and Social Care or Children and Young People’s Settings | 1234 | Understand the purpose of induction in health and social careBe able to manage the induction process in health and social careBe able to support the implementation of induction processes in health and social careBe able to evaluate the induction process in health and social care | Unit: Champion equality, diversity and inclusion | 2 | Be able to champion diversity, equality and inclusion | Unit: Develop health and safety and risk management policies, procedures and practices in health and social care | 2 | Be able to implement and monitor compliance with health, safety and risk management requirements in health and social care | Unit: Work in partnership in health and social care or children and young peoples settings | 12 | Understand partnership workingBe able to establish and maintain working relationships with colleagues | Unit: Lead and manage a team within a health and social care | 2 | Be able to support a positive culture within the team for a health and social care | | Issue Date: | | Assignment Due Date: | | Learner Declaration: I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.PLEASE ATTACH THIS ASSIGNMENT BRIEF AS THE FRONT SHEET TO WORK SUBMITTED FOR AUTHENTICATION PURPOSES | Signature: | Date: | Task 1. Induction – Why & How? | You have