Unit 4222-307 Promote good practice in handling information in health and social care settings (HSC 038) Level: Credit value: UAN: 3 2 J/601/9470 Unit aim This unit is aimed at those working in a wide range of settings. It covers the knowledge and skills needed to implement and promote good practice in recording, sharing, storing and accessing information. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand requirements for handling information in health and social care settings 2.
Contribute to identifying the communication methods or aids that will best suit the individual 3. Explain how and when to access information and support about identifying and addressing specific communication needs. Outcome 3 Be able to interact with individuals using their preferred communication The learner can: 1. Prepare the environment to facilitate communication 2. Use agreed methods of communication to interact with the individual 3.
Assignment brief – QCF BTECAssignment front sheetPlease ensure that all assignments are written to merit criteria in order that learners can achieve aspirational high grades | Qualification | Unit number and title | Level 3 Extended Diploma Health and Social Care | Unit 2 – Equality, Diversity and Rights in health and social care | Learner name | Assessor name | | Nusheen Rafiq | Date issued | Hand in deadline | Submitted on | | | | | | Assignment title | Concepts and discriminatory and anti-discriminatory practices. | In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found. | Criteria reference | To achieve the criteria the evidence must show that the learner is able to: | | Task no. | | Evidence | P1 | Explain the concepts of equality, diversity and rights in relation to health and social care | | 1 | | Powerpoint | P2 | Describe discriminatory practice in health and social care | | 1 | | | P3 | Describe the potential effects of discriminatory practice on those who use health or social care services | | 1 | | | M1 | Assess the effects on those using the service of three different discriminatory practices in health and social care settings.
Unit 59: Provide Support to Maintain and Develop Skills for Everyday Life Unit code: HSC 3003 Unit reference number: L/601/8028 QCF level: 3 Credit value: 4 Guided learning hours: 28 Unit summary This unit is aimed at those working in a wide range of settings. The unit provides the learner with the knowledge and skills required to work with individuals to retain, regain and develop skills for everyday life. Assessment requirements Learning outcomes 2, 3 and 4 must be assessed in a real work environment. Additional information An individual is someone requiring care or support. Others may include • family • advocates • team members • line manager • specialists • others who are important to the individual’s wellbeing.
Unit 206 Understand the role of the social care worker Level: 2 Credit value: 1 NDAQ number: A/602/3113 Unit aim This unit is aimed at those who are interested in, or new to working in social care setting. It provides the knowledge required to understand the nature of working relationships, working in ways that are agreed with the employer, and working in partnership with others. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand working relationships in social care settings.
I support effective communication by actively listening to what individuals are saying and by giving them time to respond and by showing understanding to what is being said or expressed. I support effective communication in my job role by recording information accurately and legibly and by having 1-1 formal or informal supervision. In my Job role I enhance my working practice in relation to effective communication by undertaking organisational and vocational training such as POVA and MAPA to enhance my communication skills in working with vulnerable adults with limited communication skills and NVQ 3. As an Assessor I am able to support others to communicate effectively with service users and
Aural/Auditory Learners: Spoken/Heard instructions facilitate learning for his type of individual. Lecture sessions, discussion groups, emails and recordings are devices that helps people with this learning preference to explore and discuss concepts with others and understand what works best for them in learning environments. Read/Write Learners: Learners who choose this preference learn best when they receive and return information as words. Communication may be penned or typed. The mechanisms of choice are PowerPoint, the Internet, dictionaries, text signs and written responses.
Healthcare Quiz (to cover PLTS units) Being able to organise and manage own learning 1. Identify where within your own skills you feel you could improve for your job role. . (PLTS unit 3 outcome 1.1) 2. Please record the training completed over the YAS induction period and explain how this met the required standards.
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.
Learning Outcome 1- Understand working relationships in health and social care 1.1 Explain how a working relationship is different from a personal relationship A working relationship is different from a personal relationship because of the boundaries, professional codes of conduct, policies and procedures that are in place in a working environment. In a working relationship you would not share personal information as you would with your friends. A working relationship is effective when everyone involved is able to do their job to a high enough standard. A professional distance must be maintained in a work environment even if you are working with someone with whom you do have a personal relationship. A personal relationship is the relationship you have with your family and friends and it is not work related.