Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Principles of safeguarding and protection in health and social care HSC 024 2 3 26 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. Learning Outcomes The learner will: 1 Know how to recognise signs of abuse Assessment Criteria The learner can: 1.1 Define the following types of abuse: Physical abuse Sexual abuse Emotional/psychological abuse Financial abuse Institutional abuse Self neglect Neglect by others 1.1 Identify the signs and/or symptoms associated with each type of abuse 1.2 Describe factors that may contribute to an individual being more vulnerable to abuse Exemplification An individual will usually mean the person supported by the learner but may include those for whom there is no formal duty of care Factors may include: a setting or situation the individual © OCR 2010 1 Learning Outcomes The learner will: 2 Know how to respond to suspected or alleged abuse Assessment Criteria The learner can: 2.1 Explain the actions to take if there are suspicions that an individual is being abused 2.2 Explain the actions to take if an individual alleges that they are being abused 2.3 Identify ways to ensure that evidence of abuse is preserved Exemplification The actions to take constitute the learner’s responsibilities in responding to allegations or suspicions of abuse.
The final part of the unit will enable learners to consider current practice, including a person-centred approach. This unit will consolidate learning from Unit 2: Equality, Diversity and Rights in Health and Social Care by contextualising knowledge and understanding. As individuals with additional needs may be particularly vulnerable, Unit 11: Safeguarding Adults and Supporting Independence will have particular relevance, particularly for those wishing to work with individuals with
: reflective account, question and answer, case study and other evidence. (if you are a learn direct candidate refer to the reading resources on your account to support with the terms, vocabulary and key wards) Learning Outcomes The learner will: 1) Understand the importance of mobility Assessment Criteria The learner can: 1.1.1Define mobility Give an example from your work place: 1.1.2 Explain how different health conditions may affect and be affected by mobility Give an example from your work place: 1.1.3 Outline the effects that reduced mobility may have on an individual’s wellbeing Give an example from your work place: 1.1.4 Describe the benefits of maintaining and improving mobility Give an example from your work place: 2) Be able to prepare for mobility activities Assessment Criteria The learner can: 2.2.1 Agree mobility activities with the individual and others Give an example from your work place: 2.2.2 Remove or minimise hazards in the environment before beginning a mobility activity Give an example from your work place: 2.2.3 Check the suitability of an individual’s clothing and footwear for safety and mobility Give an example from your work place: 2.2.4 Check the safety and cleanliness of mobility equipment and
|Title |Understand how to handle information in social care settings | |Ref |37 | |Level |3 | |Credit value |1 | |Learning outcomes |Assessment criteria | |The learner will: |The learner can: | |Understand requirements for handling information in |1.1 Identify legislation and codes of practice that relate to handling information| |social care setting |in social care settings? | | |The following legislations and codes of practices are the main codes that relate to| | |handling information. By following these acts can reduce misconduct of information | | |in the work place. | | |E.g. Data protection act 1998, | | |Freedom of information act 2000, | |
Unit 4222-245 Understand the context of supporting individuals with learning disabilities (LD 201) Outcome 1 Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities 1. identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities 2. explain how this legislation and policies influence the day to day experiences of individuals with learning disabilities and their families. Outcome 2 Understand the nature and characteristics of learning disability The learner can: 1. explain what is meant by ‘learning disability’ 2. give examples of causes of learning disabilities 3. describe the medical and social models of disability 4. state the approximate proportion of individuals with a learning disability for whom the cause is ‘not known’ 5. describe the possible impact on a family of having a member with a learning disability. Outcome 3 Understand the historical context of learning disability The learner can: 1. explain the types of services that have been provided for individuals with learning disabilities over time 2. describe how past ways of working may affect present services 3. identify some of the key changes in the following areas of the lives of individuals who have learning disabilities: • where people live • daytime activities • employment • sexual relationships and parenthood • the provision of healthcare. Outcome 4 Understand the basic principles and practice of advocacy, empowerment and active
Unit Title: Principles of communication in adult social care settings Unit sector reference: PWCS 21 Level: 2 Credit value: 2 Guided learning hours: 17 Unit expiry date: 31/07/2015 Unit accreditation number: L/602/2905 Unit purpose and aim The unit introduces the importance of communication in adult social care settings, and ways to overcome barriers to meet individual needs and preferences in communication. This unit is aimed at those who are interested in, or new to, working in social care settings with adults. Learning Outcomes The learner will: Assessment Criteria The learner can: 1 1.1 Identify different reasons why people communicate 1.2 Explain how effective communication affects all aspects of working in adult social care settings 1.3 Explain why it is important to observe an individual’s reactions when communicating with them Understand why communication is important in adult social care settings Exemplification Reasons may include: expressing and sharing ideas, feelings, needs, wishes and preferences obtaining and receiving information getting to know each other Effective communication can affect: service provision teamwork participation, support and trust empathy and shared understanding recording and reporting Importance of observing an individual’s reactions may include: to understand what an individual is trying to express to meet the individual’s needs © OCR 2010 1 Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification 2 Understand how to meet the communication and language needs, wishes and preferences of an individual 2.1 Explain why it is important to find out an individual’s communication and language needs, wishes and preferences 2.2 Describe a range of
Title: | 264 The Principals of Infection Prevention and Control | Level: | 2 | Credit Value: | 3 | GLH | 30 | Learning Outcomes The learner will; | Assessment CriteriaThe learner can; | 1. Understand roles and responsibilities in the prevention and control of infections | 1.1 Explain employees’ roles and responsibilities in relation to the prevention and control of infection1.2 Explain employers’ responsibilities in relation to the prevention and control infection | 2. Understand legislation and policies relating to prevention and control of infections | 2.1 Outline current legislation and regulatory body standards which are relevant to the prevention and control of infection2.2Describe local and organisational policies relevant to the prevention and control of infection | 3. Understand systems and procedures relating to the prevention and control of infections | 3.1Describe procedures and systems relevant to the prevention and control of infection3.2Explain the potential impact of an outbreak of infection on the individual and the organisation | 4. Understand the importance of risk assessment in relation to the prevention and control of infections | 4.1 Define the term risk 4.2 Outline potential risks of infection within the workplace4.3 Describe the process of carrying out a risk assessment4.4 Explain the importance of carrying out a risk assessment | 5.
Unit Reference NumberM/602/3044 Qualification FrameworkQCF TitlePrinciples of Diversity, equality and inclusion in adult social care settings Unit LevelLevel 3 Unit Sub LevelNone Guided Learning Hours19 Unit Credit Value2 Date of Withdrawal SSAs1.3 Health and Social Care Unit Grading StructurePass Assessment Guidance Unit must be assessed in line with the Skills for Care and Development QCF assessment principles. View Unit's Qualifications Learning Outcomes and Assessment Criteria Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand the importance of diversity, equality and inclusion 1.1 Explain what is meant by • Diversity • Equality • Inclusion • Discrimination 1.2 Describe the potential effects of discrimination 1.3 Explain the importance of inclusive practice in promoting equality and supporting diversity 2 Understand how to work in an inclusive way 2.1 Describe key legislation and codes of practice relating to diversity, equality, inclusion and discrimination in adult social care settings 2.2 Explain the possible consequences of not actively complying with legislation and codes of practice relating to diversity, equality, inclusion and discrimination in adult social care settings 2.3 Describe how own beliefs, culture, values and preferences may affect working practice 2.4 Describe ways to ensure that own interactions with individuals respect their beliefs, culture, values and preferences 2.5 Compare inclusive practice with practice which excludes an individual 3 Understand how to raise awareness of diversity, equality and inclusion 3.1 Describe how to challenge discrimination in a way that promotes change 3.2 Explain how to raise awareness of diversity, equality and inclusion 3.3 Explain how to support others to promote diversity, equality and inclusion Equivalent
Unit Title: Support person-centred thinking and planning Unit sector reference: LD 302 Level: 3 Credit value: 5 Guided learning hours: 41 Unit expiry date: 30/04/2015 Unit accreditation number: A/601/7215 Unit purpose and aim This unit is aimed at those who work in a range of health or social care settings. This unit enables the learner to extend their knowledge about the principles, processes and context of personcentred thinking, planning and reviews. It also requires the learner to explore their own role in implementing person-centred thinking and planning and to develop further the skills and attitudes necessary to fulfil this role. Learning Outcomes The learner will: 1. Understand the principles and practice of personcentred thinking, planning and reviews Assessment Criteria The learner can: 1.1 Explain what personcentred thinking is, and how it relates to personcentred reviews and person-centred planning 1.2 Explain the benefits of using person-centred thinking with individuals 1.3 Explain the beliefs and values on which personcentred thinking and planning is based 1.4 Explain how the beliefs and values on which person-centred thinking is based differs from assessment and other approaches to planning Exemplification An individual is someone requiring care or support Person-centred thinking tools include: Important to/for (recorded as a one page profile) Working/Not working The doughnut Matching staff Relationship circle Communication charts 4 plus 1 questions Citizenship tool Decision making agreement Presence to contribution Dreaming 1.5 Explain how personcentred thinking tools can form the basis of a person-centred plan 1.6 Describe the key features of different styles of person-centred planning © OCR 2010 1 Learning Outcomes Assessment Criteria and the contexts in which they are most useful Exemplification 1.7 Describe examples of
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Support individuals with multiple conditions and/or disabilities SS OP 3.3 3 4 31 A/601/5190 Unit purpose and aim The purpose of this unit is to provide the learner with knowledge, understanding and skills required to support individuals with multiple conditions and/or disabilities Learning Outcomes The learner will: 1 Understand the impact of multiple conditions and/or disabilities on individuals Assessment Criteria The learner can: 1.1 Describe possible multiple conditions and/or disabilities that individuals may have 1.2 Explain how multiple conditions and/or disabilities may have an additional impact on the individual’s well being and quality of life 1.3 Explain how multiple conditions and/or disabilities may impact on individuals opportunity to participate in a range of activities Exemplification Multiple conditions and/or disabilities could include a combination of factors relating to: sensory loss physical health mental health physical disability learning difficulty/disability emotional health Well Being eg emotional psychological physical Activities could include: education employment leisure activities social activities household or domestic tasks 2 Understand own role in supporting individuals with multiple conditions and/or disabilities 2.1 Describe own role in supporting the well being of individuals with multiple conditions and/or disabilities Well Being eg emotional psychological physical © OCR 2010 1 Learning Outcomes The learner will: Assessment Criteria The learner can: 2.2 Explain the steps to take when actions may be outside of the scope of own role and responsibilities 3.1 Research the roles of professionals who may provide support to individuals with multiple conditions and/or disabilities in own local