Content recurs throughout HSC NOS knowledge requirements. 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. 36 Level 2 Diploma in Health and Social Care (Adults) for England (4222-21) Unit 4222-205 Principles of safeguarding and protection in health and social care (HSC 024) Assessment Criteria The learner can: 1. define the following types of abuse: Physical abuse Sexual abuse Emotional/psychological abuse Financial abuse Institutional abuse Self neglect Neglect by others 2. identify the signs and/or symptoms associated
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.
1.2 Explain employers’ responsibilities in relation to the prevention and control infection It is the responsibility of employers to have policies and guide lines in the work place on prevention and control of infection, to have in place and operate effective management systems for the prevention and control of infection which are informed by risk assessments and analysis of infection incidents.provide workers with the correct PPE’ and maintain a clean and appropriate environment which facilitates the prevention and control of infection. . 2.1Outline current legislation and regulatory body standards which are relevant to the prevention and control of infection. Health and safety at work act 1974 The public Health act 1984 Public health regulation 1988 COSHH 2002 Food safety act 1990 The hazardous waste regulation 2005 Food hygiene regulation 2006 2.2Describe local and organisational policies relevant to the prevention and control of infection The local and organisational policies in Infection Prevention and Control in Health Care initiative
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.
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
Employers should also ensure employees are aware of the health and safety aspects of their work by providing training and information on things such as COSHH and the prevention of cross infection. Learning Outcome 2: Understand legislation and policies relating to the prevention and control of infections Page 1 of 6 Outline and
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.
Employees should also be kept informed of any new infections contracted by individuals they are caring for. Employers should provide PPE for all employees. Risk assessments should be carried out on all individuals to minimise the risks of infections braking out. 2.Understand legislation and policies relating to prevention and control of infection. 2.1 Outline current legislation and regulatory body standards which are relevant to the prevention and control of infection.
Curriculum Objective Hand hygiene is significant in the prevention of diseases and spread of infection. Educational leaders are inspired by curriculum objectives, providing educational opportunities to health care organizations and communities with the simple basics of hand hygiene for health prevention. Planning an approach for hand hygiene education with Bloom’s Taxonomy is the desired outcome for prime compliance. Delivery of education enhances memory with a variety of staging elements of learning. Delivery of educational modules with testing, along with hand hygiene pamphlets and lectures with demonstration complements the goal for best health.
Students are required to ask conscious casualties leading questions, listen and understand responses to determine treatment Maths or numeracy entails calculations, interpretations, evaluations and measurements. A First Aid context example is that students applying Basic Life Support are required to consider depth of chest compressions; number of compressions per minute; ratio of compressions to rescue breaths for adults, children or babies. Combined literacy and numeracy skills are also essential when learning use of the Automated External