Unit 4222-265 Causes and spread of infection (ICO2) Level: Credit value: UAN: 2 2 H/501/7103 Unit aim This unit is to enable the learner to understand the causes of infection and common illnesses that may result as a consequence. To understand the difference between both infection and colonisation and pathogenic and non pathogenic organisms, the areas of infection and the types caused by different organisms. In addition the learner will understand the methods of transmission, the conditions needed for organisms to grow, the ways infection enter the body and key factors that may lead to infection occurring. Learning outcomes There are two learning outcomes to this unit. The learner will: 1.
Break down and define common medical terms used for symptoms, diseases, disorders, procedures, treatments, and devices associated with the blood and lymphatic system. Build medical terms from word parts associated with the • • Word Search postings as indicated in Course Schedule Chapter 1 online Short Answer Quiz and Chapter 1 online examination Mini Medical Record Reviews optional extra credit • blood and lymphatic system. Pronounce and spell common medical terms associated with the blood and lymphatic system. Chapter 8 The Cardiovascular System Upon completion of this chapter, the student should be able to: • • • • • Define and spell the word parts used to create medical terms for the cardiovascular system. Break down and define common medical terms used for symptoms, diseases, disorders, procedures, treatments, and devices associated with the cardiovascular system.
Details of the relationship between the unit and relevant national standards This unit is linked to HSC 216 and CHS 6. Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. 178 Level 2 Diploma in Health and Social Care (Adults) for England (4222-21) DRAFT Unit HSC 2003 Provide support to manage pain and discomfort Assessment Criteria Outcome 1 Understand approaches to managing pain and discomfort The learner can: 1. explain the importance of a holistic approach to managing pain and discomfort 2. describe different approaches to alleviate pain and minimise discomfort 3. outline agreed ways of working that relate to managing pain and discomfort. Outcome 2 Assist in minimising individuals’ pain or discomfort The learner can: 1. describe how pain and discomfort may affect an individual’s wellbeing and communication 2. encourage an individual to express feelings of discomfort or pain 3. encourage an individual
The psychological approach is embedded in several other units in the programme and is extended, in particular, in Unit 29: Applied Psychological Perspectives for Health and Social Care, and Unit 30: Health Psychology. Learning outcomes On completion of this unit a learner should: 1 2 Understand psychological perspectives Understand psychological approaches to health and social care. Edexcel BTEC Level 3 Nationals specification in Health and Social Care – Issue 1 – June 2010 © Edexcel Limited 2010 1 Unit content 1
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Causes and spread of infection IC02 2 2 20 H/501/7103 Unit purpose and aim This unit is to enable the learner to understand the causes of infection and common illnesses that may result as a consequence. To understand the difference between both infection and colonisation and pathogenic and non pathogenic organisms, the areas of infection and the types caused by different organisms. In addition the learner will understand the methods of transmission, the conditions needed for organisms to grow, the ways infection enter the body and key factors that may lead to infection occurring. Learning Outcomes The learner will: 1 Understand the causes of infection Assessment Criteria The learner can: 1.1 Identify the differences between bacteria, viruses, fungi and parasites 1.2 Identify common illnesses and infections caused by bacteria, viruses, fungi and parasites 1.3 Describe what is meant by ‘infection’ and ‘colonisation’ 1.4 Explain what is meant by ‘systemic infection’ and ‘localised infection’ 1.5 Identify poor practices that may lead to the spread of infection Exemplification © OCR 2010 1 Learning Outcomes The learner will: 2 Understand the transmission of infection Assessment Criteria The learner can: 2.1 Explain the conditions needed for the growth of micro-organisms 2.2 Explain the ways an infective agent might enter the body 2.3 Identify common sources of infection 2.4 Explain how infective agents can be transmitted to a person 2.5 Identify the key factors that will make it more likely that infection will occur Exemplification Assessment This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment principles. This unit may be assessed using any method, or combination of methods, which clearly demonstrates that the
HSI-154 HOMELAND WMD/HAZARDOUS MATERIALS DOT ERG EXERCISE EMMANUEL BONSO ABBAN NAME: ___________________________ Activity: Download: DOT Emergency Response Guidebook (ERG) http://phmsa.dot.gov/staticfiles/PHMSA/Downloa dableFiles/Files/erg2008_eng.pdf Objective: Demonstrate the use of the DOT ERG. Given an ID number, material name or container type find the ERG guide number for that material. Given a scenario for a hazmat incident use the ERG to find recommendations for response actions. Rationale Instructions: This activity will allow class participants to practice using the DOT ERG. Look up the information requested in the DOT ERG.
Educational Plan NUR 590AB Educational Plan Educational Plan Evaluating the survey responses and forming a need assessment indicated that an educational plan to assist the Emergency Room staff with identifying stress and nursing burnout is necessary. The following will outline the objectives and contents of the information to be included in the educational plan. 1. List learner objectives a. List topic areas to be covered and provide outline handout of content to staff with estimated time frame and teaching method.
The topic under review is hand hygiene and face mask effectiveness in the spread of influenza-like illness. A question was formed regarding this topic with the PICO framework, which included the patient or problem, the intervention, the comparison and the outcome being assessed. This created the key words ‘mask’, ‘hand hygiene’ and ‘influenza’, which were used as search terms in the online databases ‘Primo’, ‘CINAHL’ and ‘PubMed’. Results were then limited to articles published after the year 2000 and written in English to ensure only the most trustworthy and appropriate evidence is assessed. This search resulted in the article under review: ‘Mask Use, Hand Hygiene, and Seasonal Influenza-Like Illness among Young Adults: A Randomized Intervention Trial’ (Aiello et al., 2010).
CF7 Performance evidence record Candidate name Bridget Harte Unit number & title 4223-007 the principles of infection prevention and control(1c01) □ observed by your assessor □ observed by expert witness □ seen by witness □ Reflective account □ report □ other please specify | |Date of activity | |Learning |Assessment |Performance Evidence | |outcome |Criteria | | |5 |2 |Plastic aprons | | | |Cover clothes or uniform | | | |Plastic or latex gloves | | | |Protection for hands and nails | | | |Paper masks | | | |To cover mouth and nose | | | |Paper hair cover | | | |Covers head | | | |Plastic goggles | |
[pic] BTEC National Extended Diploma in Health and Social Care (2010 Specification) Sociological Perspectives for Health and Social Care Unit 7 |Date Issued: |19/09/11 |Tutor: |#Kris Butterworth/ Kathy Scholes| |Interim Date Due: |17/10/11 |Final Due Date |31/10/2011 | Learning outcomes: After completing this unit you should be able to: |1) |Understand sociological perspectives | |2) |Understand sociological approaches to health and social care | Unit Context This unit is an introduction to sociological terms and key perspectives as they illuminate the study of health and care issues. You will consider the application of different sociological approaches to the understanding of a number of concepts within health and social care, including the social dimensions of health and illness. You will note how Sociologists examine two aspects of health and illness, the biological aspects and the cultural aspects to them. Learners will examine health inequalities among different groups of people in society and the range of explanations that sociologists have suggested for these inequalities. The unit will encourage learners to be reflective and is relevant for those intending to work people in a caring capacity.