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.
Unit 4222-335 Undertake physiological measurements (HSC 3052) Level: Credit value: UAN: 3 3 R/601/8662 Unit aim This unit is aimed at health & social care staff involved in the taking and recording of physiological measurements as part of the individual’s care plan. Learning outcomes There are five learning outcomes to this unit. The learner will be able to: 1. Understand relevant legislation, policy and good practice for undertaking physiological measurements 2. Understand the physiological states that can be measured 3.
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
City and Guilds 6502 Level 3 Award in Education and Training – AET Unit 301: Understanding roles, responsibilities and relationships in education and training Assessment Task A: Information Booklet You have been asked to produce a leaflet that mentors within your organisation can use when supporting new members of staff. The leaflet needs to outline some of your organisation’s procedures and be a useful reference point. In this document you will: a) explain the teaching training role and responsibilities in education and training. Follow the SMART teaching theory, setting Specific Measurable Achievable Realistic and Time bound goals for students. Marking and assessing students work and progress.
2 Principles of Personal Development in Adult Social Care Settings 1.1 Identify standards that influence the way adult social care job roles are carried out 1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work 2.3 Describe how feedback from others has developed own knowledge, skills and understanding 3.1 Define the term ‘personal development plan' 3.2 Identify who could be involved in the personal development plan process 3.3 Identify sources of support for own learning and development 3.4 List the benefits of using a personal development plan to identify ongoing improvements in own knowledge and understanding 5 Introduction to Duty of Care in Health, Social Care or Children and Young People's Settings 1 Understand the meaning of duty of care 1.1 Define the term ‘duty of care' 1.2 Describe how the duty of care affects own work role 2.2 Explain where to get additional support and advice about how to resolve such dilemmas 3.2 Explain the main points of agreed procedures for handling complaints 6 Understand the Role of the social care worker 1.1 Explain how a working relationship is different from a personal relationship 1.2 Describe different working relationships in social care settings 2.1 Describe why it is important to adhere to the agreed scope of the job role 2.3 Explain the importance of full and up-to-date details of agreed ways of working 3.1 Explain why it is important to work in partnership with others 3.2 Identify ways of working that can help improve partnership working 3.4(a) Explain how and when to access support and advice about: partnership working 3.4(b) Explain how and when to access support and advice about: resolving conflicts 9 Understand How to Handle Information in Social Care Setting 1.1 Identify the legislation that relates to the recording, storage and sharing of
Unit 8: Unit code: QCF Level 3: Credit value: Psychological Perspectives for Health and Social Care A/601/2404 BTEC Nationals 5 Guided learning hours: 30 Aim and purpose This unit aims to enable learners to understand the different psychological approaches that can be used when studying and in particular how these can be used to study health and social care. Unit introduction This unit highlights the different psychological perspectives and encourages learners to apply these approaches to the study of health and social care. The value of psychological studies to the understanding of health and social care will also be examined. Learners will initially consider the meaning of the term ‘theories’ in the context of psychology, and will begin to appreciate the diversity of psychological theories as they progress through the unit. Learners will examine the principal psychological perspectives and then apply them to the health and social care sectors to gain understanding of the potential value of psychology in these sectors.
Jane Humphries DTTLS MODULE 2 Select an assessment cycle from a course on which you teach. Using appropriate assessment terminology and relevant theories, critically evaluate the assessment cycle in terms of: * The overall purpose and type of assessment processes used * The appropriateness and effectiveness of the assessment. How assessment is recorded and used to promote learning * How inclusivity is maintained within the cycle. Assessment measures the success of learning, teaching and achievement and guides the next steps to be accomplished. Assessment is integral to the planning process and is a tool for reflection on programme construction and teaching.
Learning outcomes 3, 4, 5 and 6 must be assessed in a real work environment. Level 2 Diploma in Health and Social Care (Adults) for England (4222-21) 279 Unit 4222-329 Promote positive behaviour (HSC 3019) Assessment Criteria Outcome 1 The learner can: 1. explain how legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice 2. define what is meant by restrictive interventions 3. explain when restrictive interventions may and may not be used 4. explain who
Page 39 – 4: Evaluation Page 41 – Section 6 - Feedback sheets. Page 43 – Section 7 - Declaration that this is your own work (needs signing before final submission. Section 1 - Breakdown of the Unit Aim and purpose The first aim of this unit is to show you what processes are involved in learning. The second aim is to teach you how to take control of your development and learn how to plan, execute, monitor and reflect on it. Learning outcomes By completing this unit you should be able to demonstrate the following: • Understand the learning process • Be able to plan for and monitor own professional development • Be able to reflect on own development over time • Know service provision in the health or social care sectors.
Unit 4222-305 Promote person centred approaches in health and social care (HSC 036) Level: 3 Credit value: 6 UAN: Y/601/8145 Unit aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to implement and promote person centred approaches. Learning outcomes There are seven learning outcomes to this unit. The learner will: 1. Understand the application of person centred approaches in health and social care 2.