CU2623 Implement Person Centred Approaches in Health and Social Care Aims 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 person centred approaches. Credit Level 5 2 Assessment criteria The learner can: 1.1 Define person-centred values 1.2 Explain why it is important to work in a way that embeds person centred values 1.3 Explain why risk-taking can be part of a person centred approach 1.4 Explain how using an individual’s care plan contributes to working in a person centred way 2. Be able to work in a person-centred way 2.1 Find out the history, preferences, wishes and needs of the individual 2.2 Apply person centred values in day to day work taking into account the history, preferences, wishes and needs of the individual 3. Be able to establish consent when providing care or support 3.1 Explain the importance of establishing consent when providing care or support 3.2 Establish consent for an activity or action 3.3 Explain what steps to take if consent cannot be readily established 4.
This essay will focus on inter-professional working in health and social care delivery. The history of inter-professional working will be explored. The nature and types of evidence underpinning inter-professional working focusing on the practice area of protection of vulnerable adults will be discussed. The range of factors that promote and create barriers to inter-professional working will be discussed. The implications of this essay will be discussed in relation to my future practice as a qualified Social Worker as a member of an inter-professional team.
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. Learning outcomes 2 and 3 must be assessed in a real work environment. Level 3 Diploma in Health and Social Care (Adults) for England (4222-31) 55 Unit 4222-307 Promote good practice in handling information in health and social care settings (HSC 038) Assessment Criteria Outcome 1 The learner can: 1. identify legislation and codes of practice that relate to handling information in health and social care 2. summarise the main points of legal requirements and codes of practice for handling information in health and social care. Understand requirements for handling information in health and social care settings Outcome 2 The learner can: 1. describe features of manual and electronic information storage systems that help ensure
Bloom's Taxonomy and Nursing Education NUR/427 March 18, 2013 Effectively caring for and educating patients with chronic illnesses involves understanding the patient’s unique health situation and concerns. Benjamin Bloom and his colleagues developed Bloom’s Taxonomy a classification of learning objectives within education. Using Bloom’s Taxonomy as a framework to develop a lesson plan and measurable educational objectives will ensure that all facets of the patient’s health needs are addressed in the educational phase of nursing care. The taxonomy consists of three domains; cognitive, affective, and psychomotor that must be followed in a step-by-step process to ensure mastery of each domain. Bloom’s Taxonomy According to Merriam-Webster, taxonomy refers to the classifications of general principles (Merriam-Webster, 2013).
SUMMARY OF LEARNING OUTCOMES To achieve this unit a learner must: 1. Understand psychological approaches to study 2. Be able to apply psychological approaches to health and social care. HOW THIS UNIT WILL BE ASSESSED To reach Pass level, the evidence must show that the learner is able to: P1 describe the application of behaviourist perspectives in health and social care P2 explain the value of the social learning approach to health and social care P3 describe the application of psychodynamic perspectives in health and social care P4 describe the value of the humanistic approach to health and social care service provision P5 explain the value of the cognitive perspective in supporting individuals P6 describe the application of biological perspectives in health and social care To reach Merit level, the evidence must show that, in addition to the Pass criteria, the learner is able to: M1 analyse the contribution of different psychological perspectives to the understanding and management of challenging behaviour M2 analyse the contribution of different psychological
| Communication in Health and Social Care Organisations. | | | |Learning outcome 1.1-1.4 | | | |Group #29 | |Velova Lissette Gumbs | |ID #P1005006 | | | Every human being communicates. Communication is a vital part of the Health and Social Care organisation. In this essay we will explore the relevant theories of communication, the use of communication skills, methods of handling inappropriate interpersonal communication between individuals and analyse the strategies used to support service users with specific communication needs who will at one time or another will access the Health and Social Care organisation. The Health and Social Care organisation has four related theories, which are used by care professionals.
I have had the opportunity to start the diploma in leadership and management in health and social care, as well has go on a supervision training day course. On the job training, on how to complete paper work and attend review meetings. 5. How beneficial do you think these opportunities were? Both are beneficial because it improves knowledge within the field of health and social care and the leadership responsibilities.
* To provide home health care services and training sufficient to ensure the client and their caregiver the assumption of personal responsibility for health and personal needs. * To provide educational opportunities within the health care system for employees through an ongoing participation in professional organizations. * To provide coordinated liaison with health and
Unit 504 Develop health and safety and risk management policies procedures and practices in health and social care or children and young people's settings |Learning outcome 1. Understand the current legislative framework and organisational health, safety and risk management | |policies, procedures and | |practices that are relevant to health, and social care or children and young people’s settings | | | | |1.1 Explain the legislative framework for health, safety and risk management in the work setting | | | | | | | | |******************************************************* | | | | | |The Legislative frameworks for Health and Safety and risk management within the work setting is based upon a number a | | |number of legislation and regulation such as: | | | | | |The Health and Safety at Work Act 1974. | | |Reporting of Injuries, Diseases and Dangerous Occurrences
Unit 302- Engage in personal development in health social care and young people’s settings Understand what is required for competence in own work role 302.1.1 Describe the duties and responsibilities of own work role My duties and responsibilities as a foster carer are to provide care to looked after children (LAC) and young people of various ages. To help and protect children who may have come from difficult backgrounds and experienced abuse, neglect and a chaotic or disruptive family life. We help the child to prepare for returning home to the birth family or for an adoptive/permanent family situation. We promote and be positive about contact with the child’s parents or any wider family members. We have to work with social workers and other outside agencies and share good practice to make the placement a positive situation for the child in our care.