Learning Outcomes: The learner will: 1) Be able to provide support for personal care safely Assessment Criteria The learner can: 1.1.1 Identify Legislation relating to general health and safety in a health & social care setting The principal act who generally cover the settings relating to health and social care is HASAWA – Health and Safety at Work Act 1974 which was updated with many sets of regulation as the following: Health and Safety First Aid Regulations-1981, Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR)-1995, Manual Handling Operations Regulations – 1992, Management of Health and Safety at Work Regulations (MHSW) – 1999, Control of Substances Hazardous to Health Regulations (COSHH) – 2002. 1.1.2 Describe the main points of the health and safety policies and procedures agreed with the employer The main points of the health and safety policies and procedures agreed with the employer are: • Information and training on lifting and handling under the Manual Handling Operations Regulations 1992 • Suitable equipment and
4222-206 The role of the Health and Social Care Worker Title | HSC 025 The role of the health and social worker. | | Log No | Level | 2 | | | Credit value | 2 | | | Learning outcomesThe learner will: | Assessment criteriaThe learner can: | Candidate Response | Has the candidates response met the assessment? (√) | 1. Understand working relationships in health and social care | 1.1 Explain how a working relationship is different from a personal relationship1.2 Describe different working relationships in health and social care settings | Personal relationships have many degrees of closeness ranging from acquaintance, friend, close friend and family relations. These relationships are much more informal and there are degrees of how close each person is to me and how much of my personal life I’m willing to share with them.Formal by choice/mutual A working relationship means working with my employer and employees who work together in the interests of the people we support.
This will be measured by her demonstrating these skills during therapy sessions 2. Jean to learn to identify maladaptive, negative thoughts and how to replace them with more positive, adaptive thoughts. This will be measured by her demonstrating these skills during therapy sessions | Date Established 10/4/1110/4/1110/4/11 | Projected Completion Date 1-2-12 1-2-12 1-2-12 |
Together, we arranged a date that would mutually suit both of us, and I gathered my papers and made some questions up for the assignment. Part B: Implementation There are three phases of interview orientation, working, and termination. (P During the orientation phase, the nurse introduces oneself to client, and begins to explain the interviews purpose. Upon meeting I introduced myself, stated that I am a Practical Nursing student in semester one at Conestoga College, and I explained to E.M. about how the interview would be conducted. I told E.M. that I was collecting data in order to provide myself with the opportunity to identify my strengths and weaknesses, and integrate my interviewing and communication skills learned in semester one of Practical Nursing.
I mainly pushed them off because elementary teachers always wanted some kind of colorful and creative diorama or drawing. Even though I found this fairly simple, I just didn’t enjoy the trivial coloring or gluing. I would put these off so much that I would even have to ask my dad to come help me finish just so I could get to bed on time. However as I grew older I began to enjoy schoolwork more. It was becoming more complex, especially in math.
Sammy is also the narrator, which I believe Updike chose so that the reader would better understand the situation and internal conflict. Throughout the story we can gather that Sammy is very observant. “She came down a little hard on her heels, as if she didn’t walk in her bare feet that much, putting down her heels and then letting the weight move along to her toes as if she was testing the floor with every step, putting a little deliberate action into it.” (88) We can also gather from Sammy’s
Edexcel level 3 BTEC National Diploma in Health & Social Care | | 2011-2012 | | Unit 1- DEVELOPING EFFECTIVE COMMUNICATION IN HEALTH AND SOCIAL CARE | (Assignment title: EFFECTIVE COMMUNICATION IN HEALTH AND SOCIAL CARE) | Learner’s name: | Submitted on: | | Assessor’s name: GENNY PHILLIPS/STUART CARRINGTON | Date issued: | | Assignment pre-verified by: | LOUISE KIRKHAM | Date: 22/9/11 | Date Due: | SEE INDIVIDUAL TASKS | | Grading Criteria | Evidence | Met | Date | Initial | IV | P1LO1 | EXPLAIN THE ROLE OF EFFECTIVE COMMUNICATION AND INTERPERSONAL INTERACTION IN A HEALTH AND SOCIAL CARE CONTEXT | Report | YES NO REFER | | | | P2LO1 | DISCUSS THEORIES OF COMMUNICATION | Report | YES NO REFER | | |
I decide to go visit and take some baked lasagna to them. She has verbalized that she is very anxious and worried about her pregnancy and the fact that she no longer has an income. I request permission to do a brief interview with them and explain that I will be sharing the information with my instructor. However, their identity will be kept anonymous. They were both eager to participate in the interview process.
Resource booklet & workbook for Level 5 Diploma- Leadership for Health & Social care and children and Young people’s services | Unit 502 | Name: | ------------------------------------------------- Unit 502: Promote professional development Learning outcome 1, 3 Assessment criteria 1.1, 1.2, 1.4, 3.1 The Learning Staircase model of learning We all learn in many different ways, but the Learning Staircase Model (Mitchell, (1997) relates well to the way in which practitioners develop competence. This table is illustrated the learning process as a staircase, with Step 1 being the bottom step from which we climb to Step 4. Step 1Unconscious incompetence | Step 2Conscious incompetence | Step 3Conscious competence | Step 4Unconscious competence | | | | It is no longer necessary to think systematically about the components of an activity because we have integrated them into a holistic process which now comes naturally to us. | | | Through engaging in the activity, we are now able to carry it out, but we still have to think carefully about each step in the process. | | | When we begin to learn something new, we become aware of the inherent complexities and difficulties, and of our own lack of skills.
We need to communicate to connect with each other, to exchange information, to express our feelings, to share knowledge and to show emotions. By communicating we are able to express what we need and want or we can refuse things that we don’t want in regard to our choice and preferences. The giving and receiving of instructions is important to let each other know what the other wants. Communication is vital in our care work, without it we would not know what to do or follow individual’s care plans for their specific care needs. It is also important in communication to understand and be understood.