HEALTH AND SOCIAL CARE HEALTH AND SOCIAL CARE ... - OCR

CARE HEALTH AND SOC TH AND SOCIAL CARE H SOCIAL CARE HEALTH A CARE HEALTH AND SOC AND SOCIAL CARE HEA RE QUALIFICATIONS HE ALTH STUDENT AND SOCIAL GUIDE CARE AND LOGBOOK SOCIAL CARE HEALTH A CARE HEALTH AND SOC TH AND SOCIAL CARE H LEVEL 3 DIPLOMA IN HEALTH AND SOCIAL CARE (ADULTS) FOR ENGLAND (05926)

Within the Apprenticeship Framework for

Health Social Care and

STUDENT guide introduction You are about to start the OCR Level 3 Diploma in Health and Social Care (Adults) for England. We wish you every success and hope that this will be one of many OCR qualifications which you take throughout your life. This guide has been designed to give you information about: • the aims and structure of your qualification • the people who will be involved in your qualification and what they will do • the assessment process you will go through in order to gain your qualification • how to plan, collect and organise information to show that you are competent at your job • the evidence you have to collect to show you can work to those standards • the glossary of terms • any extra forms you will use to help you organise the evidence you have collected.

Student Guide

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are you studying this qualification as part of an apprenticeship framework? The framework describes the qualifications that an apprentice has to achieve to successfully complete an Apprenticeship in Health and Social Care. The components in this Apprenticeship are:

COMPETENCE

Level 3 Diploma in Health and Social Care (Adults) for England

TECHNICAL KNOWLEDGE

Level 3 Certificate in Preparing to Work in Adult Social Care (This qualification is applicable for the Adult Social Care pathway only)

KEY SKILLS/ FUNCTIONAL SKILLS/ ESSENTIAL SKILLS WALES

Application of Number Level 2 and Communication Level 2 or Maths Level 2 English Level 2

EMPLOYMENT RIGHTS AND RESPONSIBILITIES

PERSONAL LEARNING AND THINKING SKILLS

Level 2 Award in Employment Responsibilities and Rights in Health, Social Care, Children and Young People’s setting

Personal Learning and Thinking Skills are assessed through the achievement of the framework and have been mapped against the core units of the Diplomas, the knowledge qualification and the Employment Rights and Responsibilities qualification

This qualification satisfies the competence required to complete an Apprenticeship in Health and Social Care.

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www.ocr.org.uk/healthandsocialcare

ABOUT THIS QUALIFICATION Qualification structure

The OCR Health and Social Care Diplomas provide candidates with high quality, nationally recognised qualifications. They are vocationallyrelated, credit-based qualifications that provide valuable opportunities for individuals to develop skills, gain underpinning knowledge and understanding and demonstrate competence in the workplace. They support achievement of Key Skills/Functional Skills/Essential Skills and relate to national occupational standards (NOS).

The national occupational standards in your qualification have been grouped into the main activities which make up a job. These groups of activities are called units. There are two types of units: • Mandatory units – you will have to achieve all of these to get your qualification. You may also have to achieve some optional units • Optional units – you may be able to choose from a number of optional units. You will receive help to choose the best optional units to match your job or interests.

Qualification aims This qualification is to guide and assess the development of knowledge and skills relating to the health and social care workforce. The qualification will be the only qualification that confirms occupational competence for identified roles in the health and social care workforce in England.

Each unit has: • a unit aim - this explains what the unit is all about and relates the unit content to typical tasks you may carry out • learning outcomes - these set out what you are expected to know, understand or be able to do as a result of the learning process • assessment criteria - these detail the requirements that you will be assessed against in order to evidence the learning outcomes.

This qualification specifically aims to: • recognise the learner’s understanding of the health and social care workforce • evaluate the learner’s application of knowledge in the workplace • provide accreditation for the essential knowledge, understanding and competence needed by those working within the health and social care workforce.

Student Guide

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who will be involved in your QUALIFICATION An external verifier: • is contracted by OCR to ensure that your centre meets the required national standard • will make visits to your centre to observe assessment and examine evidence in portfolios • may wish to speak with you as part of this process • will check the centre is following the correct assessment and verification procedures – the external verifier is not checking you!

Assessment of your qualification is carried out at your centre. Your centre may be your place of work, a college, training agency or combination of these. The people involved in the assessment process are listed below. An assessor (this maybe your manager or supervisor at work) will: • help you plan and organise your workload and evidence • provide feedback and offer advice • examine your portfolio of evidence • observe you carrying out your job over a period of time • ask you questions about the work you do • judge when you are competent and meet the national standards.

Witnesses These are normally people in your workplace who regularly see you doing your job and know how your job should be done. As you plan your assessment with your assessor you will be asked to think about who these people are. They may be your supervisor or line manager.

An internal quality assurer: • is employed by your centre to maintain the quality of assessment within the centre • will visit your place of work to see you being assessed and may wish to speak with you • will check the assessment of your portfolio of evidence • will check your assessor is following correct assessment procedures – the internal quality assurer is not checking you!

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Assessment planning

assessment

Your assessor will agree a number of issues with you including: • finding the best source of evidence to use for particular units • finding the best way of assessing you • confirming the best times, dates and places for the assessments to take place.

In order for you to effectively progress towards meeting the requirements of each assessment criterion, teachers/tutors must make sure that the supporting knowledge, understanding and skills requirements for each criterion are fully addressed.

Your assessors will make a note of their assessment planning and regularly give you feedback.

When your assessor is satisfied that you have met all of the requirements for a unit, they must confirm this by signing an evidence record sheet for that unit to show that the assessment process is complete.

With your assessor you will make and agree an assessment plan. This will show: • the units the plan covers • when you will be observed • where you will be observed • what you will be doing • what evidence you will produce.

Initial assessment Before you begin this qualification, you must have received some form of initial assessment. Initial assessment determines your starting point. It identifies any competence or knowledge you already have, and also shows where there are any gaps in your competencies and knowledge. Initial assessment is undertaken to help plan your progress through this qualification because it allows your assessor to help you understand the best place to start collecting evidence. It will also identify units which you might have difficulty finishing.

Your assessor will be looking to find tasks which you do at work which will produce evidence for more than one unit. You may be able to produce evidence for more than one unit at a time. The assessment plan is very important as it will help you prepare for the assessment. You may need to agree with other people when you are to be assessed, especially if you work in a team. You must let your supervisor or manager know so that, as far as possible, your work does not change on the day the assessment is planned.

Your assessor will spend time with you at the start of your programme making sure that you: • are taking the right level of qualification • understand which mandatory units you have to take • have chosen the optional units you want to take • understand what you need to know or learn to gain the qualification • understand what you have to do to collect evidence to show that you are competent • agree an assessment plan • agree and sign a learning contract.

Student Guide

Each time you prepare with your assessor for an assessment in your workplace, you will make an assessment plan. You will review, update and amend your plan many times as you progress through you qualification. This is called the assessment planning cycle.

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Assessment evidence There are various assessment methods that can be used as evidence for this qualification. These will be explained in more detail in the next section of this logbook.

Assessment feedback Your assessor will give you specific feedback on your performance after assessment. You will also meet regularly to review your progress and evidence, and update your assessment plan.

Assessment decisions When you think you have completed a unit, your assessor will make the final assessment decision. Remember that you must provide enough evidence to meet all the criteria in every unit you are claiming. You must meet all of the learning outcomes and assessment criteria. Your assessor’s decision will be either • that you are competent or • that you are not yet competent. If you are not yet competent, you and your assessor will return to the assessment planning cycle and decide how you can collect further evidence.

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For example:

recording evidence

The process that you carry out could be recorded in an observation or witness testimony. It is the assessor’s responsibility to determine if the evidence you submit for assessment meets the requirements of the qualification.

It has been agreed that the following assessment methods are most suitable for this qualification: • direct observation of practice by an assessor or by the expert witness for occupational specific units • examination of evidence by an assessor • questioning by an assessor • inference of knowledge from direct observation • professional discussion with an assessor.

Your work could be: notebook entries, completed forms, computer records, care plans, statements obtained, or reports completed. After the assessor has examined the evidence, the assessor must record an assessment decision and the justification for the decision. The assessor must also give you feedback on your evidence and the decision made.

In some situations, the assessor may speak to you to provide evidence of the your performance and knowledge (see Professional discussion).

Questioning

Direct observation of practice

Your assessor may question you or your witness for the assessment of these qualifications.

Direct observation is where the assessor watches what you are doing. They check your practice against the assessment criteria to determine if you are meeting the given standard.

Questioning is normally an ongoing part of the assessment process, and is necessary to: • test your knowledge of facts and procedures • check if you understand principles and theories • collect information on the type and purpose of the processes you have gone through.

You and your assessor should plan direct observations of practice together but it is the assessor’s responsibility to record the observation properly.

Your assessor will record assessment decisions after they have questioned you. They will record enough information to justify the decisions they make. This does not mean that assessors will record, word for word, the questions put to you and the answers you give. However, assessors will record enough information about what they asked and how you replied to allow the assessment to be verified.

After the observation has taken place, the assessor needs to record an assessment decision and the justification for the decision. The assessor must also give you feedback on your practice and the decision made.

Examination of evidence This is where the assessor reviews the evidence you have produced to see if it meets the assessment criteria. Evidence can: • be a reflection of how you carried out a process • be the product of your work • be a product relating to your competence.

Student Guide

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Witness statements/testimonies

Questioning witnesses is normally an ongoing part of validating written witness statements. However, questioning witnesses should not just be used for this purpose. Assessors should be able to speak to witnesses and record, in whatever way is suitable, the verbal statements of these witnesses. A record of verbal statement is a form of witness statement and could provide valuable evidence to confirm your competence over a period of time.

Witness testimonies can be used as evidence of your performance. Such testimonies can be made verbally to the assessor or can be written in a short note. If a witness provides a written statement they need to include the following information: • your name • the date, time and venue of the activity carried out • a description of the activities you performed • the date of writing the testimony • a description of the witness’ relationship to you • their signature and job title • their contact details (such as telephone number).

Professional discussion Professional discussion is a structured, planned and in depth discussion recorded by your assessor. It allows you to present evidence of competence and to demonstrate your skills, knowledge and understanding through discussing the evidence and showing how it meets the requirements of the qualification. The assessor will guide the discussion by using open questioning, active listening and knowledge of the requirements of the assessment criteria.

It is not appropriate for witness testimonies to contain a list of the skills to which it relates. Witnesses must direct the information in their testimonies to describing what you did. The assessor will then judge whether the activities demonstrate competence. It is not acceptable for you to produce written witness testimonies for the witness to ‘sign off’.

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Simulation Sometimes it is not possible to do the activities that are set down in the assessment criteria. For example the assessment criteria may state that you need to evacuate a burning building. It may be that you never have to do this activity in real life. So for these types of activities simulation may be used. Your assessor will know which assessment criteria can be evidenced simulation. Examples of where simulation may be used include: • where performance is critical but events occur infrequently and yet a high degree of confidence is needed that you would act appropriately • where performance is critical, happens frequently but where there is risk of harm to you in a real situation • as a supplementary form of evidence. Where simulations are used they must replicate working activities in a realistic workplace environment.

Copyright and plagiarism Assessors must be confident that the work they mark is your own work. This does not mean that you must be supervised throughout the completion of all work but the assessor must exercise sufficient supervision, or introduce sufficient checks, to be in a position to judge the authenticity of your work. Students must not plagiarise. Plagiarism is the submission of another’s work as one’s own and/ or failure to acknowledge the source correctly. Plagiarism is considered to be malpractice and could lead to you being disqualified. It is therefore important you understand that work you submit must be you own. You may refer to research, quotations or evidence but you must list your sources.

Student Guide

your portfolio We have looked at the different types of evidence you might produce for your qualification. In this section we will look at how you should record your evidence.

The portfolio A portfolio is a well-organised collection of your evidence for your qualification. It can be any shape or size, depending on the type of evidence you want to have assessed. It can be paper based or in an electronic format. Your centre will help you to decide which will be the best option for you when you start your qualification. The portfolio belongs to you and it is your responsibility to keep it safe and secure. If the portfolio is lost or damaged you may have to reproduce some evidence, which may delay your progress towards your qualification. Your centre may arrange to store the portfolio for you if you decide this is the best way to keep it safe. Sometimes your centre will need to store the portfolio so it can be checked by the internal and external verifiers. When you have completed your portfolio, the centre will usually keep it until the external verifier has visited. The portfolio will then be returned to you.

Building a portfolio It is your responsibility to collect your evidence and build a portfolio. Although your centre will help you to do this, it is up to you to make sure you agree a way of organising evidence that you are happy with. Your portfolio must show how the evidence you have collected covers the standards. It should be clearly logged and referenced, so that your assessor and verifiers can check it easily. You must

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show you have covered all of the learning outcomes and assessment criteria requirements in the qualification units. We recommend that you use a simple referencing system for your evidence. You will often find that one piece of evidence can be used for more than one unit. In these cases, you should clearly crossreference the evidence to the units and elements it covers, indicating specific assessment criteria. There may be some evidence that you cannot put into your portfolio because it is too bulky, or because it is confidential. In these cases, you should make a note in your portfolio to explain where the evidence can be found.

Portfolio contents Whether you have an electronic or paper-based portfolio, it will need to contain the following information:

Assessment section: • a summary of your achievements • an evidence log or locator to reference your evidence to the standards • your assessment plans and reviews including – your assessment feedback – assessment decisions. Evidence section: • index of evidence • your pieces of evidence • evidence assessment records such as records of observations and professional discussions • records of questions and your answers • unit progress and sign off record.

Recording forms There is a set of OCR Recording Forms you can use to help you build your portfolio. There are also completed examples to refer to, and blank forms which you can photocopy as required. Your centre has access to these on the OCR website.

Introductory section: • your personal and contact details • your centre contact details • the name and scheme code for your qualification • your OCR candidate number (you get this when the centre registers you with OCR for this qualification) • your curriculum vitae, job description or personal statement • names and contact details of staff involved assessing and verifying your qualification • names and contact details of witnesses.

Student Guide

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JOB ROLES AND PROGRESSION This qualification is aimed at those who are already working in health and social care settings and provide an opportunity to have their knowledge and skills recognised through the achievement of a nationally accredited qualification. It is aimed at those who may often be working without direct supervision or own their own. Learners will have a degree of responsibility and autonomy and will be required to make decisions within boundaries and limits agreed.

This qualification is part of a suite of QCF health and social care competence based qualifications which replace the NVQs in Health and Social Care. There will be opportunities to progress within the suite of qualifications and to other OCR workbased qualifications. For example, a candidate achieving a Level 3 Diploma in Health and Social Care may get recognition for knowledge and skills in areas of specialist practice by progressing to the OCR Level 3 Certificate in Dementia Care.

The qualification confirms competence in roles such as: • Senior care assistants/support workers/key workers in residential settings • Senior healthcare assistants/support workers in community and primary care environments • Senior healthcare assistants/support workers in acute health environments • Senior care assistants/support workers/key workers in domiciliary services • Senior care assistants/support workers/key workers in day services • Senior support workers in supported living projects • Community-based senior care assistants/ support workers/key workers, including those working in specialist areas, eg dementia, learning disabilities • Personal assistants employed directly by the individual they support or their families • Emerging new types of workers and multidisciplinary health roles crossing traditional service barriers and delivery models

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Level 3 DIPLOMA IN

HEALTH AND SOCIAL CARE (ADULTS) FOR ENGLAND (05926)

Student Logbook Student name: ................................................................................................... Student number: ................................................................................................... Unique learner number:

...................................................................................................

Centre name: ................................................................................................... Centre number: ................................................................................................... Centre contact: ................................................................................................... Assessor name: ................................................................................................... Assessor phone number:

...................................................................................................

Internal Quality Assurer’s name:

...................................................................................................

Internal Quality Assurer’s phone number: ...................................................................................................

Student Logbook

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using your student logbook This logbook will help you complete your OCR Level 3 Diploma in Health and Social Care (Adults) for England qualification. It contains forms you can use to record and organise your evidence. This logbook contains all the achievement records for recording your evidence. There is one record for each mandatory unit. Each achievement record contains the details of the standards you need to achieve for the work activities. Further achievement record sheets for the optional units are available from the OCR website. Space is provided for you to record what you have done for your assessor to tick off those areas where you have met the National Standard. Your assessor will explain how to fill out the achievement records and what is sufficient evidence. They will help you if you have difficulties. The achievement records are very important. If you move jobs or colleges before you finish your qualification, you should take your records with you so that you can continue your qualification. If you have already achieved some units towards your qualification before you leave, ask your employer or college to apply to OCR for a certificate that lists the units you have successfully gained.

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Level 3 DIPLOMA In HEALTH AND Social Care (ADULTS) FOR ENGLAND To achieve this qualification, students must achieve a total of 58 credits made up as follows:

Group A

Candidates must achieve 28 credits from the 9 mandatory units in Group A.

Group B

Candidates must achieve a minimum of 2 credits and a maximum of 7 credits from Group B. If candidates are taking the Dementia pathway they need to achieve DEM 301 and then free choice from this group. If candidates are taking the Learning Disability pathway they need to achieve LD 201 and then free choice from this group.

Group C

Candidates must achieve at least 23 credits from this group. If candidates are taking the Dementia pathway they need to achieve at least 1 unit from DEM 304 or DEM 209 or DEM 312 or DEM 313 and then free choice from this group. If candidates are taking the Learning Disability pathway they need to achieve either LD 302 or LD 303 and then free choice from this group. The combined credits from Groups B and C must total at least 30 credits. At least 35 credits must be achieved at, or above the level of the qualification. * NB Use of barred combinations for progression. Where a barred combination is shown between a unit in Group B and a related unit in Group C, this does not mean that learners cannot achieve both units. The bar is on claiming credits for both units, where the same knowledge occurs in a knowledge unit and its related competence unit.

Student Logbook

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Group A Mandatory Units (all must be completed) UNIT SECTOR UNIT NO NO

CREDIT VALUE

UNIT TITLE

1

SHC31

Promote communication in health, social care or children’s and young people’s settings

3

2

SHC32

Engage in personal development in health, social care or children’s and young people’s settings

3

3

SHC33

Promote equality and inclusion in health, social care or children’s and young people’s settings

2

4

SHC34

Principles for implementing duty of care in health, social care or children’s and young people’s settings

1

5

HSC024

Principles of safeguarding and protection in health and social care

3

6

HSC025

The role of the health and social care worker

2

7

HSC036

Promote person-centred approaches in health and social care

6

8

HSC037

Promote and implement health and safety in health and social care

6

9

HSC038

Promote good practice in handling information in health and social care settings

2

Group B Context or specialist knowledge units UNIT SECTOR UNIT NO NO

CREDIT VALUE

UNIT TITLE

10

DEM301

Understand the process and experience of dementia

3

14

LD201

Understand the context of supporting an individual with learning disabilities

4

17

ADV301

Purpose and principles of independent advocacy

4

18

CMH301

Understand mental well-being and mental health promotion

3

19

CMH302

Understand mental health problems

3

20

DEM305

Understand the administration of medication to individuals with dementia using a person centred approach

2

21

DEM308

Understand the role of communication and interactions with individuals who have dementia

3

22

DEM310

Understand the diversity of individuals with dementia and the importance of inclusion

3

23

HSC3021

Understand theories of relationships and social networks

3

24

HSC3046

Introduction to personalisation in social care

3

25

ICO1

The principles of infection prevention and control

3

26

ICO2

Causes and spread of infection

2

27

ICO3

Cleaning, decontamination and waste management

2

28

LD206

Principles of supporting an individual to maintain personal hygiene

1

16


UNIT SECTOR UNIT NO NO

CREDIT VALUE

UNIT TITLE

29

LD305

Understand positive risk taking for individuals with disabilities

3

30

LD307

Principles of supporting individuals with a learning disability regarding sexuality and sexual health

3

31

LD310

Understand how to support individuals with autistic spectrum conditions

3

32

LD311K

Principles of supporting young people with a disability to make the transition into adulthood

3

33

LD314K

Principles of self-directed support

3

34

PDOP3.1

Understand Physical disability

3

35

PDOP3.3

Understand the impact of acquired brain injury on individuals

3

36

SSMU3.1

Understand sensory loss

3

37

SSOP3.1

Understand models of disability

3

Group C Competence units UNIT SECTOR UNIT NO NO

CREDIT VALUE

UNIT TITLE

11

DEM304

Enable rights and choices of individuals with dementia whilst minimising risks

4

12

DEM312

Understand and enable interaction and communication with individuals who have dementia

4

13

DEM313

Equality, diversity and inclusion in dementia care practice

4

15

LD302

Support person-centred thinking and planning

5

16

LD303

Promote active support

5

38

Advo 302

Providing independent advocacy support

6

39

Advo 303

Maintaining the independent advocacy relationship

6

40

Advo 304

Responding to the advocacy needs of different groups of people

6

41

ASM1

Recognise indications of substance misuse and refer individuals to specialists

4

42

ASM3

Support individuals who are substance users

7

43

ASM4

Identify and act upon immediate risk of danger to substance misusers

4

44

ASM5

Provide services to those affected by someone else’s substance use

4

45

ASM8

Increase awareness about drugs, alcohol or other substances with individuals and groups

7

46

ASM9

Test for substance use

5

47

ASM11

Carry out initial assessments to identify and prioritise the needs of substance misusers

5

Student Logbook

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CREDIT VALUE

UNIT TITLE

48

ASM12

Carry out comprehensive substance misuse assessment

5

49

ASM15

Assist with the transfer of individuals who misuse substances between agencies and services

1

50

ASM18

Support individuals through detoxification programmes

3

51

ASM24

Develop and sustain effective working relationships with staff in other agencies

4

52

ASM34

Administer medication to individuals, and monitor the effects

5

53

ASM35

Supply and exchange injecting equipment for individuals

3

54

DEM302

Understand and meet the nutritional requirements of individuals with dementia

3

55

HSC2003

Provide support to manage pain and discomfort

2

56

HSC2019

Gain access to the homes of individuals, deal with emergencies and ensure security on departure

2

57

HSC2024

Undertake agreed pressure area care

4

58

HSC2028

Move and position individuals in accordance with their plan of care

4

59

HSC3001

Contribute to raising awareness of health issues

4

60

HSC3002

Provide support to continue recommended therapies

3

61

HSC3003

Provide support to maintain and develop skills for every day life

4

62

HSC3004

Facilitate learning and development activities to meet individual needs and preferences

5

63

HSC3007

Support the development of community partnerships

5

64

HSC3008

Implement therapeutic group activities

4

65

HSC3010

Support individuals to develop and run support groups

3

66

HSC3012

Prepare to support individuals within a shared lives arrangement

4

67

HSC3013

Support individuals to access and use services and facilities

4

68

HSC3014

Provide support for individuals with a shared lives arrangement

5

69

HSC3019

Support individuals in their relationships

4

70

HSC3020

Facilitate person centred assessment, planning, implementation and review

6

71

HSC3022

Support Individuals to live at home

4

72

HSC3023

Support individuals to manage their finances

3

73

HSC3024

Support individuals to access and manage direct payments

6

74

HSC3027

Support individuals to access housing and accommodation services

4

75

HSC3028

Support individuals to deal with personal relationship problems

4

18



CREDIT VALUE

UNIT TITLE

76

HSC3029

Support individuals with specific communication needs

5

77

HSC3033

Support individuals during a period of change

4

78

HSC3034

Support individuals to prepare for and settle in to new home environments

3

79

HSC3035

Support Individuals who are bereaved

4

80

HSC3038

Work in partnership with families to support individuals

4

81

HSC3045

Promote positive behaviour

6

82

HSC3047

Support use of medication in social care settings

5

83

HSC3048

Support individuals at the end of life

7

84

HSC3049

Prepare environments and resources for use during healthcare activities

3

85

HSC3050

Prepare for and carry out extended feeding techniques

4

86

HSC3051

Undertake tissue viability risk assessments

3

87

HSC3052

Undertake physiological measurements

3

88

HSC3053

Obtain venous blood samples

3

89

HSC3054

Undertake urethral catheterisation processes

4

90

HSC3055

Identify the physical health needs of individuals with mental health needs and plan appropriate actions

5

91

HSC3056

Support families in maintaining relationships in their wider social structures

4

92

HSC3057

Work with families, carers and individuals during times of crisis

5

93

HSC3058

Enable individuals with behavioural difficulties to develop strategies to change their behaviour

8

94

HSC3061

Help individuals address their substance use through an action plan

4

95

HSC3062

Interact with and support individuals using telecommunications

5

96

HSC3065

Implement the positive behavioural support model

8

97

HSC3066

Support positive risk taking for individuals

4

98

L2EFAW

Emergency first aid skills

1

99

LD206C

Support individuals to maintain personal hygiene

2

100

LD308

Support individuals with a learning disability to access healthcare

3

101

LD311C

Support young people with a disability to make the transition into adulthood

5

102

LD312

Support parents with disabilities

6

103

LD314C

Support individuals with self-directed support

5

104

PDOP3.2

Work with other professionals and agencies to support individuals with physical disability

3

105

PDOP3.4

Support families who are affected by acquired brain injury

3

Student Logbook

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CREDIT VALUE

UNIT TITLE

106

PDOP3.5

Support families who have a child with a disability

3

107

SSOP3.2

Promote effective communication with individuals with sensory loss

4

108

SSOP3.3

Support individuals with multiple conditions and/or disabilities

4

109

SSOP3.4

Support individuals in the use of assistive technology

4

110

SSOP3.5

Support the assessment of individuals with sensory loss

3

111

SSOP3.6

Support the promotion of awareness of sensory loss

3

112

SSOP3.7

Support individuals to access education, training or employment

4

113

SSOP3.8

Enable individuals to negotiate environments

5

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Unit 1 (SHC31) Promote communication in health, social care or children’s and young people’s settings

this is a Group A Mandatory unit

This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the central importance of communication in such settings, and ways to overcome barriers to meet individual needs and preferences in communication.


The unit is divided into four outcomes: 1. Understand why effective communication is important in the work setting 2. Be able to meet the communication and language needs, wishes and preferences of individuals 3. Be able to overcome barriers to communication 4. Be able to apply principles and practices relating to confidentiality.

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Unit 1 - SHC31

Unit 1 (SHC31) Promote communication in health, social care or children’s and young people’s settings Learning outcome 1 - Understand why effective communication is important in the work setting Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

1.1 Identify the different reasons people communicate 1.2 Explain how communication affects relationships in the work setting

Learning outcome 2 - Be able to meet the communication and language needs, wishes and preferences of individuals Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

2.1 Demonstrate how to establish the communication and language needs, wishes and preferences of individuals 2.2 Describe the factors to consider when promoting effective communication 2.3 Demonstrate a range of communication methods and styles to meet individual needs 2.4 Demonstrate how to respond to an individual’s reactions when communicating

Unit 1 - SHC31

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Unit 1 (SHC31) Promote communication in health, social care or children’s and young people’s settings

ACTIVITY Identify wha t the key co ncepts of psy chodynamic theory are.

Learning Outcome 3 - Be able to overcome barriers to communication Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

3.1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways 3.2 Identify barriers to effective communication 3.3 Demonstrate ways to overcome barriers to communication 3.4 Demonstrate strategies that can be used to clarify misunderstandings 3.5 Explain how to access extra support or services to enable individuals to communicate effectively

Learning outcome 4 - Be able to apply principles and practices relating to confidentiality Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

4.1 Explain the meaning of the term confidentiality 4.2 Demonstrate ways to maintain confidentiality in day to day communication 4.3 Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns


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Unit 1 - SHC31

Unit 1 (SHC31)

Key terms

Promote communication in health, social care or children’s and young people’s settings

Effective Communication: the ability to meet the communication and language support needs, wishes and preferences of individuals (children and young people). Inclusive Communication: the ability to overcome barriers to communication whilst gaining awareness of the extra support and/or services available. Confidentiality: the ability to apply principles and practices relating to confidentiality (within the working practice and that of the individual) – and, that of disclosures.

The sup portive method did you practice s (often : o know f t e n d in is young p eople (c cussed by Freu volves the imple ? lient/s) d and h mentatio n of bas children we may also con is peers). When ic ana we com and you sider, wh municat lysis and its ng peop il s t w o rking to e with c le, key c wa hildren a oncepts n of psych rds the overall wellbein d odynam g of ic theory .

Unit 1 - SHC31

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Unit 1 (SHC31) Promote communication in health, social care or children’s and young people’s settings Notes and Feedback Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback.


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Unit 1 - SHC31

Unit 2 (SHC32) Engage in personal development in health, social care or children’s and young people’s settings


This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the concepts of personal development and reflective practice which are fundamental to such roles, and ways to implement these.

Unit 2 - SHC32

The unit is divided into five outcomes: 1. Understand what is required for competence in own work role 2. Be able to reflect on practice 3. Be able to evaluate own performance 4. Be able to agree a personal development plan 5. Be able to use learning opportunities and reflective practice to contribute to personal development.

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ACTIVITY Explain wha t the abbrev iation ‘NOS’ and provide stands for a short overv iew.

Learning outcome 1 - Understand what is required for competence in own work role Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

Date

Evidence reference

Type of evidence

Evidence reference

Type of evidence

1.1 Describe the duties and responsibilities of own work role 1.2 Explain expectations about own work role as expressed in relevant standards

Learning outcome 2 - Be able to reflect on practice Assessment criteria. I can:

Assessor initials

2.1 Explain the importance of reflective practice in continuously improving the quality of service provided 2.2 Demonstrate the ability to reflect on practice 2.3 Describe how own values, belief systems and experiences may affect working practice

Learning outcome 3 - Be able to evaluate own performance Assessment criteria. I can:

Assessor initials

Date

3.1 Evaluate own knowledge, performance and understanding against relevant standards 3.2 Demonstrate use of feedback to evaluate own performance and inform development


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Unit 2 - SHC32

Unit 2 (SHC32) Engage in personal development in health, social care or children’s and young people’s settings Learning Outcome 4 - Be able to agree a personal development plan Assessment criteria. I can:

Assessor initials

Evidence reference

Date

Type of evidence

4.1 Identify sources of support for planning and reviewing own development 4.2 Demonstrate how to work with others to review and prioritise own learning needs, professional interests and development opportunities 4.3 Demonstrate how to work with others to agree own personal development plan

Learning Outcome 5 - Be able to use learning opportunities and reflective practice to contribute to personal development Assessment criteria. I can:

Assessor initials

Evidence reference

Date

Type of evidence

5.1 Evaluate how learning activities have affected practice 5.2 Demonstrate how reflective practice has led to improved ways of working 5.3 Show how to record progress in relation to personal development

f being

to noteased on a view o

points nd to be b ty bou ionated. ill be du un-opin

w nd t within support l suppor mental a a e n g o d s r ju e y links ‘p ‘non pervisor include u o s ls o a t s ld s ie. PD) shou y ways eg: acce nderstanding – (C t n e m n evelop urther u d in ma ssional D e demonstrate bring through f fe o r P d e can b ferral. h can Continu ed for re tice’. This meetings whic e c n a r e p h t g g team workin nsiderin ion) and when co (supervis of Any act

Unit 2 - SHC32

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Key terms


Competence in practice: the ability to work to agreed standards of working practice. Reflection in practice: the ability to reflect upon (re-visit) and then evaluate new findings. Self-evaluation: the ability to acknowledge all feedback, evaluate own performance and present findings. Personal (Individual) Development Plan: the ability to acknowledge and work towards Continued Professional Development (CPD) – allowing for reflection, review and agreed actions.

Social w ork invo lves prot did you kno children ect w and you ng peop ing the vulnerab ? this stren le le ). g w supervis th may also lead This often includ ithin our societ y (includ ion orde t e o s c in onsidera ing rs as well the law). tion of th clusive promotio a s o The nee t n e h e g – r e a a n n lter eration o d, d for cou f care or rt orders native avenues omitted d e (u r m s, s in a ya gt through parental lso be delayed, ‘d he guidance of partners e hip work ferred’ and/or ing.

well being

personal development

career

you relationships

creativity and fun physical environment finances


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Unit 2 - SHC32

Unit 2 (SHC32) Engage in personal development in health, social care or children’s and young people’s settings Notes and Feedback Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback

Unit 2 - SHC32

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Unit 3 (SHC33) Promote equality and inclusion in health, social care or children’s and young people’s settings


This unit aims to provide the knowledge, skills and understanding to promote equality, diversity and inclusion in the work setting.


The unit is divided into three outcomes: 1. Understand the importance of diversity, equality and inclusion 2. Be able to work in an inclusive way 3. Be able to promote diversity, equality and inclusion.

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Unit 3 - SHC33

Unit 3 (SHC33) Promote equality and inclusion in health, social care or children’s and young people’s settings Learning outcome 1 - Understand the importance of diversity, equality and inclusion Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

Date

Evidence reference

Type of evidence

1.1 Explain what is meant by • Diversity • Equality • Inclusion 1.2 Describe the potential effects of discrimination 1.3 Explain how inclusive practice promotes equality and supports diversity

Learning outcome 2 -Be able to work in an inclusive way Assessment criteria. I can:

Assessor initials

2.1 Explain how legislation and codes of practice relating to equality, diversity and discrimination apply to own work role 2.2 Show interaction with individuals that respects their beliefs, culture, values and preferences

ing urround s e h (t t to note onmen specific points t aspects of envir e certain and/or and rving es tha roduc oth obse kinner mphasis tudy in) can int b e y n b e t f n r o d/or s ing (S ten lea heory ialise an neral arning t at we of ondition Social le e live, work, soc o the notion th f learning and c ermined that ge nd w o st et na in which s. This also lead are also aspects could also be d eralisatio n e g , n r It e u io s back). iminat behavio ach other. The iate feed at include discr ement. d e ge m in t a im h it im g with ctors t reinforc al learnin ess of varying fa tive behaviour u id iv d a in oc and neg ur is a pr positive behavio

Unit 3 - SHC33

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Unit 3 (SHC33) Promote equality and inclusion in health, social care or children’s and young people’s settings Learning Outcome 3 - Be able to promote diversity, equality and inclusion Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

3.1 Demonstrate actions that model inclusive practice 3.2 Demonstrate how to support others to promote equality and rights 3.3 Describe how to challenge discrimination in a way that promotes change

ACTIVITY Name two li nks of inclusi vity (diversit available wit y) currently hin your wo rk or study.

ion nicat ge. u m ua om bal c first lang tion - for r e v ica on he ng n ning of t commun erpreter. i o g w? volve on the lear ended l ) int t . BSL nd socia kno n x o e i i t E ( o . s s e s a d n g e a s you ent, al a o h e e i l did lopm ften explanat ign langu ills, abiliti guage. T . o s i e n h s ss k ir dev ocesses. T animated use of a hat the s second la ve succe e h t chie ugh me t , and al pr h the ith a skills side soci ures thro rt throug also assu aging w order to a n o i ng ld in est po eng icat mun dered alo tended g ation sup s: we cou er when s needed m o c i e l ori nd e ex ons skil urth pret age a also be c so includ s to inter ment the tended f support u g n l x e La ee orc ther cces may ay a that cation m , allows a and reinf age will b of the fur s l l i k s uni orn) ness tion angu comm af aware nate (inb the first l introduc l a u e in de Vis rning nce: for th sider insta we con ved in lea : allows y n Whe ses invol f diversit s o e proc acement r b em


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Unit 3 - SHC33

Unit 3 (SHC33)

Key terms

Promote equality and inclusion in health, social care or children’s and young people’s settings

Diversity (equality and inclusion): inclusive practice promotes equality and supports diversity by working to agreed standards and/or legislation. Effects (of discrimination): continued cause in the ‘wider society’ (ie the child or young person, family and/or social links – even those who do not offer inclusion) when inclusion is not offered or maintained. Promoting inclusivity: the ongoing ability to demonstrate, promote and support, actions of inclusive practice, both within the work role and through external factors. This may also include aspects of change management.

Unit 3 - SHC33

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Unit 3 (SHC33) Promote equality and inclusion in health, social care or children’s and young people’s settings Notes and Feedback Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback


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Unit 3 - SHC33

Unit 4 (SHC34) Principles for implementing duty of care in health, social care or children’s and young people’s settings this is a Group A Mandatory unit

This unit is aimed at those who are The unit is divided into three newly commencing or plan to work outcomes: in health or social care settings with adults or children. It introduces ways 1. Understand how duty of care to address the dilemmas, conflicts or contributes to safe practice complaints that may arise where there 2. Know how to address conflicts or is a duty of care. dilemmas that may arise between an individual’s rights and the duty of care 3. Know how to respond to complaints.

Unit 4 - SHC34

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Unit 4 (SHC34) Principles for implementing duty of care in health, social care or children’s and young people’s settings

Learning outcome 1 - Understand how duty of care contributes to safe practice Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

1.1 Explain what it means to have a duty of care in own work role 1.2 Explain how duty of care contributes to the safeguarding or protection of individuals

Learning outcome 2 - Know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

2.1 Describe potential conflicts or dilemmas that may arise between the duty of care and an individual’s rights 2.2 Describe how to manage risks associated with conflicts or dilemmas between an individual’s rights and the duty of care 2.3 Explain where to get additional support and advice about conflicts and dilemmas

What are fou r


ACTIVITY

principles fo r implemen ting duty of care ?

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Unit 4 - SHC34

Unit 4 (SHC34) Principles for implementing duty of care in health, social care or children’s and young people’s settings Learning outcome 3 - Know how to respond to complaints Assessor initials

Assessment criteria. I can:

Date

Evidence reference

Type of evidence

3.1 Describe how to respond to complaints 3.2 Explain the main points of agreed procedures for handling complaints

Key terms Duty of Care: the ability to understand and overcome any conflicts that may arise in order to maintain duty of care. Safeguarding: ensuring that children – and young people, are kept from harm within the work-setting whilst maintaining external factors of duty-of-care also. Risk Management: support in the assessment and management of risk (internal and external factors. Responding (to complaints): the ability to work to, and within, agreed guidelines (for instance acting in an appropriate and courteous manner) when responding to complaints.

points

to note process for all who uction e first

for th the ind rofession hin health e part of p b l il re a w c s l ard yer wit nd socia The stand e health a to another emplo h t g in r are ente ransfer l care. ers who t h t o d n a and socia time

Unit 4 - SHC34

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Unit 4 (SHC34) Principles for implementing duty of care in health, social care or children’s and young people’s settings Notes and Feedback Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback


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Unit 4 - SHC34

Unit 5 (HSC024) Principles of safeguarding and protection in health and social care


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.

Unit 5 - HSC024

The unit is divided into five outcomes: 1. Know how to recognise signs of abuse 2. Know how to respond to suspected or alleged abuse 3. Understand the national and local context of safeguarding and protection from abuse 4. Understand ways to reduce the likelihood of abuse 5. Know how to recognise and report unsafe practices.

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Unit 5 (HSC024) Principles of safeguarding and protection in health and social care Learning outcome 1 - Know how to recognise signs of abuse Assessor initials


Date

Evidence reference

Type of evidence

1.1 Define the following types of abuse: • Physical abuse • Sexual abuse • Emotional/psychological abuse • Financial abuse • Institutional abuse • Self neglect • Neglect by others 1.2 Identify the signs and/or symptoms associated with each type of abuse 1.3 Describe factors that may contribute to an individual being more vulnerable to abuse

Learning outcome 2 - Know how to respond to suspected or alleged abuse Assessor initials


Date

Evidence reference

Type of evidence

2.1 Explain the actions to take if there are suspicions that an individual is being abused 2.2 Explain the actions to take if an individual alleges that they are being abused 2.3 Identify ways to ensure that evidence of abuse is preserved

ACTIVITY Request a co py of your w orkplace (or link) policy o study n safeguard in g, read thro understand ugh and the policy a nd retain fo r future reference.


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Unit 5 - HSC024

Unit 5 (HSC024) Principles of safeguarding and protection in health and social care Learning outcome 3 - Understand the national and local context of safeguarding and protection from abuse Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

3.1 Identify national policies and local systems that relate to safeguarding and protection from abuse 3.2 Explain the roles of different agencies in safeguarding and protecting individuals from abuse 3.3 Identify reports into serious failures to protect individuals from abuse 3.4 Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse

Learning outcome 4 - Understand ways to reduce the likelihood of abuse Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

4.1 Explain how the likelihood of abuse may be reduced by: • working with person-centred values • encouraging active participation • promoting choice and rights 4.2 Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse

Learning outcome 5 - Know how to recognise and report unsafe practices Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

5.1 Describe unsafe practices that may affect the wellbeing of individuals 5.2 Explain the actions to take if unsafe practices have been identified 5.3 Describe the action to take if suspected abuse or unsafe practices have been reported but nothing has been done in response

Unit 5 - HSC024

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Key terms

Unit 5 (HSC024)

Recognition of abuse (factors): work-in-practice that demonstrates an ongoing understanding in the recognition and/or associated signs of abuse (varying types) – whilst also acknowledging factors that may contribute to an individual being more vulnerable to abuse or practices of neglect (including all definitions). Actions to take: the ability to show understandings, within ongoing practice, on how to respond to suspected or alleged abuse – whilst following agreed policy (and/or legislation) of practice. Local systems: work-in-practice that demonstrates an ongoing understanding in the national and local context of safeguarding and protection from abuse – and in its reporting.

Standar d

Principles of safeguarding and protection in health and social care Person-centred (values): work-in-practice that is fully supportive of the ‘individual’ (ensuring each patient experiences personal worth and respect [within the supportive practice of overall wellbeing – identity, self image and self esteem]) whilst embracing diversity – and, being fully inclusive of partnership working. Active participation: encouraging each individual to be an active partner in their own care and support. Unsafe practices: work-in-practice that demonstrates the ongoing ability to recognise and/or ‘report’ unsafe practices.

6: Princip

did you

know? les of sa feguard There is a need t introduc ing in health an o be aw es tha d social a re and/or p care olicies th of current legis t: lation (b at suppo o rt the sa feguard th locally and n at ing of all individu ionally) als.

E agreed TO NOT POINTS workplace policy on ontact, oints of c ow your

n – and, p ated rtant to k being tre working) f t it is impo o o n s y is a l w a nd/or dividu all actions (a pected that an in ailable to v a e b s ld u s ou when it is he respect that sh with t


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Unit 5 - HSC024

Unit 5 (HSC024) Principles of safeguarding and protection in health and social care

Notes and Feedback Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback

Unit 5 - HSC024

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Unit 6 (HSC025) The role of the health and social care worker


This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to understand the nature of working relationships, work in ways that are agreed with the employer and work in partnership with others.


The unit is divided into three outcomes: 1. Understand working relationships in health and social care 2. Be able to work in ways that are agreed with the employer 3. Be able to work in partnership with others.

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Unit 6 - HSC025


ACTIV

ITY What are th e eight Indu ction Standards? (keep a copy for future re ference).

Learning outcome 1 - Understand working relationships in health and social care Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

1.1 Explain how a working relationship is different from a personal relationship 1.2 Describe different working relationships in health and social care settings

Learning outcome 2 - Be able to work in ways that are agreed with the employer Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

Evidence reference

Type of evidence

2.1 Describe why it is important to adhere to the agreed scope of the job role 2.2 Access full and up-to-date details of agreed ways of working 2.3 Implement agreed ways of working

Learning Outcome 3 - Be able to work in partnership with others Assessment criteria. I can:

Assessor initials

Date

3.1 Explain why it is important to work in partnership with others 3.2 Demonstrate ways of working that can help improve partnership working 3.3 Identify skills and approaches needed for resolving conflicts 3.4 Demonstrate how and when to access support and advice about: • partnership working • resolving conflicts

Unit 6 - HSC025

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Key terms


Working relationships (health and social care): work-in-practice that promotes enhanced working relationships (both appropriate and supportive) throughout the health and social are practice. Agreed ways of working: inclusive of policies and procedures (both informal and formal) that incorporates the full scope of the working role and all associated duties, as agreed by the employer. Partnership working (including team members an ‘others’): work-in-practice encouraged through the promotion and maintenance of a supportive health and social care practice, inclusive of internal and external agencies all working towards the overall wellbeing of the client, through a unified partnership.

The Com did you requirem mon Induction know? S tandard ents sho organisa s u r ld e it be cons tion, inc idered in erates that work luding t hose wh place sp r o have p elation to all w ecific orkers n reviously e w h ad induc to care sett tion train the ings. ing in ot her

to note y care points ents’ means that an pany, ther com requirem

o e specific role in an ve Workplac ccepts a working and/or ha n k r o w ly a t n o h re ctio worker w f the one they cur new indu a te le p ct to com stem. outside o uld expe o h s e sy , in d tering th traine when en


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Unit 6 - HSC025



Unit 6 - HSC025

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Unit 7 (HSC036) Promote person-centred approaches in health and social care


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.


The unit is divided into seven outcomes: 1. Understand the application of person centred approaches in health and social care 2. Be able to work in a person-centred way 3. Be able to establish consent when providing care or support 4. Be able to implement and promote active participation 5. Be able to support the individual’s right to make choices 6. Be able to promote individuals’ well-being 7. Understand the role of risk assessment in enabling a person centred approach.

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Unit 7 - HSC036


ACTIVITY

In groups

devise a b asic care plan.

Learning outcome 1 - Understand person-centred approaches for care and support Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

Evidence reference

Type of evidence

1.1 Explain how and why person centred values must influence all aspects of health and social care work 1.2 Evaluate the use of care plans in applying person centred values

Learning outcome 2 - Be able to work in a person-centred way Assessment criteria. I can:

Assessor initials

Date

2.1 Work with an individual and others to find out the individual’s history, preferences, wishes and needs 2.2 Demonstrate ways to put person centred values into practice in a complex or sensitive situation 2.3 Adapt actions and approaches in response to an individual’s changing needs or preferences

Learning outcome 3 - Be able to establish consent when providing care or support Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

3.1 Analyse factors that influence the capacity of an individual to express consent 3.2 Establish consent for an activity or action 3.3 Explain what steps to take if consent cannot be readily established

Unit 7 - HSC036

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Unit 7 (HSC036) Promote person-centred approaches in health and social care Learning Outcome 4 - Be able to implement and promote active participation Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

4.1 Describe different ways of applying active participation to meet individual needs 4.2 Work with an individual and others to agree how active participation will be implemented 4.3 Demonstrate how active participation can address the holistic needs of an individual 4.4 Demonstrate ways to promote understanding and use of active participation

Learning outcome 5 - Be able to support the individual’s right to make choices Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

5.1 Support an individual to make informed choices 5.2 Use own role and authority to support the individual’s right to make choices 5.3 Manage risk in a way that maintains the individual’s right to make choices 5.4 Describe how to support an individual to question or challenge decisions concerning them that are made by others

did you know?

When considering the overall care plan of an individual, it is maintain a continue important to d outlook of being ‘n on -judgemental’ whilst on behalf of the pa working for and tient - the central fo cus of the care plan .


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Unit 7 - HSC036

Unit 7 (HSC036) Promote person-centred approaches in health and social care Learning Outcome 6 - Be able to promote individuals’ well-being Assessor initials


Date

Evidence reference

Type of evidence

6.1 Explain the links between identity, self image and self esteem 6.2 Analyse factors that contribute to the wellbeing of individuals 6.3 Support an individual in a way that promotes their sense of identity, self image and self esteem 6.4 Demonstrate ways to contribute to an environment that promotes wellbeing

Learning Outcome 7 - Understand the role of risk assessment in enabling a person centred approach Assessor initials


Date

Evidence reference

Type of evidence

7.1 Compare different uses of risk assessment in health and social care 7.2 Explain how risk-taking and risk assessment relate to rights and responsibilities 7.3 Explain why risk assessments need to be regularly revised

points

to note

views sider the n o c d n a plan n ant to liste support, the care e t r o p im of th Whilst it is and/or friendship wellbeing ll ra y e il v m o fa e of the d for th e designe son involved. should b per

Unit 7 - HSC036

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Key terms


Person centred approach: work-in-practice that is fully supportive of the ‘individual’ (ensuring each patient experiences personal worth and respect, within the supportive practice of overall wellbeing: identity, self image and self esteem) whilst embracing diversity and being fully inclusive of partnership working. Care plan: also known by alternative title ie support or individual plan. It is the document where day-to-day requirements and preferences for care and support are detailed within and/or updated. Complex and/or sensitive: including complex communication and/or cognitive support needs. Consent: means informed agreement to an action or decision; the process of establishing content will vary according to an individual’s assessed capacity to consent. Active participation: encouraging each individual to be an active partner in their own care and support. Risk assessment: considering all approaches towards the overall wellbeing of an individual. The implementation of appropriate action in addressing any concerns whilst also updating supervision links.


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Unit 7 - HSC036



Unit 7 - HSC036

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Unit 8 (HSC037) Promote and implement health and safety in health and social care


This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to promote and implement health and safety in their work setting.


The unit is divided into nine outcomes: 1. Understand own responsibilities, and the responsibilities of others, relating to health and safety in the work setting 2. Be able to carry out own responsibilities for health and safety 3. Understand procedures for responding to accidents and sudden illness 4. Be able to reduce the spread of infection 5. Be able to move and handle equipment and other objects safely 6. Be able to handle hazardous substances and materials 7. Be able to promote fire safety in the work setting 8. Be able to implement security measures in the work setting 9. Know how to manage stress.

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Unit 8 - HSC037


Learning outcome 1 - Understand own responsibilities, and the responsibilities of others, relating to health and safety Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

1.1 Identify legislation relating to health and safety in a health or social care work setting 1.2 Explain the main points of health and safety policies and procedures agreed with the employer 1.3 Analyse the main health and safety responsibilities of: • self • the employer or manager • others in the work setting 1.4 Identify specific tasks in the work setting that should not be carried out without special training

Learning outcome 2 - Be able to carry out own responsibilities for health and safety Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

2.1 Use policies and procedures or other agreed ways of working that relate to health and safety 2.2 Support others to understand and follow safe practices 2.3 Monitor and report potential health and safety risks 2.4 Use risk assessment in relation to health and safety 2.5 Demonstrate ways to minimise potential risks and hazards 2.6 Access additional support or information relating to health and safety

Unit 8 - HSC037

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Unit 8 (HSC037) Promote and implement health and safety in health and social care Learning Outcome 3 - Understand procedures for responding to accidents and sudden illness Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

Evidence reference

Type of evidence

3.1 Describe different types of accidents and sudden illness that may occur in own work setting 3.2 Explain procedures to be followed if an accident or sudden illness should occur

Learning outcome 4 - Be able to reduce the spread of infection Assessment criteria. I can:

Assessor initials

Date

4.1 Explain own role in supporting others to follow practices that reduce the spread of infection 4.2 Demonstrate the recommended method for hand washing 4.3 Demonstrate ways to ensure that own health and hygiene do not pose a risk to an individual or to others at work

Learning outcome 5 - Be able to move and handle equipment and other objects safely Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

5.1 Explain the main points of legislation that relates to moving and handling 5.2 Explain principles for safe moving and handling 5.3 Move and handle equipment and other objects safely


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Unit 8 - HSC037


Learning outcome 6 - Be able to handle hazardous substances and materials Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

Evidence reference

Type of evidence

6.1 Describe types of hazardous substances that may be found in the work setting 6.2 Demonstrate safe practices for: • Storing hazardous substances • Using hazardous substances • Disposing of hazardous substances and materials

Learning outcome 7 - Be able to promote fire safety in the work setting Assessment criteria. I can:

Assessor initials

Date

7.1 Describe practices that prevent fires from: • starting • spreading 7.2 Demonstrate measures that prevent fires from starting 7.3 Explain emergency procedures to be followed in the event of a fire in the work setting 7.4 Ensure that clear evacuation routes are maintained at all time

did you know? There is a ‘Code of Practice’ for all prov iders of healthcare prevention and cont and adult social ca rol of infections un re on the der The Health and sets out the 10 crite Social Care Act 2008 ria against which a . This registered provider complies with the re will be judged on ho gistration requirem w it ent for cleanliness and infection contro l.

Unit 8 - HSC037

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Unit 8 (HSC037) Promote and implement health and safety in health and social care Learning outcome 8 - Be able to implement security measures in the work setting Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

Date

Evidence reference

Type of evidence

8.1 Demonstrate use of agreed procedures for checking the identity of anyone requesting access to: • Premises • Information 8.2 Demonstrate use of measures to protect own security and the security of others in the work setting 8.3 Explain the importance of ensuring that others are aware of own whereabouts

Learning outcome 9 - Know how to manage stress Assessment criteria. I can:

Assessor initials

9.1 Describe common signs and indicators of stress 9.2 Describe signs that indicate own stress 9.3 Analyse factors that tend to trigger own stress 9.4 Compare strategies for managing stress

ACT

Name all IVITY 10 parts Health an d Social C of the are Act 2 008’s ‘Code of Practice’.


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Unit 8 - HSC037

Unit 8 (HSC037)

Key terms

Promote and implement health and safety in health and social care

Work setting: work-in-practice including one specific location or a range of locations, depending on the context of a particular work role. Policies and procedures (including frameworks and influences): ensuring consideration of all risk assessments, and/or referrals to supervision, whilst maintaining the safety of the supportive practice and the individuals receiving support-in-practice. Partnership working (supportive processes): work-in-practice that provides explanation on the different ways in which professionals can work together towards the overall wellbeing of the patient (individual). Specific tasks: understand own responsibilities and the responsibilities of others, relating to health and safety. Health and safety including fire safety (within practice, the workplace and/or externally): the planning and provision of services in support of health and safety. Managing stress: work-in-practice inclusive of general understandings in the recognition and/ or implementation of solutions that support individuals against the common signs and indicators of stress.

lifestyle

environment

nutrition

exercise

diet

health

friends

sports stress management

Unit 8 - HSC037

hygiene

60

healthcare sleep





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Unit 8 - HSC037

Unit 9 (HSC038) Promote good practice in handling information in health and social care settings this is a Group A Mandatory unit

This unit is aimed at those working in a wide range of settings. It covers the knowledge and skills needed to implement and promote good practice in recording, sharing, storing and accessing information.

Unit 9 - HSC038

The unit is divided into three outcomes: 1. Understand requirements for handling information in health and social care settings 2. Be able to implement good practice in handling information 3. Be able to support others to handle information.

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Unit 9 (HSC038) Promote good practice in handling information in health and social care settings Learning outcome 1 - Understand requirements for handling information in health and social care settings Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

1.1 Identify legislation and codes of practice that relate to handling information in health and social care 1.2 Summarise the main points of legal requirements and codes of practice for handling information in health and social care

Learning outcome 2 - Be able to implement good practice in handling information Assessment criteria. I can:

Assessor initials

Date

Evidence reference

Type of evidence

Evidence reference

Type of evidence

2.1 Describe features of manual and electronic information storage systems that help ensure security 2.2 Demonstrate practices that ensure security when storing and accessing information 2.3 Maintain records that are up to date, complete, accurate and legible

Learning outcome 3 - Be able to support others to handle information Assessment criteria. I can:

Assessor initials

Date

3.1 Support others to understand the need for secure handling of information 3.2 Support others to understand and contribute to records


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Unit 9 - HSC038

Unit 9 (HSC038)

Key terms

Promote good practice in handling information in health and social care settings

Policies and legislation including frameworks and influences (codes of practice): ensuring consideration of all risk assessments (health and social care) and/or referrals within supervision, whilst maintaining the safety of the supportive practice and the individuals receiving support-inpractice. Handling information (data): work-in-practice inclusive of the safe handling of patient data, whilst maintaining continued accuracy. Ongoing confidentiality following agreed protocols and inclusive of in-house limited and/or accessible lockable filing systems. Sharing methods of good practice (data protection): supporting others, within practice, to maintain the safe and secure handling of patient records.

Unit 9 - HSC038

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Unit 9 (HSC038) Promote good practice in handling information in health and social care settings



65

Unit 9 - HSC038

HEALTH AND SOCIAL CARE Qualifications Telephone 024 76 851509 Facsimile 024 76 851633 [email protected] 1 Hills Road, Cambridge CB1 2EU For staff training purposes and as part of our quality assurance programme, your call may be recorded or monitored. © OCR 2011 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484455. OCR is an exempt charity.
