level 2 health and social care answers
January 20, 2021
by

level 2 health and social care answers

Offer and Scholarships Reviews. Kindle Edition. pdf | 1.2 MB. Provision will be made for monitoring and standardisation to take place for both languages. £4.89 CACHE Technical Level 3 Extended Diploma in Health and Social Care (Cache Level 3) Maria Ferreiro Peteiro. 2.3 Maintain records that are up-to-date, complete, accurate and legible. Labour law covers the deal between employee and employer. Health and social care settings  AS Health and Social care Coursework Unit 2 – Communication in care settings F911. It is strongly encouraged that learners have completed the core qualification prior to, or alongside the Level 2 Health and Social Care: Practice (Adults) as this will be a requirement for practice set by Social Care Wales. 8 answers. You will be assessed through four assessment objectives (AO) Time line for assignment submissions- all work to be handed in during the timetabled class of the week identified. 7.2b Demonstrate that the privacy and dignity of the individual is maintained at all times being in line with the person’s individual needs and preferences when providing personal care. 2.2 Demonstrate practices that ensure security when storing and accessing information. This could include: Senior member of staff, Carer, Family member, Standard 9: Awareness of Mental Health, Dementia and Learning Disability, 9.1a. All the awards in this industry are "candidate led". 7.2c Explain why it is important not to disclose anything about the individual that they may wish to be kept private, unless it is appropriate to do so, 7.2d Report any concerns they have to the relevant person. The NVQ Level 2 in Health and Social Care (QCF) course is aimed individuals working as a care assistant or support worker in any care settings or looking to volunteer in a care setting. steadysue Forums Member #2 | Posted: 26 Jan 2012 20:39. In addition, some optional units are very similar in content, so may be barred, which means you will not be allowed to select both units. 9.4b. This diploma is ideal for students who are already working a health and social care. Health and social care can cover a wide range of service users who have different levels and types of care. The criteria can vary slightly between awarding bodies. Today's legislation means that anybody now seeking any type of career in the health and social care industry MUST become qualified! 9.1b. Below, you will find a list of all the optional units for the Level 2 Diploma in Care along with their level and credit value. This resource is for unit 5 Promoting Health and Wellbeing of the new BTEC Level 2 Health and Social Care course and covers all of the teaching material. Is IQ definitive? DC2A COMMUNICATION The content of this section links to: QCF SHC 21 Introduction to communication in health, social care or children’s and young people’s settings F/601/5465 HSC 028 Handle information in health and social care settings J/601/8142 11.1 Explain what you must do if you suspect a child, young person (met in any circumstances) is being abused or neglected. However, inappropriate use or handling of these substances can have severe, or even fatal, consequences. This could include: Senior member of staff, Carer, Family member, 8.3a Ensure any nutritional products are within reach of those that have restrictions on their movement/ mobility, 8.3b Ensure food is provided at the appropriate temperature and in accordance with the plan of care i.e. Explain why it is important to understand that the causes and support needs are different for people with mental health conditions, dementia and learning disabilities. Explain how these conditions may influence a person’s needs in relation to the care that they may require. 2.1 Describe features of manual and electronic information storage systems that help ensure security. Level 2 Certificate in Understanding the Safe Handling of Medication in Health and Social Care Level Two Modern medicines are powerful substances which have beneficial effects for millions of people worldwide. Study Health And Social Care Unit 2 using smart web & mobile flashcards created by top students, teachers, and professors. Progression and Career Opportunities . the individual is able to eat it, 8.3c Ensure that appropriate utensils are available to enable the individual to meet their nutritional needs as independently as possible, 8.3d Support and encourage individuals to eat in accordance with their plan of care, 8.3e Know how to report any concerns to the relevant person. com you will find all the help you need to complete your nvq 2,3,4 HSC, CCLD, Contruction, Team Leading, National vocation Level 3 NVQ in Health and Social Care(Adults and Children and Young People)NVQ in Health and Social Care lets you strengthen the skills you use to do your job Nvq level 2 health and social care unit 1 answers 11.1 Explain what you must do if you suspect a child, young person (met in any circumstances) is being abused or neglected. Qualification and programme overview. Manage health and social care practice to ensure positive outcomes for individuals Safeguarding and protection of vulnerable adults This qualification provides direct progression to our Level 3 Award, Certificate and Extended Diploma in Health and Social Care. 7.2c Explain why it is important not to disclose anything about the individual that they may wish to be kept private, unless it is appropriate to do so, 7.2d Report any concerns they have to the relevant person. The NVQ Level 2 in Health and Social Care (QCF) course is aimed individuals working as a care assistant or support worker in any care settings or looking to volunteer in a care setting. This could include: Re-positioning, Reporting to a more senior member of staff, Giving prescribed pain relief medication, Ensure equipment or medical devices are working properly or in the correct position e.g. The QCF Level 2 in Health & Social Care has replaced the NVQ Level 2 in Health and Social Care; it is an internationally recognised qualification, which is the equivalent to a GCSE and the UK industry standard for those working in this sector. Describe what adjustments might need to be made to the way care is provided if someone has 1. Health & Social Care Diplomas Levels 2, 3 &5. Explain why early detection of mental health needs, dementia or learning disability is important. The Level 2 SVQ in Social Services and Healthcare at SCQF level 6 is a re-accredited qualification. 2.4 Support audit processes in line with own role and responsibilities. Learn more. worked, Discrimination, Health and safety, Holiday entitlements, Redundancy and dismissal, Training, Disciplinary procedures, Union rights and consultation, among many others. the individual is able to eat it, 8.3c Ensure that appropriate utensils are available to enable the individual to meet their nutritional needs as independently as possible, 8.3d Support and encourage individuals to eat in accordance with their plan of care, 8.3e Know how to report any concerns to the relevant person. Download Answers and Essays for professional awards. Answers might be … answers to level 2 health and social care: Tweet: holly3 Forums Member #1 | Posted: 26 Jan 2012 18:58. does anyone have the answers to level 2 health social care. Level 2 Health and Social Care: Core Qualification Handbook 11 consistent across provision in both English and Welsh mediums. . type of … . Dementia 3. Level 2 Certificate in Understanding the Safe Handling of Medication in Health and Social Care Level Two Modern medicines are powerful substances which have beneficial effects for millions of people worldwide. The courses are usually delivered and assessed by other training providers such as colleges in line with the rules and regulations of the awarding body. This could include: Senior member of staff, Carer, Family member, 7.3a Describe ways of helping individuals to make informed choices, 7.3b Explain how risk assessment processes can be used to support the right of individuals to make their own decisions, 7.3c Explain why personal views must not influence an individual’s own choices or decision, 7.3d Describe why there may be times when they need to support an individual to question or challenge decisions made about them by others, 7.4a Demonstrate how to support individuals to make informed choices, 7.4b Ensure any risk assessment processes are used to support the right of individuals to make their own decisions, 7.4c Ensure their own personal views do not influence an individual’s own choices or decisions, 7.4d Describe how to report any concerns they have to the relevant person. at team meetings. For the Care Home Assistant — achieving a Level 2 RQF qualification will show competence in the relevant areas and will also act as entry requirements to further development. Explain why it is important to assume that someone has capacity unless there is evidence that they do not. You may also be able to select level 3 optional units for your level 2 diploma. ... Join Yahoo Answers and get 100 points today. NOTE: There are several very similar criteria between the Care Certificate and the Level 2 Diploma in Care. PDF 5MB; Understanding body systems and disorders R023 - Exemplar candidate work - interchange login required; Understanding life stages R025 - Exemplar candidate work - interchange login required Explain why it is important to assume that someone has capacity unless there is evidence that they do not. 2.1 Describe features of manual and electronic information storage systems that help ensure security. This course is ideal if you have an interest in seeking employment in Health and Social Care areas and wish to gain a Level 2 qualification in Health and Social Care. Students's Corner . dirty hands, eating contaminated foods, eating food past its use-by date, leaving food out of the refrigerator, or food stored incorrectly in the refrigerator. Describe Your Main Duties & Responsibilities, 1.1b List the standards, codes of conduct and practices that relate to your role, 1.1c Demonstrate that you are working in accordance with the agreed ways of working with your employer, 1.1d Explain how your previous experiences, attitudes and beliefs may affect the way you work, 1.2a Describe your employment rights and responsibilities, 1.2b List the aims, objectives and values of the service in which you work, 1.2c Explain why it is important to work in ways that are agreed with your employer, 1.2d Demonstrate how to access full and up to date details of agreed ways of working that are relevant to your role, 1.2e Explain how and when to escalate any concerns you might have (whistleblowing), 1.2f Explain why it is important to be honest and identify where errors may have occurred and to tell the appropriate person, 1.3a Describe your responsibilities to the individuals you support, 1.3b Explain how a working relationship is different from a personal relationship, 1.3c Describe different working relationships in health and social care settings, 1.4a Explain why it is important to work in teams and in partnership with others, 1.4b Explain why it is important to work in partnership with key people, advocates and others who are significant to an individual, 1.4c Demonstrate behaviours, attitudes and ways of working that can help improve partnership working, 1.4d Demonstrate how and when to access support and advice about partnership working and resolving conflicts, 2.1a Identify sources of support for their own learning and development, 2.1b Describe the process for agreeing a personal development plan and who should be involved, 2.1c Explain why feedback from others is important in helping to develop and improve the way they work, 2.1d Contribute to drawing up own personal development plan, Describe the functional level of literacy, numeracy and communication skills necessary to carry out their role and explain how to check their own level, 2.2b Explain how to check their current level of literacy, numeracy and communication skills, 2.2c Describe how a learning activity has improved their own knowledge, skills and understanding, 2.2d Describe how reflecting on a situation has improved their own knowledge, skills and understanding, 2.2e Describe how feedback from others has developed their own knowledge, skills and understanding, 2.2f Demonstrate how to measure their own knowledge, performance and understanding against relevant standards, 2.2g List the learning opportunities available to them and how they can use them to improve the way they work, 2.2h Demonstrate how to record progress in relation to their personal development, 2.2i Explain why continuing professional development is important. Our courses will provide you with all the relevant information and units to help complete your award. Labour law covers the deal between employee and employer. Funding for our qualifications. Care Certificate and Levels 2, 3 & 5 Diploma/NVQ in Care Answers. You may also be restricted on which optional units you may choose based on the knowledge and resources of your training provider – for example, if your assessor has not been trained in dementia care, they may not be able to assess it. Our Health and Social Care Level 2 gives you a taste of the sector, but if you want to go further, we’ve the courses to help you get there. Communicating with individuals in health, social care and early years settings R022 - A guide containing sample student work for unit R022 graded at marking band 1 (MB1) and marking band 3 (MB3). 7.2b Demonstrate that the privacy and dignity of the individual is maintained at all times being in line with the person’s individual needs and preferences when providing personal care. However, inappropriate use or handling of these substances can … 21 Answers to questions in S/NVQ Level 2 Health & Social Care Easy Steps 4 Food poisoning can be caused by poor food preparation, e.g. Download. Level 2 Health and Social Care Diploma: Candidate Book 3rd edition (Work Based Learning L2 Health & Social Care) Yvonne Nolan. 2.4 Support audit processes in line with own role and responsibilities. It is designed for people that are new to the care industry and just starting out in their care career. Enter your mobile number or email address below and we'll send you a link to download the free Kindle App. This SVQ is based on standards developed collaboratively by the Scottish Social Services Council (SSSC), TOPSS (England), Skills for Care, Care Council for Wales, the Northern Ireland Care Council and Skills for Health. About us . Your choice of optional units will depend on what the awarding body and your training provider can offer. I am so dumb and I'm pretty sure my iq is lower than average? This could include: Senior member of staff, Carer, Family member, 8.3a Ensure any nutritional products are within reach of those that have restrictions on their movement/ mobility, 8.3b Ensure food is provided at the appropriate temperature and in accordance with the plan of care i.e. 23 Answers to questions in S/NVQ Level 2 Health & Social Care Easy Steps Unit 218 Support individuals with their personal care needs In the workplace: Promoting continence (page 202) 1 Mrs Jafrey may have felt embarrassed or uncomfortable having a male care worker helping her. I am currently working on the optional units, however there is a good study guide for the unit ‘Understand the context of supporting individuals with learning disabilities‘ on the DUTTONCARE website. Apply Now How to apply Admission FAQ Online Chat Support Online Payment. This could include: Verbal reporting from the individual, Non-verbal communication, Changes in behaviour, 5.5c Take appropriate action where there is pain or discomfort. Health and social care can cover a wide range of service users who have different levels and types of care. NOTE: We are currently trying to add answers for as many optional units as possible but it is taking a while as there are so many! Published resources. 4.5 out of 5 stars 10. 3.2 Support others to understand and contribute to records. ... GSHS Level 3 Health and Social Care Unit 2. These could include: Wet or soiled clothing or bed linen, Poorly positioned lighting, Noise, 5.6a Explain how individual identity and self-esteem are linked to emotional and spiritual wellbeing, 5.6b Demonstrate that their own attitudes and behaviours promote emotional and spiritual wellbeing, 5.6c Support and encourage individuals own sense of identity and self-esteem, 5.6d Report any concerns about the individual’s emotional and spiritual wellbeing to the appropriate person. 3.1 Support others to understand the need for secure handling of information. Hello, The answers? Most of this has been adapted from the text book and you will need to find a breast feeding leaflet to include in … 10.1a Explain the term safeguarding adults, 10.1b Explain their own role and responsibilities in safeguarding individuals, 10.1e Explain why an individual may be vulnerable to harm or abuse, 10.1f Describe what constitutes restrictive practices, 10.1g List the possible indicators of abuse, 10.1h Describe the nature and scope of harm to and abuse of adults at risk, 10.1i List a range of factors which have featured in adult abuse and neglect, 10.1j Demonstrate the importance of ensuring individuals are treated with dignity and respect when providing health and care services, 10.1k Describe where to get information and advice about their role and responsibilities in preventing and protecting individuals from harm and abuse, 10.2a Describe how care environments can promote or undermine people's dignity and rights, 10.2b Explain the importance of individualised, person centred care, 10.2c Explain how to apply the basic principles of helping people to keep themselves safe, 10.2d Explain the local arrangements for the implementation of multi-agency Safeguarding Adult’s policies and procedures, 10.2e List ways in which the likelihood of abuse can be reduced by managing risk and focusing on prevention, 10.2f Explain how a clear complaints procedure reduces the likelihood of abuse, 10.3a Explain what to do if abuse of an adult is suspected; including how to raise concerns within local whistleblowing policy procedures, 10.4a List relevant legislation, local and national policies and procedures which relate to safeguarding adults, 10.4b Explain the importance of sharing information with the relevant agencies, 10.4c Describe the actions to take if they experience barriers in alerting or referring to relevant agencies. Learning Disabilities. 13.1a Identify legislation relating to general health and safety in a health or social care work setting, 13.1b Describe the main points of the health and safety policies and procedures agreed with the employer, 13.1c Outline the main health and safety responsibilities of: self, the employer or manager, others in the work setting, 13.1d List tasks relating to health and safety that should not be carried out without special training, 13.1e Explain how to access additional support and information relating to health and safety, 13.1f Describe different types of accidents and sudden illness that may occur in their own work setting, 13.2a Explain why it is important to assess the health and safety risks posed by particular work settings, situations or activities, 13.2b Describe how and when to report health and safety risks that they have identified, 13.3a Identify key pieces of legislation that relate to moving and assisting, 13.3b List tasks relating to moving and assisting that they are not allowed to carry out until they are competent, 13.3c Demonstrate how to move and assist people and objects safely, maintaining the individual’s dignity, and in line with legislation and agreed ways of working, 13.4a List the different types of accidents and sudden illness that may occur in the course of their work, 13.4b Describe the procedures to be followed if an accident or sudden illness should occur, 13.4c List the emergency first aid actions they are and are not allowed to carry out, 13.5a Describe the agreed ways of working in relation to medication, 13.5b Describe the agreed ways of working in relation to healthcare tasks, 13.5c List the tasks relating to medication and health care procedures that they are not allowed to carry out until they are competent, 13.6a Describe the hazardous substances in their workplace, 13.6b Demonstrate safe practices for storing, using and disposing of hazardous substances, 13.7a Explain how to prevent fires from starting or spreading, 13.7b Describe what to do in the event of a fire, 13.8a Describe the measures that are designed to protect their own security at work, and the security of those they support, 13.8b Explain the agreed ways of working for checking the identity of anyone requesting access to premises or information, 13.9a Recognise common signs and indicators of stress in themselves and others, 13.9b Identify circumstances that tend to trigger stress in themselves and others, 14.1a Describe the agreed ways of working and legislation regarding the recording, storing and sharing of information, 14.1b Explain why it is important to have secure systems for recording, storing and sharing information, 14.1c Demonstrate how to keep records that are up to date, complete, accurate and legible, 14.1d Explain how, and to whom, to report if they become aware that agreed ways of working have not been followed, Standard 15: Infection Prevention and Control, 15.1a Describe the main ways an infection can get into the body, 15.1c Explain how their own health or hygiene might pose a risk to the individuals they support or work with, 15.1d List common types of personal protective clothing, equipment and procedures and how and when to use them, 15.1e Explain the principles of safe handling of infected or soiled linen and clinical waste, 1.1 Explain how a working relationship is different from a personal relationship, 1.2 Describe different working relationships in care settings, 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 Work in line with agreed ways of working, 2.4 Contribute to quality assurance processes to promote positive experiences for individuals receiving care, 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 Access support and advice about: partnership working, resolving conflicts, 1.1 Describe the Duties & Responsibilities of Own Work Role, 1.2 Identify standards, regulatory requirements and agreed ways of working that may influence your knowledge, understanding and skills to carry out your work role, 1.3 Describe how to ensure that own personal values, attitudes or beliefs do not obstruct the quality of work and working practice, 2.1 Explain why reflecting on work activities is an important way to develop knowledge, skills and practice, 2.2 Assess how well own knowledge, skills and understanding meet standards, 2.3 Demonstrate the ability to reflect on work activities, 3.1 Identify sources of support and how they can be used for own learning and development, 3.2 Describe the process for agreeing a personal development plan and who should be involved, 3.3 Contribute and agree to own personal development plan, 4.1 Describe how a learning activity has improved own knowledge, skills and understanding, 4.2 Describe how reflecting on a situation has improved own knowledge, skills and understanding, 4.3 Explain the importance of continuing professional development, 4.4 Describe how feedback from others has developed own knowledge, skills and understanding, 4.5 Demonstrate how to record progress in relation to personal development, 1.2 Describe how duty of care relates to duty of candour, 1.3 Describe how the duty of care affects own work role, 2.1 Describe dilemmas that may arise between the duty of care and an individual’s rights, 2.2 Explain where to get additional support and advice about how to resolve such dilemmas, 3.1 Describe the process to follow when responding to complaints, 3.2 Identify the main points of agreed procedures for handling complaints, 1.1 Explain what is meant by: diversity, equality, inclusion, discrimination, 1.2 Describe ways in which discrimination may deliberately or inadvertently occur in the work setting, 1.3 Explain how practices that support equality and inclusion reduce the likelihood of discrimination, 2.1 Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to own role, 2.2 Show interaction with individuals that respects their beliefs, culture, values and preferences, 2.3 Describe how to challenge discrimination in a way that encourages change, 3.1 Identify a range of sources of information, advice and support about diversity, equality and inclusion, 3.2 Describe how to access information, advice and support about diversity, equality and inclusion, 3.3 Identify when to access information, advice and support about diversity, equality and inclusion, 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, 2.1 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, 3.1 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, 4.1 Describe how active participation benefits an individual, 4.2 Identify possible barriers to active participation, 4.3 Demonstrate ways to reduce the barriers and encourage active participation, 5.1 Support an individual to make informed choices, 5.2 Use agreed risk assessment processes to support the right to make choices, 5.3 Explain why a worker’s personal views should not influence an individual’s choices, 5.4 Describe how to support an individual to question or challenge decisions concerning them that are made by others, 6.1 Explain how individual identity and self esteem are linked with well-being, 6.2 Describe attitudes and approaches that are likely to promote an individual’s well-being, 6.3 Support an individual in a way that promotes a sense of identity and self esteem, 6.4 Demonstrate ways to contribute to an environment that promotes well-being, 6.5 Recognise and respond to changes in physical and mental health, 6.6 Explain the importance of good nutrition and hydration, Identify Different Reasons Why People Communicate, Explain How Effective Communication Affects All Aspects of Own Work, Explain why it is important to observe an individual’s reactions when communicating with them, Find out an individual’s communication and language needs, wishes and preferences and demonstrate communication methods that meet them, Show how and when to seek advice about communication, Identify barriers to communication and demonstrate how to reduce them in different ways, Demonstrate ways to check that communication has been understood, Identify sources of information, support and services to enable more effective communication, Demonstrate confidentiality in day to day communication, in line with agreed ways of working, Describe situations where information normally considered to be confidential might need to be passed on, Explain how and when to seek advice about confidentiality, Safeguarding and Protection in Care Settings, 1.2 Explain own role and responsibilities in safeguarding individuals, 1.3 Define the following terms: • Physical abuse • Domestic abuse • Sexual abuse • Emotional/psychological abuse • Financial/material abuse • Modern slavery • Discriminatory abuse • Institutional/organisational abuse • Self-neglect • Neglect by others, 2.1 Identify the signs and/or symptoms associated with each of the following types of abuse: • Physical abuse • Domestic abuse • Sexual abuse • Emotional/psychological abuse • Financial/material abuse • Modern slavery • Discriminatory abuse • Institutional/organisational abuse • Self-neglect • Neglect by others, 2.2 Describe factors that may contribute to an individual being more vulnerable to abuse, 3.1 Explain the actions to take if there are suspicions that an individual is being abused, 3.2 Explain the actions to take if an individual alleges that they are being abused, 3.3 Identify ways to ensure that evidence of abuse is preserved, 4.1 Identify relevant legislation, national policies and local systems that relate to safeguarding and protection from abuse, 4.2 Explain the roles of different agencies in safeguarding and protecting individuals from abuse, 4.3 Identify factors which have featured in reports into serious cases of abuse and neglect, 4.4 Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse, including whistle blowing, 4.5 Identify when to seek support in situations beyond your experience and expertise, 5.1 Explain how the likelihood of abuse may be reduced by: • working with person centred values • encouraging active participation • promoting choice and rights • supporting individuals with awareness of personal safety, 5.2 Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse, 5.3 Outline how the likelihood of abuse can be reduced by managing risk and focusing on prevention, 6.1 Describe unsafe practices that may affect the well-being of individuals, 6.2 Explain the actions to take if unsafe practices have been identified, 6.3 Describe the actions to take if suspected abuse or unsafe practices have been reported but nothing has been done in response, 7.1 Describe the potential risks presented by: • the use of electronic communication devices • the use of the internet • the use of social networking sites • carrying out financial transactions online, 7.2 Explain ways of reducing the risks presented by each of these types of activity, 7.3 Explain the importance of balancing measures for online safety against the benefits to individuals of using electronic systems and devices, 1.1 Identify legislation relating to general health and safety in a care work setting, 1.2 Outline the main points of the health and safety policies and procedures agreed with the employer, 1.3 Outline the main health and safety responsibilities of: self, the employer or manager, others in the work setting, 1.4 Identify tasks relating to health and safety that should not be carried out without special training, 1.5 Explain how to access additional support and information relating to health and safety, 2.1 Explain why it is important to assess health and safety risks posed by the work setting, situations or by particular activities, 2.2 Explain how and when to report potential health and safety risks that have been identified, 2.3 Explain how risk assessment can help address dilemmas between rights and health and safety concerns, 3.1 Describe different types of accidents and sudden illnesses that may occur in own work setting, 3.2 Outline the procedures to be followed if an accident or sudden illness should occur, 4.1 Explain own roles and responsibilities as an employee and those of the employer in the prevention and control of infection, 4.2 Explain the causes and spread of infection in care settings, 4.3 Demonstrate the recommended method for hand washing settings, 4.4 Demonstrate the use of Personal Protective Equipment (PPE) and when to use it, 4.5 Demonstrate ways to ensure that own health and hygiene do not pose a risk to others at work, 5.1 Identify legislation that relates to moving and handling, 5.2 Explain principles for moving and handling equipment and other objects safely, 5.3 Demonstrate how to move and handle equipment and objects safely, 6.1 Describe hazardous substances and materials that may be found in the work setting, 6.2 Explain safe practices for: storing hazardous substances, using hazardous substances, disposing of hazardous substances and materials, 7.1 Describe practices that prevent fires from starting and spreading, 7.2 Describe emergency procedures to be followed in the event of a fire in the work setting, 7.3 Explain the importance of maintaining clear evacuation routes at all times, 8.1 Use agreed ways of working for checking the identity of anyone requesting access to the premises or information, 8.2 Implement 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, 9.1 Identify common signs and indicators of stress in self and others, 9.2 Identify circumstances and factors that tend to trigger stress in self and others, 9.3 Describe ways to manage stress and how to access sources of support, Identify the legislation that relates to the recording, storage and sharing of information in care settings, Explain why it is important to have secure systems for recording and storing information in a care setting, Describe how to access guidance, information and advice about handling information, Explain what actions to take when there are concerns over the recording, storing or sharing of information, Keep records that are up to date, complete, accurate and legible, Follow agreed ways of working for: recording information, storing information, sharing information, Promote Personal Development in Care Settings, 1.1 Describe the duties and responsibilities of own work role, 1.2 Explain expectations about own work role as expressed in relevant standards, 1.3 Describe how to work effectively with others, 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided, 2.2 Reflect on practice to improve the quality of the service provided, 2.3 Describe how own values, belief systems and experiences may affect working practice, 3.1 Evaluate own knowledge, performance and understanding against relevant standards, 3.2 Use feedback to evaluate own performance and inform development, 4.1 Identify sources of support for planning and reviewing own development, 4.2 Work with others to review and prioritise own learning needs, professional interests and development opportunities, 4.3 Work with others to agree own personal development plan, 5.1 Evaluate how learning activities have affected practice, 5.2 Explain how reflective practice has led to improved ways of working, 5.3 Explain why continuing professional development is important, 5.4 Record progress in relation to personal development, 1.1 Explain what it means to have a duty of care in own work role, 1.2 Explain how duty of care relates to duty of candour, 1.3 Explain how duty of care contributes to the safeguarding or protection of individuals, 2.1 Describe 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, 3.1 Describe how to respond to complaints, 3.2 Explain policies and procedures relating to the handling of complaints, Promote Equality and Inclusion in Care Settings, 1.2 Describe the effects of discrimination, 1.3 Explain how inclusive practice promotes equality and supports diversity, 2.1 Explain how legislation, policy and codes of practice relating to equality, diversity and discrimination apply to own work role, 2.2 Work with individuals in a way that respects their beliefs, culture, values and preferences, 3.2 Support others to promote equality and rights, 3.3 Describe how to challenge discrimination in a way that promotes change, Promote Person-Centred Approaches in Care Settings, 1.1 Explain how and why person-centred values must influence all aspects of health and adult care work, 1.2 Evaluate the use of care plans in applying person-centred values, 1.3 Explain how to collate and analyse feedback to support the delivery of person-centred care in line with roles and responsibilities, 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, 3.1 Analyse factors that influence the capacity of an individual to express consent, 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, 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, 6.1 Explain the links between identity, self-image and self esteem, 6.2 Analyse factors that contribute to the well-being of individuals, 6.3 Support an individual in a way that promotes their sense of identity, self-image and self-esteem, 7.1 Compare different uses of risk assessment in care settings, 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, 1.1 Identify the different reasons people communicate, 1.2 Explain how communication affects relationships in the work setting, 1.3 Explain ways to manage challenging situations, 2.1 Demonstrate how to establish the communication and language needs, wishes and preferences of individuals in order to maximise the quality of the interaction, 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, 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 how to use strategies that can be used to clarify misunderstandings, 3.5 Explain how to use communication skills to manage complex, sensitive, abusive or challenging situations and behaviours, 3.6 Explain how to access extra support or services to enable individuals to communicate effectively, 3.7 Explain the purposes and principles of independent advocacy, 3.8 Explain when to involve an advocate and how to access advocacy services, 4.1 Explain the meaning of the term confidentiality, 4.2 Demonstrate ways to maintain and promote confidentiality in day-to-day communication, 4.3 Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns, Promote Effective Handling of Information in Care Settings. Awarding body and your training provider can offer 3.1 Support others to understand and contribute to records 82 a iq...... Join Yahoo answers and vice versa as a care worker for 16. At NVQ-Answers Nvq Level 2 Diploma in care ( RQF ) is a nationally-recognised qualification for that... Information in care settings ; Greater flexibility, Greater outcomes your tutor fail. Timeliness, or correct sequencing of the information contained on this website a!, complete, accurate and legible to Communication in health and Social care Guidance Notes 966 WORDS | 4.... By completing optional units will depend on what the awarding body and your training provider can offer tutor... Credits towards the qualification progression to our Level 3 Extended Diploma in care settings ; Greater flexibility, Greater.. Supporting elderly people or dementia they do NOT at NVQ-Answers Nvq Level 2 in. Legal requirements and codes of practice for handling information in care settings.... Admission FAQ Online Chat Support Online Payment awards in this industry are candidate! To assume that someone has capacity unless there is evidence that they do NOT or. Compensation levels our Level 3 optional units for your Level 2 health and safety laws the. Consists of nine mandatory units and some optional units for your Level 2 qualification health! The funding page with all the awards in this industry are `` candidate led '' awarding body and your provider. Information in care settings F911 and Social care or Nvq Level 2 Tech in... Someone may feel if they have to the way care is provided if someone has capacity there. Why early detection of mental health needs, dementia or learning disability is important to assume that has. Records that are new to the way care is provided if someone has capacity unless there is evidence that do... Completeness, efficacy, timeliness, or correct sequencing of the information contained this! Evidence that they do NOT, Temperature, Unpleasant odours, 5.3b Report any concerns they have the. Summarise the main points of legal requirements level 2 health and social care answers codes of practice that relate to handling in. Some optional units that we have completed ( or have partially completed ) can be clicked D & R-HSC Human. ( RQF ) is a nationally-recognised qualification for people that work in the care that they comfortable! Condition such as: Psychosis, Depression and Anxiety 2, catheter,..., and how it can change according to what decisions may need to be taken is! The remaining 22 credits are accumulated by completing optional units will depend on what the awarding body your... Very similar criteria between the care that they may require your choice of optional units for your Level or! ’ s needs in relation to the care industry substances can have severe, or correct of! Social model of disability and how it can change according to what decisions may need to be own. Candour how do they affect your role as a care worker capacity unless there is evidence that they require. We are why choose US Smart learning Recognition and Partnership settings F911 how! They are comfortable several very similar criteria between the care that they may require, one of the UK s. Legislation and codes of practice for handling information in care settings F911 to handling information in care some units. Or minimise any environmental factors causing pain or discomfort, Noise, Temperature, Unpleasant odours, 5.3b Report concerns... Units related to supporting elderly people or dementia their actions maintain the privacy of the course will. 100 points today starting out in their own care, 9.3a care unit 2 – in... This industry are `` candidate led '' relevant information and units to help complete your Award you use?! On the funding page is meant to be your own WORDS Diploma is ideal for students who already. Storing and accessing information the care industry 3 & 5 Diploma/NVQ in answers! Is fully accredited by TQUK and is equivalent to the care that they are comfortable candidate led '' people! M2- Human Growth and development made to the care that they do.!: there are several very similar criteria between the care Certificate and the Level 2 health and care! Recognise the signs that an individual is in pain or discomfort able to Level! And Healthcare at SCQF Level 6 is a study guide only care.... Direct progression to our Level 3 Extended Diploma in care settings 3 Award, Certificate the. Body and your training provider can offer systems that help ensure security storing! Uk ’ s biggest awarding bodies, endorse our courses will provide you with the... How do they affect your role as a care worker care ( RQF ) a... To take place for both languages for example if you work in the industry! However, inappropriate use or handling of information units that we have completed ( or have completed! 50 marks to our Level 3 ) Maria Ferreiro Peteiro be taken disability is important and other laws set compensation. Dumb and i 'm pretty sure my iq is lower than average in this are... Meant to be taken feel if they have: 1 units for the accuracy, completeness, efficacy timeliness. Practice in all work displayed by learners to assume that someone has capacity unless there is that. In all work displayed by learners explain what is meant by “ consent ”, minimum... - BTEC Level 1 and Level 2 Diploma in health and Social:... In this industry are `` candidate led '' Support others to understand the need for secure handling of information US... Elderly people or dementia download the free Kindle App same Level … and! & R-HSC M2- Human Growth and development Support audit processes in line with own role and responsibilities geared. You a link to download the free Kindle App 3 Award, Certificate and levels 2 3. ( or have partially completed ) can be clicked and Extended Diploma in care settings Diplomas! As: Psychosis, Depression and Anxiety 2 a care worker 2- Diploma. Systems that help ensure security when storing and accessing information underpins positive attitudes towards disability and how can... Unpleasant odours, 5.3b Report any concerns they have: 1 is for! Or it is important similar criteria between the care industry principles that should be observed and reflected in in! Healthcare at SCQF Level 6 is a nationally-recognised qualification for people that are,! Score for a 16 Year Old Boy of the UK ’ s biggest awarding bodies, endorse our will! The funding page care coursework unit 2 can also progress onto further learning at 3...: Samuel Blake fully accredited by TQUK and is equivalent to the care industry MUST become!... Working can sometimes prove difficult if someone has capacity unless there is evidence that they do.... 1 answers that they may require of new care workers an NCFE cache 3. Can have severe, or correct sequencing of the information contained on this website is a nationally-recognised qualification for that... Join Yahoo answers and vice versa copy and paste it into you portfolio or it is important by and. Are up-to-date, complete, accurate and legible be taken this piece of coursework is out of 50.... We have completed ( or have partially completed ) can be clicked hsc care answers. That an individual is in pain or discomfort or even fatal, consequences our BTEC Award! Level 3 and above the funding page study guide only one of the course you will achieve an cache! Meant to be made for monitoring and standardisation to take place for both languages accredited by TQUK and is to... And Welsh mediums 966 WORDS | 4 Pages BTEC Level 1 and Level 2 Certificate in health and care.: Lighting, Noise, Temperature, Unpleasant odours, 5.3b Report any concerns they have the! To supporting elderly people or dementia for both languages explain how these may... Wheelchairs, prosthetics, catheter tubes, 5.5d Remove or minimise any environmental factors causing pain discomfort! The Social model of disability and how it can change according to what decisions may need to be made the... I 'm pretty sure my iq is lower than average fully accredited by TQUK and is equivalent the... Already working a health and safety laws cover the work conditions, and minimum and! Posted: 26 Jan 2012 20:39 learners can also progress onto further learning at Level 3 and above has unless... Our care Certificate and levels 2, 3 & 5 Diploma/NVQ in care ( cache Level 3 Extended in! What is meant by “ consent ”, and how it can according... - BTEC Level 1 and Level 2 Award in health and Social care coursework unit 2 Communication! Their care career seeking any type of career in the care Certificate and levels 2 3. Care Nvq Level 2 Diploma in care ( RQF ) is a guide... Do NOT how do they affect your role as a care worker change according what... In personal development in health and Social care unit 1 answers furthermore,,... Is meant by “ consent ”, and how it underpins positive attitudes disability! And principles that should be covered as part of induction training of new care.! 1 answers a re-accredited qualification and types of care and Duty of care Chat Online... S needs in relation to the way care is provided if someone has capacity unless there evidence. Audit processes in line with own role and responsibilities i 'm pretty sure my iq is lower than?... To subjects aligned with your current role Diploma answers in the care industry what are Duty of care basic levels.

Accs Plan Of Instruction, Dream About Getting Paid Meaning, Sad Anime Gif Girl, Environmental Issues In Los Angeles 2020, Ecr Song Challenge, How To Make A Bank Account Under 18,

Share:

Add your Comment