Double click here (or Ctrl + a then F9) to update field codes icon

Double click here (or Ctrl + a then F9) to update field codes


Similar
1   ...   12   13   14   15   16   17   18   19   20
return to the beginning

^ Additional Information


The individual is the person requiring care or support. An advocate may act on behalf of an individual.

A care plan may also be known by other names, such as a support plan, individual plan or care delivery plan. It is the document where day-to-day requirements and preferences for care and support are detailed.

Others may include:

  • carers

  • friends and relatives

  • professionals

  • others who are important to the individual’s well-being.

Factors may include:

  • feasibility of aspirations

  • beliefs, values and preferences of the individual

  • risks associated with achieving outcomes

  • availability of services and other support options.


Options and resources should consider:

  • informal support

  • formal support

  • care or support services

  • community facilities

  • financial resources

  • individual’s personal networks.

Revisions may include:

  • closing the plan if all objectives have been met

  • reducing the level of support to reflect increased independence

  • increasing the level of support to address unmet needs

  • changing the type of support

  • changing the method of delivering support.

Assessment methodology

Learning outcomes 2, 3, 4, 5 and 6 are assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.


Learning outcomes and assessment criteria



Learning outcomes

Assessment criteria

Evidence type

Portfolio reference

Date

1. Understand the principles of person-centred assessment and care planning


1.1 Explain the importance of a holistic approach to assessment and planning of care or support

1.2 Describe ways of supporting the individual to lead the assessment and planning process

1.3 Describe ways the assessment and planning process or documentation can be adapted to maximise an individual’s ownership and control of it










2. Be able to facilitate person-centred assessment

2.1 Establish with the individual a partnership approach to the assessment process

2.2 Establish with the individual how the process should be carried out and who else should be involved in the process

2.3 Agree with the individual and others the intended outcomes of the assessment process and care plan

2.4 Ensure that assessment takes account of the individual’s strengths and aspirations as well as needs

2.5 Work with the individual and others to identify support requirements and preferences










3. Be able to contribute to the planning of care or support

3.1 Take account of factors that may influence the type and level of care or support to be provided

3.2 Work with the individual and others to explore options and resources for delivery of the plan

3.3 Contribute to agreement on how component parts of a plan will be delivered and by whom

3.4 Record the plan in a suitable format










4. Be able to support the implementation of care plans

4.1 Carry out assigned aspects of a care plan

4.2 Support others to carry out aspects of a care plan for which they are responsible

4.3 Adjust the plan in response to changing needs or circumstances










5. Be able to monitor a care plan

5.1 Agree methods for monitoring the way a care plan is delivered

5.2 Collate monitoring information from agreed sources

5.3 Record changes that affect the delivery of the care plan










6. Be able to facilitate a review of care plans and their implementation

6.1 Seek agreement with the individual and others about:

  • who should be involved in the review process

  • criteria to judge effectiveness of the care plan

6.2 Seek feedback from the individual and others about how the plan is working

6.3 Use feedback and monitoring/other information to evaluate whether the plan has achieved its objectives

6.4 Work with the individual and others to agree any revisions to the plan

6.5 Document the review process and revisions as required













Learner name:

Date:

Learner signature:

Date:

Assessor signature:

Date:

Internal verifier signature:
(if sampled)

Date:




Unit 74: Support Individuals to Live at Home

Unit code:

HSC 3022

Unit reference number:

Y/601/7903

QCF level:

3

Credit value:

4

Guided learning hours:

25



Unit summary

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to support individuals to live at home.

Assessment requirements

This unit must be assessed in accordance with Skills for Care and Development’s QCF Assessment Principles.


Learning objectives 2, 3, 4 and 5 must be assessed in a real work environment.


Additional Information


An individual is someone requiring care or support.


Others may include:

  • family

  • friends

  • advocates

  • others who are important to the individual’s well-being.


Needs may include:

  • personal

  • physical

  • financial

  • social

  • environmental

  • safety.



Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient.


Circumstances may include:

  • health

  • social situation

  • financial circumstances

  • legal status.



Assessment methodology

Learning objectives 2, 3, 4 and 5 are assessed in the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.


Learning outcomes and assessment criteria



Learning outcomes

Assessment criteria

Evidence type

Portfolio reference

Date

1. Understand the principles of supporting individuals to live at home

1.1 Describe how being supported to live at home can benefit an individual

1.2 Compare the roles of people and agencies who may be needed to support an individual to live at home

1.3 Explain the importance of providing information about benefits, allowances and financial planning which could support individuals to live at home

1.4 Explain how risk management contributes to supporting individuals to live at home











2. Be able to contribute to planning support for living at home

2.1 Identify with an individual the strengths, skills and existing networks they have that could support them to live at home

2.2 Identify with an individual their needs that may require additional support and their preferences for how the needs may be met

2.3 Agree with the individual and others the risks that need to be managed in living at home and ways to address them










3. Be able to work with individuals to secure additional services and facilities to enable them to live at home

3.1 Support the individual and others to access and understand information about resources, services and facilities available to support the individual to live at home

3.2 Work with the individual and others to select resources, facilities and services that will meet the individual’s needs and minimise risks

3.3 Contribute to completing paperwork to apply for required resources, facilities and services, in a way that promotes active participation

3.4 Obtain permission to provide additional information about the individual in order to secure resources, services and facilities











4. Be able to work in partnership to introduce additional services for individuals living at home



4.1 Agree roles and responsibilities for introducing additional support for an individual to live at home

4.2 Introduce the individual to new resources, services, facilities or support groups

4.3 record and report on the outcomes of additional support measures in required ways










5. Be able to contribute to reviewing support for living at home

5.1 Work with the individual and others to agree methods and timescales for on-going review

5.2 Identify any changes in an individual’s circumstances that may indicate a need to adjust the type or level of support

5.3 Work with the individual and others to agree revisions to the support provided














Learner name:

Date:

Learner signature:

Date:

Assessor signature:

Date:

Internal verifier signature:
(if sampled)

Date:




Unit 75: Support Individuals with Specific Communication Needs

Unit code:

HSC 3029

Unit reference number:

T/601/8282

QCF level:

3

Credit value:

5

Guided learning hours:

35



Unit summary

This unit is for those who support individuals with specific communication needs. It provides the learner with the knowledge and skills that address personal interaction and the use of special methods and aids to promote communication.


Assessment requirements

This unit must be assessed in accordance with Skills for Care and Development’s QCF Assessment Principles.

Learning outcomes 2, 3, 4 and 6 must be assessed in a real work environment.


Additional Information


An individual is someone with specific communication needs who requires care or support.


Aids may include:

  • technological aids

  • human aids.


Others may include:

  • family

  • advocates

  • specialist communication professionals

  • others who are important to the individual’s well-being.


Information may include:

  • observations

  • records

  • feedback from the individual and others.

Assessment methodology

Learning outcomes 2, 3, 4 and 6 are assessed in the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.


Learning outcomes and assessment criteria



Learning outcomes

Assessment criteria

Evidence type

Portfolio reference

Date

1 Understand specific communication needs and factors affecting them


1.1 Explain the importance of meeting an individual’s communication needs

1.2 Explain how own role and practice can impact on communication with an individual who has specific communication needs

1.3 Analyse features of the environment that may help or hinder communication

1.4 Analyse reasons why an individual may use a form of communication that is not based on a formal language system

1.5 Identify a range of communication methods and aids to support individuals to communicate

1.6 Describe the potential effects on an individual of having unmet communication needs












2. Be able to contribute to establishing the nature of specific communication needs of individuals and ways to address them

2.1 Work in partnership with the individual and others to identify the individual’s specific communication needs

2.2 Contribute to identifying the communication methods or aids that will best suit the individual

2.3 Explain how and when to access information and support about identifying and addressing specific communication needs











3. Be able to interact with individuals using their preferred communication

3.1 Prepare the environment to facilitate communication

3.2 Use agreed methods of communication to interact with the individual

3.3 Monitor the individual’s responses during and after the interaction to check the effectiveness of communication

3.4 Adapt own practice to improve communication with the individual










4. Be able to promote communication between individuals and others



4.1 Support the individual to develop communication methods that will help them to understand others and be understood by them

4.2 Provide opportunities for the individual to communicate with others

4.3 Support others to understand and interpret the individual’s communication

4.4 Support others to be understood by the individual by use of agreed communication methods











5. Know how to support the use of communication technology and aids



5.1 Identify specialist services relating to communication technology and aids

5.2 Describe types of support that an individual may need in order to use communication technology and aids

5.3 Explain the importance of ensuring that communication equipment is correctly set up and working properly










6. Be able to review an individual’s communication needs and the support provided to address them


6.1 Collate information about an individual’s communication and the support provided

6.2 Contribute to evaluating the effectiveness of agreed methods of communication and support provided

6.3 Work with others to identify ways to support the continued development of communication














Learner name:

Date:

Learner signature:

Date:

Assessor signature:

Date:

Internal verifier signature:
(if sampled)

Date:




Unit 76: Support Individuals who are Bereaved

Unit code:

HSC 3035

Unit reference number:

A/601/7909

QCF level:

3

Credit value:

4

Guided learning hours:

30



Unit summary

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to support individuals who are bereaved.


Assessment requirements

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.


Learning outcomes 3, 4 and 6 must be assessed in a real work environment but in ways that do not intrude on the individual’s privacy.


Additional Information


An individual is someone requiring care or support


Active Listening includes:

  • ability to pick up on non-verbal cues

  • listening for key words as signposts to emotions

  • understanding the meaning of silence

  • using body language and facial expression to indicate interest and empathy.


Others may include:

  • carers

  • friends and relatives

  • line manager

  • others who are important to the individual’s well-being.



Assessment methodology

Learning outcomes 3, 4 and 6 are assessed in the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.


Learning outcomes and assessment criteria



Learning outcomes

Assessment criteria

Evidence type

Portfolio reference

Date

1. Understand the effects of bereavement on individuals

1.1 Describe how an individual may feel immediately following the death of a loved one

1.2 Analyse how the bereavement journey may be different for different individuals










2. Understand principles for supporting individuals who are bereaved

2.1 Compare the key points of theories of bereavement that assist in supporting individuals who are bereaved

2.2 Explain the importance of acting in accordance with an individual’s culture and beliefs when providing support for bereavement

2.3 Explain the importance of empathy in supporting a bereaved individual










3. Be able to support individuals to express their response to loss


3.1 Create an environment where the individual has privacy to express their emotions

3.2 Demonstrate active listening skills to support the individual to express their thoughts, feelings and distress










4. Be able to support individuals who are bereaved


4.1 Assess the individual’s level of distress and their capacity for resilience

4.2 Agree a programme of support with the individual and others

4.3 Carry out own role within the support programme

4.4 Support the individual to identify any changes they may need to make as a result of their loss

4.5 Explain the importance of working at the individual’s pace during the bereavement journey

4.6 Support the individual to manage conflicting emotions, indecision or fear of the future










5. Understand the role of specialist agencies in supporting individuals who are bereaved

5.1 Compare the roles of specialist agencies in supporting individuals who are bereaved

5.2 Describe how to assess whether a bereaved individual requires specialist support

5.3 Explain the importance of establishing agreement with the individual about making a referral to a specialist agency










6. Be able to manage own feelings when providing support for individuals who are bereaved


6.1 Identify ways to manage own feelings while providing support for an individual who is bereaved

6.2 Use support systems to help manage own feelings













Learner name:

Date:

Learner signature:

Date:

Assessor signature:

Date:

Internal verifier signature:
(if sampled)

Date:




Unit 77: Work in Partnership with Families to Support Individuals

Unit code:

HSC 3038

Unit reference number:

H/601/8147

QCF level:

3

Credit value:

4

Guided learning hours:

27



Unit summary

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to work in partnership with families to support individuals.


Assessment requirements

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.

Learning outcomes 2, 3, 4, 5, 6 and 7 must be assessed in a real work environment.


Additional Information


An individual is someone requiring care or support.


Others may include:

  • organisations providing support to family members

  • other professionals.


Resources may include:

  • materials and equipment

  • training

  • financial support

  • transport

  • support groups

  • therapeutic services

  • other professionals.


Agreed ways of working will include policies and procedures where they exist.


Assessment methodology

Learning outcomes 2, 3, 4, 5, 6 and 7 are assessed in the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.


Learning outcomes and assessment criteria



Learning outcomes

Assessment criteria

Evidence type

Portfolio reference

Date

1. Understand partnership working with families


1.1 Analyse the contribution of families to the care and/or support of individuals

1.2 Identify factors that may affect the level of involvement of family members in care and/or support

1.3 Describe dilemmas or conflicts that may arise when working in partnership with families to support individuals

1.4 Explain how the attitudes of a worker affect partnership working with families










2. Be able to establish and maintain positive relationships with families

2.1 Interact with family members in ways that respect their culture, experiences and expertise

2.2 Demonstrate dependability in carrying out actions agreed with families

2.3 Describe principles for addressing dilemmas or conflicts that may arise in relationships with families










3. Be able to plan shared approaches to the care and support of individuals with families

3.1 Agree with the individual, family members and others the proposed outcomes of partnership working with a family

3.2 Clarify own role, role of family members, and roles of others in supporting the individual

3.3 Support family members to understand person centred approaches and agreed ways of working

3.4 Plan ways to manage risks associated with sharing care or support

3.5 Agree with the individual and family members processes for monitoring the shared support plan










4. Be able to work with families to access support in their role as carers

4.1 Work with family members to identify the support they need to carry out their role

4.2 Provide accessible information about available resources for support

4.3 Work with family members to access resources










5. Be able to exchange and record information about partnership work with families

5.1 Exchange information with the individual and family members about:

  • implementation of the plan

  • changes to needs and preferences

5.2 Record information in line with agreed ways of working about:

  • progress towards outcomes

  • effectiveness of partnership working










6. Be able to contribute to reviewing partnership work with families

6.1 Agree criteria and processes for reviewing partnership work with families

6.2 Agree criteria and processes for reviewing support for family members

6.3 Encourage the individual and family members to participate in the review

6.4 Carry out own role in the review of partnership working










7. Be able to provide feedback about support for families

7.1 Provide feed back to others about the support accessed by family members

7.2 Report on any gaps in the provision of support for family members

7.3 Describe ways to challenge information or support that is discriminatory or inaccessible













Learner name:

Date:

Learner signature:

Date:

Assessor signature:

Date:

Internal verifier signature:
(if sampled)

Date:




Unit 78: Promote Positive Behaviour

Unit code:

HSC 3045

Unit reference number:

F/601/3764

QCF level:

3

Credit value:

6

Guided learning hours:

44



Unit summary

The purpose of this unit is to provide the learner with the knowledge, understanding and skills required to promote positive behaviour and respond appropriately to incidences of challenging behaviour.


Assessment requirements

This unit must be assessed in line with Skills for Care and Development’s QCF Assessment Principles.


Learning outcomes 3, 4, 5 and 6 must be assessed in real work environment.


Additional Information


Challenging behaviour may include behaviours that are:

  • repetitive/obsessive

  • withdrawn

  • aggressive

  • self-injurious

  • disruptive

  • anti-social or illegal

  • verbally abusive.


Individual

Child, young person or adult accessing a service.


Well Being eg

  • emotional

  • psychological

  • physical.


Factors

  • communication

  • environment

  • power imbalance

  • excessive demands

  • boredom

  • inconsistent approaches

  • lack of boundaries or goals

  • emotional expression

  • sensory needs

  • physical health

  • mental health

  • an individual’s past experiences

  • age and gender.


Others may include:

  • the individual

  • colleagues

  • families or carers

  • other professionals

  • members of the public

  • advocates.


Antecedent, behaviour and consequences.

Antecedent is what happens before the behaviour.

Behaviour is the actions that are perceived as challenging behaviour or unwanted.

Consequences are what happened as a result of the behaviour.


Assessment methodology

Learning outcomes 3, 4, 5 and 6 are assessed in the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.


Learning outcomes and assessment criteria



Learning outcomes

Assessment criteria

Evidence type

Portfolio reference

Date

1. Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support


1.1 Explain how legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice

1.2 Define what is meant by restrictive interventions

1.3 Explain when restrictive interventions may and may not be used

1.4 Explain who needs to be informed of any incidents where restrictive interventions have been used

1.5 Explain why the least restrictive interventions should always be used when dealing with incidents of challenging behaviour

1.6 Describe safeguards that must be in place if restrictive physical interventions are used










2.Understand the context and use of proactive and reactive strategies

2.1 Explain the difference between proactive and reactive strategies

2.2 Identify the proactive and reactive strategies that are used within own work role

2.3 Explain the importance of identifying patterns of behaviour or triggers to challenging behaviour when establishing proactive and reactive strategies to be used

2.4 Explain the importance of maintaining a person or child centred approach when establishing proactive strategies

2.5 Explain the importance of reinforcing positive behaviour with individuals

2.6 Evaluate the impact on an individual’s well being of using reactive rather than proactive strategies










3. Be able to promote positive behaviour

3.1 Explain how a range of factors may be associated with challenging behaviours

3.2 Evaluate the effectiveness of proactive strategies on mitigating challenging behaviours

3.3 Highlight, praise and support positive aspects of an individual’s behaviour in order to reinforce positive behaviour

3.4 Demonstrate how to model to others best practice in promoting positive behaviour










4. Be able to respond appropriately to incidents of challenging behaviour



4.1 Identify types of challenging behaviours

4.2 Demonstrate how to respond to incidents of challenging behaviour following behaviour support plans, agreed ways of working or organisational guidelines

4.3 Explain the steps that are taken to maintain the dignity of and respect for an individual when responding to an incidents of challenging behaviour

4.4 Demonstrate how to complete records accurately and objectively in line with work setting requirements following an incident of challenging behaviour











5. Be able to support individuals and others following an incident of challenging behaviour



5.1 Demonstrate methods to support an individual to return to a calm state following an incident of challenging behaviour

5.2 Describe how an individual can be supported to reflect on an incident including:

  • how they were feeling at the time prior to and directly before the incident

  • their behaviour

  • the consequence of their behaviour

  • how they were feeling after the incident.

5.3 Describe the complex feelings that may be experienced by others involved in or witnessing an incident of challenging behaviour

5.4 Demonstrate how to debrief others involved in an incident of challenging behaviour

5.5 Describe the steps that should be taken to check for injuries following an incident of challenging behaviour










6. Be able to review and revise approaches to promoting positive behaviour

6.1 Work with others to analyse the antecedent, behaviour and consequences of an incident of challenging behaviour

6.2 Work with others to review the approaches to promoting positive behaviour using information from records, de-briefing and support activities

6.3 Demonstrate how reflection on own role in an incident of challenging behaviour can improve the promotion of positive behaviour














Learner name:

Date:

Learner signature:

Date:

Assessor signature:

Date:

Internal verifier signature:
(if sampled)

Date:




Unit 79: Support use of Medication in Social Care Settings

Unit code:

HSC 3047

Unit reference number:

F/601/4056

QCF level:

3

Credit value:

5

Guided learning hours:

40



Unit summary

This unit assesses support for use of medication in social care settings. It covers broad types, classifications and forms of medication, as well as safe handling and storage. It addresses practical support for use of medication that reflects social care principles and values, and includes the need for accurate recording and reporting.


^ Forbidden Combinations

Learners taking the Edexcel Level 2 Diploma in Health and Social Care (Adults) for England (QCF) must not take this unit with:

Unit 36: Administer Medicaton to Individuals and Monitor the Effects (ASM 34, Y/501/0598).

Assessment requirements

This unit must be assessed in line with Skills for Care and Development’s Assessment Principles.

Learning outcomes 5, 7 and 8 must be assessed in the workplace.


^ Additional Information


Agreed ways of working will include policies and procedures where these exist


An individual is someone requiring care or support.


Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient.


Using medication correctly must ensure that the individual receives:

  • the correct medication

  • in the correct dose

  • by the correct route

  • at the correct time

  • with agreed support

  • with respect for dignity and privacy.


Practical difficulties may include:

  • lost medication

  • missed medication

  • spilt medication

  • an individual’s decision not to take medication

  • difficulty in taking medication in its prescribed form

  • wrong medication used

  • vomiting after taking medication

  • adverse reaction

  • discrepancies in records or directions for use.



Assessment methodology

Learning outcomes 5, 7 and 8 are assessed in the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.


Learning outcomes and assessment criteria



Learning outcomes

Assessment criteria

Evidence type

Portfolio reference

Date

1. Understand the legislative framework for the use of medication in social care settings

1.1 Identify legislation that governs the use of medication in social care settings

1.2 Outline the legal classification system for medication

1.3 Explain how and why policies and procedures or agreed ways of working must reflect and incorporate legislative requirements










2. Know about common types of medication and their use

2.1 Identify common types of medication

2.2 List conditions for which each type of medication may be prescribe

2.3 Describe changes to an individual’s physical or mental well-being that may indicate an adverse reaction to a medication










3. Understand roles and responsibilities in the use of medication in social care settings

3.1 Describe the roles and responsibilities of those involved in prescribing, dispensing and supporting use of medication

3.2 Explain where responsibilities lie in relation to use of ‘over the counter’ remedies and supplements










4. Understand techniques for administering medication

4.1 Describe the routes by which medication can be administered

4.2 Describe different forms in which medication may be presented

4.3 Describe materials and equipment that can assist in administering medication










5. Be able to receive, store and dispose of medication supplies safely

5.1 Demonstrate how to receive supplies of medication in line with agreed ways of working

5.2 Demonstrate how to store medication safely

5.3 Demonstrate how to dispose of un-used or unwanted medication safely










6. Know how to promote the rights of the individual when managing medication

6.1 Explain the importance of the following principles in the use of medication

  • consent

  • self-medication or active participation

  • dignity and privacy

  • confidentiality.

6.2 Explain how risk assessment can be used to promote an individual’s independence in managing medication

6.3 Describe how ethical issues that may arise over the use of medication can be addressed










7. Be able to support use of medication

7.1 Demonstrate how to access information about an individual’s medication

7.2 Demonstrate how to support an individual to use medication in ways that promote hygiene, safety, dignity and active participation

7.3 Demonstrate strategies to ensure that medication is used or administered correctly

7.4 Demonstrate how to address any practical difficulties that may arise when medication is used

7.5 Demonstrate how and when to access further information or support about the use of medication










8. Be able to record and report on use of medication

8.1 Demonstrate how to record use of medication and any changes in an individual associated with it

8.2 Demonstrate how to report on use of medication and problems associated with medication, in line with agreed ways of working













Learner name:

Date:

Learner signature:

Date:

Assessor signature:

Date:

Internal verifier signature:
(if sampled)

Date:




Unit 80: Support Individuals at the End of Life

Unit code:

HSC 3048

Unit reference number:

T/601/9495

QCF level:

3

Credit value:

7

Guided learning hours:

53



Unit summary

This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to support end of life care.


Assessment requirements

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.

Learning outcomes 4, 7, 8, 9 and 10 must be assessed in a real work environment in ways that do not intrude on the care of an individual at the end of life.


Additional Information


Legislation and agreed ways of working will include policies and procedures where these apply, and may relate to:

  • equality, diversity and discrimination

  • data protection, recording, reporting, confidentiality and sharing information

  • the making of wills and living wills

  • dealing with personal property of deceased people

  • removal of medical equipment from deceased people

  • visitors

  • safeguarding of vulnerable adults.


Systems for advance care planning may include:

    • Gold Standard Framework

    • Preferred Priorities for Care.


An individual is the person requiring end of life care.


Key people may include:

  • family members

  • friends

  • others who are important to the well-being of the individual.


Support organisations and specialist services may include:

  • nursing and care homes

  • specialist palliative care services

  • domiciliary, respite and day services

  • funeral directors.


Other members of the team may include:

  • line manager

  • religious representatives

  • specialist nurse

  • occupational or other therapist

  • social worker

  • key people.


Actions may include:

  • attending to the body of the deceased

  • reporting the death through agreed channels

  • informing key people.


Agreed ways of working will include policies and procedures where these exist.


Assessment methodology

Learning outcomes 4, 7, 8, 9 and 10 are assessed in the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.


Learning outcomes and assessment criteria



Learning outcomes

Assessment criteria

Evidence type

Portfolio reference

Date

1. Understand the requirements of legislation and agreed ways of working to protect the rights of individuals at the end of life


1.1 Outline legal requirements and agreed ways of working designed to protect the rights of individuals in end of life care

1.2 Explain how legislation designed to protect the rights of individuals in end of life care applies to own job role











2. Understand factors affecting end of life care

2.1 Outline key points of theories about the emotional and psychological processes that individuals and key people may experience with the approach of death

2.2 Explain how the beliefs, religion and culture of individuals and key people influence end of life care

2.3 Explain why key people may have a distinctive role in an individual’s end of life care

2.4 Explain why support for an individual’s health and well-being may not always relate to their terminal condition










3. Understand advance care planning in relation to end of life care

3.1 Describe the benefits to an individual of having as much control as possible over their end of life care

3.2 Explain the purpose of advance care planning in relation to end of life care

3.3 Describe own role in supporting and recording decisions about advance care planning

3.4 Outline ethical and legal issues that may arise in relation to advance care planning










4. Be able to provide support to individuals and key people during end of life care



4.1 Support the individual and key people to explore their thoughts and feelings about death and dying

4.2 Provide support for the individual and key people that respects their beliefs, religion and culture

4.3 Demonstrate ways to help the individual feel respected and valued throughout the end of life period

4.4 Provide information to the individual and/or key people about the individual’s illness and the support available

4.5 Give examples of how an individual’s well-being can be enhanced by:

  • environmental factors

  • non-medical interventions

  • use of equipment and aids

  • alternative therapies

4.6 Contribute to partnership working with key people to support the individual’s well-being










5. Understand how to address sensitive issues in relation to end of life care

5.1 Explain the importance of recording significant conversations during end of life care

5.2 Explain factors that influence who should give significant news to an individual or key people

5.3 Describe conflicts and legal or ethical issues that may arise in relation to death, dying or end of life care

5.4 Analyse ways to address such conflicts










6. Understand the role of organisations and support services available to individuals and key people in relation to end of life care



6.1 Describe the role of support organisations and specialist services that may contribute to end of life care

6.2 Analyse the role and value of an advocate in relation to end of life care

6.3 Explain how to establish when an advocate may be beneficial

6.4 Explain why support for spiritual needs may be especially important at the end of life

6.5 Describe a range of sources of support to address spiritual needs










7. Be able to access support for the individual or key people from the wider team


7.1 Identify when support would best be offered by other members of the team

7.2 Liaise with other members of the team to provide identified support for the individual or key people











8. Be able to support individuals through the process of dying


8.1 Carry out own role in an individual’s care

8.2 Contribute to addressing any distress experienced by the individual promptly and in agreed ways

8.3 Adapt support to reflect the individual’s changing needs or responses

8.4 Assess when an individual and key people need to be alone










9. Be able to take action following the death of individuals

9.1 Explain why it is important to know about an individual’s wishes for their after-death care

9.2 Carry out actions immediately following a death that respect the individual’s wishes and follow agreed ways of working

9.3 Describe ways to support key people immediately following an individual’s death










10. Be able to manage own feelings in relation to the dying or death of individuals


10.1 Identify ways to manage own feelings in relation to an individual’s dying or death

10.2 Utilise support systems to deal with own feelings in relation to an individual’s dying or death













Learner name:

Date:

Learner signature:

Date:

Assessor signature:

Date:

Internal verifier signature:
(if sampled)

Date:




Unit 81: Prepare Environments and Resources for Use During Healthcare Activities

Unit code:

HSC 3049

Unit reference number:

R/601/8824

QCF level:

2

Credit value:

3

Guided learning hours:

20



Unit summary

This unit is aimed at health and social care staff who prepare for individual’s health care intervention, treatment or therapy and ensure that the environment is cleaned, cleared and left ready for the next intended use.


Assessment requirements

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.


Learning outcomes 2 and 3 must be assessed in a real work environment.


Assessment methodology

Learning outcomes 2 and 3 are assessed in the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.


Learning outcomes and assessment criteria



Learning outcomes

Assessment criteria

Evidence type

Portfolio reference

Date

1. Understand how to prepare and manage environments and resources for use during healthcare activities

1.1 Explain how the environment is prepared, maintained and cleaned to ensure it is ready for the healthcare activity

1.2 Describe the roles and responsibilities of team members in the preparation and management of the environment and resources

1.3 Explain how to investigate, make the necessary adjustments to and report problems with the environment

1.4 Describe the impact of environmental changes on resources including their storage and use











2. Be able to prepare environments, medical equipment, devices and resources for use during healthcare activities



2.1 Apply health and safety measures relevant to the healthcare activity and environment

2.2 Apply standard precautions for infection prevention and control

2.3 Ensure conditions within the immediate environment are set at levels which maintain individual comfort

2.4 Ensure that all essential resources are available in advance of planned healthcare activities

2.5 Ensure all medical equipment, devices and resources are in a suitable, safe condition for the activity to be carried out

2.6 Report any problems with medical equipment, devices and resources as required

2.7 Demonstrate the relevant equipment and medical devices are selected, prepared and functioning within the agreed parameters prior to use

2.8 Prepare resources for the activity in line with clinical governance











3. Be able to ensure that environments and resources are ready for their next intended use



3.1 Describe the importance of ensuring that environments are ready for their next use

3.2 Outline the factors that influence the readiness of environments for use in health care activities

3.3 Clean and make safe re-useable items prior to storage in accordance with agreed policies

3.4 Dispose of used, damaged or out of date items safely

3.5 Return un-opened, unused and surplus resources to the correct location for storage

3.6 Monitor the available levels of consumable materials used in healthcare activities

3.7 Replenish consumable materials used in healthcare activities in accordance with protocols

3.8 Ensure all information is accurately recorded as specified in local policies














Learner name:

Date:

Learner signature:

Date:

Assessor signature:

Date:

Internal verifier signature:
(if sampled)

Date:




Unit 82: Prepare for and Carry out Extended Feeding Techniques

Unit code:

HSC 3050

Unit reference number:

A/601/8980

QCF level:

3

Credit value:

4

Guided learning hours:

27



Unit summary

This unit is aimed at those working in a wide range of settings.

It provides the learner with the knowledge and skills required to prepare for and carry out extended feeding techniques to ensure individuals nutritional and fluid intake.


Assessment requirements

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.


Learning outcomes 4, 5, 6 and 7 must be assessed in a real work environment.


^ Additional Information




Download 2,98 Mb.
leave a comment
Page17/20
Date conversion07.12.2011
Size2,98 Mb.
TypeДокументы, Educational materials
Add document to your blog or website
1   ...   12   13   14   15   16   17   18   19   20
Be the first user to rate this..
Your rate:
Place this button on your site:
docs.exdat.com


The database is protected by copyright ©exdat 2000-2014
При копировании материала укажите ссылку
send message
Documents

Рейтинг@Mail.ru
наверх