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. Home / Health & Social Care / BTEC Health and Social Care Assessment Guides Take the guesswork out of BTEC assessment with sample student work and assessor feedback for all criteria These compact guides lead students through each pass, merit and distinction criterion by clearly showing them what they are required to do. This is just one of the solutions for you to be successful. Btec Health And Social Care Assessment Guide Level 2 Unit 9.6d Describe situations where an assessment of capacity might need to be undertaken and the meaning and significance of “advance statements” regarding future care. 9.2a. The information contained on this website is a study guide only. 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. This could include: Senior member of staff, Carer, Family member, 5.4a Raise any concerns directly with the individual concerned, 5.4b Raise any concern with their supervisor/ manager, 5.4c Raise any concerns via other channels or systems e.g. Describe the social model of disability and how it underpins positive attitudes towards disability and involving people in their own care, 9.3a. 11.1 Explain what you must do if you suspect a child, young person (met in any circumstances) is being abused or neglected. 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. 5.5a Ensure that where individuals have restricted movement or mobility that they are comfortable. This could include: Senior member of staff, Carer, Family member, 8.1a Describe the importance of food safety, including hygiene, in the preparation and handling of food, 8.1b Explain the importance of good nutrition and hydration in maintaining health and wellbeing, 8.1c List signs and symptoms of poor nutrition and hydration, 8.1d Explain how to promote adequate nutrition and hydration, 8.2a Ensure drinks are within reach of those that have restrictions on their movement/ mobility, 8.2b Ensure that drinks are refreshed on a regular basis, 8.2c Ensure that individuals are offered drinks in accordance with their plan of care, 8.2d Support and encourage individuals to drink in accordance with their plan of care, 8.2e Know how to report any concerns to the relevant person. 9.1b. 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. wheelchairs, prosthetics, catheter tubes, 5.5d Remove or minimise any environmental factors causing pain or discomfort. This could be provided by an external training agency or by doing one of the many tests that can be found online. Learning Disabilities. This space should include a brief description of the area the person will be trying to develop and what difference the learning could make to their role. I now know a wide range of topical medications and what thy are used for. 1 ... Level 2 Health and Social Care Component 3 - Flash Cards ... Grade 3 - Summative Assessment - Fitness Test 2.3 Maintain records that are up-to-date, complete, accurate and legible. 9.3b. Care Certificate and Levels 2, 3 & 5 Diploma/NVQ in Care Answers. Explain how these conditions may influence a person’s needs in relation to the care that they may require. The blank workbook for standard 2 can be downloaded from the Skills for Care website (PDF format). 9.6c Explain what is meant by “consent”, and how it can change according to what decisions may need to be taken. Identify the skills, knowledge and attitudes needed for the work role you have chosen in question 1. Course details. 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. Kindle File Format Btec Level 2 First Health And Social Care Student Book Level 2 Btec First Health And Social Care Yeah, reviewing a ebook btec level 2 first health and social care student book level 2 btec first health and social care could accumulate your near contacts listings. Explain why early detection of mental health needs, dementia or learning disability is important. Your choice of optional units will depend on what the awarding body and your training provider can offer. Find ads with prices Btec-level-2 from R300. Level 2 Health and Social Care: Core Qualification Handbook 7 To achieve the Level 2 Health and Social Care: Core (Adults & Children and Young People) learners must achieve seven mandatory units 001 – 007. BTEC Level 3 Diploma In Adult Care RQF (All 10 Unit Answers) (Answers for 15 Standards) The Care Certificate (All 15 Standard Answers) (All Answers for 19 UNITS) NVQ / QCF Level 3 Health and Social Care (All Answers for 19 UNITS) (All 16 Essays) NVQ Level 5 in Health and Social Care (All Answers … How to address and manage dilemmas between duty of care and an individual's rights, How To Manage Comments and Complaints Effectively, How to deal with incidents, errors and near-misses in care settings, How to deal with confrontation and difficult situations, 4.1a Explain what is meant by: diversity, equality, inclusion, discrimination, 4.1b Describe ways in which discrimination may deliberately or inadvertently occur in the work setting, 4.1c Explain how practices that support equality and inclusion reduce the likelihood of discrimination, 4.2a Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to their own role, 4.2b Demonstrate interaction with individuals that respects their beliefs, culture, values and preferences, 4.2c Describe how to challenge discrimination in a way that encourages positive change, 4.3a Identify a range of sources of information, advice and support about diversity, equality and inclusion, 4.3b Describe how and when to access information, advice and support about diversity, equality and inclusion, 4.3c Explain who to ask for advice and support about equality and inclusion, 5.1a Describe how to put person-centred values into practice in their day-to-day work, 5.1b Describe why it is important to work in a way that promotes person centred values when providing support to individuals, 5.1c Identify ways to promote dignity in their day-to-day work, 5.2a Describe the importance of finding out the history, preferences, wishes and needs of the individual, 5.2b Explain why the changing needs of an individual must be reflected in their care and/or support plan, 5.2c Explain the importance of supporting individuals to plan for their future wellbeing and fulfilment, including end-of-life care, 5.3a Take appropriate steps to remove or minimise the environmental factors causing the discomfort or distress. 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. An individual tripped on a rug and sprained their ankle, Upon reflection, I thought about how the accident could have been avoided and how similar accidents could be avoided in future, I now do regular observational checks for potential hazards in the workplace, I understand that although some risk is unavoidable, proper planning and care can minimise risk to acceptable levels, My manager informed me that she had observed me performing personal care without the correct PPE (I used gloves but did not wear an apron), I now know that i should wear both apron and gloves when performing personal care, Having reviewed my organisation's personal care policy and procedure I now perform personal care in the correct way using correct PPE, My manager helped me to understand the importance of using a disposable apron so that potential infection cannot be transferred between clients on my clothes, My co-workers (particular experienced and senior colleagues), Governmental agencies (e.g. Health and social care can cover a wide range of service users who have different levels and types of care. 9.6c Explain what is meant by “consent”, and how it can change according to what decisions may need to be taken. Labour law covers the deal between employee and employer. Qcf Level 2 In Health And Social Care Answers. 3.2 Support others to understand and contribute to records. We… Over time, things do change and it is important that workers’ knowledge, skills and understanding remain relevant so that their practice is correct. 2 Know barriers to accessing health and social care services 283 3 Understand principles of partnership in health and social care 286 4 Understand requirements for job roles in health and social care 287 BTEC Level 2 First Health and Social Care uncorrected first proofs issued by marketing 2010. Describe the social model of disability and how it underpins positive attitudes towards disability and involving people in their own care, 9.3a. 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. 7.2a Demonstrate that their actions maintain the privacy of the individual. Describe what adjustments might need to be made to the way care is provided if someone has 1. 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. I know how to apply topical medication correctly and the right amount to use. BTEC Tech Award H&Sc. Without feedback from others, I may believe that I am doing something correctly when in reality I am not. BTEC First Health and Social Care Level 2 (3rd Edition). 2.4 Support audit processes in line with own role and responsibilities. 9.6d Describe situations where an assessment of capacity might need to be undertaken and the meaning and significance of “advance statements” regarding future care. 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. Learning Disabilities. ... answer also provides a partial description but does not address the question. I may earn commissions from qualifying purchases from Amazon. 9.4b. How to address and manage dilemmas between duty of care and an individual's rights, How To Manage Comments and Complaints Effectively, How to deal with incidents, errors and near-misses in care settings, How to deal with confrontation and difficult situations, 4.1a Explain what is meant by: diversity, equality, inclusion, discrimination, 4.1b Describe ways in which discrimination may deliberately or inadvertently occur in the work setting, 4.1c Explain how practices that support equality and inclusion reduce the likelihood of discrimination, 4.2a Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to their own role, 4.2b Demonstrate interaction with individuals that respects their beliefs, culture, values and preferences, 4.2c Describe how to challenge discrimination in a way that encourages positive change, 4.3a Identify a range of sources of information, advice and support about diversity, equality and inclusion, 4.3b Describe how and when to access information, advice and support about diversity, equality and inclusion, 4.3c Explain who to ask for advice and support about equality and inclusion, 5.1a Describe how to put person-centred values into practice in their day-to-day work, 5.1b Describe why it is important to work in a way that promotes person centred values when providing support to individuals, 5.1c Identify ways to promote dignity in their day-to-day work, 5.2a Describe the importance of finding out the history, preferences, wishes and needs of the individual, 5.2b Explain why the changing needs of an individual must be reflected in their care and/or support plan, 5.2c Explain the importance of supporting individuals to plan for their future wellbeing and fulfilment, including end-of-life care, 5.3a Take appropriate steps to remove or minimise the environmental factors causing the discomfort or distress. BTEC Tech Award H&Sc . Further information on this standard (including all learning outcomes and assessment criteria) can found here. Examiners' report - Moderated units PDF 137KB; Combined feedback - Principles of working in health, social care, and childcare Unit 01 - Combined feedback on the June 2018 on-screen test PDF 2MB; Combined feedback - Health and safety in practice Unit 02 - Combined feedback on the January 2018 on-screen test (including selected exemplar candidate answers) PDF 5MB This brand new RQF qualification was launched on 1st January 2018 replacing the older Health & Social Care - Level 2 Diploma (QCF). 9.2a. Information for students and teachers of our BTEC Tech Awards in Health and Social Care Level 1 and 2, including key documents and the latest news. 3.1 Support others to understand the need for secure handling of information. 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. DO NOT copy and paste it into you portfolio or it is very likely your tutor will fail you. This could include: Lighting, Noise, Temperature, Unpleasant odours, 5.3b Report any concerns they have to the relevant person. 9.4a. DO NOT copy and paste it into you portfolio or it is very likely your tutor will fail you. Health and Social Care-COMPLETE COURSE 1A - BTEC Tech Award Level 2. The Level 2 Diploma in Care (RQF) is a nationally-recognised qualification for people that work in the care industry.. Hetherington, Alison, and Rasheed, Elizabeth. This qualification is to guide … This page contains exemplary answers for all the questions in the workbook for standard 2 of The Care Certificate – Your Personal Development. 9.4a. You can fill in the example shown below or do your own, following the same structure, to give to anyone starting work. 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. 5 Diploma/NVQ in care settings same structure, to give to anyone starting.... 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