(P1) Operant conditioning is a type of behavior modification which can be used to either decrease or increase the likelihoods of a certain aspect of a behavior will occur. Constant internal environment means that the … 10000+ results for 'health and social care unit 1 level 3' CM1 Learning Outcome 4: Evaluate the role of Health and Social Care Practitioners Open the box. Learn vocabulary, terms, and more with flashcards, games, and other study tools. 9.1b. Marieb, K.N. Care Certificate and Levels 2, 3 & 5 Diploma/NVQ in Care Answers. Level 3 is broadly aligned to the Scottish Credit and Qualifications Framework (SCQF) Level 6 / 7. What are Duty of Care and Duty of Candour how do they affect your role as a care worker? relevant to individuals and employers and affordable for all sizes of business and for individuals, rigorous and based on a robust future-looking occupational standard designed and assessed by the sector. Learn vocabulary, terms, and more with flashcards, games, and other study tools. BTEC Level 3 National Health and Social Care: Student Book 1 N. Moonie, C. Aldworth. Schools and colleges may offer qualifications that are not included in the DfE performance tables, if approved for teaching to 16-19 year olds by the Secretary of State for Education in England under Section 96, where this is in the best interests of individual students. 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. 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. List how someone may feel if they have: 1. Start studying Health and Social Care Level 3 Cambridge Technicals - Unit 2. The remaining 30 credits are accumulated by completing optional units, which will usually geared to subjects aligned with your current role. This qualification confirms competence in these areas for roles such as: Senior Care Support Workers in Residential Settings The NVQ Level 3 in Health and Social Care (QCF) course is aimed individuals working as a senior care assistant or senior support worker in any care settings or looking pursue a degree in Nursing and Social Work. The Certificate provides progression to the Level 4 Diploma in Adult Care (England). BTEC National Level 3 Health and Social Care E. Rasheed, A. Hetherington. An introduction to the health and social education. Home > BTEC National study tools > Health & Social Care > BTEC Health and Social Care Unit 1 (Level 3) BTEC Health and Social Care Unit 1 (Level 3) 0.0 / 5. 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! This is a 60 mark paper taken from the Pearson Workbook. Health and Social Care Level 3, Unit 5, Task 3. The internal environment that our body consists of is made up of blood, tissue fluid, body cell components and our metabolism and its process. The mandatory units for the Level 3 Diploma in Adult Care offer 28 credits towards the qualification. To take the Level 3 qualification, you must be working in a care setting already. Results are made available to CACHE centres throughout the year. Looking into the importance of risk assessments in the setting at a leisure centre. GSHS Level 3 Health and Social Care Unit 2 Flashcard Maker: Samuel Blake. This qualification has no external assessment and a placement in a Real Work Environment is not required. Level 3 qualifications are regulated to the Regulated Qualifications Framework (RQF) in England and Northern Ireland and the Credit and Qualifications Framework for Wales, though many may be offered on a three-country basis. Care Support Workers in Adult Residential Settings, Healthcare Assistants in Community, Primary Care and Acute Health Environments, Care Support Workers in Domiciliary Services, Supported Living or Day Services, the role of the health and social care practitioner in meeting individuals’ needs through inclusive practice, the role and responsibilities of the health and social care practitioner in relation to safeguarding individuals, the role and responsibilities of the health and social care practitioner in relation to infection prevention and control functions of national and local health and social care provision. by Be122565. 9.1c. 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. 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. BTEC Level 3 National Health and Social Care: Student Book 2 M. Billingham, H. Talman. Pearson BTEC Level 3 National Extended Social Care Pearson BTEC Level 3 Diploma in Health and 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. Units offered include public health, sociological and psychological perspectives, caring for children and young people, and safeguarding adults and promoting independence. your UCAS Tariff points, Qualification A levels or other vocational qualifications. The information contained on this website is a study guide only. Working in Health and social care. These vocational qualifications help level 3 students develop the practical knowledge, skills and understanding they need to prepare for their chosen career. Health and social care unit 1 level 3. Students will develop generic, transferable skills valued by employers, such as effective teamwork, planning and health and safety principles. In depth assignment for Unit 3 Task 2. Level 3 criteria require students to analyse, draw conclusions, interpret or justify, which are all examples of higher level skills. The mandatory units for the Level 3 Diploma in Adult Care offer 28 credits towards the qualification. Information Profile list, 2013 Review of Adult Vocational Qualifications. This could include: Senior member of staff, Carer, Family member, 5.7a Demonstrate that their actions promote person centred values including: individuality, independence, privacy, partnership, choice, dignity, respect, rights, 6.1a Describe the different ways that people communicate, 6.1b Describe how communication affects relationships at work, 6.1c Describe why it is important to observe and be receptive to an individual’s reactions when communicating with them, 6.2a Describe how to establish an individual’s communication and language needs, wishes and preferences, 6.2b List a range of communication methods and styles that could help meet an individual’s communication needs, wishes and preferences, 6.3a List barriers to effective communication, 6.3b Describe ways to reduce barriers to effective communication, 6.3c Describe how to check whether they (the HCSW/ASCW) have been understood, 6.3d Describe where to find information and support or services, to help them communicate more effectively, 6.4a Describe what confidentiality means in relation to their role, 6.4b List any legislation and agreed ways of working to maintain confidentiality in day-to-day communication, 6.4c Describe situations where information, normally considered to be confidential, might need to be passed on, 6.4d Describe who they should ask for advice and support about confidentiality, 7.1a Describe what is meant by privacy and dignity, 7.1b List situations where an individual’s privacy and dignity could be compromised, 7.1c Describe how to maintain privacy and dignity in the work setting. A significant number of students will undertake these qualifications post-19. Some of these qualifications are occupational, and may not be designed specifically for progression to HE. Hoehn. Start studying Health and Social Care Level 3 (Unit 1). For detailed unit and content information, please view the qualification specifications on the CACHE website. This/These qualification/s has/have not been subject to the same reforms as Applied General and Tech Level qualifications (which are specifically designed for 16-19 year old students), however the ESFA has implemented a new set of business rules for the approval of qualifications for funding, based on the 2013 Review of Adult Vocational Qualifications in England. 1.2 Summarise the main points of legal requirements and codes of practice for handling information in care settings. The Level 3 Diploma in Adult Care (RQF) is a nationally-recognised qualification for senior care workers. If they are presented for admission to HE it is likely to be in conjunction with other qualifications. communication, innovation and critical evaluation. In 2015 CACHE became part of NCFE. Human Anatomy & Physiology E.N. 5.5a Ensure that where individuals have restricted movement or mobility that they are comfortable. Health and Social Unit 2 … Nine ‘core mandatory’ units; one Extended Assessment covering the ‘core mandatory’ units; five ‘diploma mandatory’ units; one Extended Assessment covering the ‘diploma mandatory’ units; 3 optional units from ‘optional’ group 1 and 1 optional unit from ‘optional’ group 2; placement in a Real Work Environment: 175 hours. This could include: Senior member of staff, Carer, Family member, 7.5a Describe the importance of how valuing people contributes to active participation, 7.5b Explain how to enable individuals to make informed choices about their lives, 7.5c List other ways they can support active participation, 7.5d Describe the importance of enabling individuals to develop skills in self-care and to maintain their own network of friends within their community, 7.6a Demonstrate that they can support the active participation of individuals in their care, 7.6b Reflect on how their own personal views could restrict the individual’s ability to actively participate in their care, 7.6c Report any concerns to the relevant person. No guarantee is given for the accuracy, completeness, efficacy, timeliness, or correct sequencing of the information contained on this website. Dementia 3. It has been know previously as: NVQ Level 3 in Health and Social Care; Level 3 Diploma in Health and Social Care (QCF) It is designed to confirm the occupational competency of care workers that have a lead role in their organisation. The Award shares three mandatory units with the Certificate. 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. These qualifications may have been taken as part of a wider study programme or an apprenticeship. 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. 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