hsc level 2 mandatory units &324677gthrrty577 copy

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NVQ Made Simple

Unit HSC21 Communicate with and complete records for

individuals

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Elements within HSC 21

a. Work with individuals and others to identify the best forms of

communication

b. Listen and respond to individuals’ questions and concerns

c. Communicate with individuals

d. Access and update records and reports There are 14 knowledge requirements within this unit and you will

need to show that you are informed about them all and you understand

the applications likewise.

K1. What are the legal and organisational requirements on equality, diversity, discrimination and rights when communicating with and completing records and reports about individuals?

You need to look into your organisation’s policy on the service user’s rights in relation to communication and completing records, sometimes referred to as “Client’s Charter of rights” You might come across organisational requirements such as stated below please add more to this list as appropriate:

Each service user has a right to information regarding their care service that does not discriminate on the basis of race or ethnic origin, creed, colour, religion, political affiliation, disability or impairments, marital status, parenthood, sexual gender or sexual orientation.

Each service user has the right of access to their personal care records and to comment on them accordingly. Service users have the right to appoint an advocate to make their wishes and preferences known if they are unable to do so.

Each service user has the right to be assured that no personal or confidential information concerning their affairs will be disclosed to a third party without their express permission

Each service user has the right to communicate using their preferred methods of communication and language.

K2. How do you provide active support to enable individuals to

communicate their needs, views and preferences? You will need to explain how you will support individuals you work with to communicate their needs, views and preferences. This can include the use of: Interpreters Translators Signers For individuals who speak a different language to the care worker, or who are hard of hearing and have hearing impairments.

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Specialist equipment e.g. hearing aids can be used to aid individual communication abilities. K3 Give examples of methods and ways of communicating that:

Support equality and diversity

You will discover at work you are likely to communicate with various individuals from different cultural backgrounds, race and belief you need to take this into consideration. For example some individuals may wish to be addressed by their first name while another might prefer to be addressed as Mr or Mrs.......

Support the rights of people to communicate in their preferred method, media and language Individuals need to be given choices of methods of communication by right to ensure you discover the most appropriate method. For example if an individual is hard of hearing and can hear you if you raise your voice while communicating they might prefer you to use a catalogue of pictures to present your questions or a pen and paper you need to make these options available to the individuals you work with.

Are effective when dealing with, and challenging discrimination when communicating with, individuals and key people For example while you are caring for an individual a colleague of yours comes in to enquire information from your client and instead of directing the question to the individual she or he directs it to you e.g What is the client’s name? The appropriate method to deal with this scenario would be to politely ask your colleague to ask the individual themselves rather than ignoring them or assuming they would be unable to respond. Think of a different scenario for your NVQ.

K4 Outline the codes of practice and conduct, and standards and

guidance relevant to your own and the roles, responsibilities, accountability and duties of others when communicating with and completing records and reports about individuals.

General Social Care Council (GSCC) Code of Practice Section 2 says as a social care worker, you must strive to establish and maintain the trust and confidence of service users and carers. This includes: 2.2 Communicating in an appropriate, open, accurate and straightforward way;

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2.3 Respecting confidential information and clearly explaining agency policies about confidentiality to service users and carers Section 6 says as a care worker, you must be accountable for the quality of your work. This includes: 6.2 Maintaining clear and accurate records required by procedures established for your work K5 State current local, UK and European legislation, and

organisational requirements, procedures and practices for: Accessing records and information about an individual’s

communication and language needs and preferences Recording, reporting, confidentiality and sharing information,

including data protection Communicating with individuals

Before you can access records and information on individuals you work with you need to be aware of legislation and organisational procedures such as: Data Protection Act 1998 Access to medical records Act Human Rights Act 1998 Care Standards Act 2000 Confidentiality policy General Social Care Council (GSCC) Code of Practice

K6 What actions should you take when you observe any key changes

in the individual’s communication skills and abilities; in terms of what they are trying to communicate and in their ability to her?

Some of the different changes you might observe are:

Frustration

Anger

Challenging behaviour

Depression

Isolation

Individual being withdrawal

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Where you observe changes:

Address issues with service user; make him comfortable and relaxed maybe the individual will tell you. Try to promote communication using another method, encourage confidence by chatting with individual

Discuss with other key people how to help service user to communicate effectively

Report to your line manager, a re-assessment maybe required

K7 List some of the factors that can affect the communication skills,

abilities and development of the individuals with whom you are working

1. Hearing impairment 2. Visual impairment 3. Learning disabilities 4. Physical disabilities (Cerebral Palsy, Motor-Neurone Disease,

Parkinson's, Stroke etc.) 5. Dementia 6. Autism 7. Mental issues - psychosis, depression 8. Language barriers

K8 Give ways to communicate with the people you work with, how to

find out about the individual’s communication and language needs, wishes and preferences

There are different ways you can support an individual with communication. Some of them are: Verbal speech using their preferred language Touch for example Sign Language Makaton Body language for example nodding your head for yes Technical aids e.g. There are electronic equipment that can change written text to the spoken word, computers Human aids e.g. interpreters, translators or advocates Visual aids e.g. the use of pictures, flash cards, pen and paper to write instead of speaking

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K9 What is the importance of? Focusing on the individual Active listening Space and positioning when communicating Body language and eye contact when communicating Giving individuals sufficient time to communicate Using the individual’s preferred means of communication and

language Checking that you and the individuals understand what has been

communicated How to adapt the way you communicate

a) Focusing on the individual

This means looking at the individual you are talking to or who is talking to you with attention and concentration. Sometimes I have to lower myself to client’s level and stay where I can be clearly seen so that the client will know that I am listening to them and I understand what they are saying.

b) Active listening.

The use of "aha, mm" and similar expressions which indicates that you are still listening understanding the individual talking to you. Paying attention is important to develop a good interpersonal relationship with individuals and build a level of trust.

c) Space and positioning . Lean slightly towards the person who is speaking as it indicates interest and concern Have an open and interested facial expression and body position, which should reflect the tone of conversation (happy, serious, and worried). Client’s preference of space should be considered as some individuals might prefer you rather keep a distance while communicating with them.

d) Body language and eye contact.

Maintain eye contact without starring at individuals. Nod your head to encourage the person to talk and this shows that you understand what they are saying.

e) Sufficient time.

Always give service user sufficient time to understand the content of communication and time to respond. Every individual would have a certain pace they communicate at therefore in order not to rush them it is important to follow their pace.

f) Preferred method of communication.

Individuals would have preferences to what method of communication is used at

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any given time it is essential to use the individual’s preferred method so that the individual’s communication needs are met. For example:

Appropriate pace, space, position

Appropriate touch

Electronic devices or hearing aids

Written communication, flash cards.

g) Checking understanding

Make sure that your communication is being understood

To check, recap service user on what you have discussed

If necessary repeat back what service user has told you to check that you understood and show that you are listening well

h) Adapting communication.

Support service user's preferred method of communication

Ensure that any aids to communication are set up and in working order (hearing aid)

Re-orientate the conversation if necessary

K10. For your workplace list the different reports and records that you

are required to make and why?

You can consider all the forms you need to fill at work and why you use them. Your list should include:

Service user care plan

Daily activities report

Accident/ Incident report

Medication charts

Fluid chart.....e.t.c

K11. Where, why and how to get permissions to access records and

reports. With a written permission from the service user or suitable representative such as your

manager at work the service users file may be viewed in accordance with the data protection

act and the service use must be informed in writing if the information is going to be viewed as

part of the inspection or regulation process e.g. CSCI inspection. Service users’ records are

confidential and will not be disclosed to a third party. In order to carry out your duties at work

you need verbal permission from either the individual or your line manager to access records

at work.

State what the procedure would normally be at your workplace. K12. How to, and why you need to complete records accurately,

comprehensively and in ways that can be understood by those who need to access and use the records and reports

Recording information is essential in health and care services, because the services that are provided are about people, so it is vital that information is accurate,

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accessible and readable.

To exchange important information with other people (nurses, doctors, social workers or other carers)

To prevent accidents and avoid risks to service user's well-being by recording risk assessments, medication.

When completing records and reports it is important to ensure you use the appropriate language. You need to make it clear what are facts and what are your opinions.

K13. What are the reasons for ensuring confidentiality and security of

records and reports?

Confidentiality is a legal requirement under the Data Protection Act 1998. It is the individual’s right.

Service user’s will not be able to trust a care worker who does not keep information confidential

Service user may not feel valued or able to keep their self-esteem if their private details are shared with others

Service user's safety maybe put at risk if their personal details and habits are shared publicly

K14. How do you and why do you need to share information with

individuals, key people and others? Information you have obtained regarding an individual’s communication needs and how to meet them is meant to be shared so that the individual does not repeat themselves to every care worker that will work with them also it will improve the efficiency of the care service rendered to the individuals. Information sharing in health and social care is effectively done by writing a report, this could be in the service user’s care plan or in a report form stipulated for different kinds of information. Information can also be shared during team meetings.


NVQ Made Simple

Unit HSC22 Support the health and safety of yourself and

individuals

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Elements within HSC22

a. Carry out health and safety checks before you begin work

activities

b. Ensure your actions support health and safety in the place you work

c. Take actions to deal with emergencies.

There are 18 knowledge requirements and 3 elements of

performance requirements within this unit and you will need to show

that you are informed about them all and you understand how to apply

them at work.

K1. What are the legal and organisational requirements on equality,

diversity, discrimination and rights when working with individuals and dealing with emergencies?

The individuals you work with have rights and this applies also when dealing with emergencies. They have a right to:

Be respected

Be treated equally and not be discriminated against

Be treated as an individual

Be treated in a dignified way

Privacy

Be protected from danger and harm

Be cared for in a way that meets their needs, takes account of their choices and also protects them

Access information about themselves

Communicate using their preferred methods of communication and language.

K2. How do you provide active support and promote the individual’s

rights, choices and well- being whilst ensuring healthy and safe working practices and dealing with emergencies? You should be able to:

Explain what is happening in appropriate language

Ensure the dignity of the person is maintained (perhaps by Covering them with appropriate clothing if they are exposed)

Ensure privacy by moving others from the area

Protect others from any harm

Offer as much choice as safe practice will allow

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K3. Outline the codes of Practice and conduct, and standards and

guidance relevant to your own and the roles, responsibilities, accountability and duties of others for health, safety and when

dealing with emergencies.

Report incident immediately

Offer support and comfort to the individual involved.

Reassure others present

Ensure immediate area is safe

Offer first aid. ONLY IF TRAINED AND APPROVED TO DO SO Call for further assistance if required

Record incident promptly

Responsibilities

What your employer or manager needs to do to ensure your safety at work

What you must do to stay safe at work.

Make sure that equipment is safe Take care of yourself and others

Provide health and safety training for you.

Cooperate with your employer

Make sure that no one is put at risk Not to interfere with, or misuse, any health and safety equipment

Make sure there is a health and safety policy

Report any dangerous situations to your manager.

Make sure that the workplace is kept in good condition

Provide Personal Protective Equipment free of charge

K4. Outline current Local, UK and European legislation,

organisational requirements, procedures and practices for:

Data protection including recording, reporting, confidentiality and sharing information and how to complete records for accidents and emergencies

Data protection is a Legal requirement

You need to report and record so as to cover yourself

The process of recording, reporting and sharing information will help to learn from incidents

Inform other staff

The procedure described should talk of time scales, people to be told,

Correct paperwork or relevant forms should be completed.

Health, safety and risk assessment for the environment, your work activities and for the individuals with whom you are working

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You need to know that the procedure of health and safety and risk assessment:

It is a legal requirement

Ensures safety of service users

Ensures safety of staff

Ensures safety of others Ensures comfort and quality of care for service users

The Protection of individuals from danger, harm and abuse

Your responsibility for keeping yourself and others safe Common procedures and practices are:

Locking doors

Checking id of visitors

Signing visitors book

CRB checks for staff (including POVA. Protection of Vulnerable

Adults check)

Risk assessments in place

Regular updates on relevant training

Following agreed procedures

Using PPE ( Personal Protective Equipment)

Correct usage and storage of hazardous material and equipment

Everyone taking responsibility for H&S

Not using “short cuts”

The use and storage of hazardous and non hazardous substances and equipment

Infection control

Wearing PPE

Changing PPE for each service user

Use of double bagging

Washing hands

Cleaning area after use

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K5. How do you access and use records and information relating to

health and safety?

Today within the health and social care sector information is stored in different forms, in paper documents called a risk assessment which could be stored on a computer in the manager’s office whichever way you need permission to access records at work at all times therefore your manager would be your first point of contact or if you are in client’s home you will need to ask the individual to access their records. This information will give you a guide on how to maintain the individual’s health and safety as well as yourself and others you work with.

K6. What actions do you take when you observe any key changes in

the individual’s conditions?

Report changes to senior staff

Record changes in relevant documents

Take any immediate action required to ensure safety of all concerned

K7. What methods do you use to ensure equipments and materials are

used safely including the use of chemicals and hazardous substances?

See K10

K8. Highlight methods of storing different equipment and materials

safely and securely.

See K11

K9. Explain how to minimise the risk of contamination and infection.

Wearing Personal Protective Equipment (PPE)

Keeping food at correct temperature

Storing food correctly

Labelling food correctly

Dating food stuffs and using in order

Washing hands effectively.

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K10. How do you deal and work with hazardous and non hazardous

materials, equipment and waste, in order to minimise the risks of contamination and danger?

Needles/ syringes: These are known as sharps and are categorized as hazardous materials. Sharps are disposed into a hard plastic box usually yellow; these boxes are sealed and incinerated. Boxes should be sealed when they are 60% full, boxes should be locked before removal from its position to ensure infection control.

Used Dressings: These are clinical waste, they should be disposed into yellow plastic clinical bags which are labelled with contents and location, this waste is incinerated. This kind of waste should be handled using gloves. To minimise risk of infection the yellow bags are securely sealed when they are 75% full, and double bagged, each bag must be clearly labelled to identify its source. Hands should be washed after the task.

Sputum, Vomit, Blood, Urine and Faeces: Use plastic gloves and cover the body waste with paper towel if it’s a spillage, wipe off the surface with clean paper towels and disinfectant. Dispose soiled towels in a plastic bag knotted securely. If body waste is in a container for example faeces in a commode or urine in a catheter bag this should be transferred securely covered and flushed down the toilet; Commode washed and disinfected. Hands should be washed properly at the end of each task.

Soiled Linen: This should be handled while wearing plastic gloves, if in a client's home the soiled linen should be separated from the unsoiled linen. Use hot temperature water to wash soiled linen in a washing machine. Avoid leaving them on the floor or soaked outside the washing machine to ensure infection control. In Nursing homes, soiled linen are collected into red bags and taken directly to the laundry; these red bags disintegrate in the washing machine. Hands should be washed at the end of such task.

Bleach: This is also a type of hazardous substance used as a cleaning material and disinfectant. The container must not be leaking and should be well labelled to identify it easily. Such substance shouldn't be exposed to the skin for a long time therefore appropriately gloves should be worn while using bleach. After use, bleach should have its lid or caps securely on and be stored away in its appropriate storage place where it is normally kept. Above all labels should be read properly in order to follow any laid down instructions.

Fire Extinguisher: There are different types of fire extinguishers for different types of fire. It is essential to know where they are kept in case of a fire. Instructions must be read carefully before use at all times.

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K11. How do you store equipment and materials safely?

For example:

Wheelchair & Hoist: There are different types of wheelchairs, some are powered and some are manually operated. After use the wheel chair should be stored in its appropriate space where it will not become a hazard or obstacle for easy movement of people in the environment. This also applies to the hoist which is mobility equipment as well. If it is the powered wheelchair or hoist, maintenance will include charging the battery after use and switching off controls before storage, checking equipments are in good working condition before use. These are types of equipment and most be cleaned and stored according to specific instructions within a care home or clients home in the community. Materials could include the individual’s clothing, toiletries etc

K12. How do you move and handle people, items and objects safely?

You will need to describe briefly how you use any equipment to move an

individual.

K13. List the types of personal protective clothing and equipment that

you should and might have to use in your work and the reasons for using such clothing and equipment.

Apron and gloves are worn when giving someone a wash, bath, changing pads, cleaning, using any hazardous substances. These are worn for protection and to reduce any infections. Mask, goggles and plastic shoes are worn when there is a risk of

contamination and also to prevent Infections.

K14. Give examples of aspects of your own health and hygiene that

might pose a threat to individuals, key people and the place in which you work.

Not using gloves when dealing with body fluids will increase the risk of spreading infection to me or other service users.

No wearing of jewellery as it can scratch service users and may harbour infection.

Not wearing sensible flat closed shoes, could lead to injury of myself or others that I am working with.

Using the same pair of gloves and apron to provide personal care to other service users could lead to cross contamination.

Not disposing of clinical waste appropriately could lead to cross

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contamination of others not only in the work place.

Increased stress levels may increase likelihood of mistakes

Poor hygiene may introduce infection or contamination to the workplace

Personal illness may be spread to vulnerable people e.g diarrhoea

Open wounds may spread infection

K15. What are some of the risks and hazards that might cause the

individual, yourself and others to have an accident, fall, be injured and become ill?

Environmental hazards.

Wet floors, especially kitchen, bathroom or toilet

Equipment not stored properly (Wheelchair, commode, hoist)

Cables on the floor not properly covered

Loose rugs or carpets on the floor

Hazards from equipment and materials

Cleaning materials not properly stored

Not maintaining properly hoist and slings

Breakers on bed or wheelchair not being put on

Not maintaining gas or electrical appliances

Hazards connected with people.

Verbal and physical aggression from service users

Visitors or intruders

Service users that are unsteady on their feet

Leaving cleaning equipment or tools around

K16. Outline common reasons why accidents happen in the care

environment and with the individuals with whom you work.

Falls often occurs because service users try to get up too quickly from their bed or chair and are unsteady on their feet or trying to reach something that is too far from them.

Some service users may have poor eyesight and bump into things which lead to bruising their legs or arms.

Service users may have difficulty with swallowing due to illness and can choke if trying to eat too quickly or large amount at once and also when drinking

Incorrect aids and equipment used

Poor staff training

Staff taking “short cuts”

Not clearing away hazards such as trolleys

Service user attempting to move unaided

Wet floors

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K17. Specify groups of individuals that are susceptible to falls,

spillages and breaking items and the reasons for this.

Health and social care workers need to develop an awareness of health and safety risks in their workplace. Care environments are places where accidents can happen often due to some factors like:

Age: Old age makes people become frail and mobility becomes much difficult with the increase in years. At this period falls and trips are inevitable because they are unsteady on their feet.

Impaired vision: accidents are on the increase if an individual cannot see hazards in view.

Hearing Loss: accidents do occur when individuals cannot hear sounds to warn them of objects or others approaching their direction.

Dementia: people who suffer dementia forget a lot and cannot remember the dangers around like touching hot liquids, resting on objects that are unable to support their weight thereby causing them to fall.

Physical frailty

Mental frailty

Medical condition e.g. Parkinson’s disease

Substance misuse

Challenging behaviour

Incorrect equipment or aids used.

K18. List different kinds of emergencies there may be in your work

environment and with individuals with whom you are responsible.

Kinds of Health Emergencies Falls

Heart attack

Serious burns

Fire

Serious cuts

Broken bones

Staff shortage leading to dangerous practice

Bomb scare

Severe bleeding

Cardiac arrest

Shock

Loss of consciousness

Epileptic seizures

Chocking and difficulty with breathing

Fractures and suspected fractures

Burns and scalds

Poisoning

Electrocution


NVQ Made Simple

Unit HSC23 Develop your knowledge and practice

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a. Evaluate your work

b. Use new improved skills and knowledge in your work




them at work.

K1. Examples of legal and organisational requirements on equality,

diversity, discrimination and rights when working with individuals and others to improve your knowledge and practice.

Examples are:

Asking permission before observations take place

Respecting people’s wishes for privacy

Ensuring information is kept confidential by not using names and personal details

Ensuring that they don’t undertake practices solely for the Assessor

K2. The codes of practice and conduct, standards and guidance

relevant to your own role and the roles, responsibilities, accountability and duties of others about knowledge and. improving your practice

General Social Care Council codes of practice for care workers states in Section 6 that: As a social care worker, you must be accountable for the quality of your work and take responsibility for maintaining and improving your knowledge and skills. This includes: 6.1 Meeting relevant standards of practice and working in a lawful, safe and effective way; 6.2 Maintaining clear and accurate records as required by procedures established for your work; 6.3 Informing your employer or the appropriate authority about any personal difficulties that might affect your ability to do your work competently and safely; 6.4 Seeking assistance from your employer or the appropriate authority if you do not feel able or adequately prepared to carry out any aspect of your work, or you are not sure about how to proceed in a work matter; 6.5 Working openly and co-operately with colleagues and treating them with respect; 6.6 Recognising that you remain responsible for the work that you have delegated to other workers;

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6.7 Recognising and respecting the roles and expertise of workers from other agencies and working in partnership with them; and 6.8 Undertaking relevant training to maintain and improve your knowledge and skills and contributing to the learning and development of others.

K3. Current local, UK and European legislation, and organisational

requirements, procedures and practices for accessing training and undertaking personal and professional development activities.

These standards need to be read and written in your own words: CSCI – National Minimum Standards – For Care homes

STANDARD 30

30.1 The registered person ensures that there is staff training and development programmers which meets National Training Organisation (NTO) workforce training targets and ensures staff fulfill the aims of the home and meet the changing needs of service users.

30.2 All members of staff receive induction training to NTO specification within 6 weeks of appointment to their posts, including training on the principles of care, safe working practices, the organisation and worker role, the experiences and particular needs of the service user group, and the influences and particular requirements of the service setting.

30.3 All staff receives foundation training to NTO specification within the first six months of appointment, which equips them to meet the assessed needs of the service users accommodated, as defined in their individual plan of care (see Standards 3 and 7).

30.4 All staff receive a minimum of three paid days training per year (including in house training), and have an individual training and development assessment and profile.

Domiciliary Care – National Minimum Standards

STANDARD 19

19.1 The registered person ensures that there is a staff development and training programme within the agency, reviewed and updated annually, which meets the workforce training targets of the Training Organisation for Personal Social Services, and ensures staff are able to fulfill the aims of the agency and meets the changing needs of service users, their relatives and representatives.

19.2 There is a structured induction process, which is completed by new care and support staff, which encompasses the Training Organisation for Personal Social Services induction standards.

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19.3 The induction process includes a minimum 3 days orientation programme at the start of employment which covers the topics to be found in appendix C and includes shadowing an experienced care or support worker prior to taking responsibility themselves for the provision of personal care services and working alone in the homes of service users.

19.4 Each new member of staff undertakes a training needs analysis on completion of induction or probationary period. This is incorporated into the staff training and development plan.

19.5 All staff are provided with the required training on health and safety including manual handling. Topics to be covered may be found in appendix D. (See Standard 11)

19.6 Specialist advice, training and information is provided for care or support workers working with specific user groups and/or medical conditions by someone who is professionally qualified to do so. A list of areas of specialist training need appears in appendix E.

19.7 Within the whole staff group there is the range of skills and competence required to work with and meet the needs of individual service users served by the agency. (See Standard 3)

19.8 Managers or supervisors of care or support workers providing specialist care services have knowledge and understanding of the specialism for which they are responsible.

19.9 The agency has financial resources allocated, plans and operational procedures to achieve and monitor the requirements for workforce training and qualification.

19.10 The need for refresher and updating training is identified at least annually during staff appraisal (See Standard 21) and incorporated into the staff development and training programmed

K4. The purpose of, and the arrangement for your supervision and

appraisal.

It is an organisational requirement

Helps to develop skills and knowledge

Give an opportunity to discuss personal progress

Helps to identify development or training needs

It is a way of keeping track of development and ensuring that plans are followed through

Helps to develop reflective skills

The procedures for supervision and appraisal are:

Formal Supervision

Appraisal

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K5. Purpose and ways to access professional development

activities and opportunities.

It is important to access professional development to

Help to ensure best practice at work

Ensures that changes in practice or legal requirements are understood and followed.

To develop qualities and skills that are necessary for the workplace e.g. teamwork, the ability to communicate with different types of people, time management, organisation, and any skills specific to your job.

Ways to access these professional activities This can be achieved by attending training sessions both on and off the job, and by making the most of the opportunities provided by the organisation you work with for training by careful planning and preparation.

K6. How to keep your skills and knowledge up to date

Attending training courses

In-house training Learning is an ongoing process therefore you don’t need to wait for your manager to send you on training you can keep your skills and knowledge up to date by:

Talking to work colleagues

Searching the internet

Listening to the radio

Reading newspapers, magazines and professional journals

Watching the news

Talking to your manager

K7. Organisations that provide development opportunities to meet

your needs and how to access these. Mostly the organisation you work with will be involved in regularly analysing your training needs during supervision and appraisals. If the organisation does not have a training arm they will be using the services of a training centre which you will be referred to when the need arises. For example your NVQ programme is been provided by a training centre or college that your employer has liaised with.

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K8. How to plan training, development opportunities and other

support to develop your skills and knowledge

Through appraisals with your manager or line supervisor

Through an NVQ provider

Through reflective practice to determine what training you require for your development.

K9. How to learn from:

o Your own and others practice o Other sources of information and support

Reflecting on your own practice – This is thinking things over, this can be applicable to your day at work that involved an accident or incident and you need to look back and evaluate the skills you used to handle the situation and how you can improve on your skills.

Observing the practice of others – for example shadowing senior care workers to observe new practices or the use of new equipment at work.

Attending a training course

Other methods - (e.g. reading an article, in-house training,

qualification)

K10. Study and other abilities that will enable you acquire new

skills and knowledge, apply these to your own practice and evaluate their effectiveness.

Personal development: Prepare for a training session by reading any materials which have

been provided in advance.

Discuss with your supervisor or a colleague who has attended similar training about what to expect.

Think about what you want to achieve as a result of attending the training.

Take a full part in the training and ask questions about anything you don’t understand.

Collect any handouts and write down and keep your notes of the training.

K11. How to evaluate your own values, skills and knowledge

By formal planning and evaluation of activities

Through reflective practice

Trying alternative methods and comparing reactions.

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K12. How to work with individuals, key people and others to

evaluate your practice and improve your skills and knowledge.

Asking for verbal feedback from colleagues, managers, the individuals you work with and other key people.

Formally in a review process e.g. care plan review or a review of a new skill that you have you have used and how well it has worked.

Completing questionnaires

Observing and reflecting on responses of others


NVQ Made Simple

Unit HSC24

Ensure your own actions support the care, protection and well-being of individuals

26___________________________________________________________________



a. Relate to and support individuals in a way they choose

b. Treat individuals with respect and dignity

c. Assist in the protection of individuals




them at work.

K1. Legal and organisational requirements on equality, diversity and

discrimination when working with individuals, key people and others. There are legislations that cover the rights of the individuals you work with and ensure that their differences are taken into consideration without discriminating against them. Some of such laws are:

Race Relations Acts 1976: This law made it unlawful to discriminate on racial grounds in employment, housing or services. This includes colour, race, and nationality, ethnic or national origins. Therefore at work you cannot discriminate individuals due to their different race

Disability Discrimination Act. 1995: This Act is designed to prevent discrimination against people with disabilities; you would know that most services have to meet the needs of disabled individuals such as transport facilities.

Sex Discrimination Act 1975: this Act made it unlawful to discriminate between men and women in respect of employment, goods and facilities and also marital status.

Your organisation should also have policies that revolve around equality, diversity and equal opportunities you need to check your staff hand book or induction pack and highlight policies that relate to the above standard.

K2. Practical Examples of how you do this at work. The rights that individuals have to:

Be respected – their opinions need to be respected at all times; they should be

able to voice out without the fear of prejudice.

Be treated equally and not be discriminated against – Individuals you

work with will expect to be treated equally despite their different colour, race,

language background, sex or age. You can do this by always offering choice

to the individuals you work with in whatever you do for them.

Be treated as an individual: No one would like to be compared to another

individual, or be talked down for who they are therefore each one of the

individuals you work with are special in their own way and will expect to be

treated that way.

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Be treated in a dignified way: good example is when moving and

positioning individuals you need to ensure they are not exposed and they are

well covered with clothes when moving from one place to the other. Also

doors should be closed at all times while service users are been toileted,

assisted with bathing, dressing and undressing etc.

Privacy: sensitive communication with individuals need to be done in private

Be protected from danger and harm- care workers have a duty to maintain

security procedures at work you need to follow the policy at work for

identifying and granting visitors permission into an individual’s home or in a

nursing home as the case may be.

Be cared for in a way that meets their needs, takes account of their

choices and also protects them

Access information about themselves: Individuals have a right to view their

care records and other documents held on their behalf.

To communicate using their preferred methods of communication and

language

K3. The rights and responsibilities individuals have for their own care

and protection

The individuals you work with have a:

right to make choices: for example they have a right to have a bath or not, choose the clothes they would like to wear, decide if they would eat or not also this includes the choice to take their medication or not.

responsibility to protect self from danger of harm and abuse: for example individuals need to ensure they make effort to remain safe using correct moving aids, reporting changes and incidents of abuse so that at the appropriate support can be sought.

right to take risks: you need to allow service users to take some level of risk on their own for example if an individual whose mobility if poor decides they are still fit to walk around without walking aids you need to allow them.

K4. The ways health and social care values may differ from those of the

individuals you are working with

We all have our individual values this may be largely influenced by how we were brought up and the people we have interacted with in the environment where we live. Some of these values do change as we grow and move into different life stages. Therefore we should be able to identify health and social care values that exist but some how differ to the values of the individuals you work with. For example: Health care professionals would prefer it if people did not smoke or drink too much alcohol. Service users may choose not to follow this health and social care value. Give more examples

28___________________________________________________________________


How to manage these differences in values

Listen to what the other person has to say

Respect their opinions

Accept and respect the other person’s differences

Allow them the freedom to express their values without fear of discrimination

Discuss how you both feel about the situation

Have an open mind

Follow procedures

Try to be understanding K5. How to provide active support

Building a good working relationship with individuals and familiarising oneself with the service user’s care plan makes it possible to support them to do as much as possible for themselves, maintaining their independence as they carry out achievable tasks for themselves. This will also contribute to building the individual’s self esteem positively and helping them have a sense of achievement. For example it may be quicker and less painful to assist an individual by putting on their clothes for them but this will reinforce the fact that they are no longer able to undertake such simple tasks by themselves. Time spent in providing a helping hand and showing them how to use dressing aids which means they can wear their clothing will equal active support and in return give the individual a sense of achievement and independence.

K6. How to find out and support individuals needs, rights, preferences

and well-being

Ask service user

Read relevant files and assessments

Ask colleagues/previous carer

Ask other professionals

Ask family members K7. Methods and ways of working that:

Promote equality and diversity Are effective when dealing with and challenging discrimination

i) Support equality and diversity

This can be done by using appropriate language that the service user understands also using the appropriate register of language, for instance if you are not familiar with a service user and you meet at an informal setting like the reception of a GP you would greet the client in a formal method but if the client prefers an informal way then its better to change.

29___________________________________________________________________


Another method is to use the appropriate way of speaking within a speech community. For instance communicating with young people may mean using their style of language eg what's up with you, hello mate.

Provision of communication aids and use of non verbal communication if service user has hearing or vision impairments or learning and physical disabilities

ii) Are effective when dealing with, and challenging discrimination when communicating with, individuals and key people.

To ensure that individuals and key people are not discriminated during communications a care worker would need to find out the cultural background of their clients so they can communicate appropriately. To avoid clients misinterpreting non verbal communication like signs and some words need to be checked with people if you are not sure.

Working with key people demands that you communicate in a language that they understand and also using simple words. For example the use of clinical words that is not commonly understood would not be necessary if you know they are not familiar with them.

Sometimes we come across people who cannot understand us for one reason or the other instead of ignoring them it would be helpful to source a skilled interpreter but we still need to make effort to communicate with the person by learning some of the ways of communication or a few useful words from their language

K8. Codes of practice and conduct; standards and guidance relevant

to the care environment in which you work and to your own and the roles, responsibilities, accountability and duties of others when valuing and respecting people; taking account of their views and preferences and protecting them from danger, harm and abuse

General Social Care code of Practice (GSCC)

Section 1 As a care worker, you must respect the rights and

promote the interest of service users and carers.

Section 3 As a social care worker you must promote the

independence of service users while protecting them as

far as possible from danger or harm.

Section 4 As a care worker you must respect the rights of service

users while seeking to ensure that their behaviour does

not harm themselves or others.

Section 6 As a care worker you must be accountable for the

quality of your work and take responsibility for

maintaining and improving your knowledge and skills.

30___________________________________________________________________


Standards and guidance can be found when you visit www.cqc.org.uk called

Care Quality Commission. This has replaced CSCI with effect from 1st

April 2009.

K9. Current local, UK and European legislation, and organisational

requirements, procedures and practices for:

Accessing records and information

Recording, reporting, confidentiality and sharing information, including data

protection

Health, safety and protection of yourself, individuals, key people and others

Assessing and managing risks associated with your work

Reporting compliments, comments and complaints

Dealing with suspicious and disclosure of danger harm and abuse

The protection of individuals from danger, harm and abuse

Current Legislation Organisational

requirement and

procedures

Data Protection

including recording,

reporting, storage,

security and sharing of

information.

Data protection act

1998

Human rights Act 1999

This should be laid done in

your staff hand book or

training manual

Health and Safety Health and safety act

1974



training manual

Risk assessment and

management

Personal protective

equipment at work

regulations 1992.



training manual

Dealing with comments

and complaints

Care Standard Acts

2000

Organisation’s

complaints procedures



training manual

The protection of

yourself individuals, key

people and others from

danger harm and abuse.

POVA, Public Interest

Disclosure Act 1998

Dept. of Health

Guidance No Secrets



training manual

Working with others to

provide integrated

services



training manual

http://www.cqc.org.uk/

31___________________________________________________________________


K10. The purpose of and arrangements for your supervision when dealing with abuse and protection

The purpose of your supervision: To talk to your line manager one-on-one about

any concerns or issues you have at work with regards to abuse and protection. You

can discuss about how to promote equality and diversity at work or it could be about

how to protect individuals you work with from danger of harm and abuse. In addition

it could be to analyse your training needs and discuss how to improve on your

existing knowledge and skills

K11. Where to go to access information that can inform your practice

Training courses

Magazines and journals

Colleagues

Other professionals e.g. GP, district nurse, physiotherapist,

Standards or codes of practice

CSCI

K12. Factors that can affect the behaviour, skills, abilities and development of the individuals with whom you are working: The factors that affect all of the above include Age, Illness, Financial problems,

bereavement, family stresses. These unfortunately are all negative factors that will

have a negative effect on the individual. Most of these factors leave the individual

vulnerable. Age and illness will slow the individual’s development, whereas financial

problems, bereavement and family stresses will cause psychological stresses and

problems. In summary you can categorize factors into:

Physical abilities

Learning abilities

Environmental factors

Interest

Family circumstances

Personal history

K13. Actions to take when you observe key changes in the conditions and circumstances of individuals

Report to senior staff

Talk to service user

Discuss in handover

Record changes

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K14. Methods that encourage individuals to use their strengths and

potentials and take as much control over their lives as possible

There are a few good practices you can use:

Try to make service users feel valued

Build a trust worthy relationship with the individuals you work with

Get to know individuals so you can tell what they can do and what they cannot do.

Encourage service users to be independent at all times

K15. Identify factors that may lead to danger, harm and abuse

Lack of staff

Insufficient training of staff

Confusion of service user

Personal choices of service user e.g. substance misuse

K16. How to protect yourself, individuals, key people and others with whom you work from danger, harm and abuse

As a worker you need to ensure you identify which individuals are vulnerable and can be at risk. Make effort to understand different indicators of abuse so you can be observant and able to identify and report symptoms and signs of abuse. The organisation you work for will promote awareness of protection of vulnerable adults by organising training regularly which will help you to be sensitive to issues relating to abuse and able to stop or prevent.

K17. Signs and symptoms of danger harm and abuse

Types of harm and abuse Signs and symptoms

Neglect

Underweight, malnourishment such as

thinness of face, body and limbs, dirty

clothes,

Physical

Facial bruises or damage to the mouth or

tongue, small burns such as cigarette burns,

possibly in unlikely places. Finger marks,

bruising and swelling such as on the skin or

around joints. Over attendance at the clinic

or casualty departments.

Emotional

Threatening, belittling, or controlling

Behaviour from the client that mimics

dementia, such as rocking, sucking, or

mumbling to oneself.

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Sexual

Bruises around breasts or genitals.

Unexplained venereal disease or genital

infections. Unexplained vaginal or anal

bleeding. Torn, stained, or bloody

underclothing. Marked changes in behaviour,

attempted suicide, self-harm or substance

misuse, allegations made by the vulnerable

adults,

Financial

Significant withdrawals from the client’s

accounts and sudden changes in the client’s

financial condition. Items or cash missing

from the senior’s household. Suspicious

changes in wills, power of attorney, titles,

and policies. Addition of names to the

client’s signature card. Unpaid bills or lack

of medical care, although the client has

enough money to pay for them.

Financial activity the client couldn’t have

done, such as an ATM withdrawal when the

account holder is bedridden. Unnecessary

services, goods, or subscriptions

K18. Understand the correct actions to take when danger, harm and

abuse has been disclosed. Actions to take when Abuse is suspected or disclosed

Seek immediate medical treatment and contact the emergency services if the adult is injured or in danger.

If serious criminal act is suspected, ensure that the scene is secured to preserve evidence until the police arrive.

Listen carefully if a vulnerable adult discloses abuse and offer reassurance to ensure that they are not discouraged from reporting what has happened to them.

Do not question closely or go into details. Clarify the basic facts of the allegation of abuse or grounds for suspicion of abuse. Do not speak with the alleged abuser about what has happened.

Explain that you have a responsibility to tell your line manager in order to protect them from further harm.

Report your concern to your line manager or other appropriate senior manager as soon as possible.

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K19. How to access information that can inform your practice in

relation to the protecting individuals

Training courses

Magazines and journals

Colleagues

Other professionals e.g. care managers, social workers,

Standards or codes of practice

CSCI K20. Methods of working with, and resolving conflicts that you are

likely to meet within your work

Conflicts and difficulties do happen at work from time to time. It is important that it is dealt with properly and professionally. Examples of conflicts are:

An individual wants a male carer to help him get washed and dressed in the morning but there isn’t one on duty.

One of your clients in the nursing home has dementia and keeps shouting out in the night. Other residents are getting cross and unable to sleep.

An individual who smokes in the care home which has a no smoking policy.

Residents in the sitting room want to watch different TV programmes. How to deal with conflicts.

Listen to the individuals concerned

Value each person’s opinion and do not take sides

Stay calm and make sure your body language and tone of voice are not giving

out the wrong message.

If it becomes difficult for you to sort the conflict out get the support and

advice of your supervisor or manager.

K21. Recording and reporting requirements for specific individuals

You will need to record and report your observations with regards to changes in an individual’s health.

You need to record and report information passed on to you about suspected abuse or harm.

You also need to record and report incidents of conflict at work.

The best way to share your findings is by a written report. Your report should be detailed and accurate. Making a record in the individual’s case note or care plan ensures there is a permanent record. This is a record that cannot be forgotten.

Another way of sharing information can be through a team meeting. The problem with this method is that it can be forgotten; to avoid this written record of the team meeting should also be kept.

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Reflective Account

In order for your assessor to support you with gathering evidence to meet the evidence requirements for your NVQ your assessor needs to have an accurate description of your normal working role and the activities that you would normally undertake during a normal working shift. Your assessor may use the following activity to help them identify the option units that you will be most able to demonstrate your competence in, this will make your qualification easier for you to achieve. Your assessor will also be able to use the information you give in the activity to assist in planning how you can demonstrate your competence meeting the evidence requirements of the different units of your NVQ. It is important that whilst undertaking this activity you give as much detail as possible. It may help to pretend that you are describing your job role to someone who has never worked in Care before. You can also use this as evidence for your portfolio. Write a detailed account of your last working shift. Start at the time you started your shift to the time that you finished. Your account will be a record of events that actually happened. This must be reflected in your style of writing. The account is of what you did, this will need to be stated throughout your report. For example – I did this and then I did that. It is NOT acceptable to write I would do this or that as this does not demonstrate you doing it. If possible explain why you took certain actions. For example – I assisted Miss R to the toilet, prior to removing her soiled pad I put on an apron and disposable gloves to protect myself from possible cross infection, and to provide dignity for Miss R……….. By doing this you will provide evidence that you have knowledge and understanding about why you undertook the activities in the method that you did. Throughout your account you must maintain confidentiality of information. You must not refer to your clients by their actual name, it is acceptable to use initials such as Mrs R, Miss A or Mr K etc.

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Remember the more information that you give the easier it will be for your assessor to help you plan how you will meet the evidence requirements for your award. It may help to make notes throughout the shift of all the different activities that you undertook. The following points will help you construct your account:

1. The different activities you undertook. This might include:

Assisting clients with toileting requirements.

Assisting clients with their personal hygiene.

Preparing food and drink for clients.

Assisting clients to eat and drink.

Undertaking clinical activities.

Supporting others to undertake clinical activities.

Providing support during group work or leisure activities.

Supporting clients with cleaning or other domestic needs.

Aiding clients to exercise.

Supporting clients to be comfortable

Providing pressure area care. There are many other activities that you might have been involved in which you should include in your account.

2. The way in which you carried out the activities. This might include:

How you communicated with clients and others such as colleagues, relatives and other professionals.

How you treated people as individuals and showed them respect and dignity.

How you maintained a professional relationship with the different individuals. Did you have to deal with any conflicts, distress or challenging behaviour?

How you worked as a team.

How you monitored and maintained health and safety during the different work activities.

What information you passed on. How. What records you made.

Below is an example of a carer supporting one client throughout her work. Note the amount of detail that the carer has given, and how she has explained why she did certain actions. This account has also been fully referenced against the standards which you will also need to do.

37___________________________________________________________________


Candidate Evidence Recording Sheet

NVQ Title: Health and Social Care Level

NVQ Unit: HSC21, HSC22, HSC23, HSC24, HSC213, HSC218

Evidence Ref. No:

Unit Evidence.

Candidate Name: www.nvqmadesimple.com

Use this form to record details of activities (tick as appropriate)

Observed by your assessor self reflective accounts Work Product

Seen by a witness Project/Assignment APL

Links to: Performance Evidence on: Links to

Unit

No

Eleme

nt

No

P.C.

No

Date of Activity: Today

Scope KS

24

22

22

24

24

21

21

23

C

A

B

B

A

C

A

A

1ade,

4c

1,2a

3

1,3,4a

b

1,6

7

1,2,3,4

ab

3,4

I visit my client every day except weekends. My Client has dementia and although it does not seem to cause her any distress it is quite difficult for the client’s family to look after her. I have to check that the client is safe before I start anything and also check the house for problems. If it is Monday I read the care plan to see what has happened at the weekend. Every day I look for notes that the clients family may have left for me. When I first started to visit the client I was told the kinds of things that I had to do which is helping her out of bed on a morning and with washing, dressing and making breakfast. I sometimes have to change the times I visit on a morning as the client goes for respite care and I like to make sure she is ready on time. I go earlier so that I do not have to hurry her. I always let my supervisor know if I am altering the visit time to suit the client in case it affects someone else. At first it was hard to know what my client was meaning and it got a bit frustrating if we misunderstood each other. I asked others who visit the client and also spoke to the family about how I would know what the client meant with her gestures.

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24

23

218

24

218

218

22

218

218

22

22

24

22

22

22

213

21

21

213

213

21

24

21

24

A

B

B

A

B

A

B

B

A

B

A

C

C

A

B

A

B

C

A

B

D

A

C

C

2

2a,3

1

1

4

2

6a

3,8

9

2,6b

1,2abc

5

1a,3,6

4,6

7

2,3abc

de

1

3

5

9abc

2,3,4a

b,6

7

9

7

Eventually after a few weeks we both felt more comfortable with each other, especially as I help my client with personal care. Each morning I offer the client a wash or a shower, if it is a respite day then I usually shower her so that she feels clean. I prepare the toiletries and towels and start to warm up the shower. I make sure the toilet lid is up and help my client walk from wherever she is to the bathroom and to sit on the toilet. I need to stay with the client as she needs to be reminded what to do on the toilet and can get upset if she is left there alone. I continue to prepare the shower until the client is ready. I wear gloves and apron for personal care and always change them between helping with the toilet and then the shower. I help my client to dress and then go to the kitchen where I have to check everything is in order before I start to prepare breakfast as the client hides things and that can be dangerous. I once had a fire in the kitchen as she had put a photo in the toaster and I did not see it and put the bread into the toast. I had to quickly switch off the electric and cover the toaster with a tea towel. I had to report the fire to my supervisor and also to the client’s family. The client was not upset by this as she did not understand what was wrong so I had to explain. When I prepare my clients food she usually likes the same food each day but I look to see what is there and still offer something different if she wants it. Sometimes if I give something different the client does not recognise it is breakfast time and she gets muddled up for the rest of the day. I always leave the kitchen tidy and give the client food in stages as she does not always know what to eat first if everything is given at once. I fill in the care plan at the end of the visit which I keep In the top cupboard in the kitchen. The client has moved

things in the past and we have not been able to find records. I

write in the things I have done with the client and also how

she is feeling and if there are any problems that I have

noticed. I put the records back in the cupboard before I

leave.

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