GSHS Level 3 Health and Social Care Unit 2 Flashcard Maker: Samuel Blake. This means that evidence provided for the portfolio will also demonstrate the development and use of higher level learning skills. There are a number of key considerations for HEPs when reviewing vocational qualifications that are not listed on the DfE 16 – 19 performance tables for England: These qualifications have been developed in partnership with employers, universities and other subject experts to ensure that the content is current and relevant. 65 Cards – 11 Decks – This QIP covers vocational qualifications which are not listed on the Department for Education (DfE) 16 – 19 performance tables for England. Health & Social Care; ... H&SC Level 2 BTEC Unit 9 Creative and Therapeutic Activities. unit 1 health and social care Flashcard Maker: Sylvia Ojiako. Contribution of assessment components to overall grade. Top Health And Social Care Unit 1 Level 3 Flashcards Ranked by Quality. Three mandatory units (externally set, internally assessed) contribute 100% of the overall grade. 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. There is the flexibility to allow some students to progress quicker than others. Human Anatomy & Physiology E.N. 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. 3.1 Support others to understand the need for secure handling of information. 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. 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. BTEC Level 3 National in Health and Social Care First teaching September 2016 Sample Marked Learner Work External Assessment ... we have been developing support materials to help you better understand the application of Nationals BTEC Level 3 qualification. The Certificate provides progression to the Level 4 Diploma in Adult Care (England). 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. The QCF (Qualifications and Credit Framework) Level 3 Diploma in Health and Social Care is made up of mandatory and optional units. Explain why it is important to assume that someone has capacity unless there is evidence that they do not. Explain how these conditions may influence a person’s needs in relation to the care that they may require. The regulatory approach undertaken for vocational qualifications is different from A levels. Ask the Moderator: OCR Cambridge Technicals (2016 ) level 3 in Health and Social Care: Moderated units (Online Q&A) CPD course • Online webinar • FREE • Cambridge Technicals Health and Social Care (2016 suite) Date: 25 Jan 2021 4pm-6pm 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. Level 3 criteria require students to analyse, draw conclusions, interpret or justify, which are all examples of higher level skills. This qualification demonstrates your occupational competence and is suitable for those currently working in the sector such as those in a senior care worker role. by Juday. BTEC Level 3 National Health and Social Care: Student Book 1 N. Moonie, C. Aldworth. Upon achievement of this qualification, the student will be able to access Higher Education* and progress into a wide range of job roles within the health and social care sector such as: Completion of this qualification will equip the student with the essential knowledge and skills required to progress to Higher Education in a related field of study, for example: Students should take this qualification if they want to progress to Higher Education in a related field of study. recognised as worthy of investment, giving a clear signal of the economically valuable skills, knowledge and understanding required in an occupation now and in the future. BTEC National Level 3 Health and Social Care E. Rasheed, A. Hetherington. This is because there are no specific qualification criteria for vocational qualifications, as there currently are for GCSEs, AS and A levels. External assessment (50%). your UCAS Tariff points, Qualification Adult Education Health and Social Care. Covering many of the important issues faced in the helping professions, this course provides one of the first steps to your … BTEC Level 3 National Health and Social Care: Student Book 1 N. Moonie, C. Aldworth. Unit 376: Sex & Sexuality (Learning Disability), Use and develop systems that promote communication, Develop health and safety and risk management policies procedures and practices in health and social care or children and young people’s settings, Work in partnership in health and social care or children and young people’s settings, Lead and manage a team within a health and social care or children and young people's setting, Develop professional supervision practice in health and social care or children and young people's settings, Manage health and social care practice to ensure positive outcomes for individuals, Safeguarding and protection of vulnerable adults, Understand safeguarding of children and young people (for those working in the adult sector), Assess the individual in a health and social care setting, Undertake a research project within services for health and social care or children and young people, Implement Person-Centred Approaches in Care Settings, Health, Safety and Well-Being in Care Settings, Promote Health, Safety and Wellbeing in Care Settings, Lead and manage a team within a health and social care or children and young people’s setting, Develop professional supervision practice in health and social care or children and young people’s settings, Kindle Unlimited Books for Health & Social Care, Understand mental well-being and mental health promotion, The principles of Infection Prevention and Control, Support individuals who are substance users, Awareness of the Mental Capacity Act 2005, Understand how to provide support when working in end of life care, Understand how to support individuals during the last days of life, Understand the process and experience of dementia, Understand the administration of medication to individuals with dementia using a person centred approach, Understand the role of communication and interactions with individuals who have dementia, Understand the diversity of individuals with dementia and the importance of inclusion, Understand and meet the nutritional requirements of individuals with dementia, Enable rights and choices of individuals with dementia whilst minimising risks, Understand and enable interaction and communication with individuals who have dementia, Equality, diversity and inclusion in dementia care practice, Purpose and principles of Independent Advocacy, Maintaining the Independent Advocacy relationship, Responding to the advocacy needs of different groups of people, Introduction to personalisation in social care, Facilitate person centred assessment, planning, implementation and review, Support person-centred thinking and planning, Cleaning, Decontamination and Waste Management, Principles of supporting an individual to maintain personal hygiene, Support individuals to maintain personal hygiene, Understand the context of supporting individuals with learning disabilities, Understand positive risk taking for individuals with disabilities, Principles of supporting individuals with a learning disability regarding sexuality and sexual health, Understand how to support individuals with autistic spectrum conditions, Understand the impact of Acquired Brain Injury on individuals, Support individuals with autistic spectrum conditions, Work with other professionals and agencies to support individuals with physical disability, Support individuals with a learning disability to access healthcare, Promote effective communication with individuals with sensory loss, Support individuals with multiple conditions and/or disabilities, Support the assessment of individuals with sensory loss, Support the promotion of awareness of sensory loss, Recognise indications of substance misuse and refer individuals to specialists, Identify and act upon immediate risk of danger to substance misusers, Increase awareness about drugs, alcohol or other substances with individuals and groups, Carry out initial assessments to identify and prioritise the needs of substance misusers, Carry out comprehensive substance misuse assessment, Help individuals address their substance use through an action plan, Understanding and Enabling Assisting and Moving Individuals, Move and position individuals in accordance with their plan of care, Develop and sustain effective working relationships with staff in other agencies, Support the development of community partnerships, Provide support to manage pain and discomfort, Gain access to the homes of individuals, deal with emergencies and ensure security on departure, Provide support to maintain and develop skills for everyday life, Facilitate learning and development activities to meet individual needs and preferences, Support individuals to develop and run support groups, Prepare to support individuals within a shared lives arrangement, Support individuals to access and use services and facilities, Provide support for individuals within a shared lives arrangement, Support individuals in their relationships, Support individuals to manage their finances, Support individuals to access and manage direct payments, Support individuals with specific communication needs, Support individuals during a period of change, Support individuals to prepare for and settle in to new home environments, 4 Enable individuals to develop strategies to manage their behaviour, Support individuals to stay safe from harm or abuse, Support positive risk taking for individuals, Support individuals to access education, training or employment, Enable individuals to negotiate environments, Support families in maintaining relationships in their wider social structures, Administer medication to individuals, and monitor the effects, Support use of medication in social care settings, Contribute to raising awareness of health issues, Prepare environments and resources for use during healthcare activities, Prepare for and carry out extended feeding techniques, Undertake tissue viability risk assessments, Undertake urethral catheterisation processes, Promote nutrition and hydration in health and social care settings, Implement the positive behavioural support model, Contribute to effective team working in health and social care or children and young people’s settings, Understanding professional supervision practice. Describe how to report concerns associated with any unmet needs which may arise from mental health conditions, dementia or learning disability through agreed ways of working. Unit 45: Independent Learning in Health and Social Care Unit code: D/600/9026 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to enable learners to work independently and contribute effectively in a learning environment. This is a 60 mark paper taken from the Pearson Workbook. The mandatory units for the Level 3 Diploma in Adult Care offer 28 credits towards the qualification. Information for students and teachers of our BTEC Nationals in Health and Social Care (2016), including key documents and the latest news. 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