You should use this information to answer questions IN YOUR OWN WORDS. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Explain why it is important to assume that someone has capacity unless there is evidence that they do not. The Health & Social Care - Level 3 Course has been developed for students who have an interest in Health and Social Care. BTEC Level 3 National Health and Social Care: Student Book 2 M. Billingham, H. Talman. 5.0 / 5. Dementia 3. 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. In depth assignment for Unit 3 Task 2. Health and Social Care Unit 1. This qualification is ideal for if students have already completed the Level 3 Award in Health and Social Care, as they will already have achieved three of the mandatory units for the Certificate. Units offered include public health, sociological and psychological perspectives, caring for children and young people, and safeguarding adults and promoting independence. 2.1 Describe features of manual and electronic information storage systems that help ensure security. This means that evidence provided for the portfolio will also demonstrate the development and use of higher level learning skills. Nine ‘core mandatory’ units (graded A* – D; externally set, marked by the Centre); one Extended Assessment covering the ‘core mandatory’ units (externally set, externally marked); Placement in a Real Work Environment: 75 hours. 2.4 Support audit processes in line with own role and responsibilities. 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. Whether you have a goal to work as a nurse, social worker, health visitor or even as a paramedic, this course can provide you with the right stepping stone. These qualifications may have been taken as part of a wider study programme or an apprenticeship. Most students complete this qualification within three months. Equality, diversity and rights in health and social care Unit 02 - 60 GLH, assessment method E - PDF 762KB; Health, safety and security in health and social care Unit 03 - 60 GLH, assessment method E - PDF 3MB; Anatomy and physiology for health and social care Unit 04 - 90 GLH, assessment method E - … 65 Cards – 11 Decks – 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. These qualifications form of a nested suite which share units and assessments: Three mandatory units (graded A* – D, externally set, marked by the Centre). The remaining 30 credits are accumulated by completing optional units, which will usually geared to subjects aligned with your current role. The Award may be suitable if the student wishes to progress to Higher Education but is also taking other qualifications as part of a wider programme of study. 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. Level 3 Diploma in Health & Social Care (Adults) for England UCAS tariff These are the recognised qualifications for care workers and senior care workers in health and social care. Vocational qualifications must comply with the regulator’s general rules, as is the case with all regulated qualifications. Marieb, K.N. Portfolio of evidence; two extended assessments (one covering the ‘core mandatory’ units and one covering the ‘diploma mandatory’ units). Health and social care unit 1 level 3 Flashcard Maker: Rahima Aktar. A mental health condition such as: Psychosis, Depression and Anxiety 2. Completion of this qualification will equip the student with knowledge, understanding and skills across a range of key subject areas, for example: Students should take this qualification if they want to progress to further learning at Level 4 or above in a related field of study, or if they wish to progress to higher education (when taking the Certificate as part of a wider programme of study). BTEC Level 3 National Health and Social Care: Student Book 1 N. Moonie, C. Aldworth. A significant number of students will undertake these qualifications post-19. 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. The extended assessment (externally set, externally marked) contributes 22% towards the overall grade. The remaining 30 credits are accumulated by completing optional units, which will usually geared to subjects aligned with your current role. 9.3b. qualifications. identifying and planning for professional development needs. This qualification has no external assessment and a placement in a Real Work Environment is not required. Start studying Health and Social Care Level 3 Cambridge Technicals - Unit 2. Study Health And Social Care Unit 1 Level 3 using smart web & mobile flashcards created by top students, teachers, and professors. the individual is able to eat it, 8.3c Ensure that appropriate utensils are available to enable the individual to meet their nutritional needs as independently as possible, 8.3d Support and encourage individuals to eat in accordance with their plan of care, 8.3e Know how to report any concerns to the relevant person. Mental health conditions such as: Psychosis, Depression and Anxiety 2. Adult Education Health and Social Care. DO NOT copy and paste it into you portfolio or it is very likely your tutor will fail you. For those who wish to study at a higher level, the qualifications will enable them to develop higher level learning skills such as independent working, research, self-reflection and collaborative learning. Explain how these conditions may influence a person’s needs in relation to the care that they may require. The two extended assessments (externally set, externally marked) contribute 33% towards the overall grade. BTEC Level 3 National Health and Social Care: Student Book 2 M. Billingham, H. Talman. Essay $ 7.58. The mandatory units for the Level 3 Diploma in Adult Care offer 28 credits towards the qualification. Learn vocabulary, terms, and more with flashcards, games, and other study tools. This could include: Verbal reporting from the individual, Non-verbal communication, Changes in behaviour, 5.5c Take appropriate action where there is pain or discomfort. Essay - Health and social care level 3 - unit 11 - p4, p5, m2 4. Human Anatomy & Physiology E.N. These could include: Wet or soiled clothing or bed linen, Poorly positioned lighting, Noise, 5.6a Explain how individual identity and self-esteem are linked to emotional and spiritual wellbeing, 5.6b Demonstrate that their own attitudes and behaviours promote emotional and spiritual wellbeing, 5.6c Support and encourage individuals own sense of identity and self-esteem, 5.6d Report any concerns about the individual’s emotional and spiritual wellbeing to the appropriate person. Also available in bundle from $21.42. To take the Level 3 qualification, you must be working in a care setting already. Initially, some class time is required in order to deliver learning outcome 1 and to prepare learners for learning Health and Social Care level 3. 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.

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