I may earn commissions from qualifying purchases from Amazon. Unit 2: Introduction to Personal Development in Health, Social Care or Children’s and young People’s Settings 74 Unit 3: Introduction to Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings 79 Unit 4: Introduction to Duty of Care in Health, Social Care of Unit 1, Personal Development Health and Well-Being (MV18pt) Summer 2019 Series pdf | 161.63 KB - last updated 08/10/2019 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. List how someone may feel if they have: 1. Describe Your Main Duties & Responsibilities, 1.1b List the standards, codes of conduct and practices that relate to your role, 1.1c Demonstrate that you are working in accordance with the agreed ways of working with your employer, 1.1d Explain how your previous experiences, attitudes and beliefs may affect the way you work, 1.2a Describe your employment rights and responsibilities, 1.2b List the aims, objectives and values of the service in which you work, 1.2c Explain why it is important to work in ways that are agreed with your employer, 1.2d Demonstrate how to access full and up to date details of agreed ways of working that are relevant to your role, 1.2e Explain how and when to escalate any concerns you might have (whistleblowing), 1.2f Explain why it is important to be honest and identify where errors may have occurred and to tell the appropriate person, 1.3a Describe your responsibilities to the individuals you support, 1.3b Explain how a working relationship is different from a personal relationship, 1.3c Describe different working relationships in health and social care settings, 1.4a Explain why it is important to work in teams and in partnership with others, 1.4b Explain why it is important to work in partnership with key people, advocates and others who are significant to an individual, 1.4c Demonstrate behaviours, attitudes and ways of working that can help improve partnership working, 1.4d Demonstrate how and when to access support and advice about partnership working and resolving conflicts, 2.1a Identify sources of support for their own learning and development, 2.1b Describe the process for agreeing a personal development plan and who should be involved, 2.1c Explain why feedback from others is important in helping to develop and improve the way they work, 2.1d Contribute to drawing up own personal development plan, Describe the functional level of literacy, numeracy and communication skills necessary to carry out their role and explain how to check their own level, 2.2b Explain how to check their current level of literacy, numeracy and communication skills, 2.2c Describe how a learning activity has improved their own knowledge, skills and understanding, 2.2d Describe how reflecting on a situation has improved their own knowledge, skills and understanding, 2.2e Describe how feedback from others has developed their own knowledge, skills and understanding, 2.2f Demonstrate how to measure their own knowledge, performance and understanding against relevant standards, 2.2g List the learning opportunities available to them and how they can use them to improve the way they work, 2.2h Demonstrate how to record progress in relation to their personal development, 2.2i Explain why continuing professional development is important. 7.2a Demonstrate that their actions maintain the privacy of the individual. The Level 2 Diploma in Care consists of nine mandatory units and some optional units. 186567_BTEC_HS_L2_Unit-3_56-77.indd 56 15/02/13 9:32 PM BTEC Health and Social Care Level 2, 3rd Edition, uncorrected first proofs issued by HE marketing 21st February 2013. 11.1 Explain what you must do if you suspect a child, young person (met in any circumstances) is being abused or neglected. Leogates Gabriel. How to address and manage dilemmas between duty of care and an individual's rights, How To Manage Comments and Complaints Effectively, How to deal with incidents, errors and near-misses in care settings, How to deal with confrontation and difficult situations, 4.1a Explain what is meant by: diversity, equality, inclusion, discrimination, 4.1b Describe ways in which discrimination may deliberately or inadvertently occur in the work setting, 4.1c Explain how practices that support equality and inclusion reduce the likelihood of discrimination, 4.2a Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to their own role, 4.2b Demonstrate interaction with individuals that respects their beliefs, culture, values and preferences, 4.2c Describe how to challenge discrimination in a way that encourages positive change, 4.3a Identify a range of sources of information, advice and support about diversity, equality and inclusion, 4.3b Describe how and when to access information, advice and support about diversity, equality and inclusion, 4.3c Explain who to ask for advice and support about equality and inclusion, 5.1a Describe how to put person-centred values into practice in their day-to-day work, 5.1b Describe why it is important to work in a way that promotes person centred values when providing support to individuals, 5.1c Identify ways to promote dignity in their day-to-day work, 5.2a Describe the importance of finding out the history, preferences, wishes and needs of the individual, 5.2b Explain why the changing needs of an individual must be reflected in their care and/or support plan, 5.2c Explain the importance of supporting individuals to plan for their future wellbeing and fulfilment, including end-of-life care, 5.3a Take appropriate steps to remove or minimise the environmental factors causing the discomfort or distress. wheelchairs, prosthetics, catheter tubes, 5.5d Remove or minimise any environmental factors causing pain or discomfort. Care Certificate and Levels 2, 3 & 5 Diploma/NVQ in Care Answers. . Prep for a quiz or learn for fun! CACHE became part of NCFE in 2015. For example if you work in a nursing home, you may choose optional units related to supporting elderly people or dementia. Learning Disabilities. 7.2a Demonstrate that their actions maintain the privacy of the individual. Level 2 Health and Social Care Diploma: Candidate Book 3rd edition (Work Based Learning L2 Health & Social Care) Yvonne Nolan. Describe Your Main Duties & Responsibilities, 1.1b List the standards, codes of conduct and practices that relate to your role, 1.1c Demonstrate that you are working in accordance with the agreed ways of working with your employer, 1.1d Explain how your previous experiences, attitudes and beliefs may affect the way you work, 1.2a Describe your employment rights and responsibilities, 1.2b List the aims, objectives and values of the service in which you work, 1.2c Explain why it is important to work in ways that are agreed with your employer, 1.2d Demonstrate how to access full and up to date details of agreed ways of working that are relevant to your role, 1.2e Explain how and when to escalate any concerns you might have (whistleblowing), 1.2f Explain why it is important to be honest and identify where errors may have occurred and to tell the appropriate person, 1.3a Describe your responsibilities to the individuals you support, 1.3b Explain how a working relationship is different from a personal relationship, 1.3c Describe different working relationships in health and social care settings, 1.4a Explain why it is important to work in teams and in partnership with others, 1.4b Explain why it is important to work in partnership with key people, advocates and others who are significant to an individual, 1.4c Demonstrate behaviours, attitudes and ways of working that can help improve partnership working, 1.4d Demonstrate how and when to access support and advice about partnership working and resolving conflicts, 2.1a Identify sources of support for their own learning and development, 2.1b Describe the process for agreeing a personal development plan and who should be involved, 2.1c Explain why feedback from others is important in helping to develop and improve the way they work, 2.1d Contribute to drawing up own personal development plan, Describe the functional level of literacy, numeracy and communication skills necessary to carry out their role and explain how to check their own level, 2.2b Explain how to check their current level of literacy, numeracy and communication skills, 2.2c Describe how a learning activity has improved their own knowledge, skills and understanding, 2.2d Describe how reflecting on a situation has improved their own knowledge, skills and understanding, 2.2e Describe how feedback from others has developed their own knowledge, skills and understanding, 2.2f Demonstrate how to measure their own knowledge, performance and understanding against relevant standards, 2.2g List the learning opportunities available to them and how they can use them to improve the way they work, 2.2h Demonstrate how to record progress in relation to their personal development, 2.2i Explain why continuing professional development is important. 2.1 Describe features of manual and electronic information storage systems that help ensure security. Therefore, you may find some Level 2 Diploma answers in the Care Certificate answers and vice versa. Level 2 Award in Customer Service for Health and Social Care Settings; Greater flexibility, greater outcomes. Join. 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. Unit 4222-302- engage in personal development in health, social care or Nvq level 2 health and social care answers unit 212. . Dementia 3. The NVQ Level 2 in Health and Social Care (QCF) course is aimed individuals working as a care assistant or support worker in any care settings or looking to volunteer in a care setting. The fastest way to get answers from us. The Care Certificate is a set of standards that social care and health workers stick to in their daily working life. NOTE: We are currently trying to add answers for as many optional units as possible but it is taking a while as there are so many! 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. 5.5b Recognise the signs that an individual is in pain or discomfort. 1.2 Summarise the main points of legal requirements and codes of practice for handling information in care settings. Below, you will find a list of all the optional units for the Level 2 Diploma in Care along with their level and credit value. Level 2 Certificate in Understanding the Safe Handling of Medication in Health and Social Care Level Two Modern medicines are powerful substances which have beneficial effects for millions of people worldwide. It is designed for people that are new to the care industry and just starting out in their care career. The information contained on this website is a study guide only. It is intended primarily for learners post 16 who are interested in Health and Social Care but have not studied Health and Social Care at key stage 4 or who have not achieved higher grades in this subject. 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. 23 Answers to questions in S/NVQ Level 2 Health & Social Care Easy Steps Unit 218 Support individuals with their personal care needs In the workplace: Promoting continence (page 202) 1 Mrs Jafrey may have felt embarrassed or uncomfortable having a male care worker helping her. The Care - Level 2 Diploma (RQF) Course is suitable for any individual currently working as a care provider or wanting to start a career in the care sector. Furthermore, NCFE, one of the UK’s biggest awarding bodies, endorse our courses! worked, Discrimination, Health and safety, Holiday entitlements, Redundancy and dismissal, Training, Disciplinary procedures, Union rights and consultation, among many others. account qcf health and social care level 2 or 3 unit 2 personal development study aid or guidance notes A Reflective account, which addresses the subject of personal development, within the role of a social care … Learners can also progress onto further learning at Level 3 and above. 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. View NVQ level 3 health and social care Research Papers on Academia.edu for free. Dementia 3. 2.2 Demonstrate practices that ensure security when storing and accessing information. This resource is for unit 5 Promoting Health and Wellbeing of the new BTEC Level 2 Health and Social Care course and covers all of the teaching material. . You should use this information to answer questions IN YOUR OWN WORDS. 1.1 Identify legislation and codes of practice that relate to handling information in care settings. 2.4 Support audit processes in line with own role and responsibilities. Study Health And Social Care Unit 2 using smart web & mobile flashcards created by top students, teachers, and professors. 2 The care worker could make sure that Mrs Jafrey could call for help to get to the toilet in time, or look at other means to help Mrs … that people having the same level … However, inappropriate use or handling of these substances can … I am currently working on the optional units, however there is a good study guide for the unit ‘Understand the context of supporting individuals with learning disabilities‘ on the DUTTONCARE website. LEVEL 2 DIPLOMA IN CARE (The terms in bold are defined in a glossary at the end of each unit). Health and Social Care level 2 Assessment: Preparation, guide and answer for assessment. To achieve the Level 2 Certificate in Understanding Dignity and Safeguarding in Adult Health and Social Care, learners must successfully demonstrate their achievement of all learning outcomes and assessment criteria of the units as detailed in the qualification specification. This SVQ is based on standards developed collaboratively by the Scottish Social Services Council (SSSC), TOPSS (England), Skills for Care, Care Council for Wales, the Northern Ireland Care Council and Skills for Health. The QCF Level 2 in Health and Social Care has replaced the NVQ Level 2 in Health and Social Care; it is an internationally recognised qualification, which is the equivalent to a GCSE and the UK industry standard for those working in this sector. 9.6c Explain what is meant by “consent”, and how it can change according to what decisions may need to be taken. 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, Select and wear appropriate personal protective equipment for work in health care settings, Contribute to the support of individuals with multiple conditions and/or disabilities, Awareness of the Mental Capacity Act 2005, The person centred approach to the care and support of individuals with dementia, Understand and implement a person centred approach to the care and support of individuals with dementia, Understand the factors that can influence communication and interaction with individuals who have 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 enable interaction and communication with individuals with dementia, Approaches to enable rights and choices for individuals with dementia whilst minimising risks, Enable rights and choices of individuals with dementia whilst minimising risks, Understand and meet the nutritional requirements of individuals with dementia, Understand and enable interaction and communication with individuals who have dementia, Equality, diversity and inclusion in dementia care practice, Understand how to work in end of life care, Understand how to provide support when working in end of life care, Understand how to support individuals during the last days of life, Contribute to the care of a deceased person, Facilitate person centred assessment, planning, implementation and review, Introduction to personalisation in social care, Contribute to the support of infection prevention and control in social care, Cleaning, decontamination and waste management, Principles of supporting an individual to maintain personal hygiene, Support individuals to maintain personal hygiene, Undertake personal hygiene activities with individuals, Support individuals to meet personal care needs, Meet food safety requirements when providing food and drink for individuals, Prepare for and carry out extended feeding techniques, Understand the context of supporting individuals with learning disabilities, Principles of supporting individuals with a learning disability to access healthcare, Contribute to supporting individuals with a learning disability to access healthcare, Introductory awareness of autistic spectrum conditions, Principles of supporting individuals with a learning disability regarding sexuality and sexual health, Understand the impact of Acquired Brain Injury on individuals, Support families of individuals with Acquired Brain Injury, Support effective communication with individuals with a sensory loss, Contribute to supporting individuals in the use of assistive technology, Support individuals with specific communication needs, Administer medication to individuals and monitor the effects, Support use of medication in social care settings, Assist in the administration of medication, Contribute to monitoring the health of individuals affected by health conditions, Support individuals to carry out their own health care procedures, Support individuals undergoing healthcare activities, Obtain and test specimens from individuals, Prepare individuals for healthcare activities, Assist the practitioner to carry out health care activities, Monitor and maintain the environment and resources during and after health care activities, Promotion of General Health and Well-being, Contribute to Promoting Nutrition and Hydration in Health and Social Care Settings, Understanding and enabling assisting and moving individuals, Move and position individuals in accordance with their plan of care, Working as part of a team in health and social care or children and young people’s settings, Understand how to support individuals to be part of a community, Provide support to manage pain and discomfort, Support participation in learning and development activities, Support independence in the tasks of daily living, Support individuals to access and use information about services and facilities, Contribute to support of positive risk-taking for individuals, Support individuals in their relationships, Gain access to the homes of individuals, deal with emergencies and ensure security on departure, Support individuals to negotiate environments, Understand the Benefits of Engaging in Activities in Social Care, Contribute to supporting group care activities, Understand the effects of ageing in activity provision, Understand the factors affecting older people. 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