Is 82 A Good IQ Score for a 16 Year Old Boy? that people having the same level … 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. CACHE Level 2- Certificate in Health and Social Care. Question paper - Research methods in health, social care and childcare pre release Unit 25 - PDF 351KB; Combined feedback - Research methods in health and social care Unit 25 - Combined feedback on the June 2018 exam paper (including selected exemplar candidate answers and commentary) PDF 4MB I may earn commissions from qualifying purchases from Amazon. You should use this information to answer questions IN YOUR OWN WORDS. 9.1c. Care Certificate and Levels 2, 3 & 5 Diploma/NVQ in Care Answers. 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. 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. 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. This could include: Re-positioning, Reporting to a more senior member of staff, Giving prescribed pain relief medication, Ensure equipment or medical devices are working properly or in the correct position e.g. 11.1 Explain what you must do if you suspect a child, young person (met in any circumstances) is being abused or neglected. At NVQ-Answers Nvq level 2 health and social care unit 1 answers. Level 3 Diploma in Health and Social Care (Adults) for England (RQF) Level 3 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (RQF), Join. Health and social care nvq level 2? The fastest way to get answers from us. This could include: Senior member of staff, Carer, Family member, 7.3a Describe ways of helping individuals to make informed choices, 7.3b Explain how risk assessment processes can be used to support the right of individuals to make their own decisions, 7.3c Explain why personal views must not influence an individual’s own choices or decision, 7.3d Describe why there may be times when they need to support an individual to question or challenge decisions made about them by others, 7.4a Demonstrate how to support individuals to make informed choices, 7.4b Ensure any risk assessment processes are used to support the right of individuals to make their own decisions, 7.4c Ensure their own personal views do not influence an individual’s own choices or decisions, 7.4d Describe how to report any concerns they have to the relevant person. 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, Implement person centred approaches in care settings, Safeguarding and protection in care settings, Health, safety and wellbeing in care settings, Understand the context of supporting individuals with learning disabilities, Level 2 Diploma in Health & Social Care (QCF). View NVQ level 3 health and social care Research Papers on Academia.edu for free. 2.2 Demonstrate practices that ensure security when storing and accessing information. 9.3b. Learning Disabilities. 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. 3.1 Support others to understand the need for secure handling of information. 36 Cards – 6 … Funding for our qualifications. Health & Social Care Diplomas Levels 2, 3 &5. Most of this has been adapted from the text book and you will need to find a breast feeding leaflet to include in … . It is designed for people that are new to the care industry and just starting out in their care career. 3.2 Support others to understand and contribute to records. Find many great new & used options and get the best deals for NVQ QCF Health and social care NEW 2019 THE COMPLETE LEVEL 2 AWARD answers at the best online prices at eBay… Included awards are QCF, NVQ, The Care Certificate Answers, Health and Safety Occupational Answers, Teaching Cache NCFE Coursework Trades, Bricklaying, Construction, TEFL Coursework and more. The Health and Social Care Diploma aims to help the student conduct the duties of their position to the correct standard as well as providing the chance of the student to study more higher level qualifications. What are Duty of Care and Duty of Candour how do they affect your role as a care worker? The Level 2 Diploma in Care (RQF) is a nationally-recognised qualification for people that work in the care industry Nvq level 2 health and social care answers unit 203. . 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. 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. NOTE: We are currently trying to add answers for as many optional units as possible but it is taking a while as there are so many! This diploma is ideal for students who are already working a health and social care. 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. Who we are Why Choose US Smart Learning Recognition and Partnership. 1.2 Summarise the main points of legal requirements and codes of practice for handling information in care settings. Explain why early detection of mental health needs, dementia or learning disability is important. £30.99 Next page. This qualification confirms competence in these areas for roles such as: 9.4b. Hello, The answers? Offer and Scholarships Reviews. Coursework guidance and requirements This piece of coursework is out of 50 marks. 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. answers to level 2 health and social care: Tweet: holly3 Forums Member #1 | Posted: 26 Jan 2012 18:58. does anyone have the answers to level 2 health social care. 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. Level 2 Award in Customer Service for Health and Social Care Settings; Greater flexibility, greater outcomes. 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. 9.1b. 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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