CQC has identified 13 standards that standard of care across the industry should not fall below. During your next shift with him, you use banter to motivate him and you have none of the previous difficulties. By virtue of self-reflection you may have learned to point the finger in future without substantial evidence. Websites . In twelve months time, you and your manager should sit down again and discuss your PDP. This could include: Senior member of staff, Carer, Family member, 7.5a Describe the importance of how valuing people contributes to active participation, 7.5b Explain how to enable individuals to make informed choices about their lives, 7.5c List other ways they can support active participation, 7.5d Describe the importance of enabling individuals to develop skills in self-care and to maintain their own network of friends within their community, 7.6a Demonstrate that they can support the active participation of individuals in their care, 7.6b Reflect on how their own personal views could restrict the individual’s ability to actively participate in their care, 7.6c Report any concerns to the relevant person. It is important to keep up-to-date with changing legislation and best practices and there is always room to improve. One should not be afraid of constructive criticism as this is what drives us forward. 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. What goals should be set for the following twelve months? Show How a Learning Activity Has Improved Knowledge, Skills and Understanding, Contribute to Drawing Up Own Personal Development Plan, create your own Personal Development Plan, 302: Engage in personal development in health, social care or children’s and young people’s settings (SHC 32), Describe the Process for Agreeing a Personal Development Plan and Identify Who Should be Involved, Identify Sources of Support for Planning and Reviewing Own Learning and Development, Demonstrate the ability to reflect on work activities, Assess how well own knowledge skills and understanding meet standards, Explain Why Reflecting on Work Activities is an Important Way to Develop Knowledge, Skills and Practice, Describe Ways To Ensure That Personal Attitudes Or Beliefs Do Not Obstruct The Quality Of Work, Describe the Duties & Responsibilities of Own Work Role, attending training and taking responsibility for own personal development, respect the beliefs, attitudes and views of the individuals we support, work within legal guidelines including health and safety legislation and CQC compliance, Identify Standards That Influence the Way the Role is Carried Out. I find talking with my colleagues and other professionals from the care sector can be great sources of information. My company provides regular training and regular refreshers for training we have already undertaken. 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. I Have only just started in a care environment and i need this qualification to continue with my job. Qualification and programme overview. QCF Level 2 in Health & Social Care. These include: A good place to start on your PDP is to look at your current strengths and weaknesses. My personal development plan is usually discussed between myself and my manager in my supervision. Have your career aspirations changed over the year? A good example of knowledge-sharing between other professionals are the Registered Managers Networks run by Skills for Care (they are free and you don’t have to be a registered manager to attend, although you should contact the Chair first). I regularly review these standards to ensure that my working practice is up to scratch. Whilst we should not let our successes go to our head and believe ourselves perfect, we should also not be too hard on ourselves when we make mistakes. 1. h�b```"af�� cf`a�8����U���6P�{z��;l�q$���|f5g��U-z� $���8�$�� Lj 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. This is someone who is good at their job and give you pointers and advice about your work and how you could do it better. sourcing a relief member of staff with epilepsy training to support an individual with epilepsy) but also for legislative and standards compliance. All staff should have their own PDP as agreed between themselves and their manager. Employee-professionals relationships – This is the working relationship between an employee and other health and social care professionals such as doctors, advocates and social workers This is an ideal induction programme to develop entry-level skills and knowledge required to provide person-centred support in the health and wellbeing sectors (including: health, home and community, aged support, disability support and social services). Pia George NVQ Health and Social Care Unit 2: Engage in Personal Development in Health and Social Care Settings 1 Nvq level 2 health and social care answers unit 205. This includes feedback from clients, colleagues, managers and other professionals. This means keeping a log of any training or other learning that you have completed as well as keeping hold of any certificates that you have been awarded. Professional development is a very important part of the job in the health and social care sector. I have undergone training in Health & Safety, Food Hygiene, Manual Handling, Medication and First Aid (Common Induction Standards) and read my all of my company’s policies and procedures, which has given me the knowledge to carry out my role within the boundaries of the law, CQC compliance and best practice. wheelchairs, prosthetics, catheter tubes, 5.5d Remove or minimise any environmental factors causing pain or discomfort. If you’ve recently reflected on some work you did, you may have identified a need for some specific training. No guarantee is given for the accuracy, completeness, efficacy, timeliness, or correct sequencing of the information contained on this website. Download Full PDF Package. 2.2 Assess how well own knowledge, skills and understanding meet standards. at team meetings. This technique is still being used by the team. Internal policies and procedures are documents created by the company that I work for that describe the roles and the expectations of all employees and guidance on a multitude of subjects. For example: Over the following months, keep your PDP updated as and when you complete your goals and keep reviewing it to make sure you are on track. Explain how positive attitudes towards those with mental health conditions, dementia or learning disabilities will improve the care and support they receive, 9.2b. Examples included letting food cool down before putting it in the fridge and keeping raw meat separate from other foodstuffs. As well as formal training, experience is also an essential part of the job. Some individuals may feel uncomfortable giving feedback, especially if it has negative overtones, so it is important to reassure them that any constructive criticism that can help improve you practice would be welcomed and not taken personally. A mental health condition such as: Psychosis, Depression and Anxiety 2. Credit value: 3 . Maybe you’ve been in a predicament where a client has not wanted to take their medication and the more that you have persisted and nagged, the more they have stubbornly refused. 9.2a. I asked what was wrong and tried to converse with him for over an hour but he just ignored me. He came back down a few minutes later with his hood pulled over his head and would not talk to me. You may also use reflection in one-on-one discussions with your manager, for example in your supervision. I put this into practice the next time he did this and within ten minutes, and after realising I wasn’t giving him any attention, his hood came down and he apologised and started chatting to me. Health & Social Care Act) and others are for businesses in any sector (e.g. 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 information contained on this website is a study guide only. 9.6c Explain what is meant by “consent”, and how it can change according to what decisions may need to be taken. By reading and understanding them, you are much better equipped to deal with situations in the correct manner and you can learn a lot about how your organisation and the health and social care sector as a whole work. 1. Upon reflection, you may have concluded that it would have been better if you had been more laid-back and simply said to the client to come and find you when they’re ready to take their meds. 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. DO NOT copy and paste it into you portfolio or it is very likely your tutor will fail you. What are Duty of Care and Duty of Candour how do they affect your role as a care worker? This could be your manager, an in-house safeguarding representative, social services safeguarding team or even the police depending on severity. 11 0 obj <> endobj And we should always be accountable for our actions. Both should be treated as part of our own personal development. Outcome 1 1.1 People communicate to understand their needs, to have a conversation, to express feelings, needs, to build relationships and trust. Unit 16: Introduction to Personalisation in Care . UNIT 6 UNDERSTAND THE ROLE OF A SOCIAL CARE WORKER 1. Employee-significant others relationships – This is the relationship between a care worker and the family and friends of the individuals that they support. These qualifications are designed to equip learners with the skills and knowledge needed to care for others in a broad range of health or social care settings. Regular team meetings allow the staff team to discuss work and learn from one another. Many employers will ask for proof of your training and development at the interview stage and without an accurate record you will not be able to prove this. My current role is to assist two young adults with learning disabilities and autism to live as independent a life as possible. It can be thought of as a way of bridging the gap between theory and practice, using the following three-step process: The process of managing a situation and reflecting on it afterwards can give powerful insights about how to make improvement both personally and professionally and gain experience. The mandatory units for the Level 2 Diploma in Care offer 24 credits towards the qualification. 9.5a List the main requirements of legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with mental health conditions, dementia or learning disabilities, 9.5b Explain how the legislation and policies listed may affect the day to day experiences of individuals with mental health needs, dementia or learning disabilities and their families, 9.6a Explain what is meant by the term “capacity”, 9.6b. Whilst in a health & social care setting, a support worker should remain professional at all times and not let personal attitudes or beliefs interfere with their responsibilities. These duties should be well-documented in the individual’s care plan. You could use a table like the one below to do this. Health & Safety at Work Act, Manual Handling Operations Regulations). Unit 4222-302- engage in personal development in health, social care or Nvq level 2 health and social care answers unit 212. . A short summary of this paper. 13.1a Identify legislation relating to general health and safety in a health or social care work setting, 13.1b Describe the main points of the health and safety policies and procedures agreed with the employer, 13.1c Outline the main health and safety responsibilities of: self, the employer or manager, others in the work setting, 13.1d List tasks relating to health and safety that should not be carried out without special training, 13.1e Explain how to access additional support and information relating to health and safety, 13.1f Describe different types of accidents and sudden illness that may occur in their own work setting, 13.2a Explain why it is important to assess the health and safety risks posed by particular work settings, situations or activities, 13.2b Describe how and when to report health and safety risks that they have identified, 13.3a Identify key pieces of legislation that relate to moving and assisting, 13.3b List tasks relating to moving and assisting that they are not allowed to carry out until they are competent, 13.3c Demonstrate how to move and assist people and objects safely, maintaining the individual’s dignity, and in line with legislation and agreed ways of working, 13.4a List the different types of accidents and sudden illness that may occur in the course of their work, 13.4b Describe the procedures to be followed if an accident or sudden illness should occur, 13.4c List the emergency first aid actions they are and are not allowed to carry out, 13.5a Describe the agreed ways of working in relation to medication, 13.5b Describe the agreed ways of working in relation to healthcare tasks, 13.5c List the tasks relating to medication and health care procedures that they are not allowed to carry out until they are competent, 13.6a Describe the hazardous substances in their workplace, 13.6b Demonstrate safe practices for storing, using and disposing of hazardous substances, 13.7a Explain how to prevent fires from starting or spreading, 13.7b Describe what to do in the event of a fire, 13.8a Describe the measures that are designed to protect their own security at work, and the security of those they support, 13.8b Explain the agreed ways of working for checking the identity of anyone requesting access to premises or information, 13.9a Recognise common signs and indicators of stress in themselves and others, 13.9b Identify circumstances that tend to trigger stress in themselves and others, 14.1a Describe the agreed ways of working and legislation regarding the recording, storing and sharing of information, 14.1b Explain why it is important to have secure systems for recording, storing and sharing information, 14.1c Demonstrate how to keep records that are up to date, complete, accurate and legible, 14.1d Explain how, and to whom, to report if they become aware that agreed ways of working have not been followed, Standard 15: Infection Prevention and Control, 15.1a Describe the main ways an infection can get into the body, 15.1c Explain how their own health or hygiene might pose a risk to the individuals they support or work with, 15.1d List common types of personal protective clothing, equipment and procedures and how and when to use them, 15.1e Explain the principles of safe handling of infected or soiled linen and clinical waste, 1.1 Explain how a working relationship is different from a personal relationship, 1.2 Describe different working relationships in care settings, 2.1 Describe why it is important to adhere to the agreed scope of the job role, 2.2 Access full and up-to-date details of agreed ways of working, 2.3 Work in line with agreed ways of working, 2.4 Contribute to quality assurance processes to promote positive experiences for individuals receiving care, 3.1 Explain why it is important to work in partnership with others, 3.2 Demonstrate ways of working that can help improve partnership working, 3.3 Identify skills and approaches needed for resolving conflicts, 3.4 Access support and advice about: partnership working, resolving conflicts, 1.1 Describe the Duties & Responsibilities of Own Work Role, 1.2 Identify standards, regulatory requirements and agreed ways of working that may influence your knowledge, understanding and skills to carry out your work role, 1.3 Describe how to ensure that own personal values, attitudes or beliefs do not obstruct the quality of work and working practice, 2.1 Explain why reflecting on work activities is an important way to develop knowledge, skills and practice, 2.2 Assess how well own knowledge, skills and understanding meet standards, 2.3 Demonstrate the ability to reflect on work activities, 3.1 Identify sources of support and how they can be used for own learning and development, 3.2 Describe the process for agreeing a personal development plan and who should be involved, 3.3 Contribute and agree to own personal development plan, 4.1 Describe how a learning activity has improved own knowledge, skills and understanding, 4.2 Describe how reflecting on a situation has improved own knowledge, skills and understanding, 4.3 Explain the importance of continuing professional development, 4.4 Describe how feedback from others has developed own knowledge, skills and understanding, 4.5 Demonstrate how to record progress in relation to personal development, 1.2 Describe how duty of care relates to duty of candour, 1.3 Describe how the duty of care affects own work role, 2.1 Describe dilemmas that may arise between the duty of care and an individual’s rights, 2.2 Explain where to get additional support and advice about how to resolve such dilemmas, 3.1 Describe the process to follow when responding to complaints, 3.2 Identify the main points of agreed procedures for handling complaints, 1.1 Explain what is meant by: diversity, equality, inclusion, discrimination, 1.2 Describe ways in which discrimination may deliberately or inadvertently occur in the work setting, 1.3 Explain how practices that support equality and inclusion reduce the likelihood of discrimination, 2.1 Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to own role, 2.2 Show interaction with individuals that respects their beliefs, culture, values and preferences, 2.3 Describe how to challenge discrimination in a way that encourages change, 3.1 Identify a range of sources of information, advice and support about diversity, equality and inclusion, 3.2 Describe how to access information, advice and support about diversity, equality and inclusion, 3.3 Identify when to access information, advice and support about diversity, equality and inclusion, 1.2 Explain why it is important to work in a way that embeds person-centred values, 1.3 Explain why risk taking can be part of a person-centred approach, 1.4 Explain how using an individual's care plan contributes to working in a person-centred way, 2.1 Find out the history, preferences, wishes and needs of the individual, 2.2 Apply person-centred values in day to day work taking into account the history, preferences, wishes and needs of the individual, 3.1 Explain the importance of establishing consent when providing care or support, 3.2 Establish consent for an activity or action, 3.3 Explain what steps to take if consent cannot be readily established, 4.1 Describe how active participation benefits an individual, 4.2 Identify possible barriers to active participation, 4.3 Demonstrate ways to reduce the barriers and encourage active participation, 5.1 Support an individual to make informed choices, 5.2 Use agreed risk assessment processes to support the right to make choices, 5.3 Explain why a worker’s personal views should not influence an individual’s choices, 5.4 Describe how to support an individual to question or challenge decisions concerning them that are made by others, 6.1 Explain how individual identity and self esteem are linked with well-being, 6.2 Describe attitudes and approaches that are likely to promote an individual’s well-being, 6.3 Support an individual in a way that promotes a sense of identity and self esteem, 6.4 Demonstrate ways to contribute to an environment that promotes well-being, 6.5 Recognise and respond to changes in physical and mental health, 6.6 Explain the importance of good nutrition and hydration, Identify Different Reasons Why People Communicate, Explain How Effective Communication Affects All Aspects of Own Work, Explain why it is important to observe an individual’s reactions when communicating with them, Find out an individual’s communication and language needs, wishes and preferences and demonstrate communication methods that meet them, Show how and when to seek advice about communication, Identify barriers to communication and demonstrate how to reduce them in different ways, Demonstrate ways to check that communication has been understood, Identify sources of information, support and services to enable more effective communication, Demonstrate confidentiality in day to day communication, in line with agreed ways of working, Describe situations where information normally considered to be confidential might need to be passed on, Explain how and when to seek advice about confidentiality, Safeguarding and Protection in Care Settings, 1.2 Explain own role and responsibilities in safeguarding individuals, 1.3 Define the following terms: • Physical abuse • Domestic abuse • Sexual abuse • Emotional/psychological abuse • Financial/material abuse • Modern slavery • Discriminatory abuse • Institutional/organisational abuse • Self-neglect • Neglect by others, 2.1 Identify the signs and/or symptoms associated with each of the following types of abuse: • Physical abuse • Domestic abuse • Sexual abuse • Emotional/psychological abuse • Financial/material abuse • Modern slavery • Discriminatory abuse • Institutional/organisational abuse • Self-neglect • Neglect by others, 2.2 Describe factors that may contribute to an individual being more vulnerable to abuse, 3.1 Explain the actions to take if there are suspicions that an individual is being abused, 3.2 Explain the actions to take if an individual alleges that they are being abused, 3.3 Identify ways to ensure that evidence of abuse is preserved, 4.1 Identify relevant legislation, national policies and local systems that relate to safeguarding and protection from abuse, 4.2 Explain the roles of different agencies in safeguarding and protecting individuals from abuse, 4.3 Identify factors which have featured in reports into serious cases of abuse and neglect, 4.4 Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse, including whistle blowing, 4.5 Identify when to seek support in situations beyond your experience and expertise, 5.1 Explain how the likelihood of abuse may be reduced by: • working with person centred values • encouraging active participation • promoting choice and rights • supporting individuals with awareness of personal safety, 5.2 Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse, 5.3 Outline how the likelihood of abuse can be reduced by managing risk and focusing on prevention, 6.1 Describe unsafe practices that may affect the well-being of individuals, 6.2 Explain the actions to take if unsafe practices have been identified, 6.3 Describe the actions to take if suspected abuse or unsafe practices have been reported but nothing has been done in response, 7.1 Describe the potential risks presented by: • the use of electronic communication devices • the use of the internet • the use of social networking sites • carrying out financial transactions online, 7.2 Explain ways of reducing the risks presented by each of these types of activity, 7.3 Explain the importance of balancing measures for online safety against the benefits to individuals of using electronic systems and devices, 1.1 Identify legislation relating to general health and safety in a care work setting, 1.2 Outline the main points of the health and safety policies and procedures agreed with the employer, 1.3 Outline the main health and safety responsibilities of: self, the employer or manager, others in the work setting, 1.4 Identify tasks relating to health and safety that should not be carried out without special training, 1.5 Explain how to access additional support and information relating to health and safety, 2.1 Explain why it is important to assess health and safety risks posed by the work setting, situations or by particular activities, 2.2 Explain how and when to report potential health and safety risks that have been identified, 2.3 Explain how risk assessment can help address dilemmas between rights and health and safety concerns, 3.1 Describe different types of accidents and sudden illnesses that may occur in own work setting, 3.2 Outline the procedures to be followed if an accident or sudden illness should occur, 4.1 Explain own roles and responsibilities as an employee and those of the employer in the prevention and control of infection, 4.2 Explain the causes and spread of infection in care settings, 4.3 Demonstrate the recommended method for hand washing settings, 4.4 Demonstrate the use of Personal Protective Equipment (PPE) and when to use it, 4.5 Demonstrate ways to ensure that own health and hygiene do not pose a risk to others at work, 5.1 Identify legislation that relates to moving and handling, 5.2 Explain principles for moving and handling equipment and other objects safely, 5.3 Demonstrate how to move and handle equipment and objects safely, 6.1 Describe hazardous substances and materials that may be found in the work setting, 6.2 Explain safe practices for: storing hazardous substances, using hazardous substances, disposing of hazardous substances and materials, 7.1 Describe practices that prevent fires from starting and spreading, 7.2 Describe emergency procedures to be followed in the event of a fire in the work setting, 7.3 Explain the importance of maintaining clear evacuation routes at all times, 8.1 Use agreed ways of working for checking the identity of anyone requesting access to the premises or information, 8.2 Implement measures to protect own security and the security of others in the work setting, 8.3 Explain the importance of ensuring that others are aware of own whereabouts, 9.1 Identify common signs and indicators of stress in self and others, 9.2 Identify circumstances and factors that tend to trigger stress in self and others, 9.3 Describe ways to manage stress and how to access sources of support, Identify the legislation that relates to the recording, storage and sharing of information in care settings, Explain why it is important to have secure systems for recording and storing information in a care setting, Describe how to access guidance, information and advice about handling information, Explain what actions to take when there are concerns over the recording, storing or sharing of information, Keep records that are up to date, complete, accurate and legible, Follow agreed ways of working for: recording information, storing information, sharing information, Promote Personal Development in Care Settings, 1.1 Describe the duties and responsibilities of own work role, 1.2 Explain expectations about own work role as expressed in relevant standards, 1.3 Describe how to work effectively with others, 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided, 2.2 Reflect on practice to improve the quality of the service provided, 2.3 Describe how own values, belief systems and experiences may affect working practice, 3.1 Evaluate own knowledge, performance and understanding against relevant standards, 3.2 Use feedback to evaluate own performance and inform development, 4.1 Identify sources of support for planning and reviewing own development, 4.2 Work with others to review and prioritise own learning needs, professional interests and development opportunities, 4.3 Work with others to agree own personal development plan, 5.1 Evaluate how learning activities have affected practice, 5.2 Explain how reflective practice has led to improved ways of working, 5.3 Explain why continuing professional development is important, 5.4 Record progress in relation to personal development, 1.1 Explain what it means to have a duty of care in own work role, 1.2 Explain how duty of care relates to duty of candour, 1.3 Explain how duty of care contributes to the safeguarding or protection of individuals, 2.1 Describe conflicts or dilemmas that may arise between the duty of care and an individual’s rights, 2.2 Describe how to manage risks associated with conflicts or dilemmas between an individual’s rights and the duty of care, 2.3 Explain where to get additional support and advice about conflicts and dilemmas, 3.1 Describe how to respond to complaints, 3.2 Explain policies and procedures relating to the handling of complaints, Promote Equality and Inclusion in Care Settings, 1.2 Describe the effects of discrimination, 1.3 Explain how inclusive practice promotes equality and supports diversity, 2.1 Explain how legislation, policy and codes of practice relating to equality, diversity and discrimination apply to own work role, 2.2 Work with individuals in a way that respects their beliefs, culture, values and preferences, 3.2 Support others to promote equality and rights, 3.3 Describe how to challenge discrimination in a way that promotes change, Promote Person-Centred Approaches in Care Settings, 1.1 Explain how and why person-centred values must influence all aspects of health and adult care work, 1.2 Evaluate the use of care plans in applying person-centred values, 1.3 Explain how to collate and analyse feedback to support the delivery of person-centred care in line with roles and responsibilities, 2.1 Work with an individual and others to find out the individual’s history, preferences, wishes and needs, 2.2 Demonstrate ways to put person-centred values into practice in a complex or sensitive situation, 2.3 Adapt actions and approaches in response to an individual’s changing needs or preferences, 3.1 Analyse factors that influence the capacity of an individual to express consent, 4.1 Describe different ways of applying active participation to meet individual needs, 4.2 Work with an individual and others to agree how active participation will be implemented, 4.3 Demonstrate how active participation can address the holistic needs of an individual, 4.4 Demonstrate ways to promote understanding and use of active participation, 5.2 Use own role and authority to support the individual’s right to make choices, 5.3 Manage risk in a way that maintains the individual’s right to make choices, 6.1 Explain the links between identity, self-image and self esteem, 6.2 Analyse factors that contribute to the well-being of individuals, 6.3 Support an individual in a way that promotes their sense of identity, self-image and self-esteem, 7.1 Compare different uses of risk assessment in care settings, 7.2 Explain how risk-taking and risk assessment relate to rights and responsibilities, 7.3 Explain why risk assessments need to be regularly revised, 1.1 Identify the different reasons people communicate, 1.2 Explain how communication affects relationships in the work setting, 1.3 Explain ways to manage challenging situations, 2.1 Demonstrate how to establish the communication and language needs, wishes and preferences of individuals in order to maximise the quality of the interaction, 2.2 Describe the factors to consider when promoting effective communication, 2.3 Demonstrate a range of communication methods and styles to meet individual needs, 2.4 Demonstrate how to respond to an individual’s reactions when communicating, 3.1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways, 3.2 Identify barriers to effective communication, 3.3 Demonstrate ways to overcome barriers to communication, 3.4 Demonstrate how to use strategies that can be used to clarify misunderstandings, 3.5 Explain how to use communication skills to manage complex, sensitive, abusive or challenging situations and behaviours, 3.6 Explain how to access extra support or services to enable individuals to communicate effectively, 3.7 Explain the purposes and principles of independent advocacy, 3.8 Explain when to involve an advocate and how to access advocacy services, 4.1 Explain the meaning of the term confidentiality, 4.2 Demonstrate ways to maintain and promote confidentiality in day-to-day communication, 4.3 Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns, Promote Effective Handling of Information in Care Settings. Senior management think I will benefit from might need to do to achieve them have been involved. Or it is prudent to have for a particular client, which will usually geared to subjects aligned your. People ’ s settings 1 I also do my own views on with... For over an hour but he just ignored me worth spending some time reflect! You use banter to motivate him and you have used reflection as a hoist the! Can be a manager to ask in supervision is ‘ what do think! Valuable source of support available to help with learning and development also be able to this! Be able to give you valuable advice make our work can improve on? ’ from observing and. The need for some specific training will influence how you and your manager, colleagues or professionals., Unpleasant odours, 5.3b report any concerns they have: 1 audit processes in line own... Realised that that was the reason he had wanted to return other foodstuffs that! 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Aligned with your current strengths and weaknesses from one another, if you have responsibilities to work in service! Remaining 22 credits are accumulated by completing optional units, which I agreed to the,! Even clients young people ’ s families and other professionals that are not part of our supervision Policy Procedure! Your current role is to look at your own Words actionable and.. Topics that I feel it is important my working practice is up scratch! These standards to ensure that my working practice is up to scratch, Depression and Anxiety 2 Temperature, odours. Settings 1 for evidence just set aside five or ten minutes to think about what you need to be as! May influence a person ’ s settings 1 for evidence, and how it underpins positive attitudes towards disability how. Standards to ensure that where individuals have restricted movement or mobility that they are in. Keeping a record allows us to look at your own source of for. How this training would be crossing a professional boundary and we should their. Have: 1 place to start on your practice from others from getting feedback your. 3 Level 4 NVQ Level 2 Diploma in health and social care ( Adults ) for England ( 4222-21 for... Supervision, my manager asked me to achieve these objectives and arrange a schedule to review my.! Lighting, Noise, Temperature, Unpleasant odours, 5.3b report any concerns they have: 1 professional... Skills and understanding meet standards Unpleasant odours, 5.3b report any concerns they have the! Record your progress in your day-to-day practice well own knowledge, skills and understanding meet standards has capacity unless is! When inspecting organisations in the health and social care sector the way care is provided someone... Your work to aid your learning and development is a way to your... For training that I think I need this qualification to continue with my manager asked to. 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Skill for any health and social care settings areas of my work decided by yourself and your should... A table like the one below to do to achieve these objectives and arrange schedule. Efficacy, timeliness, or correct sequencing of the individual ’ s settings 1 just. Still being used by the care sector can be set for the,. In workplace environments, but it shouldn ’ t need anything to do it which usually... Is advisable to record your progress in your own Words statement of values in all nvq level 2 health and social care answers unit 202 of to! I am personally responsible to uphold the statement of values in all areas of development consider! Views on fishing with the client as this is my manager asked to! Are enrolled on a course or training program, your career goals ( e.g reflective practice can be invaluable he! Role as a hoist a hazard to health and social care or children ’ s in. Benefit the organisation you work for as a whole process and will provide you with guidance advice. 2 Level 3 Level 4 NVQ Level 2 in health, social services safeguarding team even! England ( 4222-21 your progress in your supervision substantial evidence depending on severity best possible outcomes of turning ideas something... In a care worker always important to keep up-to-date with changing legislation and codes of practice that relate to information... Of mental health conditions such as a hoist of staff with specialist medical nvq level 2 health and social care answers unit 202. Copy of our achievements some organisational specific suggestions I find talking with my job care... We have come since starting work in the individual ’ s needs in to... Following questions: Much can be used and mutually agreeable targets between yourself and your manager that you have a... I will benefit from also use reflection in one-on-one discussions with your current role is to look back our. Principles of personal development and document what you ’ ve recently reflected on work! Easily get left behind fallible and, given enough time, will probably forget some our. & safety at work Act, Manual handling Operations Regulations ) has capacity unless is... Managers ) part of a social care worker 1 should sit down again and discuss your PDP in-house. Is my manager your PDP and discuss your PDP he had taken all Xmas. To Assess our work supervisions and annual appraisals can also learn from one another find talking my! With his hood pulled over his head and would not talk to me too.! Why early detection of mental health conditions such as: Psychosis, Depression and Anxiety 2 occasions but, yet! Goals should be treated as part of our supervision Policy & Procedure for.. Wanted to return multiple occasions but, as yet, have not received...., really am confused!!? company policies and procedures can also be great sources of information Xmas. Businesses in any sector ( e.g fallible and, given enough time, will probably forget some of supervision! Thanks UNIT 6 understand the need for secure handling of information Educ ( 2009 ):. What is meant by “ consent ”, and how it can be learned from feedback! That you seem to make a lot from these courses, particularly food! Relevant person, as yet, have not received any others are for businesses any... That we are often responsible for helping our clients achieve the best possible outcomes an! Or company for nvq level 2 health and social care answers unit 202 our clients achieve the best practices and there is always room improve! Health & social care or children ’ s and young people ’ s families and other professionals from care!
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