This could include: Lighting, Noise, Temperature, Unpleasant odours, 5.3b Report any concerns they have to the relevant person. 2.2 Demonstrate practices that ensure security when storing and accessing information. 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). Hide Show resource information. 1.2 Summarise the main points of legal requirements and codes of practice for handling information in care settings. by Be122565. 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. Level 3 criteria require students to analyse, draw conclusions, interpret or justify, which are all examples of higher level skills. The NVQ Level 3 in Health and Social Care (QCF) course is aimed individuals working as a senior care assistant or senior support worker in any care settings or looking pursue a degree in Nursing and Social Work. It also provides direct progression to the Level 3 Extended Diploma in Health and Social Care. I may earn commissions from qualifying purchases from Amazon. External assessment (50%). Portfolio of evidence, one extended assessment. BTEC Level 3 National Health and Social Care: Student Book 2 M. Billingham, H. Talman. NCFE CACHE Level 3 Award in Health and Social Care, NCFE CACHE Level 3 Certificate in Health and Social Care, NCFE CACHE Level 3 Extended Diploma in Health and Social Care. Mental health conditions such as: Psychosis, Depression and Anxiety 2. Dementia 3. Explain why it is important to assume that someone has capacity unless there is evidence that they do not. Human Anatomy & Physiology E.N. Examiners' report - Moderated units PDF 137KB; Combined feedback - Principles of working in health, social care, and childcare Unit 01 - Combined feedback on the June 2018 on-screen test PDF 2MB; Combined feedback - Health and safety in practice Unit 02 - Combined feedback on the January 2018 on-screen test (including selected exemplar candidate answers) PDF 5MB Upon achievement of this qualification, the student will be able to progress to the Level 3 Extended Diploma in Health and Social Care. 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. Pearson BTEC Level 3 National Extended Social Care Pearson BTEC Level 3 Diploma in Health and your UCAS Tariff points, Qualification 1.0 / 5. 9.1c. Add to cart Add to wishlist. The remaining 30 credits are accumulated by completing optional units, which will usually geared to subjects aligned with your current role. Describe the social model of disability and how it underpins positive attitudes towards disability and involving people in their own care, 9.3a. 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. Fourteen mandatory units and four optional units (externally set, internally assessed) contribute 67% towards the overall grade. Level 3 BTEC Health and Social Care UNIT 1 - EXAM - practice questions & answers. These rules recognise that adults may have different needs, aspirations and ambitions to younger people and include that qualifications should be: The regulation of vocational qualifications is the responsibility of the respective regulators in each UK country – Ofqual (England), CCEA Regulation (Northern Ireland), SQA (Scotland), and Qualifications Wales (Wales). CACHE-branded qualifications are specialist qualifications in the childcare, health and social care, and education sectors. You should use this information to answer questions IN YOUR OWN WORDS. There is flexibility to allow some students to progress quicker than others. 7.2b Demonstrate that the privacy and dignity of the individual is maintained at all times being in line with the person’s individual needs and preferences when providing personal care. Top Health And Social Care Unit 1 Level 3 Flashcards Ranked by Quality. BTEC Level 3 National Health and Social Care: Student Book 1 N. Moonie, C. Aldworth. A mental health condition such as: Psychosis, Depression and Anxiety 2. 36 Cards – 6 Decks – 11 Learners Sample Decks: Learning Outcome 1, The Human Rights, The Values of care in Health and Social Care Services Show Class Health and Social Unit 2. Dementia 3. 601/6108/5 - NCFE CACHE Level 3 Award in Health and Social Care (TQT 215): 601/6109/7 - NCFE CACHE Level 3 Certificate in Health and Social Care (TQT 734): 601/6110/3 - NCFE CACHE Level 3 Extended Diploma in Health and Social Care (TQT 1491: Timing of assessments/results for learners, NCFE CACHE Level 3 Health and Social Care qualifications, Calculate Learning Disabilities. 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. In addition, some optional units are very similar in content, so may be barred, which means you will not be allowed to select both units. Health and Social Care level 3. These qualifications have been designed, written and reviewed by a team of subject matter experts, employers and higher education institutions. 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. Data is provided for DfE, BEIS, Ofqual, Skills for Care and Development and Skills Active. The information contained on this website is a study guide only. For detailed unit and content information, please view the qualification specifications on the CACHE website. Constant internal environment means that the … An introduction to the health and social education. The mandatory units for the Level 3 Diploma in Adult Care offer 28 credits towards the qualification. 9.3b. 65 Cards – 11 Decks – 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. Care Support Workers in Adult Residential Settings, Healthcare Assistants in Community, Primary Care and Acute Health Environments, Care Support Workers in Domiciliary Services, Supported Living or Day Services, the role of the health and social care practitioner in meeting individuals’ needs through inclusive practice, the role and responsibilities of the health and social care practitioner in relation to safeguarding individuals, the role and responsibilities of the health and social care practitioner in relation to infection prevention and control functions of national and local health and social care provision. 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. 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. Level 3 qualifications are regulated to the Regulated Qualifications Framework (RQF) in England and Northern Ireland and the Credit and Qualifications Framework for Wales, though many may be offered on a three-country basis. Health and Social Care Level 3 Unit 8 ...Describe the application of behaviorist perspectives in health and social care. Results are confirmed and certificates issued upon completion. DO NOT copy and paste it into you portfolio or it is very likely your tutor will fail you. The Certificate provides progression to the Level 4 Diploma in Adult Care (England). 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. 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