...Qualification Unit number and title Pearson BTEC Level 4/5HNC/D Diploma Health and Social Care Unit 9: Empowering Users of Health and Social Care Services https://www.netessays.net/viewpaper/130575.html http://hndassignments.co.uk/courses/unit-9-empowering-users-health-social-care/ Student name Assessor name Fidelia Chukwuenweniwe Date issued Submission date Re-assessment date 17/02/2016 Task 1 and Task 2 Thursday 14th April 2016 Task 3 and Task 4 Thursday 28th April 2016 Assignment title Empowering Users of Health and Social Care Services Learning Outcome Learning Outcome Assessment Criteria In this assessment you will have the opportunity to present evidence that shows you are able to: Task no. LO1 Understand how the design and review of services promotes and maximises the rights of users of health and social care services 1.1 Explain how the current legislation and sector skills standards influence organisational policies and practices for promoting and maximizing the rights of users of health and social care services 1 1.2 Analyse factors that may affect the achievement of promoting and maximising the rights of users of health and social care services 1 1.3 Analyse how communication between care workers and individuals contribute to promoting and maximizing the rights of users of health and social care services 1 LO2 Understand how to promote the participation and independence of users of health and social care services...
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...QUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’ Residential...
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...| |LO2. |2.1 Explain health and safety considerations in the use of technologies in health and social care. | |Understand the implications of developments| | |in technologies for use in health and | | |social care | | | |2.2 Discuss ethical considerations in the use of assistive technologies | | |2.3 Explain the impact of recent and emerging technological developments on health and social care services, | | Case Study 1: Sally is a 42-year-old female who presents to her GP with complaints of tingling and numbness in her left foot, 18 months later she also complained of double vision. Consultation with a neurologist at that time results in a diagnosis of multiple sclerosis. She is placed on disease-modulating medication and educated about lifestyle changes to avoid fatigue, which manages her double vision, with the exception of long workdays. The GP refers her to a vision...
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...|Programme |Edexcel BTEC Levels 4 and 5 Higher Nationals in Health and Social | | |Care | |Unit Title: Physiological Principles|Unit : 12 |Date Issued: | |for Health and Social Care | |5 May 2014 | |Student Name |St Patrick Student ID No.: |Date of final | | | |Submission: | | | |2 August 2014 | | |Edexcel Registration No.: | | |Unit Leader: Physiology teaching |Internal Verifier Name: | |team. |Mr Hasa Ram | Rules and regulations: |Plagiarism is presenting somebody else’s work as your own. It includes: copying information directly from the Web or books without | |referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing | |coursework from another student and submitting it as your own work. Suspected plagiarism will be...
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...Basically primary care consists of i) medical care (family physicians/primary care doctors); ii) district care (district nurses and midwives); and iii) social care (social workers). Medical care and district care together are primary health care (PHC). Social care is organized, managed and financed by local communities and since the beginning of the 90-ties is separated from health care. Social care tasks are focusing on support of inhabitants of local communities in case of poverty and are to prevent exclusion. Social care includes activities such as analyses of the local environment, the economical status of community members and making decisions on financing or co-financing of help measures requested by individuals. The social care budget is also playing a role in financing health services for the unemployed (from the central budget) and the homeless/uninsured (from the local community budget). From the central social care budget money flows to the National Health Fund (NFZ), which is the central insurance institution in Poland, and is further disseminated among the 16 regions of Poland in which branches of NFZ are located. From the local community budget, moneys are paid directly to selected health care units. Due to the yet unfinished implementation of family medicine, primary health care in Poland consists of two dimensions or care models: the old Semashko model with its group out-patient units and the family medicine model. Nowadays both dimensions have equal representation...
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...in Health and Social Care Pearson BTEC HND Diploma in Health and Social Care Individual Assignment Name: Date of Submission: ………………………. Contemporary Issues in Health and Social Care Pearson BTEC HND Diploma in Health and Social Care Individual Assignment Name: Date of Submission: ………………………. Contents INTRODUCTION 3 1. TASK 1 - LO1 (Information Pack) – The link between Information and Health & Social Care 4 1.1 AC 1.1 – Ways in which information reaches the public domain 4 1.2 AC 1.2 – Dissemination techniques used to analyse health and social care information 5 1.3 AC 1.3 – How do the different ways in which health and social care information is presented influence the attitudes, thoughts and behaviour of people 6 2. TASK 2 – LO2 – Analysis of a case study where a health related Moral Panic was created by the media 7 2.1 America's Moral Panic over Obesity 7 2.2 Assessing the accuracy and validity of health and social care information presented in the media 8 4. TASK 4 – Contemporary Issue – UK National Health Service crisis of 2015 9 4.1 To what extent does the local attitude reflect those found at a national level 9 4.2 Evaluation of the validity of public attitudes and behavior in relation to NHS UK 10 4.3 Justification of the possible consequence of contemporary thinking in the health and social care provisions and services industry 10 5. CONCLUSION 11 6. REFERENCES 12 INTRODUCTION Health and Social Care is...
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...1.1 Explain employees’ roles and responsibilities in relation to the prevention and control of infection The Care worker has a responsibility under the Health and Safety at Work Act 1974 to take care of one`s own health and safety and others you care or support. Which is : Take reasonable care for their own safety and that of others. Cooperate with the employer in respect of Health and Safety matters. Attend training provided by the employer 1.2 Explain employers’ responsibilities in relation to the prevention and control infection Provide a safe workplace make sdout risk assessments to assess the dangers of certain work activities Provide training to staff Provide PPE 2.1 Outline current legislation and regulatory...
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...Centre Name: East End College of Business and ComputingAnd | Centre no: 10562 | Course title | Unit number and title | BTEC HIGHER NATIONAL HEALTH AND SOCIAL CARE: LEVEL-5 | Unit 16: Understanding specific needs in health & social care | Student name Student ID | Assessor name | | Margaret Amankwah | Date issued | Completion date | Submitted on | | | | | | Assignment title | Understanding specific needs in health and social care | Assignment Overview: Individuals have a wide & diverse range of demands & care needs. The aim of this assignment is to make a better understanding of these demands & needs within the health & social care service system & the development of these settings to ensure the empowerment of the service users. TABLE OF CONTENTS | TOPICS | PAGE NO | Introduction | …………………….4 | Task : 1 : Understanding perceptions of health , disability , illness & behavior | Task 1A | AC : 1.1 & 1.2 | …………………….5 | Task 1B | AC : 1.3 | …………………….6 | Task : 2 : Understanding how health & social care services & systems support individuals with specific needs | Task 2A | AC : 2.1 | …………………….7 | Task 2B | AC : 2.2 & 2.3 | …………………….7 | Task : 3 : Understanding approaches & interventions strategies that support individuals with specific needs | Task 3A | AC : 3.1 & 3.2 | …………………….9 | Task 3B | AC : 3...
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...BTEC Level 3 National Health and Social Care uncorrected first proofs issued by marketing 2010. This material is © Hodder Education 2013 and should not be redistributed. Contents Walkthrough About the authors and Photo credits Core units vii ix Unit 1 Developing Effective Communication in Health and Social Care Understand effective communication and interpersonal interaction in health and social care Understand factors that influence communication and interpersonal interaction in health and social care environments Understand ways to overcome barriers in a health and social care environment Be able to communicate and interact effectively in a health and social care environment 1 2 13 15 18 Unit 2 Equality, Diversity and Rights in Health and Social Care Understand concepts of equality, diversity and rights in relation to health and social care Know discriminatory practices in health and social care Understand how national initiatives promote anti-discriminatory practice Know how anti-discriminatory practice is promoted in health and social care settings 21 21 30 34 39 Unit 3 Health, Safety and Security in Health and Social Care Understand potential hazards in health and social care Know how legislation, policies and procedures promote health, safety and security in health and social care settings Be able to implement a risk assessment Understand priorities and responses in dealing with incidents and emergencies 44 45...
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...Years Educator Qualification is structured around four themes: Theme 1: Health and well-being Unit 1.1 (L/505/9300) Support healthy lifestyles for children through the provision of food and nutrition The learning outcomes for this unit are: Understand the impact of food and nutrition on children’s health and development. Understand how food choices impact on health and development during pre-pregnancy, pregnancy and breastfeeding. Understand the nutritional needs of children. Understand the impact of poor diet on children’s health and development. Understand individuals’ dietary requirements and preferences. Be able to support healthy eating in own setting. Unit 1.2 WB (A/505/9809) Promote healthy lifestyles for children through exercise The learning outcomes for this unit are: Understand children’s need for exercise. Be able to support children’s exercise in an indoor and outdoor space Unit 1.3 WB (M/505/9810) Support physical care routines for children The learning outcomes for this unit are: Understand the physical care needs of children. Be able to use hygienic practice to minimise the spread of infection. Understand rest and sleep needs of children. Understand childhood immunisation. Be able to support children in personal physical care routines. Unit 1.4 WB (T/505/9811) Promote children’s emotional well-being The learning outcomes for this unit are: Understand children’s needs in relation to emotional well-being. Understand...
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...Institute for Development Studies 3rd Floor, NEDA sa Makati Building, 106 Amorsolo Street, Legaspi Village, Makati City, Philippines Tel Nos: 8924059 and 8935705; Fax No: 8939589; E-mail: publications@pidsnet.pids.gov.ph Or visit our website at http://www.pids.gov.ph A STUDY OF PHILIPPINE HOSPITAL MANAGEMENT AND ADMINISTRATIVE SYSTEMS PIDS Project No. DOH / 91-92 / 05 (Final Report) October 30, 1994 Fred S. Avestruz, MBA, Ph.D. Asian Institute of Management TABLE OF CONTENTS Chapter 1 Page INTRODUCTION ........................................................ 1 1.1 Objectives of the Study .................................................. 1 1.2 Conceptual Framework of Hospital Management ................ 2 1.3 The Hospital in the Philippine Health Care System ................. 3 1.3.1 The Philippine Health Care System ..................... 5 '_1.3.2 Role of Hospitals .............................................. 7 1.3.3 Hospitals Industry Structure ................................. 15 1.4 Operational Characteristics of Philippine Hospitals ................ 18 1.5 Hospitals in the...
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...Credit value: 5 1 Communication in health and social care Health and social care professionals need good communication skills to develop positive relationships and share information with people using services. They also need to be able to communicate well with people’s families and/or carers and their own colleagues and other professionals. It is important therefore, if you are considering a career in health and social care, to gain the knowledge, understanding and practical skills needed to develop effective interpersonal skills. There are several different forms of communication used in a health and social care environment. This unit looks at verbal and non-verbal communication methods. You will gain an understanding of the communication cycle, looking at how to make sure that communication is effective and messages understood at each stage. You will also learn to recognise a range of factors which may create barriers to communication. You will then consider ways in which these barriers may be overcome, including the use of alternative forms of communication. You will be given the opportunity to observe and discuss communication methods used by professionals – skills which you will practise and refine. You will then demonstrate your communication skills in both one-to-one and group situations. This unit has links with Unit 2 (Individual needs in health and social care), Unit 5 (Vocational experience) and Unit 6 (Cultural diversity) as it will develop...
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...HND HEALTH AND SOCIAL CARE MANAGEMENT Unit 16: UNDERSTANDING SPECIFIC NEEDS IN HEALTH AND SOCIAL CARE NEEDS I confirm that no part of this coursework, except where clearly quoted and referenced, has been copied from material belonging to any other person e.g. from a book, handout, another student. I am aware that it is a breach of ABI regulations to copy the work of another without clear acknowledgement and that attempting to do so will render me liable to disciplinary proceedings. Submission No: - 1 STUDENT NAME: LUCKY AKAEHOMEN STUDENT ID: 101760 TUTOR: KHALID KARIM Table of Contents PURPOSE OF REPORT 3 INTRODUCTION 3 (AC 1.1, M1) 4 1.1 4 AC 1.2 5 AC 1.3 6 A.C 3.1 9 A.C 3.2 11 A.C 4.1 11 A.C 4.2 11 A.C 4.3 12 REFERENCE 13 PURPOSE OF REPORT The purpose of this report is to show my understanding of the perceptions of health, disability, illness and behaviour. It is also to show how health and social care services and systems supports individuals with specific needs. This report will also show how much I understand the strategies that are necessary in coping with challenging behaviour related with specific needs and finally show the different approaches and intervention strategies that support individuals with specific needs. INTRODUCTION This report will cover a case study about Mr. K Gibbs, who was a 55year old man with severe learning disability and epilepsy. I will discuss the concepts of health, disability and illness in...
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...NURSING HOMES: THE IMPACT OF DEMENTIA/SPECIAL CARE UNITS BY CHRISTINA KAY FALK THESIS Submitted in partial fulfillment of the requirements for the degree of Master of Science in Community Health in the Graduate College of the University of Illinois at Urbana-Champaign, 2013 Urbana, Illinois Adviser: Stephen J. Notaro, Ph.D. ii ELDER ABUSE IN NURSING HOMES: THE IMPACT OF DEMENTIA/SPECIAL CARE UNITS By: Christina K. Falk Elder abuse is a topic that impacts everyone in America at some point in their life. Special care units also called dementia units are protected areas in a nursing home that are specially designed for dementia/Alzheimer patients. This thesis reviewed how a special care unit in a nursing home affect the number and severity of deficiencies reported to Medicare. The data was collected from Medicare’s Nursing Home Compare system and the Illinois Public Health Department. This study reviewed 770 nursing homes in Illinois were reviewed, 141 had special care units during the time of data collection. The facilities had a range of total deficiencies from one to 74 with Level of Harm ratings ranging from one to four on a four-point scale. The results showed that residents in a nursing facility that has a special care unit are at a greater risk of a higher Level of Harm but no difference in the number of deficiencies. Possible causes of this greater risk are due to the intrinsic nature of the population in special care units, the need for policy and procedural changes...
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...International Research Journal of Social Sciences_____________________________________ ISSN 2319–3565 Vol. 2(10), 11-15, October (2013) Int. Res. J. Social Sci. Women Health in India: An Analysis Sunilkumar M Kamalapur1 and Somanath Reddy2 1 Women’s Studies, Gulbarga University, Gulbarga-06, Karnataka, INDIA 2 Social Work, Gulbarga University, Gulbarga-06, Karnataka, INDIA Available online at: www.isca.in, www.isca.me Received 29th August 2013, revised 21st September 2013, accepted 5th October 2013 Abstract If health is defined ‘as a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity’, it follows that existence is a necessary condition for aspiring for health. The girl child in India is increasingly under threat. In recent decades, there has been an alarming decrease in the child sex ratio (0-4 years) in the country. Access to technological advances of ultra sonography and India’s relatively liberal laws on abortion have been misused to eliminate female foetuses. From 958 girls to every 1000 boys in 1991, the ratio has declined to 934 girls to 1000 boys in 2001. In some states in western and north western India, there are less than 900 girls to 1000 boys. The sex ratio is at its worst in the states of Punjab, Haryana, Himachal Pradesh and Gujarat, where severe practices of seclusion and deprivation prevail. Often in contiguous areas in these states, the ratio dips distressingly below 800 girls to every 1000...
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