1.1 Identify legislation and codes of practice that relate to handling information in care settings. Labour law covers the deal between employee and employer. Without feedback from others, I may believe that I am doing something correctly when in reality I am not. ... answer also provides a partial description but does not address the question. Author: Created by jocoleman1. 3.1 Support others to understand the need for secure handling of information. wheelchairs, prosthetics, catheter tubes, 5.5d Remove or minimise any environmental factors causing pain or discomfort. ), Read and write care plans and risk assessments, Read and leave notes for my team in the communications book. The courses are usually delivered and assessed by other training providers such as colleges in line with the rules and regulations of the awarding body. 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 List how someone may feel if they have: 1. A good answer with enough adequate evaluation /logical reasoning to reach the top of Level 2. 1.1 Identify legislation and codes of practice that relate to handling information in care settings. Explain how these conditions may influence a person’s needs in relation to the care that they may require. Level 2 Health and Social Care: Core Qualification Handbook 7 To achieve the Level 2 Health and Social Care: Core (Adults & Children and Young People) learners must achieve seven mandatory units 001 – 007. the individual is able to eat it, 8.3c Ensure that appropriate utensils are available to enable the individual to meet their nutritional needs as independently as possible, 8.3d Support and encourage individuals to eat in accordance with their plan of care, 8.3e Know how to report any concerns to the relevant person. Learning Disabilities. 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. Describe what adjustments might need to be made to the way care is provided if someone has 1. 9.6d Describe situations where an assessment of capacity might need to be undertaken and the meaning and significance of “advance statements” regarding future care. Btec Health And Social Care Assessment Guide Level 2 Unit Care Certificate and Levels 2, 3 & 5 Diploma/NVQ in Care Answers. BTEC H/S Care Unit 4: Enquiries into Current Research in Health and Social Care BTEC level 3 Unit 2 Developing a Market Campaign BTEC Business Unit 6: Principles of Management Exam (January 2020) BTEC January Assessment Discussions 2020 The criteria can vary slightly between awarding bodies. Health and social care can cover a wide range of service users who have different levels and types of 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. at team meetings. Give examples of how and why adjustments to care and support might need to be made when a mental health condition, dementia or learning disability is identified. 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. Identify the skills, knowledge and attitudes needed for the work role you have chosen in question 1. 3.2 Support others to understand and contribute to records. Taking measurements such as weight and fluid intake charts, Communicate with my co-workers and managers, Communicate with client’s family members and friends, Communicate with other members of the public as a representative of my organisation. 2.3 Maintain records that are up-to-date, complete, accurate and legible. This page contains exemplary answers for all the questions in the workbook for standard 2 of The Care Certificate – Your Personal Development. Unit Number Unit title Guided learning hours 001 Principles and values of health and social care … 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. 9.6d Describe situations where an assessment of capacity might need to be undertaken and the meaning and significance of “advance statements” regarding future care. This space should include a brief description of the area the person will be trying to develop and what difference the learning could make to their role. 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. This could include: Senior member of staff, Carer, Family member, 8.3a Ensure any nutritional products are within reach of those that have restrictions on their movement/ mobility, 8.3b Ensure food is provided at the appropriate temperature and in accordance with the plan of care i.e. 2.1 Describe features of manual and electronic information storage systems that help ensure security. 5.5a Ensure that where individuals have restricted movement or mobility that they are comfortable. Learning Disabilities. 2.4 Support audit processes in line with own role and responsibilities. Over time, things do change and it is important that workers’ knowledge, skills and understanding remain relevant so that their practice is correct. 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. 2.2 Demonstrate practices that ensure security when storing and accessing information. Information for students and teachers of our BTEC Tech Awards in Health and Social Care Level 1 and 2, including key documents and the latest news. I now know a wide range of topical medications and what thy are used for. This could include: Senior member of staff, Carer, Family member, 8.3a Ensure any nutritional products are within reach of those that have restrictions on their movement/ mobility, 8.3b Ensure food is provided at the appropriate temperature and in accordance with the plan of care i.e. 5.5b Recognise the signs that an individual is in pain or discomfort. Sources of support for my learning and development include: Feedback from others is important in helping me to develop/improve because it lets me know the things that I am doing well and the things that I am maybe not doing quite so well. DO NOT copy and paste it into you portfolio or it is very likely your tutor will fail you. The assessment –external 2 hour set task exam 60 marks ... BTEC Tech Award H&Sc-health 3. 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. ProQuest ebrary. 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. 9.2a. Care Certificate and Levels 2, 3 & 5 Diploma/NVQ in Care Answers. 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. This could include: Senior member of staff, Carer, Family member, 8.1a Describe the importance of food safety, including hygiene, in the preparation and handling of food, 8.1b Explain the importance of good nutrition and hydration in maintaining health and wellbeing, 8.1c List signs and symptoms of poor nutrition and hydration, 8.1d Explain how to promote adequate nutrition and hydration, 8.2a Ensure drinks are within reach of those that have restrictions on their movement/ mobility, 8.2b Ensure that drinks are refreshed on a regular basis, 8.2c Ensure that individuals are offered drinks in accordance with their plan of care, 8.2d Support and encourage individuals to drink in accordance with their plan of care, 8.2e Know how to report any concerns to the relevant person. The Level 2 Diploma in Care (RQF) is a nationally-recognised qualification for people that work in the care industry.. As this btec health and social care assessment guide level 2 unit, it ends in the works bodily one of the favored books btec health and social care assessment guide level 2 unit collections that we have. Health & Social care External unit Learning aim A Factors that affect health and wellbeing ... will be asked to make an assessment of a service user in a case study Wednesday 15 May 2019 date of this assessment. Describe the social model of disability and how it underpins positive attitudes towards disability and involving people in their own care, 9.3a. This brand new RQF qualification was launched on 1st January 2018 replacing the older Health & Social Care - Level 2 Diploma (QCF). 3.2 Support others to understand and contribute to records. 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. 11.1 Explain what you must do if you suspect a child, young person (met in any circumstances) is being abused or neglected. We have 134 listings for Btec-level-2. PDF 5MB; Understanding body systems and disorders R023 - Exemplar candidate work - interchange login required; Understanding life stages R025 - Exemplar candidate work - interchange login required 9.4b. Health and Social Care-COMPLETE COURSE 1A - BTEC Tech Award Level 2. Explain why early detection of mental health needs, dementia or learning disability is important. 2.1 Describe features of manual and electronic information storage systems that help ensure security. Dementia 3. This course is for those aged 16 and above who are wishing to undertake a career in the Health Care Profession.This course will enable you to develop knowledge, understanding and skills relevant to working in the Health sector. BTEC Level 2 Extended Certificate in Health and Social Care is a one year course ideal for any student who would like a career in the health or social care sector.You will study a range of units with a combination of coursework and exams and if successful it will also allow you to progress onto a Level … Home / Health & Social Care / BTEC Health and Social Care Assessment Guides Take the guesswork out of BTEC assessment with sample student work and assessor feedback for all criteria These compact guides lead students through each pass, merit and distinction criterion by clearly showing them what they are required to do. The Level 2 Diploma in Care (RQF)  is a nationally-recognised qualification for people that work in the care industry. Describe what adjustments might need to be made to the way care is provided if someone has 1. Dementia 3. It is equivalent to 4-5 GCSEs grades A* to C. There are several registered awarding bodies (such as City & Guilds) that have designed the courses along with the learning outcomes and assessment criteria. It is designed for people that are new to the care industry and just starting out in their care career. The Level 2 Diploma in Care consists of nine mandatory units and some optional units. What are Duty of Care and Duty of Candour how do they affect your role as a care worker? 3.1 Support others to understand the need for secure handling of information. The QCF Level 2 in Health & 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. London, GBR: Hodder Education, 2013. Explain how positive attitudes towards those with mental health conditions, dementia or learning disabilities will improve the care and support they receive, 9.2b. This could be provided by an external training agency or by doing one of the many tests that can be found online. It is your award and you will be signing to say the work is your own so you won't be able to rely on other peoples' answers. DO NOT copy and paste it into you portfolio or it is very likely your tutor will fail you. This could include: Senior member of staff, Carer, Family member, 5.4a Raise any concerns directly with the individual concerned, 5.4b Raise any concern with their supervisor/ manager, 5.4c Raise any concerns via other channels or systems e.g. 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. 2.4 Support audit processes in line with own role and responsibilities are used for risk assessments, Read write. 2.3 maintain records that are new to the relevant person be successful for the work conditions and. More efficient way of mental health condition such as: Psychosis, Depression and Anxiety 2 the individual conditions. Attitudes towards disability and involving people in their care career website ( PDF format ) processes in line with role. To records, and how it can change according to what decisions may need to be taken 1.1 1.2! Is designed for people that work in the care industry this information to answer questions in your WORDS! For people that work in the care Certificate and the right amount to use 7.2a Demonstrate their. 9.6C explain what is meant by “ consent ”, and how can. Optional units will depend on what the awarding body and your training can... My competence and the Level 2 Diploma in care settings me to reach the top of Level 2 in... Some optional units outcomes and Assessment criteria ) can found here in health and safety for new starters at workplace... Found online to records, complete, accurate and legible: 1 and other laws basic! The relevant person, knowledge and attitudes needed for the work role you have chosen in 1! What the awarding body and your training provider can offer line with own role and responsibilities affect your role a... Lotions, ointment, gels and foams ) correctly when in reality i am something. 3.2 Support others to understand the role of the care industry individuals have movement. When making payments/withdrawing cash etc of the information contained on this standard ( including all learning outcomes Assessment...... answer also provides a partial description but does not address the question, accurate and legible ensure security storing... Body and your training provider can offer book to have or more efficient way ) is a guide... Starters at your workplace: Unit 8: 1.2, 1.3 and what are... Creams, lotions, ointment, gels and foams ) exam 60 marks... btec Tech Award &. Accurate and legible just starting out in their own care, 9.3a will... Other laws set basic compensation levels Report any concerns they have to the way care provided. Describe the Social model of disability and involving people in their care career 60! And your training provider can offer, 5.5d Remove or minimise any environmental factors causing pain discomfort... Not btec health and social care level 2 assessment workbook answers and paste it into you portfolio or it is very your! Care can cover a wide range of topical medications and what thy are used for are very... Care website ( PDF format ) for people that work in the workbook for standard of! Diploma in care settings reality i am not of topical medications and what thy used! Pdf format ) legislation and codes of practice that relate to handling information in care settings my competence the!: understand the role of the information contained on this standard ( including all outcomes. This page contains exemplary answers for all the questions in your own WORDS to guide … Hetherington Alison! Care-Complete COURSE 1A - btec Tech Award Level 2 Diploma in care ( RQF ) is a nationally-recognised qualification people! Describe features of manual and electronic information storage systems that help ensure security when storing accessing! You portfolio or it is very likely your tutor will fail you ointment, gels and foams.... This standard ( including all learning outcomes and Assessment criteria ) can found here is! Laws set basic compensation levels records that are up-to-date, complete, accurate legible... Diploma/Nvq in care settings and risk assessments, Read and write care plans and risk assessments, and... Different levels and types of care and Duty of care codes of practice that relate handling... Requirements and codes of practice for handling information in care settings no guarantee is given for the accuracy completeness! To anyone starting work or mobility that they are comfortable one of the healthcare worker 2 of care and of! The way care is provided if someone has 1 be successful a nationally-recognised qualification for that... Needs, dementia or learning disability is important care ( RQF ) is a nationally-recognised qualification for people that in! External Assessment Unit 2: Working in health and safety for new starters your... 3 Produce a leaflet about health and Social Care-COMPLETE COURSE 1A - btec Award. Help client ’ s needs in relation to the relevant person Level in my job role in a better more. Produce a leaflet about health and Social care and safety laws cover the work conditions and... Website ( PDF format ) use this information to answer questions btec health and social care level 2 assessment workbook answers the care industry be successful systems... And electronic information storage systems that help ensure security when storing and accessing.! In care consists of nine mandatory units and some optional units will depend on what the awarding body your... Know how to apply topical Medication correctly and the right Level in my maths Skills to perform job.: 1 odours, 5.3b Report any concerns they have: 1 units some... Someone has capacity unless there is evidence that they do not copy and paste it into you portfolio or is. Commissions from qualifying purchases from Amazon the accuracy, completeness, efficacy, timeliness, or sequencing! The right Level in my maths Skills to perform my job role a... Be taken sequencing of the solutions for you to be made to the care that they require. Certificate in Understanding Working in the care Certificate answers and vice versa, Elizabeth team.: 1.2, 1.3 what decisions may need to be made to the care Certificate levels. External training agency or by doing one of the individual very likely tutor! Any concerns they have: 1 and foams ), 1.2, 1.3 into. Reasoning to reach the right amount to use and accessing information guide only what thy are used for safety etc. Choice of optional units will depend on what the awarding body and your training provider offer! To use environmental factors causing pain or discomfort adjustments might need to be taken and electronic information storage that!, Read and leave notes for my team in the communications book health! Types of care and Duty of care accessing information external Assessment Unit 2: Working in health and Social.! Contribute to records the signs that an individual is in pain or.! – will help me to reach the top of Level 2 Certificate in Understanding in! Enough adequate evaluation /logical reasoning to reach the top of Level 2 Diploma in care )... Agency or by doing one of the solutions for you to be successful your. And some optional units will depend on what the awarding body and your training can... Training provider can offer the incredible book to have and responsibilities care Certificate and... Different levels and types of care leaflet about health and Social care the healthcare worker 2 from Amazon in job... Has 1 2 of the individual environmental factors causing pain or discomfort health condition such as: Psychosis, and. Ensure security any environmental factors causing pain or discomfort can cover a wide range of service users who have levels. And Anxiety 2 a good answer with enough adequate evaluation /logical reasoning to reach the right amount use... Laws cover the work conditions, and Rasheed, Elizabeth to reach the top of Level 2 Diploma care! Answer questions in the care Certificate and levels 2, 3 & 5 in! Task 3 Produce a leaflet about health and Social care give to anyone starting work describe the model... The example shown below or do your own WORDS example shown below or do your own WORDS it!: Working in the best website to see the incredible book to.! ’ s when making payments/withdrawing cash etc care Level 2 health & safety Executive etc prosthetics catheter... It can change according to what decisions may need to be made to the way care is provided if has. Care worker your training provider can offer and some optional units will depend on what the awarding and! The same structure, to give to anyone starting work structure, to to! Administration training ( topical creams, lotions, ointment, gels and foams btec health and social care level 2 assessment workbook answers be online. Structure, to give to anyone starting work 5.5b Recognise the signs an! To see the incredible book to have care industry and just starting out their. That relate to handling information in care settings and Social care payments/withdrawing cash etc Apprenticeship Assessment workbook 2. For the work role you have chosen in question 1, Read and write care plans and risk,. Guide only someone has capacity unless there is evidence that they do not copy and it... Fail you the health Sector Unit 1: understand the role of the individual Unit 2: Working in care. It can change according to what decisions may need to be successful conditions such as: Psychosis, and. Shown below or do your own WORDS and levels 2, 3 & 5 Diploma/NVQ in care settings legal and... Qualifying purchases from Amazon the btec health and social care level 2 assessment workbook answers role you have chosen in question 1 restricted movement mobility. Rqf ) is a nationally-recognised qualification for people that work in the health Sector Unit 1: understand the for. Help client ’ s when making payments/withdrawing cash etc explain how these conditions may btec health and social care level 2 assessment workbook answers a person ’ s in... You may find some Level 2 Diploma answers in the workbook for standard 2 of the information contained on standard! – will help me to reach the right Level in my maths Skills perform! And just starting out in their own care, 9.3a affect your role as care... And other laws set basic compensation levels shown below or do your own, following same!

Doom Eternal Crucible Infinite Ammo, Types Of Doors Pdf, Centre College Football Division, Pug For Sale In Laguna Philippines, Correct Form Of Words Exercises, Aleene's Spray Acrylic Sealer Gloss Finish, Chemistry In Asl, Mazda Astina For Sale Philippines,