...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’...
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...Syllabus and Unit Specification SOCIAL ISSUES IN HEALTH CARE LEVEL 3 CREDIT VALUE: 21 Credits at Level 3. RATIONALE The Access to HE Diploma is aimed at anyone who would like to progress to University but does not have the relevant qualifications to enter. Usually these are people who have had a break in education and would like to return and achieve a qualification. The purpose of this subject syllabus is to provide such learners, both part and full time, with an opportunity to study the principles and applications of Social Issues in Health Care at an advanced further education level (Level 3), with sufficient focus and detail to achieve the transferable skills, knowledge and understanding necessary for progression towards related programmes in Higher Education. The subject is unitised in order to provide flexibility of operation. Satisfactory completion of the four units within this syllabus results in the award of 21 credits at Level 3 of the Access to HE Diploma. Although each unit may be undertaken, and must be assessed independently, it is recommended that the full set of four units attached to the syllabus should be completed. The award of an Ascentis Access to HE Diploma is subject to satisfactory completion of all the requirements set out in the rules of combination for the named Access to HE Diploma. AIMS 1 To provide opportunities to develop academic skills in Social Issues in Health Care appropriate for a range of related progression options. 2 To develop...
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...Assignment brief – QCF BTEC (Level 3)Assignment front sheet | Qualification | Unit number and title | BTEC 90 Credit/Extended Diploma in Health and Social Care | Unit 5 Anatomy and Physiology for Health and Social Care | Learner name | Assessor name | | Louise Dada,Angela Lewis-Wright Alison Watson | Date issued | Hand in deadline | Submitted on | 10 November 2014 | 8 December 2014 | | | | Assignment title 1 | Know the organisation of the human body | In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found. | 5a Criteria reference | To achieve the criteria the evidence must show that the learner is able to: | | Task no. | | Evidence | P1 | Outline the functions of the main cell components. | | 1 | | Training Pack | P2 | Outline the structure of the main tissues of the body | | 1 | | Training Pack | P3 | Outline the gross structure of all the main body systems. | | 1 | | Training Pack | Learner declaration | I certify that the work submitted for this assignment is my own. I have clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice.Learner signature: Date: | Assignment brief 1 Qualification | BTEC 90 Credit/Extended Diploma in Health and Social Care | Unit number and title | Unit 5 Anatomy and Physiology...
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...Unit 208 Understand health and safety in social care settings Level: 2 Credit value: 4 NDAQ number: R/602/3179 Unit aim This unit is aimed at those who are interested in, or new to, working in a social care setting. It introduces knowledge and understanding of areas of health and safety required to working in a social care setting. Learning outcomes There are eleven learning outcomes to this unit. The learner will be able to: 1. Understand the different responsibilities relating to health and safety in social care settings. 2. Understand the use of risk assessments in relation to health and safety. 3. Understand procedures for responding to accidents and sudden illness. 4. Know how to reduce the spread of infection. 5. Know how to move and handle equipment and other objects safely. 6. Understand the principles of assisting and moving an individual. 7. Know how to handle hazardous substances. 8. Know environmental safety procedures in the social care setting. 9. Know how to manage stress. 10. Understand procedures regarding handling medication. 11. Understand how to handle and store food safely. Guided learning hours It is recommended that 41 guided learning hours are allocated to this unit, although patterns in delivery are likely to vary. Details of the relationship between the unit and relevant national standards This unit is linked to HSC 22, 221 and 223 Endorsement of the unit by a sector or other appropriate body This unit is endorsed...
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...BTEC Level 3 National Health and Social Care Unit 1 Developing effective communication in health and social care This mandatory unit enables learners to understand effective communication within health or social care settings, some of the many barriers to effective communication and ways to overcome them. Learners will gain the necessary interpersonal skills to communicate with a range of people within the sector and will have the opportunity to identify and analyse the effectiveness of their own communication skills. This is a 10-credit unit and can be taught in 60 guided learning hours, with learners also expected to complete non-supervised individual study time. This is a mandatory unit for all qualifications. On completion of this unit, learners should: LO1 Understand effective communication and interpersonal interaction in health and social care LO2 Understand factors that influence communication and interpersonal interaction in health and social care environments LO3 Understand ways to overcome barriers in a health and social care environment LO4 Be able to communicate and interact effectively in a health or social care environment Unit contents The scheme of work for this unit (page 13) links to the following resources to help you deliver Unit 1. LO1 Lesson plan LO2 LO3 LO4 AS10, AS11, AS12 LP Activity sheet AS1, AS2, AS3, AS4 AS5, AS6, AS7, AS8, AS9 Stretch and support AS1, AS2, AS3, AS4 AS6, AS8, AS9 ...
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...Edexcel BTEC Level 2 Certificate, Extended Certificate and Diploma in Health and Social Care (QCF) Unit 7: Anatomy and Physiology for Health and Social Care Assignment 7 Contents Index | | Page No | Learner details* | | 3 | Learner tracker* | | 3 | Learner declaration* | | 3 | Aim and purpose | | 4 | Unit introduction | | 4 | Learning outcomes | | 5 | Unit contents | | 7 | Essential Resources | | 8 | Assessment brief | | 9 | Task 1 | P1 | 10 | Task 2 | P2/M1/D1 | 10 | Task 3 | P3 | 11 | | | | Task 4 | P4/M2 | 11 | Task 5Task 6 | P5P6/M3/D2 | 1112 | | | | | | | * Must be submitted with learner’s evidence. Assignment 7 – Unit 7: Anatomy and Physiology for Health and Social Care Learner Name: Assessor Name: Issue Date: Deadline Date: Submission Date: Learner Tracker Assignment 1 | Assessment Criteria | Completed | Grade | Task 1 | | | | Task 2 | | | | Task 3 | | | | Task 4 | | | | Task 5 | | | | Task 6 | | | | ------------------------------------------------- Learner Declaration ------------------------------------------------- The learner declaration must be attached to the completed portfolio of evidence. ------------------------------------------------- Learner Name: ------------------------------------------------- I declare that the work contained in this portfolio of evidence is all my own work. ------------------------------------------------- ...
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...ialEdexcel BTEC Level 3 National Certificate/Subsidiary Diploma in Health & Social Care Unit 1 Assignment – Developing Effective Communication in Health & Social Care Assignment Title: Effective Communication in Action Context Health and social care professionals require good communication skills in order to carry out their roles effectively. It is important for you to gain knowledge and understanding of the skills involved in communication, so you are able to develop and enhance your interpersonal skills. This unit enables you to explore and develop the skills of effective interpersonal interaction and communication essential to the operation of health and social care services. It will enable you to analyse factors that enhance and inhibit communication and to examine effective interpersonal skills. You will also explore the value of effective and varied types and styles of communication in the support of patients/service users. The unit encourages you to reflect on your own performance and that of others. In order to support your studies, it would be highly beneficial for you to complete a period of work experience, which should provide opportunities for some of the assessment of the unit. You should aim to complete this over October half term or at Christmas. Task Overview Your line manager has promoted you to the position of ‘Trainer’ and has given you responsibility to deliver some induction training to new recruits. It is your choice whether you base your assignment...
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...BTEC First Award in Health & Social care [pic] Course handbook September 2012 onwards Dear Student Welcome to the BTEC First award in Health & Social care You have chosen this course and this handbook is designed to give you an insight into how the course will be run. The BTEC first award is a 120 guided learning hour course which will give you a vocational qualification. It will give you the knowledge, understanding and skills to help prepare you for employment or to lead on to further areas of study. The course consists of 4 core units for the complete qualification which have specific learning outcomes. Three units have been broken down into assignment tasks which form part of a number of central assignment briefs. In addition, there will be an external examination to assess the remaining unit. The tasks cover different assessment criteria and are designed for you to produce finished pieces of work which also compliment and act as learning tools for each other and produce a complete interrelating body of work. As the course is vocational you will be visiting places of work, meeting and working with practising scientists and learning how to develop science with a set purpose. You will be able to discuss and evaluate the progress and end results of your work. You will also look at a variety of issues within the health and social care sector. The assignment tasks will be assessed and internally verified by your teachers and an external...
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...BTEC First Award in Health & Social care [pic] Course handbook September 2012 onwards Dear Student Welcome to the BTEC First award in Health & Social care You have chosen this course and this handbook is designed to give you an insight into how the course will be run. The BTEC first award is a 120 guided learning hour course which will give you a vocational qualification. It will give you the knowledge, understanding and skills to help prepare you for employment or to lead on to further areas of study. The course consists of 4 core units for the complete qualification which have specific learning outcomes. Three units have been broken down into assignment tasks which form part of a number of central assignment briefs. In addition, there will be an external examination to assess the remaining unit. The tasks cover different assessment criteria and are designed for you to produce finished pieces of work which also compliment and act as learning tools for each other and produce a complete interrelating body of work. As the course is vocational you will be visiting places of work, meeting and working with practising scientists and learning how to develop science with a set purpose. You will be able to discuss and evaluate the progress and end results of your work. You will also look at a variety of issues within the health and social care sector. The assignment tasks will be assessed and internally verified by your teachers and an external...
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...Unit 21: Nutrition for Health and Social Care Unit code: L/601/2407 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to give learners an understanding of current thinking on nutritional health particularly relating to users of health and social care services. Learners will then be able to apply this understanding and make recommendations to improve the nutritional health of an individual. Unit introduction This unit builds on learner understanding of the principles introduced in Unit 5: Fundamentals of Anatomy and Physiology for Health and Social Care. Improvements in the diet of individuals are increasingly being recognised as a significant factor in maintaining, or effecting improvements, in overall health. It is therefore important that people working in the health and social care sectors, or those who are responsible for the wellbeing of others, have a good understanding of nutrition and diet. This unit gives learners an understanding of nutrition from a science-based perspective and of the role that food plays in social contexts. The unit may also provide useful underpinning knowledge for the study of food hygiene and practical culinary skills. Learners will explore concepts of nutrition using the language of nutritional science. Different aspects of nutritional health will be defined and routine ways of measuring this explored. Other aspects of nutritional data will involve describing...
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...Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN HEALTH AND SOCIAL CARE PSYCHOLOGICAL PERSPECTIVES FOR HEALTH AND SOCIAL CARE A/601/2404 LEVEL 3 UNIT 7 GUIDED LEARNING HOURS: 30 UNIT CREDIT VALUE: 5 PSYCHOLOGICAL PERSPECTIVES FOR HEALTH AND SOCIAL CARE A/601/2404 LEVEL 3 UNIT 7 AIM OF THE UNIT Psychology is the study of the human mind and behaviour. This unit aims to explain the reasons people do the things they do when it comes to health and wellbeing. The mind and the body are interlinked, e.g. stress caused by daily hassles or lifestyle can have a detrimental effect on the body’s immune system and can lead to serious illness. Psychologists have given us many ways to explain human behaviour and this unit is designed to enable learners to apply what they have learnt to their own practice; from helping people overcome emotional problems to dealing with challenging behaviours. The knowledge and understanding gained throughout the unit will benefit all those who work with others, be it people who use services, their friends and family, and other professionals. A wide range of perspectives is covered which can then be applied to many different health and social care settings. The behaviourists and social learning theorists can help to explain how health related behaviours are learnt as well as ways to teach new behaviours to people who use services. The humanists, on the other hand, provide us with a set of guidelines for working with...
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...| BTEC Level 3 - Extended Diploma in Health & Social Care | Unit Number and Name:No. of credits available. | Unit 2 Equality, Diversity and Rights in Health & Social Care | Assignment Number | Title: Promoting anti-discriminatory practice in health and social care settings | 1 | 2 | 3 | 4 | 5 | 6 | | Scenario: | You have investigated in detail one recent national initiative promoting anti-discriminatory practice. You are now about to go on placement and you are aware of the difficulties which could arise when implementing anti-discriminatory practice in health and social care settings. You therefore decide to prepare a presentation for the staff at the placement to highlight some potential difficulties. | In this assessment you will have opportunities to provide evidence against the following criteria. Criteria reference | To achieve the criteria the evidence must show that the student is able to: | Achievement date & result | Achievement date & result | Evidence | P5 | Describe how anti-discriminatory practice is promoted in health and social care settings | 1st date: | 2nd date: | PPTPresentation | | | | | | M3 | Discuss difficulties that may arise when implementing anti-discriminatory practice in health and social care settings | 1st date: | 2nd date: | PPTPresentation | | | | | | D2 | Justify ways of overcoming difficulties that may arise when implementing anti-discriminatory practices in health and social care settings...
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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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...OPEN UNIVERSITY OF NIGERIA SCHOOL OF SCIENCE AND TECHNOLOGY COURSE CODE: CHS 322 COURSE TITLE: COMMUNITY MOBILIZATION AND PARTICIPATION CHS 322: COMMUNITY MOBILIZATION AND PARTICIPATION Course Developer/Writer Chief Michael Wilson Ibet- Iragunima Rivers State College of Health Science and Technology Port Harcourt Prof. Afolabi Adebanjo School of Science and Technology National Open University of Nigeria, Lagos Programme Leader Course Coordinator Kayode S. Olubiyi School of Science and Technology National Open University of Nigeria, Lagos National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos Abuja Annex 245 Samuel Adesujo Ademulegun Street Central Business District Opposite Arewa Suites Abuja E-mail: centralinfo@nou.edu.ng URL: www.nou.edu.ng National Open University of Nigeria 2008 First Printed 2008 ISBN: All Rights Reserved Printed by…………………………………. For National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos e-mail: centrainfo@nou.edu.ng ur/: www.nou.edu.ng Study Units The study units in this course are as follows: Module 1: Unit I: Unit 2: Unit 3: Unit 4: Unit 5: Unit 6: Community Mobilization Concept of Community Mobilization Rationale for Community Mobilization Steps involved in Community Mobilization Community Participation Rationale for Community Participation Formation and Organization of Development Committees Community Diagnosis Concept of Community...
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...Unit 1: Developing Effective Communication in Health and Social Care Unit code: R/600/8939 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to enable learners to understand effective communication, the barriers that may exist and ways to overcome these. The unit will give learners the opportunity to gain the interpersonal skills needed to embark on a career within the health or social care sectors. Unit introduction This is a core unit within the programme, recognising the fact that effective communication is central to all work in the health and social care sectors. Professionals within the sectors require good communication and interpersonal skills to perform their roles effectively, work cooperatively with colleagues and build supportive relationships with people using services. It is, therefore, important for all those embarking on a career in the health or social care sectors to gain knowledge, understanding and the skills associated with communication, so that they are able to develop effective interpersonal skills. Initially, learners will investigate what is meant by effective communication and interpersonal skills and how these may affect the outcomes for people who use services. Learners will consider the factors that influence communication and interactions, analysing theories which may help to explain why there may be difficulties, possible breakdowns in communication and...
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