...Outcome 1 1.1 People communicate to share their needs, feelings and information or instructions and to build relationships with others. 1.2 Effective communication affects all aspects of working in adult social care setting as it is needed to build relationships with the service user and to be able to identify there likes, dislikes, and needs. If you don’t have effective communication then important information won’t be shared between staff or the relevant health professionals. Any staff training or appointments for clients need to be communicated so daily activities can be planned around them. Another reason why using affective communication is important is to be able to share any information about the service user using the communication books, handover books or health updates, to make sure everyone is aware of any changes in medication or personal preferences that might affect their behaviour. If a client’s behaviour towards something or someone changes then this information needs to be shared so any changes in their care plan can be made and so that everyone on shift is aware and can avoid any disruption or emotional stress to the service user. 1.3 It is important to observe an individual’s reactions when communicating with them as it helps give a better understanding of how they are feeling and what they are trying to express, their reaction may show positive or negative reactions to what is being said or done that helps you to assess their needs and whether any...
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...and the purpose of the communication. 1.3 All communication has an effect on the person I am communicating with. It is a two-way process called an interaction, and it is important that I observe the effects so that any problems can be identified and dealt with. Any relationship comes about through communication. In order to be effective in providing care and support, I must learn to be a good communicator. But communication is about much more than talking to people. People communicate through: • speaking • facial expression • body language • position • dress • gestures I will have to know how to recognise what is being communicated to me, and be able to communicate with others without always having to use words. Outcome 2 Understtand how to meet the...
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...1.1 Describe multiple conditions and/or disabilities that individuals may have. An individual may struggle with sensory loss, for example they may be visually impaired, hearing impaired etc. They may also struggle with mental health conditions alongside this, for example schizophrenia, depression, anxiety. An individual may have physical health conditions for example diabetes, obesity etc and also have learning disabilities such as Down syndrome, Fragile X syndrome. 1.2 Explain the impact of multiple conditions and/or disabilities on an individuals wellbeing and quality of life. Individuals with multiple conditions and/or disabilities can face additional challenges to their quality of life and wellbeing. Many conditions/disabilities will result in reducing an individual’s independence; they may then require additional help from people like support workers, carers, family and friends. They require this help to assist with daily tasks such as cooking, cleaning, and personal care. This can then result in them having low self-esteem and self-worth. This makes it essential that care staff work in a person-centred way to ensure that individuals maintain as much independence as possible. 2.1 describe their role in supporting the wellbeing of individuals with multiple conditions and/or disabilities. When working with an individual who has multiple conditions and/or disabilities I communicate with them listening to their fears, anxieties I also promote choices and control as it is...
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...Yinglu Fan yf421@nyu.edu ∙ 612-868-3108 ∙ 140 East 14th Street, New York, NY 10003 EDUCATION New York University Bachelor of Arts in Mathematics University of Minnesota – Twin Cities Major in Mathematics (specialization in Actuarial Science) Cumulative GPA: 3.70/4.0 Expected Graduation Date: 12/2011 08/2008 – 12/2009 EXPERIENCE Member, Actuarial Club in New York University 01/2010 – Present Director Assistant, Canadian Chamber of Commerce in Shanghai 06/2009 – 08/2009 • Designed 2010 Expo Guide for Canadians in Shanghai. • Coordinated events on Canada’s Day and assisted Administrative Director with related projects • Located and entered data into several databases; made phone calls, and ensured timely mail processing. • Assisted administrative team members with clerical function. Dining Service Associate, University of Minnesota – Twin Cities 09/2009 – 12/2009 • Maintained inventory of standard dining service supplies and assists manager coordinate attendants. Member, Actuarial Club in University of Minnesota – Twin Cities 01/2009 – 12/2009 • Arranged the preparation of Casualty Actuarial Society (CAS) exam Volunteer, Students Today Leaders Forever 03/2009 – 12/2009 • Assisted the donation of food to Minnesotans at risk of hunger. Volunteer, in school for the Mute and the Deaf in Zhoushan, Zhejiang Province 2006 – 2009 • Taught disabled students Mandarin. Policy-analyst, Model United Nation in Shanghai K.J. Senior High School 2006 – 2008 • Analyzed UN policies for Model...
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...first National Certificates in Ireland were awarded in 1972 at five Regional Technical Colleges. Since June 2006 and the implementation of the National Framework of Qualifications, the National Certificate has been replaced by the Higher Certificate in a number of similar disciplines. United Kingdom[edit] In the United Kingdom, outside of Scotland, the National Certificate is a standard vocational further education qualification. It is usually rated at Level 3 on the National Qualifications Framework and is equivalent to A-level, BTEC National Diploma or NVQ Level 3 standard. Scotland[edit] National Certificate courses in Scotland are a one-year course offered by Technical Colleges. They are typically used to progress on to a Higher National Certificate or similar degree course, although a National Certificate is still a recognised qualification on its own. [1] Africa[edit] Mauritius[edit] Main article: National Certificate (Mauritius) In Mauritius, the National Certificate is a vocational qualification, with a level mapped to the National Qualifications Framework (NQF). References[edit] 1. Jump up ^ SCQF (Scottish Credit and Qualifications Framework) - Kilmarnock College...
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...CSCS SMARTCARD APPLICATION FORM For Craft and Operative level occupations Authorisation code (See reverse of form for use) SECTION A - Your Details - please complete this section A1 Your details: Title Surname Forename Home Address ATTACH PHOTOGRAPH HERE CSCS Registration No. National Insurance No. Date of Birth DD MM YYYY Home/Work Telephone Number Mobile Number Postcode E-mail address: A2 I confirm that I meet: current CSCS Health & Safety requirements A3 Send my card to: my home address yes (We do not require a copy of your Health and Safety Test pass letter as this is stored on our database). The company address in section C a different address, which is: Postcode A4 I confirm to the best of my knowledge the information above is correct and I agree to comply with the CSCS Scheme rules as laid out in the CSCS Scheme booklet. I understand and agree that the information on this form will be used by ConstructionSkills for the purposes of administering the CSCS Scheme, this may include passing on information to Employers or Training Providers and for this purpose, your data may be entered onto a secure database accessible via a website. Please note that all application fees are non-refundable. If your application is incomplete you will be given 90 days to resolve any issues. Any applications returned after 90 days will be subject to an additional £30.00 non-refundable application fee. We may contact you by mail, telephone or e-mail to let you know about...
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...or “mental health” or “learning disability”) and (NVQ4 or “NVQ 4” or “NVQ level 4” or “NVQ IV” or NVQ3 or “NVQ 3” or “NVQ level 3” or “NVQ III” or QCF4 or “QCF 4” or “QCF level 4” or “QCF IV” or QCF3 or “QCF 3” or “QCF level 3” or “QCF III” or “Registered manager award” or RMA) and (care or “social care” or “health care” or “home care” or “care home” or “residential care”) (“referral manager” or “assessment manager” or “referral and assessment manager” or “referral and assessment manager”) and (“Learning disabilities” or “LD” or “mental health” or “learning disability”) and (NVQ4 or “NVQ 4” or “NVQ level 4” or “NVQ IV” or NVQ3 or “NVQ 3” or “NVQ level 3” or “NVQ III” or QCF4 or “QCF 4” or “QCF level 4” or “QCF IV” or QCF3 or “QCF 3” or “QCF level 3” or “QCF III” or “Registered manager award” or RMA) (“care manager” or “home manager” or “registered manager” or “branch manager” or “home care manager” or “service manager” or “domiciliary manager” or “dom manager”) and (domiciliary or “dom care” or “homecare” or “home care” or “care agency” or “community care”) and (NVQ4 or “NVQ 4” or “NVQ level 4” or “NVQ IV” or NVQ5 or “NVQ 5” or “NVQ level 5” or “NVQ V” or QCF4 or “QCF 4” or “QCF level 4” or “QCF IV” or QCF5 or “QCF 5” or “QCF level 5” or “QCF V” or “Registered manager award” or RMA) (“live in carer” or “live in manager” or “live-in manager” or “registered manager” or “care manager” or “community manager”) and NVQ “Kitchen Assistant” and (“health care” or “extra care”...
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...additional powers on research and development and fund allocation under the provisions of the TVE Act. No.50 of 1999. 1.1 Vision A Technical and Vocational Education and Training (TVET) system where all seekers of training will have equal access to the highest possible standards of TVET, that assures gainful employment globally 1.2 Mission As the apex body in the TVET sector, we are committed to establish and maintain an efficient, effective and quality assured TVET system, which is relevant to socio-economic goals, and changing market needs. 1.3 Objectives The general objectives of the Commission are: a. Policy development, planning, co-ordination and development of the Tertiary Education and Vocational Education at all levels in keeping with human resource needs of the economy b. Development of a nationally recognized system for granting of Tertiary Education awards and Vocational Education awards including certificates, and other academic distinctions; and c. Maintenance of academic and training standards in institutes, agencies and all other establishments providing Tertiary Education and Vocational Education. 1.4 Powers of the Commission: Under section 4 of the TVE Act No. 20 of 1990 read with section 3 of the TVE...
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...Units for ------------------------------------------------- ILM Level 5 NVQ Diploma in Management (8331) Version 4 20/08/2010 © The Institute of Leadership and Management (ILM) 2012 © The Institute of Leadership and Management (ILM) 2012 Supporting Notes for ILM QCF NVQs | This document is intended for current ILM centres and contains supporting notes for ILM National Vocational Qualifications (NVQs) in the QCF. The main purpose of this document is to act as a refresher to help reacquaint our centres with some of the key sections covered in the ILM Centre Manual and provide guidance to assist a centre in preparing to deliver an ILM NVQ. This a generic document and should always be read in conjunction with the ILM QCF NVQ Qualification Specifications Part 2 Technical Info document and the ILM Centre Manual (www.i-l-m.com/centres). IMPORTANT NOTES: * This document replaces the previous ILM NVQ Level 2, 3, 5, and 7 General Qualification Information for QCF NVQs. * 2011 SCQF SVQs are now standalone products and are no longer S/NVQs. They have separate specifications to meet SQA and SCQF requirements. Please refer to our SVQ webpage’s for detail and SVQ resources section online * Centres should be aware that the specifications for NQF Team Leading and Management NVQs at Levels 2, 3, 4, 5 should continue to be followed for learners who have been registered on this version of the NVQ prior to July 2010. These NQF products are no longer eligible for...
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...Pharmacy Technicians. Level 2 Intermediate Apprenticeship for Dispensing Assistants On successful completion of this course you will gain the following qualifications: • • • • Level 2 Certificate in Pharmaceutical Science (QCF) Level 2 NVQ Certificate in Pharmacy Service Skills (QCF) Level 1 Functional Skills: Maths Level 1 Functional Skills: English Course Structure Pharmaceutical Science (QCF) There are 6 units to complete for this course: • • • • • • Communicating with Pharmacy Clients Law, Regulations, Legislation & Health & Safety in Pharmacy Working in the Pharmacy Team & Industry Receiving, Storing & Maintaining Stock Processing Prescriptions Safe Assembly Prescriptions Pharmacy Service Skills (QCF) There are seven units to complete for this course: • • • • Ensure Your Own Actions Reduces Risks to Health & Safety. Meeting Client’s Needs, Receiving & Assembling Prescribed Items. How to Order & Receive Pharmaceutical Stock Team-work in Pharmacies Functional Maths & English Level 1 These skills tests will be taken alongside your Apprenticeship to make sure that you have a good understanding of Maths and English which is essential to future job success. For more information contact Pathway Group on 0800 955 0870 or 0121 707 0550 or visit www.pathwaygroup.co.uk Level 3 Advanced Apprenticeship for Pharmacy Technicians On successful completion of this course you will gain the following qualifications: • • • • Level 3 Diploma in Pharmaceutical...
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...Higher Nationals LEVEL Acc QrCdFed e it Issue 4 July 2011 Edexcel, a Pearson company, is the UK’s largest awarding body, offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over 100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education institutions worldwide. We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which helps to raise attainment. This specification is Issue 4. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com References to third-party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Authorised by Roger Beard Prepared by Susan Hoxley Publications Code BH029073...
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...www.thetimes100.co.uk Negotiation and representation at work Curriculum Topics • Trade Unions • Representation at work • External factors • Negotiation Introduction Trade unions play a key role in protecting the interests of their members. This includes making sure good quality training opportunities are provided for their members. Training enables workers to gain qualifications and progress within their careers. UNISON is Britain and Europe’s largest public sector trade union. It has more than 1.3 million members with over 75,000 members under the age of 27. UNISON members work in a range of sectors including local government, health, police and education. UNISON is involved with issues such as: • raising its members’ pay • achieving safe, secure working conditions • protecting job security • influencing decisions in the workplace. UNISON has also been closely involved in the introduction of apprenticeship schemes within the public sector. An apprenticeship is a nationally recognised training programme combining real work with learning and training. The training takes place both on-the-job and off-the-job. On-the-job training takes place at work. Off-the-job training takes place away from the workplace, e.g. at college. At one time craft and technical apprenticeships, such as joinery, were common in public authorities. These have significantly reduced over the last 20 years. As a result, many public service employers are now faced with an ageing workforce, skill...
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...are arguing about escorting a patient to the shops. A patient wants the activity room opened and it was not time to for the room to be open. Patient was upset, and started to verbally abuse staff. A member of staff tried to stop a patient to abscond, the patient got angry and attack the member of staff by strangling her. A patient feels unsafe because staff on duty is all female. 2. Where can you get information and support to ensure you are following good practice principles with in your work place? 3. What skills and knowledge do you need to carry out your work role effectively? All staff members must have attended training courses on moving and handling, infection control, first aid, fire awareness, food and hygiene, safe guarding adults, protection management of violence and aggression. They should attend refresher courses every two years. As a care worker we should have a qualifications in NVQ Level 2 in health and social care. by the end of 2010 it will be a legal requirement for all people working in care to have a minimum of NVQ Level 2 in health and social care. 4. Identify why it is important to reflect on your practice and to ensure you take part in personal and professional development? Reflective practice helps to increase my...
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...Qualification (Course code) | F12122BTEC Diploma Health Studies / Health & Social Care | Unit Number and Title | Unit 6: Personal and Professional Development | Assignment Number & Title | Assignment 1 | Issue date | Week commencing 22/2/16 | Submission date | Week commencing 7/3/16 | Assessor | Debbie Hilton | IQA | Alyson Blud | Grading Criteria:(P1): Explain key influences on the personal learning processes of individuals. (P2): Assess own knowledge, skills, practice, values, beliefs and career aspirations at start of the programme(P3): Produce an action plan for self-development and achievement of own personal goals(M1): Assess the impact of key influences on the personal learning processes on own learning(D1): Evaluate how personal learning and development may benefit others | Scenario: Must be vocationalYou work for a health and social care service provider and you are developing your personal and professional development portfolio. The portfolio aims to enable you to understand the learning process and to give you the skills needed to plan for, monitor and reflect on your professional development. A minimum of 100 hours of work experience, in addition to the guided learning hours, is required for successful completion of this unit. | Task 1: Complete the electronic chart from Moodle (upload to vital) explaining the key influences on personal learning processes of individuals it should include the following: (P1) * Theories of learning: i.e. Honey...
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...description Health and Fitness Advisor Reports to | Fitness Manager | Responsible for | Supervision of volunteer Health & Fitness Advisors and Volunteer Circuit Teachers on shift | Location | The Club | Salary and grade | | Hours | Full-time | Job purpose The Health and Fitness Advisor ensures members’ health and fitness needs are met in line with the Club’s operational strategy and the charity’s vision, mission and strategic aims. Job scope 1. Customer service 2. Programme delivery 3. Maintenance of fitness equipment and areas 4. Relationships (Communication) * Core duties and responsibilities 1. Customer service * Proactively develops and maintains the highest standards of customer care in all areas of responsibility. * Maintains a high profile on the gym floor in the Club at all times. * Answers any minor complaints or queries from members or their guests 2. Programme delivery * Develops personalised Fitness and Development programmes that effectively meet the health and fitness needs of members and provide them with on-going support and advice * Teaches to an excellent standard a minimum of one circuit training class and other fitness classes as required. * Provides cover for the Pool as required. * 3. Maintenance of fitness equipment and areas * Conducts daily and full weekly checks...
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