...|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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...Unit title: EMPOWERING USERS OF HEALTH AND SOCIAL CARE SERVICES Get assignment help for this at just $150 in next 48 hours time Unit code: D/601/1598 Level: 4 Credit value: 15 AIM The aim of this unit is to enable learners to explore how to empower individuals using health and social care services in order to maximise their independence. UNIT ABSTRACT It is essential for all health and social care professionals to understand that the service they deliver enables individuals to participate in the decisions that are made about their lives. First, learners will explore how legislation and the sector skills standards regarding the design and review of services promote independence, which in turn is captured within organisational policies and procedures. Second, learners will investigate factors that can affect participation, independence and choice, including systems for assessing and minimising risk. Finally, learners will investigate the administration of medicine and the effectiveness of policies and procedures for administering medication in achieving the best possible outcomes for users of services. Learners will study legislation and factors that affect the care that is received. Learners will also examine strategies to promote the best possible outcomes for individual users of services. INTENDED LEARNING OUTCOMES On successful completion of this unit a learner will: 1 Understand how the design and review of services promotes...
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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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... | |[pic] |Technical Education and Skills Development Authority | | |East Service Road, South Superhighway, Taguig City, Metro Manila | TABLE OF CONTENTS Page A. COURSE DESIGN 1-5 B. MODULES OF INSTRUCTION 6-73 • Basic Competencies 6 o Participating in workplace communication ………………… 7-10 o Working in a team environment ……………….... 11-13 o Practicing career professionalism .……………. 14-17 o Practicing occupational health and safety procedures 18-22 • Common Competencies 23 o Applying quality standards …………………………………… 24-27 o Performing computer operations 28-34 o Performing mensuration and calculation 35-38 o Preparing and interpreting...
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... | |[pic] |Technical Education and Skills Development Authority | | |East Service Road, South Superhighway, Taguig City, Metro Manila | TABLE OF CONTENTS Page A. COURSE DESIGN 1-5 B. MODULES OF INSTRUCTION 6-73 • Basic Competencies 6 o Participating in workplace communication ………………… 7-10 o Working in a team environment ……………….... 11-13 o Practicing career professionalism .……………. 14-17 o Practicing occupational health and safety procedures 18-22 • Common Competencies 23 o Applying quality standards …………………………………… 24-27 o Performing computer operations 28-34 o Performing mensuration and calculation 35-38 o Preparing and interpreting technical drawing 39-42 o Using hand tools 43-47 o Terminating and connecting electrical...
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...Assignment Front Sheet Assignment title 1 Unit 21: Managing Human Resources LearningOutcome | Learningoutcome | Assessmentcriteria | In this assessment you willhave the opportunity topresent evidence that showsyou are able to | TaskNo. | Evidence(Page no) | LO1 | Understandthe differentperspectivesof humanresourcemanagement | 1.1 | explain Guest’s model ofHRM | 1 | | LO1 | Understandthe differentperspectivesof humanresourcemanagement | 1.2 | compare the differencesbetween Storey’s definitionsof HRM, personnel and IRpractices | 1 | | LO1 | Understandthe differentperspectivesof humanresourcemanagement | 1.3 | assess the implications forline managers andemployees of developing astrategic approach to HRM | 1 | | LO2 | Understandways ofdevelopingflexibilitywithin theworkplace | 2.1 | explain how a model offlexibility might be applied inpractice | 1 | | LO2 | Understandways ofdevelopingflexibilitywithin theworkplace | 2.2 | discuss the types of flexibilitywhich may be developed byan organization | 2 | | LO2 | Understandways ofdevelopingflexibilitywithin theworkplace | 2.3 | assess the use of flexibleworking practices from boththe employee and theemployer perspective | 2 | | LO2 | Understandways ofdevelopingflexibilitywithin theworkplace | 2.4 | discuss the impact thatchanges in the labour market | 2 | | Qualification | Unit Number and Title | Pearson BTEC Level 4 HND DiplomaBusiness | K.601.1264/Unit 22/Managing HumanResources | Student Name | Student No. | Word...
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...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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...|Unit 2 | | | |Health and Social Care Practice | | | Contents Introduction: 1 LO1: 1 1.1 How principles of support are applied to ensure that individuals are cared for in health and social care practices: 1 1.2 Procedure for Protecting clients and colleagues from Harm: 2 1.3 Benefits of following a Person-centered approach with users of health and social service: 2 1.4 Ethical dilemmas and conflict that may arise when providing care, support and protection to users of health and social care services: 3 LO 2: 4 2.1 Implementation of policies, legislation, regulations and codes of practice that is relevant to own work in health and social care: 4 2.2 Local Policies and Procedures can be developed in accordance with national and policy requirements: 5 2.3 Impact of policy, legislation, regulation, and codes of practice on organizational policy and practice: 6 LO3: 6 2.1 Theories that underpin health and social care practice: 6 Behaviorist Theory 6 Cognitive Theory 7 Social Theory 7 Psychodynamic Theory 7 Humanistic Theory 7 2.1 How...
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...should be able to do the following: 1. Demonstrate opportunity cost with a production possibility curve. 2. State the principle of increasing marginal opportunity cost. 3. Relate the concept of comparative advantage to the production possibility cure. 4. State how, through comparative advantage and trade, countries can consume beyond their production possibilities. 5. Explain how globalization and outsourcing are part of a global process guided by the law of one price. Chapter Outline This is meant to be an outline and summary of what your students read in this chapter in the text, both in terms of concepts and examples. Headings and subheadings are tagged with the number of the learning objective (LO) to which the material in that section most closely relates and the associated PowerPoint slide numbers, so you may also use this to help you outline your lecture. Material followed by a ( is new to the 8th edition. • The Production Possibility Model, Trade, and Globalization • The three main coordination problems are reviewed, and students are reminded about the concept of opportunity cost, which will be central in this chapter to understand production possibilities. • The Production Possibilities Model (LO1) [PPT Slides 3 & 4] • Production Possibility Table: “a table that lists a choice's opportunity costs by summarizing what alternative outputs you can achieve with your inputs.” ...
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...COMMUNICATION IN HEALTH AND SOCIAL CARE Name: Institution Affiliation: Instructor’s Name: Date of Submission: Table of Contents Introduction 4 Task 1 4 LO1 Be able to explore how communication skills are used in health and social care 4 1.1 Explain one relevant theory of communication to health and social care context 4 1.2 Explain types of communication skills used in health and social care context 5 1.3 Discuss methods of dealing with inappropriate interpersonal communication between individuals in health and social care setting 7 1.4 Analyze strategies such as Braille for the visually impaired to support users of health and social care services with specific communication needs 8 Task 2 9 LO2 Understand how various factors influence the communication process in health and social care 9 2.1 Discuss how the communication process is influenced by values and cultural factors 9 2.2 Explain the influences and the impacts of legislations, charters and codes of practice on the communication process in a health and social care setting 10 2.3 Explain the effectiveness of organizational systems and policies in promoting good practice in communication 11 2.4 Discuss ways of improving the communication process in a health and social care setting 12 Task 3 12 LO3 Be able to explore the use of Information and Communication...
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...[pic] |Edexcel BTEC Level 4 and 5 Higher Nationals in Health |Unit Code |Date Issued: | |and Social Care (QCF) |12 |5 May 2014 | |Unit Title: Physiological Principles of Health and |Student ID No.: |Date of final Submission: | |Social Care Organisation |P1013160 |02 August 2014 | |Assessors: Physiology teaching team. |Internal Verifier Name: Mr Hasa Ram | Human body contains 10 major systems which are responsible of correct function of the body where, the systems are supported by organs which help them to work in perfect harmony. LO1 1.1 Circulatory system: This system is supported by a system of tubes in major organs like heart, lymphatic, blood and blood vessels, by them the body receives all-important ingredients throughout the body and back again. Respiratory system: Is a breathing system where the lungs, diaphragm and airways play the main role in body. The supply of oxygen is transported to the body by breathing in and out and facilitating gas exchange. Digestive system: In this system body stimulate reaction in physical...
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...Assignment Name : HND BUSINESS ENVIRONMENT Student Name : IGOR ORLOV Student ID : SC 4074 Semester : CONTENTS PAGE Introduction 02 A Brief Overview of Toyota Motor Corporation 02 A Brief History 02 Section LO1 - Organisation Purposes 03 Purposes of different type of Organisation 03 Stakeholders expectation and Organisational strategies 04 Responsibilities of Organisation and strategies to meet them 05 Section LO2 - Nature of the natural environment 07 Economic system and resources 07 Fiscal and monetary policies effect on Organisation activities 09 Competitor strategy 09 Section LO3 - Organisational Behaviour in market environment 11 Pricing and output decision 11 Market forces and effects for an Organisation 11 Business and cultural environment 11 Section LO4 - Significance of global factors affecting a business 13 International trade 13 Global factors influence on a business 13 Summary and conclusion 14 Credits and references 14 INTRODUCTION My aim in writing this assignment is to delve into the subject of Business Environment and describe its key functions. I have chosen to research and submit my findings based on the company Toyota Motor Corporation, and look into ways in which the subjects covered in this assignment apply to this corporation. A BREIF OVERVIEW OF TOYOTA MOTOR CORPORATION Toyota Motor Corporation commonly known simply as Toyota and abbreviated as TMC, is a Japanese...
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...Honors Economics-Mr. Doebbler-Chapter 6 Study Guide Chapter6: Consumer Behavior p. 116 AFTER READING THIS CHAPTER, YOU SHOULD BE ABLE TO: | 1 | Define and explain the relationship between total utility, marginal utility, and the law of diminishing marginal utility. | 2 | Describe how rational consumers maximize utility by comparing the marginal utility-to-price ratios of all the products they could possibly purchase. | 3 | Explain how a demand curve can be derived by observing the outcomes of price changes in the utility-maximization model. | 4 | Discuss how the utility-maximization model helps highlight the income and substitution effects of a price change. | 5 | Relate how behavioral economics and prospect theory shed light on many consumer behaviors. | 6 | (Appendix) Relate how the indifference curve model of consumer behavior derives demand curves from budget lines, indifference curves, and utility maximization. | If you were to compare the shopping carts of almost any two consumers, you would observe striking differences. Why does Paula have potatoes, peaches, and Pepsi in her cart, while Sam has sugar, saltines, and 7-Up in his? Why didn't Paula also buy pasta and plums? Why didn't Sam have soup and spaghetti on his grocery list? In this chapter, you will see how individual consumers allocate their incomes among the various goods and services available to them. Given a certain budget, how does a consumer decide which goods and services to buy? This...
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...BTEC National Diploma in Health and Social Care Unit 6 Personal and Professional Development in Health and Social Care LO1 Understand the learning process * Theories of learning * Influences on learning * Skills for learning * Support for learning * Learning opportunities LO2 Be able to plan for and monitor own professional development * Review at start of programme * Knowledge * Skills * Practice * Values and Beliefs * Career aspirations * Action plan for own development * Consider personal goals LO3 Be able to reflect on own development over time * Monitor and evaluate plan * Changes * Contexts * Professional development portfolio * Relevant experience * Support for development * Reflect on own development LO4 Know service provision in the health or social care sectors * Provision of services * Local health or social care * Health and social care workers What you will be taught 1. Understand the learning process * Theories of learning: theorists, * Skills for learning; * Support for learning; * Learning opportunities; 2. Be able to reflect on own professional development over time * Review at start of programme; * Knowledge; * Skills; * Practice; * Values and beliefs; * Career aspirations; 3. Be able to reflect on own development over time * Monitor and evaluate plan in terms of own development; * Professional development portfolio; * Relevant evidence;...
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...CIPD ASSIGNMENT SUBMISSION DECLARATION To be completed by candidate: |Centre name: |ACACIA LEARNING | | |Candidate name: |Suzanne Averis | | |CIPD Qualification undertaken: | |CIPD Membership No: |44402910 |Unit code(s): |3HRC (HR) | |Unit title(s): |Understanding Organisations and the Role of Human Resources | |Unit tutor: |Janine Waldman | |Date due for assessment: |2/9/15 |Date submitted: |11/8/15 | |Word Count: | | |State number of word used |2194 | |Candidate declaration: ...
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