...Model Assignment (Learner Extract) Issued September 2012 OCR Level 3 Cambridge Technicals in Health and Social Care Unit 1: developing effective communication in health & social care Please note: This OCR Cambridge model assignment may be used to provide evidence for the unit identified above. Alternatively, centres may ‘tailor’ or modify the assignment within permitted parameters (see Information for Teachers). It is the centre’s responsibility to ensure that any modifications made to this assignment allow learners to meet all the assessment criteria and provide sufficient opportunity for learners to demonstrate achievement across the full range of grades. The assessment criteria themselves must not be changed. The entry codes for these qualifications are: OCR Level 3 Cambridge Technical Certificate in Health and Social Care 5307 OCR Level 3 Cambridge Technical Introductory Diploma in Health and Social Care 5309 OCR Level 3 Cambridge Technical Subsidiary Diploma in Health and Social Care 5312 OCR Level 3 Cambridge Technicals Diploma in Health and Social Care 5315 OCR Level 3 Cambridge Technical Extended Diploma in Health and Social Care 5318 The Ofqual Unit Number for this unit is: Developing effective communication in health & social care R/600/8939 OCR model assignment remains live for the life of these qualifications. ALL THESE MATERIALS MAY BE PHOTOCOPIED. Any photocopying will be done under...
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...QUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’...
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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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...Higher Education Diploma 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...
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...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 Diagnosis Rationale for Community Diagnosis Steps in Community Diagnosis Methods for Community Diagnosis Information Sought During Community Diagnosis Situation Analysis Concept of Situation Analysis Rationale for Situation Analysis Steps in Situation Analysis Instruments...
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...Psychiatric-Mental Health Nursing Supplemental Learning Guide Course Objectives * Relate the minimum requirements for the course. * Illustrate the use of competencies for learning. * Formulate own needs and responsibilities relative to meeting course competencies. * Relate course/clinical assignments and evaluation * Distinguish how the major concepts (see Nursing Student Handbook) of the program are affected by the variety of conditions and diseases within this course for all age groups. Outline A. Orientation to course 1. Course descriptions 2. Course outcomes/competencies 3. Textbooks B. Course Requirements 1. Student assignments and responsibilities 2. Minimum level of achievement 3. Evaluation tools C. Course/ Clinical Assignments and Evaluation D. Major Concepts 1. Caring 2. Clinical judgment, clinical reasoning, and nursing judgment 3. Clinical microsystem 4. Collaboration 5. Critical thinking 6. Cultural competence and Diversity 7. Ethics 8. Evidence-based care 9. Healthcare environment 10. Human flourishing 11. Informatics and Information management 12. Integrity 13. Knowledge, skills, and attitudes 14. Leadership 15. Nursing and Nursing Process 16. Nursing-sensitive indicators 17. Patient and Patient-centered care 18. Personal and Professional development 19. Professional identity 20. Quality improvement 21. Relationship-based care ...
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...BTEC Level 3 National Health and Social Care uncorrected first proofs issued by marketing 2010. This material is © Hodder Education 2013 and should not be redistributed. Contents Walkthrough About the authors and Photo credits Core units vii ix Unit 1 Developing Effective Communication in Health and Social Care Understand effective communication and interpersonal interaction in health and social care Understand factors that influence communication and interpersonal interaction in health and social care environments Understand ways to overcome barriers in a health and social care environment Be able to communicate and interact effectively in a health and social care environment 1 2 13 15 18 Unit 2 Equality, Diversity and Rights in Health and Social Care Understand concepts of equality, diversity and rights in relation to health and social care Know discriminatory practices in health and social care Understand how national initiatives promote anti-discriminatory practice Know how anti-discriminatory practice is promoted in health and social care settings 21 21 30 34 39 Unit 3 Health, Safety and Security in Health and Social Care Understand potential hazards in health and social care Know how legislation, policies and procedures promote health, safety and security in health and social care settings Be able to implement a risk assessment Understand priorities and responses in dealing with incidents and emergencies 44 45...
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...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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...Nurses are at the forefront of patient care. In order to deliver patient centered care, nurses should be involved in decision making. Leadership is required to make changes. They must collaborate with physicians and other healthcare providers in making changes starting at the bedside ( The United States Institute of Medicine and the Robert Wood Johnson Foundation 2011). Striving for positions at the government levels will allow nurses voices to be heard. Many health organizations are moving from the authoritative leadership to a leadership style that allows open communication and staff involvement in decisions making. The United States Institute of Medicine and the Robert Wood Johnson Foundation (2011) indicate that in addition to knowledge and experiences, all nurses must develop leadership skills in order to fully collaborate with physicians and other health professionals to achieve positive outcomes. To improve patient outcome teamwork is the key word. A nurse manager can help create a positive culture by engaging all staff nurses to have a voice in...
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... |Unit number and title | |OCR Level 3 Cambridge Technical Diploma in Health and Social Care |Unit 1:Developing Effective Communication In Health and Social Care | |Year 1 | | |Learner name | Assessor name | | |R.BENNETT / V.VINCENT / A.ISLAMI / S.TAYLOR | |Date issued |Deadline |Submitted on | |Tasks will be launched throughout the |All criteria to be met by January 15th 2016 | | |semester to meet needs of individual teaching| | | |groups | | | | | | |Assignment title |Effective Communication in Health & Social...
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...Senior School Prospectus 2014 Yr 10/VCE/VCAL/VET 2013 College Captains [pic] Madeline Hallett, Jake Thomas, Arnela Dug, Elias Joseph Contents |Contact Details |Page 3 | |Glossary of Terms |Page 4 | |Key Dates |Page 5 | |Year 10 overview |Pages 6 -10 | |Core Unit Descriptions |11 -30 | |Vocational Pathway Course Overview |31 - 32 | |Victorian Certificate of Education (VCE) Overview |33 - 37 | |Victorian Certificate of Education (VCE) Subjects |38 - 66 | |Victorian Certificate of Applied Learning (VCAL) Overview ...
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...Assignment Title:- Communication, Communication, Communication! |Unit Code: |R/600/8939 |Credit Value: |10 | |QCF Level: |BTEC National |Guided Learning Hours: |60hrs | |Assessor: |Mr T Hemming | |STUDENT DECLARATION | |I understand the rules of plagiarism and I declare that the work produced for this assignment is my own. | | | |Student Signature ____________________________________Date_____________ | |Assignment Launch Date |Tuesday 3rd September 2010 | |Assignment Hand in Dates |Assignment 1 |Wednesday 5th October 2011 | | |Assignment 2 |Thursday 19th October 2011 | | ...
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...utilized to the emergence of Davao Medical Hospital. The resources came from our orientation and meeting with Mrs. Vilma Comoda, R.N, MAN and the interviews and the written documents we have read. HISTORY OF THE DAVAO GENERAL HOSPITAL 1917 – Enacted by the Philippine Legislative as Davao Public Hospital with a 25 bed capacity. The Davao General Hospital at Davao City, way back in the year 1918, a just a Sick Ward set up by the District Engineer’s Office in Davao for the care and treatment of the sick laborer’s known as “Sakadas”, who were the brought in to help the development of Davao. In 1919, by virtue of Special Act of the Philippine Legislation which was passed in 1917, to establish a hospital in the non-Christian Province of which Davao Province was one, a building was constructed at its old site which was named Davao Public Hospital. No inauguration was conducted at the completion of the hospital building. It was immediately opened to serve the sick. At that time, the District Health Officer for the province of Davao was Dr. Eugenio de Jesus. He was at the time...
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...UNIT 6 PERSONAL AND PROFESSIONAL DEVELOPMENT IN HEALTH AND SOCIAL CARE Unit abstract The aim of this unit is to act as a focal point for all other units in the programme and embed the vocational nature of the qualification. In addition to the requirement for work experience and the opportunity to relate theory to practice, the unit will enable you to bring together your learning from other units. You will initially explore factors that affect learning, then plan and monitor your own personal and professional development and reflect on it. You will also gain key understanding of the health and social care sectors, including aspects of service delivery, and the fundamentals of research methodology. This unit explores the different ways in which learning can take place and how learning from individual experience can be used to enhance the quality of knowledge, skills and practice. You will initially explore your own knowledge, skills, practice, values and beliefs in relation to working in health and social care. You will then draw up a personal plan for self-development over the duration of the programme. The unit also introduces you to health and social care service provision. A minimum of 100 hours work experience is required for successful completion of this unit. Learning Outcomes On completion of this unit you should: 1. Understand the learning process 2. Be able to plan for, monitor and reflect on own development 3. Understand service...
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...UNIT 6 PERSONAL AND PROFESSIONAL DEVELOPMENT IN HEALTH AND SOCIAL CARE Unit abstract The aim of this unit is to act as a focal point for all other units in the programme and embed the vocational nature of the qualification. In addition to the requirement for work experience and the opportunity to relate theory to practice, the unit will enable you to bring together your learning from other units. You will initially explore factors that affect learning, then plan and monitor your own personal and professional development and reflect on it. You will also gain key understanding of the health and social care sectors, including aspects of service delivery, and the fundamentals of research methodology. This unit explores the different ways in which learning can take place and how learning from individual experience can be used to enhance the quality of knowledge, skills and practice. You will initially explore your own knowledge, skills, practice, values and beliefs in relation to working in health and social care. You will then draw up a personal plan for self-development over the duration of the programme. The unit also introduces you to health and social care service provision. A minimum of 100 hours work experience is required for successful completion of this unit. Learning Outcomes On completion of this unit you should: 1. Understand the learning process 2. Be able to plan for, monitor and reflect on own development 3. Understand service...
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