Unit 4222-305 Promote person centred approaches in health and social care 1. Understand the application of person centred approaches in health and social care 1.1 Explain how and why person-centred values must influence all aspects of health and social care work. A person-centred approach means doing your best to carry out the wishes of the individual. Each client is an individual and there are 8 person-centred values which are fundamental to the whole of health and social care. These are Individuality
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Unit 4222-305 Promote person centred approaches in health and social care (HSC 036) Outcome 1 Understand the application centred approaches in health and social care 1. Person-centred care is a philosophy of providing care that is centred around the person‚ and not just their health needs. We are all individual‚ no two people are the same hence it is not appropriate to say that because two people have dementia – that they both have the same care and support needs. The values which one person feels
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extended metaphor may convey one of key ideas in poetry. Depending on the poem‚ extended metaphor may provide the opportunity to reflect on even more deep and hidden‚ but just as important concepts the author chooses to convey. Similarly‚ in the poem # 371‚ Emily Dickinson uses extended metaphor as practically the most essential element to convey her feelings in regard to The Antique Book held as fascinating and exciting volume. Emily Dickinson compares real historical characters to the Antique Book
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4222-319 Facilitate person centred assessment‚ planning‚ implementation and review (HSC 3020) 1.1 Explain the importance of a holistic approach to assessment and planning of care or support. In the health and social care setting it’s imperative that we take a holistic approach within all aspects of our work settings. As carer’s‚ a holistic approach of person centred care is when planning care needs and considerations‚ and the type of individually tailored care packages and provision is of great
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Unit 4222-33 301 Promote communication in health‚ social care or children’s and young people’s settings 1.1 The different reasons why people communicate are: To form positive relationships To play together cooperatively To work together Information sharing Approach and response To understand expectations and boundaries. 1.2 Communication effects relationships in the workplace because there needs to be clear boundaries and expectations for people and this is only achieved through clear communication
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Unit 4222-205 Principles of safeguarding and protection in health and social care (HSC 024) Outcome 1 Know how to recognise signs of abuse: 1. Define the following types of abuse: Physical abuse Sexual abuse Emotional/psychological abuse Financial abuse Institutional abuse Self neglect Neglect by others Physical Abuse – includes hitting‚ slapping‚ kicking‚ pushing‚ mis-use of medication‚ inappropriate restraint or inappropriate sanctions. Sexual Abuse – includes rape and sexual assault‚ contact
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Unit 4222-265 Causes and spread of infection (ICO2) 1.1 Identify the differences between bacteria‚ viruses‚ fungi & parasites. • Bacteria is a microorganism‚ most bacteria is harmless. It is found in soil‚ water‚ plants‚ animals and humans; it can only be seen under a microscope. Antibiotics can help treat bacterial infections. Examples of bacterial infections are TB and MRSA. • Viruses live inside other living organisms. They can enter humans through the nose‚ mouth and breaks in the skin. Viruses
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Dawn Kirby Introduction to personal development in health‚ social care or children’s settings Unit 4222-202 1. Understand what is required for competence in own work role Describe the duties and responsibilities of own role Work as a member of the team‚ making sure the environment is safe for us all‚ and everyone else around. Meet the needs of the individual‚ assisting with personal care when required‚ assisting with medication‚ keeping training up to date‚ regular supervisions‚ ask for
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EDU 371: Phonics Based Reading and Decoding Professor Lisa Edmonds Week 2 Assignment: CD1 and CD2 Jamie Tracey October 31‚ 2011 Week 2 Page 1 This week I listed to teaching CD 1 and CD 2 fom the Action Reading program Fundamentals: A Research Based‚ Phonics Tutorial Learn to Read Program by Jeanie Eller‚ MA. I have to admit that I find her voice a little irritating‚ but that is not the point of this experience. The activities and CDs are designed to help a teacher raise
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UNIT 4222-222 Outcome 1 3. There are many different ways to resolve difficulties when a resident is choosing food and drink. You always give them a choice of things. If there’s nothing you find out what they want and do your best to get it for them. If that isn’t an option then you talk to them about what there is. Give them your opinion. Even if they only eat a little as long as they eat and drink. 4. You go and get assistance when nothing you try is resolving the problem. If the resident gets
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