Higher Nationals in Health and Social Care (QCF) Unit: Communicating in Health and Social Care Organisations Unit Code Date Issued: 23rd September 2013 Student Name: Student ID Submission Date: Lecturer: Internal Verifier: Assessment criteria Outcomes Assessment requirements To achieve each outcome a learner must demonstrate the ability to: L1. Be able to explore how communication skills are used in health and social care 1.1 Apply relevant
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Learning outcome 1.4 – Explain ethical dilemmas and conflicts that can arise when providing care‚ support and protection to users of HSC. Alternatively explain what you would do if you are in any of the following situations‚ and show your understanding of what a dilemma is. You need to use this case scenarios in order to answer LO 1.4. 1. A pregnant woman is killed from injuries sustained in a car wreck‚ but the foetus may still be able to sustain life by keeping the mother on life support
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The Health and Social Care Act 2012 (c 7) is an Act of the Parliament of the United Kingdom. It is the most extensive reorganisation of the structure of the National Health Service in England to date.[1] It proposes to abolish NHS primary care trusts (PCTs) and Strategic Health Authorities (SHAs). Thereafter‚ £60 to £80 billion of "commissioning"‚ or health care funds‚ will be transferred from the abolished PCTs to several hundred "clinical commissioning groups"‚ partly run by the general practitioners
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For example a leaflet‚ letter or appointment cards. These are all ways which communication can be written. An example of this in health and social care is a receptionist sending a client a letter telling them their appointment has been changed or cancelled. And advantage of this type of communication is it can be done 24/7‚ it can be formal or informal and also it can be sent in different
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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 2.1 (July 2011) 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
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HEA 9083 LEADERSHIP IN HEALTH AND SOCIAL CARE LEARNING OUTCOMES 1 Good leadership is vitally important in the current climate of health and social care. Leadership skills will be needed to drive forward an ever changing structure and service development as set out in numerous development plans and Government white papers (Department of Health‚ 2003‚ 2008‚ 2009‚ 2011. Leadership Academy‚ 2012). The style of leadership required to carry out such tasks is frequently debated and lamented‚ but it would
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Case studies Assessor: Location: Candidate: Reg No: Witness: |Date evidence gathered: |Unit |AC | |Task A | | | |
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action” reflective practices which are then followed by “on action” reflective processes as suggested by Donald Schon. I teach Health and Social Care and Vocational Studies to learners‚ aged from 16 years‚ ranging from E2‚ to level one. Subject specialism is very important in Health and Social Care as the industry is evolving constantly. I worked within Health and Social Care for over twenty years in day centres‚ hospitals and residential
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Moving and handling in health and social care These pages are for employers and employees in the health and social care sectors involved in moving and handling‚ particularly those who assess moving and handling needs and carry out handling activities. Moving and handling is a key part of the working day for most employees; from moving equipment‚ laundry‚ catering‚ supplies or waste to assisting residents in moving. Poor moving and handling practice can lead to: back pain and musculoskeletal
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Mentorship for Health Social Care Practitioner’s Introduction: Mentoring students in clinical practice is an important aspect of nursing. Nurses or mentors consider their profession to be practice based and work hard to ensure that a larger part of learning and assessment takes place in the clinical area. The Nursing and Midwifery Council (NMC)‚ 2006 defines the term mentor as‚ the role of the nurse‚ midwife or health visitor who facilitates learning‚ supervises and assesses students in the practice
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