Risk Assessment What is a Risk Assessment? It would be impossible to prevent every single minor bump and gaze but it is possible to eliminate most risks and protect children. Risk assessments have to be carried out in all public places‚ places of employment‚ care settings and similar to make sure that people are not injured unnecessarily. All day to day activities and environments have to have a risk assessment before children are involved. Risk assessments take into consideration:
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Elaborate My objective recall to the situation was that I prepared my patient’s evening medications‚ and had given them to her. I had explained what each medication was and its purpose. She had agreed to take them. I had noticed that there was not water at the bedside‚ therefore I had went into the bathroom for a very short amount of time to fill up her cup with water for her to swallow the medication. When I came back and handed her the cup she stated
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arrived in her vehicle and verbally greeted me stating that she was picking up her children for an unsupervised visitation. The client proceeded to tell me that the children were supposed to be returning home on the following Tuesday after court according to the transition
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acknowledge the importance of the foot placement for both the patient and myself. Completing this step has many risks associated with it‚ proper foot placement can prevent such risk. For example‚ if the patients’ feet were to be parallel while standing‚ they would need to pivot more to sit in the chair. Although the nurse is holding on the patient with the belt‚ this may still pose a greater risk for patients to fall. Additionally‚ the placement of the nurses’ feet and correct body mechanics will help
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the service user correctly. I need to know what the medicine is for and know if there is any precautions if medicine has to be taken with or after food or with water. I supported service user M‚ who requires to be prompted to open blister pack and take her medication. I know service user M as I regularly visit service user M and I am there keyworker. This is under Scottish Social Services Council‚ codes of practice ‚1.1 1.4 1.5 3.6 4.3 6.1. in the sssc book. As I know service user M and I am there
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has a form teacher who takes registration periods twice a day allowing a trusting relationship to be built between teacher and pupils. Some of this time is allocated to open up discussions about stress and pressures faced and strategies to manage them. By allowing staff to get to know pupils well‚ they are in a better position to recognise any changes in behaviour or progress which may indicate that they require further support. A school counsellor is also available and children are encouraged to avail
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Christmas. 2 days after I arrived back‚ I was ‘assaulted’ (in proper terms) by another patient. It’s now March‚ and I’m officially done with tier 4 care and moving onto generalised CAMHS (Children and Adolescent Mental Health Service). Some things to know if you or a friend are faced with inpatient help: 1. TAKE IT! Look‚ I know that even the word ‘inpatient’ is scary‚ but it will be okay. My first night was rough‚ everybody’s is. The staff I saw were always so kind and helpful. Being placed in a
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Taking Risks What I Already Known/What I Want to Know While reading Jon Krakauer’s Into Thin Air‚ I began to wonder why individuals take extreme risks. Over the course of this novel‚ a team of highly trained mountain climbers attempts to climb Mount Everest in 1996. Several die‚ get injured‚ and go missing. Death becomes very familiar to the team of climbers. In the book‚ Hall and Hansen get stranded‚ Hansen runs out of supplemental oxygen and cannot continue; Fischer also gets stranded‚ Hansen
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I worked as a teacher of children aged 5-12 with learning difficulties ADHD and Autistic spectrum children. My work included attending to the pupil’s personal needs and implementing personal programmes‚ including social physical and welfare matters. I encouraged pupils to interact with others and engage in group activities for example peer group activities‚ games‚ chanting slogas and music class. I also encouraged pupils to act independently as appropriate for example by arranging their bags‚ shoes
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of the practitioner working with children Introduction During my third placement‚ I worked at a nursery and children’s centre. I was based in a baby room with children aged 0-2 years old. Although I was based in the baby room I often helped out in the 2-3 room if it was busy and I was needed. In the baby room there were always three level 3 qualified early years’ practitioners. This was the same in the 2-3 room plus a support practitioner. All the children in the baby and 2-3 room had an individual
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