The remaining 30 credits are accumulated by completing optional units, which will usually geared to subjects aligned with your current role. 9.4a. Essay $ 7.58. Describe Your Main Duties & Responsibilities, 1.1b List the standards, codes of conduct and practices that relate to your role, 1.1c Demonstrate that you are working in accordance with the agreed ways of working with your employer, 1.1d Explain how your previous experiences, attitudes and beliefs may affect the way you work, 1.2a Describe your employment rights and responsibilities, 1.2b List the aims, objectives and values of the service in which you work, 1.2c Explain why it is important to work in ways that are agreed with your employer, 1.2d Demonstrate how to access full and up to date details of agreed ways of working that are relevant to your role, 1.2e Explain how and when to escalate any concerns you might have (whistleblowing), 1.2f Explain why it is important to be honest and identify where errors may have occurred and to tell the appropriate person, 1.3a Describe your responsibilities to the individuals you support, 1.3b Explain how a working relationship is different from a personal relationship, 1.3c Describe different working relationships in health and social care settings, 1.4a Explain why it is important to work in teams and in partnership with others, 1.4b Explain why it is important to work in partnership with key people, advocates and others who are significant to an individual, 1.4c Demonstrate behaviours, attitudes and ways of working that can help improve partnership working, 1.4d Demonstrate how and when to access support and advice about partnership working and resolving conflicts, 2.1a Identify sources of support for their own learning and development, 2.1b Describe the process for agreeing a personal development plan and who should be involved, 2.1c Explain why feedback from others is important in helping to develop and improve the way they work, 2.1d Contribute to drawing up own personal development plan, Describe the functional level of literacy, numeracy and communication skills necessary to carry out their role and explain how to check their own level, 2.2b Explain how to check their current level of literacy, numeracy and communication skills, 2.2c Describe how a learning activity has improved their own knowledge, skills and understanding, 2.2d Describe how reflecting on a situation has improved their own knowledge, skills and understanding, 2.2e Describe how feedback from others has developed their own knowledge, skills and understanding, 2.2f Demonstrate how to measure their own knowledge, performance and understanding against relevant standards, 2.2g List the learning opportunities available to them and how they can use them to improve the way they work, 2.2h Demonstrate how to record progress in relation to their personal development, 2.2i Explain why continuing professional development is important. (P1) Operant conditioning is a type of behavior modification which can be used to either decrease or increase the likelihoods of a certain aspect of a behavior will occur. This could include: Senior member of staff, Carer, Family member, 7.5a Describe the importance of how valuing people contributes to active participation, 7.5b Explain how to enable individuals to make informed choices about their lives, 7.5c List other ways they can support active participation, 7.5d Describe the importance of enabling individuals to develop skills in self-care and to maintain their own network of friends within their community, 7.6a Demonstrate that they can support the active participation of individuals in their care, 7.6b Reflect on how their own personal views could restrict the individual’s ability to actively participate in their care, 7.6c Report any concerns to the relevant person. Results are made available to CACHE centres throughout the year. Start studying BTEC Health and Social Care Level 3 Unit 1 Theories. BTEC Level 3 National Health and Social Care: Student Book 1 N. Moonie, C. Aldworth. Essay - Health and social care level 3 - unit 11 - p4, p5, m2 4. Equality, diversity and rights in health and social care Unit 02 - 60 GLH, assessment method E - PDF 762KB; Health, safety and security in health and social care Unit 03 - 60 GLH, assessment method E - PDF 3MB; Anatomy and physiology for health and social care Unit 04 - 90 GLH, assessment method E - … Completion of this qualification will equip the student with knowledge, understanding and skills across a range of key subject areas, for example: Students should take this qualification if they want to progress to further learning at Level 4 or above in a related field of study, or if they wish to progress to higher education (when taking the Certificate as part of a wider programme of study). The Award shares three mandatory units with the Certificate. 10.1a Explain the term safeguarding adults, 10.1b Explain their own role and responsibilities in safeguarding individuals, 10.1e Explain why an individual may be vulnerable to harm or abuse, 10.1f Describe what constitutes restrictive practices, 10.1g List the possible indicators of abuse, 10.1h Describe the nature and scope of harm to and abuse of adults at risk, 10.1i List a range of factors which have featured in adult abuse and neglect, 10.1j Demonstrate the importance of ensuring individuals are treated with dignity and respect when providing health and care services, 10.1k Describe where to get information and advice about their role and responsibilities in preventing and protecting individuals from harm and abuse, 10.2a Describe how care environments can promote or undermine people's dignity and rights, 10.2b Explain the importance of individualised, person centred care, 10.2c Explain how to apply the basic principles of helping people to keep themselves safe, 10.2d Explain the local arrangements for the implementation of multi-agency Safeguarding Adult’s policies and procedures, 10.2e List ways in which the likelihood of abuse can be reduced by managing risk and focusing on prevention, 10.2f Explain how a clear complaints procedure reduces the likelihood of abuse, 10.3a Explain what to do if abuse of an adult is suspected; including how to raise concerns within local whistleblowing policy procedures, 10.4a List relevant legislation, local and national policies and procedures which relate to safeguarding adults, 10.4b Explain the importance of sharing information with the relevant agencies, 10.4c Describe the actions to take if they experience barriers in alerting or referring to relevant agencies. Working in Health and social care. You may also be able to select a maximum of two level 2 optional units for your level 3 diploma. 9.3b. Following its 2012 review of post-19 qualifications the ESFA removed 1,800 qualifications from public funding and a further 1,000 in 2014. 9.1c. Dementia 3. As well as extending their creative and intellectual abilities, e.g. Hoehn. 1.0 / 5. Human Anatomy & Physiology E.N. These qualifications form of a nested suite which share units and assessments: Three mandatory units (graded A* – D, externally set, marked by the Centre). wheelchairs, prosthetics, catheter tubes, 5.5d Remove or minimise any environmental factors causing pain or discomfort. Level 3 is broadly aligned to the Scottish Credit and Qualifications Framework (SCQF) Level 6 / 7. Most students complete this qualification within three months. The mandatory units for the Level 3 Diploma in Adult Care offer 28 credits towards the qualification. Human Anatomy & Physiology E.N. 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