BOOK
Apprenticeship Lead Adult Care Worker and BTEC Diploma in Adult Care Handbook + Activebook
Carolyn Aldworth | Colette Burgess | Andrew Carter - Whiting | Siân, Lavers
(2018)
Additional Information
Book Details
Abstract
An ideal companion to support apprentices throughout their on-programme learning for Lead Adult Care Worker Level 3 Apprenticeship Standard.
Apprenticeship Handbook for Lead Adult Care Worker Level 3 provides apprentices with all the support they will need throughout the on-programme component of the Lead Adult Care Worker Level 3 apprenticeship Standard. It is a course companion that includes all the knowledge required by the apprenticeship Standard and set out in the Pearson EPA specification, as well as providing opportunities for skills development and an appreciation of appropriate behaviours in the workplace.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Front Cover | ||
| Contents | iii | ||
| About this book | iv | ||
| Topics | 1 | ||
| Chapter A: Job role and responsibilities | 1 | ||
| Your job role | 2 | ||
| Where do people work in the adult care sector? | 2 | ||
| Roles in adult care | 3 | ||
| Working together | 5 | ||
| Working with others | 5 | ||
| Different working relationships | 6 | ||
| What makes a good team? | 6 | ||
| Supporting others | 7 | ||
| Professional boundaries and limits | 10 | ||
| Boundaries and limits: recognise and access help | 12 | ||
| Statutory standards and codes of practice | 14 | ||
| Care Quality Commission (CQC) | 14 | ||
| The 6Cs | 15 | ||
| Code of Conduct for Healthcare Support Workers and Adult Social Care Workers | 16 | ||
| National Institute for Health and Care Excellence (NICE) | 17 | ||
| Guide others with their duties and responsibilities | 18 | ||
| Duty of care | 20 | ||
| Support others to comply with regulations and policies | 22 | ||
| Guide and mentor colleagues with duties and responsibilities | 26 | ||
| Take the initiative when faced with diff erent duties at work | 28 | ||
| Use your wider skills when in unfamiliar situations | 30 | ||
| A person-centred approach to create and develop a care plan | 32 | ||
| Support the care planning process | 33 | ||
| Development and review of care plans | 36 | ||
| Specialist assessment and support | 39 | ||
| How to support assessment | 39 | ||
| Specialist assessment for different needs | 42 | ||
| Informed consent | 44 | ||
| Gaining consent | 45 | ||
| Support others with informed consent | 47 | ||
| Care plans and changing needs | 49 | ||
| Monitor and review | 49 | ||
| Does the plan still meet the individual’s needs? | 49 | ||
| The review meeting | 50 | ||
| Offering information and respecting choice | 51 | ||
| Situational judgement questions | 54 | ||
| Chapter B: Values and behaviours | 55 | ||
| What is dignity? | 56 | ||
| Respecting dignity | 56 | ||
| Demonstrate dignity | 58 | ||
| Empathy and dignity | 60 | ||
| Empathy | 60 | ||
| Exhibit empathy | 62 | ||
| Respecting diversity | 64 | ||
| Support others to understand inclusion | 66 | ||
| Discrimination and being treated fairly | 68 | ||
| How discrimination can start | 68 | ||
| Direct discrimination | 68 | ||
| Institutional discrimination | 69 | ||
| Indirect discrimination | 69 | ||
| Discrimination is damaging to everyone | 69 | ||
| Understanding the importance of inclusion | 71 | ||
| Promoting the rights of individuals | 73 | ||
| Code of Conduct for Healthcare Support Workers and Adult Care Workers | 73 | ||
| Laws that protect the rights of individuals | 73 | ||
| Support others to follow laws and procedures | 76 | ||
| Challenging discrimination | 78 | ||
| Support others to challenge discrimination | 80 | ||
| Having the courage to accept differences | 82 | ||
| Show courage in challenging your own values and beliefs | 84 | ||
| Situational judgement questions | 86 | ||
| Chapter C: The importance of communication | 87 | ||
| Communication in care settings | 87 | ||
| Why communicate? | 88 | ||
| Barriers to communication | 88 | ||
| Demonstrate and promote excellent communication skills | 90 | ||
| Identify and determine the best solutions to achieve success when communicating | 92 | ||
| Active listening | 92 | ||
| Asking questions | 92 | ||
| Communicate clearly verbally and non-verbally and maximise the quality of interaction | 94 | ||
| Verbal communication | 94 | ||
| Non-verbal communication | 95 | ||
| Active listening | 95 | ||
| Use and facilitate preferred methods of communication | 96 | ||
| The role of advocates and when they might be involved | 98 | ||
| When might advocates be involved? | 99 | ||
| Taking the initiative and reducing environmental barriers to communication | 100 | ||
| Your own and others’ responsibility for ensuring confidential information is kept safe | 102 | ||
| Demonstrate and ensure that records and reports are written clearly and concisely | 104 | ||
| Ensuring confidential information is kept safe | 106 | ||
| Importance of supporting others to handle information securely | 107 | ||
| Keeping information safe and preserving confidentiality | 108 | ||
| Situational judgement questions | 110 | ||
| Chapter D: Safeguarding | 111 | ||
| What abuse is | 112 | ||
| Signs and symptoms of abuse | 112 | ||
| Factors that may contribute to individuals taking risks | 113 | ||
| Factors that may contribute to an individual being more vulnerable to abuse | 113 | ||
| How to respond to suspected abuse | 114 | ||
| Institutional abuse | 115 | ||
| Safeguarding | 116 | ||
| Recognise and respond to potential signs of abuse | 118 | ||
| National and local strategies for safeguarding | 120 | ||
| Roles of different agencies in safeguarding | 122 | ||
| Factors featured in reports into serious case reviews | 123 | ||
| Sources of information and advice about your own role | 123 | ||
| Support individuals to remain safe from harm | 124 | ||
| Receiving comments and complaints | 126 | ||
| Complaints process | 126 | ||
| Responding to complaints or comments | 127 | ||
| Agreed procedures for managing and handling complaints | 127 | ||
| Making a complaint | 129 | ||
| Recognise and prevent unsafe practices | 130 | ||
| Respond to suspected unsafe practices or alleged abuse | 131 | ||
| Ways to reduce likelihood of unsafe practices and potential abuse | 132 | ||
| Person-centred support | 132 | ||
| Guidelines to follow | 133 | ||
| Duty of care and complaints | 135 | ||
| Importance and process of whistleblowing | 136 | ||
| The importance of whistleblowing | 136 | ||
| Getting it right | 137 | ||
| Changes in legislation to protect whistleblowers | 138 | ||
| Responding to unsafe practices | 139 | ||
| Dilemmas between a person’s rights and their safety | 140 | ||
| National standards, codes of practice and policies | 140 | ||
| Codes of practice | 140 | ||
| Addressing potential conflicts or dilemmas between rights and safety/duty of care | 142 | ||
| Mental Capacity Act 2005 | 143 | ||
| Managing the risk factors | 144 | ||
| Getting additional support with conflicts and dilemmas | 144 | ||
| Conflicts or dilemmas between rights and duty of care | 145 | ||
| Understand the principles of online safety | 147 | ||
| How to reduce the risk of abuse | 148 | ||
| How can you balance the rights and needs of the user of service with the risks involved? | 149 | ||
| Situational judgement questions | 151 | ||
| Chapter E: Championing health and wellbeing | 153 | ||
| Health and safety responsibilities | 154 | ||
| Keep safe in the work environment | 156 | ||
| Health and safety at work | 156 | ||
| Promoting and using risk assessment | 160 | ||
| A person-centred approach to risk assessment in adult care | 160 | ||
| Accidents and sudden illness | 164 | ||
| First aid | 164 | ||
| Manage, monitor, report and respond to changes in health and wellbeing | 169 | ||
| Signs and symptoms | 169 | ||
| Common medical emergencies in adult care settings | 170 | ||
| Dealing with hazardous substances | 173 | ||
| Storing hazardous substances | 173 | ||
| Using hazardous substances | 174 | ||
| Promote fire safety | 176 | ||
| Fire in a care setting | 176 | ||
| Fire safety procedures | 179 | ||
| Fire safety procedures | 181 | ||
| Reducing the spread of infection | 183 | ||
| How infection spreads | 183 | ||
| Demonstrate the management of the reduction of infection | 186 | ||
| Using risk assessments to support individuals to move safely | 190 | ||
| Legislation | 190 | ||
| Moving and handling risk assessments | 191 | ||
| Principles for safe moving and handling | 192 | ||
| Promoting healthy eating and wellbeing | 195 | ||
| Healthy eating and nutrition | 196 | ||
| Support at mealtimes | 198 | ||
| Lead and mentor the promotion of the wellbeing of individuals | 200 | ||
| Situational judgement questions | 202 | ||
| Chapter F: Professional working and professional development | 203 | ||
| Professional relationships and rules | 204 | ||
| Identify and form professional relationships | 207 | ||
| Professional relationships and boundaries | 209 | ||
| Work within safe professional boundaries | 212 | ||
| Prepare for personal development | 214 | ||
| Improve your skills by being reflective | 216 | ||
| Time to reflect for personal development | 218 | ||
| Reflecting on action | 218 | ||
| Models of reflection | 218 | ||
| Reflecting in action | 219 | ||
| When do you reflect? | 219 | ||
| Demonstrate your reflective skills | 221 | ||
| Develop and sustain a positive attitude | 222 | ||
| The demands and pressures of care work | 222 | ||
| Resilience | 222 | ||
| Use feedback to help personal development | 224 | ||
| Feedback and team/partnership working skills | 226 | ||
| Excellent core skills | 228 | ||
| Access specialist knowledge | 230 | ||
| Demonstrate continuous professional development | 232 | ||
| Research and share information with others | 235 | ||
| Specific support needs | 235 | ||
| Sharing information with others | 236 | ||
| Carry out research relevant to individuals’ support needs | 238 | ||
| Good practice: mentoring and supervision | 240 | ||
| Demonstrate your mentoring and supervision skills | 242 | ||
| Good practice: recruitment and induction | 244 | ||
| Why is there a growing need for adult care workers? | 244 | ||
| The right person for the job | 244 | ||
| The recruitment process | 245 | ||
| Support the recruitment and induction process | 247 | ||
| Situational judgement questions | 249 | ||
| Answers to situational judgement questions | 250 | ||
| Glossary | 251 | ||
| Index | 253 | ||
| Back Cover | Back Cover |