Care Certificate
Course Content
- Introduction to the Care Certificate Course
- Standard 1 - Understand Your Role
- Standard 2 - Your Personal Development
- Standard 3 - Duty of Care
- Introduction to the Duty of Care Standard
- Addressing dilemmas within your duty of care
- Duty of care
- Recognising and handling comments, complaints and incidents
- Managing conflict and difficult situations
- How to deal with comments and complaints
- Supporting independence
- Incidents, Errors and Near Misses
- Standard 4 - Equality and Diversity
- Introduction to the standard on Equality and Diversity
- About equality and diversity
- The purpose of the Equality Act 2010
- Types of discrimination
- Protected characteristics
- Explaining equal opportunities
- Diversity
- Inclusion
- Prejudice
- Diversity and discrimination
- What to do if you suffer from discrimination
- The Code of Conduct
- Reducing the Likelihood of Discrimination in Care
- Information, advice and support
- Standard 5 - Working in a Person Centred Way
- Introduction to working in a person-centred way
- Working in partnership with others
- Record keeping in care
- The Care Plan
- The importance of finding out the history, preferences, wishes and needs of the individual
- Minimising environmental factors that may cause discomfort or distress
- Person centred values in practice
- Supporting individuals to minimise pain or discomfort
- Communication and Person Centred Care
- Working to promote person centred values
- Supporting individuals to plan for their future wellbeing and fulfilment, including end-of-life care
- Encouraging Person Centred Care
- Standard 6 - Communication
- Introduction to the Communication Standard
- Effective communication in the work setting
- Language and other needs in communication
- Verbal and non-verbal communication skills
- Communication
- Identifying A Complaint
- Dealing with aggression
- Defusing potentially dangerous situations
- Recognising danger signs
- Confidentiality in Care
- Standard 7 - Privacy and Dignity
- Standard 8 - Fluids and Nutrition
- Introduction to the Fluids and Nutrition Standard
- High risk groups of people for food safety
- Cross-contamination direct and indirect
- Preventing cross-contamination
- The importance of nutrition
- Guidelines for a healthy diet
- Hydration In the Elderly
- Hydration In the Elderly
- Fluids and Hydration
- Nutrition and the elderly
- Malnutrition
- Diets for people with dementia
- Standard 9 - Awareness of mental health, dementia and learning disabilities
- Introduction to standard on mental health, dementia and learning disabilities
- What is Dementia?
- Classifications of Dementia
- Early diagnosis of Dementia and reporting
- Risk factors affecting the chance of developing dementia
- Helping people with Dementia
- Things that can help people with Dementia
- Things that help the carer
- Diet, meals and Dementia
- A Healthy Body
- The Social Model of Disability
- Communication and Dementia
- The safeguarding vulnerable groups act 2006
- The Human Rights Act 1998
- Discriminatory Abuse and the Equality Act
- Mental health conditions
- MCA Assessment Criteria
- MCA Assessment
- What is mental capacity
- Where to get help
- Learning Disabilities
- Standard 10 - Safeguarding Adults
- Adult Safeguarding Standard Introduction
- What is SOVA?
- CQC or Care Quality Commission
- Protection from Harassment Act 1997
- The Sexual Offences Act 2003
- The Mental Capacity Act 2005
- The Mental Capacity Act and Deprivation of Liberty Safeguards principles
- Facts And Information About Abuse
- Who Is A Vulnerable Adult?
- Vulnerable adults and the risk of harm
- Abuse and its Indicators
- Physical Abuse
- Psychological Abuse
- Sexual Abuse
- Financial Abuse
- Neglect Self Neglect and The Act Of Omission
- Organisational abuse and Discriminatory Abuse
- Consent
- Disclosure
- The importance of individualised person-centred care to ensure an individuals safety
- Responding to suspected or disclosed abuse
- Managing risk and Multi-agency safeguarding of adults
- Reporting abuse
- Whistleblowing
- How to Whistleblow
- Serious case reviews and sources of advice and information
- Standard 11 - Safeguarding Children
- Child Protection standard introduction
- Legislation relating to Safeguarding Children
- The Acts and Safeguarding Children
- Serious Organised Crime and police Act 2005
- What is Child Abuse?
- Emotional abuse
- Physical abuse
- Sexual abuse
- Other types of child abuse
- Every Child Matters
- The rights of a child
- Neglect and the act of omission
- Radicalisation
- Working with others
- Key supporting information
- What children want from Professionals
- Protecting yourself against allegations
- Reporting child abuse
- Scottish Legislation in Care
- The Key Role of KCSIE in Child Protection in the UK
- Standard 12 - Basic Life Support
- Introduction to Basic Life Support standard
- Fears of First Aid
- Asking permission and consent to help
- Calling the Emergency Services
- Chain of Survival
- DR ABC and the ABCD'S
- Initial Assessment and Recovery Position
- Using gloves
- Adult CPR Introduction
- Adult CPR
- CPR Hand Over
- Compressions Only CPR
- Child CPR
- Child CPR Breakdown
- Infant CPR
- Drowning
- AED Introduction
- Types of AED Units
- Adult Choking
- Choking in children
- Infant Choking
- Standard 13 - Health and Safety
- Introduction to the Health and Safety standard
- Health and safety tasks that should only be carried out after special training
- Importance of Health and Safety
- What causes accidents?
- When an Accident Happens
- Accidents and sudden illness
- Health and Safety Law
- Manual handling Employee and Employer responsibility
- Workplace and personal Safety
- The Accident Triangle
- Why prevention is important and what can be done
- The 5 stages of the Risk Assessment
- What is a hazard
- Personal protective equipment (PPE)
- Working safely and securely
- Hazardous substances in your workplace
- COSHH Regulations
- Employee Duties Under COSHH
- The Fire Triangle
- Calling the Fire Service
- Evacuating in an Emergency
- Care Home Evacuation
- Good Housekeeping
- Electrical Hazards
- Managing stress
- Medication and healthcare activities and tasks
- Why Manual Handling is Important
- Manual Handling Operations Regulations 1992
- How and Why We Lift Correctly
- Before we start moving and assisting people
- LOLER and PUWER Regulations
- Other Relevant Acts
- Ability Test
- Assisted standing from a bed or seat
- Assisted Sit to Stand
- Fall Prevention
- Assisting Fallen Person
- Walking Frames
- Wheelchairs
- Standard 14 - Handling Information
- Handling information standard Introduction
- Handling information in health and social care
- GDPR Compliance
- Data Subject and Personal Data under GDPR
- The Information Commissioner's Office
- The Freedom of Information Act 2000
- Who holds personal information
- Public authorities and Freedom Of Information
- Record Keeping, Management and Responsibilities
- Reporting concerns
- Privacy Principles under GDPR
- Does GDPR apply to me
- The right to be informed
- Lawful, Fairness and Transparency
- Purpose limitation
- Data minimisation
- Data accuracy
- Storage limitation
- Data Security
- Accountability
- Standard 15 - Infection Prevention and Control
- Introduction to Infection Control
- What are Blood Borne Pathogens?
- Infection Control Legislation
- Who is at risk?
- Types of Infections
- Skin Diseases
- The Chain of infection
- First Aid and Infection Control
- Contaminated objects
- Contaminated Linen
- Cross Infection
- Example of indirect cross contamination
- How to Reduce Your Risk
- Surface Cleaning
- Hazardous products and sharps disposal
- Hand hygiene policy
- Using gloves
- Hand Washing
- Disposable Aprons
- Waterless hand gels
- Protecting Vulnerable People
- Summary and what's next
Assisted Sit to Stand
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Okay. So Di, we are going to be helping you to get out of your chair shortly. So prior to that, we have been through the whole process and I have got your consent and we are looking at the score that Di has actually achieved under the FIM, the Functional Independence Measure. So someone in this situation, an independent sit to stand will be a score between five and four. And within that, it is more just some timing, getting everything ready and then some prompting to help with the person. Because it is independence, Di will do a lot of this for herself and I will be just there to help and prompt and show some support while she is doing it. Now, I haven't seen Di for a while. So I have looked at the care plan. I can see that Di has not changed anything dramatically within that. Her score is still the same. But I still want to do an ability test with her, just to ensure that she has got the ability today to be able to help herself to stand independently, because we can then adapt and change if we need to. So Di, I am just going to ask you to do a couple of things for me, yeah? So I am just going to stand in front of you. And what I would like you to do is put your hands up in front of you and I would like you to now just push your hands up for me, up against my hand, so I'll feel a bit of resistance. That is fantastic. Now, if I am going to help, put my hands underneath, can you just bring your hands down for me? Push down, push down. That is fantastic. Thank you for doing that, Di. Now, next thing you will do, I am just going to just check your legs, okay, just to make sure, because when you stand up, I do not want you to wobble or do anything else, all right? So I am just going to place my hand on top of your knee. Can you just lift your leg off the floor for me slightly? Fantastic, Di. Well done. Same thing on the other leg, can you just lift that leg up for me? That is fantastic, Di. Brilliant. What I do need you to do for me though, I do need you to come forward in the chair. So if you can do a little shuffle for me to bring yourself to the front of the chair, that would be fantastic. Well done. Thank you, Di. I appreciate it. Okay. So we are going to be standing shortly, all right? So which is your dominant leg, Di? Are you right or left-handed? Right. So it might be you want to put your right leg slightly back a little bit, okay? You've got the arms of the chair to be able to push off on to help you up as well. I will be here if you need me just to steady you if you do need that, okay? All right. So in our process, we will do a ready, steady and then we will stand. So it is rocking, then to stand. Okay? Are we ready? Mm-hmm. So ready, steady and stand. Fantastic. That is great, Di. And then we are going to go off to where we need to go.
Guidance on Assisting Individuals with Sit-to-Stand Transitions
This guide provides step-by-step instructions for assisting someone, like Di, to transition from sitting to standing, ensuring safety and independence.
Preparing for Assistance
Before assisting, it is important to:
- Obtain consent and assess the individual's FIM (Functional Independence Measure) score.
- Review the care plan for any changes in the individual's condition.
Assessment of Independent Sit-to-Stand Ability
Conducting an ability test involves:
- Checking upper body strength by pushing against resistance.
- Evaluating leg strength and stability.
- Ensuring the individual is positioned correctly in the chair.
Executing the Sit-to-Stand Transition
Steps for safely assisting with the transition:
- Identify the individual's dominant leg for positioning.
- Use the chair arms for support during the lift.
- Employ a 'ready, steady, stand' approach with a rocking motion.
Support and Steadiness During Transition
Provide support by:
- Being present to steady the individual if needed.
- Guiding the movement without forcing it, allowing for independence.
Post-Transition Support
Once standing, ensure the individual is stable and ready to proceed to their destination.