Care Certificate
Course Content
- Introduction to the Care Certificate Course
- Standard 1 - Understand Your Role
- Standard 2 - Your Personal Development
- Your Personal Development Standard Introduction
- Your personal development in working in the care sector
- Developing your knowledge, skills and understanding
- Learning and development
- Importance of Feedback
- Supervision, appraisal and objectives
- The Care Certificate and continuing your Learning
- The Use Of Digital Skills
- 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
- What is Duty of Candour?
- Why is Duty of Candour Important?
- Standard 4 - Equality, Diversity, Inclusion and Human Rights
- 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
- Mental health conditions
- MCA Assessment Criteria
- MCA Assessment
- What is mental capacity
- Importance of significant relationships when working in a person-centred way
- 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
- How Behaviour may be Communication
- Assistive technologies and digital communications
- Standard 7 - Privacy and Dignity
- Standard 8 - Fluids and Nutrition
- Introduction to the Fluids and Nutrition Standard
- Food Safety for High-Risk Groups
- Cross-contamination direct and indirect
- Preventing cross-contamination
- Understanding and Addressing Malnutrition in Care
- Food, Nutrition and a Balanced Diet
- Hydration In the Elderly
- Hydration In the Elderly
- Fluids and Hydration
- Meeting the Nutritional Needs of Older Adults
- Understanding Malnutrition: Undernutrition and Overnutrition
- Diets for people with dementia
- Standard 9 - Awareness of Mental Health and Dementia
- Introduction to the Awareness of mental health and dementia standard
- What is Dementia?
- Classifications of Dementia
- Early diagnosis of Dementia and reporting
- Understanding the Risk Factors for Dementia
- Helping people with Dementia
- Practical Tips for Supporting a Person with Dementia
- Looking After Yourself When Caring for Someone with Dementia
- Diet, meals and Dementia
- A Healthy Body
- Communication and Dementia
- The safeguarding vulnerable groups act 2006
- The Human Rights Act 1998
- Discriminatory Abuse and the Equality Act
- Where to get help
- Mental Health definition and terminology
- Types of mental ill health
- Early signs and symptoms of mental ill health
- Who can be affected and what are the common triggers
- Offering support
- Supporting someone back to work
- How important is confidentiality
- What is signposting
- Signposting examples
- 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
- Restrictive Practice
- Unconscious Bias
- 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
- Awareness in the workplace
- Wellbeing and resilience
- Wellness action plan
- 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
- 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
- Standard 16 - Awareness of Learning Disability and Autism
- Facts about disabilities
- Definition of Disabilities
- Legislation
- Invisible Disability
- Visual Impairment
- Hearing Impairment
- Learning disabilities
- Physical Disability
- Speech or language Impairment/disorders
- ADHD (attention deficit hyperactivity disorder)
- Disability Awareness overview
- The Social Model of Disability
- Learning Disabilities
- What is Autism
- History of autism
- Is Autism is a disability?
- Facts about Autism
- Autism studies
- Autism - explaining the condition
- What causes Autism
- Diagnosing autism
- Treating autism
- Triad of Impairment
- Sensory Sensitivities and sensory processing
- Common autistic behaviours
- Behaviour that challenges
- Routines
- The stigma of Autism
- Summary and what's next
Defusing potentially dangerous situations
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even with the most comprehensive guidelines policies and procedures not every eventuality can be covered therefore is essential that staff members irrespective of their role or level of responsibility utilize their experience skills and common sense when facing aggressive service users training in personal safety deescalation and Breakaway techniques should be provided to staff m members identified as a risk in the risk assessment in situations where physical violence could potentially occur there are several steps staff members should take firstly if possible they should remove themselves from the vicinity and try to put a sizable object like a table between themselves and the potential Sal salant they should always position themselves between the service user and the door or Escape Route remaining calm is crucial staff should speak firmly quietly and slowly as displaying anxiety or aggression can provoke a violent reaction if onlookers are present they should be dispersed potential weapons such as ashray and tools should be removed if threatened with a weapon the service user should be quietly but firmly asked to put it down sudden moves should be avoided maintaining eye contact is important but staff members should avoid staring physical restraint should be the absolute last option used only in defense against potential or escalating violence and only when there is a reasonable chance of success for example physical restraint should not normally be attempted if the staff member is physically inferior outnumbered or if the service user has ready access to weapons in situations where an inant escalates and the person cannot be controlled staff members should be prepared to vacate the room even if it results in extensive damage police assistance should be summoned immediately always remember that the person's safety is Paramount importance documented practices and procedures should be in place ensuring that Lan workers and staff are aware of how to report incidents and near misses after any incidence or near Miss risk assessments must be reviewed safety should always be the primary concern in any potentially dangerous situation
Ensuring Staff Safety in Challenging Situations
Adapting to Unpredictable Scenarios
While comprehensive guidelines and procedures offer a foundation, they cannot foresee every potential situation. Staff, irrespective of their role, must leverage their experience, aptitude, and intuition when confronting potentially aggressive service users.
Essential Training for Staff Safety
Those identified as vulnerable in a risk assessment should receive training in:
- Personal safety
- De-escalation techniques
- Breakaway methods
Strategies for Managing Physical Aggression
If confronted by potential violence, staff should:
- Primarily, distance themselves from the threat.
- Position a robust object (e.g., a table) between them and potential aggressors.
- Ensure an unblocked route to the exit.
- Engage in calm, assertive communication.
- Avoid behaviours, like excessive anxiety, that might heighten tensions.
- Clear the vicinity of onlookers.
- Remove accessible potential weapons, like ashtrays or tools.
Dealing with Armed Threats
In the face of a weapon:
- Request the service user calmly yet assertively to set the weapon aside.
- Refrain from abrupt movements.
- Maintain eye contact without a confrontational gaze.
- Sound an alert and summon assistance.
Physical restraint is a last resort, only to be considered when there's a credible threat and a feasible chance of successful implementation.
When to Withdraw and Seek Help
If control is lost and a situation intensifies, evacuate the room irrespective of potential damages. In such instances, contact the police immediately. The overarching principle is that personal safety reigns supreme.
Post-Incident Procedures
Staff, including lone workers, should have a robust procedure for reporting incidents and near-miss events. Subsequent to any event, it's essential to re-evaluate and modify the risk assessment accordingly.