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
- 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
- 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 and Dementia
- 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
- 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
- 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)
- Is Autism is a disability?
- Disability Awareness overview
- The Social Model of Disability
- Learning Disabilities
- Summary and what's next
The Mental Capacity Act 2005
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The Mental Capacity Act 2005 or MCA, provides a framework to empower and protect people who may lack the capacity to make some decisions themselves. It makes it clear who can take decisions? And in which situations and how they should go about this. The Act contains five key principles, which anyone who works with or cares for an adult who lacks capacity must comply with the MCA when making decisions or acting for that person. Principle one, people who lack capacity. Every adult has the right to make his or her own decisions and must be assumed to have the capacity to make them, unless it's proved otherwise. This means you cannot assume or establish that a person that does not have to pass it to make their decision due to their age, appearance, medical condition, disability, or an aspect or behavior which might be others to make unjustified assumptions about their capacity. A person can be determined as lacking capacity, if at the time he or she is unable to make a condition for him or herself because of an impairment or disturbance in the functioning of the mind or brain. It does not matter if the impairment or disturbance is permanent or temporary, however, there is no power under this Act that may be exercised where a person is under the age of 16. Principle two, the inability to make decisions. For the purpose of the Act, a person can be determined as being unable to have the capacity to make his or her own decisions if they are unable to understanding any information that is given to them, ruling the decision he or she has to make. However, this information must be given in the most appropriate way to the person, whether this means information has to be given in simple language or using visual aides. If the person is unable to retain the information or be able to use the information given to them as part of their decision-making process or be able to communicate his or her decision whether this is by talking using sign language or other means. You must give the person making a decision all the practical help you can in the decision-making and information regarding possible consequences of the decision must be made clear to the person. You may not treat a person that is unable to make a decision unless all practical steps are being made to help them without success. Principal three, unwise decisions. A person is not to be treated as unable to make a decision merely because he or she makes an unwise decision. Everyone has the right to make what others may regard as unwise or eccentric decisions. You cannot regard someone as not having the capacity to make a decision just because they do not share the same beliefs and values as you. Principle four, best interest. When a person is determined as not having the capacity to make their own decisions, any act done or made on that person's behalf must be done in the best interest of the person. In doing this, any decision must be based on the consideration of all the relevant circumstances and certain procedural steps have been taken. You must as far as possible permit and encourage a person to participate or improve their ability to participate as fully as possible in any act done for them, and any decision affecting them. Where the decision relates to life-sustaining treatments, you must not be motivated by a desire to bring about the person's death. You must consider as much as possible the person's past and present wishes and feelings and take them into account in any relevant written statement made by them when they have had the capacity to make such a statement. You must also take into account the person's beliefs and values and any other factors they would have considered if they were able to do so. If it is practical and appropriate, when assessing what a person's best interests are, you may consult with anyone who is named by that person as someone who can be consulted in making decisions. If you are responsible for making a decision on behalf of someone else, you have been deemed to have complied under Mental Capacity Act. The principal five, less restrictive option. If you must make a decision on behalf of a person, then in doing so, you must not deprive that person of the liberty. Before any act or decision is made, you must take into account whether this can be achieved in a way that is less restrictive of the person's rights and freedom of action.
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Understanding the Mental Capacity Act 2005: An Essential Guide
The Mental Capacity Act 2005 (MCA) offers a framework that empowers and safeguards individuals who may be incapable of making some decisions independently. It outlines the guidelines about decision-making, the situations in which they can be made, and the appropriate manner to do so. This act revolves around five principal rules which must be adhered to by anyone working with or caring for adults lacking capacity.
Principle One: Assumption of Capacity
Every adult possesses the right to make their decisions and is assumed to have the capacity to do so unless proven otherwise. No assumptions about a person's capacity should be made based on their age, appearance, medical condition, disability, or behaviour. A person is regarded as lacking capacity if, due to a mind or brain impairment or disturbance, they are unable to make a decision for themselves. This impairment can be either temporary or permanent, but the act does not apply to individuals under 16 years of age.
Principle Two: Support with Decision-making
An individual is deemed unable to make their own decisions if they cannot comprehend or retain the information required to make that decision. Information should be presented in an accessible manner, such as simple language or visual aids. All possible practical help should be provided for decision-making, including clear information about possible consequences. Treatment can only be administered if all practical steps to assist the person in decision-making have failed.
Principle Three: Respect for Unwise Decisions
Everyone has the right to make decisions that others might view as unwise or eccentric. A person's capacity should not be questioned merely because they make an unwise decision or their beliefs and values differ from yours.
Principle Four: Best Interest
When a person is incapable of making their own decisions, any act or decision made on their behalf must be in their best interest. This includes taking into account all relevant circumstances and following procedural steps. The person should be encouraged to participate in the decision-making process as much as possible. The decision should consider the person's past and present wishes, feelings, beliefs, values, and any other factors they would have contemplated. Consultation with anyone named by the person can be beneficial when assessing their best interests.
Principle Five: Least Restrictive Option
If you must make a decision for someone, it should be made in a way that infringes the least on their rights and freedom of action. Before any action or decision is made, consider if the outcome can be achieved less restrictively.