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
- How Mental Capacity is Assessed
- 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
- Responding to 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
Walking Frames
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Okay, so we are looking at walking frames. Walking frames are to assist a person who may be slightly unsteady, who may have a shuffle gait, who may have difficulty in taking larger steps. So this is an height, it should be always measured to the person, and that is why it comes with adjustable feet. So you have got the clips that go in there, so we can actually reduce the height or we can make it bigger. All right, so ideally, we want it to be with a person when they're leaning against it, if it is straight armed, that is the right height for them. So once we have checked this out and it is in the correct position, then we would use it to support an individual. The purpose is making sure we have got a stable base, you have got points of contact on the floor, so that is the reason we are using a Zimmer frame because we have got four points of contact, then we would have five and six as the person walks. So we are just going to demonstrate this with our patient Di, so she has been measured. That is comfortable for Di in the right height, and if they place the base on the floor, front on the floor. Step-in. Step-in. Yeah, lift that base on the floor. Front on the floor. Step in, step in. So move in a motion. Four, five six. Four five six, four five six. We want the person to be able to go at their own pace. We want them to be able to check the ground in front of them as well because remember uneven surfaces can actually be a bit of a problem here because again we could tip the actual frame. So ideally it is take their time if you want need to walk along by the side of the person that is perfectly acceptable. But again we just go with the pace of the patient or the person offering some reassurance as they are walking.
Understanding and Using Walking Frames: An In-Depth Guide
Walking frames are essential mobility aids designed to provide stability for individuals who may have difficulty in walking, taking larger steps, or maintaining a steady gait. This guide will provide detailed instructions on how to correctly use a walking frame.
What are Walking Frames?
Walking frames, often referred to as Zimmer frames in the UK, are used to assist individuals who might be slightly unsteady on their feet. They provide a stable base with multiple contact points, ensuring a safer and steadier walk.
Adjusting the Walking Frame to the User
Each walking frame comes with adjustable feet, allowing it to be customised to the individual's height. Ideally, when the user is leaning against it with straight arms, it should be at the correct height. Ensuring this right fit enhances safety and comfort for the user.
How to Use a Walking Frame
Once the walking frame has been adjusted to the correct height, the user can begin to use it to assist their mobility.
Moving with the Walking Frame
To move forward, the user should first place the front of the frame on the floor. They can then step into the frame, moving one foot at a time. The sequence becomes: place the frame, step in, step in. This gives the stability of four points of contact on the frame, plus the user's two feet on the ground — totalling six points of contact.
Navigating with the Walking Frame
Users should take care to check the ground in front of them, as uneven surfaces can pose challenges. It's important to take time and move at a comfortable pace to maintain balance and safety. If needed, another person can walk alongside to provide additional support and reassurance.
Offering Reassurance
While walking with a frame can provide increased mobility, it can also be a new experience for some. Offering reassurance and allowing the user to move at their own pace can greatly enhance their confidence and comfort.
Note: Always remember to adhere to proper health and safety guidelines when using walking frames.