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
Assisting Fallen Person
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Terry and myself, we all are going for a little walk, after a short period of time Terry starts to feel a little bit under the weather. He starts to crumble, so what I am doing, I am actually just guiding him gently to the floor, letting him go against my leg, controlling him, cone his head so he doesn't bang his head on the floor. Now, what we need to do with Terry is, we need to make sure he's okay. We can give Terry a little bit of time to regain what's going on. He is a film score of four to three, so the level of independence is, it might be some prompting from myself and some time to get stuff in place to help him to get back up. But initially we going to spend some time here until Terry lets me know that he is okay and ready to go. For example, there could be a five-minute, 10-minute time lapse. Now Terry is informing me, "Yeah, I am feeling okay." Yeah, so I am getting the agreement from Terry. "You feel like you are ready to get up Terry?" Okay. What we need to do now is plan how we are going to get Terry up. The best way is the four-point contact, so knees, then the hands and then we will bring a chair in, which then Terry can use the chair to help himself up. And once he is up, we will sit Terry on the chair and then again, depending on how long it takes, could be five, 10, 15 minutes for Terry to regain himself ready to stand and then carry on to where we were going. I am just going to get ready, I am going to bring a chair in. And what I am going to ask Terry to do, is Terry we need to roll over onto our knees. So we are going to roll to your left hand side. Okay, I'll be next to you in case you need my help, but try and roll over onto your knees and then bring yourself up onto your hands and knees and then I am going to bring a chair in to help you. "Have we got that?" Yeah, brilliant, fantastic. When you are ready in your time, okay, if you want to start rolling yourself over onto your knees. Okay, that's brilliant work. That's brilliant. You are doing very well, Terry. That's fantastic. He's pulled himself up onto his hands and knees and I am going to bring a chair in. What's your dominant side as well? You are right-handed? Fantastic. Can you bring your right leg up? Brilliant. So other hand on the chair for me and then when you already give yourself a boost up. That's brilliant. And when you ready turn yourself around and then sit yourself down in the chair. That's brilliant. Well done, Terry. Okay, now we will just wait for a little bit and you have tell me you are okay and ready to go. And then we will carry on, moving on. Once again, time has elapsed and this will be the same as encouraging someone from seated to standing.
Guidance on Assisting a Person Who Feels Unwell During a Walk
This guide provides step-by-step instructions on how to safely assist someone, like Terry in our example, who begins to feel unwell during a walk.
Initial Response to Discomfort
When someone starts feeling unwell:
- Gently guide them to the ground, ensuring their head is protected.
- Allow them time to regain composure, monitoring their condition.
Assessing the Situation
Assess the person's level of independence and determine the level of assistance required. Wait until they indicate they are ready to move.
Planning to Help the Person Stand Up
When the person feels ready to get up, follow these steps:
- Prepare a four-point contact approach using knees and hands.
- Bring in a chair for additional support.
- Allow the person to sit on the chair until they feel steady enough to stand.
Assisting in Standing Up
Guide the person to:
- Roll onto their knees.
- Use their dominant side to bring up a leg.
- Place a hand on the chair and boost themselves up.
- Turn and sit down in the chair.
Post-Assistance Monitoring
After the person is seated, wait until they confirm they are ready to continue. This period can vary depending on their recovery time.
Encouraging Independence
Support the person in regaining independence, respecting their pace and comfort level, and providing assistance as needed.