THE CARE CERTIFICATE
Training Portfolio
Learners Name
Declan Forsyth
Organisation
Respectful Care
Start Date
29/10/2022
Evidence of Learning
All learning requirements for the Care Certificate can be recorded in this portfolio.
On successful completion of this Portfolio, the Care Certificate can be awarded.
Contents
Standard 1 Understand your role ...................................................................................................................... 2
Standard 2 Your Personal Development............................................................................................................ 4
Standard 3 Duty of care ..................................................................................................................................... 5
Standard 4 Equality and Diversity ...................................................................................................................... 7
Standard 5 Work in a Person-Centred Way ....................................................................................................... 8
Standard 6 Communication ............................................................................................................................. 10
Standard 7 Privacy and Dignity ........................................................................................................................ 11
Standard 8 Fluids and Nutrition ....................................................................................................................... 13
Standard 9 Awareness of Mental Health, Dementia and Learning Disability ................................................. 14
Standard 10 Safeguarding Adults .................................................................................................................... 16
Standard 11 Safeguarding Children ................................................................................................................. 19
Standard 12 Basic Life Support ........................................................................................................................ 19
Standard 13 Health and Safety ........................................................................................................................ 20
Standard 14 Handling information .................................................................................................................. 23
Standard 15 Infection Prevention and Control ................................................................................................ 24
Assessment for Written Questioning............................................................................................................... 24
Health and Care Worker Review, part 1 .......................................................................................................... 25
Health and Care Worker Review, part 2 .......................................................................................................... 26
Development Plan........................................................................................................................................ 26
Observations of Practice .................................................................................................................................. 27
Mandatory Training ......................................................................................................................................... 29
Online Knowledge Assessment ........................................................................................................................ 30
Completion of the Care Certificate .................................................................................................................. 30
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Standard 1 Understand your role
(1.1b, 1.1d, 1.2b, 1.2d, 1.3b, 1.3c, 1.4a, 1.4b)
1. What does the National Code of Conduct say about how your care and support practice should be?
It has seven points to it, these are key in providing good care, all care providers should be accountable for their
actions as well as any omissions, such as forgetting to fill out the care log, you should also promote and uphold
the clients privacy, dignity, human rights and of course their health and wellbeing, this can be as simple as
making sure that they have a drink available or addressing them by first or last name, promoting them to do self
care rather then letting you and making sure that you always treat them how they would like to be treated,
while always respecting their privacy and confidentiality
Collaboration and communication with both colleagues and other social services is also part of this, as not only
will this allow the client to revive the best possible care, that high quality, compassionate and safe, but will also
allow any red flags to be spotted and sorted as soon as possible such as notifying the district nurse of a
pressure sore or the OT of mobility issues arising.
You should at all times be striving to not only uphold and promote the Code of Conduct but also to improve the
overall quality of care provided through this as well as professional development
2. What are your organisations aims and objectives?
Respectful Care has five aims and objectives;
1) We will work in partnership with all relevant professionals.
2) We will continuously review our service and strive for improvements
3) We believe in complete honesty and integrity in everything we say and do
4) We will enhance our clients quality of life
5) We will honor our clients privacy and dignity
3. Describe how your own experiences, beliefs and values will help you to deliver positive care and
support
My believe has always been that you should treat someone how they would like be to treated not how you
would like to be as everyone is different, and that at the core of all care should be compassion for the client and
their needs.
With this in mind I will approach all clients with a "them centric" attitude to hopefully give the best care possible
by not only following the care plan but also asking the client if there is anything else that can be done to improve
the service they are getting
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4. Explain how your working relationships are different from personal relationships
Professional relationships are those that are with colleagues, clients and other professionals while at work,
other points are listed below;
1) It is bound by strict codes of conduct, policies and procedures with agreed ways of working
2) It is unequal, you will in general know more about the client then they know about you, and it should remain
this way
3) It has constraints on both time and locations, the relationship only exists when working on shift and in
certain environments
Personal relationships are those that you have with family and friends and as a rule are not usually bound by
regulations and procedures, other aspects are listed below,
1) It can be intimate, touching, hugging etc
2 It is mutual, both parties choose the nature and boundaries and usually know just as much as about each
other
4) ItGive
can occur
any time
place outside
of working hours
5.
4 examples
of or
professional
relationships
that you might form at work and the positive impact
that these will have on an individual you support.
Other people
How they might support the individual
District Nurses
They can provide medical treatment and advise
that carers are not able, such as injections or
dressing of wounds
Occupational Therapists
They can help the client in regaining mobility or
the carer with moving an handling by providing
Hoists or Rotundas
Pharmacists
They are able to provide advice on many things to
do with medication, such as topical ointments or
low level pain relief as well as advise carers if
they are unsure about what medication the client
has taken and what is safe for them to take or
miss
that
Theyat
are
thetime
primary health care provider outside
of the Hospital and can provide prescriptions and
advice for the client to be able to sustain as much
individuality as possible
GP's
6. Why are policies and procedures important in an organisation?
There are many reasons for procedures, the key being to protect the people who you provide care for as well
as making sure that the carer is following all regulations and laws.
You also have the benefit of consistency in the care provided by having all follow the same procedures and
processes, this has the added effect of reducing confusion with the carer and reducing anxiety for both the
carer and client as it gives confidence to both parties that the level of care will be the same no matter who is
providing it
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Standard 2 Your Personal Development
(2.1c, 2.2d, 2.2e, 2.2i)
7. Explain the importance of receiving constructive feedback about your work
Constructive feedback is important as it allows you to work on specific things to improve via S.M.A.R.T targets,
this means that you will improve at a steady pace as well as not reducing your confidence by setting targets
that are too broad to measure or unachievable as well as making sure that you know what your strengths are
8. List the sources of support that you can get from people or meetings
Supportive People
Line Manager
Registered Care Manager
Senior Members of the Team
Colleagues
Other Professionals i.e District Nurses
Supportive Meetings
Yearly Performance Review
Weekly catch up
In the Field Appraisal
Supervision
9. How can Reflective Practice help you in your role?
Reflective Practice enables you to have a clear understanding of the impact you have had from your work,
identify what has been done well and what can be worked on to improve, it is also key in providing good care to
the client by making you aware of what you did well and what could be done better, both by yourself and
others, such as OT's, to help keep the client as independent as possible
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Standard 3 Duty of care
(3.1a, 3.1b, 3.2a, 3.2c, 3.3a, 3.3b, 3.3c, 3.4a, 3.4b, 3.4c, 3.5d)
10. Complete the questions in the table below:
How would you define the term
‘Duty of Care’?
How will you demonstrate a
‘Duty of Care’ in your role?
It is your responsibility to ensure you act in the best
interests of the individual that you provide care for, to
perform your work competently and not to do anything
that could result in harm to yourself or others.
By performing risk assessments before performing
a task, following health and safety rules as well as
hygiene rules.
You should always put the safety of yourself and
the client first, this can be as simple as making sure
they are warm enough in winter to not performing a
task that could hurt yourself
11. If an individual wanted to do something that you think is unsafe, how would you deal with this,
whilst taking their rights into consideration?
I would politely explain to them that unfortunately I am unable to do what they have asked as it is against the
rules and regulations for me to do something that could cause myself or them harm and then ask them is there is
something else I could do instead that would give the same result and that if not that the best option is for me to
talk to the office to put a plan in place so that it would be possible to do it next time but in a safe manner.
12. What is your understanding of the following, and how can you avoid these situations?
Incident
Adverse Event
An incident that leas to harm, loss or damage to the
client, the family of, or the carer that is caused by
human action, this can be avoided by simply following
the care plan and rules and regulations around care.
An incident that leads to harm, loss or damage to the
people in care as well as care workers and visitors
caused by non human action, this could include
environmental factors such as a flood or gas leak.
Errors
Any misjudgment, wrong decision or wrong action
such as not following the MAR sheet and giving
evening medication in the morning, this can be
avoided by reading the care plan and MAR sheet on
arrival to every call
Near Misses
Any event that could cause harm, loss or damage but
fortunately didn't happen on that particular occasion, this
can be avoided by reading the care plan and following it
as well as following procedures, all near misses should
be reported to your line manager.
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13. Read the scenario on the screen entitled ‘Handling a Complaint’ and demonstrate what your
response would be in practice by completing the table below
What is the individual complaining about?
They are complaining about the care call being so early and not being able to get out of bed at the time they
want
What is your immediate response to the individual?
To apologize to the client for the call being so early, making a note of this complaint in the care plan, as well as
making sure they are aware that I have done this and that I will make sure the Line Manager knows of the
complaint via email before I leave the call
What is the importance of learning from complaints?
They provide a vital insight into what is not working as well as it should and they give you an opportunity to not
only put thing for the client but also improve the care provided
Where can you obtain guidance about handling
complaints?
The CQC Website, the Clients Local Authority as well
as the Managing Director of your home branch
Who will advise you on complaints?
Your Line Manager
Who do you submit your record of the complaint
to?
Senior Staff members such as your Line Manager
14. What law and regulations apply to reporting incidents, adverse events, errors and near misses?
There as five Acts and Regulations that apply, these are;
1) The Health and Safety at Work Act 1974
2) The Management of Health and Safety Regulations 1999
3) The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 2013 (RIDDOR)
4) The Control of Substances Hazardous to Health Regulations 2002 (COSHH)
5) The Provision and Use o Work Equipment Regulations 1998 (PUWER)
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Standard 4 Equality and Diversity
(4.1a, 4.1c, 4.2c, 4.3a, 4.3b, 4.3c)
15. Explain what the following terms mean
Equality
Diversity
Inclusion
Discrimination
Deliberate Discrimination
Inadvertent Discrimination
Being treated equal in status, rights and opportunities regardless of
individual differences
Respecting the distinction between people and behaving well towards
peoples worth, trusts, cultures and way of life with respect such as religion
The act of including and being part of something, such as a local knitting
club
Seeing differences and treating the individual differently based on this,
normally this difference is a protected characteristic but could be
something else such as wearing glasses
Deliberately treating someone differently based on something that is a
difference
Inadvertently or subconsciously treating someone differently based on a
characteristic of theirs
16. How can you reduce the likelihood of discrimination, in your role?
You can reduce the likelihood of this happening in the work place by being polite and honest to the client, and
staying consistent in how you behave and treat them, you also need to try to understand how they feel and think
and treat them according to how they wish to be treated.
You can ask for advice from your Line Manager and should use this as a good way to improve yourself and your
work you can also ask other colleagues about how the client likes to be treated, you should always strive to not
put the client at risk of discrimination
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17. Identify a range of sources where you can get guidance on equality, diversity and inclusion
There are several sources for guidance, both people and documents, that you can get help from, these range
from the Registered Care Manager and Line Manager, to consulting the CQC website for help, there is also
the Care Act 2014, Mental Capacity Act 2005, Human Rights Act !998 and Health and Social Care Act 2021
that you can use and finally you can get help from both team meetings and from any training that you get, both
in house and external if you are completing an external qualification.
Standard 5 Work in a Person-Centred Way
(5.1a, 5.1c, 5.2a, 5.2b, 5.2c, 5.5d, 5.6a)
18. How will you put person-centred values into practice and promote dignity in your day-to-day work?
You can do this by making sure that any care provided is done with the clients need at the center and always
treat them with dignity and respect, as well as making sure that you always follow the 6 C's, in all things you
do, you should also make sure the client is empowered to discuss their care plan and make any changes they
feel are needed in partnership with the care provider. You should at all times make sure that you treat them
how they would like to be treated and that this is recored in the care plan to provide consistency.
19. Answer the following questions on Care Planning
Why is it important to have information on an
individual’s background?
By having information on the clients background you
are able to make sure that their inner wishes are met
and that they can keep as much independence as
possible, it is also a good way to find out the clients
likes and dislikes to help provide better care
Why should Care Plans
be updated regularly?
This makes sure that changing needs of the client are
met, such as a decrease in mobility, or a change in
preferences towards certain foods, it allows you as
the carer to provide the best possible care for the
client
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20. What is the benefit of Advance Care Planning?
The benefits to this are that the client are able to say exactly how they would like to be treated once they no
longer have capacity to make such decisions, backed by the Mental Capacity Act 2005, it is a great way for the
client to have a voice in their care and to know that their wishes will be followed even if they can no longer
express how they want to be looked after such as dementia or end of life care.
21. How would you know that an individual is in pain or discomfort?
The most obvious way is to ask the client, if this is not possible you can look for non-verbal communication such
as fidgeting and gestures or changes in behavior like being quite or aggressive, there are several symptoms that
you can look for as well, gritted teeth, pale complexion, sweating or tears, you can ask others, such as a family
member as well who may be able to see if they are in discomfort easier then you as they will have a better
background to measure it to
22. How will you demonstrate that you are person-centred and promote an individuals self-esteem?
This can be done by use of effective listening to the client and making sure that they know they have been heard
and checking that you have understood them correctly and letting them know you can help them and checking
that they understand this.
You also do this by making sure they are able to make informed choices and decisions by making sure they
have the right amount of information and checking that they understand the information they have been given,
this also provides them with a chance to make sure they are taking part in tasks and activities to promote their
independence and help boost their self esteem that they are still able to do such things
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Standard 6 Communication
(6.1a, 6.1c, 6.2a, 6.2b, 6.3a, 6.3b, 6.4b, 6.4c)
23. List a range of methods and styles that can support communication difficulties
Sign Language, such as BSL, Makaton, basic gestures
and body language
Touch, but only when used appropriately such as
placing a hand on a shoulder or hand to show
reassurance
Writing, this is useful if the person is either deaf or
unable to speak but can read, and is also used as a
means of communication between staff when face to
face is not an option
Communication Passports carried by the client will not
only tell you how they prefer to communicate but also
sometimes have pictures for reference
Hearing Aids are useful for those who have partial
hearing
Word or symbol boards allowing the person to point out
what they are trying to say, pictures can also be used
fro reference for those who have more profound
problems with communication
Speaking slowly, with short sentences and facing the
individual
Electronic Voice Boxes connected to tablets or
computers
24. Why is it important to observe and be receptive to an individual’s reactions when you communicate
with them?
Not all communication is verbal, body language, facial expressions, position and gestures can all be used, by
observing these you can expand on any verbal communication. An example of this is if the client is in pain,
when asked they may say "No" but fidgeting or an uncomfortable facial expression may tell you that they are,
you can also tell if someone is becoming confused or angry or stressed without them telling you directly, this
can let you take action to help prevent this happening and also to help them express their feelings better.
25. When are an individual’s communication needs and preferences usually planned and established?
These are normally set out and planned at the start of care by either family or an outside company, this could
be weeks, month or even years in advance of when needed, for example if the client is diagnosed with
dementia they may set out how they wish to be communicated with before the illness progresses to a point
where they are unable to make their wishes known, such as using objects for reference, or sticky notes on
items or doors to remind them to do things such as turning of light switches, or it could be a family member
who helps plan out needs and preferences from their own experience looking after the client
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26. Complete the questions in the table below
What are barriers to communication?
How can you reduce these barriers?
There are several barriers to communication, some are
caused by actions either from the carer or client and
could be classed as active barriers; Jargon, Attitude,
Stereotyping, Lack of training or not reading the care
plan are some examples of these barriers.
There is also several passive barriers that are not
actively caused by anything other then innate
differences; Physical conditions, Emotions, shyness or
low self-esteem, cultural differences, strong accents or
environmental barriers like noise are some of the
passive barriers.
One of the most effective ways to get passed these
barriers is to learn as much as you can about the client.
Things such as creating a "Communication Passport"
which will give you all the needs, wishes and
preferences, this is also a great way to get to know the
client and reduce both passive and active barriers.
Other things such as making sure to get the right
training and reading the care plan or communication
passport will help, as well as making sure that you
leave all your own opinions at the door so as not to
stereotype or clash with cultural differences, being
open minded is always a good way to help as it will
allow you have empathy for the client.
You should regularly check with the client at as well to
make sure that there are no current barriers and if
there are you are aware of them to help you overcome
them
27. Complete the questions below about confidentiality
What legislation and regulations are
relevant to confidentiality?
When you would need to pass information
on?
Data Protection Act 2018 and the General Data Protection
Regulation (GDPR)
Information should only be shared on an "as needs" basis,
this could be if there is a safe guarding issue and the Local
Authority needs to be told, or if by not telling someone you
allow harm to the client, yourself or others.
Standard 7 Privacy and Dignity
(7.1a, 7.1b, 7.1c, 7.3a, 7.3c, 7.3d, 7.5a, 7.5b, 7.5c, 7.5d)
28. How will you maintain the privacy and dignity of an individual when supporting them?
While privacy and dignity are two separate things you should always work to preserve both.
Several examples of maintaining dignity and privacy are; asking for consent before touching a client to carry
out personal care, making sure doors or curtains are closed before personal care is carried out, making sure
that clothing/robes/gowns are arranged to cover personal areas, knocking before entering the clients
house/room, responding to the client quickly when possible and greeting/speaking to them as well as listening
to them and finally making sure that all information about the client is only shared on a "needs to know" basis.
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29. Identify 2 situations where an individual’s privacy and dignity could be compromised, and how you
would stop this from happening
Situations that could arise
How I would stop this from happening
Entering the house or room without the client being
aware of your presence
By either knocking on the door as you open it if its
an outside door, ringing the door bell or for internal
doors, making sure that you knock on doors and
announce yourself before entering to let them know
you are there
Not providing adequate privacy to the client during
personal care or while they are using the bathroom
Making sure that you shut doors to adjoining rooms
and make sure curtains are shut during personal
care as well as making sure to give them privacy
when using the toilet
30. How will you support an individual to make informed choices, without influence?
There are several ways to do this, firstly you need to make sure that the client has all the relevant information
about the subject that they need, but also making sure that it is given to them in a way that does not overload
them, this could mean that it takes a awhile to allow them to process what you are telling them. You should
always make sure that you explain the benefits and risks factually and not infer your own personal views onto
this information, if you are able and the client wishes then you can involve others such as family, advocates or
even a specialist to help give advice. Finally you should respect the choice made by the client, even if you do
not agree with it, this will also help them in staying as independent as possible.
31. How can you enable an individual to maintain positive relationships with their family and friends?
You can do this by making sure that the client and if they wish, their family is part of the making of the care plan,
you can also make sure that the family are aware of how best to help keep the client as independent as possible.
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Standard 8 Fluids and Nutrition
(8.1a, 8.1b, 8.1c, 8.1d)
32. What is the importance of Food Hygiene?
Food Hygiene is especially important in care as the clients are quite often more vulnerable and more at risk
from food poisoning, you also need to be aware of allergens when preparing food, you should make sure to
wash your hands before food preparation, wear an apron, ensure the areas in use are clean before use and
if your skin is damaged that you wear gloves. You should also be aware of "use-by-date" of products in the
clients home, and if it is out of date don't use it and ask if they would like you to dispose of it.
33. What are the signs and symptoms of poor nutrition and hydration?
There are many signs and symptoms of poor nutrition and hydration, these can include:
Unintentional weight loss/decreased muscle mass
Lightheartedness and dizziness
The inability to keep warm
Recurrent infections
Dry skin
Sluggishness/fatigue
Confusion
Bloated abdomen
There are many other's that are not listed but these are some of the ones that are caused by both and are a
good sign that something is wrong with the client
34. How can you promote good nutrition and hydration?
You can do this by making sure that you are aware of the clients likes and dislikes, which should be listed in
the care plan, you can also find out what they like by simply asking them and building a good working
relationship with the client.
Basic practice for good hydration would be to make sure that they have easy access to drinks, that are
refreshed on a regular basis as well as supporting and encouraging the client to drink.
There are several aids that can help in both nutrition and hydration, for example, Fresubin drinks to aid in
getting enough calories and basic nutrition to the client if they are struggling with solid food, as well as Jelly
Drops that are a good way to help increase water intake, especially in those with vascular dementia or
alzheimers.
The style of serving can also be helpful to the client, such as cutting up the food to smaller bite size chunks or
blending it if they struggle to swallow.
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Standard 9 Awareness of Mental Health, Dementia and Learning Disability
(9.1a,9.1b, 9.1c, 9.2b, 9.3a, 9.4a, 9.4b, 9.5a, 9.5b, 9.6a, 9.6b, 9.6c)
35. Complete the questions in the table below
Mental Health Needs
e.g. Psychosis, Depression, Anxiety
Dementia
Learning Disability
Clients suffering from this A client can show a lack
Psychosis can manifest
of self-awareness with a
may often feel confused,
as delusional thought
difficulty understanding
upset, angry of even
patterns, lock of insight
information and possibly
apathetic towards things.
and lack of self
have poor learning skills.
They can also have
awareness.
How might an
This could lead to the
Depression can cause the volatile mood swings,
individual feel if they
client being less
client to feel
going from angry about
confident in themselves
hopelessness,
mood
something
to
being
really
had the following
swings or negativity.
happy in the space of a
conditions?
Anxiety can manifest as
couple of minutes,
the inability to control
reduced rationality can
worries, increased heart
also affect the clients
rate, negative thoughts
mood and reasoning.
and poor sleeping
patterns.
Individual coping
Cognitive Behavioral
You should be extra
strategies can be put in
Therapy and medication
aware of the mood of the
place, they may need
can help the client to
client and make sure that
more help in certain
manage the symptoms of you do your best to
areas such as managing
all three conditions, but as reassure them that they
their fiance all the way to
the
carer
you
should
be
are
still
in
control
and
that
How might these
covert administrating of
extra aware of making
you are simply there to
conditions influence
medication depending
sure that you do no
help them.
their care needs?
on the clients mental
stigmatize the clients
capacity. As a carer you
illness, but focus on the
should always try to aid
positive things they are
the client to have as
able to do,it is also
much independence as
important if we are
possible as well as trying
administering medication
to remind the client of all
for any of those conditions
the positives
to make sure that they
take it and log any times
that they
refuse
36. How can the Social Model
of Disability
put positivity into a disabled person’s life?
The Social Model of Disability looks for all the ways that you can remove barriers caused from an individuals
condition, such as environmental issues or peoples attitudes, and example of this would be someone in a
wheel chair being unable to get to the shops with ease due to the parking spaces not being big enough, while
the Medical Model would look at treating or curing the individual of their disability the Social Model would look
at removing the barrier by creating extra wide parking spaces for parking, another way is by promoting
awareness of the disability to better allow the general public to adapt their behavior to assist the disabled
person in maintaining their independence without stigma such as people with Down's Syndrome, in this
example the social model would look at ways to promote the persons independence by assisting in tasks that
they struggle with such as fiancees or shopping.
Overall it helps by being person centered and led by them to allow them to meed their needs and preferences
with as little loss of independence as possible
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37. Describe the adjustments to care and support that can be made to help the individuals in the
scenarios below
Michael hasn’t been outside his house for a few months due to anxiety. He is very anxious about
travelling on a bus but needs to attend a hospital appointment in 2 weeks.
Sally gets confused about taking a shower in the mornings, and often refuses help because she is
convinced that she already has had a shower. Her personal hygiene has deteriorated.
Sam has communication difficulties and has become very withdrawn since she recently moved into
a shared house with 3 other people.
38. Describe how the following legislation and legal frameworks promote human rights and give equal
life chances to individuals with mental health issues, dementia or learning disabilities
Human Rights Act 1998
Data Protection Act 2018 and
the General Data Protection
Regulation
Care and Support Statutory
Guidance
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Mental Capacity Act 2005
39. Complete the questions in the table below
What do the following terms mean?
Capacity
Consent
Why is it important to assume capacity, unless there is evidence that the individual lacks capacity?
Standard 10 Safeguarding Adults
(10.1a, 10.1c, 10.1d, 10.1e, 10.1f, 10.1g, 10.1h, 10.2a, 10.2e, 10.2f, 10.3a)
40. Explain what the following terms mean
Safeguarding
Harm
Restrictive Practices
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41. List the main types of abuse with their possible indicators
Type of Abuse
Possible Indicators
42. Why might the situations described below increase the likelihood of an individual experiencing
abuse and neglect?
Having a care service in their
own home
Being cared for in a residential
setting
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Experiencing a mental health
issue
Having communication
difficulties
43. How can you help reduce risks and the likelihood of abuse in your role, and how can the complaints
procedure help with this?
44. What should you do if you suspect abuse, or witness a colleague using unsafe practice?
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Standard 11 Safeguarding Children
(11.1)
45. Describe what your responsibilities are for Safeguarding children and young people, explaining any
further training that you need, if you directly support children
46. List the laws that protect children
Standard 12 Basic Life Support
(12.1)
47. Explain the Basic Life Support Training that you should undertake for your workplace
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48. What does Basic Life Support involve?
Standard 13 Health and Safety
(13.1a, 13.1d, 13.2a, 13.3a, 13.4b, 13.4c, 13.5a, 13.5c, 13.6b, 13.7a, 13.7b, 13.8a, 13.9a, 13.9b,
13.9c)
49. Identify the legislation that relates to health and safety in your workplace
50. What practical training, relating to Health and Safety, should you undertake before carrying out
certain tasks?
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51. What are the risks involved in the following tasks, and how can you help manage them?
Risks
Managing the Risks
1. Supporting an individual to move in a hoist
2. Supporting an individual with taking their medication
3. Supporting an individual to deal with their soiled bed linen
52. If there was an accident or sudden illness in the workplace, what would you do?
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53. Complete the questions in the table below
Once trained in Medication practice, what support duties can you carry out?
Give 2 examples of Healthcare tasks that you are not allowed to perform
54. What security measures should be in place to protect you and the individuals you support
55. Answer the following questions about Fire Safety
What can you do in the workplace to prevent fires from starting or spreading?
What should you do in the event of a fire?
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56. What are you allowed to do and NOT allowed to do in the event of an emergency where first aid is
required?
CAN do
CAN’T do
57. What are the common signs and triggers of stress, and how can you manage the situation if you are
stressed yourself?
Signs
Triggers
I will manage by…
Standard 14 Handling information
(14.1a, 14.1b)
58. Identify the key pieces of legislation that apply to handling information and what you should do to
protect an individual’s data.
The laws that protect information
What I can do to protect information
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59. What security should be in place for records and why is it important to have secure systems?
Standard 15 Infection Prevention and Control
(15.1a, 15.1c, 15.1e)
60. Complete the questions in the table below about Infection Control
What is the main way an infection
can get into the body?
How might your health and
hygiene pose a risk to individuals
you support?
How should you handle infected
waste or soiled linen?
Assessment for Written Questioning
Standard
Questions
1
1-6
2
7-9
3
10-14
4
15-17
5
18-22
6
23-27
7
2831
8
32-34
9
35-39
10
40-44
11
45-46
12
47-48
13
49-57
14
58-59
15
60
Questions requiring actions by learner
Assessor Feedback
Assessor name
Assessor signature
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Health and Care Worker Review, part 1
This review can replace the Care Worker’s first supervision meeting. Discussion is required for the criteria
listed below and if satisfactory the learner can be marked as competent and knowledgeable.
(1.1a, 1.2a/c, 1.2f, 1.3a, 1.4d, 2.2a/b, 2.2f, 3.5d/e, 5.1b, 5.4b/c, 5.6d, 6.4a, 7.2d, 7.4d, 7.6b/c, 8.2/3e,
9.3b, 10.1b/c/k, 10.2b, 13.1e, 13.2/3/5/8b 14.1d)
The learner has been given a copy of their job description
The learner can:
Describe their main duties and responsibilities
Yes
No
(√)
Explain their role in Safeguarding
Explain the importance of working in agreed ways
Explain what to do if they spot an error
Explain what confidentiality means in their role
Explain the security measures for visitors entering the workplace
Explain the importance of person-centred care
How their own views can impact on an individual
Explain what they can’t do until they have completed full Moving and Handling training
Explain the Healthcare tasks that they can’t perform
Explain how they would discuss concerns in a team meeting
Ask the learner to explain how they would report concerns about the following:
An individual’s unmet needs
(√)
An individual’s spiritual and emotional wellbeing
Confrontation in the workplace
Agreed ways of working
Health and Safety risks
The learner can explain where they would get advice about the following:
Health and Safety
(√)
Safeguarding
Resolving Conflicts
The learner has the required level of literacy, numeracy and
Yes
communication skills to carry out their role
If the answer to the above is ‘No’ they have been supported to access help
Yes
with these skills
If the answer to the above is ‘No’ explain the reasoning for this
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No
No
© Careskills Academy 2020
Health and Care Worker Review, part 2
Development Plan.
(2.1b, 2.1d, 2.1e, 2.2c, 2.2h, 2.2g)
To be completed by the Learner
What has your learning and development experience been like so far?
Is there anything that you are not sure about, where you need further explanation or guidance?
What are your long term professional goals and aspirations?
To be completed by the learner and their line manager together
Learning and Development Aims
Timescale for achievement
Date of Review
Line Manager name
Line Manager signature
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Observations of Practice
1. Basic Life Support
(The following observation is permitted as a simulation exercise during First Aid practical training and the
learner should be signed off as competent by a qualified First Aid Trainer)
Standard: 12.1
(√)
Demonstrated how to perform Cardiopulmonary Resuscitation (CPR)
Comments:
Date:
Trainer name
Trainer position
Trainer signature
2. Communication and Support
(This observation can be carried out when making any of the other required observations)
Standards: 1.1c, 1.4c, 4.2b, 5.6b, 5.6c, 5.7a, 6.5a, 6.6a, 6.6b, 7.2a, 7.2d, 7.6c, 14.1c
Agreed ways of working demonstrated
Demonstrated good partnership working e.g. with nursing team, family, carers
Interaction with the individual/s was respectful of their preferences
Attitude and behaviour promoted individual/s emotional and spiritual wellbeing
Person-centred values demonstrated
Demonstrated good use of verbal communication e.g. tone, position, volume
Demonstrated good use of non-verbal communication e.g. eye contact, body language, pictures,
signs
Ensured that any communication aids/technologies were clean and working e.g. hearing aids
Knew how to report any concerns about the plan of care and support to the appropriate person
Maintained appropriate confidentiality and respected privacy
All records current, complete, accurate and legible
Comments:
Date:
Observer name
Observer position
Observer signature
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(√)
© Careskills Academy 2020
3. Nutrition and Hydration
Standards: 8.2a, 8.2b, 8.2c, 8.2d, 8.3a, 8.3b, 8.3c, 8.3d, 8.3e
Drinks left in easy reach
Drinks refreshed regularly
Drinks offered in accordance with Care Plan
Support and encouragement to drink given
Nutritional products left within easy reach
Food provided at appropriate temperature for individual to eat
Appropriate utensils provided for individual to eat with
Support and encouragement to eat given
Knew how to report any concerns to the relevant person, regarding nutrition and hydration
Comments:
Date:
Observer name
Observer position
Observer signature
4. Moving and Handling
Standards: 5.3a-b, 5.5a-d, 5.6c, 7.2a-b, 7.4a, 7.6a, 8.3e, 10.1j, 13.3c, 14.1c, 15.1b
Suitable clothing and footwear worn
Knowledgeable in the Care Plan and Risk Assessment for moving the individual
Washed hands, ensuring own cleanliness and hygiene prior to move
Environment prepared adequately and discomfort or distress minimised for the individual
Moving equipment safe, clean and checked for good working order
Appropriate assistance in place i.e. 2nd person for hoist use
Consent gained from individual for the move
Individual encouraged to contribute to the moving process; their independence maximised
Comfort of the individual checked throughout the move
Communicated well throughout the move, including any coordination with a 2 nd person
Dignity and privacy respected throughout the move
Environment restored correctly after the move
Any issues or concerns discussed and reported appropriately
All records current, complete, accurate and legible
Comments:
Date:
Observer name
Observer position
Observer signature
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(√)
(√)
© Careskills Academy 2020
5. Medication
Standards: 5.4c, 5.5c, 7.6c, 8.3e, 13.5c, 13.6b, 14.1c, 15.1b
Demonstrated good hand hygiene
Knowledgeable in the Care Plan and Risk Assessment for the individual’s medication
Gained consent from the individual to support with medication
Prepared adequate aids required by the individual to take their medication
PRN offered to the individual, if appropriate to do so
Ensured working area was prepared correctly for medication support
Checked information on the MAR and medication labels matched correctly
Correct medication was given at the correct time to the individual
Medication administration recorded correctly on the MAR; PRN record completed, if
appropriate
Able to explain what to do if there are any medication errors
Medication returned to agreed storage facilities
Comments:
Date:
Observer name
Observer position
Observer signature
(√)
Mandatory Training
The following mandatory training courses have been completed by the learner and they have
been given the required knowledge, understanding and practical skills for these subjects:
(√)
Moving and Handling
Medication Practice
Safeguarding Adults
Safeguarding Children (if required)
Infection control
Food Hygiene
Fire Safety
First Aid
Other mandatory subjects required by the organisation (please list, if applicable):
Date:
Line Manager name
Line Manager position
Line Manager signature
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Online Knowledge Assessment
Assessors Guidance: learner’s must score 80% to pass their online assessment. If less than 80% is
scored then the learner should retake. As questions are mapped to criteria if less than 100% is scored
then knowledge gaps can be identified in the learner analytics, See Careskills User Guide page 24.
Retake Required
Discussion with line manager to complete knowledge gaps
Learner competent in knowledge required
Comments:
Completion
Score:
Yes
Yes
Yes
Date:
Line Manager name
Line Manager position
Line Manager signature
____%
No
No
No
Completion of the Care Certificate
Learner Declaration
(√)
I have completed the written questions and confirm it is my own work
I have completed my online training and assessment for the care certificate
I have completed the required mandatory training for my role
Date:
Learner name
Learner position
Learner signature
Registered Manager Declaration
(√)
The learner has completed and achieved the required criteria for the Care Certificate
The learner has completed the required mandatory training for their role
The learner is competent to carry out their role and responsibilities
The learner has successfully achieved the Care Certificate
Date:
Manager name
Manager position
Manager signature
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© Careskills Academy 2020