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
Ability Test
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We are going to be talking about ability tests. Now, within ability tests we are going to be looking at functional individual movement. What that includes is whether a person is independent, semi-dependent or fully dependent. And also, when we are completing any moving and handling, especially if we have not dealt with an individual in a while, we can do a on the spot ability test. There will be a video later on to show that process. Within the FIM, or functional individual mobility or movement, we are going to be looking at what it means to be independent and what scoring system is. It is a scoring system of 7 down to 1. Within the FIM scoring, a 7 would be the person is independent which means they do not need any assistance from a handler. If they scored a 6, that means they may require some equipment, some additional time in but again, a handler is not needed or required. On the score in the FIM of 5-4-3, this is when individuals would require modical assistance, which would mean that they do need some support and it might be just one handler who has to come in and provide. In the FIM score of 4, it means that there is some additional assistance and this could mean in movement and in support. And that would be, again, an individual handler. And then on the FIM score of 3, this is a requirement where a person will lose approximately 50% of the assistance of moving so a handler would be required. So when we get to the ratings of 2 and 1 in the FIM scale, a 2 is maximal assistance which means they will provide some assistance but it is very minimal. And then we move down to the 1 on the FIM score which would mean a person needs complete assistance. They may be able to move an arm slightly but it is less than 25% ability to do anything. The reason why we use the FIM scoring system is, on a care panel support plan or a risk assessment, it actually might say FIM, 4-3. It would give the staff an indication of the level of support that is required and that would be in all care plans and all parts of the assessment. Because a lot of times we must remember to look at the care plan or support plan before we do a moving and handling approach or assist or practice, because things do change. Someone's ability may have changed and it may that you may have not worked with that person for a period of time and their health is deteriorated or their mobility has deteriorated. By understanding what the actual scoring rating means can help with how many handlers are required, what equipment may be necessary, our time scales and then the approaches that we may need to take.
Decoding Ability Tests: A Focus on Functional Individual Mobility
In this discussion, we explore ability tests, particularly the Functional Individual Mobility (FIM) scoring system, that helps assess an individual's level of dependence and their requirement for support.
Functional Individual Mobility (FIM) Scoring System
The FIM scoring system ranges from 1 to 7, helping evaluate whether a person is independent, semi-dependent, or fully dependent. Each score has a specific meaning, providing vital information about the type and level of support the individual needs.
Understanding the FIM Scoring System
- Score 7: The individual is independent, requiring no assistance from a handler.
- Score 6: The individual may require equipment and extra time but no handler assistance.
- Score 5 - 4 - 3: The individual requires some assistance, likely requiring a single handler. A score of 4 indicates the need for additional assistance in movement and support. A score of 3 suggests the individual can perform approximately 50% of the movement, requiring a handler's help.
- Score 2: The individual can offer minimal help but requires maximal assistance.
- Score 1: The individual needs complete assistance, capable of only very minimal movement (less than 25%).
Importance of FIM Scoring in Care Plans and Risk Assessments
The FIM scoring system is critical in care plans and risk assessments, giving staff a clear indication of the support level required. Always consult the care plan or support plan before any moving and handling practice, as the individual's ability and health status might have changed over time.
How FIM Scores Inform Care Practices
Understanding the FIM scoring system is beneficial in determining the number of handlers required, the necessary equipment, the time scale, and the approaches that should be taken. This knowledge is crucial in providing effective and safe care.