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
Child CPR Breakdown
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Carrying this scenario on, we've found out he's not breathing. So the next thing we need to do is deliver five breaths. In order to get the breaths in, what we need to do is to open up the airway. So the same as we did before, tilt the head back, the head tilt, chin lift. We need to squeeze the nose. The reason we do that, is if we're going to blow a breath into the mouth, then we don't want it coming straight back out through the nose. We're going to squeeze the nose, seal our mouth around their mouths. If you've got a barrier use it, you can use a face shield at this time. However, in this example here you've been out and about, and maybe haven't got a first aid kit available to you. What we're going to do is then blow five breaths in. Now these breaths are just for up to a second, just until we see the chest rising. We're not trying to blow as much air in as possible. It's just to get some air into the lungs to try and stimulate some breathing and also get some oxygen into the system. So, squeeze the nose with the head tilted back and five breaths. The next thing we need to do is compressions. Now, these are very similar to an adult; however, we don't need to use two hands to push down. With this we can just use one hand. So what we're doing is, we're pushing down with this part of the hand here, on the heel of the hand, straight in the centre of the chest. And we're pushing down at least one third of the depth of the chest. Now this, doing it by one third, allows for the different sizes of child. We're not saying, like with adults, five to six centimetres. Here it's just a judgement call. This is quite a hard amount of pressure you need to push down on. So, hand onto the chest, shoulder straight above, and then the other hand, you can support it on your arm, it doesn't really matter too much what you doing with that, you just need to get these compressions done effectively. So 30 compressions. One, two, three, four, five, 12, 13, 14, 15, 16, 17, 19, 30. With the compressions we're pushing down and up with equal amounts. Because what we need to do is we need to force the blood out of the heart, so when we let go, allow the blood to come back in as well. We're doing compressions at a ratio of 100 to 120 per minute. That's nearly two a second. So by pushing down on the chest we're getting the blood pumping around the body; so the next thing we need to do is the breaths. And this time we're just doing two breaths. So tilt the head back, squeeze the nose. Two breaths, 30 compressions, and we would carry this on a ratio of 30 compressions to two breaths. Remember we're doing it for one minute, unless help has arrived in that time. If help hasn't arrived, we must go and get help. Now, delivering CPR to a child is gonna be very, very distressing, but you will be okay; you will manage to do it. Afterwards you're gonna be very upset, understandably upset. But it's so important that you have a go, and you do it. If this child's heart has stopped, which it is in this scenario, if you don't do CPR, the chances of survival are very, very low. So we must make sure that we do effective CPR; we shout as loud as we can for help; we get people around to help us. If we're tired we can hand over to a second rescuer, if there's somebody else available there. And when the paramedics do arrive, we give them as much information as possible. How long you've been doing CPR for, or any other information about the child. Also when you get to this state, obviously it's very upsetting for people around. And it may well be that you need, in a school like this, you may well need to talk to the other children who might well have witnessed it and also the teachers in this environment.
CPR for Children: Step-by-Step Guide
Initial Actions
Recognizing the Emergency: If the child is not breathing, initiate immediate CPR.
Providing Rescue Breaths
Open the Airway: Gently lift the child's chin while pushing the forehead to ensure a clear airway.
Effective Seal: Prevent air from escaping through the nose by gently squeezing it and sealing your mouth over the child's.
Face Shield or Mask: Using a face shield or mask is recommended, though it may not be available in all situations.
Five Breaths: Administer five breaths, each lasting about a second, ensuring visible chest rise.
Commencing Chest Compressions
Single-Hand Compressions: Position one hand in the chest's center for 30 compressions, following the demonstrated technique.
Compression-Breath Ratio: After compressions, provide 2 breaths, maintaining a ratio of 30 compressions to 2 breaths.
Compression Rate: Aim for a compression rate of 100 to 120 per minute to effectively circulate blood throughout the body.
Solo Rescuer or Waiting for EMS
Alone with Child: If you are alone, perform breaths and compressions for 1 minute, then seek help.
EMS Arrival: Continue CPR until the EMS arrives or the child begins breathing.
Maintaining Composure
Emotional Challenge: CPR on a child can be distressing, but stay as calm as possible and provide detailed information to the Emergency Services upon their arrival.
The Vital Link: Remember, performing CPR on an unresponsive child is a crucial step in the chain of survival, significantly increasing the chances of EMS saving the child's life.
Follow these steps diligently to perform CPR effectively on a child.
- IPOSi Unit two LO1.2, 1.3, 1.4, 2.1, 2.2 & 2.3