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
Unlock This Video Now for FREE
This video is normally available to paying customers.
You may unlock this video for FREE. Enter your email address for instant access AND to receive ongoing updates and special discounts related to this topic.
In this scenario, a child has run along, clutching his chest, and collapsed, so he's ended up on the floor here. Now, cardiac arrest within children is uncommon. Normally, what would happen is there's something else would cause the person to need CPR. Now, maybe he has had a cardiac arrest and the heart has stopped beating, but normally with a child, something else would trigger it. It could be a respiratory problem or it could be other illness or condition. So what we need to do to start with is find out what's actually happened. We need to find out if the child is breathing. Now, before approaching any child, we need to look at the consent as well. If there's somebody there, then we need to ask, maybe a parent or a guardian or a teacher, "Can I help your child?" If not, we can also talk to the child himself so the whole time because it may be the heart has not stopped beating. It maybe he can still hear us. So what we want to do is talk to him the whole time, introduce yourself, so we can find out what's actually happened. So as you're approaching, we would say, "Hello. My name's Keith. I'm a first aider. May I help you?" Now, if you know his name, you can refer to him by name. It may well be the people you're looking after, you don't know their name. Once you've done the initial introduction, then give him a little tap on the collar bone. "Are you okay? Are you okay?" I got no response at all. Because we got no response here, then we need to next find out whether he's breathing. Before we start any first aid, we're going to put gloves on, if possible. In a scenario like this, if you're out and about, then you may not have gloves. You may have sent someone for help. You may have sent somebody to get the first aid kit. But obviously, for keeping things right now, we're going to have the gloves on. So we've introduced ourselves. Next thing to do is open the airway. To do this, we're doing the head tilt, chin lift. Take one hand and put it onto the forehead and on the other hand, the bony part of the chin. And then we're going to tilt the head back. We're just going to open the mouth to have a quick look inside the mouth, make sure there's nothing obvious in there. And then we're going to put our ear down and we're going to look, listen, and feel for signs of breathing for up to 10 seconds. So one, two, nine, 10. We've got no breathing. So what we're doing is we're looking, listening and feeling for signs of breathing, so you'll be able to feel some of the breaths against your cheek, you'll be able to hear it. You'll also be able to see the stomach and the chest going up and down. Now, this point is quite important. If we're on our own, we're dealing with a child. They're not breathing. We must do one minute of CPR and then go for help. So obviously we've called for help. If there's nobody else about or no one's come back to you as a response to your shout for help, we must do one minute of CPR and then go for help. The reason for this is that we're trying to get the body's oxygen and the circulation going within the body. So by doing one minute of CPR, if it is a respiratory linked problem, it may well be we can bring him back to life. If at the point you've done one minute of CPR and there's no joy, you would need to leave him and go and get help. It's crucial we get the emergency services and defibrillation and advanced drugs here. So for this scenario, we've found out he's not breathing, so what we're going to do now is we're going to switch over to a manakin and we're going to show exactly how we deliver the breaths and the compressions.
CPR for Children: Guidelines and Procedures
Challenging Circumstances
Performing CPR on a child is a daunting task, and it's crucial to understand the differences from adult CPR.
Distinguishing Child CPR
Respiratory vs. Cardiac: Children usually require CPR due to respiratory issues, unlike adults who often face cardiac problems.
Modified CPR Technique: Child CPR involves a unique sequence - 5 rescue breaths followed by 30 compressions and 2 breaths, repeated until certain conditions are met.
Proper Techniques
Rescue Breaths: For breaths, cover the child's mouth with yours and pinch the nose closed or use a face shield. Provide gentle one-second breaths until you observe chest rise.
Effective Compressions: Place one hand in the chest's centre, pushing down at least one-third of chest depth for 30 compressions, aiming for a rate of 100 to 120 compressions per minute. If needed, use both hands.
Immediate EMS Activation
Bystander Assistance: Always instruct a bystander to call EMS promptly if available.
Call Fast Approach: When alone, utilize the "Call Fast" approach - perform 1 minute of CPR before making the emergency call.
Adhering to these guidelines is crucial for effective child CPR.
- IPOSi Unit two LO1.2, 1.3, 1.4, 2.1, 2.2 & 2.3