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
Learning Disabilities
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The cause of learning disabilities is not always known but they can be due to genetic conditions such as Down’s Syndrome which occurs as a result of complications during birth from a lack of oxygen, illnesses like meningitis that affect the brain or injury and illness in childhood. People with a learning disability may have difficulty learning new skills, understanding information, communicating or living independently. In most cases living with a learning disability will affect the individual throughout their life yet how great the impact of it does depend on the type of learning disability and the severity of their condition. People with a mild learning disability may be independent, needing minimal support, whilst someone with a severe learning disability may not be able to verbally communicate and may communicate in ways that other people find difficult to understand. Subsequently, this can affect how other people see and respond to them. When supporting people with learning difficulties it is important to remember that every individual is unique and will have different preferences, life history, needs and experiences. The support you give must be person-centred to meet their specific needs and be delivered in a way that helps to enable them to develop their skills so that they can become more independent. Positive attitudes should be promoted to eliminate the stigma that is often associated with mental health problems, learning disabilities and dementia. This helps to ensure that people with mental health problems do not feel lonely or left out of society. You must always promote wellbeing for those living with the condition, identify and build on their skills and abilities, provide opportunities that will help them to feel empowered and in control of their own life and make sure that they are not isolated in social situations.
Understanding Learning Disabilities
Causes and Impact
Varied Causes: Learning disabilities can stem from genetic conditions like Down’s Syndrome, illnesses such as meningitis, or childhood injuries or illnesses affecting the brain.
Challenges Faced: Individuals with learning disabilities may struggle with learning new skills, comprehending information, communicating effectively, or achieving independence.
Long-term Impact: Living with a learning disability typically influences an individual's life trajectory. Severity and type of disability determine the extent of its impact.
Support and Individuality
Person-Centred Support: Recognise the uniqueness of each individual, considering their preferences, life history, and experiences when delivering support.
Empowerment: Promote positive attitudes to combat the stigma associated with mental health issues and learning disabilities. Encourage a sense of belonging and wellbeing within society.
Promoting Wellbeing
Enhancing Skills: Identify and nurture the individual's strengths and capabilities, offering opportunities for personal growth and autonomy.
Social Inclusion: Prevent isolation by facilitating participation in social activities and ensuring the individual feels valued and included in their community.