Mohammad Tayyab Khan

Health and Social care Diploma level 3

(HSC 2024)

Undertake agreed pressure area care

1-Understand the anatomy and physiology of the skin in

relation to pressure area care:

1.1-describe the anatomy and physiology of the skin in relation to skin breakdown and the development of pressure sores

The skin consists of two principal parts. The outer, thinner portion, which is composed of epithelium, is called the epidermis. It contains no blood vessels and renews itself every twenty eight days. The epidermis is attached to the inner, thicker, connective tissue part called the dermis and this houses an extensive networks of blood vessels that carry 8 to 10% of the total blood flow in a resting adult.. Beneath the

dermis is a subcutaneous (subQ) layer. This layer, also called the superficial fascia or hypodermis, consists of areolar and adipose tissues. This area contains energy storing fat cells and nutrients and protects the body from the cold Fibbers from the dermis extend down into the subcutaneous layer and anchor the skin to it. The subcutaneous layer, in turn, attaches to underlying tissues and organs. The skin is the largest organ of the body. In adults the skin covers an area of two square metres and makes up a sixth of our body weight. The skin serves several functions. It regulates our body’s temperature by sweating and also by regulating the blood flow through the skin. It protects our body from bacterial invasion. It contains nerve endings and receptors to help us detect touch, pressure and pain.

Pressure ulceration occurs when the skin and underlying tissues are compressed for a period of time, between the bone and the surface, on which the patient is sitting or lying. Blood cannot circulate causing a lack of oxygen and nutrients to the tissue cells. Furthermore, the lymphatic system cannot function properly to remove waste products. If the pressure continues, the cells die and the area of dead tissue that result is called pressure damage. The amount of time this takes will vary, but may develop in as little as one hour in patients at greatest risk.

1.2 -Identify pressure sites of the body

1.3 -Identify factors which might put an individual at risk of skin breakdown and pressure sores

An individual’s potential to develop pressure sores may be influenced by the following risk factors.

reduced mobility or immobility; sensory impairment; acute illness; level of consciousness; extremes of age severe chronic or terminal illness; previous history of pressure damage; Malnutrition and dehydration.

Medication Moisture on the skin in critical care Diabetes peripheral vascular disease Anaemia Pressure – normal body weight can squash the skin in people at risk and

damage blood supply to the area which can lead to tissue damage;

1.4 describe how incorrect handling and moving techniques can damage the skin

Shearing – Shear forces occur when a part of the body tries to move but the surface of the skin remains fixed. The skin is being pulled sideways over muscle or bone when moving takes place. This can stretch and block the blood vessels, which restricting blood flow to that area of the skin. Excessive shearing can affect deeper tissues. Necrosis (tissue death) can occur from inside and move out. This can happen when you slide down, or are dragged up, a bed or chair;

Friction – poor lifting and moving techniques can remove the top layers of skin. Abrasion or friction causes the surface of the skin to be rubbed away faster than it can be replaced. Repeated friction can increase the risk of pressure ulcers.

1.5 - Identify a range of interventions that can reduce the risk of skin breakdown and pressure Sores

Carry out a tissue viability risk assessment on arrival into the care environment

Encouraging individuals to to be as active as possible. If immobile change their position at frequent intervals.

Keeping well hydrated Encouraging a healthy diet Promoting good hygiene, frequent change of incontinence pads to

prevent prolonged moisture on the skin Encourage to stop smoking if a smoker Avoid hot water and soaps when bathing to prevent drying out the skin Use a pressure reducing support if individual is bed or chair bound Use lifting equipment as stated in individuals care plan

1.6 -Describe changes to an individual’s skin condition that should be reported.We should inspect the skin regularly, looking for signs of possible or actual changes or damage.

The signs to look for are:• Purplish/bluish patches on dark-skinned people• Red patches on light-skinned people

• Swelling• Blisters• Shiny areas• Dry patches• Cracks, calluses, wrinkles

The signs to feel for are:• Hard areas• Warm areas• Swollen skin over bony points

2. Understand good practice in relation to own role when

undertaking pressure area care

2.1 -Identify legislation and national guidelines affecting pressure area care

Health and safety at Work (1974) (HASAW) All employees have a responsibility to ensure their own health, safety and welfare, as well as that of colleagues and service users; take part in training; use equipment appropriately and report any faults, act responsibly. Employers have the responsibility to provide equipment and training; provide and maintain a safe environment, machinery and plant. The Acts aim to protect employees and other persons involved in work practice. Other persons will be service users, visitors, outside contractors, in fact, all people on site.

Management of Health and safety at Work Regulations: Employers should assess the risks to employees and use these risk assessments to make arrangements for the health and safety of their employees.

Provision and Use of Work Equipment regulations (1992), EEC Directive on Handling of Loads. EEC Directives inform how they manually handle equipment, resources and patients, and carry out risk assessments for manoeuvres that are potentially hazardous. Manual handling should be avoided as far as is reasonably practicable, and when unavoidable, strategies put in place to reduce the risk to the

lowest possible level. Risk assessment will highlight the need to use hoists and mechanical lifting devices to reduce the incidence of musculoskeletal injuries in staff.

European Directives eg EU Directive 89/656EEC covering the supply and use of Personal Protective Equipment (PPE).In relation to the use of PPE the employer has a responsibility ‘to provide protective clothing, equipment and safety devices when necessary, at no charge’, and ‘the provision of a working environment for employees that is, so far as reasonably practicable, safe...’ (HASAW)

Infection Control and Disposal of Waste – you will have organisational policies which conform to the national policies developed by the Department of Health, NHS Executive and British Standards Institute.

NICE (National Institute for Health and Clinical Excellence) is a UK Government body with a responsibility for facilitating and monitoring clinical standards and dissemination of related information. Publications provide information on protocols and guidelines in many areas including assessment and wound management.

Protocols: refer to recommendations for practice that are based on a strong body of evidence and which are stated as best practice.

Guidelines: information that exists to guide practice but which does not have a strong enough body of evidence to state categorically that this practice must always be adhered to.

2.1-describe agreed ways of working relating to pressure area care

In order to follow the agreed ways of working we would follow our workplace policies and procedures regarding pressure area care and the care plan, which will detail the care the individual needs with regards pressure areas. It will contain a risk assessment detailing their risk of developing pressure area problems. Also a risk assessment detailing how the individual should be moved and positioned safely, in order to prevent pressure area problems, together with a turning chart detailing when and how often an individual needs to be repositioned, if necessary.

2.3. Describe why team working is important in relation to providing pressure area care. If whilst checking an individual we notice any of the changes as detailed in Outcome in the skin condition, findings will need to be discussed with other members of staff involved in the individuals care. If the individuals condition or circumstances change over time, their risk of developing pressure ulcers will need to be reassessed. Any changes should be reported immediately so that correct treatment is received. Team work is important because an holistic approach is needed with regards pressure area problems.

Others who may need to be notified and who are part of the team could be: Qualified nurse - so that any necessary treatment can begin

immediately/dressings etc Doctor - for medication e.g. anti biotic therapy if an infection is

discovered Occupational therapist – specialist equipment eg mattress /cushions Physiotherapist – improve individuals mobility Continence advisor – To improve skin condition. Nutritionist – ensure healthy diet

3. Be able to follow the agreed care plan 3.1 describe why it is important to follow the agreed

care plan

It is important because The care plan has been agreed with the individual and they will be fully

aware and understand the care you are administering. The care plan will detail the best way to move and position the individual

in relation to pressure area care It will give details regarding the individuals circumstances so that any

changes can be monitored and reported. The care plan will make you aware of any changes to the individuals care,

since you last attended them.

3.2 Ensure the agreed care plan has been checked prior to undertaking the pressure area care

we must always check an individual’s care plan prior to attending them so that you are aware of their needs and preferences and of any changes or circumstances which need to be taken into account whilst you are administering their care.

3.3 Identify any concerns with the agreed care plan prior to undertaking the pressure area care

We may have concerns regarding the care plan, if it does not appear to be up to date or is not taking into account the needs and circumstances which the individual is currently displaying.

3.4 Describe actions to take where any concerns with the agreed care plan are notedSituations and queries need to be passed on because we are not qualified to be able to give correct answers and recommendations. Professional, qualified staffs adhere to a professional Code of Practice and work within their own wide competency gained from education, training, experience and expertise. Health care workers work under the supervision of qualified staff members who have the responsibility and accountability for carrying out activities. Working outside our competence could cause the patient pain and discomfort as well as you being accused of poor practice. The treatment programme may fail or be set back; the patient could lose confidence in the worker, the team and ultimately the department and organisation.

There is also the issue here of Vicarious liability. This means that the employer is accountable for the standard of care delivered and responsible for employees working within areas of competence appropriate to their abilities. To remain covered by an employer's vicarious liability clause, an employee must only work within their abilities and sphere of assessed competence.

3.5 Identify the pressure area risk assessment tools which are used in own work area

. The most commonly used are the Water low chart, The Braden scale or Norton scoring system

3.6 Explain why it is important to use risk assessment tools.

Risk assessment tools will identify how high an individual’s risk of developing a pressure area problem is. This is important as by identifying the risk the individuals care plan can be written to take this into account and ensure the correct care is administered and their condition can be monitored correctly. The correct care may involve regular turning if the individual is at high risk and also the use of pressure relief aids to avoid pressure area problems from starting.

4. Understand the use of materials, equipment and resources

that are available when undertaking pressure area careThe learner can:

4.1 Identify a range of aids or equipment used to relieve pressure

There are a variety of different cushions available to relieve pressure on the seat or backs of chairs and wheelchairs. These come in various shapes and sizes and are generally either made of a variety of different foams or gel filled. Below are a variety of the different types of mattress available.

Mattresses

Low-tech devices: these provide a conforming support surface that distributes the body weight over a large area. They include the following.

Standard foam mattress. Alternative foam mattresses/overlays (for example, high-specification foam, convoluted

foam, cubed foam); these are conformable and aim to redistribute pressure over a larger contact area.

Gel-filled mattresses/overlays. Fluid-filled mattresses/overlays. Fibre-filled mattresses/overlays. Air-filled mattresses/overlays.

High-tech devices: these are dynamic systems that include the following.

Alternating-pressure mattresses/overlays: the patient lies on air-filled sacs, which sequentially inflate and deflate and relieve pressure at different anatomical sites for short periods; these devices may incorporate a pressure sensor.

Air-fluidised beds/mattresses/overlays: warmed air is circulated through fine ceramic beads covered by a permeable sheet; these allow support over a larger contact area.

Low-air-loss overlays/mattresses/beds: the patient is supported on air-filled sacs inflated at a constant pressure, through which air is able to pass.

Turning beds/frames (kinetic beds): beds that either aid manual repositioning of the patient or reposition the patient by motor-driven turning and tilting.

There are also sheepskin products available which protect the skin by reducing friction, pressure and also preventing excess moisture on the skin. These can be purchased in a variety of shapes and forms such as booties for the heels and elbows, underlays for beds, chairs and wheelchairs.

4.2 Describe safe use of aids and equipment.

As with all aids and equipment you should be fully trained in their use. We should always follow the manufacturer’s instructions and immediately report any faults which you discover

4.3 Identify where up-to-date information and support can be obtained about:

Materials Equipment Resources.

By checking the individuals care plan the materials and equipment to be used will be detailed. For further support and information you should refer to your line manager, the district nurse, doctor or visit the National Institute for Clinical excellence (N.I.C.E.) website www.nice.org.uk which issues guidelines and up to date information

HSC3020

Facilitate person centred assessment, planning, implementation and review

1. Understand the principles of person centred assessment and care planning

1.1 Explain the importance of a holistic approach to assessment and planning of care or support

Holistic – all-inclusive, complete, whole – looking at the whole situation

When planning the care and support of an individual it is important to do this in a holistic way. In other words we take care of the person as a whole, not just plan their care in order to treat their illness or disability. Person centred care means planning the care and support around the individual with them in control of the planning and delivery of the service provided. The holistic approach is important because it is essential to recognise that all parts and areas of an individual’s life will impact on their care needs.Person Centred Planning is a way of helping people to think about what they want now and in the future. It is about supporting people to plan their lives, work towards their goals and get the right support. It is a collection of tools and approaches based upon a set of shared values that can be used to plan with a person - not for them. Planning should build the person's circle of support and involve all the people who are important in that person's life. Person Centred Planning is built on the values of inclusion and looks at what support a person needs to be included and involved in their community. Person centred approaches offer an alternative to traditional types of planning which are based upon the medical model of disability and which are set up to assess need, allocate services and make decisions for people.

1.2. Describe ways of supporting the individual to lead the assessment and planning process

The individual should be in control of the all areas of the planning process and made fully aware of what is happening at each stage. In order for this to happen, everyone involved in the individuals care, puts the person at the centre and listens and learns what the individual wants from their lives, do things the way they want and helping them to be part of the community and to work with

family, friends and professionals to make changes happen. It is important to remember that although you deal with care planning on a day to day basis the individuals you are dealing with do not. They may not feel confident enough to ask questions or challenge decisions regarding their care. It is important to ensure the individual understands they are in charge of their service. To do this you can:

Ensure everyone who needs to be involved in the planning is included (family,friends)

Check at each stage in the planning it is meeting the individuals idea of how they want their service delivered

Use all available information (eg other agencies, doctors, nurses) Give information regarding all options available to them Gather feedback from all involved in the persons care to check that it is

working for them1.3. Describe ways the assessment and planning process or documentation can be adapted to maximise an individual’s ownership and control of it.

A good way of doing this is to complete a one-page profile with the individual. This will highlight their needs and wishes. It can be centred on their health care needs or can cover more general areas of their care. We can help them to put this together, either bit by bit as you spend more time with them or by gathering information from the individual and those who know them best, e.g. family and friends. By including the individual’s strengths and abilities and what is important to them you will be able to see what is and is not working for them at present and therefore identify areas which need to be looked at, improved on and actions to be taken in order to do this.

(HSC 3029)

Support individuals with specific

communication needs

1 Understand specific communication needs and factors

affecting them

1.1 Explain the importance of meeting an individual’s communication needs

Individuals who have communication problems need support to enable them to express themselves effectively. It is therefore important for the carer to be aware of the individuals preferred method of communication and also to support the individual to use their preferred method. Individuals have the right to communicate through their chosen method and their choice should be acknowledged and respected by supporting them. The individual’s right are particularly important when using specific communication methods and language because it’s their major way of communicating their needs and preferences. Communication is a basic human right. Without communication the individual is unable to realise or exercise their rights. Under the Human Rights Act 1998 all individuals have the right to ‘freedom of expression’. If unable to communicate they would be denied these rights.

1.2 Explain how own role and practice can impact on communication with an individual who has specific communication needs

As a carer it is your my and responsibility to support individuals to express themselves. The way in which I can do this is by assessing their needs, access information regarding their communication needs, providing the appropriate support, aids or equipment, encouraging and motivating communication, working with others and by monitoring the effectiveness of that support. Without the appropriate support the individual would be unable to express their needs or how they are feeling which can lead to both emotional and physical difficulties. By fully supporting individuals with specific communication needs I will be able to support their rights.

1.3 analyse features of the environment that may help or hinder communication

It is difficult and frustrating to communicate effectively when there is background noise, therefore arranging the environment to aid communication is very important step to achieving effective communication with individuals. As a carer you should arrange the individual’s environment to facilitate effective communication and promote understanding. This can be done by ensuring privacy and going into a quiet room some factors that can hinder good communication are:

Poor lighting, individuals with poor sight are unable to see you

Background noise from the TV, radio, other individuals

Obstacles between you as a care worker and the individual e.g. furniture

Insufficient distance between you and the individual, leading to you encroaching on their personal space.

1.4. Analyse reasons why an individual may use a form of communication that is not based on a formal language system

Sensory disabilities

Disabilities which affect an individual’s senses, and in turn affect communication, include hearing loss and sight loss. These are the two main senses on which humans rely to interact with their environment. Without sight or hearing (or indeed both) communication will be affected and alternative methods will need to be used.

Hearing loss

The term ‘hearing loss’ can mean someone who is profoundly deaf (someone who has no hearing at all), as well as individuals who are hard of hearing (someone who can hear but has difficulty). Individuals with pre-lingual deafness (born deaf) will have usually learnt sign language in order to communicate. However, individuals with post-lingual deafness normally only have verbal speech as a means of communication. It is for this reason they will need support in order to communicate effectively.

Sight loss

Sight plays an important role in communication. More than 90 per cent of what we communicate is through non-verbal communication. This is communicated through our body language – how we stand, our facial expressions, movements we make with our hands. If what we communicate is less than 10 per cent verbal, then an individual without sight will miss out on a huge amount of information needed to make the

communication effective. Much like hearing loss, sight loss can occur before birth (congenital) or after birth. Individuals who lose their sight after birth may experience different difficulties in communication to those who were born without sight. Losing your sight at a later stage in life can create acceptance difficulties and the need to learn a new method of communication.

Learning disabilities

Up to 90 per cent of individuals with a learning disability have some form of specific communication need. Many individuals with a learning disability have no identified cause of their communication difficulty. Individuals with learning disabilities can be affected mildly, moderately or severely. Four out of five individuals with severe learning disabilities have no

effective verbal speech.

Down’s syndrome

Down’s syndrome is a chromosomal disorder where the foetus is developed with an extra chromosome at pair 21. Approximately 75 per cent of individuals with Down’s syndrome have difficulties with their hearing. Combine this with a learning disability and these individuals have an increased difficulty in communication. Individuals with Down’s syndrome can have difficulty in forming words and speech sounds, resulting in their speech being difficult to understand.

Autism

Individuals with autism have Communication disorders which can make it difficult for the individuals to communicate and interact with their surroundings for example;

Echolalia (repeating words spoken to them without knowing or understanding their meaning); use of phrases out of context; misreading others’ non-verbal cues.

A lack of eye contact, a difficulty initiating and sustaining interactions due to limited concentration span.

Physical disabilities

When the physical disability affects the individual’s facial muscles or vocal cords their verbal communication can be affected. If it affects their bodily movement or head control it can affect their non-verbal communication.

Cerebral palsy

The causes of this condition are vast, all leading to damage of the individual’s brain. Cerebral palsy can cause differing disabilities depending on the part of the brain affected. The individual with cerebral palsy may have difficulty communicating or developing recognisable speech.

Other physical disabilities which can affect communication are cerebral vascular accident - stroke (CVA), motor neurone disease, multiple sclerosis.

Mental health problems

A mental health problem is one that affects how an individual relates to his or her environment due to changes within the brain caused by injury, infection, age or substance abuse.

Dementia

The most common mental health problem within older people is dementia. Dementia is a progressive disorder that can affect the individual’s short- and sometimes long-term memory. It also affects the individual’s recognition of people or things, speech, understanding, concentration, orientation and motivation.

Other mental health problems which can affect communication are, Parkinson’s disease, depression. Neurosis, schizophrenia, alcohol and drug reliance.

1.5. Identify a range of communication methods and aids to support individuals to communicate

Aided communication is communication supported or replaced by materials or equipment. There are simple materials or equipments used every day such as a pen and paper to write messages, glasses, false teeth, alphabet charts, pictures or symbols or photographs. Communication aids can be categorized into 3 broad groups.

SYMBOLIC AIDS

This is commonly the use of signs and symbols. It requires individuals to undertake training on the correct forming of signs and types of symbols. Examples are:

British sign language (BSL) - used as a communication aid by individuals suffering from hearing loss.

Makaton - used as an aid to support speech, not replace it.

Picture exchange communication systems (PECS) - This aid helps individuals to be independent, as they are able to exchange a picture of what they want from a compiled album of pictures

Deaf blind manual alphabet – Modified version of BSL. Finger spelling alphabet is used.

TECHNICAL AIDS

Talking microwaves -, usually for individuals with sight loss. These are computers which read out the text on the screen

Light writer – this is a portable device into which the individual typrs in what they want to say

Hearing aids – to assist individuals with impaired hearing

HUMAN AIDS

Interpreter – a person who supports two individuals who speak different languages, to communicate. This can also include sign language

Translator – A person who changes the written word into an easier format for the individual to read. This could be into Braille or symbols

Advocate – Someone who speaks on behalf of an individual, when they are unable to do so.

1.6. Describe the potential effects on an individual of having unmet communication needs.

Resultant behaviour If an individual is not supported to communicate effectively they can become increasingly withdrawn, depressed and isolated. This may affect their self-esteem and they may begin to develop feelings of frustration and uselessness. Their behaviour may change as they vent their frustrations with acts of anger or even violence. Others may become confused, angry and frustrated.

These effects include:

Physical and emotional problems

Depression

Isolation, becoming withdrawn from others

Frustration

Low self esteem

Loss of confidence

A feeling of uselessness 2.3 Explain how and when to access information and support about identifying and addressing specific communication needs.

During an initial assessment an individual’s ability and communication methods are established. This is done when an individual arrives into care. Everyone involved in the care of this service user is made aware of their needs and preferences regarding communication and any changes are recognised during reviews and shared with the team to ensure the individual’s needs are met. Key people you may need to work in partnership with in order to access information and support and ensure you get the best out of an individual’s communication abilities include:

Family and friends - are important to the individual and must be supported to communicate with their loved one using the appropriate method. Sometimes close family members do what they think is best for the individual rather than asking what the individual wants. The family should be educated and supported to ensure they allow the individual to make choices and use their preferred method of communication

Speech therapist - assesses and supports the individual’s speech development. They may work with individuals who have difficulty swallowing. The therapist works closely with other professionals and the family of the individual to ensure the communication methods are used correctly to maximise effectiveness.

GPs

Psychologist - are involved in assessing patterns of behaviour associated with certain conditions. These could include depression or anxiety. They also offer support to carers in the best ways of working with individuals.

Psychiatrists - assess and treat people with mental health problems, learning disabilities, behaviour disorders, dementia, and epilepsy. They can be informative in supporting the individual’s communication needs

Occupational therapist - support the individual to develop fine motor skills (hand and finger skills) as some methods of communication require the use of fine motor skills, including the use of keyboards e.g. with light writer

Care staff etc.

Behavioural support service workers - work with individuals and their carers in developing appropriate methods for the individual to express themselves in non-challenging ways.

5 Know how to support the use of communication technologyand aids

5.1 Identify specialist services relating to communication technology and aids

Aids and equipment are often provided through the social services department of your local council. The National Health Service (NHS) Hospital Eye Service can also prescribe a range of aids for people with partial sight. All blind and visually impaired people are entitled to a health and social care assessment from their local council. This means someone from social services will assess their needs to make sure you get the equipment and services that are right for them. The local social services department can put them in touch with a rehabilitation worker, who can help individuals to communicate more easily. For example, by teaching individuals to type or use writing aids and communication software.

Specialist services can also include opticians, to ensure correct glasses are available to the individual, hearing tests to ascertain if the individual needs a hearing aid.

Each year an organisation called ‘Communication Matters’ holds a conference on the latest communication aids available. Their website ( http://www.communicationmatters.org.uk ) can offer information and advice on both unaided and aided communication. Unaided communication will include BSL and Makaton. Aided will include both low tech and high tech aids.

Low tech communication aids will include books, cards, charts, Picture exchange communication system (PECS) etc. High tech communication aids will include various voice output aids, eye gaze systems etc.

5.2. Describe types of support that an individual may need in order to use communication technology and aids

The level of support required will vary with each individual. However, it is imperative that some type of support is arranged from the very beginning. All too often technology fails, not because the wrong communication aid was supplied, but because there was little or no support given to the individual. Support may be provided in various forms. Some users will require regular support and advice with regard to use of the communication aid. Support can also come from within the user’s own family. It is important to identify the level of support each individual user has within their own environment. Family members can be of great help in supporting the user especially in the initial stages of using the communication aid. In order to ensure that the user obtains the maximum benefit from the new technology, training must be provided. The most important training needs for the user is competence in the use of the communication aid. This should consist of instruction in the operation of the particular communication equipment as well as maintenance and charging of the equipment if necessary. It may be important to provide training to all the carers, or it may be appropriate to select a few to be trained to deal with different aspects of the communication aid and its use in the environment.

5.3 Explain the importance of ensuring that communication equipment is correctly set up and working properly.

As a carer it is our responsibility to make sure any equipment the individual uses to communicate with, is available, working and is in a safe condition. With regards health and safety, electrical communication equipment should be checked by a qualified and approved electrician to ensure it is fit for use. The equipment should have a label attached to it stating when the equipment was tested, who by and when the next check is due. It is important as part of our job, that we make the individual aware of any dangers involved in using the equipment. For example we must not use electrical equipment near the water. We should also regularly check the equipment for wear and tear to cables etc. We must ensure that any aids the individual uses are available and working, for example hearing aids. We should ensure that service user is able to correctly put them on and encourage them to do so. If they are not able to do this, we

may need to assist them. As a carer, it’s my duty to make sure they are switched on and set at the correct volume level for the individual. Then we need to regularly check that the batteries are working and replace any that have expired.

If these checks are not carried out the individual will be unable to communicate with others and unable to make others aware of their needs or preferences.

Mohammad Tayyab Khan

SS OP 3.8Enable Individuals to negotiate environments

1. Understand the factors that may impact on an individual being able to negotiate an environment

1.1 Analyse how a range of conditions and/ or disabilities may impact on individuals being able to negotiate environments.

The conditions and/or disabilities like Sensory loss, physical health, mental health, physical disability, learning disability, learning difficulty and emotional health.

1.2 Describe potential environmental barriers to individuals negotiating environments.

1.3 Establish how environmental barriers to

individuals negotiating environments can be addressed.

2 Be able to prepare to support an individual to negotiate an environment.

2.1 Explain the scope of own role in supporting an individual to

negotiate an environment.

4.2 Evaluate the success of negotiating an environment with an individual and /or others

References, Illustrations and guidelines

Pressure area care National Institute for Health and Clinical Excellence www.youtube.comDepartment of health website

Facilitate person centred assessment, planning, implementation and review

QCF, Edexcel, Department of health and other websites Support individuals with specific communication needs http://www.communicationmatters.org.uk

Edexcel Health and Social care L3 outlines

Mohammad Tayyab Khan