Cambridge National Health and Social

Care Revision Guide

Written by Mr Love

Cambridge National Health and Social Care Revision Guide

The following revision guide will outline the important topics that will be assessed during the exam at the end of year 11. Students may use this guide as a reference for revision but try to combine this with class notes for an enhanced revision structure. There will also be useful exam techniques that are important for the Cambridge National exams. Topics to Revise

LO1: RightsRights of the individualWhy are rights importantSupporting individuals to maintain rights

LO2: Values of CareThe values of careWhere values of care are appliedHow to promote the valuesEarly Years values of careWhy values are importantThe effects on people when values are not applied

LO3: LegislationKey aspects of the legislationThe impact of legislation on users, practitioners and service providers

LO4: Personal Hygiene, Safety and SecurityPersonal HygieneSafety ProceduresSecurity MeasuresHow individuals are protected

Learning outcome 1: Understand how to support individuals to maintain their

rights

Rights of the IndividualChoice

‘an act of choosing between two or more possibilities’

Example: allowing a choice of a GP

Example: Giving service users the chance to make decisions about what they will wear, what to have for lunch, when to go to bed

Confidentiality

‘the state of keeping or being kept secret or private’

Example: Keeping personal information safe and not sharing it with people who are unauthorised

Example: Having passwords for computers and keeping files in locked cabinets

Protection from abuse and harm

‘protecting individuals safety’

Example: staff having CRB/DBS checks

Example: Making sure security measures are in place both for service users and their property, so that they both feel and are saf

Equal and fair treatment

Providing the same access of care to all according to their needs

Example: providing a range of food options for those who are vegetarian or have religious requirements

Example: adapting activities in an Early Years environment to allow of abilities to participate

Consultation

‘the action or process of formally discussing’

Example: Telling service users what the options for treatment or recreational activities are and asking for their opinions

To make people feel valued

To feel safe

To empower individuals

To raise self esteem

To prevent individuals from worry/being nervous

Supporting individuals to maintain rights

1. By using effective communication

Example How it supportsUsing appropriate vocabulary aids understandingNot being patronising feels valued, instils confidence

and trustPositive body language/eye contact feels valued/shows you are

listeningAdapting their communication -emphasising words/slowing thepace/varying tone/using gestures

to meet the needs of theindividual or situationequality of access

Listening to individual’s needs/activelistening/allows them to askquestions

empowers, feels valued, raisesself esteem

Use of aids – e.g. hearing loop system

equality of accessempowersindividual needs met

Using specialist methods eg sign language,

Interpreters/provide leaflets in

Why are rights important?

To prevent discriminatory behaviour

To have equality of access to services/treatments

To have individual needs met

To instil confidence To instil trust

other languages Information in a variety of

formats e.g. large print, Braille

2. By providing advocacy

Example How it supportsSpeak on behalf of serviceusers

may be unable to do so for themselves

Arranging for a responsible adult so that the individual is protected

Using a third sector volunteer (eg. from Age UK)

to help communicate a patient’s needs/they will have appropriate knowledge for the individual to best help them

Arranging for a social worker to speak to other professionals on patient’s behalf

they will be able to act in the individual’s bestinterests

3. By providing information about complaints procedures

Information about complaints procedures: write down what happened / describe the incident retain evidence – friends might have taken photo/video

take advice – e.g. friends/family/Citizens Advice Bureau talk to someone in authority choose when to make a complaint – straight away or later who to complain to / where they are based where to get a complaints form tell the service user the steps to take to make a complaint/explain the

procedure reassure the service user it will be dealt with in a certain time frame contact details of who/where to complain name of the person to complain about

4. By providing up-to-date informationExample How it supportsOn times services open so that the individual knows when they can

access servicesType of care provided the individual can choose what is most

appropriateOn results of tests/treatmentsmedical data

so that individuals are able to choose/know the options/know why they are being treated

Change of address/ circumstances etc info updated

feels valued that they took the times to change their data

5. By challenging discriminatory behaviour

Challenge at the time explain to the individual how they are

discriminating supervision monitor staff/service users.

Challenge afterwards through procedures

refer to organisations’ policies- e.g. equal opportunities; bullying implement complaints procedures report to senior staff/supervisor to address the issue

disciplinary action – against staff/service users, makes them aware of the seriousness of the issue; provides basis for changing individual practice − take legal action.

Challenge through long-term proactive campaigning

Awareness sessions e.g. workshops/campaigns/displays/resources Staff training – to raise awareness of discrimination and correct ways of

working.

Learning outcome 2: Understand the importance of

the values of care and how they are applied

Values of Care The values of care in health and social care:

• by promoting equality and diversity• by maintaining confidentiality• by promoting individuals rights and beliefs

Maintaining confidentiality

Ways to Promote Equality and Diversity

Building adapted for disabled access e.g. ramps

All patients should be treated fairly irrespective of age, race, gender, religion,

disability, ethnicity, sexuality etc.

People should be treated according to their individual

needs

Non-discriminatory language when talking

to patients

Facilitate any cultural/religious requirements e.g. female

doctor/nurse, food, prayer room

Specialist methods of communication e.g. Braille

Discriminatory behaviour should be challenged

Staff training to raise awareness of equality

and diversity

Not gossiping about the service users Need to know basis / secure files / password / information to

be kept confidential Keep personal details / files / records safe secure personal information, eg

computers are password protected to not have discussions about patients

in public places to hold private meetings with doors

closed Inform patients of information that

cannot be kept confidential – danger to self/others, in danger from others.

Promoting Individuals Rights and Beliefs Giving choice e.g. diet, dress, Giving choice re activities Maintaining privacy – knock on door Provide access to an advocate Provide access to prayer room

Provide access to a translator

Meeting individual needs – mobility/personal care

non- discriminatory language when talking to patients/ not patronising

Why are applying Values of Care Important?

To ensure the standardisation of care e.g. all service users receiving appropriate care/attention/treatment; staff all working to the same high standards

To improve the quality of care e.g. all hospital patients feeling safe; service users individual needs are met.

To provide clear guidelines to inform and improve practice e.g. so that staff know how to provide effective care; guides staff about legal requirements/good practice.

To maintain or improve quality of life. E.g. helping a child reach its full potential; providing access to those with mobility problems or communication barriers.

Different Types of Settings Values are applied in Health setting:

GP surgery/doctors/GP Medical centre Hospital Health centre Nursing home Clinic Dentist Optician Pharmacy Drop in centre

Social care setting:

Residential care home Retirement home Day centre Lunch club

Early Years Values of Care

Ensuring the welfare of the child is paramount

The child’s needs come first Using a child-centred approach A child must never be humiliated A child must never be

abused/smacked Using a safeguarding procedure

Keeping children safe and maintaining a healthy and safe environment

Protecting children from abuse – DBS(CRB) checks; child protection procedures

Following health and safety procedures/legislation – appropriate staff pupil ratio; safety scissors; fire drills etc.

Support group/counselling Social services

department/office Youth club

Early years setting:

Nursery Playgroup Nursery school/primary

school Children’s centre Breakfast club Parent/toddler group

Working in partnership with parents/guardians and families

Parent evenings Progress reports/letters/certificates

sent home Open days Parents invited in

Encouraging children’s learning and development

Range of activities provided, well planned curriculum

Activities are designed to stretch learning

Progress will be monitored Additional activities will be introduced

to stretch and challenge

Valuing diversity Displays/toys/resources/food reflect

different cultures/beliefs Celebrate range of festivals with all

the children School welcome signs in different

languages

Ensuring equality of opportunity Ensuring all areas/resources are

accessible to all Ensuring activities are accessible to

all Meeting individual needs – cultural,

religious, mobility, dietary, communication etc.

Non-discriminatory language All children treated fairly / no

favourites Staff following equal opportunities

policy

Practising antidiscrimination Staff being good role models Challenging discriminatory

comments- at the time- afterwards- long term campaigning

Ensuring confidentiality Information shared on a need to

know basis only Children’s personal information kept

secure – locked filing cabinet / password protected if electronic

Not gossiping about the child’s circumstances

Working with others / professionals partnership working

Working with other agencies that support childreno e.g. school nurse, social worker, health visitor

Working with others to protect against abuse Sharing information to help with development

The effects on people when values are not applied

Effects on the individual when values are not applied correctly can fall into four main categories: physical, intellectual, emotional and social (PIES). It is important to explain a range of different effects when answering an exam question.

Emotional Effects

Loss of trust Humiliation Embarrassed/

ashamed Stress/anxiety Anger/become

aggressive Frustration

Social Effects

exclusion marginalised withdrawn poor social skills anti-social behaviour

Physical Effects

pain if medication or treatment is not given

physical abuse – broken bones, injury, bruising

Medical condition may deteriorate

Intellectual Effects

Loss of focus loss of

concentration lack of

stimulation lack of

progress

Learning outcome 3: Understand how Legislation

impacts on Care settings

Key Features of the:

Children Act 2004

Aims to ensure the working environment is safe and free from hazards. Employers and employees should share responsibilities for:

• Assessing risks before carrying out tasks

• Checking equipment for faults before use

• Using appropriate personal protective clothing

• Handling hazardous/contaminated waste correctly

• Disposing of sharp implements appropriately.

Key Features of the:

Equality Act 2010

Impact of Legislation on service users, practitioners and service providers

Legislation impacts a number of different people. Below outlines which people are affected and what the impacts may be:

Group Example of Impact

Service Users(e.g. residents)

People can exercise their rights Provides protection and safety Allows for a better quality of life Gives service users a voice

Care Practitioners(e.g. care staff)

Practitioners will undergo training Provides guidance on how to work and

behave Sets the standards of practice Provides safe working conditions Provides exact examples of how to

work: Equality Act- must treat everyone according to individuals needs

Service Providers(e.g. owner of the care home)

Service providers must produce policies and procedures

Service providers know what they have to do to operate within the law

Provides service providers a framework to maintain and improve practice

Provides them guidance of how to meet individual needs

Learning outcome 4: Understand how personal

hygiene, safety and security measures protect individuals

Personal Hygiene

Personal Hygiene Measure Why this is important?hair tied back/covered Hair can carry bacteria, fungi and viruses

which can infect others

open wounds covered So that infection cannot be transferred to food or individuals and cause illness

no jewellery So bacteria that may be trapped under jewellery cannot be transferred

no nail polish So that bacteria caught in chipped polish cannot be transferred

appropriate protective clothing So that bacteria and viruses from patients’ blood and bodily secretions cannot be transferred to another person

appropriate hand washing routines To remove bacteria that could be transferred

regular showering and hair washing Removes bacteria and viruses that can be transferred

regular brushing of teeth Removes bacteria that can be transferred from your mouth

appropriate use and disposal of tissues/antiseptic wipes

So that bacteria or viruses from the tissue / wipes cannot be transferred to an individual or work surface

Safety Procedures

What are safety procedures?

○ Emergency procedures (e.g. fire, evacuation)

○ Equipment considerations (e.g. appropriate training, fit for purpose)

○ Moving and handling techniquesWhat events/issues would we need an emergency procedure for?

• Fire• Bomb scare• Gas Leak• Flood• Health emergency

Equipment Consideration

How it protects staff How it protects service users

Training for safe use of equipment

Provides guidance for safe use to avoid injury

User not put in danger as equipment used correctly

Equipment fit for purpose

Equipment will not break or become unsafe when using

User will not be placed in danger

Risk Assessments Assesses all risks that could cause harm

User safe as risks have been identified

Regular safety checks e.g. PAT tests on electrical equipment

Safety checks allow for unfit equipment to be made safe

User not placed in danger as equipment will be safe

PPE provided e.g. safety goggles

Staff protected from injury Users protected from danger

Moving and handling

Moving and handling refers to how practitioners move and handle the service users. There are correct ways of doing this to reduce the risk to staff and patients.

What events/issues would we need an emergency procedure for?

• Fire• Bomb scare• Gas Leak• Flood• Health emergency

Security Measures

Checking external entrances to monitor who comes and goes. Usually through using CCTV

Keypad door locks to keep unwanted visitors out and only allow access to those have permission

Monitoring of keys so only those with permission can access certain areas

Window locks to stop unwanted visitors and stop children/service users escaping

I.D. Badges allow for staff to be easily recognised. Those without I.D. badges can be challenged

Reporting suspicions to your line manager can identify any potential security issues

Prevention of accidents and preventing the spread of infection

Health and Social Care Exam Hints

1. BUG the question in the exams – Always read the questions!

BUBBLE command wordsUNDERLINE key pointsGLANCE back

2. What command word does the question include? Identify- give one word or phrase Outline- a brief statement detailing the answer Describe- give a point with some extra detail Explain- give a point and give some reasons for your

point. Maybe through an example Analyse- examine, explain in detail and interpret

3. How many marks are available for the answer? 1 Mark: likely a one word/phrase answer 2 Marks: likely two pieces of information required 4/6/8 Marks: usually a describe or explain question that

will require a written answer in full sentences giving reasons or examples

4. Check your answers when you have finished!Changing a mistake could be the difference in a whole grade