Unit 4222-616 (AMS 34) Administer medication to individuals‚ and monitor the effects Outcome 1 1 Current legislation‚ guidelines‚ policies and protocols relevant to administering medication are:- The Medicines Act 1968 – requires that local pharmacist or dispencing doctor is responsible for supplying medication. The Misuse of Drugs Act 1971 – controls dangerous and harmful drugs‚ I.e. controlled drugs (CD’s) The Misuse of Drugs and the Misuse of Drugs Regulations 2007 – specifies about handling
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Unit 4222-366 Understand and meet the nutritional requirements of individuals with dementia Outcome 1 Understand the nutritional needs that are unique to individuals with dementia 1 Descride how congnitive‚ functional and emotional changes asspociated with dementia can affect eating‚ drinking and nutrition. Cognitive- People with dementia some times struggles to reconise food and drink‚ which is sometimes when they do not eat any food or drink but down in front of them or do not like what they
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Unit 4222 – 393 Understand sensory loss Outcome 1 1: Factors impacting an individual with sensory loss are mainly how an individual perceives themselves‚ it can have a negative or positive affect this can cause depression‚ other related illness or even lead towards isolation. Factors influencing an individual may be the following: • Is the sensory loss noticeable? • Is the condition going to improve or worsen over time? • How do people see me and how they react towards me? • What support will
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Outcome1 1.1 1.2 Unit 213 provide displays in schools 1.3 1.4 My school‘s policy for displays are to show the children’s work either in the classroom or in the corridors‚ this will create a sense of achievement and the children will feel valued. This policy show’s rationale and purpose with guidelines for creating displays this also states that the display should create awareness and give clear information on that given subject‚ all displays should have clear title’s and the work should
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EDI Level 3 TAQA Assessor`s Award March5th2014 Assess Occupational Competence in the Work Environment Candidate Name: Georgina Lorimar Feedback on Unit L/601/5016 Provide a Counter and Takeaway Service and Unit F/601/4218 Maintenance of a safe‚ hygienic and secure working environment I introduced myself to the learner and made sure the learner was fully aware of the assignment and that I would be observing her during her task. The task is working in a café and carrying out all of the necessary
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Unit 4222-304 Principles for implementing duty of care (SHC 34) Outcome 1 Understand how duty of care contributes to safe practice 1. Employers and employees and I have a “Duty of care” when carrying services to the persons in our care also responsibilities to safeguard the welfare and wellbeing of the service user in their care. This includes correct attention‚ watching out for hazards‚ trying to prevent mistakes or accidents‚ and making wise choices about steps undertaken in the role. The support
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Unit 211 Provide Reception Services The purpose of the receptionist role is to represent the trust and give the patients the first impression of the NHS as they are the first point of contact between the patient and the organization. It is vital to present a positive self-image and a good representation of the trust because we want people to come back and use the services again and give the trust a good name. We can display a positive self-image by being attentive‚ well dressed‚ having good body
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Unit 4222-371 Understanding and enable positive interaction and communication with individuals who have dementia Outcome 1 Understand the factors that can affect interaction and communication of individuals with Dementia 1 Explain how different forms of dementia may affect the way an individual communicates Alzheimer’s disease is a combination of genetic and environmental factors which during the course of the disease a number of chemical and structural changes happen within the brain. Alzheimer’s
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Assessment overview The purpose of this unit is to provide the learner with knowledge‚ understanding and skills to promote active support to increase an individual’s participation in tasks and activities. It is aimed at those whose role includes planning‚ monitoring and providing direct support and assistance to individuals. Tasks There are two tasks to this assessment A Short questions B Case study Task Evidence Learning outcomes covered A Short questions 1.1‚ 1
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Unit 103: Support Individuals with Self-Directed Support 1. Understand self-directed support:- 1.1 Explain the principles underpinning self-directed support and how this differs from traditional support:- The principles underpinning self-directed support and how it differs to traditional support is as follows:- Right to independent living - If someone has an impairment they should be able to get the support they need to live an independent life. Right to a personal budget - If someone
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