Level 2 Certificate in. Assisting and Moving Individuals for Social Care Settings. Specification. Ofqual Accreditation Number 600/1245/6

Transcription

1 Level 2 Certificate in Assisting and Moving Individuals for Social Care Settings Specification Ofqual Accreditation Number 600/1245/6 Ofqual Accreditation Start Date 17/03/2011 Ofqual Accreditation Review Date 31/10/2016 Ofqual Certification End Date 31/10/2017 Page 1 of 99

2 ASCENTIS MISSION STATEMENT About Ascentis Ascentis was originally established in 1975 as OCNW, a co-operative scheme between Universities and Colleges of Further Education. Ascentis was the first Open College in the UK and served the needs of its members for over 34 years. Throughout this period, OCNW grew yet maintained its independence in order that it could continue to respond to the requirements of its customers and provide a consistently high standard of service to all centres across the country and in recent years to its increasing cohorts of overseas learners. In 2009 OCNW became Ascentis - a company limited by guarantee and a registered educational charity. Ascentis is distinctive and unusual in that it is both: An Awarding Organisation regulated by the Office of Qualifications and Examinations Regulation (Ofqual) and an Access Validating Agency (AVA) for Access to HE Programmes licensed by the Quality Assurance Agency for Higher Education (QAA). Ascentis is therefore able to offer a comprehensive ladder of opportunities to centres and their students, including Foundation Learning, vocational programmes and progressing to QAA recognised Access to HE qualifications. The flexible and adult-friendly ethos of Ascentis has resulted in centres throughout the UK choosing to run its qualifications. ASCENTIS CONTACT DETAILS Ascentis Office 4 Lancaster Business Park Mannin Way Caton Road Lancaster LA1 3SW Tel Company limited by guarantee. Registered in England and Wales No Registered Charity No Page 2 of 99

3 TABLE OF CONTENTS ASSISTING AND MOVING INDIVIDUALS FOR SOCIAL CARE SETTINGS Introduction 5 Aims 5 Target Group 5 Ofqual Qualification Accreditation Number 5 Rationale for the Rules of Combination 6 Rules of Combination 6 Time Limit for the Process of Credit Accumulation and Exemptions 7 Recommended Guided Learning Hours 7 Recommended Prior Knowledge, Attainment and / or Experience 7 Age Range of Qualification 7 Opportunities for Progression 7 Centre Recognition 7 Qualification Approval 7 Registration 8 Status in England, Wales and Northern Ireland 8 Reasonable Adjustments and Special Considerations 8 Enquiries and Appeals Procedure 8 ASSESSMENT AND VERIFICATION ARRANGEMENTS Assessment of Knowledge Based Learning Outcomes 9 Assessment of Competency Based Learning Outcomes 9 Assessment Evidence 9 Use of Simulation 10 Occupational Expertise of Assessors 10 Use of Expert Witnesses 10 Internal Verification 11 External Verification 11 Knowledge, Understanding and Skills Required of Assessors and Internal Verifiers 12 UNIT SPECIFICATIONS Mandatory Units Understanding and Enabling Assisting and Moving Individuals 13 Select and Use Appropriate Techniques and Equipment when Dealing with Falls 18 Select and Use Appropriate Strategies and Equipment when Assisting and Moving Individuals 20 Moving Inanimate Loads 23 Optional Units Understanding Assisting and Moving Individuals 26 The Principles of Infection Prevention and Control 29 Causes and Spread of Infection 33 Cleaning, Decontamination and Waste Management 36 Principles of Safeguarding and Protection in Health and Social Care 39 Contribute to Health and Safety in Social Care 42 Provide Support for Therapy Sessions 46 Provide Support for Mobility 48 Understand Physical Disability 50 Page 3 of 99

4 Understand the Context of Supporting Individuals with Learning Disabilities 53 Principles of Positive Risk Taking for Individuals with Disabilities 57 Dementia Awareness 60 Introductory Awareness of Sensory Loss 62 Understand Mental Health Problems (Level 3) 65 Appendix 1 Summary Record of Achievement (Mandatory) 67 Appendix 2 Summary Record of Achievement (Optional) 68 Appendix 3 Tracking Sheets 69 Page 4 of 99

5 ASSISTING AND MOVING INDIVIDUALS FOR SOCIAL CARE SETTINGS Introduction This qualification in assisting and moving individuals helps meet the legal requirement to ensure that employees are competent to perform their tasks. This qualification will provide the knowledge and skills needed to work safely, in the same way as the existing statutory training. There are several features of this qualification that make it very appropriate for its target learners Aims Unit certification is available for each of the units Units contribute to continuing professional development (CPD) and career progression Recognised qualifications for inspection / regulation purposes and registration Units based on authoritative sources such as agreed codes of practice Evidence can be generated within a wide range of organisational contexts allowing the qualification to meet the specific occupational requirements of the learners The aims of the qualification are to enable learners 1 To gain relevant knowledge and competence in the assisting and moving of individuals 2 To update knowledge and / or skills relating to legal, technical, process or best practice changes / requirements 3 To update continuing professional development (CPD) Target Group This qualification is aimed at a range of learners, including Individuals entering the health and social care sector Unpaid carers Health and social care sector employees including Personal assistants Care workers Support workers Key workers Social workers Care managers This qualification is available as an equivalent to statutory moving and handling training. Learners can continue to undertake statutory training or have an opportunity to complete a qualification; either route will meet the legal requirements. The qualification will need to be refreshed in the same way as the statutory training every 3 years. Ofqual Qualification Accreditation Number: 600/1245/6 Page 5 of 99

6 Rationale for the Rules of Combination The core knowledge of good working practice within assisting and moving individuals at Level 2 is included in the mandatory units. The optional units allow learners to undertake units that are focused on specific areas of expertise and job roles. Learners must achieve a minimum of 14 credits to gain the Level 2 Certificate in Assisting and Moving Individuals for Social Care Settings (QCF) To do this they must achieve 10 credits from the mandatory units in Group A A minimum of 4 credits from the optional units in Group B Rules of Combination Level 2 Certificate in Assisting and Moving Individuals for Social Care Settings (QCF) Total credit value of qualification: 14 Group A - Mandatory Units Credit (from Group A) Mandatory Units: 10 Title Level Credit Value GLH QCF Unit ref Understanding and Enabling Assisting and Moving Individuals Select and Use Appropriate Techniques and Equipment when Dealing with Falls Select and Use Appropriate Strategies and Equipment when Assisting and Moving Individuals L K/502/7583 L L/502/7592 L F/502/7587 Moving Inanimate Loads L A/502/7586 Group B Optional Units The principles of Infection Prevention and Control Minimum credit (from Group B) Optional Units: 4 Minimum optional credit at level of qualification or above: 4 L L/501/6737 Causes and Spread of Infection L H/501/7103 Cleaning, Decontamination and Waste Management Principles of safeguarding and protection in health and social care L R/501/6738 L A/601/8574 Contribute to health and safety in social care L R/601/8922 Provide support for therapy sessions L D/601/9023 Provide support for mobility L H/601/9024 Understand Physical Disability L L/601/6117 Understand the context of supporting individuals with learning disabilities Principles of positive risk taking for individuals with disabilities L K/601/5315 L K/601/6285 Dementia Awareness L J/601/2874 Introductory awareness of sensory loss L F/601/3442 Understand mental health problems L J/602/0103 Page 6 of 99

7 Understanding Assisting and Moving Individuals L T/502/7585 **Move and position individuals in accordance with their plan of care L J/601/8027 Credits from equivalent units ** J/601/8027 can be considered as an equivalent to MH 203 if a learner has already achieved it during previous learning or training. Details of this unit are provided separately Credits from exemptions Please contact the Ascentis office to request exemptions and ask to speak to a member of the Qualifications Development Team. Unit certification is available for all units. Time Limit for the Process of Credit Accumulation and Exemptions Credit accumulation is within the life span of the qualification. Exemptions may have been achieved prior to the qualification start date; each case will be considered separately. Please contact the Ascentis office. Recommended Guided Learning Hours The recommended guided learning hours for this qualification is 140. Recommended Prior Knowledge, Attainment and / or Experience This qualification is aimed both at learners who may already work in the health and social care sector as well as those who are new to the sector; therefore no prior knowledge, attainment and / or experience is required. Age Range of Qualification This qualification is suitable for young people aged 16-18, and for adult learners. Opportunities for Progression Learners may progress onto the Level 3 Award in Inducting Others in the Assisting and Moving of Individuals in Social Care. Centre Recognition This qualification can only be offered by centres recognised by Ascentis and approved to run this qualification. Details of the centre recognition and qualification approval process are available from the Ascentis office (tel ) or from the website at Qualification Approval If your centre is already a recognised centre, you will need to complete and submit a qualification approval form to deliver this qualification. Details of the qualification approval process are available from the Ascentis office (tel ) or from the website at Page 7 of 99

8 Registration All learners must normally be registered within seven weeks of commencement of a course via Rhombus (the Ascentis learner registration portal). Guidance can be downloaded from the Ascentis website at Status in England, Wales and Northern Ireland This qualification is available in England, Wales and Northern Ireland. It is only offered in English. If a centre based overseas (including Scotland) would like to offer this qualification, they should make an enquiry to Ascentis. Reasonable Adjustments and Special Considerations In the development of this qualification Ascentis has made every attempt to ensure that there are no unnecessary barriers to achievement. For learners with particular requirements reasonable adjustments may be made in order that they can have fair assessment and demonstrate attainment. There are also arrangements for special consideration for any learner suffering illness, injury or indisposition. Full details of the reasonable adjustments and special considerations are available from the Key Information / Policies area of the Ascentis website ( or through contacting the Ascentis office. Enquiries and Appeals Procedure Ascentis has an appeals procedure in accordance with the regulatory arrangements in the Ofqual General Conditions of Recognition 1. Full details of this procedure, including how to make an application, are available from the Key Information / Policies area of the Ascentis website ( or through contacting the Ascentis office. 1 The Scottish Qualifications Authority (SQA) have developed some high level principles that cover the same requirements as the Ofqual Conditions. These are the SQA Accreditation Regulatory Principles (2011). Page 8 of 99

9 ASSESSMENT AND VERIFICATION ARRANGEMENTS Assessment of Knowledge Based Learning Outcomes All knowledge based learning outcomes are identified through a stem of Understand or Know and are internally assessed through the learner building up a portfolio of evidence that covers the assessment criteria. Assessment should be contextualised to the workplace practices. Portfolios of evidence should include a variety of evidence to demonstrate that the assessment criteria for each of the knowledge based learning outcomes have been met. Examples of evidence that could be included Questions and discussions Photographs Video Worksheets Tape recordings Self assessments Workbook activities If the learner fails to meet the assessment criteria on the first attempt at an activity they may redraft the work following feedback given by the tutor. However tutors must not correct the work of the learner, and all feedback given by the tutor must be included within the learner s evidence. Learners portfolio work should include a tracking sheet to show where the evidence for each assessment criterion is to be found. Some activities could produce evidence for more than one unit, which is acceptable as long as there is clear reference to this on the tracking sheet. Examples of tracking sheets are found in Appendix 2. Assessment of Competency Based Learning Outcomes For the assessment of competency based learning outcomes Workplace is the primary assessment location as well as a training or simulation environment The primary source of evidence can come from naturally occurring workplace activities and products, produced under normal working conditions Assessment Evidence, although demonstrating competence across the performance and knowledge should, wherever possible, be holistic. This means that rather than collecting individual pieces of evidence for each learning outcome and assessment criteria, learners should gather evidence to illustrate competence Across units that naturally link together in terms of jobs Where self-evaluation and working with others is required, the evidence may be collected for the job function but also provide evidence for the mandatory and optional units Performance evidence will be gathered wherever possible from naturally occurring evidence collected in the workplace over a period of time Evidence must be authentic, current, sufficient, fit for purpose and valid Workplace evidence may be collected in the context of full time, part time, casual or voluntary employment. Assessment may also be undertaken in a work placement (i.e. full time learners placed into a work environment for an appropriate period of time or on a regular basis), although supporting evidence may be required from a supervisor or manager. Page 9 of 99

10 Use of Simulation Exceptionally, use of simulation is permitted under a number of circumstances to assess competence Where a unit of assessment is primarily based on underpinning knowledge but can be contextualised to the workplace within a competency qualification Where a lack of opportunity for workplace assessment may be a barrier to a learner accessing or achieving learning outcomes Where specific adjustments for a given learner prevent access to the workplace or to activities designed to assess learning If a centre intends to use simulation, this should first be agreed with the Ascentis Quality Assurance Team. Simulation should be designed to ensure that The learner is required to use materials and, where relevant, equipment found and used within the workplace environment The learner is provided by the centre with information, advice and guidance in line with what would be provided in the workplace in the specific context The physical environment and situation replicates the workplace environment in which the skill to be assessed is normally employed Other people with whom the learner interacts in performing the activity behave in character for the given situation Assessment decisions are made by an assessor, not an expert witness Occupational Expertise of Assessors Assessors must Hold a Health and Social Care or related qualification and / or three years experience of working in the context of Health and Social Care Have a sound understanding of the National Occupational Standards for Health and Social Care Have a sound understanding of the requirements for competency based assessment within the QCF Hold either D32, D33, A1 qualifications together with recent, relevant experience of assessment practice OR hold or be working towards the Level 3 Award in Assessing Competence in the Work Environment or the Level 3 Certificate in Assessing Vocational Achievement. The preferred qualification is the Level 3 Certificate as it supports rigorous assessment of both competence and knowledge Unqualified assessors have 12 months to achieve either the award or certificate from commencement of the assessor role. Assessment decisions made by unqualified assessors must be checked, authenticated and countersigned by an assessor, appropriately qualified and with the relevant occupational expertise Show current evidence of continuing professional development in assessment and quality assurance Be committed to further training and development Use of Expert Witnesses Expert witnesses can be used for direct observation in specialist areas or where the observation is of a particularly sensitive nature. The use of an expert witness to contribute to the assessment process should be determined and agreed by the assessor within the centre. An expert witness must Have a working knowledge of the QCF units on which their expertise is based Be occupationally competent in their area of expertise Have EITHER a qualification in assessment of workplace performance (see above) OR a professional work role which involves evaluating the everyday practice of staff Page 10 of 99

11 Internal Verification A centre must operate an explicit, written internal verification procedure to ensure The accuracy and consistency of assessment decisions between assessors operating at the centre That assessors are consistent in their interpretation and application of the learning outcomes A centre must appoint internal verifiers who will be responsible for Regularly sampling evidence of assessment decisions made by all assessors across the learning outcomes of the qualification Maintaining up to date records of internal verification and sampling activity and ensuring that these are available for external verification Establishing procedures to ensure that all assessors interpret the learning outcomes and assessment criteria in the same way Monitoring and supporting the work of assessors Facilitating appropriate staff development and training for assessors Providing feedback to the external verifier on the effectiveness of assessment Ensuring that any corrective action required by the awarding body is carried out within agreed timescales Those assuring quality must Hold a Health and Social Care or related qualification and / or three years experience of working in the context of Health and Social Care Have recent experience (within the last three years) of assessing preferably within an occupational area with relevance to Health and Social Care Have a sound understanding of the National Occupational Standards for Health and Social Care Have a sound understanding of the requirements for competency based assessment within the QCF Have relevant experience in assessment Hold either V1 or D34 qualifications together with recent, relevant experience of assessment practice OR hold or be working towards the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice, or the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice Unqualified verifiers have 12 months to achieve either the award or certificate from commencement of the verifier role. The decisions made by unqualified internal verifiers must be checked, authenticated and countersigned by an internal verifier, appropriately qualified and with the relevant occupational expertise. Show current evidence of continuing professional development in assessment and quality assurance Be committed to further training and development On completion of the learners evidence for either the individual units or the award or certificate, the Summary Record of Achievement needs to be completed for each learner. The Summary Record of Achievement asks assessors and the internal verifier to confirm that the rules of combination have been followed, that candidate s evidence is authentic and that assessment took place under the appropriate conditions or contexts. The Summary Record of Achievement form is provided in Appendix 1. Centres are required to retain all evidence from all learners for external verification and for 4 weeks afterwards should any appeal be made. External Verification Accredited centres will normally be visited twice a year for external verification, although more frequent visits can be requested from Ascentis, for which there is usually an additional charge. The focus of the external verification visit will include Page 11 of 99

12 Confirmation that the centres continue to meet the centre recognition criteria Confirmation that assessments are conducted by appropriately qualified and occupationally expert assessors Sample assessment decisions to confirm that they are authentic and valid and consistent with decisions made in other centres Confirmation that assessment decision are regularly sampled, through internal verification Check that claims for certification are authentic, valid and supported by auditable records Confirm that centres have carried out any corrective action, as required by Ascentis Proving advice and guidance and up to date information Knowledge, Understanding and Skills required of Assessors and Internal Verifiers Assessors and those delivering this qualification should be occupationally knowledgeable and competent within areas of health and social care in which they are making assessment decisions / delivering the qualification. Assessors must be qualified to make assessment decisions. Relevant qualifications include Level 4 Certificate in Education and Training Level 5 Diploma in Education and Training Award in Assessing Vocationally Related Achievement Certificate in Assessing Vocational Achievement Legacy qualifications such as A1, A2, D23, D33 Legacy qualifications remain valid providing the assessor has up to date experience of assessing and has undertaken relevant annual Continuing Professional Development. Those delivering the qualification should hold a recognised teaching qualification such as the Level 4 Certificate in Education and Training, Level 5 Diploma in Education and Training or working towards such a qualification Training for this role is available through an Ascentis Internal Quality Assurance course. The purpose of the course is to provide staff in centres with knowledge and understanding of Ascentis IQA processes and procedures, which will enable them to carry out their role more effectively. To book your place on a course or request further information, please contact the Ascentis Quality Assurance Team (qualityassurance@ascentis.co.uk). Page 12 of 99

13 UNIT SPECIFICATIONS Understanding and Enabling Assisting and Moving Individuals Credit Value of Unit: 4 GLH of Unit: 28 Level of Unit: 2 Introduction This unit covers the movement, assistance and positioning of individuals as part of their care and support plan. This unit promotes the risk reduction strategy as identified through the individual s risk assessment. It is aimed at learners who may work in diverse settings and who will be assisting and moving individuals who have a range of abilities. Learning Outcomes The learner will be able to 1 Understand the key concepts of manual handling in relation to assisting and moving individuals 2 Understand the impact of assisting and moving for workers and individuals 3 Understand the roles of workers and others in relation to assisting and moving 4 Be able to prepare an environment before assisting and moving an individual Assessment Criteria The learner can 1.1 Define the term manual handling 1.2 Describe the following terms in relation to moving and assisting individuals a) risk b) hazards c) risk assessment d) care plan e) ergonomic approach 1.3 Describe how current legislation relates to assisting and moving individuals 1.4 Identify agreed ways of working that relate to assisting and moving individuals 2.1 Describe the basic anatomy of the human body affected by assisting and moving 2.2 Describe a range of aids and equipment that is available for assisting and moving individuals 2.3 Describe the potential injuries to the worker which may arise by failing to follow approved assisting and moving techniques 2.4 Describe the potential injuries to the individual which may arise by failing to follow approved assisting and moving techniques 2.5 Describe the potential legal consequences of injuries to the individual 3.1 Describe the responsibilities of workers own role in relation to assisting and moving individuals 3.2 Identify limitations of workers own role in relation to assisting and moving individuals 3.3 Describe the role of others in relation to assisting and moving 3.4 Describe when advice and / or assistance should be sought to assist or move an individual safely 4.1 Describe why necessary preparatory checks are completed including a) the individual s care plan b) moving and handling risk assessment c) legal requirements for the safety of equipment Page 13 of 99

14 5 Be able to support the individual to prepare before assisting and moving 6 Be able to assist and move an individual in accordance with the individual s risk assessment and care plan 4.2 Demonstrate that standard precautions for infection prevention and control are applied to a) the worker b) the individual c) equipment 4.3 Identify any immediate risks to the individual and how these should be assessed both formally (documented) and informally (on the spot) 4.4 Describe the use of written risk assessment tools in relation to identified risks 4.5 Describe the steps that should be taken to ensure the environment supports an individual s dignity during assisting and moving activities 4.6 Describe the additional risk factors that need to be considered when working with one or more colleagues to provide mobility assistance 4.7 Demonstrate how to prepare the immediate environment, ensuring a) adequate space for the move in agreement with all concerned b) that potential hazards are removed c) that any equipment has been checked as safe to use 5.1 Communicate to ensure that, where applicable, the individual a) can provide valid consent where appropriate b) can participate in the procedure c) can communicate how much they wish to do for themselves d) can agree the level of support required e) understands why and how an action / activity is being undertaken 5.2 Describe what actions should be taken when the individual s wishes conflict with their plan of care in relation to health and safety and their risk assessment 5.3 Describe where to seek advice and assistance if the individual s wishes conflicts with their care plan 6.1 Demonstrate that the care plan is followed in a way that is satisfactory to the individual 6.2 Communicate with the individual throughout, in order to provide support and reassurance 6.3 Communicate with the individual to ensure that assisting and moving techniques are not causing any undue pain or discomfort 6.4 Demonstrate the appropriate use of equipment in order to maintain the individual in the appropriate position 6.5 Observe the individual throughout the activity so that movement can be stopped if there is an adverse reaction 6.6 Communicate with any co-worker throughout the manoeuvre 6.7 Identify when to seek advice or assistance in order to prevent harm or danger to the individual or self Page 14 of 99

15 7 Be able to report and record changes that may affect the individual s care and support plan for assisting and moving 7.1 Describe what changes may occur in relation to a) the individual b) environment c) equipment and how this may impact on the care and support plan of an individual 7.2 Describe how changes should be reported and recorded Indicative Content Understand the key concepts of manual handling in relation to assisting and moving individuals The term manual handling: means the transporting or supporting of loads by hand or by bodily force. This includes lifting, putting down, pushing, pulling, carrying or other means of moving a load The following terms in relation to moving inanimate loads Risk Risk is the probability that a hazard will turn into a disaster Hazards Hazard is the potential to cause harm Risk Assessment Risk assessment is a step in a risk management process Care plan Agreement on how identified needs will be met Ergonomic approach Ergonomics is the science of fitting workplace conditions and job demands to the capabilities of employees How current legislation relates to assisting and moving individuals, e.g. Health and Safety at Work Act 1974; Management of Health and Safety at Work Regulations 1999; Manual Handling Operations Regulations 1992; Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR); Lifting Operations and Lifting Equipment Regulations 1998 Ways of working that relate to assisting and moving individuals, e.g. agreed ways of working, recording, reporting, dealing with incidents, risk assessment, infection prevention and control, safety and security, roles and responsibilities Understand the impact of assisting and moving for workers and individuals The basic anatomy of the human body affected by assisting and moving: the back is built like a column of several bones (vertebrae) stacked one on top of the other like a stack of coins separated by spongy cartilaginous structure called as discs. The spinal column extends from the base of the skull till the pelvis. The spinal vertebrae are connected to one another at the back by special joints called as facet joints. This unique structure gives the spine its flexibility. The nerves in the spinal cord run through a hollow canal at the back carrying signals from the brain to the rest of body. Strong bands of tissues called as ligaments and strong muscles hold this structure in place Aids and equipment available for assisting and moving individuals, e.g. slings, hoists, sling, stand aid, turn disk, transfer board, slide sheets Potential injuries to the worker which may arise by failing to follow approved assisting and moving techniques, e.g. fracture, strain, trauma, muscular, pain, tension, spasm Potential injuries to the individual which may arise by failing to follow approved assisting and moving techniques, e.g. stress, strain, trauma, muscular, fracture, skin tear Potential legal consequences of injuries to the individual, e.g. loss of earnings / work, disability, claims Understand the role of workers and others in relation to assisting and moving Responsibilities of workers own role in relation to assisting and moving individuals, e.g. safety, risk assessment, safe systems, partnership, communication, reporting, recording, inclusion, involvement, care plan Limitations of workers own role in relation to assisting and moving individuals, e.g. unsafe moves, risk, planning of move, use of equipment The role of others in relation to assisting and moving, e.g. support, training, supervision, partnership, Page 15 of 99

16 reporting, monitoring, assessment, planning, review When advice and / or assistance should be sought to assist and move an individual safely, e.g. use of equipment, change in needs / abilities, injury, illness, deterioration, faulty equipment, ergonomics, care plan guidance Be able to prepare an environment before assisting and moving an individual Why preparatory checks are necessary in relation to an individual's care plan needs, assessment, abilities, support moving and handling risk assessment procedures, methods, safety, risk management legal requirements for the safety of equipment testing, maintenance, use, training Standard precautions for infection prevention and control are applied The worker hand washing, PPE, cleaning, disinfection The individual hand washing, personal items Equipment decontamination, disinfecting, storage, use How to identify any immediate risks to the individual and how these should be assessed both formally (documented) and informally (on the spot), e.g. environment, wellbeing, ability, choice, understanding, preference, review, amend, adaptation The use of written risk assessment tools in relation to identified risks, e.g. review, plan, assess, inform, harm reduction, planning, safe systems The steps that should be taken to ensure the environment supports an individual s dignity during assisting and moving activities, e.g. privacy, communication, needs, preferences, encouragement, pace, bearing, conduct, or speech indicative of self-respect or appreciation of the formality or gravity of an occasion or situation Additional risk factors that need to be considered when working with one or more colleagues to provide mobility assistance, e.g. cooperation, planning, moves, safety, ability, understanding, communication How to prepare the immediate environment, ensuring Adequate space for the move in agreement with all concerned move items, even surface, planning With all concerned preparation, agreement, communication, understanding That potential hazards are removed identification of hazards, risk assessment That any equipment has been checked as safe to use agreed checks, safety checks, maintenance Be able to support the individual to prepare before assisting and moving How to communicate to ensure that, where applicable the individual Can provide valid consent where appropriate can participate in the procedure understanding, ability, agreed methods of communication, preferences Can participate in the procedure planning, cooperation Can communicate how much they wish to do for themselves ability, independence, care planning, assessment Can agree the level of support required agreed support, identified support needs Understands why and how an action / activity is being undertaken explanation, understanding What actions should be taken when the individual s wishes conflict with their plan of care in relation to health and safety and their risk assessment, e.g. reporting, recording, review, safety, wellbeing Where to seek advice and assistance if the individual s wishes conflicts with their care plan, e.g. manager, senior, practitioners, individual, relatives, carers Be able to assist and move an individual in accordance with the individual s risk assessment and care plan How to ensure that the care plan is followed in a way that is satisfactory to the individual, e.g. read / review plan, agree needs, involvement, participation How to communicate with the individual throughout, in order to provide support and reassurance, e.g. appropriate pace, level, understanding, clarity, agreement, consent How to communicate with the individual to ensure that assisting and moving techniques are not causing any undue pain or discomfort, e.g. agreed and preferred approaches, clear, understanding, observation, monitoring, signs How to demonstrate the appropriate use of equipment in order to maintain the individual in the appropriate position, e.g. training, competence, currency, updates, mentoring, application Page 16 of 99

17 Why you should observe the individual throughout the activity so that movement can be stopped if there is an adverse reaction, e.g. pain, injury, change in wellbeing, support, involvement, independence How to communicate with any co-worker throughout the manoeuvre, e.g. signs, observation, verbal, body language, monitoring When to seek advice or assistance in order to prevent harm or danger to the individual or self, e.g. change in condition / needs, ability, incident, unsure of moves, faulty equipment Be able to report and record changes that may affect the individual s care and support plan for assisting and moving What changes may occur in relation to The individual wellbeing, ability, improvement, preferences Environment layout, access Equipment replacement, faults How this may impact on the care and support plan of an individual review, change, reassessment, support necessary How changes should be reported and recorded, e.g. agreed format, clearly, consistently, confidentially, care plans, legibly Tutor Guidance for Unit NOS Reference HSC 223 Assessment Requirements This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles Page 17 of 99

18 UNIT SPECIFICATIONS Select and Use Appropriate Techniques and Equipment when Dealing with Falls Credit Value of Unit: 2 GLH of Unit: 14 Level of Unit: 2 Introduction This unit assesses the learner s ability to select and use appropriate techniques and equipment when assisting individuals in unpredictable occurrences when moving and assisting individuals. It also identifies situations when learners should not assist a falling or fallen individual. Learning Outcomes The learner will be able to 1 Be able to assist appropriately an individual who is falling 2 Be able to assist appropriately an individual who has fallen 3 Be able to update and maintain records which relate to assisting and moving falling / fallen individuals Assessment Criteria The learner can 1.1 Identify interventions for managing risk of falls 1.2 Identify agreed ways of working in relation to a falling person 1.3 Describe in what situations you should not intervene / assist with a falling person 1.4 Describe in what situations it would be appropriate to intervene / assist with a falling person 1.5 Demonstrate techniques on how to intervene / assist a falling person 2.1 Describe in what situations it is appropriate to assist an individual who has fallen to raise themselves 2.2 Identify agreed ways of working in relation to the fallen person 2.3 Describe in what situations it is inappropriate to assist an individual who has fallen to raise themselves 2.4 Describe the techniques that can be used to support the individual to raise themselves 2.5 Identify the appropriate technique and equipment to raise an individual who has fallen and is unable to assist him / herself 2.6 Describe the steps that should be taken to ensure the environment supports an individual s dignity 3.1 Describe what information should be reported and recorded when an individual has fallen 3.2 Describe how changes may affect the moving and handling risk assessment of an individual Page 18 of 99

19 Indicative Content Be able to assist appropriately an individual who is falling Interventions for managing risk of falls, e.g. risk assessment, support, use of aids / equipment, care plan, assessment of needs / abilities, review of plan / medication, physiotherapy, occupational therapy, transfer exercises Ways of working in relation to a falling person, e.g. partnership, communication, communication, safety, security, comfort In what situations you should not intervene / assist with a falling person, e.g. their preference / request, safety, security, risk, hazards, harm In what situations it would be appropriate to intervene / assist with a falling person, e.g. safety, security, risk, hazard, further harm, mobility, ability, injury Techniques on how to intervene / assist a falling person, e.g. support, use of aids, additional carers, support for fall, support following fall, checks for injury, ability Be able to update and maintain records which relate to assisting and moving falling / fallen individuals What information should be reported and recorded when an individual has fallen, e.g. antecedent, incident, outcome, ability, mobility, wellbeing, injury, support needed, practitioner involvement, monitoring How changes may affect the moving and handling risk assessment of an individual, e.g. additional support, increased risk, harm reduction, mobility, ability, use of aids / adaptations, monitoring, supervision Tutor Guidance for Unit NOS Reference HSC 223 Assessment Requirements This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles Page 19 of 99

20 UNIT SPECIFICATIONS Select and Use Appropriate Strategies and Equipment when Assisting and Moving Individuals Credit Value of Unit: 3 GLH of Unit: 21 Level of Unit: 2 Introduction This unit assesses the learner s ability to select and use appropriate techniques and equipment when moving and assisting individuals. The unit is aimed at learners who may work in diverse settings and who will be assisting and moving individuals who have a range of abilities. Learning Outcomes The learner will be able to 1 Be able to assist the individual to sit, stand and walk safely 2 Be able to apply safe handling practices to assist individuals to move in and around their bed 3 Be able to apply safe handling practice to assist the transfer of individuals Assessment Criteria The learner can 1.1 Demonstrate a range of manoeuvres which may assist the individual to move 1.2 Demonstrate techniques which may assist an individual to move which rely on the assistance of one or more workers in the following a) moving the individual forward in a chair b) moving the individual back in a chair c) sitting to standing from a chair d) standing to sitting in a chair e) sitting to standing at edge of the bed f) standing to sitting at edge of the bed g) assisted walking 2.1 Demonstrate a range of manoeuvres which can assist the individual to move independently in and around their bed 2.2 Demonstrate strategies which assist an individual to move which rely on the assistance of one or more workers in the following a) turning in bed b) getting in and out of bed c) fitting and removing tubular and flat slide sheets d) sliding a supine individual up and down the bed e) sitting an individual up from lying in the bed f) sitting an individual up and on the edge of a bed g) assisting an individual to lie down from sitting on the edge of the bed 2.3 Demonstrate the use of appropriate equipment for the above techniques 2.4 Demonstrate an ergonomic approach to providing personal care to an individual in bed 3.1 Demonstrate a range of manoeuvres which can assist the individual to transfer 3.2 Demonstrate relevant techniques which assist an individual to transfer which rely on the assistance of one or more workers a) standing transfer from bed to chair or chair to bed b) seated transfer from bed to chair or chair to bed Page 20 of 99

21 4 Understand the importance of maintaining and updating records which relate to moving and assisting individuals c) transfer from chair to chair or commode d) transfer to toilet with minimal assistance e) transfer to toilet using a hoist f) lateral supine transfer from bed g) transfer to or from bath and shower 3.3 Demonstrate the correct procedure for a) fitting a sling using glide sheets b) fitting a sling with an individual in a chair c) fitting a sling with an individual in a bed d) connecting a sling to the relevant hoist 3.4 Describe the appropriate procedures for the following a) transferring an individual using a stand aid hoist b) transferring an individual using a sling lifting hoist c) hoisting an individual from the floor 4.1 Describe what changes should be reported and recorded in relation to a) the individual b) the environment c) equipment 4.2 Describe how changes may affect the care and support plan of an individual Indicative Content Be able to assist the individual to sit, stand and walk safely Manoeuvres which may assist the individual to move, e.g. support, use of aids / adaptations, frames, walking aids, chairs, team lift Techniques which may assist an individual to move which rely on the assistance of one or more workers in the following Moving the individual forward in a chair hoist, transfer board, frame, rise and recline chairs, walking aids, slings Moving the individual back in a chair hoist, frame, rise and recline chairs, slings Sitting to standing in a chair hoist, sling Sitting to standing at edge of bed hoist, sling Standing to sitting at edge of bed hoist, sling Assisted walking mobility aids, frames, sling, walking aid Be able to apply safe handling practices to assist individuals to move in and around their bed Manoeuvres which can assist the individual to move independently in and around their bed, e.g. slide sheets, blocks, pole, turntable Strategies which assist an individual to move which rely on the assistance of one or more worker in the following Turning in bed slide sheets, bed levers Getting in and out of bed hoist, transfer board Fitting and removing tubular and flat side sheets turning, moving Sliding a supine individual up and down the bed slide sheets, poles Sitting an individual up from lying in the bed slide sheet, blocks Sitting an individual up and on the edge of a bed turntable, slide sheet Appropriate equipment for the above techniques: slide sheets, turntables, hoists, slings, standing aids, walking aids, handling belts An ergonomic approach to providing personal care to an individual in bed, e.g. an ergonomic approach looks at the task as a whole. It takes into account a range of relevant factors, including the nature of the task, the load, the working environment and individual capability and requires worker participation Page 21 of 99

22 Be able to apply safe handling practices to assist the transfer of individuals Manoeuvres which can assist the individual to transfer, e.g. supported move, unassisted move, use of aids / adaptations / equipment Techniques which assist an individual to transfer which rely on the assistance of one or more workers Standing transfer from bed to chair or chair to bed support, standing aid, hoist, sling, transfer board Seated transfer to bed to chair or chair to bed support, standing aid, hoist, sling, transfer board Transfer from chair to chair or commode support, standing aid, hoist, sling, transfer board Transfer to toilet with minimal assistance transfer board, Transfer to toilet using a hoist sling, move and assist Lateral supine transfer from bed transfer system, support, team work, care plan Transfer to and from bath and shower wheelchair, walking aid, standing aid, transfer board, hoist Techniques which assist an individual to transfer which rely on the assistance of one or more workers Fitting a sling using glide sheets correct size, hygiene, competence, training, ability, communication Fitting a sling with an individual in a chair correct size, hygiene, competence, training, ability, communication Connecting a sling to the relevant hoist correct size, hygiene, competence, training, ability, communication Appropriate procedures for the following Transferring an individual using a stand aid hoist support, communication, risk assessment, care plan Transferring an individual using a sling lifting hoist support, communication, risk assessment, care plan Understand the importance of maintaining and updating records which relate to moving and assisting individuals What changes should be reported and recorded in relation to The individual wellbeing, ability, inclusion, choices, preferences The environment ease of moving and assisting, repairs, changes Equipment faults, use, suitability How changes may affect the care and support plan of an individual, e.g. review, revision, change of needs, practitioner support / input, resources, changes to environment Tutor Guidance for Unit NOS Reference HSC 223 Assessment Requirements This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles Page 22 of 99

23 UNIT SPECIFICATIONS Moving Inanimate Loads Credit Value of Unit: 1 GLH of Unit: 10 Level of Unit: 2 Introduction This unit assesses the learner s ability to move inanimate loads safely. Learning Outcomes The learner will be able to 1 Understand the key concepts of manual handling in relation to moving inanimate loads 2 Understand the impact on workers and others of moving inanimate loads 3 Understand the requirements for preparing the environment prior to moving inanimate loads 4 Be able to safely handle and store inanimate loads Assessment Criteria The learner can 1.1 Define the term manual handling 1.2 Describe the following terms in relation to moving inanimate loads a) risk b) hazard c) risk assessment d) ergonomic approach 1.3 Describe how current legislation relates to moving inanimate loads 1.4 Identify agreed ways of working that relate to moving inanimate loads 1.5 Identify when a moving and handling procedure should be stopped and help or guidance should be obtained 1.6 List a range of moving and handling equipment and their uses 2.1 Describe the basic anatomy of the human body, including the structure of the spine, affected by moving and handling 2.2 Identify workers own ability in relation to assisting and moving 2.3 Describe the potential injuries which may arise by failing to follow approved moving techniques 2.4 Explain the importance of keeping up to date on current techniques, equipment and legislation with regard to moving inanimate loads 2.5 Describe when advice and / or assistance should be sought to move an inanimate load safely 2.6 Describe the additional risk factors when moving inanimate loads with one or more workers 3.1 Describe why preparatory checks are necessary in relation to moving inanimate loads 3.2 Describe how the environment can be a barrier to moving inanimate loads 3.3 Describe ways to overcome environmental barriers when moving inanimate loads 4.1 Demonstrate safe practice in the following areas a) pushing and pulling b) supporting c) lifting and lowering at a variety of levels d) carrying a load e) safety checks of appropriate equipment 4.2 Demonstrate safe storage of inanimate loads Page 23 of 99