Care Certificate
Course Content
- Introduction to the Care Certificate Course
- Standard 1 - Understand Your Role
- Standard 2 - Your Personal Development
- Your Personal Development Standard Introduction
- Your personal development in working in the care sector
- Developing your knowledge, skills and understanding
- Learning and development
- Importance of Feedback
- Supervision, appraisal and objectives
- The Care Certificate and continuing your Learning
- The Use Of Digital Skills
- Standard 3 - Duty of Care
- Introduction to the Duty of Care Standard
- Addressing dilemmas within your duty of care
- Duty of care
- Recognising and handling comments, complaints and incidents
- Managing conflict and difficult situations
- How to deal with comments and complaints
- Supporting independence
- Incidents, Errors and Near Misses
- What is Duty of Candour?
- Why is Duty of Candour Important?
- Standard 4 - Equality, Diversity, Inclusion and Human Rights
- Introduction to the standard on Equality and Diversity
- About equality and diversity
- The purpose of the Equality Act 2010
- Types of discrimination
- Protected characteristics
- Explaining equal opportunities
- Diversity
- Inclusion
- Prejudice
- Diversity and discrimination
- What to do if you suffer from discrimination
- The Code of Conduct
- Reducing the Likelihood of Discrimination in Care
- Information, advice and support
- Standard 5 - Working in a Person Centred Way
- Introduction to working in a person-centred way
- Working in partnership with others
- Record keeping in care
- The Care Plan
- The importance of finding out the history, preferences, wishes and needs of the individual
- Minimising environmental factors that may cause discomfort or distress
- Person centred values in practice
- Supporting individuals to minimise pain or discomfort
- Communication and Person Centred Care
- Working to promote person centred values
- Supporting individuals to plan for their future wellbeing and fulfilment, including end-of-life care
- Encouraging Person Centred Care
- Mental health conditions
- Understanding the Mental Capacity Act
- How Mental Capacity is Assessed
- What is mental capacity
- Importance of significant relationships when working in a person-centred way
- Standard 6 - Communication
- Introduction to the Communication Standard
- Effective communication in the work setting
- Language and other needs in communication
- Verbal and non-verbal communication skills
- Communication
- Identifying A Complaint
- Dealing with aggression
- Defusing potentially dangerous situations
- Recognising danger signs
- Confidentiality in Care
- How Behaviour may be Communication
- Assistive technologies and digital communications
- Standard 7 - Privacy and Dignity
- Standard 8 - Fluids and Nutrition
- Introduction to the Fluids and Nutrition Standard
- Food Safety for High-Risk Groups
- Cross-contamination direct and indirect
- Preventing cross-contamination
- Understanding and Addressing Malnutrition in Care
- Food, Nutrition and a Balanced Diet
- Hydration In the Elderly
- Hydration In the Elderly
- Fluids and Hydration
- Meeting the Nutritional Needs of Older Adults
- Understanding Malnutrition: Undernutrition and Overnutrition
- Diets for people with dementia
- Standard 9 - Awareness of Mental Health and Dementia
- Introduction to the Awareness of mental health and dementia standard
- What is Dementia?
- Classifications of Dementia
- Early diagnosis of Dementia and reporting
- Understanding the Risk Factors for Dementia
- Helping people with Dementia
- Practical Tips for Supporting a Person with Dementia
- Looking After Yourself When Caring for Someone with Dementia
- Diet, meals and Dementia
- A Healthy Body
- Communication and Dementia
- The safeguarding vulnerable groups act 2006
- The Human Rights Act 1998
- Discriminatory Abuse and the Equality Act
- Finding Support When Caring for Someone with Dementia
- Mental Health definition and terminology
- Types of mental ill health
- Early signs and symptoms of mental ill health
- Who can be affected and what are the common triggers
- Offering support
- Supporting someone back to work
- How important is confidentiality
- What is signposting
- Signposting examples
- Standard 10 - Safeguarding Adults
- Adult Safeguarding Standard Introduction
- What is SOVA?
- CQC or Care Quality Commission
- Protection from Harassment Act 1997
- The Sexual Offences Act 2003
- The Mental Capacity Act 2005
- The Mental Capacity Act and Deprivation of Liberty Safeguards principles
- Facts And Information About Abuse
- Who Is A Vulnerable Adult?
- Vulnerable adults and the risk of harm
- Abuse and its Indicators
- Physical Abuse
- Psychological Abuse
- Sexual Abuse
- Financial Abuse
- Neglect Self Neglect and The Act Of Omission
- Organisational abuse and Discriminatory Abuse
- Consent
- Disclosure
- The importance of individualised person-centred care to ensure an individuals safety
- Responding to suspected or disclosed abuse
- Managing risk and Multi-agency safeguarding of adults
- Reporting abuse
- Whistleblowing
- How to Whistleblow
- Serious case reviews and sources of advice and information
- Restrictive Practice
- Unconscious Bias
- Standard 11 - Safeguarding Children
- Child Protection standard introduction
- Legislation relating to Safeguarding Children
- The Acts and Safeguarding Children
- Serious Organised Crime and police Act 2005
- What is Child Abuse?
- Emotional abuse
- Physical abuse
- Sexual abuse
- Other types of child abuse
- Every Child Matters
- The rights of a child
- Neglect and the act of omission
- Radicalisation
- Working with others
- Key supporting information
- What children want from Professionals
- Protecting yourself against allegations
- Reporting child abuse
- Scottish Legislation in Care
- The Key Role of KCSIE in Child Protection in the UK
- Standard 12 - Basic Life Support
- Introduction to Basic Life Support standard
- Fears of First Aid
- Asking permission and consent to help
- Calling the Emergency Services
- Chain of Survival
- DRcABCDE approach
- Initial Assessment and Recovery Position
- Using gloves
- Adult CPR Introduction
- Adult CPR
- CPR Hand Over
- Compressions Only CPR
- Child CPR
- Infant CPR
- Drowning
- AED Introduction
- Types of AED Units
- Adult Choking
- Choking in children
- Infant Choking
- Standard 13 - Health and Safety
- Introduction to the Health and Safety standard
- Health and safety tasks that should only be carried out after special training
- Importance of Health and Safety
- What causes accidents?
- When an Accident Happens
- Responding to Accidents and Sudden Illness
- Health and Safety Law
- Manual handling Employee and Employer responsibility
- Workplace and personal Safety
- The Accident Triangle
- Why prevention is important and what can be done
- The 5 stages of the Risk Assessment
- What is a hazard
- Personal protective equipment (PPE)
- Working Securely and Preventing Crime
- Handling Hazardous Substances in Care
- COSHH Regulations
- Employee Duties Under COSHH
- The Fire Triangle
- Calling the Fire Service
- Evacuating in an Emergency
- Care Home Evacuation
- Good Housekeeping
- Electrical Hazards
- Managing stress
- Medication and healthcare activities and tasks
- Why Manual Handling is Important
- Manual Handling Operations Regulations 1992
- How and Why We Lift Correctly
- Before we start moving and assisting people
- LOLER and PUWER Regulations
- Other Relevant Acts
- Ability Test
- Assisted standing from a bed or seat
- Assisted Sit to Stand
- Fall Prevention
- Assisting Fallen Person
- Walking Frames
- Wheelchairs
- Awareness in the workplace
- Wellbeing and resilience
- Wellness action plan
- Standard 14 - Handling Information
- Handling information standard Introduction
- Handling information in health and social care
- GDPR Compliance
- Data Subject and Personal Data under GDPR
- The Information Commissioner's Office
- The Freedom of Information Act 2000
- Who holds personal information
- Public authorities and Freedom Of Information
- Record Keeping, Management and Responsibilities
- Raising Concerns about Information
- Privacy Principles under GDPR
- Does GDPR apply to me
- The right to be informed
- Lawful, Fairness and Transparency
- Purpose limitation
- Data minimisation
- Data accuracy
- Storage limitation
- Data Security
- Accountability
- Standard 15 - Infection Prevention and Control
- Introduction to Infection Control Standard
- What are Blood Borne Pathogens?
- Infection Control Legislation
- Who is at risk?
- Types of Infections
- Skin Diseases
- The Chain of infection
- First Aid and Infection Control
- Contaminated objects
- Contaminated Linen
- Cross Infection
- How to Reduce Your Risk
- Surface Cleaning
- Hazardous products and sharps disposal
- Hand hygiene policy
- Using gloves
- Hand Washing
- Disposable Aprons
- Waterless hand gels
- Protecting Vulnerable People
- Standard 16 - Awareness of Learning Disability and Autism
- Introduction to Awareness of Learning Disasbility and Autism
- Facts about disabilities
- Definition of Disabilities
- Legislation
- Invisible Disability
- Visual Impairment
- Hearing Impairment
- Learning disabilities
- Physical Disability
- Speech or language Impairment/disorders
- ADHD (attention deficit hyperactivity disorder)
- Disability Awareness overview
- The Social Model of Disability
- Learning Disabilities
- What is Autism?
- History of autism
- Is Autism is a disability?
- Facts about Autism
- Autism studies
- Autism - explaining the condition
- What causes Autism
- Diagnosing autism
- Treating autism
- Triad of Impairment
- Sensory Sensitivities and sensory processing
- Common autistic behaviours
- Behaviour that challenges
- Routines
- The stigma of Autism
- Summary and what's next
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Facts And Information About Abuse
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To date, there is very little collated information about how much abuse is going on throughout the country, but here are some figures collated by Action on Elder Abuse. 66% of abuse occurred in the victim's own home. 10% was in residential care homes, 11% in nursing homes, 5% occurred in hospitals. And finally, 4.2% in sheltered housing. Although most victims are older people, calls were also received from all other client groups, especially people with learning disabilities. Most of the calls are related to male victims of abuse, between the ages of 79 to 90 years and female victims between the ages of 70 to 84 years. This pattern shows that the older people are, the more abuse occurs. 29% of people suffering abuse were men and 71% were women. The figures relating to abusers are much closer, with 55% of abusers being men and 45% being women. These figures surprised many people who assume abusers are usually male. However, in most cases of abuse related to children, it is believed that 90% of the abusers are male. Looking at the types of abuse, 55% are related to physical abuse, 28% to financial abuse, 22% to psychological abuse, 17% was neglect and finally, 5.5% was sexual abuse. Discrimination has been included as an additional category of abuse in the new procedures and yet, very few figures have been gathered relating to this type of abuse. For every case of sexual abuse, 10 cases of physical abuse came to light. One question is, "Why are instance of abuse not reported?" There has been a steady increase in reporting incidences of abuse, however, it is probably still only the tip of the iceberg. Why is it that where instances of abuse and bad practice are still occurring, people do not report it? Or what are the barriers to reporting abuse? Whistleblowing is good practice and it is a duty of care to draw attention to bad or poor practices in any workplace, including practices that may be abusive. Staff who work with vulnerable adults have an individual responsibility to raise concerns with someone who has the responsibility to act. In some cases, it may be necessary to go outside the organisation. All organisations have the responsibility to promote a culture where good practice is valued and one where whistleblowing is encouraged, whilst every effort is made to ensure the confidentiality is preserved. This will be governed by what may be an overriding need to protect the person who is, or may be, at risk of abuse. All those working with vulnerable adults must be aware that is not possible to keep information about suspected or actual abuse confidential. The principles of confidentiality and consent are a central theme running through safeguarding adults 2005 procedures. Good practice states that all confidential information about a service user should be rigorously safeguarded and although normally information about a service user can only be shared with their consent, in cases of abuse, consent from the service user can be overridden. If a service user who suspect is being abused or knows of abuse taking place, wants to confide in you, you must tell them that you will not be able to keep the information to yourself. You will need to pass the information onto your manager, unless they are the abuser, in which case, the information needs to be passed on to the local social services, or in the case of residential or nursing homes, to the social services or health service inspectorate. When you have explained to them the bounds of confidentiality, they may refuse to give you any more information. In this case, you would need to report it to your line manager. The service user may be prepared to share more information at a later date, but in the meantime, staff need to be alerted to monitor exactly what is happening. Information you receive about the abuse of a vulnerable adult should only be shared on a need-to-know basis. Only staff, such as your line manager, should be informed. Service users should be told why the information relating to them has been shared and with whom. They also have the right to see information written about them. Any information given to you by a service user, should only be used for the purpose for which it is being given. If it is a criminal matter, then the police should be involved.
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The Mental Capacity Act and Deprivation of Liberty Safeguards principles
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Who Is A Vulnerable Adult?
Abuse Patterns in the UK: Key Insights
Overview of Abuse Data
Despite limited collated information about nationwide abuse, data sourced from Action on Elder Abuse provides some alarming insights:
Locations of Abuse
- 66% of abuse took place in the victim's home.
- 10% in residential care homes.
- 11% in nursing homes.
- 5% in hospitals.
- 4.2% in sheltered housing.
Victims' Demographics
While elder individuals are predominantly the victims, a considerable number of reports come from other vulnerable groups, particularly those with learning disabilities. Notably, older males between 79 to 90 years and females between 70 to 84 years are the most frequent victims, showcasing a pattern that abuse increases with age. Gender-wise, 29% are men and 71% are women.
About the Abusers
A closer analysis reveals that 55% of abusers are men and 45% are women. This challenges the common assumption that men are the primary perpetrators.
Nature of Abuse
- 55% relates to physical abuse.
- 28% concerns financial exploitation.
- 22% is psychological maltreatment.
- 17% pertains to neglect.
- 5.5% denotes sexual abuse.
Worryingly, for every sexual abuse report, ten cases of physical maltreatment emerge.
Barriers to Reporting Abuse
Despite a growing trend in abuse reporting, the current data might just be scratching the surface. The pressing question is, why do some abuse incidents remain unreported? Factors like fear, lack of awareness, or institutional barriers may hinder reporting. Promoting whistleblowing is vital in spotlighting inadequate or harmful practices. Those working with vulnerable adults bear the onus of flagging concerns to appropriate authorities. It's imperative that organisations instil a culture where best practices thrive and whistleblowing is supported, ensuring confidentiality is upheld without compromising the safety of potential abuse victims.
Confidentiality & Reporting
All professionals working with vulnerable adults need to understand the delicate balance between confidentiality and the necessity to report abuse. The Safeguarding Adults 2005 procedures emphasize this balance. While respecting the privacy of service users is paramount, this can be overridden in abuse cases. If suspicions arise, it's crucial to share this information with appropriate personnel and ensure service users understand why their information was disclosed and to whom. Service users reserve the right to access information documented about them. Information acquired should solely serve the purpose it was intended for, and in cases with criminal implications, police involvement becomes essential.
Steps to Take When Confided In
If a service user confides in you about potential abuse, you must transparently communicate that such critical information cannot remain confidential. It's your responsibility to relay it to higher management or, if they might be involved, to local social services or appropriate health inspectors. It's vital to remain vigilant, keep watch, and act swiftly in the best interest of the service user.
