- Unit 9 Promote Effective Handling of Information in Care Settings
- 3.2. Support others to understand and contribute to records
- 3.1. Support others to understand the need for secure handling of information
- 2.4. Support audit processes in line with own role and responsibilities
- 2.3. Maintain records that are up-to-date, complete, accurate and legible
- 2.2. Demonstrate practices that ensure security when storing and accessing information
- 2.1. Describe features of manual and electronic information storage systems that help ensure security
- 1.2. Summarise the main points of legal requirements and codes of practice for handling information in care settings
- 1.1. Identify legislation and codes of practice that relate to handling information in care settings
- Unit 8 Promote Health, Safety and Well-being in Care Settings
- 9.4. Explain how to access support sources
- 9.3. Compare strategies for managing stress in self and others
- 9.2. Analyse factors that can trigger stress
- 9.1. Describe common signs and indicators of stress in self and others
- 8.3.Explain the importance of ensuring that others are aware of their own whereabouts
- 8.2.Use measures to protect your own security and the security of others in the work setting
- 8.1. Follow agreed procedures for checking the identity of anyone requesting access to premises, information
- 7.4. Ensure clear evacuation routes are maintained at all times
- 7.3. Explain the emergency procedure to be followed if a fire occurs in work settings.
- 7.2. Demonstrate measures that prevent fires from starting
3.3. Explain what steps to take if consent cannot be readily established
Course- Level 3 diploma in care (RQF)
Unit 5 –Promote Person-Centered Approaches in Care Settings
L.O 3 – Be able to establish consent when providing care or support
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3.3. Explain what steps to take if consent cannot be readily established
If consent cannot be identified, then other explanations will be explored to determine why they have refused to offer it. To expand, it can be done individually or collaboratively. One alternative is to go away for a while and return or ask a colleague to take on the role later.
However, it is only fair and proper that you respect their right to refuse any treatment if they so desire. They might have a good reason for refusing permission! If you are unable to achieve an agreement, obey the organization’s negotiated processes to handle it. If you fail to perform, you can let your boss know as soon as possible. If your boss can find the reasons behind your rejection, they will decide what steps to take next.
Perhaps one of these other individuals may be contacted, such as their general practitioner or the National Health Service (N.H.S.) Direct (if, for example, the person is refusing to take their medication. Never lose sight of your initial engagement and subsequent non-response. Keep a full record of everything you say to earn their agreement, including why they did not consent.
One’s ability to consent can change according to decisions that must be made.
Additionally, one might say, for example, to handle this individual’s regular personal care, all that requires is that one be agreeable to performing this role. However, suppose they have to decide whether to accept a substantial change to their well-being, life by having surgery that carries a significant health risk.
In that case, they must be presented with all the relevant details and asked if they want them. Second, they should be given enough time to make up their minds and provide enough time to ask any questions they may have. allowing the patient to give written consent for potentially life-changing decisions must be a cornerstone of good medical practice
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