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