Care Certificate Standard 3 Answers: Duty of Care

Course – Care Certificate Workbook Answers NVQ/RQF/QCF

Standard 3 of the Care Certificate focuses on the Duty of Care- a fundamental principle in the health and social care settings in the UK. It emphasises the legal and ethical responsibility of the care workers in the UK to ensure the safety, well-being and all the rights of individuals under their care.  In this blog, we aim to provide all the UK’s health and social care students with accurate and trustworthy exemplary answers to the standard 3 duty of care care certificate.  

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This workbook contains many activities. These are:

Activity 3.1 a & b’s answers to the standard 3 care certificate workbook. 

Activity 3.1a

As a social care or health worker, you have a duty of care to all people you support. Use the following words to define what is meant by the duty of care. RESPONSIBILITY, SAFETY, OBLIGATION, WELLBEING

As a social care worker or a health worker, the duty of care is a fundamental professional and ethical obligation. This obligation means that you hold a significant responsibility to consistently and effectively act in the best interests of the people you support. A primary focus of a social care or health care worker is to ensure the safety of the person that you are in charge of, by taking all the crucial steps to protect them from harm, abuse or negligence. The ultimate duty of care of a health care worker is to safeguard the well-being of their patient by encompassing their physical, emotional and social needs.

Activity 3.1b

Thinking about your work role, complete the sentences below to describe how the duty of care affects you in practice.

• A person’s job description states that they will carry out the activities in their job by utilising their skills and knowledge. In effect, this means that the worker must utilise their professional knowledge as part of their role to deliver social care responsibilities.
• The code of conduct means that workers are always aware of any policies, procedures, and guidelines that regulate their practice. Being well-trained concerning these is part of fulfilling the social care worker’s duty of care. These regulations include things like clearly displaying their qualifications and responsibility for their work performance to clients. They are responsible for understanding the regulations from the start.
• The organisational policies and procedures are there to help ensure all workers understand better how to carry out their duties. By knowing where they stand with all the policies and procedures outlined by their organisation, they can make sure they act appropriately. Organisational policies assist them in organising themselves and how they relate to people. These help keep the issues of most concern maintained for their client who is requesting their kind of service.
• I must report unsafe or abusive practices because of the legal requirement and to show the organisation has a duty of care to satisfy the social nature of every individual.

Activity 3.2 a, b & c’s answers of the standard 3 care certificate workbook. 

Activity 3.2a

There will be times when your duty to protect an individual conflicts with your duty to promote their right to take risks. This is a dilemma; you may not know the right thing to do, and that’s why it’s important to know what you’re reminded of when it comes to risk management. Think of two dilemmas that might arise in your work and describe these in the space below.

• Dilemmas 1:

A care recipient, despite being unable to walk, wants to live independently and refuses all mobility aids. In such a case, the dilemma is that, being a caregiver, it would be a tough decision to take between respecting the individual’s rights and performing the duty to protect them from harm. 

• Dilemma 2:

A care recipient refuses to consume the prescribed medicines due to their personal beliefs. Here, the dilemma is to take the tough choice between respecting their autonomy while ensuring they follow the prescribed treatment for their health. 

Activity 3.2b and 3.2c

For the two dilemmas that you have described in 3.2a, complete the table below to explain what you must and must not do within your role for each dilemma and where you would get additional support and advice to help you resolve the dilemma.

Activity 3.3 b & c’s answers of the standard 3 care certificate’s workbook.

Activity 3.3b

For each of the three examples below, describe whom you would ask for advice and support in handling comments, concerns, and compliments.

Several individuals you are supporting believe that someone has been tampering with their medical records.

• Answer: foreseeing the solemnity of the issue, I will complain about this to my manager and tell them the number of individuals who are raising their concerns over this subject. If my manager neglects this problem and may fail to understand the severity of this issue, then I will complain to my senior manager about this. If the individual requests to file a formal complaint regarding this problem, then I will support them by following the organisation’s complaint procedures. 

You have read the complaints procedure, but you would like to ask for further guidance on one section.

• Answer: I would seek guidance on that particular section from my senior co-worker or my manager.

An individual you support has told you that they wish to make a complaint about the food served at meal times. 

• Answer: If such a case happens, I would attempt to resolve the issue by passing the feedback to the dietary services manager. If an individual wishes to file a formal complaint, I would support them by making them aware of the organisation’s complaint procedure. 

Activity 3.3c

It is essential to learn from comments and complaints when providing care services. Explain the importance of learning from comments, concerns, and compliments to improve the quality of service that you provide.

Learning from comments, concerns, and compliments is a slow-paced skill that requires patience. I understand the importance of this skill because this helps an individual working as a health and social care worker in the following ways: 

Identifying Areas for Improvement (Concerns & Negative Comments):

• Highlighting the weakness: Complaints or comments are the direct indicators of the gaps and indicate that the performance is not meeting expectations. 

• These complaints help to remind of not to repeat the mistakes, prevent the recurrence of the same mistakes.   

Understanding User Perspective & Needs (All Feedback):

• Acquiring the personal feedback from the individual whom you are supporting, you get a chance to gain a perspective of that individual. By acquiring their perspective and knowing all their concerns, you can have a valuable insight into the lived experience of the individuals who are receiving care. This helps the staff and organisation understand what truly matters to the service users and how they can make improvements in themselves to enhance the user experience and provide them with the best care. 

Reinforcing Good Practice (Compliments & Positive Comments):

• Attaining more compliments helps the organisation to know more about the interests of the service user. Compliments help the organisation and an individual know the strengths of their care service practices. The more positive feedback validates the hard work of the whole staff and motivates them to maintain the consistency in the good practice performances.

Activity 3.4a & b’s answers to the standard 3 care certificate workbook.

Activity 3.4a and 3.4b

You have a duty of care to respond to events and incidents in an appropriate and agreed way. To show your understanding, complete the table below to describe how you would recognise adverse events, incidents, errors, and near misses (scenarios) and explain what you must not do about each.

Activity 3.4 c’s answers to the standard 3 Care Certificate’s workbook.

Activity 3.4c

Thinking about the four scenarios in 3.4a & b, list the legislation and agreed-on ways of working that need to be taken into account when reporting adverse events, incidents, errors, and near misses.

1. The Health and Safety at Work Act 1974 – Regulations for each profession that are in line with personal and professional aims/procedures, and work life. They are overall an example of positive events.
2. Management of Health and Safety Regulations 1999 – This is the overview interpretation and guidance that provides much insight into the overall legal regulation of health and safety within the workplace.
3. The Care Act 2014 – Sets a framework for how you should, for example, respond to things falling as well as working out referrals.
4. The Quality Framework for Higher Education – It acts as much as a tool for identifying strengths and weaknesses in universities and colleges, but also features in their agreements with institutions to ensure moderate quality.

Activity 3.5 a,b,c & e’s answers of the standard 3 care certificate’s workbook.

Activity 3.5a

Fill in the spider diagram below to list the factors and difficult situations that may cause confrontation. One example has been provided for you.

• When it comes to helping patients deal with severe problems and serious injuries, ensure that you are aware of the following factors and do not forget to keep a record as required;
• To increase the reliability of the measuring instruments you are using, ensure that you are sensible with how and when you do your measurements.
• Do not use alcohol while conducting your life.
• Ensure that drug users and dealers do not enter healthcare premises, and therefore, be cautious with people in this area.
• To ensure excellent allocation of quality and safe practice within a service, while retaining good quality compliance, a highly trained workforce, monitor and improve staff safety performance regularly.

Activity 3.5b, 3.5c and 3.5e

Thinking about the factors and difficult situations that may cause confrontation, select one that relates to your role and answer the questions below.

What is the difficult situation that may cause a confrontation?

The individual becomes agitated and aggressive because they believe that the staff is making fun of them. In most cases, the paranoia leads to the Garnering of interest in the person’s mental health, which can then lead to social media posts or articles that may be mocking or an attack on their mental health.

How could communication be used to solve problems and reduce the likelihood or impact of confrontation?

The staff member tries to explain the situation and why they are doing something. This may be hard to do as the person is quite angry and may not be willing to listen. In this case, it would be necessary for the staff member to listen carefully, repeat what they have been told in a calming way, and then offer an alternative method of dealing with the problem in a nonconfrontational manner.

How would you assess and reduce the risks in this situation?

The staff member who has been tasked with dealing with the person will need to be aware of the person’s mental health and if they have any history of violence or aggression. The staff member should also be aware of their safety and that of others in the area.

What is the agreed-upon way of working for reporting confrontation in your service?

We have a code of conduct that outlines the staff’s expectations and our behaviours within the workplace. We have a number of mechanisms in place to ensure that we are performing to the required standards.

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