- 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
3.1. Analyse factors that influence the capacity of an individual to express consent
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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3.1. Analyse factors that influence the capacity of an individual to express consent
Consent capacity is influenced by a variety of factors, including age, mental state, Emotional state, Physical state, and level of cognitive impairment.
Age is often considered to be one of the most important factors in assessing consent capacity. People who are younger typically have less life experience and may be less likely to understand the implications of their actions. However, there is no definitive age cutoff at which an individual is considered to lack the capacity to give consent; it depends on the individual’s maturity and understanding.
Mental state can also affect an individual’s ability to express consent. For example, people who are under the influence of drugs or alcohol may not be able to make clear decisions about sexual activity. Similarly, people with mental health conditions may not be able to make informed choices about engaging in sexual activities.
Emotional state can also have an impact on consent capacity. For example, in cases where one person is in a position of authority over another (such as in the case of teacher/student), the person who might be exploited by the other may not voice or act on feelings of exploitation due to their fear.
Physical states such as fatigue, pain, disability, or illness may also impede a person’s ability to make decisions and communicate them clearly. For example, someone with severe arthritis may not be able to move without assistance without consenting to help from another person; similarly, people who are unconscious might not be considered capable of giving consent.
Finally, the level of cognitive impairment can also affect consent capacity. People with intellectual disabilities may not have the ability to make fully informed decisions about engaging in sexual activity, because they might not understand the implications of their actions or possible outcomes. Other factors that can affect consent capacity are sleep deprivation and stress levels.
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