- 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
3.2. Establish consent for an activity or action
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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3.2. Establish consent for an activity or action
Consent should always be established before undertaking any activity or action that could impact another person. This includes providing care or support.
There are a few key things to remember when establishing consent:
- Consent must be given freely, without coercion or manipulation. If
- The person giving consent must be able to understand what they’re agreeing to. This means they must be competent and have the necessary information available to them.
- Consent can be revoked at any time, for any reason.
- If there’s any doubt about whether or not consent has been given, it’s safest to assume it hasn’t been.
The key to consent is ensuring that everyone knows and understands the full implications of what they’re agreeing to. A person who looks like they might be drunk or under some other kind of influence can’t give their consent, as something else could be influencing how they communicate, i.e. a stroke or some other disorder.
It’s also important that everyone understands what happens when they give their consent because you can change your mind at any time. Consent might be given orally, but it’s also appropriate for someone to record their consent in writing.
Consent is not established by silence or inaction. This means you shouldn’t make an assumption about whether or not someone wants something done to them, simply because they haven’t said anything to suggest otherwise.
The absence of “no” does not mean that someone means “yes.” A person who doesn’t say or do anything isn’t consenting, so if you want their agreement you must ask.
If a situation seems unclear, in most cases honest and open communication is the best policy. Staying verbally involved with your partner, keeping an eye on their physical reactions, and using some common sense, can greatly clarify the situation.
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