3. code of practise
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This document discusses codes of conduct and practice for social workers and counselors. It states that codes of practice provide guidelines for practitioners on their rights and responsibilities. All health and social care workers are expected to undergo training and obtain relevant qualifications. The General Social Care Council regulates social care workers and ensures they follow professional codes of conduct. When registering, individuals undergo background checks. Social workers are expected to protect service users' rights, establish trust, promote independence, minimize harm, and improve skills.
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1. professionals roles and responsibilities
This document discusses professionals, their roles, and responsibilities. It begins by asking the reader to debate if certain photos show professionals or not. It then provides definitions of professionals as "individuals qualified in a profession to provide a service" and gives an example of a physiotherapist. The document lists several health and care professionals and has the reader write down roles and responsibilities. It defines roles as "your position in an organization" and responsibilities as "the functions of your position." Finally, it asks the reader to write a job advertisement for a full-time position explaining the role and responsibilities.
2. legislation
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It defines multi-agency working as different professionals like nurses, doctors, social workers working together to achieve a shared goal for a patient or client. A case study example is provided of different medical professionals collaborating on an elderly patient's care after a stroke.
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5. care professionals
This document outlines a unit on health and care professionals, including learning objectives, definitions of key terms, and activities. It begins by defining professionals as qualified individuals who provide a service. Examples given include physiotherapists and doctors. Students are asked to list professionals they can think of that work in health and care settings. Roles are defined as positions in an organization and responsibilities are defined as the functions of those positions. Examples of roles and responsibilities are given for doctors. The document provides links to news articles and videos for students to analyze issues professionals deal with and how they follow codes of conduct. Research tasks involve topics like cases of child abuse, suicide rates, and depression.
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It defines multi-agency working as different professionals like nurses, doctors, social workers working together to achieve a shared goal for a patient or client. A case study example is provided of different medical professionals collaborating on an elderly patient's care after a stroke.
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It defines multi-agency working as different professionals like nurses, doctors, social workers working together to achieve a shared goal for a patient or client. A case study example is provided of different medical professionals collaborating on an elderly patient's care after a stroke.
Potential positives of multi-agency working include better quality, more holistic services for individuals; better family support; and faster access to specialized services. However, challenges can include communication problems if professionals do not update each other, disagreements over cultural differences or values, and lack of continuity if staff are replaced. Training on roles and responsibilities as well as effective communication are identified as ways to improve multi
Code of conduct
This document discusses codes of practice and conduct for social workers and counselors. It defines codes of practice as lists of rules that professionals must follow in their daily work. All health and social care workers are expected to undergo training and obtain relevant qualifications. Various regulatory bodies establish codes of conduct that professionals must adhere to in order to protect service users, their caregivers, and the public. Adhering to codes of conduct helps professionals establish trust, promote independence, minimize harm, and improve skills for those they serve.
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This document outlines a unit on health and care professionals, including learning objectives, definitions of key terms, and activities. It begins by defining professionals as qualified individuals who provide a service. Examples given include physiotherapists and doctors. Students are asked to list professionals they can think of that work in health and care settings. Roles are defined as positions in an organization and responsibilities are defined as the functions of those positions. Examples of roles and responsibilities are given for doctors. The document provides links to news articles and videos for students to analyze issues professionals deal with and how they follow codes of conduct. Research tasks involve topics like cases of child abuse, suicide rates, and depression.
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1. Evaluate current skills and competencies against professional standards and organizational objectives.
2. Identify development needs and activities to meet them.
3. Identify development opportunities to meet current and future needs.
4. Devise a personal and professional plan based on identified needs.
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In this workshop you learn to identify vulnerabilities and implement appropriate countermeasures to prevent and mitigate threats to your mission-critical processes. You will learn techniques for creating a business continuity plan (BCP) and the methodology for building an infrastructure that supports its effective implementation.
Benefits of Attending:
Using a carefully selected case study, course participants will:
- Create, document and test continuity arrangements for an organization
- Perform a risk assessment and Business Impact Assessment (BIA) to identify vulnerabilities
- Select and deploy an alternate site for continuity of mission-critical activities
- Identify appropriate strategies to recover the infrastructure and processes
- Organize and manage recovery teams
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- Bring your BCP/DRP for private consultation review
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Who should attend:
- Vice Presidents, Directors, General Managers
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This document outlines the requirements for a unit review involving creating a 3-day food diary from MyFitnessPal, comparing diet metrics to recommendations, and preparing a one-week food diary meeting daily intake goals. It also requires evaluating how a new diet plan could improve nutritional health in the short term, such as improved energy and mood, and long term, such as reduced risk of diseases. Short term is defined as up to one year, and long term is defined as at least one year or more.
Lesson 3 promoting independence and safeguarding
The document discusses promoting independence, rights, values, and safeguarding for individuals in health and care settings. It defines key principles like empowerment, promotion of independence, and safeguarding. It provides examples of how to promote independence through adapted equipment for people with limited mobility or medical conditions. Respecting individual values and beliefs, like allowing religious practices and clothing, is also discussed. Safeguarding involves protecting individuals from harm and providing a safe environment. The benefits to the service user include increased independence, control, inclusion, and well-being. Some potential dilemmas are also noted, such as how to balance individual needs with costs or safeguarding concerns.
Lesson 2 empowerment
The document discusses empowerment of individuals in a care setting. It defines empowerment as people feeling in control of their own lives. Empowering individuals means ensuring they have enough information to make their own choices that could affect their quality of life. When empowering someone, you should praise them, inform them of their choices, allow them to make their own decisions with support, and offer alternatives. Empowerment is important as it promotes independence, equal treatment, and control over one's own life. The document contrasts empowerment with "benevolent oppression," which is making decisions for individuals rather than allowing them control over their own lives. Examples are given of empowerment strategies and how they benefit service users.
Lesson 1 definitions of ehtics
This document outlines an assignment on ethical principles for a healthcare course. It includes learning objectives to identify, underline, and provide examples of five ethical principles: benevolent oppression, non-maleficence, act of omission, autonomy, and morality. Students are instructed to define each principle in a Word document, providing a definition and healthcare example for each based on research. The document provides initial definitions and a brief case study example of an ethical dilemma involving an elderly patient to help introduce the topics.
Distinction 2
This document provides guidance for an assignment evaluating a student's personal and professional development over a two-year health and care program. Students are instructed to identify their personality traits when starting the program and how these relate to their career choice. They should then evaluate how their personality and experiences with the college, course units, and placements have influenced their development. For each category, students are asked to discuss what was positive or negative, suggestions for improvement, and how the experiences helped their development. The overall aim is for students to professionally evaluate their growth during the program.
Merit 2
This document outlines the objectives and tasks for a personal and professional development course. The objectives are to:
1) Identify skills and knowledge gained from the course and placement.
2) Compare and contrast knowledge gained from the course and placement.
3) Consider skills and knowledge still needed to be acquired in the future.
The document instructs students to complete two tasks: 1) list their existing, course-learned, and placement-learned skills and knowledge, and 2) reflect on skills/knowledge gained from working towards goals and what still needs to be acquired.
Distinction
The document contains a case study about a boy named James who is experiencing various health issues. James is 7 years old and lives with his father in a busy town center. He has demonstrated low attention at school and is often distracted. James' father works full time and struggles financially, so James often eats inexpensive ready meals and takeout that are low in nutrients. James has a high BMI of 32 and other health problems like bad teeth, constipation, and poor liver function. The document provides learning objectives and instructs students to identify factors affecting James' health, make recommendations to improve his diet and lifestyle, and justify their recommendations with research.
Merit
This document discusses the positives and negatives of various health factors on an individual's health, including:
1. Dietary habits - positives include regular snacking on healthy foods and eating 3 meals per day; negatives include snacking on unhealthy foods, irregular eating patterns, and snacking late at night.
2. Economic factors - positives include having enough money for healthy food; negatives include only being able to afford unhealthy cheap foods and not having access to transportation to buy fresh foods.
3. Social/cultural factors - positives include traditional home cooking; negatives include fasting/feasting patterns and high fat diets.
The document provides examples of factors, encourages identifying positives and negatives, and has individuals analyze
P6
Primary, secondary, and tertiary organizations provide health services at different levels:
- Primary care includes services like GP practices that are often the first point of contact.
- Secondary care includes planned and emergency hospital services and community care.
- Tertiary care refers to highly specialized medical services like neurosurgery and organ transplants.
Education
This document discusses how education influences diet choices. It explains that money is spent educating people about healthy living and food hygiene through schools, dieticians, doctors, and food marketing/labeling. However, some families have not been educated about healthy eating or noticed the importance of these messages due to watching unhealthy food ads instead. As a result, parents may make unhealthy family meals without knowing what is healthy, thinking takeaway food is healthy. The document aims to identify how education affects diet choices through various tasks and media examples.
Economic Factors
This document discusses economic factors that influence individual diets. It addresses several learning objectives related to predicting diet choices based on economic status and identifying how economic factors affect choices. Specific economic factors discussed include the cost of food, with unhealthy food often being cheaper than healthy options. Data is presented showing that obtaining the same number of calories from healthy versus unhealthy foods can vary significantly in price. An example is also given of a woman on a limited budget and how much she has left each month to spend on food for herself and her son.
Dietary choices
This document discusses dietary habits and their influence on diet choices. It defines dietary habits as the decisions people make about what food to eat. Dietary habits are determined by meal patterns, snacking habits, personal tastes, and food availability. Meal patterns, such as eating habits related to work schedules, can influence obesity risk. Snacking habits may also affect diet and health, as snack foods are often unhealthy. Personal food preferences and what is available locally further impact individual diets. The document provides examples of different jobs and lifestyles that can shape dietary choices for better or worse. It also contains tasks and learning objectives related to analyzing how dietary habits and health factors influence diet.
Diet Habits
This document discusses how dietary habits are influenced by various factors and outlines learning objectives related to predicting diet choices based on health factors. It defines dietary habits as the food choices an individual makes. Dietary habits are determined by meal patterns, snacking habits, personal tastes, and food availability. Meal patterns like skipping breakfast or eating late at night can influence obesity risk. Jobs that require long hours or night shifts can also impact dietary habits. The document provides examples of analyzing dietary habits and suggesting improvements. The learning objectives are to identify health factors that influence diet choices and understand their effects.
Maslow
1) The objectives of the document are to apply knowledge from Honey and Mumford's learning styles theory and research Abraham Maslow and his Hierarchy of Needs theory.
2) Maslow's hierarchy proposes that people are motivated to fulfill basic needs before moving on to other needs. It arranges human needs in a five-tier model consisting of physiological, safety, love, esteem, and self-actualization needs that must be satisfied sequentially.
3) The document instructs readers to consider how they have helped others meet their needs according to Maslow's stages and provides a brief overview of each stage.
Maslow
This document discusses personal and professional development. It recaps learning styles theory and introduces Maslow's hierarchy of needs theory. The objectives are to apply knowledge of learning styles and research Maslow's hierarchy of needs. Maslow believed humans seek to fulfill their potential through meeting basic needs progression. His hierarchy explains that foundational needs must be satisfied before advancing to the next level, moving from basic needs to self-actualization. Learners are asked to consider how they have helped service users meet their needs according to this stage-based model.
Multi agency article
This document summarizes findings from a project examining multi-agency information sharing models in the UK, particularly Multi-Agency Safeguarding Hubs (MASHs). It describes common features of MASHs such as information sharing, joint decision-making, and coordination between agencies like local authorities, police, health and probation. The document outlines perceived benefits but also key barriers to effective multi-agency cooperation. It concludes that while progress has been made, more widespread effective multi-agency working is still needed to improve safeguarding of children and vulnerable adults.
2. legislation
A nutritionist must follow the Data Protection Act by keeping all patient medical histories and food requirements confidential. As part of their roles and responsibilities, nutritionists must keep records safe and locked away and give individual patients private advice on their diets. For example, in a medical center the nutritionist will be the only one with files about a patient and will always meet with them privately to discuss their health and wellbeing.
A counselor must follow the Equality Act by treating all patients equally with respect, regardless of disability, gender, or race. As part of their roles, counselors must listen attentively to patients, give them respect, help them through negative past experiences, and safeguard those seen as vulnerable. This
1. professionals roles and responsibilities
This document discusses professionals, their roles, and responsibilities. It defines a professional as an individual qualified in a profession to provide a service. An example given is a physiotherapist, who is a trained individual that provides rehabilitation for injuries. The document discusses that professionals can have several roles, and each role has different responsibilities. It provides examples that a doctor's role is to look after patients' health, while a social worker's role is to protect vulnerable people. Learning objectives include identifying professionals, underlining roles and responsibilities, and stating the roles and responsibilities of two professionals.
Values and beliefs 6 c's
The document discusses values, beliefs, and their influence on professional practice. It recaps the "6 C's" which are a set of values that underpin compassionate care. Learners are asked to assess their knowledge, skills, interests, and career aspirations, and to write down their own values and beliefs. Factors that can influence values and beliefs, such as family, education, and society, are also outlined. Learners are assigned to watch a video on residential care and answer questions about how values promote good practice, the importance of cooperation, and how personal values influence patient care.
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As Mumbai's premier kidney transplant and donation center, L H Hiranandani Hospital Powai is not just a medical facility; it's a beacon of hope where cutting-edge science meets compassionate care, transforming lives and redefining the standards of kidney health in India.
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
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5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
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【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
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国外旧金山大学旧金山大学硕士学位证成绩单办理方法：
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HIMMS TIGER resources are available to assist Health Informatics education.
Indian Health universities, IT Education institutions, and the healthcare industry must proactively collaborate to start health informatics courses on a big scale. An advocacy push from various stakeholders is also needed for this goal.
Health informatics has huge employment potential and provides a big business opportunity for the healthcare industry. A big pool of trained health informatics manpower can lead to product & service innovations on a global scale in India.
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3. code of practise
- 8. TheGeneralSocialCare Council/CareCouncilsfor England, Scotland,Walesand Northern Ireland all followthesamecodesof practice. TheGeneralSocialCareCouncil(GSCC)is responsible forincreasingtheprotectionofpeoplewhoare receivingcare,theircarersandthegeneral publicby makingsurethatthesocialcareworkforceputs into practicecodesofbehaviourthatmeet professional codesofconduct.