1 - I can outline the stages of the communication cycle.
Stages of the communication cycle:

• sender: ideas occur; message encoded; message sent;

• 
  receiver: message received; message decoded; message understood.
  WRITING

2 - I can describe different forms of communication in different contexts.
WRITING

• Different forms of communication: one-to-one; group; formal; informal.


• Different contexts: service users; colleagues; managers.

 3 - I can list the barriers to effective communication within a health and social care environment.
WRITING
Barriers that affect communication: e.g. sensory deprivation, verbal constraints, visual impairment, foreign language, jargon, slang, dialect, use of acronyms, cultural differences, emotional difficulties, challenging behaviour, mental health problems, physical disability, intellectual disability, dementia, environmental problems, misinterpretation of message, differing humour, inappropriate behaviour.
4 - I can identify the skills needed for effective communication.
LISTENING AND SPEAKING
Skills for effective communication:

• Verbal: e.g. greeting, checking for understanding, open-ended and close-ended questions, empathy, confrontation, constructive and destructive feedback, summarization, termination;


• Non-verbal: e.g. facial expressions, eye contact, gestures, touch, posture, proximity, tone of voice;


• Written: e.g. incident reports, journals, contact book, policies and procedures, memos, medical records, telephone notes, prescriptions, referrals;


• Technological Aids: e.g. hearing aids, door bells with flashlights, electronic writing board, computers;


• Alternative forms of Communication: e.g. sign language, lip reading, flash cards, signs and symbols, objects of reference, Makaton, Braille;
  


• Human Aids: e.g. human interpreters, translators, signers.

1  I can describe ways to overcome barriers to communication.
WRITING
Overcoming communication barriers: e.g. adapting the environment, understanding language needs and preferences, using the individual's preferred language, timing, electronic devices (text phones, telephone amplifiers and hearing loops), effective non-verbal communication.
2 - I can describe the skills needed for effective communication in Health and Social Care environments.
WRITING
1 - I can participate in an effective one-to-one interaction using all the skills to communicate well.
SOCIAL LEARNING

5 - I can identify potential hazards that might arise in health and social care environments.
COGNTIVE
Hazards in health and social care environments: e.g. equipment, toys, incorrect storage of chemicals, inadequate control of infectious diseases, causes of fire, poor working conditions, unsafe furnishings and furniture, misuse of equipment, bed rail entrapment, lack of maintenance, poor staff training, moving and handling, slips and trips, lack of security, inadequate personal safety precautions.
6 - I can outline main features of current health and safety legislation that have an impact on health and social care services.
Legislation: e.g.

• Act 27 of 2000 - Occupational Health and Safety Authority Act, 


• LN44 of 2002 - Work Place (Minimum Health and Safety Requirements) Regulations,


• LN35 of 2003  - Protection against Risks of Back Injury at Work Placement Regulations,


• LN36 of 2003 - General Provisions for Health and Safety at Work Places Regulations,


• LN45 of 2002 - Work Places (Provision of Health and/or Safety Signs) Regulations,


• LN121 of 2003 - Minimum Requirements for the use of Personal Protective Equipment at Work Regulations,


• LN228 of 2003 - Protection of Workers from Risks related to Exposure to Biological Agents at Work Regulations.
  

3 - I can explain how potential hazards can be avoided by making direct reference to health and safety legislation.
WRITING

7 - I can list the key areas of a risk assessment and indicate the person to whom these concerns should be reported.
COGNITIVE
Key areas:
o   Identify the hazards: identifying hazards that could cause risk in everyday activity;
o   Decide who might be harmed and how: service users, care workers, other colleagues.  (Some users / workers may have particular requirements such as new and young workers, new or expectant mothers, people with disabilities etc.)  
o   Estimate the risk: scale of risk; concept of likelihood of risk; degree of possible harm for different service-user groups.
o   Controlling risks: possible actions to remove hazards completely or to control them so the risk of injury is limited.
o   Monitoring effectiveness of controls: instructions for controlling risks; implementing controls;
o   Record Keeping of risks and controls
o   Review of risk assessment
 o  Person: Health and Safety Officer and Employer.
8 - I can describe the method used to undertake a basic risk assessment when caring for a new service user.
WRITING
 4 - I can describe how staff can control  risks to  service users.
Different types of risks: physical; psychological; social.
2 - I can carry out a basic risk assessment using a case study. 
COGNITIVE
Areas: kitchen; bedroom; bathroom; living room; corridor/staircase.

 9 - I can state why first aid skills are important  for health and social care workers.
WRITING
Reasons: e.g. working with vulnerable service users, dealing with life-threatening situations, giving assistance until professional help arrives, recognising situations when to ask for medical assistance, having the necessary skills which give confidence, helps one keep calm in a crisis, have clear procedures to follow.
 
10 - I can describe the types of situations that might require a care worker to summon help from a  health care professional.
Situations: e.g. cardiac arrest, falls, fractures, bleeding, burns, choking, unconsciousness. 
 5  I can determine the First Aid application/procedure needed in an emergency using a case study.
COGNITIVE
3 -  I can demonstrate the First Aid procedures needed  in a particular sitaution.
First Aid of above situations.