identify and discuss my future learning needs. I am currently working within a joint health and social care team to support service user with hospital discharge and this team consist of occupational therapist, physiotherapist, dietician, speech and language therapist, doctor and consultants. I am aware that the Health and Social Care Act 2012 promotes joint working between health and social care and these principles have been further embedded in the new Care Act 2014. Cameron et al (2012)
Unit 45: Independent Learning in Health and Social Care Unit code: D/600/9026 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to enable learners to work independently and contribute effectively in a learning environment. Learners will be able to focus on learning and how they approach the process of learning, including learning choices, methods of learning and resources. Unit introduction Learners are increasingly being encouraged to
connect theories into practice in ways that result in quality patient care. Consequently, Nurse Educators are faced with the challenge of preparing students for the role of the graduate nurse, including not only the theoretical foundations of practice but the technical skills and performance behaviors necessary for their role in caring for patients with complex needs (Klein, 2006). Moreover, educators often apply a variety of learning theories that foster behavioral change, motivate and empower the nurse
and Professional Development in Health and Social Care Unit code: D/600/8958 QCF Level 3: BTEC Nationals Credit value: 20 Guided learning hours: 120 Aim and purpose This unit aims to enable learners to understand the learning process and to give them the skills they need to plan for, monitor and reflect on their professional development. Learners will then be able to investigate and gain an understanding of health or social care provision. Learners must complete 100 hours
new Unit 2: Equality, Diversity and Rights in Health and Social Care Unit code: D/600/9222 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to develop learners’ understanding of concepts related to equality, diversity and rights in health and social care. Learners will be able to gain knowledge of discriminatory practice and means of combatting this. They will also develop understanding of national initiatives that
Social Justice Beverly James Submitted to Cheryl Smith RN MSN FNP-BC in partial fulfillment of NR452 Contemporary Topics in Healthcare Regis University December 11, 2011 Social Justice According to Stanhope and Lancaster social justice refers to “providing humane care and social supports for the most disadvantage members of society” (Stanhope & Lancaster, p. 386, 2010). As a nurse in the community we can be advocates for those who are disadvantaged and “facilitate change in public policy
HNC/D Health and Social Care ------------------------------------------------- UNIT DIRECTORY Unit title: COMMUNICATING IN HEALTH AND SOCIAL CARE ORGANISATIONS Unit code: T/601/1560 Level: 4 Credit value: 15 ------------------------------------------------- AIMS The aim of this unit is to develop learners’ awareness of different forms of communication used in health and social care settings and its importance for effective service delivery. UNIT ABSTRACT
QUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 2.1 (July 2011) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical
Learning Theory Applied to Health Care The purpose of this paper is to discuss a learning theory with application to a teaching-learning situation in health care. This paper will focus on the social learning theory and its application to the teaching-learning process in nursing. I will explore a clear definition of the theory and present the main concepts. Lastly, I will apply my knowledge of the social learning theory by describing how I use it in a health care setting when educating student nurses
the psychology of art, teaching and publishing literary works, and finally turning his attention to fundamental questions of human development and learning, where he made his biggest impact in the psychological field. Vygotsky proposed a general genetic law of cultural development in which cognitive function occurs on two planes: first on the social (between individuals), followed by the individual (internalized by the child) (Bjorklund, 2005). For a number of years, his theory mainly gained attention