Definition and Examples of Context Clues

In reading  and listening, a context clue is a form of information (such as a definition, synonym, antonym, or example) that appears near a word or phrase and offers direct or indirect suggestions about its meaning. Context clues are more commonly found in nonfiction texts than in fiction, although they are sometimes found in childrens literature, often with the goal of building readers vocabulary. Words can have multiple meanings, so being able to infer the correct definition from context is a valuable reading comprehension skill. Types of Context Clues One way to learn new words is through the context of the words around them. We infer the meaning of these words from whats going on or what has already been established in the text. Clues for deciphering a words meaning can be rendered in the form of anything from a subtle hint to a straight-out explanation, definition, or illustration.  Context clues can also take the form of synonyms, antonyms, word-structure clues, comparisons (such as metaphors and similes), and contrasts. For example: Synonym context clues offer words nearby with the same meaning: Synonym: The annual bazaar is scheduled for the last day of school. Its always a fun festival.Synonym:  That charlatan! he cried. That absolute fake! Antonym context clues offer nearby words with opposite meanings. Antonym: You look pretty content about it, not like youre all bent out of shape at all, he noted.Antonym:  No, no, that didnt literally happen, she said. I was  speaking figuratively. Definition context clues just spell out the meaning in a straightforward manner: Definition: In Britain, they call the trunk of a car the boot.Definition: The lingerie department, she directed the confused customer, is where youll find the bras and panties.   An explanation or illustration can also show the context of the word: Explanation:  She looked at the  random collection  that had been thrown in the packing box at the last minute—from toothpaste and razors to spatulas and sticky notes. Well, thats quite a  melange, isnt it? she remarked.Explanation:  No, no, thats just a  crane fly, not a  gigantic mosquito, he explained. Word-structure clues are understood in two ways: a reader or listener understands a base word and a prefix (or suffix) and infers the meaning from the combination of the two, or the reader knows a word origin and upon hearing a word of similar origin, infers its meaning. For instance, if you know that anti- means against, its easy to infer the meaning of the word anti-establishment. Word-structure: The anti-establishment protesters picketed the town hall. Likewise, if youre aware that a memorial is something in remembrance for a person who has died, you might readily intuit the meaning of the following sentence, even if youd never previously heard the term in memoriam. Word-structure: The book was dedicated in memoriam of his father. Comparison context clues show the meaning of a word through similarities to other items or elements, similies or metaphors: Comparison: He looked absolutely  flummoxed, like a toddler staring down at his feet on the floor who just isnt sure about this whole walking thing.Comparison:  No, she said, Im as carefree about it as a bird floating among the clouds. Contrast context clues show meaning through dissimilar elements: Contrast:  It isnt exactly the melee that I expected from your description, he said. The kids are just roughhousing a little. I expected them to be bruised and bleeding.Contrast: I know she said she could  reconstitute  the dried fruit, but a soggy raisin just isnt a grape. Limitations of Context Clues In The Vocabulary Book: Learning and Instruction, author Michael Graves writes: All in all, the descriptive research on learning from context shows that context can produce learning of word meanings and that although the probability of learning a word from a single occurrence is low, the probability of learning a word from context increases substantially with additional occurrences of the word. That is how we typically learn from context. We learn a little from the first encounter with a word and then more and more about a words meaning as we meet it in new and different contexts. Learning new words from context alone does have its limitations, as this method is not always definitive. Often, context may give a reader a general idea of a word, but not a full meaning. If the sentences in which an unknown word appears dont clearly spell out its meaning, that meaning may be lost. For long-term retention, readers need to see a word multiple times. The more often an inferred definition is included, the more likely the reader will retain and understand a new word. Sources Graves, Michael F. The Vocabulary Book: Learning and Instruction. Teachers College Press, 2006

Health Care Practices And Its Impact On An Individual s...

Abstract Often without being aware of it, individuals can rely on preconceived ideas about others based on how that other person appears or acts. Sometimes these stereotypes and resulting discrimination can extend into other areas of life, such as receiving or delivering health care. Healthcare practices and regard for healthcare employees vary across the different cultures. Patients differ due to various aspects. These differences constitute of patient illness, personality, socioeconomic class or education, however the most endless variation is cultural. Race, religion, language, education, ethnicity and economic status are the essence of culture that has a significant influence on an individual s health and wellbeing. Skills are crucial for ensuring that nursing care is culturally congruent; knowledge of cultures is important for facilitating communication with people. Nurses must use effective, culturally competent, communication with patients that takes into consideration the individualâ €™s verbal and nonverbal language, cultural values, background and unique healthcare needs and views. Culture Culture refers to learned values, beliefs, norms and life ways of an individual or group that are passed on and guide their thinking, decisions, actions and different ways of living. Culture consists of many characteristics and helps to construct and shapes the ways of communication, health beliefs, health practices and relationships of people. Culture usually helps to provideShow MoreRelatedProfessional Development of Nursing Professionals824 Words   |  4 Pagesrecommendations, which will impact the future of nursing care, and include changes in â€Å"public and institutional policies at the national, state, and local levels† (Future, 2010). 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New Zealand & India Life Expectancy-Free-Samples-Myassignement

Questions: 1.Compare and Contrast the Data around life expectancy in New Zealand with one other country eg: Nepal, India, or the Philippines or another country of your own choosing. 2.Provide supported evidence about the factors that Influence Life Expectancy for people in both New Zealand and your chosen Country. 3.Choose one of the following New Zealand Government Strategies and clearly outline the theme of your Chosen Strategy. Answers: Introduction Life expectancy defines the normal time an organism is predictable to live according to the date of their birth, the present age along with the demographic factors. Life expectancy shows the death and survival rates of the population, the life expectancy is used as a tool to measure the average length of the life at different ages (Zealand, 2013). The report throws light on the analyses and the comparison of the international government policies in regards to the life expectancy. The international and national perspective of the life expectancy is discussed in the paper. The report includes the contrast between the New Zealand and India life expectancy. There is a discussion about policies that are adopted by the government. Life expectancy of New Zealand and India The life expectancy of New Zealand was 81.46 years in the year 2015. The life expectancy may vary from male and females. As per the world health organization, New Zealand is one of the nine countries where baby boys and girls maintain more than 80 years life expectancy (Wright, 2017). The life expectancy at birth for a male is 80.2 years in 2012. The world health organization says that the life expectancy for the women in New Zealand is approximately 84 years. The statistical data of New Zealand boy born in between 2011 and 2013 is 79.7 years which is more than from 79.4 (2010-2011). It is more than 78.2 which was in between 2006-2008. The life expectancy of the baby girls was 83.2 in the recent period from 83.0 and 82.2 (Johnston, 2009). On the other hand, India is lacking behind in the life expectancy as compared to the New Zealand. As per the data are given by the world health organization 2015, life expectancy in India is 66.9 for ale and 69.9 for female. In total, the life expectancy of India is 68.3 years (World Life Expectancy, 2017). The life expectancy of India shows that there is progression or rise in life expectancy of country. While comparing the life expectancy with the New Zealand India is lacking behind (Stuff, 2014). The life expectancy gets affected with the diseases which result in the death of the people. India is leading in the lungs diseases, heart disease, falls, and suicide. Comparing this with New Zealand, the country suffers from Skin cancer and Osteoarthritis. There is a similarity between the New Zealand and India life expectancy that they are continuously improving and showing an upward in the life expectancy (World Life Expectancy, 2017). 2.Factors that influence the life expectancy There are certain aspects that can make an impact on the life expectancy of both India and New Zealand. These factors provide the support to the evaluation of life span of New Zealand and India. Some of the aspects are discussed below that create an impact on the life expectancy. Gender: - This is one of the reasons that create an impact on the life span of India and New Zealand because it is said that women live longer than men on average. The reason behind the gap might be the number of accidents rates (Kail, Cavanaugh, 2015). Genetics: - There is a relationship among the genetic factors and mortality rates that can affect the life expectancy. Genetics is becoming the reason behind the causes of death along with the suicide, accidents, heart disease and many others. Socio-economic status: - According to IFA, a decrease in the socio-economic status will result in a decrease in the life expectancy. Socio-economic status can create an impact on the person able to take medical care and to participate in a healthier lifestyle. Healthier lifestyle says more exercise, less smoking, and healthy weight. The New Zealand social-economic status is better than the India, this is the reason Indian people are more involved in the activities that can create an impact on their health (Mondal, Shitan, 2014). Education: - The education is directly linked with the Socio-economic status, together these factors play a vital role in improving the life span of the country. High level of education in the person leads to less involvement in the obesity and tobacco use. New Zealand citizen is highly educated this is the reason they are evolving less in the activities that create an impact on health especially youth. Talking about India, the Indians are less educated due to poverty many students are not able to get the proper education which leads to the exploitation of the future with the involvement in the tobacco use (Schwarzer, 2014). Ethnicity/ migrant status: - Migrant status might also be linked through the socio-economic status. The morality of the traveling people looks to differ, this result in the difference in the average mortality among the home and host countries. This factor can create an equal impact on New Zealand and India. Lifestyle: - Lifestyle factors can affect the morality that contains an unhealthy diet, insufficient exercise, excessive use of alcohol and tobacco use, workplace safety, food safety, and motor vehicle safety (Newman, Newman, 2017). The lifestyle of the New Zealand citizens is betters than the lifestyle of Indians; this is the reason behind the hike in the life expectancy rate of New Zealand as compared to India. Medical technology: - Medical technology plays a vital role in improving the life expectancy of the country. Development of the immunization and antibiotics brings the improvement in the surgery, cardiac care and organ transplants, this result in the improvement of the average life expectancy (Cockerham, 2014). Marital status: - Married people maintain a low mortality rate as compared to people who never get married or are widowed or divorced. Martial or committed people are showing an improvement in the problems related to the cardiac health, loneliness, combat isolation. These people get motivated towards their health and they maintain their health through regular visits to the doctors and by avoiding the unhealthy habits. This factor may depend on person to person, but in India being in the relationship of marriage is very important. These factors directly or indirectly create an impact on the life expectancy of the country. India is developing in the field of medical technology along with the other factors this is the reason there is the rise in the life expectancy as compared to 19s century. This is the fact that India is affected by most of the factors; as a result, the life expectancy of India is lower than New Zealand. 3.He Korowai Oranga: M?ori Health Strategy (2013/2014) The Ministry of Health in New Zealand is making changes to bring the improvement in number of areas, such as bringing improvement in the health-related outcomes for Maori and accomplishing the health equity, stronger emphasis on equity and the evidence-based action, inserting the development of Maori health across the administration (Ministry of Health, 2017). Maori Health strategy set the way for the Maori development in a context of the health and disability. This strategy facilitates the agenda for public sectors to receipts responsibilities for a role that public sectors play in supporting the health position of whanau (Ministry of Health, 2014). The aim of the strategies is to provide the support to the Maori families to accomplish the maximum wellbeing and health. The foundation of the Maori society is identified as whanau. This strategy is a high level strategy that maintains the ministry of health and the district health boards (DHBs) to enhance the health of Maori by acknowledging New Zealand Disability strategy, New Zealand Public health and disability Act 2000 and the New Zealand health strategy. The government of the New Zealand understands the need of the Maori families and this is the reason they are providing the services to the Maori community (Ministry of Health, 2017). Health status and condition Maori children aged 0-14 years were well-being as per their blood relation. There are many health diseases that are mutual in Maori adults and other adults. These diseases consist of stoke, medicated high blood pressure, arthritis, diabetes, and heart diseases. The Maori adults and children are affected with asthma in the ratio of one in five (Ministry of Health, 2017). Access to health care Majority of the Maori families contain the high level of unmet essential for the healthcare as compared to the other people. Approximately 18% adults and 12% children did not collect a treatment item from past 1 year, the reason being the price. Maori had tooth removed problem because they have poor oral health as compared to the other people in past 1 year. Approximately 73% of the Maori adults visit dental health care for their tooth problems (Ministry of Health, 2017). Health strategy is driven to focus on setting the foundations for the bright and the healthy future of the Maori families. Background to the strategy Prior to the year 1992, the Area health Boards started concentrating on the health issues faced by the M?ori and their families. The issues they were dealing with are cervical screening and the mental health. At same time many M?ori health suppliers were contracted by boards to provide the health services. This development was done do that M?ori can enjoy the similar level of health. In the year 1996, the appointment of the general manager was conducted for the M?ori health branch for which Ria Earp was selected. In between the year 1996 and 2004, the team of the Maori was increasing in Size and todays it shows a much border management line. The formation of the teams took place within the other business units. Today the M?ori managers operate the disabilities, mental health, cervical screening and public health. In the year 2001, M?ori capacity and capability plan were released within the ministry of health (Ministry of Health, 2012). This plan focuses on the need of the M?ori healt h to build the more effective management and the workforce capacity. The planning emphasis on the needs of the health, strengthen the awareness and knowledge of the health issues. Currently, the government is encouraging the health services for the Maori communities. Maori health and disability requirements are depended on the three principles partnership, protection and participation are articulated. In business working collectively with iwi, hapu, whanau and M?ori communities so that growth of the approaches took place for appropriate health and disability services. There is a contribution of M?ori in all parts for planning, decision-making, growth and the distribution of disability and the health services. Protection is must to safeguarding the M?ori cultural concepts, practices, and values. Development of strategy is must to maintain the social change in the country. With the change in the time, there is a change in the society by bringing the development the country will be able to maintain the social change. Development of the strategy will be beneficial considering the point of the political changes. India health strategy theme: universal health coverage The aim of the theme is to make sure that all people are making the use of health services provided without suffering financial hardship when paying for them. This needs a solid, well-run health system, this scheme works for the financial health services (Dye, Reeder, Terry, 2013). Comparison between New Zealand and India strategy The national rural health mission (NRHM), this theme is launched by the Indian government in the year 2005. This theme helps the country in providing the easily reached, affordable and the excellence health care to the rural residents those who are vulnerable. Comparing the M?ori Health Strategy and the Indian health strategy, in Zealand the government has shown the concern with the M?ori individual and the families and to provide them the health-related services. On the other hand, India is willing to ensure that the health facilities provided by the government are utilized by the rural people of the country. This is done to reduce the maternal mortality ratio from 407 to 100 per 100,000 births. The ministry of health took decision for the welfare of the M?ori families but in India, the government took a decision to ensure that the backward areas of their countries are using the health services provided by the government or not. If not, then it is the duty to make the people aware a bout the facilities and services so that they dont have to bear any financial pressure. Even there is no need to sacrifice with the health issues when a government is providing facilities. Conclusion The report throws light on the life span of the New Zealand and the India. The aim of the report is to draw the difference or comparison between the national and the international. The life expectancy of New Zealand is far better than the India. Though India is lacking behind then New Zealand this is also a fact they had improved their life expectancy since 19th century itself. The paper discusses the factors that can create an impact on the life expectancy for both the countries. The government or the ministry of the health plays a dynamic role in improving the health condition and facilitating the required services to the people. There is a brief discussion about the M?ori health strategy and the need for the development of the strategy for the social and the political change. The comparison has been done between the New Zealand and the India health theme. References Cockerham, W. C. (2014). Medical sociology. John Wiley Sons, Ltd. Dye, C., Reeder, J. C., Terry, R. F. (2013). Research for universal health coverage. Johnston, M., (2009). New Zealanders' life expectancy keeps increasing. NZ Herald. 29th December, Viewed on 21st October 2017. https://www.nzherald.co.nz/nz/news/article.cfm?c_id=1objectid=10617678 Kail, R. V., Cavanaugh, J. C. (2015). Human development: A life-span view. Cengage Learning. Ministry of Health. (2012). Our history and current position. Viewed on 21st October 2017. https://www.health.govt.nz/about-ministry/ministry-business-units/maori-health-business-unit/our-history-and-current-position Ministry of Health. (2014). He Korowai Oranga: M?ori Health Strategy. Viewed on 21st October 2017. https://www.health.govt.nz/publication/he-korowai-oranga-maori-health-strategy Ministry of Health. (2017). He Korowai Oranga. Viewed on 21st October 2017. https://www.health.govt.nz/our-work/populations/maori-health/he-korowai-oranga Ministry of Health. (2017). M?ori health models Te Whare Tapa Wh?. Viewed on 21st October 2017. https://www.health.govt.nz/our-work/populations/maori-health/maori-health-models/maori-health-models-te-whare-tapa-wha Ministry of Health. (2017). M?ori health.Viewed on 21st October 2017. https://www.health.govt.nz/our-work/populations/maori-health Ministry of Health. (2017). The Health of M?ori Adults and Children. Viewed on 21st October 2017. https://www.health.govt.nz/publication/health-maori-adults-and-children Mondal, M. N. I., Shitan, M. (2014). Relative importance of demographic, socioeconomic and health factors on life expectancy in low-and lower-middle-income countries. Journal of epidemiology, 24(2), 117-124. Newman, B. M., Newman, P. R. (2017). Development through life: A psychosocial approach. Cengage Learning. Schwarzer, R. (Ed.). (2014). Self-efficacy: Thought control of action. Taylor Francis. Stuff. (2014). NZ life expectancy among world's best. Viewed on 21st October 2017. https://www.stuff.co.nz/national/health/10053308/NZ-life-expectancy-among-worlds-best World Life Expectancy. (2017). INDIA : LIFE EXPECTANCY. Viewed on 21st October 2017. https://www.worldlifeexpectancy.com/india-life-expectancy World Life Expectancy. (2017). World Health Review New Zealand vs. India. Viewed on 21st October 2017. https://www.worldlifeexpectancy.com/world-health-review/new-zealand-vs-india Wright. T., (2017). How long do New Zealanders live for?. News Hub. 27th January. Viewed on 21st October 2017. https://www.newshub.co.nz/home/new-zealand/2017/01/how-long-do-new-zealanders-live-for.html Zealand, S. N. (2013). How will New Zealands ageing population affect the property market. Wellington: Statistics New Zealand.

Log book free essay sample

NVQ Edexcel Level 3 NVQ in Health and Social Care November 2005 Health and Social Care Edexcel Level 3 NVQ in Candidate guidance and logbook Edexcel Limited is one of the leading examining and awarding bodies in the UK and throughout the world. It incorporates all the qualifications previously awarded under the Edexcel and BTEC brands. We provide a wide range of qualifications including general (academic), vocational, occupational and specific programmes for employers. Through a network of UK and overseas offices, our centres receive the support they need to help them deliver their education and training programmes to learners. For further information please call Customer Services on 0870 240 9800, or visit our website at www. edexcel. org. uk Authorised by Jim Dobson Prepared by Phil Myers Publications code N015903 NVQ standards  © Crown Copyright, Skills for Care and Development and Skills for Health. Introduction, guidance and this edition:  © Edexcel Limited 2005 Contents Section 1: The Edexcel Level 3 NVQs in Health and Social Care 1 Introduction 1 National Occupational Standards and NVQs 1 Which Edexcel NVQs within Health and Social Care are available? 2 Who are these Edexcel NVQs for? 2 Section 2: Worked examples of forms 11 Collecting your evidence 11 Worked examples 13 Example 1: Index of evidence 15 Example 2: Assessment plan 17 Example 3: Unit progress record 19 Example 4: Element achievement record 21 Example 5: Knowledge evidence record 23 Example 6: Personal statement 25 Example 7: Observation record 27 Example 8: Witness testimony 29 Example 9: Record of questions and candidate’s answers 31 Example 10: Expert witness evidence record 33 Section 3: Candidate logbook Core units 35 41 Children and Young People optional units 105 Adults optional units 391 Generic optional units 499 Additional units = 1249 Section 1: The Edexcel Level 3 NVQs in Health and Social Care Introduction This document contains information specific to the Edexcel Level 3 NVQs within Health and Social Care. We will write a custom essay sample on Log book or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It should be read in conjunction with Edexcel NVQ Centre Guidance and the Edexcel NVQ Candidate Guidance. National Occupational Standards and NVQs The standards, assessment strategy and award structures for Health and Social Care are jointly owned by Topss England, the Care Council for Wales, the Northern Ireland Social Care Council, the Scottish Social Services Council, and Skills for Health, who worked in partnership to review the National Occupational Standards and Awards in Care. The NVQs have been developed from the National Occupational Standards. The Edexcel Levels 2, 3 and 4 NVQs in Health and Social Care recognise the skills, knowledge and understanding of candidates and allows them to gain a qualification in the workplace that relates to their job area and promotes good working practice. Contact details of the sector skills bodies: Topss England Albion Court 5 Albion Place Leeds LS1 6JL Skills for Health Goldsmiths House Broad Plain Bristol BS2 0JP Telephone: 0113 2451716 Fax: 0113 2436417 Email: [emailprotected] org. uk Telephone: 0117 9221155 Email: [emailprotected] org. uk Northern Ireland Social Care Council (NISCC) 7th Floor Millennium House 19–25 Great Victoria Street Belfast BT2 7AQ Care Council for Wales 6th Floor, South Gate House Wood Street Cardiff CF10 1EW Telephone: Fax: Textphone: Email: 02890 417600 02890 417601 02890 239340 [emailprotected] n-i. nhs. uk Telephone: 029 2022 6257 Fax: 029 2038 4764 Email: [emailprotected] org. uk N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 1 Which Edexcel NVQs within Health and Social Care are available? The NVQs in Health and Social Care are presently available as follows: Edexcel Level 2 NVQ in Health and Social Care Edexcel Level 3 NVQ in Health and Social Care (Adults) Edexcel Level 3 NVQ in Health and Social Care (Children and Young People) Edexcel Level 4 NVQ in Health and Social Care (Adults) Edexcel Level 4 NVQ in Health and Social Care (Children and Young People) It is important that the most appropriate level and route is selected for each candidate. The Edexcel Level 2, 3 and 4 NVQs in Health and Social Care are designed to be assessed in the workplace. However, very occasionally simulation of real working practice may be permitted. Where any simulation is to be allowed, it will be identified in the individual units within the standards. Some combinations of units are forbidden. This is because they cover similar work competencies. These forbidden combinations are stated in the unit structures and within the standards. Where more than one assessor is involved, assessment needs to be co-ordinated. One of the assessors (the MAIN assessor) should draw together all assessment decisions made by specialist assessors, and the contributions from expert witnesses, across the whole qualification. Assessors are expected to take the lead role in the assessment of observed candidate performance in relation to at least the core units of the award. Where only two of the core units are undertaken, assessors are expected to observe candidate performance in relation to at least two further units. Who are these Edexcel NVQs for? The Edexcel Level 2 NVQ in Health and Social Care This NVQ will be the required qualification for 50 per cent of the workforce in care homes for older people by 2005 as recommended in the National Minimum Standards from the Care Standards Act 2000. It is considered to be the minimum qualification required by a care worker by the sector skills bodies. It should be noted that the sector skills bodies in social care have stipulated that those candidates taking NVQ Level 2 for social care roles should select ALL four core units. The Edexcel Level 3 NVQ in Health and Social Care (Children and Young People) The Edexcel Level 3 NVQ in Health and Social Care (Adults) These NVQs will enable candidates to develop more specialist competencies for use in the health and social care sector. There are two endorsed titles — one for those whose work role is predominantly with adults and another for those whose work role is predominantly with children and young people. The units recognise the growing breadth of skills of those in the health and social care workforce. The Edexcel Level 4 NVQ in Health and Social Care (Children and Young People) The Edexcel Level 4 NVQ in Health and Social Care (Adults) The NVQs at Level 4 also have two endorsed titles, as described for Level 3. It is a requirement of the Care Standards Act 2000 that each registered care service has a registered manager who is responsible for the service. The registered managers require a Level 4 NVQ in Health and Social Care as part of their qualification profile to show evidence of Level 4 health and social care competencies. 2 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Level 3 NVQ in Health and Social Care Candidates must complete EIGHT units in total. Children and young people endorsement Select THREE units from core units A and Unit HSC34. Select FOUR units from children and young people optional units and/or generic optional units. Adults endorsement Select THREE units from core units A and Unit HSC35. Select FOUR units from adults optional units and/or generic optional units. Additional units may be selected for professional development but do not count towards this NVQ. It is important that centres provide clear guidance for the choice of optional units of their candidates. The units taken must be appropriate for their work function and setting. Core units A — select THREE units Unit number Title HSC31 Promote effective communication for and about individuals HSC32 Promote, monitor and maintain health, safety and security in the working environment HSC33 Forbidden combinations Reflect on and develop your practice Core units B — select ONE unit Unit number Title Forbidden combinations Children and young people HSC34 Promote the wellbeing and protection of children and young people HSC35 Promote choice, wellbeing and the protection of all individuals HSC34 Adults HSC35 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 3 Children and young people optional units Unit number Title Forbidden combinations Select FOUR units from chosen endorsed title and/or generic optional group HSC36 Contribute to the assessment of children and young people’s needs and the development of care plans N/A HSC37 Care for and protect babies N/A HSC38 Support children and young people to manage their lives N/A HSC39 Support children and young people to achieve their educational potential N/A HSC310 Work with children and young people to prepare them for adulthood, citizenship and independence N/A HSC311 Support children and young people to develop and maintain supportive relationships N/A HSC312 Support the social, emotional and identity development of children and young people N/A HSC313 Work with children and young people to promote their own physical and mental health needs N/A HSC314 Care for a newly born baby when the mother is unable to do so N/A HSC315 Work with children and young people with additional requirements to meet their personal support needs N/A HSC316 Support the needs of children and young people with additional N/A requirements HSC317 Prepare your family and networks to provide a home for children and young people N/A HSC318 Provide a home for children and young people N/A HSC319 Support families in their own home N/A HSC320 Support professional advice to help parents to interact with and take care of their newly born baby(ies) N/A HSC321 Support and encourage parents and guardians to care for babies during the first year of their lives N/A HSC322 Prepare, implement and evaluate group activities to address the offending behaviour of children and young people N/A HSC323 Contribute to child care practice in group living N/A HSC324 Process information relating to children and young people’s offending behaviour N/A HSC325 Contribute to protecting children and young people from danger, harm and abuse N/A HSC326 Contribute to the prevention and management of challenging behaviour in children and young people N/A HSC327 Model behaviour and relationships with children and young people which recognises the impact of crime on victims and communities N/A 4 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Adult optional units Unit number Title Forbidden combinations Select FOUR units from chosen endorsed title and/or generic optional group HSC328 Contribute to care planning and review N/A HSC329 Contribute to planning, monitoring and reviewing the delivery of service for individuals N/A HSC330 Support individuals to access and use services and facilities N/A HSC331 Support individuals to develop and maintain social networks and relationships N/A HSC332 Support the social, emotional and identity needs of individuals N/A HSC333 Prepare your family and networks to support individuals requiring care N/A HSC334 Provide a home and family environment for individuals N/A HSC335 Contribute to the protection of individuals from harm and abuse N/A HSC336 Contribute to the prevention and management of abusive and aggressive behaviour N/A HSC337 Provide frameworks to help individuals to manage challenging behaviour N/A Continued overleaf N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 5 Generic option units Unit number Title Forbidden combinations HSC338 Carry out screening and referral assessment N/A HSC339 Carry out assessment to identify and prioritise needs N/A HSC340 Carry out comprehensive substance misuse assessment N/A HSC341 Help individuals address their substance use through an action plan N/A HSC342 Assess and act upon immediate risk of danger to substance users N/A HSC343 Support individuals to live at home N/A HSC344 Support individuals to retain, regain and develop the skills to manage their lives and environment N/A HSC345 Support individuals to manage their financial affairs HSC346 HSC346 Support individuals to manage direct payments HSC345 HSC347 Help individuals to access employment N/A HSC348 Help individuals to access learning, training and development opportunities N/A HSC349 Enable individuals to access housing and accommodation N/A HSC350 Recognise, respect and support the spiritual wellbeing of individuals N/A HSC351 Plan, agree and implement development activities to meet individual needs N/A HSC352 Support individuals to continue therapies N/A HSC353 Interact with individuals using telecommunications N/A HSC354 Counsel individuals about their substance use using recognised theoretical models N/A HSC355 Counsel groups of individuals about their substance use using recognised theoretical models N/A HSC356 Support individuals to deal with relationship problems N/A HSC357 Carry out extended feeding techniques to ensure individuals’ nutritional and fluid intake N/A HSC358 Identify the individual at risk of skin breakdown and undertake the appropriate risk assessment N/A HSC360 Move and position individuals N/A HSC361 Prepare for and undertake physiological measurements N/A HSC362 Recognise indications of substance misuse and refer individuals to specialists N/A HSC363 Test for substance use N/A HSC364 Identify the physical health needs of individuals with mental health needs N/A HSC365 Raise awareness about substances, their use and effects N/A 6 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Generic option units Unit number Title Forbidden combinations HSC366 Support individuals to represent their own needs and wishes at decision making forums HSC367 and HSC368 HSC367 Help individuals identify and access independent representation and advocacy HSC366 and HSC368 HSC368 Present individuals’ needs and preferences HSC366 and HSC367 HSC369 Support individuals with specific communication needs HSC370 and HSC371 HSC370 Support individuals to communicate using technology HSC369 and HSC371 HSC371 Support individuals to communicate using interpreting and translation services HSC369 and HSC370 HSC372 Plan and implement programmes to enable individuals to find their way around familiar environments N/A HSC373 Plan and implement programmes to enable individuals to find their way around unfamiliar environments N/A HSC375 Administer medication to individuals N/A HSC376 Obtain venous blood samples N/A HSC377 Encourage and support individuals undergoing dialysis therapy at home N/A HSC378 Insert and secure urethral catheters and monitor and respond to the effects of urethral catheterisation N/A HSC379 Support individuals who are substance users N/A HSC380 Supply and exchange injecting equipment for individuals N/A HSC381 Support individuals through detoxification programmes N/A HSC382 Support individuals to prepare for, adapt to and manage change HSC383 HSC383 Prepare and support individuals to move and settle into new living environments HSC382 HSC384 Support individuals through bereavement N/A HSC385 Support individuals through the process of dying N/A HSC386 Assist in the transfer of individuals between agencies and services N/A HSC387 Work in collaboration with carers in the caring role N/A HSC388 Relate to families, parents and carers N/A HSC389 Work with carers, families and key people to maintain contact with individuals N/A HSC390 Support families in maintaining relationships in their wider social structures and environments N/A HSC391 Provide services to those affected by someone else’s substance use N/A N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 7 Generic option units Unit number Title Forbidden combinations HSC392 Work with families, carers and individuals during times of crisis N/A HSC393 Prepare, implement and evaluate agreed therapeutic group activities N/A HSC394 Contribute to the development and running of support groups N/A HSC395 Contribute to assessing and act upon risk of danger, harm and abuse N/A HSC396 Enable people with mental health needs to develop coping strategies N/A HSC397 Reinforce positive behavioural goals during relationships with individuals N/A HSC398 Contribute to assessing the needs of individuals for therapeutic programmes to enable them to manage their behaviour N/A HSC399 Develop and sustain effective working relationships with staff in other agencies N/A HSC3100 Participate in inter-disciplinary team working to support individuals N/A HSC3101 Help develop community networks and partnerships N/A HSC3102 Work with community networks and partnerships N/A HSC3103 Contribute to raising awareness of health issues N/A HSC3104 Support the development of networks to meet assessed needs and planned outcomes N/A HSC3105 Contribute to the recruitment and placement of volunteers N/A HSC3106 Plan, organise and monitor the work of volunteers N/A HSC3107 Lead and motivate volunteers N/A HSC3108 Facilitate learning through presentations and activities N/A HSC3109 Facilitate group learning N/A HSC3110 Support colleagues to relate to individuals N/A 8 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Additional units Unit number Title Forbidden combinations HSC374 Provide first aid to an individual needing emergency assistance N/A HSC3111 Promote the equality, diversity, rights and responsibilities of individuals N/A HSC3112 Support individuals to identify and promote their own health and social well-being N/A HSC3113 Support and enable individuals undergoing renal dialysis to contribute to their own health and well-being N/A HSC3114 Promote the needs, rights, interests and responsibilities of individuals within the community N/A HSC3115 Receive, analyse, process, use and store information N/A HSC3116 Contribute to promoting a culture that values and respects the diversity of individuals N/A HSC3117 Conduct an assessment of risks in the workplace N/A HSC3118 Respond to work-related violent incidents N/A HSC3119 Promote the values and principles underpinning best practice N/A HSC3120 Support competence achieved in the workplace N/A HSC3121 Contribute to promoting the effectiveness of teams N/A N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 9 10 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Section 2: Worked examples of forms Collecting your evidence Your evidence is normally kept in a file, normally called a portfolio, which may be stored electronically. We produce a document called Generic candidate guidance, which provides all the forms you need to record your progress and to help index your evidence. This section explains how and when you, assessors and internal verifiers use the recording forms in the logbook and provides worked examples. Example 1: Index of evidence The index of evidence should be placed at the front of your portfolio. As you produce pieces of evidence, you should give each piece a unique number. You should then complete the index of evidence so the evidence can be located easily. Every piece of evidence should be numbered and referenced on the index, including evidence that is not located in the portfolio, such as confidential material which has been left in situ in the workplace. The final column of the sheet should be completed by the internal verifier if your evidence is sampled. Example 2: Assessment plan Before you begin to collect any evidence it will be helpful for you to compile, with your assessor’s help, an assessment plan. The plan should identify normal work routines, defining the tasks to be carried out, how long the tasks will take and the evidence that will be generated. The tasks should be ‘normal working activities’ and part of your day-to-day job role, or ‘activities needing to be performed’, which means opportunities to carry out the tasks need to be generated. Producing an assessment plan will help to identify suitable opportunities for integrating assessment of different units. Example 3: Unit progress record This form enables you and your assessor to see at a glance what stage you are at in this qualification. Each time you achieve a unit of your NVQ, you should put your signature and the date next to the relevant unit title ensuring that your evidence can be easily located. Before signing next to a unit title, you will need to make sure that the assessor has completed the recording documents correctly. Example 4: Element achievement record This lists the performance criteria and scope in an element you need to prove competence for. Each time you meet the requirements of an outcome, you should write the date in the relevant box. N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 11 On completion of each element, your assessor will give you feedback about your performance, informing you if you have been successful in achieving the required level of competence for individual outcomes. There is space on the back of the form for your assessor to make comments and/or notes from the feedback session. Make sure that you are clear about the assessment decision and fully understand what has been said. You and your assessor should both then sign and date the form before filing it into the relevant section of your portfolio. Example 5: Knowledge evidence record This lists all the knowledge and understanding requirements you need to demonstrate for a unit. While working through individual elements, you should tick the appropriate boxes on the form to show which type(s) of evidence you have collected to prove that you have the required level of knowledge and understanding. Once you are satisfied that you have achieved the knowledge and understanding requirements for the whole unit, your assessor should, as with the element achievement record, note his/her comments from the feedback session on the form. You and your assessor should then sign and date the form before filing it in the portfolio. Remember that on completion of the unit your assessor should complete your unit progress record. Example 6: Personal statement You should use a personal statement to record your experience of something, such as how you handled a specific situation. You should describe what you did, how you did it and why you did it. You can refer to other people who were present. This might provide you with a ‘witness testimony’ (see example 8), which should be noted in the ‘Links to other evidence’ column on the statement form. You might also use the personal statement to put a piece of evidence in context for your assessor so that he/she can help you decide if it is relevant to your NVQ. For example, you may refer to paperwork that is used in the organisation to pass information to a colleague. It may not be clear to your assessor why you are communicating in this way and a brief explanation from you of its relevance may be required. Example 7: Observation record Your assessor should record his/her observations of you as you work, and: †¢ describe the skills you use †¢ describe the activities you perform †¢ specify the units or parts of the units that are covered by the observation †¢ provide details of the knowledge and understanding apparent from your performance and the ensuing questions †¢ list the other units/elements to which the evidence may contribute (integration of assessment). Your assessor should keep a note of his/her comments and feedback to you. Once completed, the record of the observation should be referenced as evidence and included in your portfolio. 12 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Example 8: Witness testimony There may be occasions when your assessor is not able to observe you carrying out certain aspects of your job. In such instances, it may be appropriate for another person to comment on your performance by completing a statement called a ‘witness testimony’. Witness testimony should only be used to support other forms of evidence such as a product. It should: †¢ be provided by a person who is not related to you and is in a position to make a valid comment about your performance, eg a supervisor, line manager, a client or customer †¢ contain comments that specifically relate your performance to the NVQ standards †¢ be authenticated by the inclusion of the witness’s signature, role, address, telephone number and the date. Example 9: Record of questions and candidate’s answers This form is used to record any questions your assessor asks you to establish you have the underpinning knowledge and evidence required by a unit. Your answers, or a precis and/or bullet points regarding the issues discussed should also be noted. Both you and your assessor should sign and date the form. Example 10: Expert witness evidence The use of expert witnesses is encouraged as a contribution to the assessment of evidence of your competence, where there are no occupationally competent assessors for occupationally specific units. Expert witnesses must have: †¢ a working knowledge of NOS for the units on which their expertise is based †¢ current expertise and occupational competence, ie within the last two years, either as practitioner or manager, for the units on which their expertise is based. This experience must be credible and clearly demonstrable through continuing learning and development. The training centre must retain records of the CV and continuing professional activities of expert witnesses. Expert witnesses must either hold any qualification in assessment of workplace performance, such as L20 from the Learning and Development suite, Support Competence Achieved in the Workplace, or a professional work role which involves evaluating the everyday practice of staff. In due course the implementation of regulatory requirements may mean that expert witness will need to hold appropriate health/health and social care qualifications. Worked examples To give you a clearer picture of how to compile your portfolio, you will find worked examples in below. You should ask your assessor for further advice and support if you are still unsure about how to use the forms and who should complete them. N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 13 14 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Example 1: Index of evidence NVQ title and level: Edexcel Level 2 NVQ in Health and Social Care Evidence number Description of evidence Included in portfolio (Yes/No) If No, state location 1 Personal statement Yes Units/elements evidence links to (give specific numbers, eg Unit HSC21 Element 2. 1) Internal verifier signature and date of sampling HSC21d HSC25a, b, c HSC218 b, c 2 Direct observation and questioning Yes HSC25a HSC21a, b, c, d HSC218 b, c 3 Witness statement from line manager Yes HSC25 b, c 4 Questioning Yes HSC25 a, b, c 5 Expert witness statement Yes HSC218a 6 7 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 15 16 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Example 2: Assessment plan Units/elements to be covered: Units HSC 21-23 Candidate: Ann Example Assessor: Ann Assessor Normal working activities performed Typical evidence Work area Expected completion date Links to other units/elements Unit/element: HSC25a Carry out specific plan of care activities Observation, reflective account or discussion questioning Resident living areas HSC21, HSC218 Unit/element: HSC25b Provide feedback on specific plan of care activities Observation, reflective account or discussion, questioning Resident living areas and office HSC21 HSC218 Unit/element: HSC25c Contribute to revisions of specific plan of care activities Observation, reflective account or discussion questioning Resident living areas and office HSC21 HSC218 Activities to be performed Unit/element: HSC25a Carry out specific plan of care activities Collecting information about a person’s plan of care and following this plan Unit/element: HSC25b Provide feedback on specific plan of care activities Providing information about a person’s plan of care to others Unit/element: HSC25c Contribute to revisions of specific plan of care activities Contribute to ongoing and planned review of care plans Additional comments Our first observation for these activities will take place through assessment of assisting an individual with washing and dressing on Tuesday morning. This will also provide evidence for several other units including HSC21 (Communication and Record Keeping) and HSC218 (Personal Care). Assessor’s signature: Date: Candidate’s signature: Date: N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 17 18 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Example 3: Unit progress record Qualification and level: Health and Social Care Level 2 Candidate: †¢ Candidates who are working the health sector must select TWO core units, TWO optional units and TWO units from either core or optional units. †¢ Candidates who are working in the social care sector, MUST take the FOUR core units in order to satisfy registration/regulatory requirements, and two optional units. Unit checklist: circle the reference number of each unit as you complete it. Core HSC21 HSC22 Optional HSC214 HSC218 HSC23 HSC24 Circle the reference numbers as you complete each unit. You can then easily see what stage you have reached in your NVQ. Core units Unit number Title Assessor’s signature HSC21 Communicate with, and complete records for individuals HSC22 Support the health and safety of yourself and individuals HSC23 Develop your knowledge and practice HSC24 Date Ensure your own actions support the care, protection and well-being of individuals This section of the form is for your assessor to sign each time you successfully achieve a unit. Continued overleaf N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 19 Optional units Unit number Title HSC214 Help individuals to eat and drink HSC218 Support individuals with their personal care needs 20 Assessor’s signature Date N015903 – Candidate g