NVQ HELP Study Aid For Use With NVQ Level 3 in Health and Social Care

NVQ HELP Study Aid complete Examples National vocation Level 3 NVQ in Health and Social Care (Adults and Children and Young People)NVQ in Health and Social Care lets you strengthen the skills you use to do your job, helps you fill in any training gaps you might have and gain valuable qualifications at the same time.

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NVQ Help	27-10-2011
Hello John Thank you for your question. If you have any concerns regarding safety or hygiene of equipment or facilities? - I would suggest that you switch off any electrical current, inform managers / colleagues not to use the equipment. If your place of work has a maintenance person - I would report your concerns immediately either in person or by recording it in the maintenance book. Alot of work places, now seem to have external companies who deal with maintenance of equipment - you could call them directly and arrange for them to come out and fix the item. I hope this helps alittle. Kind Regards
John	26-10-2011
How would you report any concerns you had regarding safety or hygiene of equipment or facilities?
Kate	22-10-2011
Hello need help pls. Explain how risk assesment can help address dilemmas between rights and health and safety concerns
NVQ Help	22-10-2011
Hello Kate Thank you for your question. I have emailed you a piece of work on Supporting Choice And Control A template policy framework for delivering person-centred outcomes by a positive approach to risk, but a quick answer to your question (depending on your service user group) would be: Address dilemmas between service user rights and health and safety concerns. If someone with dementia smokes, replace matches with disposable lighters to lower the risk of them accidentally causing a fire. If the person you care for drinks alcohol, check whether this will cause any side effects if they take dementia medication. If in doubt, ask your GP for advice. If working with children/young people – e.g if they have epilepsy – you would need to assess the risks of their going to parks, using swings or climbing frames – just in case they have a seizure and fall. I hope this helps. Kind Regards
daniel R	15-10-2011
• HSC326
NVQ Help	15-10-2011
Hello Daniel Thanks for visiting the website. If you are looking for unit 326 - Contribute to the prevention and management of challenging behaviour in children and young people, the study aid for sale includes 9 pieces of work, including reflective account. Kind Regards
NVQ Help	13-10-2011
Hello Kay Thank you for your question and for visiting the website. I have emailed you a document on Equality and Diversity - this covers legisilation,codes of practice and breaks each subject down into easy to read explanations. I hope it helps. Kind Regards
kay	11-10-2011
hi ya i am stuck on a question which is describe key legislation and codes of practice relating to Equality,Diversity, inclusion, discrimination on new nvq deploma thank u
NVQ Help	05-10-2011
Hello Diane Thanks for visiting NVQ Help website. Below is an website address that I think you will find helpful. It has diagrams of the Human Skeleton, along with diagrams of the human respiratory system, human muscular system and Human body organs. I hope you find the information helpful. http://www.contmediausa.com/shop/app/products/Human3D/human3dhumanskeleton.html Kind Regards
NVQ Help	05-10-2011
Hello Stuart Thanks for your question. Here is some information on how to write a reflective account about how you will benefit from doing your nvq and putting into practice. Refer to laws, legislation, minimum care standards, policies and procedures that you have learnt and how they affect the way in which you work. Discuss how doing your award made you reflect on your personal work practice, what you learnt and how you now implement it into your daily practice. Ask yourself a question? Do I do anything differently now! (in work), since doing the NVQ award. If the answer is yes – then give details of what, how and why. Guidelines on writing your reflective accounts. Reflective accounts are about: What you did! How you did it! Why you did it! How you felt! What went well! What you would do differently! Who else was involved! Always introduce your reflective account by giving a brief description of the situation to set the scene. Leave a margin to write in your related questions that the account covers. Always use the first person e,g, I ............, as the account is about what you did. Do not include any identifying names, addresses or details. Always sign and date your reflective account. I hope it helps. Kind Regards NVQ Help
diane jervis	04-10-2011
how do l draw a diagram of a skeleton
stuart	02-10-2011
Hello i need to wright an account on how i wil benifit from doing my nvq and putting into practis
NVQ Help	29-09-2011
Hello Debra Thank you for your questions. I have emailed you some work for guidance on unit 328 - Contribute to care planning and review. I hope you find it helpful. Kind Regards
NVQ Help	29-09-2011
Hello Stephanie Thank you for visiting the website and submitting a question. As communication is quite a indepth topic, I have emailed you a piece of work to have a look at. I hope you find it helpful. Kind Regards
NVQ Help	28-09-2011
Hello Natasha Thanks for your question. I will give you a brief outline of what \'physiological measurements\' are on this page, but have emailed a more detailed document to you. The term ‘Physiological Measurement’ has been adopted to reflect those services that predominantly focus on assessing the function of major organ systems, providing information on the extent of disease or disability and the provision and/or response to therapeutic interventions. There are eight different disciplines or areas recognised within Physiological Measurement, providing services to almost all clinical specialities and performing around 300 different specialist tests. It is estimated that approximately 10 million Physiological Measurement procedures are carried out per year. Physiological Measurement includes: Audiology Cardiac Physiology GI Physiology Neurophysiology Ophthalmic and Vision Science Respiratory and Sleep Physiology Urodynamics Vascular Technology I hope you find it helpful. Kind Regards
Stephanie	25-09-2011
HSC369 Value 5 Methods and ways of communicating that: (a) support equality and diversity (b) are effective when dealing with, and challenging discrimination when communicating with, individuals and key people and when individuals are communicating with other people To my mind this question itself is not really inclusive being totally confusing and not easy to understand what they are asking...anyway..could you enlighten me please?!
Natasha D\'Alessandro	20-09-2011
i find it hard to complete my award as i feel as i have no support i am currently doing the optional units physiological measurements and have no idea what i am doing and i\'m also having to do performance criteria and feel as i am repeating everything over and over within the care home in which i work physiological measurements is difficult i\'m not thick but it like writing something i have no idea about as carers don\'t do this it\'s the nurses or senior care leaders.
Debra	13-09-2011
please can you help?im stuck on unit hsc328 on nvq 3,many thanks x
NVQ Help	08-09-2011
Hello Miska Thanks for your question. I found that the majority of information for this subject is covered by the Health and Social Care act 2008 (regulated activities) Regulations 2010 and Care Quality Commission (registration) regulations 2009. I have emailed you a document on Essential Standards of Quality and Safety. This mentions the subject of physiological measurements. I hope this helps. Kind Regards
miska_moo	07-09-2011
Please can anyone help! I am stuck with question: describe current legislation, national guidelines, organisational policies and protocols affecting work practice while undertaking physiological measurements. I went thought all policy files which I could find in my hospital and I can\'t find anything. I spoke to my ward manager and we were looking for physiological measurements policy together and still nothing. Please help if you can. My assesor is not very helpful, she just said just look into your health and safety policies and infection control. Well I couldn\'t find much there really. Thank you
NVQ Help	04-09-2011
Hello Sally Thanks for your question. Here is a information on reflective accounts. Guidelines on writing your reflective accounts Reflective accounts are about: What you did! How you did it! Why you did it! How you felt! What went well! What you would do differently! Who else was involved! Always introduce your reflective account by giving a brief description of the situation to set the scene. Include the date of the event and any related product evidence, such as daily recordings etc (including their whereabouts in the workplace) Leave a margin to write in your related questions that the account covers. Always keep the questions with you when you are writing our own reflective account. This will remind you of the standards (questions) you are covering. Always use the first person e,g, I ............, as the account is about what you did. Do not include any identifying names, addresses or details. Always sign and date your reflective account. The event you are writing about must be current, as your assessor may ask to see relevant documentation to - check dates etc. Refer to laws, legislation, minimum care standards, policies and procedures that effect the way in which you work. Who would you be passing any information on to? I hope it helps. Kind Regards NVQ Help
NVQ Help	04-09-2011
Hello Anees Thanks for your question. I would go along the lines of the following: CU6 maintain communication within team Being an effective communicator is important for most dimensions of work life but particularly so when working as part of a team. The more each individual is cognisant of their own needs and strengths and those of others adjustments can be made on both side to optimize communication effectiveness. If/when working in a care setting it is vital for staff to communicate efficiently with their colleagues. E.g. Always ensure all staff are present before beginning of shift (if possible), do a shift plan to discuss detail of the shift ahead. E.g. who is going to shift lead, who will work with specific service users, any medications needs, risk assessments etc. 1. Time is a precious resource, ensure your communication is focused and provide only as much detail as the recipient needs to understand and engage. 2. Demonstrate active listening whenever possible (repeating back a summarised version or asking clarifying questions). 3. Determine if your team mate processes information better through verbal communication or written communication, although you should never use one form exclusively, when you need to ensure your team mate clearly understands the information, make sure you provide it in the form that best suits them. 4. Check for visible confirmation that your team mate is listening and engaged, if not save the communication for a time when you are both able to fully commit to the conversation. If the time never seems right, be a little more forcefully and specifically ask for confirmation that what you are saying is being heard. 5. and detail you provide will be quite different depending on the objective. 6. Check with your team on a regular basis about how well communication is going, are there areas where there is too much information being discussed/disseminated, are there areas where there is a void in communication, are there ways team members would prefer to communicate i.e. a weekly meeting instead of having to write a weekly activity report. Kind Regards NVQ Help
NVQ Help	04-09-2011
Hello Kirsty Thanks for your question. Equality and Diversity is such a huge subject, hence I have emailed you a piece of work that covers it. I hope it helps you. Kind Regards NVQ Help
NVQ Help	04-09-2011
Hello Pamilus Thanks for submitting your question how risk assessement can help address dilemmas between individual and rights, health and safety to the NVQ Help website. This is a quite lengthy answer, so I have emailed you a piece of work to have a look at. I hope it helps you. Kind Regards NVQ Help
pamilus	03-09-2011
pleas describe how risk assessement can help address dilemmas between individual and rights,health and safty
sally	29-08-2011
I am doing diploma 3 in childcare.teenagers and im so stuck I could cry. Task c assignment 023 I have been asked to do an example of reflective practise but Im unsure of what or how to do this please help??? many thanks
kirsty	28-08-2011
hi i,m stuck on nvq3 socail care for adults with learning disabilyts i,m struggling on diversity n equitly can you help thanks
Anees	24-08-2011
any chance to get help for complete CU6
NVQ Help	17-08-2011
Hello Sally Thanks for your question. There are so many cognitive humanist theories, too many to list on this question page. I have emailed you some work for you to have a look out. Kind Regards
NVQ Help	17-08-2011
Hello Jacqui Thanks for visiting NVQ Help. I have emailed you some work on relationship theories. Kind Regards
jacqui collins	16-08-2011
i am completing my envq diploma 3 and my last lot of questions are totaly going over my head help!!!! unit ct274 compare key principlesof relationship theories
sally	11-08-2011
im justy so frustrated i dont know how to write a report :how theories have influencedcurrent practisesincluding cognitibe humanist ect. Please help
NVQ Help	30-06-2011
Hello Magaret Thanks for visiting the website and submitting a question. As far as I am aware most awarding bodies e.g. City and Guilds, Ed excel and OCR give 3 years from registration to complete the award. The NVQ award has been change to a QCF diploma award (credit qualification framework). It is basically the same award, as it requires the same evidence, but instead of 8 units for the NVQ, the QCF requires credits, which are made up of more units, but they are smaller and the questions are easier to answer. Candidates who have already been registered on the NVQ can continue it until completion or the time limit expires (3 years). There have been no new registrations on NVQ\'s as from January this year. I would suggest you speak to your employer, college or NVQ assessor - as I am sure that your time limit for NVQ has passed, and you will need to register on the new award. You maybe able to submit some of your existing work as evidence for you new award. I hope this helps. Kind Regards
NVQ Help	30-06-2011
Hello Tsha I would go along the lines of the following, depending on your individual client group. As people age or have a disability, taking care of day-to-day necessities can become more difficult. Simple tasks such as preparing meals, shopping for groceries, banking, paying bills, traveling to appointments, paying household bills and maintaining a property are not as easy. While some of the elderly/disabled clients manage to remain self-sufficient, others require assistance to meet their daily needs and maintain a standard of living, especially when they live alone. Determine if the person you want to help will accept it. While some people may not want to accept assistance, most appreciate help to alleviate their burdens. Make sure the person you are trying to assist welcomes your intervention. Sit down with them and determine exactly what type of assistance they require. They may not be able to do their own shopping, yet maybe capable of preparing her own meals. Once you know the daily challenges they face, you have a starting point to begin assisting them within their own home. Do an assessment, and include the elderly/disabled person in it. You do not want them to feel as if you are taking over their life, but you want to make sure that they actually going to be able to live alone. Total independence is certainly laudable, but at some point it may no longer be feasible. Ask permission to contact their GP, social worker, family, other carers etc that they use. Write up a care plan, risk assessments and complete all legislative paperwork. When contacting the above people, don\'t be afraid to get into specifics. The more questions you ask, the more assistance you are likely to receive. Create an information file. List information on the person\'s doctor, medications, recent hospitalisations, friends or relatives whom you can contact in case of an emergency. Important financial and legal information (bank accounts, benefits received), especially a living will, power of attorney and national insurance number should be on hand in case decisions need to be made in a hurry. Be aware of financial abuse – Also identified as theft, fraud and embezzlement. Signs and symptoms are:- Unexplained sudden withdrawals from accounts. Unusual interest by others to pay bills or be in charge of financial issues. Sudden inability to pay bills. Visit external organisations to research any grants or benefits that may benefit your client. E.g. www.communities.gov.uk. www.direct.gov.uk/en/index.htm Become familiar with the resources in the person\'s area. This is especially important if you do not live in the area. Kind Regards
tsha	24-06-2011
I need some help with HSC 3022 and HSC 3023 Wher can I find info pls. Thank you
Margaret reeves	19-06-2011
I started my NVQ level 3 in H&S 4 years ago when I was stationed in Gibraltar with work, after a few months of starting it I was moved back to the UK where I have not had the opportunity to finish it, after so long will I now be able to complete the course or will I need to start it all again?
NVQ Help	14-06-2011
Hello Charmaine Thank you for your question and visiting the website. Your questions cover a lot of information. The study aid based on level 3 for children and YP/young adults has work for the following units 4222-324 or HSC 3029 Support individuals with specific communication needs 4222-264. The principles of infection prevention and control. The study aid has a unit on Health and Safely 4222-232 Move and position individuals in accordance with their plan of care. The study aid contains work on moving and handling in line with care plan. I also have a piece of working covering all aspects of dementia, which I could email alongside the study aid. 4222-361. Support children or young people in their own home (CYPOP 37). 4222-238. The person centred approach to the care and support of the individual with dementia 4222-239. Understand and implement a person centred approach to the care and support of individuals with dementia Kind Regards
Charmaine Hooper	09-06-2011
Have you got any info. on units 4222-324 (HSC 3029, 4222-238 (DEM 202), 4222-264 (ICO1 201), 4222-361 (DEM 304), 4222-239 (DEM 201), 4222-232 (HSC 2028 I do not understand the questions and need somehelp in understanding and answering them. Tk u.
NVQ Help	02-06-2011
Hello Melissa Thank you for visiting NVQ Help website. A fun way to make colour recognition fun for 0-3 is by letting the kids make a colour book. The book can also be created with a catchy tune. There are several ways to teach colour recognition to children. The best thing is to make sure kids have fun while learning and that the colours are repeated over and over again. The pre schoolers will eventually recognise a colour on site. I have emailed you some more information to the email address you gave, including examples of how to create a book and song. Kind Regards NVQ Help
nvqhelp	02-06-2011
Hello Barry Thank you for submitting a question. Some extended feeding techniques are:PEG Feeding tubes, Nasogastric Ryles tubes or subcutaneous hydration. I have emailed yousome further information on these topics. I hope you find the information helpful. Kind Regards NVQ Help
nvqhelp	02-06-2011
Hello Hattie Thanks for your question and for visiting NVQ Help. If you are at the beginning of your award, I would suggest that you do some assignments. One assignment on legislation, which can be used throughout the whole award. One assignment on all training attended. Photocopy your certificates, then write a paragraph or so about your learning outcomes for each course and how you implement and reflect what you have learnt into your daily work practice. This can be used throught the whole award. I would suggest that you submit as many work products e.g. daily reports, medication sheets etc, basically any written work that you do throughout your shifts - as these documents cover alot of evidence in for this unit. Ask your assessor to sit in on an observation of your supervision, ensure that you discuss as many things as possible, safeguarding, values, training needs, wellbeing etc - as this is a good opportunity to evidence your values and practice. I hope this helps. NVQ Help Kind Regards
nvqhelp	02-06-2011
Hello Joanne Thank you for visiting NVQ Help. The NVQ is a vocational qualification, which means it is a requirement within a specific work place/work role rather than an academic requirement for educational purposes. As far as I am aware (from my own personal experience), there are no previous academic requirements for enroling on an NVQ award. I would say the only requirement is that you are able to answer the questions and demonstrate competency with your work role. Although - It is becoming more common for NVQ candidates to have to complete Key skills in communication and application of numbers before beginning or during their NVQ. This is not part of the actual NVQ, it is a totally separate and will be awarded with a separate certificate. If you achieved a Grade C or above in your Math’s or English Language or Literature GSCE and have taken the exam in the last five years then you will not need to complete this Key Skill. (This should be discussed with your assessor). I think the reason is to do with funding for colleges and employers. You often find that local councils have a social workforce development scheme - which basically means that they offer to fund or part fund the costs of an NVQ qualification on condition that the candidate completes the Key Skills. I did not have to complete key skills for my HSC NVQ, as it was funded via my employers NVQ centre, but when I did my NVQ in IT - I did have to do the key skills, as it was funded by the local council, through a training company. The Department for Children, Schools and Families in England and the Department for Children, Education, Lifelong Learning and Skills in Wales define Key Skills as a range of essential skills that underpin success in education, employment, lifelong learning and personal development. The DfES website states that the Key Skills Qualification is offered as a response to concern from employers about lack of essential skills in young recruits and as part of the response to the 1996 Dearing Report. I hope this helps. Kind Regards NVQ Help
barry lillystone	27-05-2011
hello i am doin my last unit on nvq level 3,,,the unit is hsc357carry out extended feeding techniques to ensure individuals nutrional and fluid intake (imported unit)i have looked all over for help with questions and came across this site have u by any chance u got them so would gladly purchase them straight away ,,thanks
joanne	25-05-2011
hi im just about to sign up for my nvq level 3 in care what exams do i have to take first
hattie	24-05-2011
just started my nvq3 stuck dont know how to write this unit32 engage in personal deve;opment in health 3.1 evaluate own knowledge performance and understanding against relevant standards. alo unit 33 2.1 explain how legislation and codes of practice relating to equality diversity and dicrimination apply to own work role i work as a care assistant
melissa	23-05-2011
Im a little stuck and wondered if you could help? How do i explain the features of a reading book for 0-3yr olds in order to develop intelligence skilss and well as colour and shape recognition?
nvqhelp@	22-05-2011
Hello Shel Thanks for your question. The carer role is to encourage the service user, whether a child or adult to explore, learn to make choices and have their voice heard when decisions are being made that involve or affect them. Health and safety regulations/risk assessments may sometimes put a limit on those freedoms, so for their wellbeing and safety we may limit their options. An example of this could be - a child/young person with epilepsy wanting to play in a public park on a climbing frame! As a carer you would need to risk assess this activity and address if the rights of the YP to freedom outways the risk of danger e.g. a seizure whilst on the climbing frame could result in a serious fall from a height. e.g An elderley person with early onset dementia - wanting to go for a walk to local shop alone. As a carer you would need to risk assess this activity and address if the rights of the service user to freedom outways the risk of danger e.g a person with early stages of dementia might go to the shops and then cannot remember what they wanted or even get lost. I hopes this gives you an idea how to answer this question. Kind Regards
shel	19-05-2011
hi im currently doing my nvq level 3 CU2547, im stook on a question:explain how a risk assessment can help address dilemmas between rights and health and safety concerns.can someone please help thanks x
nvqhelp	13-05-2011
Hello Claire Thanks for visiting nvqhelp.com. Examples of the normal skeleton and muscle attachment and the range of movements in the joints and how this knowledge can assist in safe moving and handling of the service users. Normal skeleton and muscle attachment are: Joints — These are where two bones interconnect. Each joint reflects a compromise between stability and range of motion. For example, the bones of the skull are very stable but immobile, whereas the shoulder joint allows for a full range of motion but is a relatively unstable joint. Tendons —These attach muscle to bone. Ligaments — These attach bone to bone. Skeletal muscles — These muscles contract to pull on tendons and move the bones of the skeleton. In addition to producing skeletal movement, muscles also maintain posture and body position, support soft tissues, guard entrances and exits to the digestive and urinary tracts, and maintain body temperature. Spine joints Your spine begins at the base of the skull and extends to the tailbone (sacrum). Your spine is a series of 24 bones — vertebrae — that surround and protect the spinal cord. The joints that interlock between your vertebrae give you the ability to bend and twist, and they also help to stabilize your spine when you lift heavy objects. Shoulder joint Your shoulder is a ball-and-socket joint with greater range of motion than any other joint. Most shoulder movement occurs where the head (ball) of the large bone in your upper arm (humerus) fits into the socket at your shoulder blade (scapula). Your shoulder\'s wide range of motion enables you to perform extremely varied activities with your upper extremity, from rolling a bowling ball to hitting a tennis ball to pitching a baseball. Hip joint Your hip allows you to make a variety of movements such as bending (flexion), straightening (extension), moving your legs apart (abduction) and moving your legs together (adduction). Designed to bear weight, it\'s the largest ball-and-socket joint in your body. The ball is actually the head of your thighbone (femur). Much of the hip\'s stability is due to the deep placement of the ball into a socket in your hip, called the acetabulum, and to its ligaments and muscles. Knee joint Your knee is the largest and heaviest hinge joint in your body. It\'s also injured more often on average than any other joint. Your knee\'s main movements are bending and straightening. The knee is made up of the lower end of the thighbone that rotates on the upper end of the shinbone (tibia), and the kneecap (patella), which slides in a groove on the end of the femur. Large ligaments attach to the femur and tibia to provide stability. The long thigh muscles — quadriceps on the front of the thigh and hamstrings on the back of the thigh — give the knee strength. Normally, all of these components work together smoothly. But disease or injury can disrupt this balance, resulting in pain, muscle weakness and decreased function. If you include some diagrams of the above muscles and joints - hopefully that will be sufficient to cover your final question and completion of your award. Kind Regards
Claire	09-05-2011
Please help I\'ve been given a question that i\'m completely stuck on and don\'t know how to answer it. This is my last question then I have completed my NVQ3! The question is:- Range of movement in joints in relation to the importance of correct movement and postioning!!! Please help xx
Mary	30-04-2011
Hi thankyou for your information - this has certainly helped me - brilliant
nvqhelp	14-04-2011
Hello Mary Thank you for your question. Spiritual well-being, is completely person centred and makes no assumptions about personal conviction or life orientation. Religious wellbeing is given in the context of shared religious beliefs, values, liturgies and lifestyle of a faith community. What is Spiritual Well-Being? Spiritual well-being is an integral part of mental, emotional and physical health. Spiritual well-being can be associated with a specific religion but does not have to be. This practice is merely one’s own journey to discover things of importance in life as well as one’s place among them. It can be practiced in numerous ways, with its main purpose being to find purpose and meaning in life. Legislation Data Protection Act UN Convention on the Rights of the Child Equality Act 2010 Disability Discrimination Act (1995) Care Standards Act (2000) Learning and Skills Act (2000) Special Educational Needs and Disability Act (2001) [SENDA] The Criminal Justice and Immigration Act [2008] The Education and Inspection Act [2006] The Gender Equality Duty [2007] The Gender Recognition Act [2004] The Human Rights Act [1998] The School Inspection Act [1996] The Sex Discrimination Act [1975] The Universal Declaration of Human Rights (UDHR) (1948) The Education Act [1996] For a summary of the legislation above please visit: http://www.schools-out.org.uk/STK/Guidance.htm Kind Regards
nvqhelp	14-04-2011
Hello Mark Sorry the delay in replying to your question. The study aid is based on the Children Young People/Young Adult award - the units sold are: 31, 32, 33, 34, 326, 360, 369 & 375. 31, 32, 33, 360, 369 & 375 are exactly the same for Children Young People/Young Adult & Adults award. The only difference being unit 34 (equivalent is 35 for adults) and 326 (equivalent is 336 for adults). Both units have practically the same questions, the only difference being the legislation. Safeguarding or POVA. The study aid can be used as a reference guide for both awards using the above units. Kind Regards
mark	10-04-2011
i am doing svq level 3 in health and social care (adults)is your study aid guide relevent for this.
Mary	06-04-2011
Hi, I am doing my last unit and it has been suggested that I do HSC 350, Recognise, respect and support the spiritual well being of individuals. I seem to be having a hard time getting my head round this unit. I understand that it is about the whole person and not just about religious aspects. but seem to be stuck on the laws that surround this. can you point me in the right direction please. thankyou very much
nvqhelp	01-04-2011
Hello Thank you for visiting NVQ Help. Funding for NVQ/QCF awards is a complicated business. The organisation I work for, has its own Learning Centre, which funds staff to do their NVQ award (if it is a mandatory requirement for the role). Although - all staff are required to sign a \'training agreement\' before registration. The agreement has a clause stating if they leave the organisation, withdraw from the award or do not complete in the alloted timeframe - they will have to repay the administration/management costs incurred. I know that NVQ HSC 3 is a mandatory award in the UK for all Health and Social Care workers and some local colleges receive funding from local authorities via the Social Care Workforce Development programme - to deliver a certain number of awards. Each local authority is different. I would suggest that you speak with your manager and get clarification of what your contribution will be. I would imagine that they will ask you to pay for your registration with the awarding body(approx £90.00) and certification (approx £35.00). The main expense of the NVQ award is the assessor time involved, plus additional fees. Have a look through your employment contract and see if it states that the NVQ is a requirement for your role and if it mentions - that you are expected to part fund it. If it does not state that you are required to part fund your award, you may have a valid reason to appeal. I am sorry I could provide a more conclusive answer. Kind Regards
Nick	31-03-2011
Hi there, I did get an oppurtunity to do NVQ3 in Health and Social care. I am working as a health care assistant in one of the care homes in Cambridgeshire. Somehow I thought that NVQ is free (ass all fees are being covered by the government) if you are already working in that field, but I have been told that I am gonna need to pay (if I wanna do it) the contribution towards it. Please explain how everything works out like. Thanks in advance...
nvqhelp	31-03-2011
Hello Mandy Thank you for your questions. The NVQ award has now changed to a QCF diploma award. It is basically the same award, as it requires the same evidence, but instead of 8 units for the NVQ, the QCF requires credits, which are made up of more units, but they are smaller and the questions are easier to answer. Candidates who have already been registered on the NVQ can continue it until completion, but there are no new registrations as from January this year. Below is a list showing which units on the NVQ study aid link into the new QCF. MANADATORY HSC 31- promote effective communication for and about individuals - includes evidence for qcf award units 301, 343, 344, 347, 348, 349, 391,352,358,360,329,245,378,385,393,395,396,408,398 HSC 32- promote, monitor and maintain health,safety and security in the working environment – includes evidence for qcf award units 346, 304,352,360,378 HSC 33- reflect on and develop your practice - includes evidence for qcf award units 302, 303, 343, 344, 349, 392,352, 353,360,245,393 HSC 34 – promote the well being and protection of children and young people - includes evidence for qcf award units 304,303,344,345,391,352,329,245,378,393 OPTIONAL UNITS: HSC 326 – contribute to the prevention and management of challenging behaviour in children and young people - includes evidence for qcf award units 301, 343, 344, 345, 347, 348, 349, 391,352,360,329,406,245,378,385,393,396,398 HSC 360 – move and position individuals - includes evidence for qcf award units 352,360,232,378,385,393,408 HSC 369 – support individuals with specific communication needs - includes evidence for qcf award units 301, 343, 344, 347, 348, 349, 391,352,358,360,245,378,393,395,396,408 HSC 375 – administer medication to individuals - includes evidence for qcf award units 616,360,331,385 Feel free to email with any questions - I will do my best to help you. Kind Regards
nvqhelp	31-03-2011
Hello Lisa Thank you for your question. The NVQ award has now changed to a QCF diploma award. It is basically the same award, as it requires the same evidence, but instead of 8 units for the NVQ, the QCF requires credits, which are made up of more units, but they are smaller and the questions are easier to answer. All candidates already registered on the NVQ HSC award can continue until completion. Your friend will be qualified to deliver the new QCF award, but may need to attend some training. This should be offered to assessors via their employer. If she is not currently employed, she could visit the websites of the examination boards to learn about the changes and have a look at the new standards. All my candidates are registered with City and Guilds. I would advise your friend to have a read at http://www.cityandguilds.com/qcf.html Feel free to email with any questions - I will do my best to help you. Kind Regards
mandy	28-03-2011
I am currently doing nvq3 \"diploma\" in health & social care, what is the difference between this and nvq3
lisa	28-03-2011
Hi, I`m wondering if anyone can help me. my friend is a qualified NVQ assessor in health and social care and has been out of work for a short while and wants to go back in to it but has come to understand that you now deliver the original qualification as a QCF. Does she have to get training to deliver that and if so where from? Thank-you in advance for any help as not even sure i`m in the right place for asking.
nvqhelp	24-03-2011
Hello Tracy Thank you for your enquiry. There are many awarding bodies for NVQ awards. I have listed the ones that I know of below. I have included contact telephone numbers, web pages and costs of replacement certificates (if known). AQA 0844 209 6614 http://web.aqa.org.uk/admin/p_records.php Costs Replacement Certificate: £35.90 per examination session, per level and per board. City & Guilds 0844 543 0000 http://www.cityandguilds.com/43440.html Costs £34 City & Guilds certificate OCR 01223 553998 http://www.ocr.org.uk/learners/lost_certs/index.html Costs £35.00 ExExcel 0844 576 0045 http://www.edexcel.com/quals/NVQ-competence-based-qcf/Pages/Contact-us.aspx EDI 08707 202 909 http://www.ediplc.com/vqs.asp Kind Regards NVQ Help
Mrs Tracy Stevens	22-03-2011
I have had my certificate but you guys have spelled my name incorrectly, my local office is Torquay but I can\'t find a phone number, can you help? Many thanks, Tracy
Rosie	21-03-2011
I am studying nvq3hsc..I find it all very confusing and not sure where to find all the answers to the knowledge questions..can you point me in the right direction?and one in particular you mY help me with is CHS9..k1 \"list any policies and protocols which affect your work in relation to caring for individuals with urinary catheters\".Thank you.
nvqhelp	21-03-2011
Hello Rosie Thank you for your question. The knowledge section can look very daunting and confusing. All knowledge sections cover legislation, values and theories and practice. I would suggest that you do some assignments. One assignment on legislation, which can be used throughout the whole award. One assignment on all training attended. Photocopy your certificates, then write a paragraph or so about your learning outcomes for each course and how you implement what you have learnt into your daily work practice. This can be used throughout the whole award. I decided from the outset of my award - not to do the knowledge as a separate piece of work, as I found there is a lot of duplication from the performance criteria questions. I evidenced the performance criteria first, then read through the knowledge questions and found that I had already covered the majority of answers. I expanded some answers to cover the missing evidence for the knowledge questions. I found doing the units this way - saves a lot of time and duplication of answers. With regards to urinary catheter policies and protocols. These should be covered in your organisations - Infection control and urinary catheter management policy. You employer will either have an in-house one for your specific work place or an organisational one from the department of health. I suggest you ask you manager for a copy. This policy / service should have been reviewed in accordance with Equalities Legislation on race, disability, age, gender, sexual orientation and gender identity, faith and belief. Introduction – including standard statement Education of patients, carers and staff Assessing the need for catheterisation Risk of infection following insertion of an indwelling urinary catheter Catheter drainage options Catheter insertion Catheter maintenance Catheter maintenance solutions Obtaining a catheter specimen of urine I hope this helps. Kind Regards NVQ Help
nvq	10-03-2011
Hello Kate Thanks for visiting nvqhelp and submitting a question. As an assessor - during my initial meeting with my candidate we carry out a skills match - which involves going through the optional units to see which units can be evidenced within your working role. The choice of units depends mainly on what type of service is offered in your work place e.g. children with learning or phyical disabilities, statemented with special needs, children with challenging behaviour and their age is a big factor. A general optional unit choosen by my candidates is 315 - work with children and young people with additional requirements to meet their personal support needs. I look forward to your email and will get back to you with a more specific answer. Kind Regards If you email me at nvqhelp-info@nvqhelp.com, with some more details about your day to day role and your clients - I will have a look and suggest some possible units that you may be able to evidence.
nvq	10-03-2011
Hello Helen Thank you for your comments and feedback on the study aid. The study aid is sold as a reference guide for awards using the following units. It is not sold as â€˜the answersâ€™ â€“ as there are no set answers to any NVQ. It is an individual work based qualification, assessed on you (the candidate) - throughout your daily work practice. I would suggest to all candidates not to submit any work that is not based on their individual work role, as this could result in dismissal from the NVQ award. The study aid is based on the Children Young People/Young Adult award - the units sold are: 31, 32, 33, 34, 326, 360, 369 & 375. 31, 32, 33, 360, 369 & 375 are exactly the same for Children Young People/Young Adult & Adults award. The only difference being unit 34 (equivalent is 35 for adults) and 326 (equivalent is 336 for adults). Both units have practically the same questions, the only difference being the legislation. Safeguarding or POVA. Kind Regards
kate	08-03-2011
hi, im doing my NVQ 3 children and young people. im totally perplexed by which options to chosse, i do voluntary work in a chilodren centre .. ive chosen 312 and 388 but stuck for the other to ... any help would be wonderful
helen	08-03-2011
I purchased your material last week NVQ 3 HSC I actually needed help with adult care but YOU seem to deal only with adult adolescent or something?
nvqhelp	07-03-2011
Hello Tina Thank you for your enquiry. Firstly I would suggest you speak to your HR department and ask to see copies of your recruitment, job description and employment contract. If there is no mention of the NVQ HSC for adults being a regulatory requirement for your role - I would suggest that you have a good case against having to complete the award. If it does state that it is a requirement of the role, then I would suggest that you speak with your manager and potential NVQ assessor to discuss which qualifications/competancies you have already obtained from your nursing qualification - with the intention of transferring them over. I have recently taken a candidate who is a qualified doctor through her NVQ HSC award. She too, disputed having to complete the NVQ award. The outcome was that she had to complete the award, as it was a regulatory requirement for her role. I hope this helps. The NVQ award has now changed to a QCF diploma award. It is basically the same award, as it requires the same evidence, but instead of 8 units for the NVQ, the QCF requires credits, which are made up of more units, but they are smaller and the questions are easier to answer. I hope this helps. Kind Regards
nvqhelp	07-03-2011
Hello Zobina Thanks for your question. Communication is one of the primary issues of importance when working within the care environment. It covers all aspects of the job role, both with the clients and colleagues. Effective communication ensures that all risks are reduced and managed within the legal and organisational requirements. Familiarise yourself with the communication needs of your clients. Read all the initial assessment, health care and risk assessment plans in their files. Ask for clarification and information, from key people, family, social workers and other professionals. Set boundaries within the level of understanding of your clients. Ensure that they have any communication aids required available and accessible at all times. Record any information in daily reports or communication book for colleagues to read – ensuring that you update and record any changes. Ensure that all recordings are accurate and factual. Always communicate in an honest, respectful and clear way e.g. ask your clients, and colleagues how they prefer to be addressed e.g. do not abbreviate a name without asking. I hope this helps. Kind Regards
zobina kausar	04-03-2011
im stuck on my nvq level 2 Q: explain how affective communication affects all aspects of work?
Tina	03-03-2011
I am a qualiied nurse.(R.G.N) and have been for years but I haven\'t been on the register for a few years,but that dosen,t alter the fact that I am a trained,my question is do I have to do the NVQ level3 in HSC adults?I have been told that i have to in my new job because I am not on the register even though it was not required in the application.I would like to hear your views on this please,if you don\'t mind many thanks.
nvqhelp	28-02-2011
Hello Ann Thank you for your question. If you already have a Health and Social Care 3 for adults, you will be able to transfer some of the units over. You will have to do Unit 34 (Promote The Well Being And Protection Of Children And Young People) the equivalent to Unit 35 in the adult award. It really depends on what units you did for your adult award. If they were specifically for adults, then you will need to replace them with units for Children. I recently had a candidate who had completed the adult award and they only needed to do two extra units for the children and young people award - unit 34 and 326 (Contribute To The Prevention And Management Of Challenging Behaviour In Children And Young People). Let me know which units you did to complete your adult award and I will let you know which ones can be transferred over to the Children and Young People award. Kind Regards
nvqhelp	28-02-2011
Hello Hayley Thank you for your question. Unit 33 is the same for the adult and children award, as it is based on you the candidate and not the service user group. It is all about how you reflect on your work practice. I would suggest that for this unit - you submit all your training certificates - write a small piece on each course attended, what the course contained, what you learnt from attending the training and how you imput your learning into your daily work practice. Also, ask your assessor to sit in and carry out an observation of you and your manager during your monthly supervision or appraisal. Ensure that you discuss topics such as, safeguarding, training needs (personal and professional needs), ask your manager for constructive feedback to assess how effectively you are working and what developments and improvements can be made. The above suggestions cover the majority of unit 33. The study aid contains a reflective account, training records and an observation - all of which are actual work items submitted to complete unit 33. I hope this helps. Kind Regards
nvqhelp	28-02-2011
Hello Fatima Thanks for your question. I have written some examples of both \'inclusion\' and \'stereotyping\'. Inclusion Inclusive education describes the process by which a school attempts to respond to all pupils as individuals by reconsidering and restructuring its curricular organisations and provision, allocating resources to enhance equality of opportunity. Inclusion means that we focus on school organisation and culture and how we respond to diversity and celebrate difference. A child is ‘included’ when they are viewed an equal partner in the school or community. Inclusion is about encouraging a sense of community and belonging and encouraging mainstream and special schools to come together to support each other and pupils with special educational needs. Inclusion is a process by which schools, local education authorities and others develop their cultures, policies and practices to include all pupils. An inclusive education service offers excellence and choice and incorporates the views of children and parents. The interests of all pupils must be safeguarded. All children should have access to an appropriate education that affords them the opportunity to achieve their personal potential. Mainstream education will not always be right for every child at every time. Special schools will operate successfully as part of an inclusive education system. They complement the inclusion process through diversification and developing mutually supportive links and partnerships with mainstream colleagues. Stereotyping A simplified and fixed image of all members of a culture or group (based on race, religion, ethnicity, age, gender, national origins) Generalizations about people that are based on limited, sometimes inaccurate, information (from such sources as television, cartoons or comic books, minimal contact with one or more members of the group, second-hand information) Initial predictions about strangers based on incomplete information about their culture, race, religion, or ethnicity A single statement or attitude about a group of people that does not recognize the complex, multidimensional nature of human beings Broad categories about people that fail to differentiate among individuals, peoples, and societies Identification of easily observable characteristics of groups of people Stereotypes can be either positive or negative, but they are all unfair and misleading. In general, stereotypes reduce individuals to a rigid, inflexible image; they do not account for the fact that human beings are complex and multidimensional, with unique attributes. Stereotypes suggest that people or groups of people are the same, when, in fact, they are quite different. Stereotypes about human beings tend to dehumanize people, placing all members of a group into one, simple category. I hope this helps. Kind Regards
fatima	27-02-2011
ccld,nvq3,please i need help in,what is meant by inclusion?what is meant by stereotyping?
nvq	27-02-2011
Hello Marcus It is becoming more common for NVQ candidates to have to complete Key skills in communication and application of numbers before beginning or during their NVQ. This is not part of the actual NVQ, it is a totally separate and will be awarded with a separate certificate. If you achieved a Grade C or above in your Math’s or English Language or Literature GSCE and have taken the exam in the last five years then you will not need to complete this Key Skill. (This should be discussed with your assessor). I think the reason is to do with funding for colleges and employers. You often find that local councils have a social workforce development scheme - which basically means that they offer to fund or part fund the costs of an NVQ qualification on condition that the candidate completes the Key Skills. I did not have to complete key skills for my HSC NVQ, as it was funded via my employers NVQ centre, but when I did my NVQ in IT - I did have to do the key skills, as it was funded by the local council, through a training company. The Department for Children, Schools and Families in England and the Department for Children, Education, Lifelong Learning and Skills in Wales define Key Skills as \"a range of essential skills that underpin success in education, employment, lifelong learning and personal development\". The DfES website states that the Key Skills Qualification is offered as a response to concern from employers about lack of essential skills in young recruits and as part of the response to the 1996 Dearing Report. I hope this helps. Kind Regards
nvqhelp	27-02-2011
Hello Suzie Thank you for visiting NVQ help and submitting a question. In answer to your question - no, you do not need existing qualifications to do an NVQ, as it is a vocational qualification. It is based on your competancy to carry out your job. If you currently volunteer for an organisation, as long as your role involves activities that are included in the NVQ - you should not have a problem. Speak to your manager and check that you will be able to provide evidence within your volunteering role to answer the questions. Kind Regards
Marcus	25-02-2011
My Girlfriend as part of an NVQ L3 is having to do a maths unit, did you have to do that and if so what do you have to do as neither of us have an idea. Thanks Marcus
suzie	25-02-2011
Hi. I am considering doing my NVQ level 3 Health & Social Care. Do you need any qualifications before you start the course?? I work as a volunteer in substance misuse, and only have level 2 in Drug Awareness. Many thanks
ann bennion	24-02-2011
i have done my nvq3 in adults with challenging behavior and i want to apply for a job working with challenging children do i need a differrent nvq3 or is the one iv got ok it is city and guilds
Hayley	24-02-2011
I am doing my nvq3 health and cosial adults. I am stuck on HSC 33, just dont know where to start.
nvqhelp	22-02-2011
Hello Joyce Thanks for visiting NVQ Help website and submitting a question. I would also suggest that you contact OCR - they have a specific page on their website for \'lost certificates\'. Here is the link - http://www.ocr.org.uk/learners/lost_certs/index.html. The telephone number to call is 01223 553998. You may find that your original certificate has been sent to your employer. This is the procedure for the company I work for. If they say that they have already sent out your original certificate has been sent to your employer - contact your employer, informing them that you have not received your certificate and that when you were registered your name was mis-spelt and whoever registered your on the award is liable for the costs of a replacement certificate. The company I work for uses City and Guilds and the cost for a replacement certificate is £35.00. Good Luck. I hope you manage to track it down. Kind Regards
Joyce reid	21-02-2011
I have passed my NVQ 3 with OCR 18months ago ..& I have only a copy of my certificate which has my name spelt wrong & I have STILL to date NOT recieved my ORIGINAL CERTIFICATE.. I am advised by another learner/assessor I must get in touuch with OCR .. What can you advise Joyce LIVERPOOL 9
nvqhelp	21-02-2011
Hello Lea Thank you for submitting your question. The study aid does not include unit, but it does include unit 360 (Move and Position Individuals, which is normally linked to it. HSC 358 as an optional unit within NVQ 3. Ideally you should be able to identify the individuals at risk of skin breakdown and undertake the appropriate risk assessment to provide evidence for this unit. You will need to follow the lines of: For Clients Who are primarily bedfast: Do’s: 1. Look at the client’s skin at least once a day for changes in color or temperature (warmth or coolness), rashes, sores, odor or pain. See diagram on pressure points, and pay special attention to those areas. 2. Assist the client to change position at least every 2 hours. 3. Use pillows or other cushioning to: a. Keep bony pressure points from direct contact with the bed; b. Raise the heels off the bed; and c. Keep the knees and ankles from directly touching one another. 4. When the client is lying on their side, avoid placing them directly on the hipbone. Make sure that bony points are not touching one another, such as the knees and ankles. 5. Raise the head of the bed; a. only as much as necessary for comfort and if consistent with other medical conditions and restriction; and b. only as long as necessary for eating, grooming, toileting, etc. c. Raising the foot of the bed at the same time helps keep the client from sliding down to the bottom of the bed. 6. Lift, don’t drag clients who are unable to assist during transfers or positioning, 7. Use special pressure reducing equipment for the bed when available. Don’ts: 8. Do not use donut-type devices purchased at the drug store. These cause more pressure rather than reducing pressure. 9. Do not use heat lamps, hair dryers, or “potions” that could dry the skin out more. Report to case manager when: 10. The client you are caring for has skin changes, such as redness, swelling, heat or pain, or a break in the skin over a pressure point; or 11. You notice that the heels turn hard and black, or purple and soft; or 12. You are unsure of how to provide care, or if special equipment is needed. Screen Name: Bed Mobility Data Element: Limitations Data Value: Chairfast To print on assessment detail, under Bed Mobility section. For Clients Who Are Primarily Chairfast Do’s: 1. Look at the client’s skin at least once a day for changes in color or temperature (warmth or coolness), rashes, sores, odor or pain. See diagram on pressure points and pay special attention to those areas. 2. Assist the client to change position at least every hour, if unable to shift his or her own weight. 3. Ask or help the client to shift their weight in the chair every 15 minutes for 15 seconds. 4. Use cushions, pillows or other pressure reducing devices to protect pressure points from hard surfaces. 5. Position the client in the chair for good posture and equal pressure over bony points. Don’ts: 1. Do not use donut type cushions in a chair. These cause more pressure rather than reducing the pressure. Report to case manager when: 1. The client you are caring for has skin changes, such as redness, swelling, heat or pain, or a break in the skin over a pressure point; or 2. You are unsure of what to do. To print on assessment detail under Nutrition section: Eating and Drinking Hints: Do’s: 1. Follow the service plan for instruction on any special diet needs (food and fluids), or food and fluid preferences. 2. If the client has lost weight, or has a change in their eating habits, ask the client about the reason for the changes. 3. Offer small, frequent meals to the client if their appetite is poor. If their diet allows, encourage the client to eat foods high in protein (milk, eggs, meat, cheese, etc.) 4. Avoid beverages and foods, with caffeine, such as coffee, soda, and chocolate. Caffeine can irritate the bladder. 5. Offer plenty of water to the client. It will dilute the urine and reduce irritation to the skin and the bladder. Contact the case manager when: 1. The client has a major change involving weight gain or loss, appetite changes; or 2. There are new or worsening changes in the skin such as redness, swelling, a break in the skin, heat or pain over a pressure point; or 3. You are unsure of how to provide care. Screen Name: Bathing Data Element: Self Performance Data Value: Limited OR Extensive OR Total To print on assessment detail, under Bathing section. Preventing Problems With The Skin Do’s: 1. Look at the skin at least once a day for changes in color or temperature (warmth or coolness), rashes, sores, odor or pain. Pay special attention to the pressure points. 2. Use mild soap (avoid soaps labeled “antibacterial” or “antimicrobial”). Use warm (not hot) water. Rinse and dry well (pat, don’t rub). 3. Lubricate dry skin with moisturizing creams or ointments (such as Eucerin or Aquaphor). 4. Use a cushion or towel on the shower chair to help prevent bare skin from tearing 5. Protect bare skin during all transfers. Don’ts: 1. Do not rub the skin over the bony pressure points Report to case manager when: 1. The client gets worse in their ability to shift weight, turn, transfer, etc.; or 2. You feel that using special equipment will help you transfer the client more safely and easily; or 3. There are problems or changes in the client’s skin such as redness, swelling, a break in the skin, hear or pain over a pressure point; or 4. You need help with the client’s skin care plan. Screen Name: Bladder/Bowel Data Element: Individual Management Data Value: Uses, is dry and clean, requires assistance OR Uses, has leakage, cleansing/assistance OR Does not use, has leakage needs To print on the assessment detail, under the Toileting section. Management of Bowel and Bladder Supplies Do’s: 1. Follow the toileting schedule on the service plan. 2. If the client is unable to control their urine or stool, use incontinence products of the client’s choice and assist with changing the product as soon as it is wet or soiled. 3. Gently cleanse or bathe the client after soiling from urine or stool, to keep the skin clean. 4. Apply a thin layer of one of the following waterproof creams or protective barriers: zinc oxide, A&D ointment, Desitin, Bag Balm, or Balmex to protect the skin from wetness. Don’ts: 1. If at all possible don’t use “blue pads” (disposable waterproof underpads). They hold the moisture on the skin. A preferred and more skin “friendly” alternative is a waterproof cloth pad that can be laundered and reused. Report to the Case Manager when: 1. You are not sure what incontinent products or barrier creams to use. The case manager may make a referral to have a nurse talk with the client and the caregiver. I hope this helps. Kind Regards NVQ Help
debbie	21-02-2011
hi im stuck on unit 375 working understanding of the hazzards and complications which may arise whilst given medication
NVQ Help	17-02-2011
Hello Karen Thank you for visiting the website and submitting a question. A green paper is a tentative government report of a proposal without any commitment to action; the first step in changing the law. If you work with children, you may well have come across mentions of the Every Child Matters policy. But in simple terms, what exactly is it and what does it mean? The Every Child Matters policy is a relatively new idea thought up and implemented by the government. It applies to the well-being of children and young people from when they’re born up until they reach the age of 19 and is based on the idea that every child, regardless of their individual circumstances or background, should have plenty of support throughout their life. In fact, there are five key principles to the policy which the government believe children should have support with. These are: • To be healthy. • To stay safe. • To enjoy and achieve. • To make a positive contribution. • To achieve economic well-being. • This is really good news for children and young people as this means their voices and views can be heard. It’s also good news for families too, who may otherwise have felt out on a limb and that the needs of their children in society may be forgotten. It sounds good in theory, but how do children and young people actually make their views known? The idea is that all the local authorities throughout the country work with various groups and organisations to find out what children think. It’s not necessarily a quick process, but once their views are known, the idea is that they’ll listen to their views and try and implement new ideas to help some aspects become reality. The government appointed the first ever Children’s Commissioner for England to help with this process and it’s their job to give children and young people a proper opportunity to have their views and thoughts known. Again, this is done in part through work with community groups and children’s organisations, giving particular focus to the needs of those deemed to be in a vulnerable position. Overall, the policy has been mostly welcomed by those working with children. The core facets are all key areas that everyone working with children strive to foster and the policy helps strengthen these needs and requirements. I hope this helps. Kind Regards NVQ Help
Martina	17-02-2011
Hi, My name is Martina, I\'d like to do a course to gain an NVQ in Speech and language therapy. Where can i find a course?
nvqhelp	17-02-2011
Hello Martina Thank you for your question. Speech and Language Therapy NVQ Level 3 is one of the more specialised NVQ\'s available. I would imagine that colleges that specialise in Health profession courses may offer this. The availabilty of this course would depend on your location. I know that Central Sussex College is registered centre for this NVQ. I would suggest that you contact your local nursing college to ask if they run this NVQ. I hope this helps. Kind Regards
Lea Galiendo	17-02-2011
Would you please help for my HSC unit 358,I need study aid for this unit.thanks
karen	16-02-2011
hi am doing nvq3 sheet hsc 35 please could help me in what dose green paper mean
nvqhelp	16-02-2011
Hello Fatima Thank you for visiting NVQ Help and submitting a question. Please find below some examples of suggested answers for the questions. K3M396 Legislation relating to the use of personal information e.g. Data Protection Act, including the limits to confidentiality Data Protection Act 1988 - The data protection act 1988 replaced all of the data protection act 1984 and the access to personal files act 1987. It also replaced most the Access to Health Records Act 1990. XXXXX has a policy on Data Protection. Confidentiality is a major issue within the social care sector. Individuals have a right to access information held about them. Adults, children and parents have the right to see their files and social services/XXXXX have a duty to respond as positively as possible. Access can be refused to all or part for certain reasons. e.g. where viewing the information is likely to cause harm to the physical or mental health of the data subject or another person. Withholding of information is expected only in exceptional circumstances. Anyone denied access has the right to appeal to the courts or information officer. K3C395 What is meant by a warm and respectful approach e.g. tone of voice, expression, use of appropriate language and how this affects relationships Most adults lapse in to some form of “baby talk” when interacting with infants and small children. Generally this takes the form of using nonsense words, putting on a higher pitched voice, cooing or creating a sing-song rhythm to their speech. While this is fine for use with actual babies, by the time a child should be speaking clearly and using adult speech patterns it may actually hinder his or her speech and language development. Most children begin to say words between 18 and 20 months of age, and two or three word phrases shortly after that. This is the time at which baby talk will begin to take hold in their speech patterns and so should cease. When you speak to children who are learning to talk make sure that you: • Use correct vocabulary (“bottle” not “ba ba”) and grammar (“I want” not “me want”). • Use a clear tone of voice, with a positive expression that the baby or children feels relaxed with. • Use correct pacing rather than rushing through, slowing down or adding rhythms. • Use full sentences rather than mirroring phrases your child says to you. • Stop mirroring nonsense words or sounds in relation to real objects. It may seem harsh to correct your child when (s)he begins to speak the same baby talk you used with him or her, but in order to encourage proper language development you must do just that. When you correct your child, be sure to: Use a positive tone and a smile. Avoid stating ‘That’s wrong” or “You’re wrong” and embarrassing your child. Answer your child’s questions in full sentences with correct grammar. Praise your child when (s)he masters correct pronunciation, vocabulary or grammar. Be patient and recognize that you may need to work on some things for weeks or months. Answer your child’s questions about why (s)he must now use this new language. K3M397 Who it is appropriate to share information with relating to the development of individual babies and children and why such information should be shared Multi-agency working is concerned with bringing services together to prevent problems from occurring. Integrated working between provides benefits to children, families and practitioners. For instance, children’s needs are addressed earlier and more effectively as case workers are able to obtain information quicker than before. I hope this helps you. Good luck with your award. Kind Regards NVQ Help
fatima	13-02-2011
i am doing nvq3,ccld.i need help in unit 312,k3m396,k3c395,k3m397.please help,thank you
nvqhelp	09-02-2011
Hello Angela Thank you for your enquiry. The knowledge section can look very daunting and confusing. All knowledge sections cover legislation, values and theories and practice. I would suggest that you some assignments. One assignment on legislation, which can be used throughout the whole award in all 8 units. One assignment on all training attended. Photocopy your certificates, then write a paragraph or so about your learning outcomes for each course and how you implement what you have learnt into your daily work practice. This can be used throughout the 8 units. I decided from the outset of my award - not to do the knowledge as a separate piece of work, as I found there is alot of duplication from the performance criteria questions. I evidenced the performance criteria first, then read through the knowledge questions and found that I had already covered the majority of answers. I expanded some answers to cover the missing evidence for the knowledge questions. I found doing the units this way - saves alot of time and duplication of answers. I would suggest that you submit as many work products e.g. daily reports, medication sheets etc, basically any written work that you do throughout your shifts - as these documents cover alot of evidence in the knowledge section. Ask your assessor to sit in on an observation of your supervision, ensure that you discuss as many things as possible, safeguarding, values, training needs, wellbeing etc - as this is a good opportunity to evidence your values and practice. I hope this helps. Kind Regards
Angela	08-02-2011
I am a family aid worker with socisl services and am doing my nvq3 i am not having problems evidencing the units but i am confuses about evidencing theknowledge specification is there an easy way to evidence this
nvqhelp	07-02-2011
Hello Helen Thanks for visiting NVQ Help and submitting a question. Some good NVQ books are: There are some very good books available - two good companies are: S/NVQ Level 3 Health and Social Care (Adult) - By Yvonne Nolan. http://www.yvonnenolan.com Supporting You: Supporting Others Health and Social Care (Adults) Level 3 - By Siobhan Maclean and Iain Maclean. http://www.kirwinmaclean.com I used these books when completing my NVQ Health and Social Care. Kind Regards
helen	04-02-2011
i am currently doing my NVQ3 in HSC ADULTS can u recommend a book?Thanks
nvqhelp	02-02-2011
Hello Nicola Thanks for your questions. The whole NVQ process can be overwhelming and time consuming. I would just like to point out, that - it a qualification to evidence your competency to work in your role. Just remember that the majority of tasks you do throughout each shift can be used as evidence e.g. all your paperwork, meetings attended, supervisions, training and any link work you may do. Ask your manager if you can allow your assessor access to these documents and she/he can write up a \'work products/non portfolio product evidence\' report - this will cover an awful lot of evidence (save you having to re-write the information again). There are some very good books available - two good companies are: S/NVQ Level 3 Health and Social Care (Adult) - By Yvonne Nolan. http://www.yvonnenolan.com Supporting You: Supporting Others Health and Social Care (Adults) Level 3 - By Siobhan Maclean and Iain Maclean. http://www.kirwinmaclean.com There is a larger list of books availabe in the \'tips and hints\' section on the nvqhelp website. Good Luck Kind Regards NVQ Help
nicola	01-02-2011
This nvq is painful.... could you help me on what books are the best and websites? im doin nvq level 3 h&s care for adults :)
NVQ Help	30-01-2011
Hello Mandy Thank you for visiting NVQ Help. I have listed some websites below, that I think you may find helpful for Element CCLD 312.3. They cover various activities, communication, curriculum framework in line with developmental stages, baby exercise, developmental milestones etc….. http://www.gameswithbaby.com/ http://thelane.communityos.org/local/os009/clientkb/handouts/TipsForCommunicating.pdf http://lifestyle.iloveindia.com/lounge/stimulating-activities-for-infants-5441.html http://ceep.crc.uiuc.edu/pubs/katzsym/dodge.pdf http://baby.livingchaos.co.uk/after-giving-birth/baby-exercise.asp http://www.pampers.co.uk/en_GB/babyYoga http://www.babybuilders.com/developmental_milestones_files/v3_document.htm I hope you find this information helpful. If you need further assistance, please do not hesitate to contact me. Regards NVQ Help
Mandy Beeslee	26-01-2011
Hia,I am doing my nvq 3 in Children\'s Care and Development. Iam struggling with most of unit 312, Plan and implement environments for babies and children under 3 years, as I am not working with that age group. Could you help me to knoe where I could find all the correct information on these units; Activity 3: Communicating with babies and young children, K3C399, K3C400. Activity 4: Song, body language and baby signing, K3C400. Activity 7: Sources of information for families. K3M410, K3P412 Activity 10: Reporting concerns about development. K3D393 Activity 11: Supporting areas of learning and development, K3D403. Would be very grateful if you could help me Thankyou Mandy
nvqhelp	22-01-2011
Hello Sara Thank you for your enquiry. The study aid includes actual copies of work submitted to complete an entire Health and Social Children and Young People Level 3 award, with each document linked to the evidence it covers. This gives the user clear guidance on how to answer the questions. There are 43 documents in total - covering 8 units. Kind Regards NVQ Help
sara	21-01-2011
Hi I have just started NVQ3 Health and Social Care, Children and Young people can your study aid help me Thanks Sara
Jayne	20-01-2011
Really helpful site. Easy to understand.ill pass the word on to new members of staff taking the NVQ in health and social care.
nvqhelp	18-01-2011
Hello Collins Thank you for your question. You identify various possible communication needs by collating information in the individuals assessment, health plan and preferred communication methods. If possible discuss with the individual their preferred method of communication (setting realistic goals) e.g. if the person has experiencing gradual loss of hearing, they may choose to use BSL or makaton. If they have had a stroke - they would need to undergo speech therapy to re-learn how to speak. (depending on level of speech loss). I hope this helps and gives you an idea. Kind Regards
collins	15-01-2011
please can you help me with this question?. how do u support individuals identify short,medium and long term communication needs
Mike	14-01-2011
I currently work as a Support Worker, supporting people with Learning Difficulties. My employer is keen for me to start NVQ 3. I understand that there is an equivalent qualification that is recognised by universities though. Would you please give me more details? Many thanks, Mike
nvq	14-01-2011
Hello Mike Thank you for visiting the website and submitting your question. Firstly I would like to advise that as from 1st January 2011 - Health and Social Care and all NVQs are being replaced by new qualifications under the Qualifications and Credit Framework (QCF). Anyone already registered for a NVQ award would usually have 2 years from registration in which to complete the qualification. The new QCF award supports progression into higher education and to higher level skills. The higher education sector is aware of the QCF qualifications and they will be accepted by universities. My advice to you would be to speak to the company who will be carrying out your (NVQ) QCF award. They will be able to brief you on their individual company policies. With regards to equivalent qualifications for the existing NVQ award - they are as follows: NVQ 1 = foundation GNVQ, three to four GCSEs at grades D-E, Business & Technology Education Council (BTEC) first certificate. NVQ 2 = five GCSEs at grades A*-C, BTEC first diploma. NVQ 3 = two or more A levels, BTEC Ordinary National Diploma (OND), City & Guilds Advanced Craft. NVQ 4 = BTEC Higher National Certificate (HNC) or Higher National Diploma (HND), or City & Guilds Full Technological Certificate / Diploma NVQ 5 =NQF 7-8 I hope I have been of some assistance. Kind Regards NVQ Help
nvqhelp	14-01-2011
Hello Rachael Thanks for your enquiry. It sounds to be that you have been given a workbook to do. Often training companies collate the City and Guilds questions into their own workbooks, so their assessors can work holistically. Many NVQ assessors work holistically - this means that one piece of work e.g your questions, will be linked to all 8 units. Rather than doing a specific piece of work that can only be used for one unit at a time. Doing you NVQ award holistically, is much quicker and avoids alot of duplication of answers. Feel free to email me the questions - I may be able to give you a more precise answer when I see them. Kind Regards NVQ Help
Mike	12-01-2011
I am currently considering the chance to begin studying the nvq 3 in health & social care offered by my employer. I support people with learning difficulties in an outreach service. I understand that universities don\'t give credits for this qualification, is there an equivalent qualification that universities do give credits for? Thanks
Rachael	12-01-2011
Hi, I don\'t know if you can help as i\'m doing my companies nvvq3.This does some how work with City & Guides? The thing is I have to do a sheet of 24 exercise questions,which are meant to cover quite abit of my nvq..Have you seen or heard of this?? I know the answers but I can\'t seem to figure how i\'m meant to put this down in writing and cover all the items they need. If you could help that would be great,if you can not please cross your fingers for me.. Thanks
nvqhelp	07-01-2011
Hello Mady Thank you for your question. I would advise that you do one piece of evidence to cover all your legislation. This can then be used for all units and comes in very useful for all the knowledge questions. The legislation needed to be covered is: Health and Safety e.g. Riddor, H & S at work act, Riddor, Food Hygiene, First Aid, Manual Handling, COSHH & Risk Assessments. Relevant Children / Adult legislation e.g. Safeguarding for Children, POVA for adults, The Children Act, UN Convention of the rights of the child/adult. Complaints and Advocacy legislation. Behaviour Management legislation. Minimum Standards relevant to your workplace. The study aid includes a piece of evidence which covers all legislation needed to complete an NVQ. There can be slight variations between locations, e.g. Scotland, England or Wales. Kind Regards
nvqhelp	07-01-2011
Hello Kaz Thanks for your enquiry. Unit 312 is a very varied unit, which the majority of work can be covered by other units. If you have done unit 34 (Safeguarding), this will link to 312. Also, if you have done some communication units e.g. 31 or 369, these will also link to 312. Alot of your daily work products will be useful for this unit e.g. any daily reports, behaviour management forms, concern sheets, risk assessments, link working or attending TAC or LAC reviews etc. You need to remember that the NVQ is just an award which asks you to evidence in writing that you are competent to do your job. The majority of evidence is easily covered by your daily paperwork. 312a 1 - give examples of communication, link to any communication training you have had. 312a 2 - give examples of any specific individual needs the child may have. e.g. communication aids - objects of reference, PECS, BSL, Makaton. If the YP has a physical disability, how to arrange the environment to best suit their needs. 312a 3 - Encourage and record any examples of positive communication with YP. Good environments to observe and encourage this behaviour are in the home or school. Basically an environment when the YP is relaxed and comfortable. 312a 4 - Read daily reports before each shift, to identify positive activities that the YP enjoyed and participated in. Offer the YP a choice and encourage participation in the planning of the event (within their abilities). 312a 5 - Refer back to your behavior mangement training, beahviour management incident forms. 312a 6 Refer back to your safeguarding training, any examples of safeguarding concerns you may have mentioned to a manager. 312b is easily covered by your work products e.g daily reports, activity risk assessments. You need to give examples of how your offer the YP a choice and encourage and appreciate their input in the decision making e.g. offer them a choice of venues (with their risk assessment), encourage them to choose their own clothing or what they would like to eat (within the bounds of healthy eating). Basically to try encourage the YP to be as independent as possibe within the ability. I hope this answer helps. If you have any further questions, please feel free to ask. Kind Regards NVQ Help
Daisy	05-01-2011
Hello, I would like have information about, assist supervise medication to individuals. Thank you
mady	03-01-2011
need help with acts and legistration for my nvq 3 corcework.
kaz	02-01-2011
im stuck on hsc 312 a and b
kaz	26-12-2010
i am stuck on hsc 312 a b and c can you help me
nvqhelp	23-12-2010
Hello Lizmusa Thank you for visiting nvqhelp website and submitting a question. Unit 31 has 4 sections - 31a, 31b, 31c & 31d. Could you clarify what section you are stuck on. Kind Regards NVQ Help
lizmusa	22-12-2010
i there i have got disklakess and i am doing my nvq 3 in heath and socile care but i am stuck on the hsc31 pc1.2.4.5ad.6 can you please help me
nvqhelp	15-12-2010
Hello Adefolu Thank you for your enquiry. Unit 31 is mainly about individual’s communication, language needs and preferences. You need to record if there are any language/communication barriers and how you manage these behaviours. E.g someone with dementia may have significant communication issues due to cognitive decline leading to speech problems, serious vision and hearing problems. There are many different forms for communication aids e.g. BSL, PECS, Objects of Reference etc. The study aid contains in depth reflective accounts, theories on communication and legislation. I hope this helps. Kind Regards
nvqhelp	15-12-2010
Hello Sarah Thank you for your enquiry. actors that influence changes in physiological measurements are illness e.g. if someone has a temperature, or diabetes (low sugar), Anxiety and the environment e.g. People / Children on the autistic spectrum are very sensitive to their environment e.g. noises, lights and smells. I hope this helps as a platform to start. Kind Regards
ADEFOLU	07-12-2010
Can you please help me with hsc31.
sarah	06-12-2010
Hello im doing hsc361 please can you help a working understanding of the factors that influence changes in physiological measurements? I just dont know where to start
sue	29-11-2010
im stuck on unit hsc360
NVQ Help	29-11-2010
Hello Sue Thank you for visiting NVQ Help. Unit 360 can be covered by attending the relevant training. You can submit your training certificate, listing your learning outcomes and how you implement them in your daily work practice. Also, in 360 you need to cover risk of skin breakdown. risk assessments and anatomy and skelton movement and joints. This information can be obtained by doing an internet search on the subjects. The NVQ study aid contains a detailed account of skelton, muscle attachment and the range of movements in joints. I hope this answer helps. Kind Regards NVQ Help
nvqhelp	29-11-2010
Hello Sarah Starting your NVQ can be overwhelming and very confusing. I would suggest that you firstly decide on which units you can provide evidence for. Speak to your manager and ask for advice. I would collect as many of your current training certificates as possible and also copies of your daily work products e.g. daily reports, accident reports, risk assessments, team meetings, service user reviews etc. Remember - an NVQ is an award to prove that you are competent to do your job. The majority of the evidence needed for the award - you cover on a daily basis when completing all the relevant paperwork. If you are unsure - ask your assessor, as they are there to support you throughout your award. I hope this helps. Kind Regards NVQ Help
sarah	27-11-2010
help i dont know where to start
nvqhelp	20-11-2010
Hello Thank you for your enquiry. The study aid does not contain Unit 358 \'Identify the individual at risk of skin\' but it can be linked to unit 360 \'moving and handling\'. Any training you have received on this subject and daily work products e.g. any paperwork completed on a daily basis - will cover alot of the knowledge specification questions. Also search on the internet for \'anatomy and physiology of the healthy skin\', this will also cover alot of the questions. If you require further assitance please email me at nvqhelp-info@nvqhelp.com
debbie	15-11-2010
hi can you help im try to do nvq3 social care im stuck on specification unit 358
nvqhelp	10-11-2010
Hello Thank you for your enquiry. The award for sale is based on children, but units 31, 32, 33, 360 are the same for the adult award. Unit 326 (children) is the same as unit 336 (adult). I do not have unit 328 or 358 for sale, but do have unit 35. I hope this helps. Kind Regards NVQ Help
GAIL	08-11-2010
do you have a study aid for sale. nvq 3 adult. units,31,32,33,35,328,336,358,360.? thanks.
nvqhelp	05-11-2010
Hello Naomi Sorry the delay in replying to your question. The study aid is based on the Children Young People/Young Adult award - the units sold are: 31, 32, 33, 34, 326, 360, 369 & 375. 31, 32, 33, 360, 369 & 375 are exactly the same for Children Young People/Young Adult & Adults award. The only difference being unit 34 (equivalent is 35 for adults) and 326 (equivalent is 336 for adults). Both units have practically the same questions, the only difference being the legislation. Safeguarding or POVA. The study aid can be used as a reference guide for both awards using the above units. Kind Regards
naomi	27-10-2010
Hi, do you not have a study sid for HSC Level 3 Adults? - Thanks
NVQHelp	20-09-2010
The study aid for sale, is genuine examples of work submitted to complete a Health and Social Care Level 3 award for children & young people/young adults.
sue foreman	09-09-2010
hi i have orderd 1 of your books study aid nvq levei 3 is this book for children or adults. i need a book for adults. thanks. sue foreman.
Andrea	09-05-2010
Thank you. It will give me good guidance through my NVQ 3
mk8496	02-04-2010
I have bought nvq L 3 units on internet but this one is 100%..excellent work thank u
nvq	29-03-2010
Very professional package. Recommended
mike	27-03-2010
thanks very helpfull site :)
2006lakeland	27-03-2010
Just what was needed, Many Thanks
Diane	27-03-2010
Great Study Aid, Fast Delivery And Great Communication, Thanks
Jim	27-03-2010
Brilliant. Thank you

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