Courses

Health, Safety and Security in Health and Social Care

This unit aims to enable learners to gain an understanding of the health, safety and security of individuals in a health and social care context. They will explore legislation, policies and procedures and gain an understanding of the purpose of risk analysis. Learners will also gain an understanding of how to deal with incidents and emergencies in a health and social care environment.

 

The unit requires a clear understanding of the language used in the context of health, safety and security. HSC workplaces are complex environments and services may be delivered in health, residential and day care settings as well as increasingly in service users' own homes. At the end of the unit, learners should be able to foresee potential hazards and know how to make appropriate responses to minimise risks, in the context of relevant legal and local policy requirements.

 

Course Code:
NE12

Fee EU/Local Students

€350

Exam fee: €20 /module

 

Easy Pay Option:

€150 deposit

€45/ week for 5 weeks

Duration:

6 weeks

Awarding Body EDI-AWARDING BODY
Start Dates: 2 intakes/yr January/February September/October  
Entry Requirement:

Applicants must be a minimum of 18 years old
GCSE level qualifications and general IT knowledge or Equivalent

University Progression Route

 

Learning Outcome

 

On completion of this unit a learner should:

  • Understand potential hazards in health and social care
  • Know how legislation, policies and procedures promote health, safety and security in health and social
    care settings
  • Be able to implement a risk assessment
  • Understand priorities and responses in dealing with incidents and emergencies.

 

1. Understand potential hazards in health and social care
Hazards: relating to the physical environment, equipment, infections, substances, working conditions,
working practices, security systems
Harm and abuse: possibility of, eg abuse, injury, acquired infection, psychological distress, inappropriate
care planning, exposure to danger, stress, loss of/damage to, eg belongings, premises
Setting: types, eg residential care, hospital, day care, pre-school, infant school, childminder, clinic, surgery,
any location where an individual receives care services (including in own home or the community); public
environment, eg retail area, swimming pool, public park, sports ground, beach, transport
Individuals: those receiving care; workers in a setting: care staff (based in setting, visiting setting), support
staff (eg caterers, cleaners, administrative), visitors (eg relatives, friends, volunteers)
Users of health and social care services: as relevant to setting, eg patients, older people, people with
learning disabilities, young people, young children, babies, those with physical disability or sensory
impairment, people with mental health problems

 

2. Know how legislation, policies and procedures promote health, safety and security in health and social care settings
Legislation and guidelines: relevant sections for home country, eg Health and Safety at Work Act, Food
Safety Act, Food Safety (General Food Hygiene) Regulations, Manual Handling Operations Regulations,
Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR), Data Protection Act,
Management of Health and Safety at Work Regulations, Care Homes Regulations, Control of Substances
Hazardous to Health Regulations (COSHH), Civil Contingencies Act 2004, Care Minimum Standards
(various supplements)

 

Safeguarding: vulnerable adults, children and young people; enhanced disclosures, Independent
Safeguarding Authority, Protection of Vulnerable Adults (POVA)

 

Influences: staff, eg staff-service user ratios, training; premises, eg location, facilities, access; practices (policies and associated procedures)

 

Policies and procedures: for, eg safeguarding, health and safety, reporting accidents, disposal of body
wastes, storage and dispensing of medicines, fire evacuation, lone working, security of premises,
possessions and individuals, cleaning, food safety

 

Roles: employers, employees, care staff, users of services, local authority, National Health Service Trust;
other individuals, eg visitors, relatives, volunteers

 

Responsibilities: according to legal and organisational requirements; for, eg following organisational
safety and security procedures, making risk assessments, minimising risks, dealing with incidents and
emergencies, working with others to ensure health, safety and security, reporting of and maintaining
records of incidents and emergencies, understanding limits of own responsibilities, keeping self safe

 

3. Be able to implement a risk assessment
Risk assessment: hazard identification, potential severity of harm resulting from each hazard, likelihood/
probability of each hazard causing harm, critical controls, eg HACCP in food safety
Calculating the degree of risk: likelihood of something happening, scale of 1 to 5 (1 is not very likely; low
risk, 3 moderate risk, 5 means very possible or even probable)
Controlling the risk: deciding what needs to be done to reduce or remove the risk
Monitoring how the risk is being controlled: taking precautions to reduce risk; clear instructions from health
and safety officer
Reappraising the risk: risk reduction; regular evaluations by the health and safety officer

 

4. Understand priorities and responses in dealing with incidents and emergencies
Incidents and emergencies: types, eg incidents of suspected/actual abuse, accidents, exposure to infection/
chemicals, spillages, intruders, aggressive and dangerous encounters, fire, major disaster (eg flood, loss of
water supply, civic emergency), other critical incidents
Responses: maintaining respect and dignity; minimising risk, accessing support for the incident or
emergency, working in partnership (eg with emergency services); others, eg dealing with suspected
abuse, dealing with disclosure of abuse, role of first aid, evacuation procedure, reporting of accidents,
follow-up review of critical incidents and emergencies, accessing support for own emotional reactions
after an emergency
Priorities: when dealing with incidents and emergencies, eg ensuring safety of people, property,
environment, review of policies and procedures following critical incidents, implementing improvements
for the future.

 

    Unit Assessment

Assessment takes the form of written assignments, observations, in-class tests, verbal assessment and projects

To gain the unit learners must achieve, as a minimum, the Pass grade; the Pass grade is in effect the gaining of the credit for the unit, and this contributes to the overall qualification grade. All units must be passes within the rules of combination to achieve the overall qualification.

 

The table below shows the number of points scored per credit at the unit level and grade


Level Points per credit
  Pass Merit Distinction
5 7 8 9
6 9 10 11


Learners who achieve the correct number of points within the ranges shown in the 'qualification grade' tables below will achieve the qualification Pass, Merit, Distinction or Distinction* grades (or combinations of these grades appropriate to the qualification).

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