Care Certificate Workbook - Age UKageuktraining.carecertificate.co.uk/static/doc/workbooks/Age_UK_CC...Care Certificate Workbook Duty of Care 3 Contents Understand how duty of care

Care Certificate Workbook

Duty of Care

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Duty of Care

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This workbook belongs to….

Name:

Organisation:

Place of Work:

Manager:

Start Date:

3

End Date:


Duty of Care

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Contents

Understand how duty of care contributes to safe practice

a) Define ‘duty of care’

b) Describe how duty of care affects your own work role

Understand the support available for addressing dilemmas that may arise about duty of care

a) Describe the dilemmas that may arise between the duty of care and an individual’s rights

b) Explain what you must and must not do within your role in managing conflicts and dilemmas

c) Explain where to get additional support and advice about how to resolve such dilemmas

Deal with comments and complaints

a) Demonstrate how to respond to comments and complaints in line with legislation and agreed ways of working

b) Describe who to ask for advice and support in handling comments and complaints

c) Explain the importance of learning from comments and complaints to improve the quality of service

3

3.1

3.2

3.3


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Deal with incidents, errors and near misses

a) Describe how to recognise adverse events, incidents, errors and near misses

b) Explain what you must and must not do in relation to adverse

events, incidents, errors and near misses

c) List the legislation and agreed ways of working in relation to reporting any adverse events, incidents, errors or near misses

Deal with confrontation and difficult situations

a) List the factors and difficult situations that may cause

confrontation

b) Describe how communication can be used to solve problems and reduce the likelihood or impact of confrontation

c) Describe how to assess and reduce risks in confrontational

situations

d) Demonstrate how and when to access support and advice about resolving conflicts

e) Explain the agreed ways of working for reporting any

confrontations

3.4

3.5


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How to use this workbook

Do you need this workbook?

You need to do all 15 Care Certificate Standards. This workbook is designed to

support you to learn about Standard 3. Your manager is responsible for checking

your knowledge, understanding and competence in your specific workplace(s).

If you already have a good level of knowledge and experience, you could take

an assessment instead and only do sections of the workbook (or sections of our

eLearning) that you need to. Your knowledge would be recorded and you can

build an evidence portfolio. This will save you and your manager a lot of time.

Your organisation may have free or funded access to our assessment system.

Check with your manager before you start this workbook. More information can

be found at http://ageuktraining.carecertificate.co.uk/.

The following symbols refer to actions you should take to achieve the outcomes.

There is also an action checklist at the end of this workbook.

Reference “Manager”

We refer to “manager” through the workbook. This may mean something

different in your role, for example: supervisor, line manager, coach, buddy,

mentor, employer or assessor. This is the person responsible for checking you

are competent and confident to work.

3

Ask…

LOCATE

DISCUSS

THINK

DEMONSTRATE


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Understand how duty of care contributes to safe practice

3.1


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Define ‘Duty of Care’

3.1a

Duty of Care

Everyone has what is known as a ‘Duty of Care’ towards

the individuals they support. This is a legal obligation

whereby you must do everything you can to keep the

individuals in your care safe from harm, abuse and injury

whilst promoting their wellbeing. Your employer also has

a duty of care to provide working conditions that are safe

for you to work in.

It involves acting in the individual’s best interests and in

the best interests of others. It is about working within your

competence and in line with your employers agreed

ways of working.

Whatever your role, you have a duty of care to all

individuals you support. It is not a choice and should be

the natural way in which you conduct yourself with

everyone you have contact with.

Definition


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Describe how duty of care affects your own work role

Your responsibilities under the duty of care include:

3.1b

SupportSupporting individuals to live in an environment that is free from prejudice

ReduceReducing the risk of harm, abuse and neglect

Consent

Gaining the consent of an individual if you are acting in their

best interests (unless you have evidence that the person lacks

capacity to make that particular decision at that particular

time, Mental Capacity Act 2005)

ProvideProviding care and support to meet the needs of the individuals

PromotePromoting individuals' wellbeing and independence

RespectInvolving and respecting the individual in any decision affecting their care and support


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In your role you have a duty of care to raise any concerns you may have about

any aspect of your work. These can range from inadequate working conditions,

poor equipment, poor practice by other staff; to raising concerns about

potential abuse cases and situations of neglect.

Wellbeing can be defined as the way in which a person feels. The state of being

comfortable, healthy, or happy.

Code of conduct is an agreement on how you are expected to act as a health

and social care worker.

It is your duty of care to safeguard individuals from harm and abuse.

All employees should report any concerns of abuse they have. These

might include evidence or suspicions of bad practice by colleagues

and/or managers, or abuse by another individual, another worker, or

an individual’s family or friends.

See Standard 10 for information on Safeguarding.


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A negligent act or act of omission that results in abuse or injury could be

unintentional, careless or intentional. A negligent act is breaching the

duty of care. If an individual has evidence that you have been negligent, you

are likely to be disciplined. You could lose your job and you could have legal

action taken against you. This also applies if you witness such an act and fail to

report it. If you are in any doubt at any time, you must discuss any issues you

have with your manager.

Discuss with your manager any

concerns you may have about your

duty of care

Ask…


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Understand the support available for addressing dilemmas that may arise about duty of care

3.2


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Describe the dilemmas that may arise between the duty of care and an individual’s rights

During your work you may find yourself in situations where the individuals you

are supporting do not agree with what you believe is best for them.

Who knows best? The individuals you support, you, another health

and social care worker, or the family?

3.2a


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In situations where there is a

conflict of interest or a dilemma

between your duty of care and

an individual’s rights, it is best

practice to make sure the

individual is aware of the

consequences of their choice

and that they have the mental capacity to understand the risks involved in

their choice. It is their right as an individual to be able to make informed choices

about their own lives even if you disagree with their choice.

It is the right of every individual receiving

support to make choices and take risks. It is

your role to assist them in making those

choices and reducing the risks without

compromising the individual’s rights. An

individual may be restricted if their behaviour

presents a serious risk of harm to themselves

or to other people (including you).

If an individual is unable to make decisions and choices, they may have an

advocate to ensure that their feelings and requirements are met. An advocate

is an independent, trusted person who can act in the individual’s best interest.


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If an individual you support is considered to be at risk, the law requires that an

assessment be carried out to look at any possible risks there might be to the

individual or to others. The aim of this assessment is not to remove the

individual’s right to take risks, but to recognise and reduce them where

possible to an acceptable and manageable level.

Mental Capacity Act

Mental Capacity Act (MCA) 2005 has four steps to

determining capacity. Capacity means whether a

person is able to make informed decisions and choices.

See Standard 9 Outcome 6 for more information.

Note


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The term ‘a person who lacks capacity’ means a person who is unable to

make a particular decision or take a particular action for themselves at the time

the decision or action needs to be taken.

Individuals who could lack capacity include:

Stroke victims

Dementia sufferers

Individuals who have an acquired brain injury (trauma)

Individuals with learning disabilities

Substance misusers

It is important you are familiar with the

Mental Capacity Act (MCA). You may be

concerned that an individual you are

working with shows signs of lacking the

capacity to make decisions for

themselves. This could happen to an

individual at any time and you will need

to ask for professional support to assess

if the individual does lack capacity.


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Explain what you must and must not do within your role in managing conflicts and dilemmas

If individuals insist on doing something that you think is risky, you can only

advise them and encourage them to make an informed decision. You cannot

force them to do (or not do) anything. If you are unsure, ask your

manager for support and guidance.

3.2b

If an individual refuses to take

medication and their wellbeing

depends on this medication, you

cannot force them to take the

medication.

You should immediately contact

your manager or the prescriber

(usually the GP) and ask for advice.

You should also make sure you

record what has happened and the

action taken in the support plan.

Example


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A physically disabled individual you are working

with asks you to support him to go to a café every

day so he can eat burger and chips, which is his

favourite food.

You believe that burgers are unhealthy and

shouldn’t be eaten that regularly. The individual

has the mental capacity to make this kind of

decision.

Which of the following should you do?

1. Refuse to take the individual to the restaurant and insist they go somewhere else.

2. Accept it is the individual’s choice and support them to go to the restaurant.

3. Engage the individual in a conversation about healthy food and ask them if they would like to try somewhere different. Then support them to go to the fast food burger restaurant if this remains their choice.

Scenario


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You should help the individual to

understand the health risks of eating burger

and chips every day. Help them to

understand the importance of a balanced

diet and ask if they would like to try

something different for a change. Then

support them with their choice, even if it

remains the same.

This allows the individual to make an

informed choice about where and what

they eat. Use an encouraging and

supportive tone of voice and words that do

not make the individual feel bullied or

harassed into doing something that you

think they should do.

Don’t forget to consider whether the

individual has the capacity to make

decisions. Your manager is there if you

need additional advice and support to

manage conflicts and dilemmas.

Scenario Answer


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Explain where to get additional support and advice about how to resolve such dilemmas

You should know the limits of your role and not do or say anything outside of this.

3.2c

PERSONAL PROFESSIONAL


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It is important that you know where to go if you need additional support and

advice about how to resolve dilemmas.

If you are in a situation that you are not comfortable with, contact your

manager. They will support you and help you resolve such dilemmas whilst still

maintaining your duty of care.

Resolution

resolution

Support Advice


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Other sources of additional support and advice include:

LiteratureOnline

resource Pages

Internet e-Learning

SupervisionTraining courses

Work Shadowing

Other Professionals

Individual's friends

Individual's family

Advocates Assessment


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Think about similar situations which

have happened to you when supporting

an individual

Discuss any outstanding issues or

concerns you may have with your

manager

Ask…


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Deal with comments and complaints

3.3


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Demonstrate how to respond to comments and complaints in line with legislation and agreed ways of working

Comments and complaints can be made by:

In fact, comments and complaints can be made by anyone who feels there is

something wrong that needs to be addressed in line with legislation and agreed

ways of working.

It is important to remember that the individuals you support may

not know how or may be reluctant to make comments or

complaints. Some individuals will feel uncomfortable about making

complaints as they do not want to cause trouble and they do not

want to risk services being reduced or removed.

It is therefore important that you know what the procedures

are and can advise them what to do. Every employer should

have a complaints procedure (usually part of the Policies

and Procedures Manual) in place that you can follow. This

will enable people to express their displeasure of a service,

person, situation etc. It is useful if the procedure includes a

flowchart of how a complaint is dealt with so you can see and

follow the process.

3.3a

Individuals Workers Carers Family


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Every complaint should…

Be taken seriously and dealt with promptly and fully

Be acknowledged within a specific time

Have time limits for preliminary investigation

Be monitored and progress reported to the complainant


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The Care Quality Commission (CQC)

provide details on how complaints

should be dealt with in their

‘Fundamental Standards

Regulations’.

The regulations state that

‘complaints must be appropriately

investigated and appropriate

action taken in response’ and

‘systems and processes must be

established to ensure compliance

with the fundamental standards’

CQC state this will happen

because providers who comply

with the regulations will:

• Have systems in place to deal with

comments and complaints including

providing people who use services with

information about that system

• Support people who use services or others

acting on their behalf to make comments

and complaints

• Consider fully, respond appropriately and

resolve, where possible, any comments

and complaints


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In health and social care, the Local Authority Social Services and NHS

Complaints (England) Regulations 2009 is the legislation for complaints.

The NHS Constitution in 2011, published by the Department of Health tells you

about guiding principles and patients’ rights. There should be a recorded

process to follow which may differ depending on the type of workplace and have

a time limit in which the complaint has to be made after the situation happened.

If an individual wants to make a comment or complaint you need to follow

your organisations agreed ways of working.

Think about…

Where it is appropriate to talk / privacy

Inform the individual that you may need to pass information on

Is there a risk to the individual’s safety or the safety of others?

Take the comment or complaint seriously

Listen calmly and actively

Do not become emotional or pass judgement

Offer your support and explain what will happen next, who the

complaint will be passed on to and the expected time


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Describe who to ask for advice and support in handling comments and complaints

3.3b

Larger employers may have a comments and complaints specialist who

you can refer people to. In smaller organisations or if you work with an

individual in their own home, you may be responsible for dealing with

the complaint yourself.

Your employer should give you clear and precise information about your

role and responsibilities in dealing with complaints. If you are unsure,

ask your manager.

Some individuals may need an Independent Advocate to support

them to make a complaint and to support them until the complaint has

been dealt with or resolved. They will be able to give impartial advice,

help to write letters, attend meetings and make sure that the person

complaining’s views are heard, especially if the person has

communication difficulties.


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The Local Authority Social Services

and NHS Complaints (England)

Regulations 2009 is the legislation for

complaints in health and social care.

If you receive positive comments about your service or any aspect

of the service your employer provides, it is important that you record

these comments and pass them on to your manager. If the individual

making the comment is able to write, it is worth asking them to put

the comment in writing or you might be able to help them to do this.

Positive comments are motivating and supportive so people know

they are doing things right.

Independent Advocates can usually be provided by voluntary

organisations. If you use a search engine on the internet and type in

‘Independent Advocates’ you will find lots of different organisations

providing advocacy services. Advocates may specialise in Mental

Health or Mental Capacity.

It would also be worth finding out what organisations can provide

Independent Advocates locally.


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Check Understanding

Feedback from the people we support

and Observe Practice

Assess Knowledge

Explain the importance of learning from comments and complaints to improve the quality of service

Comments and complaints are really important

because they enable you to learn how people

perceive the support and service you provide. This

enables you to make improvements to the

overall quality which leads to better

outcomes for the individuals you work with.

Learning from complaints can be something that is discussed in supervision.

Your employer might ask the

individuals you support for

feedback about the quality of

the support and services they

receive, or you might

participate in a 360 degree

feedback* about your own

performance.

You can use the responses to look at how well you are doing and what areas can

be improved upon. Whilst it might seem like a negative thing to receive a

complaint, if it is handled well, it can lead to great improvements and benefits

for everyone involved.

*Three60degree is a performance feedback tool offered by Age UK.

3.3c


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Think about comments and complaints.

Did you respond in line with legislation

and agreed ways of working? What

have you learnt?


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Deal with incidents, errors and near misses

3.4


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Describe how to recognise adverse events, incidents, errors and near misses

3.4a

Incident

This is something that has happened, whether it is an

accident or not.

Accident

This is an unfortunate incident that happens

unexpectedly and unintentionally, which results in injury,

ill health or death.

Adverse Event

Can be defined as an avoidable event that could have

caused, or did result in, harm.

Error

A mistake.

Near Miss

A situation that has narrowly avoided becoming an

incident, accident or error.

Definitions


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Incident A person falls down the stairs.

Accident A person accidently cuts themselves with a sharp knife.

Adverse Event

An individual develops pressure sores.

Error A person forgets to put the lid on a bottle of bleach.

Near Miss

A person nearly slips over on the floor.

Examples


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Whilst working, it is important

that you can recognise incidents,

accidents, errors and near misses

likely to affect the wellbeing of

the individuals you support.

It is also important to recognise

near misses so that steps can be

put in place to ensure they do not

become incidents, errors or

accidents in the future.

If an incident, accident or near miss occurs in your

workplace, you will need to record it on an

appropriate form. You will need to record the date,

time and facts and inform your manager.

Note


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Support plans should have formal risk assessments that will guide you.

However, circumstances can change every day and you will make judgments

about the risks of what you are doing before undertaking all tasks. Risks must

be identified before tasks are undertaken.

Think about the four main areas you are working in:

What you have to do

The individual and their capability

The task that needs to be done

Your surroundings

Support Plan

You should always record any changes and contact

your manager or the person responsible for the

individual’s care and support plan if you feel a risk

assessment should be formally changed.

Note


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Explain what you must and must not do in relation to adverse events, incidents, errors and near misses

You should only take action and become involved in certain situations if you

have been appropriately trained, observed and signed off as competent. If you

are unsure it is important to seek help.

3.4b

Example

If you are the first person to attend an

incident where an individual may need

Emergency First Aid, you can only do what

you are safe and competent to do. You

should never go straight to the casualty

without making sure the area is safe. This is

called a primary survey.

Emergency First Aid


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Fire

If you discover a Fire, you should

immediately raise the alarm. You

should not tackle a fire with an

extinguisher unless you are safe and

competent to do so. You must not

put yourself or others in any danger. It

is essential that you leave the building

as quickly as you can supporting

others to leave where you can.

Example


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You should always reflect on situations to consider if you

could have handled things differently or behaved in a

different way. Would the outcome have been any better for

anyone involved? This gives you the opportunity to consider

your level of skill and your confidence, and whether you need

any further learning and development.

It is essential to write down what happened

immediately after the event so you will be able to refer

to your notes about what happened rather than rely on

your memory which might not be accurate, particularly

if you felt stressed.

Note


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List the legislation and agreed ways of working in relation to reporting any adverse events, incidents, errors or near misses

Each piece of legislation in the list below provides guidance on how to help

maintain a safe workplace, and the agreed ways of working for reporting any

adverse events, incidents, errors or near misses.

The Health and Safety at Work Act 1974 (HSWA) is the primary piece of

legislation covering occupational health and safety in the UK. It states the

general duties for health, safety and welfare of persons (employers, employees

and self-employed individuals) in the workplace.

www.hse.gov.uk/legislation/hswa.htm

The Management of Health and Safety Regulations 1999 generally

make the general duties in the HSWA more precise i.e. clear procedures on

what employers are required to do to manage health and safety.

http://www.hse.gov.uk/press/2006/c06007.htm

The Reporting of Injuries, Diseases and Dangerous Occurrences

Regulations 2013 (RIDDOR) places duties on responsible persons (employers,

the self-employed and people in control of work premises) working on the

premises to report certain serious workplace accidents, occupational diseases

and specified dangerous occurrences (near misses) to their local Health and

Safety Executive (HSE). http://www.hse.gov.uk/riddor

The Control of Substances Hazardous to Health Regulations 2002 (COSHH) is the law that requires employers to control substances that are

hazardous to health. Advice on how to prevent or reduce workers exposure

to hazardous substances can be found on the link below.

http://www.hse.gov.uk/coshh

The Provisions and Use of Work Equipment Regulations 1998 (PUWER)

place duties on people and companies who own, operate or have control

over work equipment, making equipment at work safe, well maintained and

appropriate for use. This also includes providing adequate information,

instruction and training.

http://www.hse.gov.uk/work-equipment-machinery/puwer.htm

3.4c

http://www.hse.gov.uk/legislation/hswa.htm

http://www.hse.gov.uk/press/2006/c06007.htm

http://www.hse.gov.uk/riddor

http://www.hse.gov.uk/coshh

http://www.hse.gov.uk/work-equipment-machinery/puwer.htm


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Informing individuals of their options and the risks involved enables you to

support their empowerment and independence. If you witness anything

you feel is risky or unsafe, it is necessary to report your concerns to your

manager.

It takes a great deal of courage for an

individual to raise concerns about poor

practice or abuse in their organisation. It

is your duty of care to report anything that

is likely to affect the wellbeing of the

individuals you support.

If you have suspicions or evidence

that an individual or individuals

might be being abused, you have a

duty to report this. The Public

Interest Disclosure Act 1998

and the Whistle-blowers

Charter protects employees from

victimisation if they should need

to report abuse or neglect.


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Whistleblowing

Your organisation MUST have a ‘Whistleblowing’

policy. This will protect you and your employment if

you report your concerns. Whistleblowing is about

reporting incidents of suspected or actual abuse or

neglect.

If you have a concern and want to report an incident

or a suspicion, it is recommended that you read the

Whistleblowing policy. To ‘Blow the Whistle’ on a

wrong-doing means to report a person or persons for

doing something wrong, illegal or in contrary to the

agreed ways of working within an organisation.

The Fundamental Standards state that ‘individuals

must be protected from abuse and improper

treatment’ and it is your duty of care to report all

concerns are soon as possible. If your concerns are

not taken seriously, you must try another route. You

must ask for help if you feel ‘out of your depth’ with a

particular individual or issue.

Definition


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An approach of

‘Zero Tolerance’

must be taken to ensure that

adults at risk are protected,

and any adverse events,

incidents, errors and near

misses are reported.

Locate, list and read legislation and

agreed ways of working in relation to

reporting any adverse events,

incidents, errors and near misses


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Deal with confrontation and difficult situations

3.5


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List the factors and difficult situations that may cause confrontation

Most people do not like confrontation and may try to avoid difficult situations

and conversations. People often find it easier to avoid bringing up issues that

they think are going to be controversial or may cause confrontation, putting off

the communication and letting the situation fester.

Factors which may cause confrontation include:

Biological Factors: An individual is in pain; suffering from the side

effects of medication or substance misuse or unable to move physically.

Social Factors: An individual may be bored, feeling excluded or

threatened, wanting social contact, having a need to be in control, not

being able to communicate or understand what is being said.

Environmental Factors: There may be loud noise or poor lighting in the

individual’s environment. The television/radio may be too quiet or too

loud. It may be too cold or too hot.

Psychological Factors: An individual may feel lonely, confused, angry

or scared.

A difference in…

…can also cause confrontation.

3.5a


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Many difficult situations may cause confrontation such as…

Change…

Some individuals are wary of change, scared of change,

try to resist change, or try to obstruct the change

process. All of which may lead to confrontation.

A routine change in

A death of a family member

New mobility equipment

Dislike of a new environment

Example


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Describe how communication can be used to solve problems and reduce the likelihood or impact of confrontation

By speaking up and dealing with a difficult situation or confrontation, you are more likely to reduce the impact they have and solve any issues.

3.5b

Different communication techniques and conflict management procedures can be used. For example:

Use comminication that is positive and constructive

Outline issues in full so each person involved is aware of all implications

Establish good rapport

Set a time frame for the discussion

Make sure you are in a suitable environment

Work to cool down the debate in a tense confrontation

Acknowledge emotions and different styles of expressing pain / upset / anger etc.

Use names and, if appropriate, titles throughout


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Also remember to recognise the importance of non-verbal communication

when dealing with emotional situations!

Impact of Confrontation

Upset

Feeling intimidated

Satisfaction

Physical injury

Personal dislike Disengage

from work

Teamwork breaks down

Resentment

Problem solving


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Describe how to assess and reduce risks in confrontational situations

It is important to recognise when a situation may escalate and responding

positively can help reduce the impact of the situation.

Once you have determined the level of

confrontation, you must adopt an appropriate

initial response as this can impact on the whole

outcome of the situation. Try to understand the

reasons why a situation is occurring. Be

observant to the wider picture.

3.5c

Assess the situation. Is it going to escalate? Is one

person threatening another? Is it going to turn

nasty or physical? Is it a healthy debate? Is each

party keen to meet and thrash things out?

If you are unable to calm the situation or you are

worried that it is going to get worse, you will

probably need someone else to help. Ask your

manager for advice and support.


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Here are some key points to help you assess and reduce the risks of

confrontational situations:

Identify

Identify early signs and take

action

Intervene

Intervene effectively in

the early stages

Demonstrate

Demonstrate an

understanding of the attitude and reason for

the confrontation

Recognise

Recognise the difference between

assertion and aggression

Respond

A person may wish to be left alone to calm down (if this is assessed as

safe)

Research

Research ways to prevent escalation


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Demonstrate how and when to access support and advice about resolving conflicts

3.5d

After calming a difficult situation,

recognise the importance of providing exit

routes and space for everyone involved.

Many different emotions and reactions can

follow a difficult situation.

It is good practice to reflect on what has

happened and learn from it.

Create an environment or plan a

conversation where each person involved

can express their feelings and concerns and

where everyone feels equally listened to.

If it is a repeated situation, identify the

conditions and behaviours that trigger an

angry response in a person and what will

help them overcome this response.


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Explain the agreed ways of working for reporting any confrontations

Your manager should be able to support you to understand the agreed ways of

working for reporting any confrontation in your organisation. Ask your manager

where these can be found.

The confrontation should be recorded in the support plan and any actions taken

and consequences should also be logged. If a confrontation has resulted in

physical injury or assault, you may need to involve the police. This will depend

on the victim’s wishes and the extent of any injuries sustained.

Conflict and confrontation mean different things to different people. A person’s

personality and style will impact how they respond to situations and

information. Some people enjoy a heated discussion whilst others find it

upsetting or intimidating. It is important to react and deal with any

confrontations as explained in your agreed ways of working.

It is important to resolve

conflicts as soon as

possible and reflecting

and learning from the

experience(s) will help

you develop in your role.

3.5e


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Locate your organisations agreed

ways of working for reporting and

dealing with confrontation. The Care

Quality Commission (CQC) expect all

staff to know where these can be

found.

Think about whether you could have handled a situation better? What have you learnt?

Discuss situations with your colleagues

and manager. Talking things through

can help you overcome issues, feelings

and help you progress in your work.

Ask…


Duty of Care

54

Your checklist….

Outcome Symbol Description Tick

3.1b Discuss with your manager any

concerns you may have about

your duty of care

Ask…

Think about similar situations which

may have happened to you when

supporting an individual

3.2c

Discuss any outstanding issues or

concerns you may have with your

manager

Demonstrate how to respond to

comments and complaints in line

with legislation and agreed ways of

working

3.3a

3.3c

Think about comments and

complaints. Did you respond in

line with legislation and agreed

ways of working? What have you

learnt?

Locate, list and read legislation

and agreed ways of working in

relation to reporting any adverse

events, incidents, errors and near

misses

3.4c

Ask…

Demonstrate how and when to

access support and advice about

resolving conflicts 3.5d


Duty of Care

55

Your checklist continued….

Outcome Symbol Description Tick

3.5e Locate your organisations agreed

ways of working for reporting and

dealing with confrontation. The

Care Quality Commission (CQC)

expect all staff to know where

these can be found

Think about whether you could

have handled a situation better?

What have you learnt?

Discuss situations with your

colleagues and manager. Talking

things through can help you

overcome issues, feelings and help

you progress in your work

Ask…


Duty of Care

56

Well done! You have completed this workbook. What’s next…..

An essential part of the Care Certificate is to assess, evidence and record what

you have learnt. You may be entitled to use our assessment and evidence

recording system. Your manager is responsible for supporting you with this,

observing your practice and ensuring you are competent in your workplace, with

the people you support.

Checking your knowledge, competence and practice will be a regular part of your

ongoing Continuous Professional Development.

By taking an assessment first, you may find you already have some, most, or

all of the knowledge required and you can save time by avoiding repeating

subjects and courses unnecessarily.

More information about our resources can be found at

http://ageuktraining.carecertificate.co.uk/.

Important Copyright Note:

This workbook is provided free of charge by Age UK to people providing health and social care to

support a blended learning approach towards learning and achieving competence. It is subject to the

following criteria:

You cannot copy, reproduce or use any part of this workbook for financial gain or as part of a training

event that you are charging for or profiting from. You cannot use this workbook to create eLearning.

You cannot copy any of the images in this workbook as they are used under a license agreement.

We strongly recommend that you use it electronically to save paper.

If you pay to (or are funded to) use our online assessment system, you are welcome to have a free

Microsoft Word version of this workbook so you can make changes, personalise it, add your

organisation’s details and logo, provided Age UK is credited for providing the workbook (in partnership

with The Grey Matter Group) and the Age UK logo remains on each page. For more info email:

[email protected].

Every effort has been made to ensure the information contained in this workbook is accurate. We

cannot guarantee completeness or accuracy for all work settings. If you download an electronic

version from our website, these will be kept updated as appropriate. We are not responsible for

keeping any versions you have previously downloaded and amended up to date.

http://ageuktraining.carecertificate.co.uk/

mailto:[email protected]


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Documents

Care Certificate Workbook - Age UKageuktraining.carecertificate.co.uk/static/doc/workbooks/Age_UK_CC...Care Certificate Workbook Duty of Care 3 Contents Understand how duty of care