rospa level 3 award for britton price trainers in safe ......in addition, rospa qualifications...

Version: 1 updated qual Date: October 2018

RoSPA Level 3 Award for Safe People Handling and Risk Assessment Trainers in Britton Price Trained Care and Nursing Homes

Specification

Specification – RoSPA Level 3 Award for Safer People Handling & Risk Assessment Trainers in Britton Price Trained Care and Nursing Homes


Introduction to the Qualification The RoSPA Level 3 Award for Safer People Handling & Risk Assessment Trainers in Britton Price Trained Care and Nursing Homes is regulated by Ofqual. Qualification Number 603/0755/9

Qualification Purpose The purpose of this trainers qualification is to support the role of the Safer Handling Trainer and Risk Assessor within the care or nursing home environment. Successful completion of this qualification will enable the trainer to provide suitable and sufficient training and risk assessments for the care environment, that meet health and safety, welfare and human rights legislative requirements and current best practice.

Entry Requirements There are no specific entry requirements, however learners should have a minimum of level 2 in literacy and numeracy or equivalent, and have experience of working within a people handling environment as well as the confidence to train others.

Structure This qualification consists of two mandatory units, details of which can be found below with the assigned total qualification time (TQT). Learners must pass both units to achieve the qualification. The first unit develops the learner’s knowledge and understanding of the principles and practices that underpin the safe movement of people, risk assessment in the care or nursing home environment, and the theory of how to train others in safe handling practices. The second unit develops the learner’s knowledge and skills in the application of basic biomechanical principles and safe, dignified handling practices to the movement of people within a care or nursing home environment, and apply training theories.

Re-qualification Guidance This qualification provides learners with a valid Safer People Handling Trainers qualification for three years. After this period, it is highly recommended that learners re-qualify due to the purpose, nature and contents of this qualification. NB: In order for learners to remain qualified they must retake their qualification while their certificate is in date. Learners have one month’s grace post certificate expiry, to be able to access the shorter requalification course. The centre must keep a copy of the original paperwork and internal quality assurance paperwork involved in that re-qualification process.

Total Qualification Time The total qualification time (TQT) is 28 hours and the guided learning hours (GLH) is 24 hours. Please see the below table for a breakdown of each unit, containing directed study including assessment planning.

Unit Unit Reference

Level Guided Learning

Directed study including assessment planning

Total Unit Time (hours)

1. Understanding the principles and practices of the safe movement of

R/615/3446 3 10 hours 2 hours 12 hours



people, and risk assessment in care and nursing homes.

2. Application of safe practices to the movement of people within a care or nursing home.

Y/615/3447 3 14 hours 2 hours 16 hours

Total Qualification Time

28 hours

Assessment This qualification is assessed through the following activities:

Observation of learner’s practical skills

Written assignments

Questions and answers

All assessments are internally marked and verified by the centre. Moderation of 20% of ‘Assessment 1’ workbooks from each booking will be conducted prior to the release of certificates. External verification and sampling will also occur as part of our quality assurance procedures. There is no grading other than confirmation (or not) that a learner has “passed” each unit. Assessment 2 (Micro-teach) is moderated by RoSPA Qualifications undertaking unannounced visits to observe assessment delivery at least three times per year. Please note all results learners are provisional until moderation has taken place. Centres may issue certificates of attendance if required, but the certificates must not mention the level or title of the qualification. N.B. Documents for recording the assessment can be found on our Qualification Management System (QMS).

Centre Approval This qualification is only available for Britton Price, which has demonstrated it meets the criteria laid down in the Application for Centre Recognition and Qualification Approval.

Centre Policies RoSPA Qualifications requires that all Centres must have a range of policies and procedures to underpin the delivery their qualifications. Essential Policies and Procedures are:

Equal Opportunities and Diversity Policy

Learner appeals procedure/policy

Complaints policy and/or process which learners can access Arrangements to prevent and investigate allegations of malpractice and maladministration.

It is the Centre’s responsibility to ensure that all employees are aware of these policies and procedures, and they are adhered to at all times. Learners should also be made aware of the policies that are relevant, such as



the Complaints Policy. Failure to adhere to these policies and procedures may result in withdrawal of the Centre’s approval to deliver customised awards.

RoSPA Qualifications Policies RoSPA Qualifications has policies and procedures in place to support Centres. These include:

Reasonable Adjustments and Special Considerations

Equality and Diversity

Appeals Policy

Complaints Policy.

These policies can be found on our website www.rospa.com/qualifications/policies.

Support from RoSPA Qualifications All approved centres will be able to access support from RoSPA Qualifications whenever necessary. External Verifier (EV) visits will be undertaken on a regular basis.

Course Delivery Pre-course information All learners should be given appropriate pre-course information regarding the qualification, e.g. a qualification fact sheet which explains about the qualification, form of assessment, any entry requirements and resources needed. For the purpose of this course some learners may benefit from use of a laptop. Learners must be made aware of the TQT of the qualification.

Learner Registration Once approved to offer the qualification, the centre should register learners using our Qualification Management System (QMS) before any assessment can take place.

Delivery of Syllabus Britton Price is expected to develop and follow a lesson plan, which must be submitted to RoSPA Qualifications prior to the first course delivery. This plan outline must clearly show the following:

The main content and duration of each session, as well as the tutor(s) who will normally deliver them,

including the times of each session

Learner activities during the session

Training methods used.

N.B RoSPA qualifications all have a Total Qualification time (TQT) as required by the regulators. Centre recognition will not be given for courses with less than the TQT outlined in the qualification specification.

Learner Resources Learners will need to have access to the following from the centre:

Course manual

ICT if appropriate

Equipment at the venue – for this qualification the following are required:

Height adjustable beds

Slide sheets – both full length and short length

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Hoist (passive and active lifter) inspected in accordance with Lifting Operations, Lifting

Equipment Regulations 1998 (LOLER), and also compatible slings inspected in accordance with

LOLER 1998

Wheelchair/commode

Lounge chair.

Other resources to support identified learner needs

Resources to support qualification delivery

This list is not exhaustive and centres can introduce other any moving and handling equipment that they feel will benefit the learner’s experience. Please note any provided equipment must be fit for purpose and designed for the safe movement of people.

RoSPA Qualifications wishes to ensure that courses leading to its qualifications are accessible to all who wish to take them.

Britton Price is required to ensure that there are no unnecessary barriers to access to learning, that the course

content and structure are non-discriminatory and that the special needs of the individual learners are met, both

in terms of learning and assessment.

Qualification Delivery and Assessment Team RoSPA Qualifications expects that the course delivery team holds a teaching qualification such as PTLSS, or has experience delivering training. It should also have experience of the subject matter it is teaching or assessing. For this qualification, a tutorial team will comprise of a course leader/lead tutor who has a nursing background or is an allied health care professional, e.g. physiotherapist/occupational therapist, or a background in the health and social care sector, or an individual who has extensive experience within the field of people handling. The course tutor or leader is strongly advised to be a member of the National Back Exchange. N.B. Learners must be appropriately supervised during practical activities. Britton Price must ensure that any assessment is valid and reliable and does not disadvantage or advantage any group of learners or individuals. The assessment procedure should be open, transparent and free from bias. The assessment should be recorded accurately with detail about the assessment decision in the relevant format, which can be downloaded from the Qualifications Management System (QMS) www.rosqualqms.com (log in details are required which will be provided to approved centres). In order to do this, centres must:

Assess learners’ evidence using only published assessment criteria

Ensure assessment decisions are impartial, valid and reliable

Develop assessment procedures that minimise the opportunity for malpractice

Maintain detailed and accurate assessment records

Develop and maintain robust internal verification procedures

Provide samples of assessments for external verification to the Awarding Organisation as requested

Monitor external verification reports and implement any needed actions

Share good assessment practice

Ensure all staff understand the assessment methodology.

Please see Centre Assessment Guidance for this qualification, which can be downloaded from the QMS www.rosqualqms.com.

http://www.rosqualqms.com/




Centre Arrangements for Internal Verification RoSPA Qualifications requires Britton Price to have a functioning quality system in place, appropriate to the size and volume of learners. There are three main aspects to the role of the internal verifier:

Verifying assessment

Developing and supporting tutors and assessors

Managing the quality of delivery.

RoSPA Qualifications requires those involved in the internal quality assurance process to be suitably experienced and/or qualified, for example:

Are knowledgeable of the subject/occupational area to a level above that which they are internally

assuring

Are vocationally competent, where required, for the specific qualification and the Assessment Strategy

Have experience and expertise in internally assessing different types of evidence

Have an understanding of what is sufficient, valid and authentic evidence

Be familiar with their centre’s internal quality assurance policy and the RoSPA qualification and

assessment requirements as laid out in the Qualification Guidance documents and specifications.

It is best practice for internal verifiers to have one of the older Internal Quality Assurance Qualifications such as:

D34 Internally Verifying the Assessment Process

V1 Conduct Internal Quality Assurance of the Assessment Process

or have/be working towards relevant Internal Quality Assurance qualifications such as:

QCF Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice

QCF Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and

Practice.

In addition, RoSPA Qualifications strongly advises that internal verifiers attend training workshops organised by RoSPA Qualifications.

Arrangements for First Delivery It is a requirement that Britton Price sends all the assessments from its first delivery of this qualification to RoSPA Qualifications for moderation/verification prior to claiming learner certificates. These assessments are to have been internally verified within the centres; if RoSPA Qualifications finds through its moderation/verification activities that irregularities are identified with the marking of the assessments and internal verification, the internal verifiers/assessors involved may be required to attend a workshop at RoSPA Qualifications.

Certification

The initial trigger for all certificate claims rests with centres. Only when it is satisfied that a learner has completed the relevant assessments and have reached the specified level of attainment qualification should a centre make a claim for certification to RoSPA Qualifications. This will be verified by the centre’s internal verifier before claims for certification are made by the centre. (Please see Centre IV Policy).



Centres will submit their provisional grades via the Registration and Certification module on the QMS. RoSPA will then moderate the assessments of 20% of each booking. Once moderation is complete, if RoSPA Qualifications are happy with the centres assessment decisions, then the booking will be marked as awarded and certificates will be released. If inconsistencies and poor assessment decisions are found with the provisional results list, then certificates will not be released. Please see our Registration, Certification & Moderation Policy for more information, this can be found in the documents section of the QMS.

External Verification The purpose of external verification is to ensure that a centre’s assessments are reliable, valid, fair and ethical, and that there is a robust internal verification procedure in place. RoSPA Qualifications will appoint an external verifier (EV) to the centre; the EV will make at least an annual quality assurance visit to the centre. This will include meetings with the course team, learners, a review of all course documentation and observing assessments to ensure that centres have provided learners with access to fair and reliable assessment opportunities, and ensure that qualification(s) are delivered in accordance with the standards agreed in the qualification guidance and approval documents. The EV will moderate a sample of at least 15 per cent of assessed work. Centres will need to ensure that the external verifier has access to all the assessed evidence, records of the assessment process and internal quality assurance process they request prior to the moderation process. The EV may ask for copies of evidence to assist RoSPA Qualifications to conduct standardisation activities. Additional EV visits may take place where:

Learner complaints have been received

Allegations regarding malpractice/maladministration are made

Analysis of assessment outcomes indicates a potential problem

On request by the course provider.

A quality assurance EV centre monitoring form will be completed at the end of the visit. RoSPA Qualifications reserves the right to make additional visits (costs may be passed to the centre).

Malpractice and Maladministration Definition of Malpractice Malpractice is essentially any activity or practice which deliberately contravenes regulations and compromises the integrity of the internal or external assessment process and/or the validity of certificates. It covers any deliberate actions, neglect, default or other practice that compromises, or could compromise:

The assessment process

The integrity of a regulated qualification

The validity of a result or certificate

The reputation and credibility of RoSPA Qualifications or the qualification or the wider qualifications

community.

Malpractice may include a range of issues, from the failure to maintain appropriate records or systems to the

deliberate falsification of records in order to claim certificates.



This term also covers misconduct and forms of unnecessary discrimination or bias towards certain or groups of learners.

Definition of Maladministration Maladministration is essentially any activity or practice which results in non-compliance with administrative regulations and requirements, and includes the application of persistent mistakes or poor administration within a centre (e.g. inappropriate learner records). RoSPA Qualifications policy on malpractice and maladministration is aimed at our customers, including centres, learners and others, who are delivering/registered on RoSPA Qualifications approved qualifications within or outside the UK, and who are involved in suspected or actual malpractice/maladministration. It is also for use by RoSPA Qualifications staff to ensure they deal with all malpractice and maladministration investigations in a consistent manner. It sets out the steps your centre and learners or other personnel must follow when reporting suspected or actual cases of malpractice/maladministration and our responsibilities in dealing with such cases. It also sets out the procedural steps we will follow when reviewing the cases. It is the centre’s responsibility to make sure all members of staff and learners are aware of this policy and understand its contents.

RoSPA Qualifications Management System RoSPA Qualifications operates a Qualification Management System (QMS) which allows centres to manage their centre profile, register learners and claim for certificates 24/7. The QMS can be accessed at www.rosqualqms.com. A link is also on our website www.rospa.com/qualifications.

Unit 1 Understanding the principles and practices of the safe movement of people, and risk assessment in care and nursing homes.

Learning Outcome Assessment Criteria Number

Assessment Criteria Assessment method

1. To be able understand the reasons for safe dignified handling practices for the movement of people within the care and nursing home environment.

1.1 Describe how the following health and safety legislation work together to enable an employer to manage manual handling risk:

Management of

Health and Safety at

Work Regulations

1999 (MHSWR

1999)

Manual Handling

Operations

Regulations 1992

Written Assignment


http://www.rospa.com/qualifications



(MHOR).

1.2

Describe the equipment within your workplace, that is covered under Lifting Operations Lifting Equipment Regulations 1998 (LOLER).

Written Assignment

1.3

Describe what can go wrong when hoisting a person.

Written Assignment

1.4

Describe what would be classed as a blanket policy or practice and how you could change this.

Written Assignment

2. To be able understand how the application of ergonomics can promote the health, safety and welfare of the workforce and others.

2.1 Describe three ergonomic risks in your workplace and how each risk can be reduced.

Written Assignment

3. To be able to understand the reasons for managing manual handling risks within a workplace.

3.1

Describe the structure and function of the spine and ensure to include reference to:

Vertebral column

including shape

Facet joints

Interverebral discs

Ligaments

Spinal muscles

Written Assignment



3.2 Describe the following types and causes of back pain:

Gradual degeneration

Mechanical

Written Assignment

3.3

Describe one activity that you carry out in the care environment for each of the following risk factors:

Akward posture

Repetition

Static postures.

Written Assignment

3.4 Describe two examples of psychosocial risk factors within the care environment.

Written Assignment

4. To be able to understand the principles and practice of risk assessments in the care and nursing home environment.

4.1

Describe two factors with examples from your workplace, that would need to be assessed within each category: Task Individual Load Environment Other

Written Assignment

4.2

Apply risk reduction methods to a people handling case study.

Written Assignment

5. To be able to understand how the principles and practice of

5.1 Describe how the application of the following principles of efficient

Written Assignment



safe handling can contribute to improving the health and safety of the workforce and wellbeing of those being handled.

movement can reduce the risk of injury to the handler’s musculoskeletal system when moving/handling objects or supporting individuals as part of their care needs:

Close to the load

Base of support

Natural curves.

6. To be able to understand the principles and practices of training others in safe handling.

6.1 Complete a session plan (using template provided) for a 15 minute manual handling training session on the principles of efficient movement that applies to your own workplace scenario which includes:

1. Principles of safer handling (theory)

2. Practical demonstration and allocation of learner skills practice

3. Use of training

resources required for the session

4. Session timings

5. A range of delivery

methods including trainer/learner activities

6. Summary of key

learning points

7. Assessment of

learning

Production of a written session plan

7. To be able to understand the risks of

7.1 Describe the risks to both the resident and handler

Written Assignment



using controversial handling methods and practices in the care and nursing home environment.

(carer) when the underarm drag method/lift is used.

7.2 Describe one example of a life-threatening situation where the use of controversial handling practices could be justified.

Written Assignment

8. To be able to understand how to manage the fallen person.

8.1 Describe environmental changes that could be made to reduce the risk of resident falls within your workplace.

Written Assignment

9. To be able to understand how to manage the use of bed rails safely.

9.1

Describe how entrapment can happen when bed rails are used.

Written Assignment

9.2 Describe factors that need to be considered in relation to the bed occupant before bed rails are used.

Written Assignment

Purpose and aims of unit This unit develops learners’ knowledge and understanding of the principles and practices that underpin the safe movement of people and risk assessment in the care or nursing home environment, and the theory of how to train others in safe handling practices.

Assessment Requirements This unit must be assessed in accordance with the Tutor/Assessor Guidance and Learner Standards for Assessment in the Centre Guidance document for this qualification.

Completion Time Guided learning – 24 hours. Directed study including assessment planning – 4 hours. Total unit completion time – 28 hours.

Content – Unit 1 Learning Outcome 1: To be able understand the reasons for safe dignified handling practices for the movement of people within the care and nursing home environment. The following to be included to meet Assessment Criteria 1.1, 1.2, 1.3, 1.4.

Current legislation and relevant manual handling guidance Health and Safety at work Act 1974 (HSWA) – Section 2.2 and general duties of employees (Section 7 and 8). Manual Handling Operations Regulations 1992 (MHOR) – Employers’ duties (Regulation 4.1) and employees’ duties. Reporting of Injuries, Diseases and Dangerous Occurrences (RIDDOR) 1995 as amended 2013 - Relevant employers’ duties – report all specified accidents to appropriate agencies and provide accident book. Employees’ duties – to report all accidents and injuries as soon as possible, ensure all accidents and injuries are recorded.



Provision and Use of Work Equipment Regulations 1998 (PUWER)

Employees’ duties

Provision of suitable equipment

Maintenance of equipment

Inspection of equipment in certain circumstances

Inspection carried out by competent person

Provision of training, information and instruction.

Management of Health and Safety at Work Regulations 1992 (MHSWR)

Make arrangements for implementing the health and safety measures identified in the risk assessment

Appoint competent people to help implement the arrangements

Set up emergency procedures

Provision of information to employees

Co-operation with other employers sharing workplaces.

Equality Act 2010 The Equality Act 2010 brings together and replaces the previous anti-discriminationlaws, such as the Disability Discrimination, Race Relations, and Equal Pay Acts with a single Act.

Applicable to public bodies and those carrying out public functions

Supports good decision-making.

Human Rights Act 1998 Including how it can potentially impact on safer people handling, and relevant case studies.

Article 2: a right to life

Article 3: the right not to be subjected to torture, inhuman or degrading treatment

Article 8: the right to a private and family life.

Examples of relevant case law in relation to people handling and breaches of the above articles, for example, R (A,B,X and Y) vs. East Sussex County Council or examples from practice. Balanced Decision Making – including the requirements for the manual handling to manage manual handling risks successfully, using a balanced approach supported by examples of relevant case studies. Care Act 2015 Including how it can impact on safer people handling practice in relation to wellbeing and relevant case studies.

Personal dignity (including treatment of the individual with respect)

Physical and mental health and emotional wellbeing

Protection from abuse and neglect



Care.

Learning Outcome 2: To be able understand how the application of ergonomics can promote the health, safety and welfare of the workforce and others. The following to be included to meet Assessment Criteria 2.1:

Definition/meaning of the term of ergonomics

Application of ergonomics in the workplace

Relevant examples of ergonomic interventions within the workplace.

Learning Outcome 3: To be able to understand the reasons for managing manual handling risks within a workplace. The following to be included to meet Assessment Criterias 3.1, 3.2, 3.3, 3.4:

Reasons for managing manual handling risk.

The spine.

Structure and function of the spine including regions of the spine.

Vertebral column including shape:

- Facet joints including their function

- Intervertebral discs, function and structure

- Ligaments

- Spinal muscles

Spinal injuries and back pain and causes including:

- Mechanical or non-specific

- Gradual degeneration

- Damage to the intervertebral disc.

Workplace/risk factors that increase the likelihood of injury including:

- Physical risk factors

- Lack of training

- Psychosocial factors e.g. excessive pressure leading to corners being cut.This needs to be

related to care home/nursing home activities.

Personal/individual risk factors that increase the risk of back injury, including:

- Ageing

- Gender/stature

- Smoking and biological factors

- Physical fitness

- Attitudes

- Previous injury.

Effects of different postures on the intervertebral disc pressure.



Learning Outcome 4: To be able to understand the principles and practice of risk assessments in the care and nursing home environment. The following to be included to meet Assessment Criteria 4.1 and 4.2:

Meaning of the terms risk assessment, hazard and risk in relation to manual handling and people

handling

Definition of a manual handling activity with relevant examples from a people-handling environment,

e.g: “Any transporting or supporting of a load (including the lifting, putting down, pushing, pulling,

carrying or moving thereof) by hand or by bodily force”

Application to manual handling risk assessments – hazards and control Task, Individual, Load,

Environment, and Other (TILEO) factors or equipment

Employer’s duty to avoid manual handling

The purpose of the risk assessment filter, numerical guidelines and their application to handling tasks,

to include:

- Lifting and lowering

- Repetition of tasks

- Twisting - Filter guideline for carrying

- Filter guideline for pushing and pulling

- Guidelines while seated

- Team handling

- Factors for consideration for undertaking people handling risk assessment based on TILEO

requirements

- Risk evaluation

- General risk reduction methods and their implementation for load handling

- Requirement to record all significant findings of the risk assessment

- Requirement to review risk assessments and monitor on-going effectiveness

- Considerations to ensure people handling risk asessments ensure the health, safety and

welfare of the workforce and the autonomy and dignity of the resident

Types of people-handling risk assessments in the care and nursing home environment with examples

for use

- Generic

- Individual assessments

The requirements for and necessary information to be recorded, on a people-handling risk

assessment/care plan

Generic risk reductions within the care environment

Sources of information and guidance relating to people-handling risk assessment.

Learning Outcome 5: To be able to understand how the principles and practice of safe handling can contribute to improving the health and safety of the workforce and wellbeing of those being handled. The following to be included to meet Assessment Criteria 5.1:



Efficient movement principles based on anatomical, physiological and biomechanical principles and their application, for example:

Transferable to different situations, e.g. people handling or load handling, pushing, pulling, carrying,

and carrying and lifting

Focused on reducing risks

Person centred (allow for differences in the workforce members’ height, weight (anthropometrics) and

physical limitations)

Efficient Movement Principles of Safer Handling

Avoid manual handling – plan the route

Close to the load (inside the base short lever arms) – principles of levers

Base of support – centre of gravity

Natural curves – avoid twisting

Secure grip – palm grip

Avoid sustained loading and lead with the head

Use of head – chin in/head up

Framework for safer handling practice

Including:

Pre-transfer assessment/dynamic assessment before handling is carried.

Learning Outcome 6: To be able to understand the principles of practice of training others in safe handling.

The following to be included to meet Assessment Criteria 6.1: Legal Requirements to train staff. As required Management of Health and Safety at Work 1999 with relevant examples in the care sector for the below:

Adequate and appropriate

On induction

On being given new responsibilities

Introduction of equipment

Repeated at regular intervals.

Required contents of manual handling training course and its implementation in the workplace Contents of training to align with best practice. Links to research (HSE) and sources of information for best practice documents. Equality and diversity in training



The Equality Act (2010) The requirement for the trainer to promote differentiation, inclusion, equality and diversity by:

Agreeing ground rules with learners

Challenging prejudice, discrimination and stereotyping as it occurs

Facilitating discussions regarding cultural topics, popular television programmes and relevant news

stories

Organising the environment to enable ease of access around any obstacles

Producing resources in different formats, i.e. hard copy and/or electronic

Using naturally occurring opportunities to explore aspects such as Ramadan or Chinese New Year

Using resources which reflect different abilities, ages, cultures, genders and races.

Adult learning styles The main three learning styles for an adult learner: 1. Visual – absorb information through eyes – reading/watching PPT slides, DVDs and pictures 2. Audio – process information through sounds such as voices 3. Kinaesthetic – prefer to learn through hands-on practical work, working models etc. The need to include all of these learning styles in a training session or a combination of these to maximise learning of those attending training sessions. Lesson/session plans The purpose of a lesson plan – provide structure for trainer/trainees and resources required. Required contents of a lesson plan. Used as evidence by the organisation to demonstrate what level of training has been provided.

Learning Outcome 7: To be able to understand the risks of using controversial handling methods and practices in the care and nursing home environment.

The following to be included to meet Assessment Criteria’s, 7.1, 7.2: Controversial handling The requirement for manual lifts to be avoided due to the high risk of musculoskeletal injuries, physical discomfort and potential injuries to the person being moved. With exception of life threatening situations and relevant examples of Life threatening situations, where there is justification for using controversial practices Examples of controversial handling and higher risk activities to be covered:

Drag lift - use up the bed and to assist to standing, the risks to handler and person being handled

Bear hug/pivot - transfer the risks to handler

Walking and hand holds - risks to the handler

Consequences of using Controversial Handling Practices



Including links to Health and Social Care Act 2008 (Regulated Activities) Regulations 2014, incorporating fundamental standards that are regulated by the Care Quality Commission.

Learning Outcome 8: To be able to understand how to manage the fallen person.

The following to be included to meet Assessment Criteria 8.1. Risk factors for falls Intrinsic and extrinsic /environmental risk factors • Requirement to complete a falls risk assessment identifying risk factors Avoiding falls in the care environment

strategies for managing falls

Managing the fallen Person The need to refer to the Organisations Policy for the management of fall

Potential Issue/ risks when dealing with the fallen person.

Learning Outcome 9: To understand how to manage the use of bed rails safely. The following to be included to meet Assessment Criteria 9.1, and 9.2 Legislation and best practice relating to bed rails in the care

Employers duties under Provision and Use of Work Equipment Regulations 1998.

Medicines and Healthcare products Regulatory Agency (MHRA) and link to MHRA for safe use

Over view of bed rail risks

Causes of death related to bed rails, including entrapment & falls.

Principles of safe management of bed rails

Only provided when they are the right solution to prevent falls

Risk assessment is carried out by a competent person taking into account

- bed occupant

- bed

- mattresses

To include risk factors relating to the above

Requirement for all staff to be trained in the risks and safe use of bed rails

Consultation with residents families and advocates if bed rails are in the descision making including

documentation of consultations and resident risks associated with bed rails documented



Safe use of bed rails in practice Areas for consideration must include to consider:

bed occupant (compatibility of the resident), including relevant factors such as behaviour, level of

cognition, size)

bed

mattress

bed rail and any associated equipment

Areas of potential entrapment causes Including:

underneath the rail

between the end of the rail and the headboard or footboard;

between the rail and the side of the mattress

between the bed-rail bars.

entrapment underneath the rail

how these entrapment risks are reduced

Unit Two Application of safe practices to the movement of people within a care or nursing home

Learning Outcome Assessment Criteria Number

Assessment Criteria Assessment method

1. To be able to select the most appropriate moving and handling equipment for a person and train others in its use.

1.1

Demonstrate the selection of appropriate moving and handling equipment based on:

Quality of care

Safety for both

resident and staff

Dignity

and train another individual(s) in its use.

Practical Demonstration (micro-teach) and question and answers



2. To be able to apply safe practices when moving a resident. N.B Safe practice includes: Completion of a pre-transfer assessment Application of efficient movement principles Promotion of dignity and autonomy of the individual being moved Equipment used in line with manufacturers instructions

2.1.

Demonstrate application of safe handling practices for: a) Bed mobility with and without handling equipment, individually and as part of a team. b) Chair with and without handling equipment, individually and as part of a team. c) Walking a resident with and without handling equipment, individually and as part of a team.

Practical demonstration and question and answers

3. To be able to demonstrate safe practice when moving a resident with mechanical equipment.

3.1

Demonstrate pre-user checks of mechanical equipment and slings, and safe practice in accordance with manufacturer’s instructions for mechanical equipment (active hoists and passive hoists including slings) for a range of transfers.

Practical demonstration under continuous observation

Unit Purpose and Aims This unit aims to develop learner’s knowledge and skills to move individuals in a safe and dignified way and train others in manual handling practices in the workplace that promote the dignity and autonomy of individuals within a care environment and the safety of staff.

Assessment Requirements Learners must be assessed against published criteria.

Completion Time Guided Learning - 14 hours Directed study including assessment planning - 2 hours



Total unit completion time - 16 hours

Unit 2 Content Learning Outcome 1: To be able to select the most appropriate moving and handling equipment for a person and train others in its use. The following to be included to meet Assessment Criteria 1.1 Selection of equipment to be based around:

Residents quality of care, safety and dignity are maintained

The health safety and welfare of the staff by reducing the risk of spinal loading

Examples of equipment and their contraindications that may be covered include:

Transfer board

Grab rails

Slide sheets

Turning aids

Handling belts

Requirement to record equipment provision on care plans.

Learning Outcome 2: To be able to apply safe practices when moving a resident. Learners will be required to cover and practically demonstrate the following to meet Assessment criteria 1.1a and 2.1b.

Referral to mobility/care plan before any movement/transfer is undertaken.

Equipment when used must have been assessed and be safe and clean during pre-user checks

including SWL, service history, maintenance, good condition, fit for purpose and the need for

ergonomic adjustments of equipment e.g. the bed height for handler’s posture and safety of individual

being handled.

Completion of pre-movement.

Consent and good communication with person/ individual being handled and other handler(s)-Ready

steady and the “action/go” - not “1, 2, 3”.

Application of principles key principles of manual handling during the movement/transfer and “good

postures”.

Safe use of equipment for e.g. transfer boards, rota stand/rotunda/ slide sheets/ safe use of handling/

belts/ wheel chairs and brakes applied where appropriate.

Promotion of dignity throughout movement/transfer and their contra indications for use.



Post move evaluation - can further improvements be made? Decontamination of equipment.

Learning Outcome 3: To be able to demonstrate safe practice when moving a resident with mechanical equipment.

The following to be included to meet Assessment Criteria 3.1.

Safe use of mechanical equipment To include requirements of Lifting Operations and Lifting Equipment Regulations 1998 (LOLER)

To be suitable – ensuring that people cannot be crushed, trapped, struck or fall from the carrier.

To have adequate strength and stability for its proposed use.

To be used safely i.e. the work is planned, organised and performed by competent people (staff training and handling plans).

To be positioned and installed to minimise any risks.

To be marked to indicate it’s safe working load.

To be thoroughly examined - periodic for lifting equipment due to exposure to conditions causing deterioration such as (wear and tear, corrosion, damage).

- Before being put in to use unless- written evidence to prove examination already undertaken. - Where the safety of equipment depends on the installation e.g. tracking hoists.

To be inspected between thorough examinations if necessary by a competent person.

For purpose of lifting people every 6 months. - Visual and functional check

To have documents for all inspections and examinations.

Scope of LOLER 98 within the people handling environment. Relevant examples to be given such as:

Passenger lift.

Bath lifts.

Hoists including stand aids and slings.

Types of Hoists and their functions:

Active (stand-aid) - Individual being lifted assists the transfer criteria for use

Passive (full support) - Individual does contribute to transfer criteria for use

Assessment of hoists and slings to be undertaken by competent person within workplace or external such as manufacture or occupational therapist. General guide on hoist slings:

The requirement to adhere to each manufacturers guidance in relation to sling sizes

The requirement to check the compatibility of sling manufacturers with other hoists

Common types of sling and their use:

Transport sling for use with a stand-aid hoist

Toileting access/dressing/easy fit/limited suitability (need for robust assessment)

Transfer slings - many variants due to different manufacturers.

Full slings which offer support



Pre-user checks with link to pre-transfer assessment and the need to include additional requirements as per manufacturer and specific requirements and needs of individuals as per individual plan. Pre-transfer assessment for hoisting activities. To include: Task

Number of handlers as per up to date plan?

Individual (handler)

Training up to date and feel confident?

Familiar with hoist and sling

Load (person/individual)

Is their condition/ ability the same as when they were assessed?

Have you gained consent or co-operation

Equipment

Hoist

Hoist battery charged?

LOLER examination/service up to date (6 monthly)?

No obvious damage to hoist?

Clean?

Hoist moves freely on castors?

Emergency button in correct position?

Base adjustments and lifting and lowering function moving?

SWL clearly indicated and not exceeded?

Sling

Sling type and size as stated in the plan?

Sling free from defects, damage and clean?

Label legible?

SWL displayed and not exceeded?

LOLER examination/service up to date (6 monthly)?

Environment

Sufficient space

Clear of obstacles

Slip or trip hazards

Practical Hoisting to cover: Pre-transfer assessment to be completed for all hoisting activities.



Fitting and removing hoist slings in chairs/ wheelchairs without equipment/aids

Fitting and removing hoist slings in chairs/ wheelchairs with slide sheets

Fitting and removing hoist slings in bed without equipment

Fitting and removing hoist slings in bed with slide sheets

Hoisting a person from a seated position from a chair/wheelchair on to the bed to both lying and

seated position/s

Hoisting a person from bed to a seated position into a chair/wheelchair (optional)

Hoisting a person from the floor (optional)