Discuss a range of age related issues to include healthy ageing, global and national demographic trends, the normal physiological and psychological processes of ageing, the social impact of ageing on older people and differing attitudes to ageing and older people.
Analyse the roles of the health care assistant in promoting positive attitudes to ageing and of statutory and voluntary agencies in promoting the wellbeing of older people.
Examine a range of concepts and practices to include preparation for retirement and the ethnic and cultural influences on the older person
Explore a range of older people’s needs to include physical, social, emotional, psychological, recreational, financial, environmental and spiritual needs.
Summarise the role of the health care assistant in providing care for older people.
Discuss the issues related to an older person with mental illness or dementia and of living with chronic illness.
Recognise the individual needs of the dying older person and their families.
Summarise the range of the care settings for older people and the members of the healthcare team available in each care setting.
Explore a range of specific services that are available for older people to include education, lifelong learning, retirement/the workplace and leisure.
Analyse current approaches towards developing quality in the provision of services for older people and their families to include standards and quality assurance.
Employ effective communication with the older person, their family and the multi-disciplinary team.
Adapt care and practices to meet the needs of older people with cognitive and sensory impairment and physical disabilities.
Exercise duties in a way that is respectful to the person’s body after death.
Promote range of aspects of care for the older person to include empowerment, advocacy, independence, individualised care, dignity, respect, choice, self-esteem and include family and carers as partners in care.
Give assistance in the identification of how health promotion issues can be promoted in care settings for older people and in the provision of therapeutic interventions that will enhance the social interactions and quality of life of the older person.
Care Skills (5N2770)
Identify relevant groups of people in need of health care.
Examine the physical, emotional, social, psychological and spiritual needs of a range of groups of people, taking into account individual variation.
Identify the hygiene needs of dependent clients.
Discuss the prevention of pressure sores.
Demonstrate knowledge of the correct procedures for the cleaning and replacement of a range of patient equipment.
Adapt levels of assistance to the needs of particular clients.
Demonstrate a range of interpersonal skills when dealing with clients to include empathy, respect, patience and effective communication skills.
Exercise initiative to improve client involvement in social events, outings and occupational therapy and physiotherapy.
Contribute to the maintenance of safe and hygienic environments for clients to include the safe disposal of soiled linen.
Assist clients with dressing, grooming, eating, drinking, toileting, continence promotion, mobility and where appropriate, social needs.
Apply client safety and security procedures to include appropriate on site client care procedures for washing, bathing, showering, positioning, moving and handling.
Give assistance that enhances the privacy, dignity, independence and positive self-image of clients in care.
Give assistance to clients in the use of a range of care equipment to include sensory equipment, aids to encourage independence and mechanical aids including mobility aids, feeding aids, washing aids, elimination aids and hoists.
Report changes in the client’s condition to the relevant Supervisor.
Complete client documentation where appropriate.
Care Support (5N0758)
Discuss the roles, responsibilities and entitlements of a care worker.
Examine the role of a care worker within the multidisciplinary healthcare team.
Demonstrate the ability to plan and provide enhanced quality care.
Apply knowledge gained to plan and meet the needs of the individual client.
Explore the need for personal planning and growth.
Plan strategies to improve own personal development.
Reflect on personal effectiveness as a care worker to include own strengths and weaknesses.
Reflect on relationships with clients, relatives and multidisciplinary team members and interpersonal issues that arise in care work.
Nursing Theory and Practice (5N4325)
Examine the development of nursing as a profession.
Explore the functions of the health care structures and specialties in Ireland and the effects of European Union directives on nursing.
Describe the stages of the nursing process and how they relate to patient care.
Outline the Code of Practice for nurses.
Explain commonly nursing terminology and medical abbreviations.
Identify the members of primary, secondary and tertiary health care teams and their functions.
Explain the importance of precision in administering drugs and recording the procedure.
Describe empathic behaviour of the care worker.
Practice safe lifting technique.
Execute the measurement and accurate recording of temperature, respiration, blood pressure and fluid balance.
Demonstrate knowledge of commonly occurring infections to include the organisms that cause them, the modes of transmission of these organisms, the effects of each infection and how to prevent infection and cross infection.
Identify the activities of daily living and how to assist a patient in these activities.
Intellectual Disability Studies (5N1652)
Categorise the range of terms which have been used to label people with an intellectual disability as inappropriate and appropriate labels.
Define the terms intellectual disability and multiple disability.
Identify the advantages and disadvantages of both the medical and social models of support.
Recognise the effects of caring for a person with an intellectual disability on close and extended family members.
Define the term front line staff.
Promote the following in caring for a person with an intellectual disability: dignity, choice, relationships, contributing.
Promote positive attitudes toward people with an intellectual disability.
Outline the history of services to people with an intellectual disability in Ireland.
Explore past and current attitudes toward people with an intellectual disability.
Examine own attitude toward people with an intellectual disability.
Identify how the policies and practice of a given organisation reflect the attitudes of that organisation toward people with an intellectual disability.
Explain the known causes of intellectual disability.
Describe the levels of intellectual disability and how these are assessed.
Outline the potential impact of a multiple disability on a person.
Provide examples of services to persons with an intellectual disability that illustrate the medical and or social models of support.
Outline current approaches toward developing quality in the provision of services to persons with an intellectual disability and their families, to include standards and quality assurance.
Identify examples of progressive models of service delivery both from Ireland and from other countries.
Outline the range of physical, social, emotional, psychological and spiritual needs of persons with an intellectual disability.
Explain the role of the following in relation to individuals with an intellectual disability, their families and staff: physiotherapist, occupational therapist, speech and language therapist, social worker, psychologist.
Explain the role of front line staff in providing individualised support to persons with an intellectual disability in accordance with their preferences and needs.
Illustrate the importance of working as part of a team in meeting the needs of persons with an intellectual disability.
Palliative Care Support (5N3769)
Discuss the philosophy and principles of palliative care.
Summarise the structure and organisation of palliative care services to include the role played by the multi-disciplinary team and diverse family structures in the provision of care for a terminally ill person.
Discuss the role of the support worker in the promotion of key issues such as life quality, self-esteem, respect, privacy and dignity in palliative care work.
Explore different attitudes to death and dying to include an understanding of individual patterns of grief, bereavement and loss.
Employ a range of communication strategies and processes which are central to the work in palliative care.
Apply a person-centred approach to caring for a person in the last days of their life to include the provision of supportive and holistic care promoting safety, dignity, respect and comfort.
Respond appropriately to the needs of the person who is confused in the last days of life.
Work effectively and with great sensitivity in relation to the dying person and their significant others in a palliative care setting. Use the range of skills required from a palliative support worker in relation to end of life care.
Infection Prevention and Control (5N3734)
Explain the basic principles of infection and the application of standard precautions in relation to infection control, to include the significance of an Area of Infection Control.
Discuss the importance of infection prevention and control in the healthcare area, in providing a healthy environment for patients, staff and visitors.
Summarise the various types of microorganisms, the elements required for the growth, spread and subsequent infection process, to include direct and indirect contact, knowledge of the chain of infection and the need for vigilance and safe practice at all times.
Analyse the predisposing factors to the development of healthcare-acquired infections to include contact precautions, respiratory precautions and enteric precautions.
Discuss the role and functions of the local infection control team members, to include local policy in relation to dress, staff health and travel associated infections.
Investigate the terms cleaning, disinfection and sterilisation to include cleaning standards, procedures and frequencies while paying special attention to decontamination of equipment, including patient care equipment.
Identify the main blood borne viruses which pose a threat and the methods that prevent the spread of infections.
Examine the role of antibiotics and the importance of correct and safe antibiotic use to avoid antibiotic resistance.
Differentiate between social hand hygiene, antiseptic hand hygiene and surgical hand hygiene to include the correct use of alcohol hand gels and the need for good personal skin care and efficient hand washing.
Implement the local terminal cleaning procedure in a range of settings, such as an isolation room, single use items and outbreak management.
Apply appropriate management of blood and body fluid spillages, to include policies for dealing with clean and soiled linen, the disposal of sharps and the correct management following inoculation, injury or accidental exposure to blood and body fluids.
Safety and Health at Work (5N1794)
Analyse the duties of employers and employees as specified in current Safety, Health and Welfare at work legislation.
Examine the role of the Health and Safety Authority.
Explore the role of communication and training in the promotion and provision of health and safety in the workplace.
Comment on the elements and functions of the safety statement.
Summarise the factors which contribute to safe and healthy working environments.
Outline the principles and procedures of good housekeeping in the workplace.
Explain the causes, prevention, emergency procedures, reporting and recording of accidents and dangerous occurrences.
Analyse the causes and prevention of fire related events to include identification of emergency procedures, the fire triangle and fire equipment.
Comment on specific hazards and risks when working with equipment to include mechanical and electrical equipment.
Investigate how personal protective equipment (PPE) is used in the workplace.
Explore appropriate procedures for use and disposal of hazardous materials and waste in the workplace to include reference to material safety data sheets (MSDS).
Examine the control and associated risks of a range of health and safety issues to include noise, sound, fumes, dust or any vocationally specific work issue.
Explain the typical contents of a first aid kit and their appropriate use.
Examine a range of issues related to infection control to include conditions for the growth and development of micro-organisms, routes of infection, symptoms, ill health, preventative measures and emergency procedures for suspected contamination.
Investigate risk factors in relation to safety to include hazards, work environments, work practices, effects of medication, drink and drugs.
Interpret a range of safety signs in the workplace.
Promote safe and healthy working practices in relation to oneself, others and the workplace.
Outline risk factors in relation to health to include stress, lifestyle, diet, illness.
Outline the role of diet and exercise in the promotion of good health.
Teamworking (5N1367)
Examine the concept, features, types and impact of teamwork within diverse formal and informal structures, for organisations, systems and individuals.
Analyse the roles, responsibilities, characteristics and skills of team members, including leaders, coaches and trainers.
Analyse the elements and stages of team development.
Summarise key opportunities and challenges of inter and intra-teamwork or of multi-team environments.
Participate in setting team objectives and subsequent evaluation, to include control mechanisms such as ongoing feedback and documentation, and performance measurement.
Participate in core teamworking activities, to include negotiation, problem-solving, finding solutions, decision-making and conflict resolution.
Demonstrate appropriate communications, problem solving and negotiation techniques in a range of teamworking situations and roles, to include leadership roles and giving and receiving feedback.
Monitor personal strengths and weaknesses as a team participant, including interpersonal communications skills and problem-solving skills.
Exercise and Fitness (5N2668)
Examine the anatomy and physiology of the systems of the body relevant to fitness and exercise.
Evaluate the health implications of lifestyle habits and exercise as it applies to the general population.
Explore an instructor’s duty of care to clients when in an exercise class or in accident and emergency situations.
Identify the components of sport and health related fitness activities.
Explore current and developing trends in exercise and fitness.
Demonstrate a range skills involved in exercise to include; exercise to music, circuit training, flexibility, body conditioning and resistance training as well as some adaptations and progressions.
Assess, record and track fitness indicators.
Carry out a selection of field tests to evaluate personal fitness.
Prepare basic exercise and fitness programmes for the general population based on the underlying theories of exercise to music, circuits, flexibility and resistance training.
Apply the principles of training to health related fitness.
Demonstrate good personal technique and the ability to lead a basic exercise and fitness session in different forms of exercise, to include, exercise to music, circuit training, flexibility, body conditioning and resistance training.
Nutrition (5N2006)
Explore the functions of food, specifying the different classes of nutrients and their main functions.
Examine the energy values of the different food types and the factors that affect the energy requirement of an individual.
Examine basal metabolic rate (BMR) and reference nutrient intake (RNI) and the factors that can alter BMR.
Explore the functions of the digestive organs and the process of digestion and absorption of nutrients in the human body.
Examine the role of each type of fat (monounsaturated, polyunsaturated and saturated) and fatty acids in relation to health and the effects of the deficiency and excess intake of fat.
Investigate the main sources of fat, carbohydrates and protein in the Irish diet.
Examine the functions, sources, deficiency symptoms and the effects of excessive intake of the fat-soluble vitamins and water soluble vitamins.
Distinguish between digestible and poorly digestible (non-starch polysaccharide NSP) carbohydrates.
Examine the functions, sources and deficiency symptoms of minerals, to include, Fe, Ca, I, P, Na, Zn.
Explore the importance of fibre in the diet and the sources of soluble and insoluble fibre and the potential health functions of each.
Examine the effects of a low and a high carbohydrate diet.
Distinguish between essential and non-essential amino acids.
Compare the protein content of foods derived from plants and animals.
Examine the role of vitamins and minerals in maintaining good health, the reference nutrient intake (RNI) for vitamins and minerals and the factors which affect absorption.
Investigate why certain groups of people are at high risk of suffering vitamin and mineral deficiencies.
Explore how the vitamin and mineral content of food can be preserved and the effects of preparation and cooking.
Explore the specific nutritional needs and the factors that influence the eating habits of infants, children, adolescents, adults and the elderly.
Explore how glycogen loading is achieved.
Examine the possible causes and effects of dehydration and the importance of maintaining fluid intake.
Specify the labelling of food products in accordance with EU regulations.
Examine the main categories of food additives, including E numbers, distinguishing between artificial and natural food additives, and the impact of additives on health.
Identify the trace elements that are required in the diet.
Test foods for the presence of fat, carbohydrates and proteins.
Examine the causes, symptoms and effects of anorexia, nervosa, bulimia and obesity.
Examine the role and impact of diet in a range of diseases and illnesses to include; coronary heart disease and hypertension, links between diet and types of cancer, osteoporosis, diabetes and dental health.
Explore the role of diet in the treatment of a range of illnesses to include, diabetes mellitus, coeliac disease, cystic fibrosis and lactose intolerance.
Examine the different techniques for measuring the nutritional status of an individual.
Devise a suitable menu for infants, school-going children, adolescents, the elderly, pregnant women, vegetarians, vegans and athletes.
Interpret the nutrition labels on a variety of food products
Evaluate the current dietary recommendations of the Department of Health.
Human Growth and Development (5N1279)
Understand the concept of human growth and development from conception to old age.
Understand normal patterns of development from infancy to old age with reference to physical, emotional, social and intellectual development.
Recognise variations within the normal range of human growth and development and understand factors that can effect development throughout the lifespan.
Develop interpersonal/interactive skills appropriate to responding to the needs of others.
Apply skills/knowledge to typical work-based problems.
Explore own personal prejudices, fears and anxieties about working with people in need of care.
Develop self-confidence and empathy in dealing with people.
Demonstrate the ability to identify a range of individual needs and apply the interpersonal skills and strategies required to meet these needs in a range of settings.
Anatomy and Physiology (5N0749)
Differentiate between Anatomy and Physiology.
Describe the structure and function of a typical animal cell and its organelles.
Classify tissues into the four main groups; epithelial, connective, muscle and nervous tissue, identifying the different tissues within each classification.
Differentiate between benign and malignant tumours.
Outline the composition of bone, including the functions of the skeleton, the main bones of the appendicular and axial skeleton and the structure of a typical long bone.
Identify the major categories and functions of joints, differentiating between the four types of synovial joints.
Identify the main muscles of the body, differentiating between the three types of muscle and the interconnections between the skeletal and muscular systems in body movement.
Outline the structure and function of blood and its role in maintaining immunity both active and passive.
Describe the function of the heart including, the structure of arteries, veins and capillaries, the cardiac cycle and the flow of blood through the main blood vessels and blood pressure.
Identify the component parts of the lymphatic system, its functions and its relationship with the blood system.
Identify the parts of the digestive system, including its associated organs and their function, the parts of the stomach and the functions of each of the four layers of the alimentary canal.
Outline the composition of protein, fats and carbohydrate and the process of absorption and the assimilation and metabolism of the breakdown products of digestion.
Describe the structure and identify the parts of the respiratory system.
Describe the role of muscles, blood and the nervous system in the breathing process.
Explain the process of gas exchange in the alveoli.
Describe the male and female reproductive systems including; the function of each reproductive organ and the role of hormones in the reproductive process.
Explain the terms insemination, fertilisation and implantation and the development of the embryo in the first trimester.
Explain the function of the main parts of the brain and how a nerve impulse travels along the nervous system.
Differentiate between the Central, Peripheral and Autonomic Nervous Systems, explaining, how reflex action works.
Differentiate between endocrine and exocrine glands.
Explain the role of hormones in metabolic processes, including the effects of over secretion and or under secretion of insulin, tyrosine and growth hormone and the difference between a nervous system and a hormonal system.
Explain the urinary system, outlining the gross and microscopic (nephron) structure and function of the kidney.
Outline the structure of the skin, including its key parts, main functions and the relationship between the skin, the circulatory system and the nervous system.
Reflect on the role of the human body and the interrelationship between the systems of the body.
Social Studies (5N1370)
Demonstrate an understanding of sociology and its relevance to understanding their position as an individual, a family member and as part of a community and wider society.
Discuss the process of socialisation and the agents of socialisation by analysing family peer groups, education, media and how they impact on their lives.
Examine the area of social stratification in Irish society and describe how this society can be divided into different social strata i.e. class, gender, race/ethnicity.
Discuss the impact of discrimination on individuals in society by looking at discrimination and its impact on the following members of society – travellers, the socially marginalised, elderly people, immigrant and migrant workers of diverse racially and cultural backgrounds, minority religions and homosexuals and transsexuals.
Explore the role and function of the family as a social unit, the changes that have taken place in the family within an Irish context taking into account the implications of martial breakdown.
Acquire basic research skills by summarising the differences between primary and secondary research and qualitative and quantitative methods.
Design appropriate survey methods e.g. questionnaires, interviews, observation as investigate strategies to unfamiliar social problems.
Use a variety of media to access information e.g. new information technology, the library classification system.
Explore the importance of documenting and acknowledging all relevant sources consulted by employing the Harvard system of referencing and identifying and applying skill of producing a well-constructed bibliography.
Exercise initiative and independence by investigating the experience of discrimination/discriminating practices encountered by one group in Irish society.
Plan direct and manage time and work independently to provide evidence of research e.g. correspondence, note taking, interviews, tape recordings.
Process and present findings from research and draw conclusions from their analysis that discusses possible strategies for alleviating discriminating practices for a number of groups in Irish society.
Psychology (5N0754)
Explain the main features, characteristics, core principles and concepts of two of the major psychological perspectives.
Identify the main therapies, interventions, practical and ethical boundaries of each psychological perspective within care and other settings.
Explain how each perspective contributes to an understanding of individual and group behaviour.
Gain an understanding of the research methods and ethical issues involved in the study of psychology.
Apply theory and research to work practice with due regards for ethics.
Examine the nature of attitudes and beliefs.
Apply skills/knowledge to typical work-based problems.
Mental Health Awareness (6N2209)
Acquire an understanding of the theoretical background associated with mental health issues.
Examine the moral, ethical and legal considerations associated with mental health.
Distinguish between the major classifications of mental illness.
Identify and discuss strategies to maintain positive mental health.
Recognise barriers to positive mental health.
Describe symptoms and characteristics of mental illness.
Demonstrate an understanding of the impact of mental illness on the person and society.
Outline the various models used in understanding mental illness (environmental, chemical, social, cultural, genetic or combinations).
Discuss the advantages and disadvantages of treatment approaches.
Explain the role of the relevant associated mental health professionals (GP, CPN, psychiatrist, psychologist, counsellor, social worker, rehabilitation professionals, occupational therapists, etc).
Describe the recovery process and outline the recovery movement in Ireland.
Understand the key issues relating to current legislation.
Recognise the positive and negative factors which may affect your mental health.
Demonstrate an awareness of how mind and body interact to promote positive mental health.
Examine treatment approaches and their application (Medication, psychotherapy, counselling, healing communities, systemic interventions, etc).
Demonstrate an awareness of the ongoing interventions available in the community for people with enduring mental health difficulties. (day centres, sheltered workshops, resource centres, rehabilitation training programmes, supported employment, sheltered housing etc).
Examine the features of recovery.
Evaluate positive supports in the community which promote positive mental health e.g. yoga, Pilates, relaxation, reiki, reflexology, massage, support groups, social activities, etc.
Appreciate various treatment approaches.
Apply best practice in working with individuals with mental health difficulties.
