The CARE CERTIFICATE
Standard 3
Duty of Care
Post-session Questions
I declare that the staff member has shown competency with all standards
Name: Signature:
Job Role: Date:
What do you know now?
THE CARE CERTIFICATE
STANDARD 3: DUTY OF CARE – POST-SESSION QUESTIONS
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Introduction
These post-session questions have been designed to help you apply the learning outcomes for Standard 3:
Duty of Care.
The Standard 3: Duty of Care e-learning session provided you with the theoretical knowledge required for
the standard; producing evidence of completion (such as a certificate via the e-LfH Hub or an activity report
via ESR) will show your assessor that you have successfully completed this part of your learning.
For your assessor to confirm you have passed this standard, you must now demonstrate the application of
knowledge within your place of work. The following questions will help you to apply what you have
learned to your place of work. Please complete the questions and use your answers to guide your discussion
with your assessor or mentor.
These questions can be downloaded for you to i) print and write on or ii) complete at your computer and then
print, or e-mail to your assessor.
The questions support the relevant learning outcomes for each standard. Some learning outcomes require
you to demonstrate competence. Where this is required, there is no corresponding question within the post-
session questions. Instead you will be required to demonstrate these outcomes in practice or, where
indicated in the standard, by simulation.
If you need to review the Standard 3: Duty of Care e-learning session to answer any of these questions,
please log in and access it again.
Activity 3.1a
As a social care or health worker, you have a duty of
care to all people you support. Use the following
words to define what is meant by duty of care.
Define: provide a definition
in your own words to CERTIFICATE
THE CARE
STANDARD 3: DUTY OF CARE – POST-SESSION
demonstrate your QUESTIONS
understanding. Page 2
Duty of care means my legal, professional and moral responsibility to ensure the safety and
promote the wellbeing of others.
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STANDARD 3: DUTY OF CARE – POST-SESSION QUESTIONS
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Activity 3.1b
Thinking about your own work role, complete the
sentences below to describe how the duty of care
affects you in practice.
Describe: to describe
The first example has been completed for you. means to create a picture
with words but not simply
writing a list of bullet points.
My job description states that...
I have certain responsibilities to the individuals I provide care and support to and to my colleagues;
this includes working safely and with the interests and wishes of the individual at heart.
I must report unsafe or abusive practices because it is my legal requirement and moral
responsibility to protect the safety and wellbeing of others.
The code of conduct means that there are set of standards that my work should not fall below and I
should not do anything that can adversely affect the safety and wellbeing of the individuals I
support.
The organisational policies and procedures are there to ensure my work follows the current
standards and best practice while working with vulnerable individuals.
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STANDARD 3: DUTY OF CARE – POST-SESSION QUESTIONS
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Activity 3.2a
There will be times when your duty to safeguard the
wellbeing of the individual is in conflict with your
duty to promote the individual’s right to take risks. It
is your duty to ensure an individual is kept safe and
does not experience harm but these situations may
cause you a dilemma and you may not know the
right thing to do to keep them safe at the same time
as enabling them to make their own choices.
Describe: to describe
Think of two dilemmas that might arise in your work
means to create a picture
and describe these in the space below.
with words but not simply
writing a list of bullet points.
Dilemma 1: A young person taking ADHD medication refuses to have blood pressure monitored.
Dilemma 2: An individual taking ADHD medication not eating enough during the day
therefore, having weight concerns.
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STANDARD 3: DUTY OF CARE – POST-SESSION QUESTIONS
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Activity 3.2b/3.2c
For the two dilemmas that you have described in 3.2a,
complete the table below to explain what you must
Explain: to explain
and must not do within your role for each dilemma
something you will need to
and where you would get additional support and
provide a clear account of
advice to help you resolve the dilemma.
your understanding,
including details like why
and how.
What you must do What you must not do Where would you get
within your role within your role additional support and advice
to resolve the dilemma and
why
Dilemma 1 If the young person is Force them into Discuss with a prescriber to get
really anxious to first try measuring the blood their expert opinion, ask the
and get them to calm pressure young person if they would feel
down by talking to them more comfortable if they get
about something they the blood pressure checked at
like and gradually the GP
making them
understand why it is
important to take blood
pressure if they are
taking medication and
want to continue taking
them.
Dilemma 2 Explain to the young To dictate what the Raise the concern with the
person why it is young person should prescriber who prescribes the
important to regularly be eating everyday ADHD medication so that they
eat meals and get more are aware of the weight
of an understanding why concerns.
they are unable to eat Raise concerns with the GP and
properly after the recommend a referral to
medication wears off. dietitian with the consent of
the individual
Come up with a food
diary with them and
suggest any foods they
would enjoy.
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STANDARD 3: DUTY OF CARE – POST-SESSION QUESTIONS
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Activity 3.3b
For each of the three examples below, describe
who you would ask for advice and support in
handling comments, concerns and compliments.
Describe: to describe
means to create a picture
with words but not simply
writing a list of bullet points.
This would be reported urgently to my manager and higher team and if the individual wants to
A number of file a formal complaint, I would make sure they are aware of my organisation's complaint
individuals you procedure.
are supporting
believe that
someone has
been tampering
with their medical
records
You have read the I would seek guidance from my supervisor or a senior member in my team and my manager
complaints
procedure but you
would like to ask
for further
guidance on one
section
An individual you I would listen to them intently and try to figure out a way to help them myself or feedback it to
support has told the person that prepares the meals. If the individual wants to make a formal complaint I would
you that they wish make sure they are aware of my organisation's complaint procedure.
to make a
complaint about
the food served at
meal time
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Activity 3.3c
It is essential to learn from comments and complaints
when providing care services. Explain the importance Explain: to explain
of learning from comments, concerns and something you will need to
compliments in order to improve the quality of provide a clear account of
service that you provide. your understanding,
including details like why
and how.
I always treat comments, compliments and complaints as a learning opportunity and a way to improve my
practice towards others. Feedback is essential to understand what is going well and what can be improved, I
believe it is important to get feedback from everyone that is associated to the organisation including the service
users, their family, employees, managers and professionals from other agencies. All feedback should be taken
seriously and reflected on and if there are any complaints to be investigated fairly.
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STANDARD 3: DUTY OF CARE – POST-SESSION QUESTIONS
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Activity 3.4a/3.4b
You have a duty of care to respond to events
Describe: to describe means to
and incidents in an appropriate and agreed
create a picture with words but not
way. To show your understanding, complete
simply writing a list of bullet points.
the table below to describe how you would
recognise adverse events, incidents, errors Explain: to explain something you
and near misses (scenarios) and explain what will need to provide a clear account
you must not do in relation to each. of your understanding, including
details like why and how.
Decide whether this is an Describe how you Explain what you must
example of an adverse recognise this as an do and must not do in
event, incident, error or example of an adverse relation to each example
near miss event, incident, error or
near miss
Adverse Incident Near miss because this Must do: make sure the
When serving event could have caused the person that prepares the
lunch, an individual harm but this food is aware of the
individual who was prevented individual's allergies.
has a nut Report to the manager,
allergy was make sure the
given a peanut individual's care plan is
butter up to date with their
sandwich by allergies
mistake. You Error Near miss Must not do:
notice this just Blame anyone
in time to
change the
sandwich.
Adverse Incident This is an unforeseen Must do: report to
An individual in event negative event that manager immediately,
the bathroom causes damage ensure all staff are aware
area slips on of health and safety
the wet floor. responsibilities
When
investigating Error Near miss Must not do: blame
you notice that anyone
a wet floor sign
has not been
used.
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STANDARD 3: DUTY OF CARE – POST-SESSION QUESTIONS
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Activity 3.4c
Thinking about the four scenarios in 3.4a & b, list the
legislation and agreed ways of working that need to
be taken into account when reporting adverse
List: this term means to
events, incidents, errors and near misses.
identify the main points
which can be written as
bullet points.
1. The Health and safety at Work Act 1974 - responsibilities of employers and employees to
ensure the health and safety of others.
1. Management of Health and Safety Regulations 1999
2. The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 2013
4. The Mental Capacity Act 2005.
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STANDARD 3: DUTY OF CARE – POST-SESSION QUESTIONS
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Activity 3.5a
List the factors and difficult situations that may
cause confrontation. One example has been provided
for you.
List: this term means to
identify the main points
which can be written as
bullet points.
Factors and difficult situations that may cause confrontation include:
An individual with dementia may feel misunderstood, frustrated and confused
An individual with learning disability may not understand professional boundaries
An individual without the mental capacity to make decisions may become upset that others
are making choices on their behalf.
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Activity
3.5b/3.5c/3.5e
Thinking about the factors and difficult situations
that may cause confrontation, select one that
relates to your own role and answer the questions
Answer the questions
below.
below.
1. What is the factor or difficult situation that may cause confrontation?
An individual with learning disability may not understand professional boundaries.
2. How could communication be used to solve problems and reduce the likelihood or impact of
confrontation?
Explain to the individual what personal boundaries are and that everyone has those by giving
examples also asking them if they have any boundaries and tell that why not following these
boundaries can cause other people to become angry.
3. How would you assess and reduce the risks in this situation?
To assess by using my knowledge and experience on the individual. Advise that the individual is in
a quiet place to discuss the issue and make them feel comfortable.
4. What is the agreed way of working for reporting confrontation in your service?
Reporting to my manager or supervisor and explain to them.
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Notes
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