Advanced Health And Social Care For Nvq Level 4 And Foundation Degree

Including information on quality management and promoting health and wellbeing, this text also covers other relevant issues in the field.

This is the only book written for NVQ Level 4 Care and Foundation Degrees in Health and Social Care. It provides complete coverage of both the NVQ 4 Care core units and the Foundation Degree in Care guidelines. Topics are illustrated with case studies featuring real life examples followed by in-depth and searching questions. Further research sections extend the reader's knowledge and understanding of the subject. Evidence collection boxes encourage and enable candidates to collect the evidence required for their portfolio.

Midwives support women during the reproductive period of their lives. Dimensions of midwifery work include, in addition to the physiological aspect, psychological and spiritual issues. Midwifery activities mean involvement in the most intimate sphere of clients' lives. Women's perceptions of partnership, sexuality, pregnancy and birth are affected by their personal experiences and by the culture they live in. The same factors also influence the midwives' perception of these issues. It is therefore crucial for the midwives to be aware of certain areas of their work that have a sexual inclination and clarify their own eventual prejudices regarding sexuality, since these can affect their provision of holistic, individual and competent care to women and their families. This book deals with different aspects of sexuality that can have an influence on everyday midwifery work. It might also be of interest to different groups of people - midwives in clinical settings, midwifery educators, midwifery students and also other health professionals who manage women during the reproductive period.

The field of professional, academic and vocational qualifications is ever-changing. The new edition of this highly successful and practical guide provides thorough information on all developments. Fully indexed, it includes details on all university awards and over 200 career fields, their professional and accrediting bodies, levels of membership and qualifications.It acts as an one-stop guide for careers advisors, students and parents, and will also enable human resource managers to verify the qualifications of potential employees.

The Apprenticeship Programme expanded by 140 per cent between the 2006/07 and 2010/11 academic years. Apprentices aged over 25 account for 68 per cent of this increase. Most of the increase in the programme has been in just 10 apprenticeship occupations. Apprentices and inspectors are generally positive about the quality of apprenticeships, with 91 per cent of apprentices satisfied with their training; but the rapid expansion of the programme brings risks that need to be managed. One concern is that in 2010/11, 19 per cent (34,600) of apprenticeships lasted less than six months, when most are expected to last at least a year. Advanced apprenticeships yield higher returns than intermediate apprenticeships: spending on adult apprenticeships overall could be producing an economic return of £18 for every £1 of public spending. Most apprenticeships in England, though, are at a lower level than those offered by other countries. The Apprenticeship Programme is well coordinated and is better managed than a previous government programme, Train to Gain, for example by maintaining a central register of approved providers, with a single national contract and account manager for each. The rates paid to training providers by the Skills Funding Agency are not based on sufficiently robust information on the cost of the training provision, and so the Agency and National Apprenticeship Service do not know the extent to which providers may be earning surpluses or incurring losses on some types of apprenticeship. Furthermore, some employers are not paying the expected contribution towards training providers' costs.

Health and social care experts, who have all delivered Foundation Degree courses at major colleges and universities, guide you through the key learning you need for this level of course. They also help and support you every step of the way in the study skills you will need to succeed.

"A really positive and timely text, which contributes to the evidence base and prepares and supports the health and social care student for the challenges of the modern workplace. I highly recommend it." British Journal of Healthcare Assistants, May 2011 "This book is clear, concise and makes for easy reading throughout ... It provides some great tips on learning within a work environment in addition to an excellent chapter on learning styles that any student could benefit from. The book is bursting with helpful knowledge on formulating action plans, working with mentors, personal development plans and the importance of career planning … Its concepts are useable and applicable to all student nurses." Laura Carter, Student Nurse, Kingston University, UK "A good, comprehensive addition to any student nurses collection! The book is laid out in a clear, logical manner which is easy to read whilst covering the most important points ... [It will be] particularly beneficial to those considering applying for jobs as it explains the Knowledge and Skills framework and how this can be used in practice as well as giving tips on filling in application forms, completing CV’s and how to be successful in an interview … A valuable resource for any student currently studying a course related to health and social care." Ashley Malone, Student, Queen's University Belfast This practical book is an essential student guide to getting the most out of your work based learning (WBL) experiences in health and social care settings. The book is designed to help you understand the different aspects of WBL and how it links to your foundation degree, lifelong learning and your own individual personal development. The book: Provides practical strategies and exercises to strengthen your capacity to learn at work and reflect on your own personal and professional development goals Shows you how to develop relationships with your employers and key members of your multi-disciplinary team Explores how you can demonstrate evidence of learning in the workplace in your PDP and portfolio Includes real life quotes and tips from healthcare students undertaking WBL as part of a foundation degree, so you can learn from their experiences Workplace Learning in Health and Social Care is ideal for foundation degree students as well as health care workers, health care assistants and assistant practitioners. Contributors: Jane Abbott, Tom Aird, Jayne Crow, Peter Ellis, Mary Northrop, Helen O'Keefe, Barbara Workman

Designed to complement Learning to Teach Modern Foreign Languages in the Secondary School, this book focuses specifically on the skills and processes of teaching MFL at A and A/S level in schools and colleges. The book is divided into three sections: the changing nature of A and A/S level courses; bridging the gap between GCSE and A level; and planning, teaching and assessment. With chapters on learner independence, teaching and learning grammar, planning topics and programmes of work, working with literature, and vocational alternatives, the book will be an essential text for all secondary MFL students and teachers.