Qualification Specification - NCFE Principles and... · · 2014-01-07Qualification Specification contains everything you need to know about this qualification and should ... ♦

NCFE Level 2 Certificate in the Principles of the Prevention and Control of Infection in Health Care Settings QAN 600/9312/2 – Issue 1 June 2013

Qualification Specification NCFE Level 2 Certificate in the Principles of the Prevention and Control of Infection in Health Care Settings (600/9312/2)

2


Web: www.ncfe.org.uk Email: [email protected] Tel: 0191 239 8000

Section 1 Qualification overview ......................................................................... Page 3

Section 2 Assessment and moderation ............................................................ Page 11

Section 3 Structure and content ....................................................................... Page 14

Section 4 Links to National Skills Standards ..................................................... Page 31

Section 5 Links to National Occupational Standards ........................................ Page 33 Section 6 General information .......................................................................... Page 35

Contents

3



Section 1 Qualification overview

4



Introduction We want to make your experience of working with NCFE as pleasant and easy as possible. This Qualification Specification contains everything you need to know about this qualification and should be used by everyone involved in the planning, delivery and assessment of the NCFE Level 2 Certificate in the Principles of the Prevention and Control of Infection in Health Care Settings. All information contained in this specification is correct at the time of publishing. If you advertise this qualification using a different or shortened name you must ensure that learners are aware that their final certificate will state the regulated qualification title of NCFE Level 2 Certificate in the Principles of the Prevention and Control of Infection in Health Care Settings. About this qualification The NCFE Level 2 Certificate in the Principles of the Prevention and Control of Infection in Health Care Settings has been accredited by the qualifications regulators for England, Wales and Northern Ireland,1 and is part of the Qualifications and Credit Framework (QCF). This qualification may be eligible for funding. For further guidance on funding, please contact your local funding provider.

1 The qualifications regulators (regulators) are Ofqual in England and Northern Ireland, and the Welsh Government in Wales.

5



Geographical coverage This qualification has been regulated for use in England, Wales and Northern Ireland. We’re able to provide the Qualification Specification and assessment materials in the Welsh and/or Irish language where requested and appropriate. Things you need to know ♦ Qualification accreditation number (QAN): 600/9312/2 ♦ Aim reference: 60093122 ♦ Guided learning hours (GLH): 111 ♦ Credit value: 15 ♦ QCF level: 2 ♦ Assessment requirements: internally assessed and externally moderated portfolio of evidence Aims and objectives of this qualification This qualification aims to help learners to understand: ♦ the meaning and importance of infection control ♦ the causes of infections, the conditions in which they thrive and the ways that they can be spread ♦ methods used to prevent and control the spread of infection.

The objectives of this qualification are to: ♦ give learners working or intending to work in health care settings, knowledge and

understanding of infection prevention and control to support their role in the workplace ♦ enable learners to progress to other qualifications in this subject area, or within the wider area

of health and social care.

Entry guidance This qualification is designed for those that work in or would like to work within the health care sector. It will provide knowledge that may be applied to a wide range of job roles within health and social care settings. Entry is at the discretion of the centre. However, learners should be 16 to undertake the qualification. Centres are responsible for ensuring that the qualification is appropriate for the age and ability of learners. They need to make sure that learners can fulfil the requirements of the assessment criteria and comply with the relevant literacy, numeracy and health and safety aspects of this qualification. Learners registered on this qualification shouldn’t undertake another qualification at the same level with the same or a similar title, as duplication of learning may affect funding eligibility.

6



Achieving this qualification To be awarded the NCFE Level 2 Certificate in the Principles of the Prevention and Control of Infection in Health Care Settings, learners are required to successfully complete 4 mandatory units. This qualification consists of 4 mandatory units: ♦ Unit 01 Principles of the causes and spread of infection in health care settings ♦ Unit 02 Principles of the importance of personal hygiene and health in the prevention and

control of infection in health care settings ♦ Unit 03 Principles of decontamination, cleaning and waste management in health care settings ♦ Unit 04 Principles of infection prevention and control in a health care setting The learning outcomes and assessment criteria for each unit are provided in Section 3 (page 14). To achieve the NCFE Level 2 Certificate in the Principles of the Prevention and Control of Infection in Health Care Settings, learners must successfully demonstrate their achievement of all learning outcomes and assessment criteria of the units as detailed in this Qualification Specification. Grades are not awarded. Learners who aren’t successful can resubmit work within the registration period; however, a charge may apply. A Credit Certificate can be requested for learners who don t achieve their full qualification but who have achieved at least one whole unit. Progression opportunities Learners who achieve this qualification could progress to: ♦ NCFE Level 2 Certificate in Mental Health Awareness ♦ NCFE Level 2 Certificate in Preparing to Work in Adult Social Care ♦ NCFE Level 2 Certificate in the Principles of Dementia Care ♦ NCFE Level 2 and 3 Certificates for Working in the Health Sector ♦ NCFE Level 2 and 3 Diplomas in Health and Social Care (Adults) for England ♦ NCFE Level 2 Certificate in Understanding the Safe Handling of Medicines Credit accumulation and transfer One of the benefits of the QCF is that learners can transfer credit from one qualification to another. Learners who’ve already achieved one or more of the units included in this qualification elsewhere can transfer the credit already achieved. Simply let us know which units are being achieved by credit transfer on the Certificate Claim Form. All units in this qualification are available for credit transfer. Exemption Exemption allows learners to use evidence of certificated, non-QCF achievement deemed to be of equivalent value against the requirements of a qualification. However, there are no exemptions currently identified for this qualification.

7



Equivalent units Some units have equivalent units identified against them. If a learner has achieved these units previously, they can use them towards achievement of this qualification. However, this qualification has no equivalent units identified. Recognition of Prior Learning (RPL) RPL is where a learner has previously learnt something but hasn’t received formal recognition for this learning through a qualification or other form of certification. Within the QCF a learner is able to claim that they know or can do something already and don’t need to attend a course to learn it again. The learner will need to prove this claim (through assessment of relevant evidence), then credit can be awarded for that achievement. For more information on the process to follow to claim RPL, contact our Quality Assurance team. Centres may recognise prior learning at their discretion if they are satisfied that the evidence provided meets the requirements of a qualification. Where RPL is to be used extensively (for a whole unit or more), advice must be given by a qualified RPL Advisor. Qualification dates Qualifications on the QCF have review dates, operational end dates and certification end dates. The qualification review date is the date by which we’ll have carried out a review of the qualification. This date is shown on the qualification page on our website www.ncfe.org.uk. We review qualifications up to 18 months before their review date, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. In most cases we’ll then extend the qualification, and set a new review date. If we make the decision to withdraw a qualification, we’ll set an operational end date (see below). We’ll post information relating to changes or extensions to qualifications on our website www.ncfe.org.uk, and centres approved to offer the qualification will be kept updated. The operational end date will only show on the Register if we’ve made the decision to withdraw a qualification. After this date we can no longer accept candidate registrations. The certification end date will only show on the Register once an operational end date has been set. After this date we can no longer process certification claims. Staffing requirements This section is intended to give some guidance on the experience and qualifications needed to deliver and assess this qualification. The guidance in this section is not intended to be exhaustive or definitive. Examples of relevant qualifications and occupational backgrounds are given as benchmarks. Other equivalent qualifications or backgrounds may also qualify prospective staff for delivery or assessment roles. Centres must provide sufficient numbers of suitably experienced Assessors and Internal Moderators or Verifiers to ensure that qualifications are delivered effectively. NCFE cannot be held responsible for any complications that arise in the delivery or assessment process as a result of

http://www.ncfe.org.uk/


8



internal recruitment decisions. Staff recruitment should be made at the discretion of centres, and centres should be aware that it is their responsibility to ensure that all staff involved in the delivery and assessment of NCFE qualifications are suitably qualified. Examples of relevant qualifications in the following subject areas: ♦ Registered state nurse ♦ Paramedic ♦ Doctor ♦ Health Visitor ♦ Biological Science degree ♦ Level 3 Health – but must have up to date qualification or CPD in infection control ♦ Level 3 Social Care – but must have up to date qualification or CPD in infection control. Examples of work experience Must be working in the health and social care sectors or have relevant experience in at least one of the following roles/areas: ♦ Health ♦ Social care ♦ Nursing ♦ Paramedic ♦ Medical ♦ Infection Control ♦ Health Education/Promotion/Practitioner ♦ Environmental Health. Resource requirements There are no specific resource requirements for this qualification. Support for learners Learner’s Evidence Tracking Log (LETL) This gives information about this qualification and can help learners keep track of their work. LETLs can be downloaded free of charge from our website www.ncfe.org.uk. You don’t have to use the LETL – you can devise your own evidence-tracking documents instead. Any documents you produce should allow learners to track their achievement against each required learning outcome and assessment criterion and include: ♦ information on the content, availability and location of NCFE’s procedures and policies ♦ advice on support mechanisms for learners who are experiencing difficulties with their studies ♦ a mechanism for Assessors and Internal Moderators to authenticate evidence and

achievement for each unit.


9



Support for centres There are a number of documents available that you might find useful. These are available to download from our website www.ncfe.org.uk or can be requested from the Centre Support team on 0191 239 8000 or by emailing [email protected]. Centre Support Guide This explains everything you need to know, from how to apply to become an NCFE-approved centre, to registering your learners, claiming certificates for your learners and everything in between. Centres must seek approval to offer a qualification. Only learners from approved centres can be certificated.

Directory of Products and Services This provides summary information about all NCFE qualifications and awards including mandatory and optional units, learner registration and certification fees and assessment information. Fees and Pricing This document is published in the spring for the forthcoming academic year. Useful websites Tutors may find the following websites helpful for materials and resources to assist with the delivery of qualifications: NCFE Sample course delivery/assessment documents: www.ncfe.org.uk/resources/course-file-documents National Institute for Health and Care Excellence: http://www.nice.org.uk Public Health England: http://www.hpa.org.uk Royal College of Nursing: http://www.rcn.org.uk Health and Safety Executive: http://www.hse.gov.uk.

Training and support We can provide training sessions for Assessors and Internal Moderators. Bespoke subject-specific training is also available. For further information please contact our Quality Assurance team on 0191 239 8000. Links to National Skills Standards For this qualification we’ve highlighted where learning opportunities for the Functional Skills qualifications may be found. This qualification can be used to develop learners’: ♦ English skills ♦ Information and Communication Technology skills. Section 4 (page 31) shows how the units of this qualification relate to the skills above. If a learner wishes to gain a Functional Skills qualification, they must successfully pass the relevant Functional Skills assessment.


mailto:[email protected]

http://www.ncfe.org.uk/resources/course-file-documents

http://www.ncfe.org.uk/resources/course-file-documents

http://www.nice.org.uk/

http://www.hpa.org.uk/

http://www.rcn.org.uk/

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

10



This qualification has also been mapped to the Personal, Learning and Thinking Skills (PLTS) framework. The framework describes the qualities and skills needed for success in learning and life. The PLTS framework was developed over a number of years in consultation with employers, parents, schools, students and the wider public. For more detailed mapping please see Section 4 (page 31). Mapping to National Occupational Standards National Occupational Standards (NOS) are owned by a Sector Skills Council (SSC) or Standard-Setting Body (SSB) and describe the skills, knowledge and understanding needed to undertake a particular task or job at different levels of competence. The NCFE Level 2 Certificate in the Principles of the Prevention and Control of Infection in Health Care Settings has been mapped against the relevant infection control NOS. More detailed mapping is provided in Section 5 (page 33).

11



Section 2 Assessment and moderation

12



How the qualification is assessed Assessment is the process of measuring a candidate’s skill, knowledge and understanding against the standards set in a qualification. The NCFE Level 2 Certificate in the Principles of the Prevention and Control of Infection in Health Care Settings is internally assessed. Internal assessment Each candidate is required to create a portfolio of evidence which demonstrates achievement of 100% of the learning outcomes and assessment criteria associated with each unit. Learning outcomes and assessment criteria specify what each candidate has to achieve. The main pieces of evidence for the portfolio could include: ♦ Assessor observation – completed observational checklists and related action plans ♦ witness testimony ♦ candidate’s proof of work ♦ worksheets ♦ assignments/projects/reports ♦ record of professional discussion ♦ record of oral and written questioning ♦ candidate and peer reports ♦ Recognition of Prior Learning (RPL). You will also find a variety of assessment and moderation pro formas here: www.ncfe.org.uk/centre-information/assessment-and-moderation-pro-formas Evidence may be drawn from actual or simulated situations, where appropriate. Assessment guidance is provided for each unit. Assessors can use other methods of assessment as long as they are valid and reliable and maintain the integrity of the assessment and of the standards required of this qualification. Acceptable methods of assessment could be drawn from the list above. Assessors must be satisfied that candidates have achieved all learning outcomes and assessment criteria related to the unit being assessed prior to deciding if candidates have been successful. Assessors are also responsible for supporting candidates through the assessment process. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team on 0191 239 8000.

http://www.ncfe.org.uk/centre-information/assessment-and-moderation-pro-formas

13



What is moderation? Moderation is the process by which we confirm that assessment decisions in centres are: ♦ made by competent and qualified Assessors ♦ the product of sound and fair assessment practice ♦ recorded accurately and appropriately. We do this through: ♦ internal moderation – which you carry out ♦ external moderation – which we carry out through our External Moderators who, by supporting

you, will make sure that assessments meet nationally agreed standards and that your quality assurance systems continue to meet our centre approval criteria.

The Internal Moderator provides the vital link between the Assessors and the External Moderator and acts as the centre’s quality assurance agent. If you’d like to know more about the responsibilities of Assessors and Internal and External Moderators please refer to our Centre Support Guide.

14



Section 3 Structure and content

15



This section provides details of the structure and content of this qualification. The unit summary provides an overview of each unit including: ♦ the unit title ♦ the unit overview ♦ guided learning hours ♦ credit value ♦ level ♦ an indication of whether a unit is mandatory or optional. Following the unit summary there’s detailed information for each unit containing: ♦ the unit title and number ♦ learning outcomes (the learner will) and assessment criteria (the learner can) ♦ assessment guidance (types of evidence for internal assessment). The regulators’ accredited unit number is indicated in brackets for each unit (eg M/100/7116). However, to make cross-referencing assessment and moderation easier, we’ve used a sequential numbering system in this document for each unit. For further information or guidance about this qualification please contact our Research and Product Development team on 0191 239 8000.

16



Unit summaries Unit 01 Principles of the causes and spread of infection in health care settings (A/504/8597) In this unit learners will know how infection is caused and understand how it can be spread in a health care setting. Guided learning hours: 23 Credit value: 3 Level: 2 This unit is mandatory Unit 02 Principles of the importance of personal hygiene and health in the prevention and control of infection in health care settings (F/504/8598) In this unit learners will gain an understanding of the importance of personal hygiene and health in preventing infection in a healthcare setting. Guided learning hours: 16 Credit value: 2 Level: 2 This unit is mandatory Unit 03 Principles of decontamination, cleaning and waste management in health care settings (J/504/8599) In this unit learners will understand the importance of cleaning, decontamination and waste management to prevent infection in a healthcare setting. Guided learning hours: 37 Credit value: 5 Level: 2 This unit is mandatory Unit 04 Principles of infection prevention and control in a health care setting (T/504/8596) In this unit learners will understand the purpose of infection control. They will also understand the policy, roles and responsibilities relating to infection control. Guided learning hours: 35 Credit value: 5 Level: 2 This unit is mandatory

17



Unit 01 Principles of the causes and spread of infection in health care settings (A/504/8597) The learner will: 1 Know how infection is caused

The learner can: 1.1 Define the terms:

♦ infection ♦ colonisation

1.2 Explain the terms: ♦ pathogenic ♦ non-pathogenic

1.3 Explain the difference between systemic and local infection 1.4 Identify infections that may be:

♦ systemic ♦ localised

1.5 Describe the characteristics of: ♦ bacteria ♦ viruses ♦ fungi ♦ parasites

1.6 State common illnesses caused by: ♦ bacteria ♦ viruses ♦ fungi ♦ parasites

http://register.ofqual.gov.uk/Unit/Details/A_504_8597

18



Unit 01 Principles of the causes and spread of infection in health care settings (A/504/8597) (cont’d)

The learner will: 2 Understand how infection can spread

The learner can: 2.1 Explain the conditions required for growth of:

♦ bacteria ♦ viruses ♦ fungi ♦ parasites

2.2 Outline how microorganisms can: ♦ enter the body ♦ exit the body

2.3 Identify common sources of infection 2.4 Explain what is meant by:

♦ indirect contact ♦ direct contact

2.5 Describe what is meant by ‘cross infection’ The learner will: 3 Understand the ‘chain of infection’

The learner can: 3.1 Outline the links of the ‘chain of infection’ 3.2 Explain why measures are taken to break the chain 3.3 Explain the steps that can be taken to break the chain of infection


19




The learner will: 4 Understand the need to recognise Healthcare Associated Infections (HCAI)

The learner can: 4.1 Describe what is meant by the term HCAI in relation to infection control 4.2 Identify common types of HCAI 4.3 Identify groups most at risk from HCAI 4.4 Explain how HCAIs are likely to spread in a workplace 4.5 Identify the procedures that should be followed to minimise the risk of HCAI 4.6 List current sources of information on current HCAI


20




Guidance for developing assessment There is no specific guidance for this unit.

Assessment guidance Type(s) of evidence: Discussion Assessment criteria: 1.1, 1.2, 1.5, 1.6 Additional information: Candidates could participate in a small group discussion which could be assessed via a Tutor witness testimony or video recording. Candidates could also prepare a candidate report.

Type(s) of evidence: Candidate report Assessment criteria: 1.3, 1.4, 3.1 - 3.3, 4.1 - 4.5 Additional information: Candidates could conduct research and prepare notes or a candidate report.

Type(s) of evidence: Questioning Assessment criteria: 2.1 - 2.5 Additional information: Candidates could respond to a set of pre-prepared questions covering the assessment criteria. Questions and answers should be clearly recorded.

Type(s) of evidence: List Assessment criteria: 4.6 Additional information: Candidates must produce a focused list based on the assessment criteria. The types of evidence listed above are for guidance purposes only. Within candidates’ portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE.

21



Unit 02 Principles of the importance of personal hygiene and health in the prevention and control of infection in health care settings (F/504/8598)

The learner will: 1 Understand the importance of personal hygiene in the prevention and control of infection

in a workplace setting The learner can: 1.1 Describe what is meant by personal hygiene 1.2 Describe the importance of maintaining high standards of personal hygiene 1.3 Outline workplace procedures relating to personal appearance and hygiene 1.4 Explain the risks associated with poor personal hygiene 1.5 Describe circumstances when employees are advised to stay away from the workplace 1.6 Explain why it is important to stay away from the workplace when unwell The learner will: 2 Understand the importance of effective hand washing

The learner can: 2.1 List the risks associated with poor hand washing techniques 2.2 State why hand washing is important 2.3 Explain when and why hand washing should be carried out 2.4 Explain the correct sequence for hand washing and drying 2.5 Identify the areas of the hand most likely to be missed during hand washing 2.6 Describe the risks associated with wearing false nails, nail varnish and jewellery 2.7 Identify the types of cleansers that should be used for different:

♦ levels of risk ♦ tasks

http://register.ofqual.gov.uk/Unit/Details/F_504_8598

22



Unit 02 Principles of the importance of personal hygiene and health in the prevention and control of infection in health care settings (F/504/8598) (cont’d)

The learner will: 3 Understand the principles of using Personal Protective Equipment (PPE)

The learner can: 3.1 Outline current legislation and regulation relating to PPE 3.2 Describe different types of PPE 3.3 Outline responsibilities in relation to PPE of:

♦ employees ♦ employers ♦ specialised personnel

3.4 Explain how the level of risk determines the selection of the PPE used 3.5 Describe procedures on how PPE should be correctly:

♦ worn/applied ♦ removed ♦ disposed of ♦ replaced


23



Unit 02 Principles of the importance of personal hygiene and health in the prevention and control of infection in health care settings (F/504/8598) (cont’d)

Guidance for developing assessment 2.4 Correct sequence: as per current guidance produced by, for example, the NHS

or Department of Health 3.1 PPE includes: gloves, aprons, gowns, overalls, masks, eye protection 3.5 Worn/applied, removed: in line with workplace operational policy and/or

manufacturer’s instructions 3.5 Disposed of: PPE should be disposed of according to the instructions of the

manufacturer and workplace and local waste disposal policy

Assessment guidance Type(s) of evidence: Discussion Assessment criteria: 1.1, 1.2, 2.2 - 2.4, 3.4, 3.5 Additional information: Candidates could participate in a small group discussion which could be assessed via a Tutor witness testimony or video recording. Candidates could also prepare a candidate report. For 2.4 and 3.5 learners could be observed undertaking these tasks and describe and explain their approach.

Type(s) of evidence: Candidate report Assessment criteria: 1.3 - 1.6, 3.1 - 3.3 Additional information: Candidates could conduct research and prepare notes or a candidate report.

Type(s) of evidence: List Assessment criteria: 2.1 Additional information: Candidates must produce a focused list based on the assessment criteria.

Type(s) of evidence: Questioning Assessment criteria: 2.5 - 2.7 Additional information: Candidates could respond to a set of pre-prepared questions covering the assessment criteria. Questions and answers should be clearly recorded. The types of evidence listed above are for guidance purposes only. Within candidates’ portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE.


24



Unit 03 Principles of decontamination, cleaning and waste management in health care settings (J/504/8599)

The learner will: 1 Understand the importance of maintaining a clean environment The learner can: 1.1 Explain the importance of a clean environment when working in a health care setting 1.2 Explain workplace cleaning schedules 1.3 Explain the purpose of colour coding cleaning equipment The learner will: 2 Understand roles and responsibilities in relation to cleaning, decontamination and waste

management The learner can:

2.1 Describe the cleaning, decontamination and waste management roles and responsibilities of: ♦ employees ♦ employers ♦ specialist personnel

2.2 Explain the procedure that employees should follow if they have concerns over standards of hygiene

2.3 Describe the importance of regular training for health care staff

25



Unit 03 Principles of decontamination, cleaning and waste management in health care settings (J/504/8599) (cont’d)

The learner will: 3 Know the principles of decontamination processes The learner can: 3.1 Define the term ‘decontamination’ 3.2 Outline the 3 stages of decontamination 3.3 Describe the importance of decontamination 3.4 Describe the procedures to follow when using cleaning agents 3.5 Describe the procedures to follow when using disinfecting agents 3.6 Describe the safety procedures used at different stages of decontamination 3.7 Explain the use of personal protective equipment during the decontamination process 3.8 Identify the cleaning and storage requirements for decontamination equipment The learner will: 4 Understand the sterilisation process The learner can: 4.1 Define the term ‘sterilise’ within a health care environment 4.2 Outline the methods used to sterilise equipment 4.3 Identify the cleaning and storage requirements for sterilisation equipment The learner will: 5 Understand how to safely handle laundry The learner can: 5.1 Explain the risks associated with handling laundry 5.2 Describe safe working procedures to minimise the spread of infection when handling

laundry 5.3 Describe the process for:

♦ storage of contaminated laundry ♦ collection of contaminated laundry ♦ cleaning of contaminated laundry ♦ returning clean laundry to individuals

26




The learner will: 6 Understand the principles of effective waste management The learner can: 6.1 Identify current legislation relating to waste management 6.2 Identify the categories of waste related to health care settings 6.3 Describe safe disposal methods for the different categories of waste 6.4 Define what is meant by the term ‘biological spillage’ 6.5 Describe the actions to take to deal with biological spillages The learner will: 7 Understand how to safely handle sharps The learner can: 7.1 Define what is meant by the term ‘sharps’ 7.2 Describe how to:

♦ use sharps ♦ dispose of sharps ♦ deal with a sharps incident/accident

7.3 Explain how to reduce the risk of a sharps injury

27




Guidance for developing assessment 1.3 Colour coding: cleaning equipment may be colour coded to indicate proper use

according to national/local policies 6.1 Legislation: as applies to hazardous and controlled waste 7.1 Sharps can include: needles, sharp-edged instruments, broken glass, razors or

any other item that could cause a laceration or puncture wound

Assessment guidance Type(s) of evidence: Questioning Assessment criteria: 1.1 - 1.3, 4.1 - 4.3 Additional information: Candidates could respond to a set of pre-prepared questions covering the assessment criteria. Questions and answers should be clearly recorded.

Type(s) of evidence: Discussion Assessment criteria: 2.1 - 2.3, 5.1 - 5.3, 6.4, 6.5, 7.1 - 7.3 Additional information: Candidates could participate in a small group discussion which could be assessed via a Tutor witness testimony or video recording. Candidates could also prepare a candidate report.

Type(s) of evidence: Candidate report Assessment criteria: 3.1 - 3.8, 6.1 - 6.3 Additional information: Candidates could conduct research and prepare notes or a candidate report. The types of evidence listed above are for guidance purposes only. Within candidates’ portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE.

28



Unit 04 Principles of infection prevention and control in a health care setting (T/504/8596) The learner will: 1 Understand the purpose of infection control The learner can: 1.1 Define what is meant by infection prevention and control 1.2 Explain the importance of infection control within a health care setting 1.3 Explain the impact of an outbreak of infection on:

♦ service users ♦ employees ♦ the health care setting

The learner will: 2 Know how regulations inform policy and practice relating to infection control The learner can: 2.1 Outline current:

♦ legislation ♦ codes of practice ♦ standards ♦ guidelines

2.2 Describe workplace policies that relate to infection control 2.3 Describe procedures that are followed in workplace settings to control infection The learner will: 3 Understand the roles and responsibilities relating to infection control The learner can: 3.1 Describe the roles and responsibilities of:

♦ employees ♦ employers ♦ specialist personnel

3.2 Describe the boundaries of their roles and responsibilities in relation to infection control 3.3 Outline the records which must be maintained in relation to infection control

29



Unit 04 Principles of infection prevention and control in a health care setting (T/504/8596) (cont’d)

The learner will: 4 Understand the role of risk assessments in relation to infection control The learner can: 4.1 Explain what a risk assessment is 4.2 Describe the potential risks in a health care setting in relation to infection control 4.3 Describe circumstances that are classified as ‘high risk’ 4.4 Explain the importance of risk assessments in relation to infection control 4.5 Describe the process to follow when carrying out a risk assessment 4.6 Describe ways of minimising risk in a workplace setting 4.7 Explain how the outcomes of risk assessments are communicated to other employees The learner will: 5 Understand the principles of infection control procedures The learner can: 5.1 List standard infection control procedures 5.2 List the types of equipment used to implement standard precautions 5.3 Describe techniques for:

♦ hand washing ♦ handling sharps ♦ using personal protective equipment

5.4 Explain the action to take when: ♦ using colour coded equipment ♦ carrying out cleaning duties ♦ storing and disposing of waste ♦ managing spillages

30



Unit 04 Principles of infection prevention and control in a health care setting (T/504/8596) (cont’d)

Guidance for developing assessment 2.1 Legislation, codes of practice, standards and guidelines: candidates should

have an awareness of current legislation and standards as relevant to the prevention and control of infection and the consequences of not meeting with these requirements as produced by, for example: the Department of Health, National Institute for Health and Care Excellence (NICE), Royal College of Nursing and others.

4.1 Risk assessment: as defined by the Health and Safety Executive (HSE). In this

context it should include the risk of being invaded by an agent (bacteria, virus, fungi, or parasite) from an internal or external source.

Assessment guidance Type(s) of evidence: Questioning Assessment criteria: 1.1 - 1.3 Additional information: Candidates could respond to a set of pre-prepared questions covering the assessment criteria. Questions and answers should be clearly recorded.

Type(s) of evidence: Candidate report Assessment criteria: 2.1 - 2.3, 4.4, 4.5 Additional information: Candidates could conduct research and prepare notes or a candidate report.

Type(s) of evidence: Discussion Assessment criteria: 3.1 - 3.3, 4.1 - 4.3, 4.6. 4.7, 5.3, 5.4 Additional information: Candidates could participate in a small group discussion which could be assessed via a Tutor witness testimony or video recording. Candidates could also prepare a candidate report. Evidence generated for 5.3 could also come from Unit 2 – 3.5, Unit 2 – LO 2 and Unit 3 – 7.2. Type(s) of evidence: List Assessment criteria: 5.1, 5.2 Additional information: Candidates must produce a focused list based on the assessment criteria. The types of evidence listed above are for guidance purposes only. Within candidates’ portfolios, other types of evidence are acceptable if all learning outcomes and assessment criteria are covered and if the evidence generated can be internally and externally moderated. For approval of methods of internal assessment other than portfolio building, please contact the Quality Assurance team at NCFE.

31



Section 4 Links to National Skills Standards

32



We’ve highlighted where learning opportunities for the Functional Skills qualifications may be found. The activities learners carry out whilst completing this qualification could help prepare them for their Functional Skills assessments. We’ve also highlighted which of the Personal Learning and Thinking Skills (PLTS) link into the units of this qualification qualifications. The mapping is only at the level of the unit. English All units Mathematics No explicit opportunities ICT All units PLTS Independent Enquirers All units PLTS Creative Thinkers All units PLTS Reflective Learners No explicit opportunities PLTS Team Workers No explicit opportunities PLTS Self-managers All units PLTS Effective Participators All units For further information please contact a member of the Research and Product Development team.

33



Section 5 Links to National Occupational Standards

34



We’ve mapped this qualification against National Occupational Standards (NOS) in Infection Control. As they complete this qualification, learners can gather evidence that may be used towards the knowledge requirements of a relevant competence-based qualification.

NCFE Unit number/title NOS unit number/title Unit 01 Principles of the causes and spread of infection in health care settings

Knowledge aspects of all IPC NOS

Unit 02 Principles of the importance of personal hygiene and health in the prevention and control of infection in health care settings

IPC2. 2012 IPC6. 2012

Unit 03 Principles of decontamination, cleaning and waste management in health care settings

IPC1.2012 IPC4.2012 IPC7.2012 IPC 9.2012 IPC12.2012

Unit 04 Principles of infection prevention and control in a health care setting

IPC2.2012 IPC6.2012

35



Section 6 General information

36



Equal opportunities NCFE fully supports the principle of equal opportunities and opposes all unlawful or unfair discrimination on the grounds of ability, age, colour, culture, disability, domestic circumstances, employment status, gender, marital status, nationality, political orientation, racial origin, religious beliefs, sexual orientation and social background. NCFE aims to ensure that equality of opportunity is promoted and that unlawful or unfair discrimination, whether direct or indirect, is eliminated both in its own employment practices and in access to its qualifications. A copy of NCFE’s Equal Opportunities Policy is available on request. Data protection NCFE is registered under the Data Protection Act and is committed to maintaining the highest possible standards when handling personal information. NCFE Citygate St James’ Boulevard Newcastle upon Tyne NE1 4JE Tel: 0191 239 8000* Fax: 0191 239 8001 Email: [email protected] Website: www.ncfe.org.uk © NCFE Issue 1 June 2013 Information in this Qualification Specification is correct at the time of publishing but may be subject to change. NCFE is a registered charity (Registered Charity No. 1034808) and a company limited by guarantee (Company No. 2896700). All the material in this publication is copyright. * To continue to improve our levels of customer service, telephone calls may be recorded for training and quality purposes.


Documents

Qualification Specification - NCFE Principles and... · · 2014-01-07Qualification Specification contains everything you need to know about this qualification and should ... ♦