COMMUNICATION SKILLS FOR ASSESSMENT      03/05/23.

We looked at the learning outcomes, the definition of communication – communication – ‘all of the procedures by which one mind may affect another’ according to Argyle (1978). without communication there cannot be any person-centred care.

In building relationships and collaborative partnerships, building trust is crucial to the success of the therapeutic relationship.

Without trust this relationship may only provide superficial discussion. Communication is based on trust, respect and your own willingness to re-examine assumptions service users to be more open. We communicate with individuals based on what we know about them as people. It influences -what we say, how we say it and the language, and the communication strategies used.

In readiness for assessment, we looked at:

The preparation aspect:

Read the notes.

Set goals.

Consider how you will be perceived (behaviour and appearance)

Consider the environment.

The sequence:

Greet and establish rapport.

Set an agenda and invite patient story.

Identify and respond to clues.

Expand and clarify.

Generate hypotheses/working diagnosis.

Share decisions and treatment plan-next steps.

Thanks.

Close and reflect.

At the first impressions, your response sets the tone.

Crucial to establishing trust and dialogue.

Ask yourself: ‘what is the best way to communicate with this person?’

Introduce yourself.

Greet them appropriately, ask how they would like to be addressed.

The interview techniques are questioning(funneling), active listening, non-verbal communication, empathetic responses, summarizing, clarification, reflection, feedback, to name but a few.

We looked at the different types of questioning, which are:

The Enhancers:

Opening questions – general (speak generally about their issue/concern/reason) and specific (encourage the service user to speak in more depth about something).

Closed questions – this is used when you need a specified answer.

Probing questions – this is used to gather more details and information (what? where? when? how? why? and who?)

Rhetorical questions -this is dressed up as questions, but can be useful for engaging others, stimulating and provoking thought around a particular subject.

Guided questions.

The Detractors:

Multiple questions – can confuse the service user in the response that they provide.

Leading questions – it starts from the least invasive question and progresses to the more invasive ones. It should be avoided in healthcare assessment.

In listening skills, attentive listening is essential for all the assessment process. Being open, responding and reflecting are needed to help people tell their story. It helps to develop discussion.

In active listening, closely attend to what the patient is communicating. The use of verbal and nonverbal skills to encourage the service user.

In nonverbal communication, it provides important clues to our underlying feelings. Being sensitive to nonverbal cues allows you to understand the service user more effectively and send messages of your own.

Nonverbal communication includes:

Eye contact

Facial expression

Posture

Head position and movement such as shaking or nodding.

Interpersonal distance

Placement of the arms and legs.

Nonverbal communication can be culturally bound.

Empathetic Responses are responses that convey that you appreciate the way a patient is feeling.

It validates the legitimacy of his or her emotional experience.

Reassurance – identifying and acknowledging the service user’s feelings.

Nonverbal.

Verbal.

Empowering the service user: service users have many reasons to feel vulnerable during the interview process, eg they may be in pain, worried or overwhelmed.

The relationship between a service user and healthcare professional can be unequal.

Differences of gender, ethnicity, race, or socioeconomic status can contribute to feelings of vulnerability and unequal sharing of power in therapeutic relationships.

It is also important that the service user feels empowered throughout the assessment process, as this will enhance the information exchanged.

I learnt the techniques for sharing power, they are listed below:

• Evoke the patient’s perspective.
• Convey interest in the person, not just the problem.
• Follow the patient’s leads.
• Elicit and validate emotional content.
• Share information with the patient, especially at transition points during the visit.
• Make your clinic reasoning transparent to the patient.
• Reveal the limits of your knowledge.

In closing the interview:

• Ending the interview can be difficult.
• Let the patient know that the end of the interview is approaching.
• Allow time for any final questions.
• Ensure the service user understands any mutual plans you have developed.
• Ask if they have any questions.
• Summarise plans for future evaluation, treatments and follow up.
• Teach back – invite the patient to tell you the plan of care in their own words.

We looked at the three Dimensions of Cultural Humility:

• Self-awareness – you must recognize how culture shapes not only the service user’s beliefs, but also your own. Avoid letting personal impressions about cultural groups turn into professional stereotyping. Evaluate each service user as an individual.
• Respectful communication – let the service user be the experts on their own unique cultural perspectives. Find out about the service user’s cultural background. Maintain an open, respectful, and inquiring attitude. Learning about the service user’s culture enhances your knowledge as a nurse.
• Collaborative partnerships – build your patient relationships on respect and mutually acceptable plans.

KSB ADDRESSED.

K1: Understand the code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC 2018), and how to fulfil all registration requirements.

K4: Understand the principles of research and how research findings are used to inform evidence-based practice.

K5: Understand the meaning of resilience and emotional intelligence, and their influence on an individual’s ability to provide care.

K6: Understand and apply relevant legal, regulatory and governance requirements, policies, and ethical frameworks, including any mandatory reporting duties, to all areas of practice.

K7: Understand the importance of courage and transparency and apply the Duty of Candour.

K8: Understand how discriminatory behaviour is exhibited.

K9: Understand the aims and principles of health promotion, protection and improvement and the prevention of ill health when engaging with people.

K10: Understand the principles of epidemiology, demography and genomics and how these may influence health and well-being outcomes.

K11: Understand the principles of epidemiology, demography, and genomics and how these may influence health and well-being outcomes.

K12: Understand the importance of early years and childhood experiences and the possible impact on life choices, mental, physical and behavioural health and well-being.

K13: Understand the contribution of social influences, health literacy, individual circumstances, behaviours and lifestyle choices to mental, physical and behavioural health outcomes.

K15: Understand human development from conception to death, to enable delivery of person-centred safe and effective care.

K16: Understand body systems and homeostasis, human anatomy and physiology, biology, genomics, pharmacology, social and behavioural sciences as applied to delivery of care.

K17: Understand commonly encountered mental, physical, behavioural and cognitive health conditions as applied to delivery of care.

K18:  Understand and apply the principles and processes for making reasonable adjustments.

K19: Know how and when to escalate to the appropriate professional for expert help and advice.

K20: Know how people’s needs for safety, dignity, privacy, comfort and sleep can be met.

K21: Understand co-morbidities and the demands of meeting people’s holistic needs when prioritising care.

K22: Know how to meet people’s needs related to nutrition, hydration and bladder and bowel health.

K23: Know how to meet people’s needs related to mobility, hygiene, oral care, wound care and skin integrity.

K24:  Know how to support people with commonly encountered symptoms including anxiety, confusion, discomfort and pain.

K25: Know how to deliver sensitive and compassionate end of life care to support people to plan for their end of life.

K26: Understand where and how to seek guidance and support from others to ensure that the best interests of those receiving care are upheld.

K27: Understand the principles of safe and effective administration and optimisation of medicines in accordance with local and national policies.

K28: Understand the effects of medicines, allergies, drug sensitivity, side effects, contraindications, and adverse reactions.

K29: Understand the different ways by which medicines can be prescribed.

K30: Understand the principles of health and safety legislation and regulations and maintain safe work and care environments.

K33: Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes.

K36: Understand the roles of the different providers of health and care.

K39: Understand the principles and processes involved in supporting people and families with a range of care needs to maintain optimal independence and avoid unnecessary interventions and disruptions to their lives.

K40: Understand own role and contribution when involved in the care of a person who is undergoing discharge or a transition of care between professionals, settings or services.

K41: Know the roles, responsibilities and scope of practice of different members of the nursing and interdisciplinary team, and own role within it.

SKILLS:

S1: Act in accordance with the Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC, 2018), and fulfil all registration requirements.

S2: Keep complete, clear, accurate and timely records.

S5: Safely demonstrate evidence-based practice in all skills and procedures required for entry to the register: Standards of proficiency for nursing associates Annex A & B (NMC 2018).

S17: Safely demonstrate evidence-based practice in all skills and procedures required for entry to the register: Standards of proficiency for nursing associates Annex A & B (NMC 2018).

S18: Recognise when capacity has changed recognise and how a person’s capacity affects their ability to make decisions about their own care and to give or withhold consent.

S21: Monitor the effectiveness of care in partnership with people, families and carers, documenting progress and reporting outcomes.

S23: Work in partnership with people, to encourage shared decision making, in order to support individuals, their families and carers to manage their own care when appropriate.

S25: Meet people’s needs for safety, dignity, privacy, comfort and sleep.

S26: Meet people’s needs related to nutrition, hydration and bladder and bowel health.

S27: Meet people’s needs related to mobility, hygiene, oral care, wound care and skin integrity.

S28: Support people with commonly encountered symptoms including anxiety, confusion, discomfort, and pain.

S30:  when a person’s condition has improved or deteriorated by undertaking health monitoring, interpreting, promptly responding, sharing findings and escalating as needed.

S32: Work collaboratively and in partnership with professionals from different agencies in interdisciplinary teams.

S35: Accurately undertake risk assessments, using contemporary assessment tools.

BEHAVIOUR:

B1: Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy and preferences.

B2: Show respect and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practice.

B3: Be adaptable, reliable and consistent, show discretion, resilience and self-awareness.

PERSON-CENTRED CARE AND CARE PLANNING                  22/03/23.

We had a recap on the previous lesson. We further on went to the learning outcomes of this lesson, which is THE NURSING PROCESS. We discussed the nursing process that is a model or tools or techniques used in assessing a patient. That is a systematic way of integrating assessment information with care decisions, which involves considering potential nursing interventions and evaluating their effectiveness.  The technique or tools can be ADPIE /ASPIRE whose original format of APIE has been modified and refined over the years.

I learnt about some of the benefits Nursing Process (N/P) are listed below:

. The N/P gives direction to the nurse when assessing the needs of the patient.

. It helps to add consistency and continuity to person-centred care (PCC), because everyone will be working with the same underpinning framework. Another benefit of person-centered care s that Health and social care professionals work collaboratively with people who uses the service.

. It also provides a framework to direct practitioners in their assessment and care planning process.

According to the RLT model, whose main focuses on activity of daily living, in a holistic and systematic way. The model proposes 12 areas that makes up daily living, they are maintaining a safe environment,

communicating,

breathing,

eating, and drinking,

controlling body temperature,

washing, and dressing,

working, and playing,

mobilizing,

eliminating,

expressing

sexuality,

sleeping,

and dying.

The RLT model aim to move away from a disease-base approach to care, to an approach that recognizes the holistic needs of the patient/services users.

Person-centered means focusing on the individual at the center not the problem. Focusing on the care needs of the individual, ensuring that their preferences, needs, and values guide clinical decisions are met. Its enables individual’s feeling to speak about what is important to them and the workforce listening and developing an understanding of what matters to people. It support people to develop the knowledge, skills, and confidence.

This model is important because its aim is to treat people with dignity, compassion, and respect and to improve on experience, quality, and outcomes.

Many people want to play a more active role in their healthcare.

The four principles of person-centred care, according to the (Health Foundation 2018) are listed below:

1. Affording people dignity, compassion, and respect.
2. Offering coordinated care, support, or treatment.
3. Offering personalized care, support, or treatment.
4. Supporting people to recognize and develop their own strengths and abilities to enable them to live an independent and fulfilling life.

Some assumption of person-centred care:

There is an established therapeutic relationship.

The patient and nurses share power and responsibilities in relation to care planned.

The patient carries responsibility for their part .

The patient must become well known to the nurse as a person, not just a patient, patient should be empowered.

There must be effective communication and effective therapeutic relationships.

The prerequisites of PCC – staff attributes, competence, skills, communication skills, values, beliefs, commitment.

The care environment – skill mix, shared decision making, sharing of power, supportive organizational system, innovation, physical environment, staff relationships.

Person-centred processes – patients’ beliefs and values, shared decision making, authentic engagement, sympathetic understanding, holistic care provision.

Person-centred outcomes – Good care experience, involvement in care, feeling of well-being, healthful culture.

I learnt about the assumptions of person-centred care that there is an established therapeutic relationship.

The patient and nurse share power and responsibilities in relation to care planned.

The patient carries responsibility for their part.

The patient must become well known to the nurse as a person, not just a patient, patient should be empowered.

There must be effective communication and an effective therapeutic relationship.

Some of the barriers to person-centred ways of working can be time,

skills,

resources (the right equipment),

experience,

knowledge,

standard ways of practice,

communication,

therapeutic relationship, and

self-awareness of staff.

I learnt about the ways of assessing person-centred care in practice. Feedback, patient survey, review, readmission, pressure sore or ulcer develops, are ways of assessing person-centred care in practice.

Criteria for setting a goal can be

SMART (Specific, measurable, Achievable, Realistic and Time),

MACROS (Measurable, Achievable, Client-centred, Realistic, Outcome-written and Short).

PRODUCT (Patient-centred, Recordable, Observable, Directive Understandable and clear, Credible and Time-related).

We looked at the barriers to individualized care planning.

Time.

Nurses often feel that the individualized care plans are ‘paper exercise’.

Resources.

Skills.

Knowledge and

Confidence.

Some importance of documentation

Document the information; it cannot be shared if it is in your head or a brief discussion

Documentation helps to improve outcomes- the bases of evaluation.

Activities that are required to reach the goals should be written in a way that leaves no room for misunderstanding.

If it is not documented, it didn’t happen.

In care planning stages:

• Identify the problem and nursing diagnosis- clearly defining what these are from the assessment information and discussion with the person.
• Establishing the goals – clearly defined benchmarks for measuring achievement of problem-solving which have been agreed with the person.
• Determining nursing interventions – listing nurses’ actions based on assessed understanding of the situation and your knowledge and expertise.
• Evaluation of care process – documenting outcomes of the care given.
• Review dates – the date on which it is expected that a change will have been made affected.

Planning care using the RLT Model:

• Purpose of
• setting goals is to solve or alleviate problems and, where possible, avoid potential problems from becoming actual problems.
• Goals should offer a short, directive statement as to the outcome of nursing care.
• If a baseline is where the service user is now in relation to the problem, then a goal represents where the service user should be because of the nursing care.
• Consider the available resources before setting the goals.

KSB ADDRESSED.

K1: Understand the code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC 2018), and how to fulfill all registration requirements.

K4: Understand the principles of research and how research findings are used to inform evidence-based practice.

K5: Understand the meaning of resilience and emotional intelligence, and their influence on an individual’s ability to provide care.

K6: Understand and apply relevant legal, regulatory and governance requirements, policies, and ethical frameworks, including any mandatory reporting duties, to all areas of practice.

K7: Understand the importance of courage and transparency and apply the Duty of Candour.

K8: Understand how discriminatory behaviour is exhibited.

K9: Understand the aims and principles of health promotion, protection and improvement and the prevention of ill health when engaging with people.

K10: Understand the principles of epidemiology, demography and genomics and how these may influence health and well-being outcomes.

K11: Understand the principles of epidemiology, demography, and genomics and how these may influence health and well-being outcomes.

K12: Understand the importance of early years and childhood experiences and the possible impact on life choices, mental, physical and behavioural health and well-being.

K13: Understand the contribution of social influences, health literacy, individual circumstances, behaviours and lifestyle choices to mental, physical and behavioural health outcomes.

K15: Understand human development from conception to death, to enable delivery of person-centred safe and effective care.

K16: Understand body systems and homeostasis, human anatomy and physiology, biology, genomics, pharmacology, social and behavioural sciences as applied to delivery of care.

K17: Understand commonly encountered mental, physical, behavioural and cognitive health conditions as applied to delivery of care.

K18:  Understand and apply the principles and processes for making reasonable adjustments.

K19: Know how and when to escalate to the appropriate professional for expert help and advice.

K20: Know how people’s needs for safety, dignity, privacy, comfort and sleep can be met.

K21: Understand co-morbidities and the demands of meeting people’s holistic needs when prioritising care.

K22: Know how to meet people’s needs related to nutrition, hydration and bladder and bowel health.

K23: Know how to meet people’s needs related to mobility, hygiene, oral care, wound care and skin integrity.

K24:  Know how to support people with commonly encountered symptoms including anxiety, confusion, discomfort and pain.

K25: Know how to deliver sensitive and compassionate end of life care to support people to plan for their end of life.

K26: Understand where and how to seek guidance and support from others to ensure that the best interests of those receiving care are upheld.

K27: Understand the principles of safe and effective administration and optimisation of medicines in accordance with local and national policies.

K28: Understand the effects of medicines, allergies, drug sensitivity, side effects, contraindications, and adverse reactions.

K29: Understand the different ways by which medicines can be prescribed.

K30: Understand the principles of health and safety legislation and regulations and maintain safe work and care environments.

K33: Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes.

K36: Understand the roles of the different providers of health and care.

K39: Understand the principles and processes involved in supporting people and families with a range of care needs to maintain optimal independence and avoid unnecessary interventions and disruptions to their lives.

K40: Understand own role and contribution when involved in the care of a person who is undergoing discharge or a transition of care between professionals, settings or services.

K41: Know the roles, responsibilities and scope of practice of different members of the nursing and interdisciplinary team, and own role within it.

SKILLS:

S1: Act in accordance with the Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC, 2018), and fulfil all registration requirements.

S2: Keep complete, clear, accurate and timely records.

S5: Safely demonstrate evidence-based practice in all skills and procedures required for entry to the register: Standards of proficiency for nursing associates Annex A & B (NMC 2018).

S17: Safely demonstrate evidence-based practice in all skills and procedures required for entry to the register: Standards of proficiency for nursing associates Annex A & B (NMC 2018).

S18: Recognise when capacity has changed recognise and how a person’s capacity affects their ability to make decisions about their own care and to give or withhold consent.

S21: Monitor the effectiveness of care in partnership with people, families and carers, documenting progress and reporting outcomes.

S23: Work in partnership with people, to encourage shared decision making, in order to support individuals, their families and carers to manage their own care when appropriate.

S25: Meet people’s needs for safety, dignity, privacy, comfort and sleep.

S26: Meet people’s needs related to nutrition, hydration and bladder and bowel health.

S27: Meet people’s needs related to mobility, hygiene, oral care, wound care and skin integrity.

S28: Support people with commonly encountered symptoms including anxiety, confusion, discomfort and pain.

S30:  when a person’s condition has improved or deteriorated by undertaking health monitoring, interpreting, promptly responding, sharing findings and escalating as needed.

S32: Work collaboratively and in partnership with professionals from different agencies in interdisciplinary teams.

S35: Accurately undertake risk assessments, using contemporary assessment tools.

BEHAVIOUR:

B1: Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy and preferences.

B2: Show respect and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practice.

B3: Be adaptable, reliable and consistent, show discretion, resilience and self-awareness.

INTRODUCTION TO PUBLIC HEALTH AND HEALTH PROMOTION       19/04/23

Vulnerable Groups.

We looked at the learning objectives, with regards the tri-morbidity of homelessness, and to understand the nurse’s role in managing the health care needs of marginalized or socially excluded groups.

We looked at the definition of a HOME and compared with others, looking at people’s personal experiences of been homeless, and how hard it is to become homeless. We say a home means to be safe and secure, to be loved, protected, the physical, mental, and spiritual well-being. Homelessness can be rough sleeping, temporary accommodation-bed, and breakfast, sofa surfing, hostel and hidden homeless-garden sheds, car parks, bin sheds.

Been homeless you are exposed to assault, theft, violent crime. Reduction in employability, low self-esteem. No fixed abode. Vulnerable to exploitation – (sex working, drugs running, begging)

I learnt about the tri-morbidity of homelessness, the physical, mental and substance use. According to Cambridge dictionary, morbidity of the disease is how many people have it in a particular population.

The physical health issues, because of tri-morbidity (how they are linked), the average age of mortality (men & women), the high risk of behaviors, infection (leg ulcer, chest infection), smokers (tobacco, crack heroin, dental issues, tuberculosis, blood borne viruses and long-term conditions- diabetes, hypertension to name but a few. Communicable disease- infectious diseases are caused by pathogenic microorganisms such as bacteria, viruses, parasites, or fungi – these can be spread directly or indirectly from one person to another.

Considering the mental well-being are depression, anxiety, learning disability, domestic violence, drug and alcohol use and unloved population. Substance abuse -heroin -cut with, crack cocaine, and alcohol- units.

The Nurses relationship specialist workshop deals with the skills built for the best outcomes with those marginalized groups. According to Daniel H. Pink, “Empathy is about standing in someone else’s shoe, feeling with his or her heart, seeing with his or her eyes. Not only is empathy hard to outsource and automate, but it makes the world a better place”.  With empathy we take their perspectives, we consider their emotions and withhold judgment. Among these three, empathy is at the center of them all. Social exclusion will …….. to domestic violence, relationship breakdown, low educational attainment, drug and alcohol use, unloved population to name but a few.

We looked at a case study of a 43-year-old man, who has a long history of rough sleeping but has recently moved into a hostel where I am for placement. The staff inform me that this individual rarely uses his room in the hostel and when he does return, he does not speak to anyone and does not make any eye contact. The referral from the street team states that the individual has type 2 diabetes and hypertension. He has issues with drinking alcohol and ‘occasionally’ using street heroin.

KSB ADDRESSED.

KNOWLEDGE:

K1: Understand the code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC 2018), and how to fulfil all registration requirements.

K2: Understand the demands of professional practice and demonstrate how to recognise signs of vulnerability in themselves or their colleagues and the action required to minimise risks to health.

K3: Understand the professional responsibility to adopt a healthy lifestyle to maintain the level of personal fitness and well-being required to meet people’s needs for mental and physical care.

K4: Understand the principles of research and how research findings are used to inform evidence-based practice.

K5: Understand the meaning of resilience and emotional intelligence, and their influence on an individual’s ability to provide care.

K6: Understand and apply relevant legal, regulatory and governance requirements, policies, and ethical frameworks, including any mandatory reporting duties, to all areas of practice.

K7: Understand the importance of courage and transparency and apply the Duty of Candour

K8: Understand how discriminatory behaviour is exhibited.

K9: Understand the aims and principles of health promotion, protection and improvement and the prevention of ill health when engaging with people.

K10: Understand the principles of epidemiology, demography, and genomics and how these may influence health and well-being outcomes.

K11: Understand the factors that may lead to inequalities in health outcomes.

K12: Understand the importance of early years and childhood experiences and the possible impact on life choices, mental, physical, and behavioural health and well-being.

K13: Understand the contribution of social influences, health literacy, individual circumstances, behaviours, and lifestyle choices to mental, physical and behavioural health outcomes.

K14: Understand the importance of health screening.

K15: Understand human development from conception to death, to enable delivery of person-centred safe and effective care

K16: Understand body systems and homeostasis, human anatomy and physiology, biology, genomics, pharmacology, social and behavioural sciences as applied to delivery of care.

K17: Understand commonly encountered mental, physical, behavioural and cognitive health conditions as applied to delivery of care.

K18: Understand and apply the principles and processes for making reasonable adjustments..

K19: Know how and when to escalate to the appropriate professional for expert help and advice.

K20: Know how people’s needs for safety, dignity, privacy, comfort and sleep can be met

K24: Know how to support people with commonly encountered symptoms including anxiety, confusion, discomfort, and pain.

K30: Understand the principles of health and safety legislation and regulations and maintain safe work and care environments.

K33: Understand when to seek appropriate advice to manage a risk and avoid compromising quality of care and health outcomes.

K36: Understand the roles of the different providers of health and care.

K39: Understand the principles and processes involved in supporting people and families with a range of care needs to maintain optimal independence and avoid unnecessary interventions and disruptions to their lives.

K40: Understand own role and contribution when involved in the care of a person who is undergoing discharge or a transition of care between professionals, settings or services.

K41: Know the roles, responsibilities and scope of practice of different members of the nursing and interdisciplinary team, and own role within it.

K43: Understand the influence of policy and political drivers that impact health and care provision.

SKILLS:

S1: Act in accordance with the Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates (NMC, 2018), and fulfil all registration requirements.

S5: Safely demonstrate evidence-based practice in all skills and procedures required for entry to the register: Standards of proficiency for nursing associates Annex A & B (NMC 2018).

S7: Communicate effectively using a range of skills and strategies with colleagues and people at all stages of life and with a range of mental, physical, cognitive and behavioural health challenges.

S8: Recognise signs of vulnerability in self or colleagues and the action required to minimise risks to health.

S9: Develop, manage and maintain appropriate relationships with people, their families, carers and colleagues.

S13: Apply the aims and principles of health promotion, protection and improvement and the prevention of ill health when engaging with people.

S14: Promote preventive health behaviours and provide information to support people to make informed choices to improve their mental, physical, behavioural health and wellbeing.

S15: Identify people who are eligible for health screening.

S16: Promote health and prevent ill health by understanding the evidence base for immunisation, vaccination and herd immunity. Accurately undertake risk assessments, using contemporary assessment tools

S35: Accurately undertake risk assessments, using contemporary assessment tools.

BEHAVIOUR:

B1: Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy and preferences

B2: Show respect and empathy for those you work with, have the courage to challenge areas of concern and work to evidence based best practice.

B3: Be adaptable, reliable and consistent, show discretion, resilience and self-awareness.

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