Care skills 5N2770 is an course module of QQI/Fetac level 5 Curiculam of Ireland. Many Students study in this course. There are so many assignments given to the students in every academic year.
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In this section, we will explore several different assignments. These include:
Copyright © 2022/23 The Open College (Version 14) 1
Module Title – Care Skills
Module Code – 5N2770
Assessment Technique- Skills Demonstration (Weighting 60%)
Guidelines:
You are required to write three reports on the following skills/tasks undertaken within the care setting:
Task 1: Assisting a client with a meal or feeding a client a meal.
Task 2: Assisting a client with Personal Hygiene {tub-bath, bed bathing or showering}
Task 3: Assisting a client to a commode or assisting with toileting a client or emptying a catheter bag.
Your reports will be assessed on the following:
Each Report carries equal marks.
Word count per task (3 tasks): 600 words (total 1800 +/- 10%)
Structure / Headings for each report:
Activity / Task Chosen:
Specific Guidelines:
1. Your skill reports must be written in first person and past tense, they are based on actual
events that took place in the care setting.
2. In your reports it is important to emphasize good client care, addressing how client’s privacy,
dignity, independence, empathy, respect and positive self-image of clients was promoted
and maintained during the skills.
3. Ensure reports are structured using the headings above
4. Reports do not require research information or supportive references.
“PLEASE ENSURE TO CLEARLY REFERENCE All INFORMATION SOURCED IN YOUR WORK WITH
EVIDENCE OF IN-TEXT REFERENCING AND SUPPORTING BIBLIOGRAPHY. TO ENSURE THAT THE
CORRECT REFERENCING FORMAT IS APPLIED LEARNERS SHOULD REFER TO THE ADDITIONAL
GUIDELINES ON REFERENCING DOC.
PENALTIES WILL BE APPLICABLE (REF MOST UP TO DATE VERSION OF THE PLAGIARISIM POLICY) TO
THOSE ASSESSMENTS THAT DO NOT CONSIDER THESE REFERENCING GUIDELINES”.
Any results issued are provisional and subject to confirmation from the QQI External Authenticator.
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