2014-MMZ-Examens Engels

(qualification files 2011, 2012, 2013 or 2014)

.........

(complete as appropriate)

(2014-mz3-mmz-e5)



As part of



As part of

(tick where appropriate)

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e5

This is a publication of Stichting Consortium Beroepsonderwijs

I. Rabelink

A. Mulder (Development Team Leader)

R. Postuma

A. Brink

M. Brok

Opmaak

2014

All rights reserved. No part of this publication may be reproduced, stored in a computer database or made public in any form

or in any manner, whether electronically, mechanically, by photocopy, recording or any other way, without prior consent by

Stichting Consortium Beroepsonderwijs.

Account

Stichting Consortium Beroepsonderwijs has received permission from all of its known copyright holders to use the texts

and pictures included in this publication.

www.consortiumbo.nl

[Article number on the front page of the inner section]

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e5

* ‘She’ also refers to ‘he’ and vice versa.

* ‘Client’ also refers to patient, participant or child.

* ‘Plan of action’ also refers to: support plan, action plan, interdisciplinary treatment plan, supervision plan,

development plan, care plan and care and support plan and vice versa.

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e5

3

3.3

Adapts activities with those

E Collaborating and

involved

consulting

Q Planning and organising

3

3.6

Evaluates the support provided

D Showing attention and

understanding

J Formulating and reporting

M Analysing

The social care employee participates in relevant consultations with colleagues to adapt activities.

She transfers activities and makes agreements about the care and support and any bottlenecks

concerning this.

The social care employee evaluates the support provided on a regular basis. She collects

information for the evaluation and analyses this. She writes the evaluation report or evaluates

verbally with her manager. She discusses the information from the evaluation with the client and

the team. If there is a reason, she carries through changes in the care and supervision in

consultation with the client and the team.

The degree of difficulty

open

independent

the execution of the personal package of tasks

Participate in relevant consultations for the coordination of your activities.

In consultations, you demonstrate that you:

- make agreements about the care and supervision of clients and possible bottlenecks

regarding this

- transfer activities verbally and in writing (possibly through the client registration system)

Carry out the written and verbal transfer of your activities in a manner that is customary in your

institution. Present written supporting documents of the transfer of your activities.

You contribute to a smoothly running support in which quality, continuity and consistency are

safeguarded.

Submit the following supporting documents:

- A fully completed assessment form substantiated by the examiner

- Written supporting document of transfer

Stichting Consortium Beroepsonderwijs

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Social care employee training course

2014-mz3-mmz-e5

(2014-mz3-mmz-e5)

 consults others in good time in carrying out a shared task  makes agreements with and, if required, consults with others about the care and supervision to be carried out  states the consequences of her actions  adopts an attitude that ensures a smooth collaboration with others  provides relevant information about the client to the (multidisciplinary) team of the assessment with examples relating to the evaluation criteria

(written in full in block letters ) …………………………………………

□

□

(written in full in block letters ) …………………………………………

□

□

 passes the current situation of the client(s) and possible bottlenecks on to the (multidisciplinary) team

Stichting Consortium Beroepsonderwijs

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Social care employee training course

2014-mz3-mmz-e5

 formulates clear and feasible objectives in (the transfer of) her activities  establishes priorities and takes time and quality into account of the assessment with examples relating to the evaluation criteria

(written in full in block letters ) …………………………………………

□

□

(written in full in block letters ) …………………………………………

□

□

add up only if there are no unsatisfactory marks

All of the performance criteria have been evaluated as satisfactory or better.

≥ points

All of the performance criteria have been evaluated as satisfactory or better

One or more of the performance indicators have been evaluated as unsatisfactory

(tick where appropriate)

 This work process has been evaluated as

 This work process has been evaluated as

 This work process has been evaluated as

………………………………………..

(written in full in block letters)

…………………………………………

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e5

Evaluate the support you and your colleagues provided to the client in the team. Collect relevant

information for the evaluation through discussions with those involved from reports about the

client and other sources of information. Analyse the information and write the evaluation report.

Discuss the information from the evaluation report with the team and where possible with the

client. In consultation with those involved, steer the support based on the conclusions from the

evaluations if required.

Based on the conclusions from the evaluation, steer the care and support (in consultation).

Submit the following supporting documents:

- A fully completed assessment form substantiated by the examiner

- Evaluation report

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e5

(2014-mz3-mmz-e5)

 asks the client and those involved about their experiences, ideas and feelings about the support provided  listens attentively to the experiences, ideas and emotions of the client and those involved about the support provided  discusses the information from the evaluation with the client and the team of the assessment with examples relating to the evaluation criteria

(written in full in block letters ) …………………………………………

□

□

(written in full in block letters ) …………………………………………

□

□

 retrieves the most important information from discussions, observations and other

Stichting Consortium Beroepsonderwijs

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Social care employee training course

2014-mz3-mmz-e5

sources

 processes all of the information required and distinguishes between main issues and side issues  uses the information collected to conclude whether the support provided is satisfactory, whether there is sufficient progress and presents feasible solutions if

required

of the assessment with examples relating to the evaluation criteria

(written in full in block letters ) …………………………………………

□

□

(written in full in block letters ) …………………………………………

□

□

add up only if there are no unsatisfactory marks

All of the performance criteria have been evaluated as satisfactory or better.

≥ points

All of the performance criteria have been evaluated as satisfactory or better

One or more of the performance indicators have been evaluated as unsatisfactory

(tick where appropriate)

 This work process has been evaluated as

 This work process has been evaluated as

 This work process has been evaluated as

………………………………………..

(written in full in block letters)

…………………………………………

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e5

(qualification files 2011, 2012, 2013 or 2014)

.........

(complete as appropriate)



As part of

(tick where appropriate)

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e6

This is a publication of Stichting Consortium Beroepsonderwijs

I. Rabelink

A. Mulder (Development Team Leader)

R. Postuma

A. Brink

M. Brok

Opmaak

* ‘She’ also refers to ‘he’ and vice versa.

* ‘Client’ also refers to patient, participant or child.

* ‘Plan of action’ also refers to: support plan, action plan, interdisciplinary treatment plan, supervision plan,

development plan, care plan and care and support plan and vice versa.

2014

All rights reserved. No part of this publication may be reproduced, stored in a computer database or made public in any form

or in any manner, whether electronically, mechanically, by photocopy, recording or any other way, without prior consent by

Stichting Consortium Beroepsonderwijs.

Account

Stichting Consortium Beroepsonderwijs has received permission from all of its known copyright holders to use the texts

and pictures included in this publication.

www.consortiumbo.nl

[Article number on the front page of the inner section]

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e6

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e6

3

3.1

Works on the advancement of

K Applying occupational

expertise and

expertise

professionalisation of the

profession

The relationship with the client imposes specific requirements on the social care employee’s

professional practice. She must take into account the client’s requirements, and the opinions and

directions of the profession and the institution where she is working. In this work she is

confronted with choices and dilemmas she has to be able to deal with. She gives account of the

choices she makes in the provision of care and services.

Developments in society and in social care require the social care employee to develop

accordingly. She reads specialist literature, such as specialist journals, and attends refresher

courses. She carries out her activities according to the knowledge and skills she has learned from

this. She asks for feedback about her own work and provides feedback to others. These activities

ensure that she maintains her expertise.

The social care employee participates in intrinsic discussions about the profession with colleagues

and others. This allows her to contribute to the development of a view of the profession and the

professional practice and she propagates this view to others. She labours for the (interests of the)

professional group.

The degree of difficulty

complex

independent

the execution of the personal package of tasks

Stichting Consortium Beroepsonderwijs

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Social care employee training course

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Advance your expertise and transfer knowledge and skills acquired to colleagues.

Take cognizance of new insights in your field of expertise. Select a topic about which you will gain

greater in-depth knowledge so you will increase your and your colleagues’ expertise in your field

of expertise.

Organise a meeting with colleagues.

Transfer the knowledge and skills acquired during the meeting.

Present and substantiate your view, start discussions and be open to feedback.

Evaluate the meeting with your colleagues.

Record this process in a report. Introduce this report in your exam discussion.

During the exam discussion, you give account for:

- the manner in which you have promoted your expertise about the topic and shared it with

colleagues

- the contribution you have provided to the professionalisation of the function and the social

care professional group.

You have advanced your expertise actively and in a manner that suits the objective. You have

participated in intrinsic discussions with colleagues about the profession. You have thus

contributed to the development of views about the profession and the promotion of the

professional group.

Submit the following supporting documents:

- A fully completed assessment form substantiated by the examiner

- An advancement of expertise and sharing knowledge process report

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e6

(2014-mz3-mmz-e6 )

 describes how she came to the choice of her topic  describes her method to enhance her expertise about the topic  describes how she has shared her knowledge and skills with colleagues  describes how she has evaluated the sharing of her knowledge and skills of the assessment with examples relating to the evaluation criteria

(written in full in block letters ) …………………………………………

□

□

(written in full in block letters ) …………………………………………

□

□

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e6

 motivates the choice of the topic  motivates the manner in which she has shaped her advancement of expertise  motivates the manner in which she has shared her knowledge and skills  explains her view concerning the profession and the professional practice in relation to the topic selected  discusses the evaluation information and thus substantiates the contribution she has made to the professionalisation of the profession  articulates her view concerning the profession and the professional practice using the topic selected  states the expertise she has increased among colleagues using the evaluation information

of the assessment with examples relating to the evaluation criteria

(written in full in block letters) …………………………………………

□

□

(written in full in block letters) …………………………………………

□

□

add up only if there are no unsatisfactory marks

≥ points.

All of the performance criteria have been evaluated as satisfactory or better.

One or more of the performance indicators have been evaluated as unsatisfactory.

(tick where appropriate)

 This work process has been evaluated as

 This work process has been evaluated as

 This work process has been evaluated as

………………………………………..

(written in full in block letters)

…………………………………………

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e6

(qualification files 2011, 2012, 2013 or 2014)

.........

(complete as appropriate)

(2014-mz3-mmz-e7)

▪

As part of

tick where appropriate

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e7

This is a publication of Stichting Consortium Beroepsonderwijs

I. Rabelink

A. Mulder (Development Team Leader)

R. Postuma

A. Brink

M. Brok

Opmaak

2014

All rights reserved. No part of this publication may be reproduced, stored in a computer database or made public in any form

or in any manner, whether electronically, mechanically, by photocopy, recording or any other way, without prior consent by

Stichting Consortium Beroepsonderwijs.

Account

Stichting Consortium Beroepsonderwijs has received permission from all of its known copyright holders to use the texts

and pictures included in this publication.

www.consortiumbo.nl

[Article number on the front page of the inner section]

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e7

* ‘She’ also refers to ‘he’ and vice versa.

* ‘Client’ also refers to patient, participant or child.

* ‘Plan of action’ also refers to: support plan, action plan, interdisciplinary treatment plan, supervision plan,

development plan, care plan and care and support plan and vice versa.

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e7

Following instructions

3

3.2

Works to promote and

safeguard quality care

and procedures

The social care employee systematically safeguards the quality of her activities. She points out and

reports any bottlenecks she experiences.

She collaborates in the improvement of the quality of care and support by participating in

development and peer supervision groups, for instance. She deploys her knowledge about the field

of expertise in improvement plans.

The social care employee knows why certain procedures and protocols are important and why they

must be complied with. She contributes to the colleagues’ compliance with the protocols

prescribed concerning quality improvement. She participates in studies and uses information from

scientific research where possible. She participates in the development of standards and/or

protocols.

The degree of difficulty

open

independent

the execution of the personal package of tasks

You collaborate in the improvement of quality of the activities in the practical vocational training

institution. Choose a protocol in the area of health, hygiene, safety, working conditions,

environment, incident reports and working ergonomically and cost-consciously.

Choose a protocol you consider to be important for the quality of the activities.

Gain in-depth knowledge about the protocol.

Find out whether the protocol is clear and familiar among your colleagues.

Find out whether you and your colleagues work according to this protocol.

Record the results of your study into a report. Discuss the report of your study with your

colleagues and supervisor.

Write a suggestion as a result of the outcomes of your study and the discussion.

The objective of your suggestion is to encourage those involved to work according to the protocol

and to improve the quality of the activities in that way.

Use the procedure concerning quality improvement as prescribed by the practical vocational

training institution.

You have purposefully deployed your expertise to improve the quality of the activities in social

care.

Submit the following supporting documents:

- A fully completed assessment form substantiated by the examiner

-

A report of the study

-

A suggestion for improvement

Stichting Consortium Beroepsonderwijs

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Social care employee training course

2014-mz3-mmz-e7

(2014-mz3-mmz-e7)

• deploys her expertise to improve the quality of the activities

• safeguards the quality of the activities carried out by her and her colleagues

of the assessment with examples relating to the evaluation criteria

(written in full in block letters ) …………………………………………

□

□

(written in full in block letters ) …………………………………………

□

□

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e7

• contributes to the promotion and safeguarding of quality care

of the assessment with examples relating to the evaluation criteria

(written in full in block letters ) …………………………………………

□

□

(written in full in block letters ) …………………………………………

□

□

add up only if there are no unsatisfactory marks

All of the performance criteria have been evaluated as satisfactory or better.

≥ points.

All of the performance criteria have been evaluated as satisfactory or better.

One or more of the performance indicators have been evaluated as unsatisfactory.

(tick where appropriate)

 This work process has been evaluated as

 This work process has been evaluated as

 This work process has been evaluated as

………………………………………..

(written in full in block letters)

…………………………………………

Stichting Consortium Beroepsonderwijs

Z&W series 2014

Social care employee training course

2014-mz3-mmz-e7