Senior At-Home Care

Good care starts with the person, not the task. Older adults have a lifetime of skills, habits and choices that care must protect.

• Ask how the person likes to be addressed and what matters to them.
• Offer choices; do not decide for them when they can decide.
• Protect privacy in washing, dressing and toilet care.
• Speak slowly and clearly, face to face, without talking over them.

Activity. Write a one-page "about me" profile for a practice case.

Standard to meet. Write a profile of routines, likes, fears and decisions the person makes alone.

Most harm to older people at home is preventable. A structured check finds risks before an accident.

• Falls: rugs, loose cables, wet floors, poor light, steps without rails.
• Bathroom: non-slip mat, grab rails, raised seat.
• Fire and gas: working smoke alarm, safe cooking habits, switch-off reminders.
• Access: keys for helpers, clear path for emergency crews, phone within reach.

Activity. Complete a room-by-room safety checklist and a fix list.

Standard to meet. Check every room, and give each risk a fix, a date and an owner.

Support independence rather than replacing it.

• Break tasks into steps and help with the step that is hard.
• Offer enough time; rushing causes accidents and loss of confidence.
• Use aids: long-handled tools, easy-grip cutlery, pill boxes.
• Watch eating, drinking, skin and sleep and record changes.

Activity. Design a daily routine for a practice case.

Standard to meet. Plan a routine that covers meals, drinks, washing, movement, rest and social time with timings.

Carers remind and observe; clinicians decide.

• Use a weekly pill box and a written list from the doctor or pharmacist.
• Never change doses or stop medicines on your own.
• Note side effects such as dizziness, confusion or rash and report them.
• Keep medicines locked away from others in the house.

Activity. Create a medicine reminder chart and a reporting note.

Standard to meet. Chart shows names, times and checks; note shows what, when and who was told.

Loneliness, low mood and forgetfulness are common but not inevitable.

• Keep routine, light, daily walks and social contact.
• Use calendars, clear labels and a daily board for memory.
• Respond calmly to repeated questions; do not argue.
• Seek advice if mood or memory changes quickly.

Activity. Plan a week of social and mental activity.

Standard to meet. Plan has at least five activities, one with another person each day.

Know the line between watching and acting.

• Call at once for chest pain, trouble breathing, stroke signs, serious bleeding or a head injury.
• Call the clinic the same day for fever, new confusion or a bad fall without injury.
• Keep numbers, medical history and medicine list on a card by the phone.
• Practise the plan with the family.

Activity. Write the one-page emergency card.

Standard to meet. Complete a card with numbers, conditions, medicines, allergies and clear call-now signs.

Carers burn out when they carry everything alone.

• Share tasks and agree a rota.
• Take breaks, sleep and eat properly; ask for respite.
• Join a carer group or call a helpline.
• Watch for stress signs such as anger, tiredness and withdrawal.

Activity. Build a carer wellbeing plan with a weekly rota.

Standard to meet. Plan has shared tasks, breaks and a named support contact.

Care plans change as needs change.

• Review monthly or after any health change.
• Ask the person and the family what is working.
• Record incidents and learn from them.
• Update the plan and tell everyone involved.

Activity. Produce the full care plan pack with a review date.

Standard to meet. Complete all sections, respect personal details, and schedule the next review.

L1: learner can name basic needs of an older person. Focus module: Respect and dignity first (Understand, 4 h). Good care starts with the person, not the task. Older adults have a lifetime of skills, habits and choices that care must protect. Key points: Ask how the person likes to be addressed and what matters to them. Offer choices; do not decide for them when they can decide. Protect privacy in washing, dressing and toilet care. Speak slowly and clearly, face to face, without talking over them.

Speaker notes. Teach: open with the worked example. Mrs A prefers tea before washing. The carer keeps this order and tells her each step. Her morning takes ten minutes longer and she is calmer and more willing to help. Then set the activity: Write a one-page "about me" profile for a practice case. Mark against the standard: Write a profile of routines, likes, fears and decisions the person makes alone. Check at this level: Why use their words? Model answer: It keeps dignity and choice.

L2: learner knows dignity and safety rules. Focus module: Home safety check (Analyse, 5 h). Most harm to older people at home is preventable. A structured check finds risks before an accident. Key points: Falls: rugs, loose cables, wet floors, poor light, steps without rails. Bathroom: non-slip mat, grab rails, raised seat. Fire and gas: working smoke alarm, safe cooking habits, switch-off reminders. Access: keys for helpers, clear path for emergency crews, phone within reach.

Speaker notes. Teach: open with the worked example. A check finds a loose rug, a dark stair and no bathroom rail. The rug is removed, a night light is fitted and a rail is ordered, with dates and who is responsible. Then set the activity: Complete a room-by-room safety checklist and a fix list. Mark against the standard: Check every room, and give each risk a fix, a date and an owner. Check at this level: Name three fall risks. Model answer: Loose rugs, poor light, wet floors.

L3: learner can complete a home safety check. Focus module: Daily living support (Apply, 5 h). Support independence rather than replacing it. Key points: Break tasks into steps and help with the step that is hard. Offer enough time; rushing causes accidents and loss of confidence. Use aids: long-handled tools, easy-grip cutlery, pill boxes. Watch eating, drinking, skin and sleep and record changes.

Speaker notes. Teach: open with the worked example. Mr B used to skip lunch. A simple routine of a set time, a favourite dish and a drink by the chair raises his daily intake and he regains weight in a month. Then set the activity: Design a daily routine for a practice case. Mark against the standard: Plan a routine that covers meals, drinks, washing, movement, rest and social time with timings. Check at this level: What is "do with, not for"? Model answer: Support independence by helping only as needed.

L4: learner can deliver a daily routine. Focus module: Medicines and health reminders (Apply, 4 h). Carers remind and observe; clinicians decide. Key points: Use a weekly pill box and a written list from the doctor or pharmacist. Never change doses or stop medicines on your own. Note side effects such as dizziness, confusion or rash and report them. Keep medicines locked away from others in the house.

Speaker notes. Teach: open with the worked example. The carer notices a new sleepiness after a medicine change, records the time and calls the clinic, which adjusts the dose. Then set the activity: Create a medicine reminder chart and a reporting note. Mark against the standard: Chart shows names, times and checks; note shows what, when and who was told. Check at this level: Who decides doses? Model answer: The prescriber.

L5: learner can handle medicines reminders and emergencies. Focus module: Mind, mood and memory (Apply, 4 h). Loneliness, low mood and forgetfulness are common but not inevitable. Key points: Keep routine, light, daily walks and social contact. Use calendars, clear labels and a daily board for memory. Respond calmly to repeated questions; do not argue. Seek advice if mood or memory changes quickly.

Speaker notes. Teach: open with the worked example. A weekly phone call from a grandchild and a neighbour tea visit reduce low mood; a clock with the day and date reduces repeated questions. Then set the activity: Plan a week of social and mental activity. Mark against the standard: Plan has at least five activities, one with another person each day. Check at this level: Name one mood tip. Model answer: Daily activity and social contact.

L6: learner can coordinate a team. Focus module: Family and carer wellbeing (Evaluate, 3 h). Carers burn out when they carry everything alone. Key points: Share tasks and agree a rota. Take breaks, sleep and eat properly; ask for respite. Join a carer group or call a helpline. Watch for stress signs such as anger, tiredness and withdrawal.

Speaker notes. Teach: open with the worked example. A daughter who was caring alone adds two relatives to a rota. She gets two free evenings a week and her stress falls. Then set the activity: Build a carer wellbeing plan with a weekly rota. Mark against the standard: Plan has shared tasks, breaks and a named support contact. Check at this level: Why carer breaks? Model answer: To avoid burnout.

L7: learner can audit a care plan. Focus module: Review and improve (Create, 4 h). Care plans change as needs change. Key points: Review monthly or after any health change. Ask the person and the family what is working. Record incidents and learn from them. Update the plan and tell everyone involved.

Speaker notes. Teach: open with the worked example. After two near-falls the review adds a walking aid and physiotherapy advice, and the next month shows no falls. Then set the activity: Produce the full care plan pack with a review date. Mark against the standard: Complete all sections, respect personal details, and schedule the next review. Check at this level: How often review? Model answer: Monthly or after any event.