Lesson 4.8
4.8 The role of the practitioner when preparing and supporting the individual for transition Quiz: NCFE Health and Social Care, Unit 4
20 questions
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Lesson 4.8, The role of the practitioner when preparing and supporting the individual for transition: 20 multiple choice questions for the NCFE Health and Social Care (603/7013/0), Unit 4: Human development across the life span, written with Revision Ninja.
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The 20 questions
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What is a key practitioner role when supporting individuals through transitions?
- Avoiding all contact
- Rushing the process
- Building positive relationships
- Ignoring concerns
-
Which practitioner action helps an individual feel part of transition decisions?
- Making sole choices
- Involving in planning
- Ignoring preferences
- Delaying updates
-
Which action is recommended when preparing an individual for an unfamiliar new setting?
- Hiding details
- Keeping them away
- Rushing arrival
- Visiting the environment
-
Which strategy helps reduce stress when managing major life changes?
- Total isolation
- Sudden upheaval
- Instant restructuring
- Introducing changes gradually
-
What specialist service should a practitioner refer to following a bereavement?
- Dental surgery
- Bereavement counselling
- Physiotherapy clinic
- Eye hospital
-
What does signposting involve in professional care practice?
- Withholding information
- Prescribing medicine
- Directing to services
- Diagnosing illnesses
-
When should a practitioner refer an individual for specialist support?
- Never
- Before every meal
- Only annually
- As required
-
What formats can one-to-one transition meetings take according to the specification?
- Public broadcasts only
- Written letters only
- Face-to-face or remote
- Group seminars only
-
Which action allows a practitioner to understand a child's worries about starting school?
- Changing the subject
- Dismissing fears
- Ignoring comments
- Listening to views
-
Which practitioner action involves getting family members to join transition sessions?
- Medication audit
- Administrative review
- Family intervention
- Isolation policy
-
Working jointly with a school nurse and a family demonstrates which approach?
- Client rejection
- Isolated working
- Partnership working
- Self-referral
-
Which action best reflects discussing, exploring and reassuring an individual?
- Ignoring worries
- Rushing changes
- Talking calmly
- Withholding facts
-
Why might a practitioner refer an individual for specialist support?
- Saving budget
- Punishing client
- Expertise beyond role
- Avoiding paperwork
-
Which action shows person-centred support during a care transition?
- Rushing decisions
- Dictating routine
- Ignoring choices
- Listening to views
-
Is visiting a new care setting before admission recommended for transitions?
- Yes, where appropriate
- Always prohibited
- Never permitted
- Only for staff
-
What must a practitioner provide so an individual can make informed choices?
- False promises
- Hidden rules
- Direct orders
- Clear information
-
Using a photo book of a new classroom helps achieve which transition goal?
- Punishing child
- Restricting access
- Familiarising environment
- Isolating learner
-
Which activity directly demonstrates effective partnership working?
- Sharing information
- Blocking contact
- Working alone
- Hiding records
-
Which of these is NOT an acceptable practitioner role for supporting transitions?
- Sharing details
- Dictating career
- Offering reassurance
- Providing guidance
-
What is the best approach when supporting an individual through sudden loss?
- Immediate discharge
- Punitive isolation
- Combined support
- Ignoring grief
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