Infection Prevention and Control in Health and Social Care or Children and Young People's Settings
This element focuses on the fundamental principles of infection prevention and control within health, social care, and children's settings. Learners explore the chain of infection, standard precautions including hand hygiene and personal protective equipment, and the legislative and policy frameworks that underpin safe practice. Practical application emphasizes risk assessment, waste management, and the promotion of a culture of safety among staff and service users.
Assessment criteria
Topic Overview
The OCNLR Level 2 Award in Skills for Professions in Health and Social Care is a vocational qualification designed to introduce students to the fundamental skills and knowledge required for careers in health and social care settings. It covers key areas such as communication, equality and diversity, safeguarding, and the roles and responsibilities of care workers. This award is ideal for those considering further study or entry-level roles in the sector, providing a practical foundation that aligns with the values of the NHS and social care frameworks.
This qualification matters because the health and social care sector is one of the UK's largest employers, requiring skilled, compassionate workers who understand both legal obligations and person-centred care. By studying this award, students develop transferable skills like teamwork, confidentiality, and effective communication, which are essential for supporting individuals with diverse needs. It also introduces students to the importance of reflective practice and continuous professional development, preparing them for real-world challenges in care environments.
Within the wider subject of Health and Social Care, this award sits as an introductory stepping stone. It complements other Level 2 qualifications by focusing on practical skills rather than just theory, making it particularly suitable for students who prefer hands-on learning. The content aligns with Care Certificate standards and the principles of the Care Act 2014, ensuring students gain relevant, up-to-date knowledge that can be applied immediately in work placements or further study.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Treating individuals as partners in their own care, respecting their preferences, values, and needs.
- →Effective communication: Using verbal and non-verbal techniques, active listening, and adapting communication to meet individual needs (e.g., using Makaton or translation services).
- →Equality, diversity, and inclusion: Understanding the Equality Act 2010 and promoting fair treatment regardless of age, disability, gender, race, religion, or sexual orientation.
- →Safeguarding: Protecting vulnerable individuals from abuse, harm, or neglect, and knowing how to report concerns following organisational policies.
- →Confidentiality and data protection: Following the GDPR and Caldicott Principles to keep personal information secure, only sharing with consent or when legally required.
Learning Objectives
What you need to know and understand
- Explain the chain of infection and how it informs prevention strategies.
- Describe the standard precautions for infection control in care settings.
- Demonstrate correct procedures for hand hygiene and use of PPE.
- Assess the risks of infection in a given care scenario and propose control measures.
- Evaluate the role of legislation and policies in maintaining safe environments.
- Develop a plan to encourage infection reduction practices among colleagues and service users.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for accurate identification of all links in the chain of infection with real-world examples.
- Expect detailed explanation of when and how to perform hand washing, including the five moments for hand hygiene.
- Look for correct sequencing when donning and doffing PPE to avoid cross-contamination.
- Credit for linking specific cleaning schedules and waste disposal methods to types of infectious agents.
- Assess ability to design a simple audit tool or poster campaign that promotes infection control among peers.
Assessment Guidance
Guidance for achieving higher grades
- 💡Use the chain of infection as a framework to structure your answers, showing how each link can be broken.
- 💡Always relate theoretical knowledge to a specific care context, such as a care home or nursery, to demonstrate application.
- 💡When discussing risk reduction, include both standard and transmission-based precautions where relevant.
- 💡For the 'encourage' objective, provide concrete examples of training, supervision, and role-modelling you could use in practice.
- 💡Use specific examples from real care settings to illustrate your points, such as how you would communicate with a service user who has hearing loss. This shows you can apply theory to practice.
- 💡Always link your answers to relevant legislation or frameworks, like the Care Act 2014 or the Health and Safety at Work Act 1974. Examiners look for evidence that you understand the legal context.
- 💡When discussing safeguarding, clearly outline the steps you would take: recognise signs, report to a designated person, and document accurately. Avoid vague statements like 'tell someone'.
Common Mistakes
Common errors to avoid in your coursework
- Confusing infection with infestation, or bacteria with viruses when describing modes of transmission.
- Describing hand washing but omitting the six-step technique recommended by WHO.
- Assuming gloves provide complete protection without changing between tasks or performing hand hygiene.
- Neglecting to mention employer and employee responsibilities under COSHH and the Health and Safety at Work Act.
- Overlooking the importance of environmental cleaning in breaking the chain of infection.
- Misconception: 'Health and social care is just about helping people with physical tasks.' Correction: It also involves emotional support, advocacy, and promoting independence through empowerment and choice.
- Misconception: 'Confidentiality means never sharing any information.' Correction: Information can be shared without consent if there is a risk of harm to the individual or others, or if required by law (e.g., safeguarding concerns).
- Misconception: 'Equality means treating everyone the same.' Correction: Equality involves recognising individual differences and providing tailored support to ensure everyone has the same opportunities (equity).
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for OCN LONDON Infection Prevention and Control in Health and Social Care or Children and Young People's Settings
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of the health and social care sector, such as different care settings (e.g., hospitals, care homes, domiciliary care).
- •Familiarity with key terms like 'service user', 'carer', and 'multidisciplinary team' is helpful but not essential.
- •No formal qualifications are required, but good literacy and communication skills are beneficial for written assessments.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- Chain of infection
- Standard precautions
- Hand hygiene protocols
- Personal protective equipment (PPE)
- Cleaning and disinfection
- Promoting infection control awareness
Ready to learn?
AI-powered learning tailored to this unit