Health and social care assignment help

HNC/D Health and Social Care

UNIT DIRECTORY

Unit title:                   COMMUNICATING IN HEALTH AND SOCIAL CARE ORGANISATIONS

Unit code:                 T/601/1560

Level:                         4

Credit value:            15



AIMS

The aim of this unit is to develop learners’ awareness of different forms of communication used in health and social care settings and its importance for effective service delivery.

UNIT ABSTRACT

Learners will investigate the communication processes in health and social care settings considering the barriers to communication and ways to overcome these barriers.

Learners will explore the process of communication and how effective communication can affect how individuals feel about themselves. In addition, communication systems within organisations will be critically examined and learners will gain an understanding of the legal frameworks surrounding the recording of information about people.

Learners will gain an understanding of the use of information and communication technology as a tool in health and social care settings.

Learners should note that any direct investigation of communication in health and social care placements or employment should be within the context of a job role. Due regard should be given to the confidentiality of information if used to support assessment evidence for this unit.          

INTENDED LEARNING OUTCOMES

On successful completion of this unit a learner will:

1          Be able to explore how communication skills are used in health and social care
2          Understand how various factors influence the communication process in health and social care
3          Be able to explore the use of information and communication technology (ICT) in health and social care.

 UNIT CONTENT

1          Be able to explore how communication skills are used in health and social care
Relevant theories: humanistic, behaviourist, cognitive, psychoanalytical
Techniques and purposes: techniques eg written, listening, verbal, non-verbal; purposes eg record keeping, giving information, challenging poor practice, educating, decision making, negotiating, advocacy, counselling, mentoring
Inappropriate interpersonal communication: barriers to communication eg inappropriate language, incongruent messages, misinterpretation, breach of confidentiality, breach of trust, invasion of privacy, power, threat, abuse; influences on individuals eg self-concept, self-esteem, self-image, ideal self, prejudice, stereotyping, values and beliefs, stress
Supporting specific communication needs: alternative language; language aids eg Braille, signing, Makaton; advocacy, interpretation, translation; environmental conditions, technological aids; processes for accessing additional support
Maintaining confidentiality: privacy, confidentiality, disclosure, protection of individuals, rights and responsibilities

2          Understand how various factors influence the communication process in health and social care
Values and culture: factors eg beliefs, age, sex, sexuality, ethnicity, gender, education, social class
Legislation, charters and codes of practice: national, European, United Nations (UN) as appropriate eg equality, diversity, discrimination, confidentiality and sharing information
Organisational systems and policies: information, documents, systems, structures, procedures, practices
Good practice: in accordance with practice and service standards, challenging discrimination, ethics, values, ensuring dignity and rights; data protection (recording, reporting, storage, security and sharing of information)

3          Be able to explore the use of information and communication technology (ICT) in health and social care
Standard ICT software: word-processing, spreadsheets, database, information retrieval, internet, intranet (if available), email, image software
Benefits to users: meeting individual needs, administration of treatments, efficiency of administrative processes, accuracy of records, communication, maintaining independence
Benefits to care workers and organisations: meeting needs of staff, business administration, efficiency, quality of service, meeting requirement of other agencies, accountability, audit
Legal considerations: health and safety eg postural, visual, stress; data protection eg accuracy, security, relevance, up to date, confidentiality, consequences of breaking data protection legislation; access to records


learning outcomes and assessment criteria


Learning Outcomes

On successful completion of
this unit a learner will:

Assessment criteria for pass

The learner can:
LO1    Be able to explore how communication skills are used in health and social care
1.1 apply relevant theories of communication to health and social care contexts
1.2 use communication skills in a health and social care context
1.3 review methods of dealing with inappropriate interpersonal communication between individuals in health and social care settings
1.4 analyse the use of strategies to support users of health and social care services with specific communication needs
LO2    Understand how various factors influence the communication process in health and social care
2.1 explain how the communication process is influenced by values and cultural factors
2.2 explain how legislation, charters and codes of practice impact on the communication process in health and social care
2.3 analyse the effectiveness of organisational systems and policies in promoting good practice in communication
2.4 suggest ways of improving the communication process in a health and social care setting
LO3    Be able to explore the use of information and communication technology (ICT) in health and social care
3.1 access and use standard ICT software packages to support work in health and social care
3.2 analyse the benefits of using ICT in health and social care for users of services, care workers and care organisations
3.3 analyse how legal considerations in the use of ICT impact on health and social care.

ESSENTIAL REQUIREMENTS

Learners will need to be familiar with the systems and processes of record keeping (particularly of the Data Protection Act), and communication within the workplace.

Learners will also require opportunities to practise and demonstrate use of communication skills which can be assessed either in the workplace (as long as confidentiality is maintained and permissions obtained) or in a simulated environment.
Unit title:                   EMPOWERING USERS OF HEALTH AND SOCIAL
CARE SERVICES

Unit code:                 D/601/1598

Level:                         4

Credit value:            15



AIMS

The aim of this unit is to enable learners to explore how to empower individuals using health and social care services in order to maximise their independence.

UNIT ABSTRACT

It is essential for all health and social care professionals to understand that the service they deliver enables individuals to participate in the decisions that are made about their lives.

First, learners will explore how legislation and the sector skills standards regarding the design and review of services promote independence, which in turn is captured within organisational policies and procedures.

Second, learners will investigate factors that can affect participation, independence and choice, including systems for assessing and minimising risk.

Finally, learners will investigate the administration of medicine and the effectiveness of policies and procedures for administering medication in achieving the best possible outcomes for users of services. Learners will study legislation and factors that affect the care that is received. Learners will also examine strategies to promote the best possible outcomes for individual users of services.

INTENDED LEARNING OUTCOMES

On successful completion of this unit a learner will:

1          Understand how the design and review of services promotes and maximises the rights of users of health and social care services
2          Understand how to promote the participation and independence of users of health and social care services
3          Understand the responsibility of managing and monitoring risks in health and social care settings.
4          Understand how good practice in the administration of medicine is essential for users of health and social care services.





UNIT CONTENT

1          Understand how the design and review of services promotes and maximises the rights of users of health and social care services
Legislation and sector skills standards: current legislation and sector skills standards that are relevant to promoting the rights of individuals; inspection processes, powers, duties, responsibilities, accountabilities, entitlements; organisations: providing services for vulnerable people
Factors: policies, procedures; staffing eg staffing levels, shift patterns, continuing professional development; individual eg level of dependence, changing health status
Communication: methods to overcome differences in communication eg second language, disability; recording information for continuous improvement eg best outcome for users of services, feedback, complaints, comments, inspection, recommendations for improvement

2          Understand how to promote the participation and independence of users of health and social care services
Factors affecting independence and choice: dependence, independence, choice, constraints, empowerment; physical, social, emotional, intellectual factors; changing needs, access to information, participation in decision making
Organisational systems: ensuring performance of workers, sources of information for
individuals, empowering individuals
Considerations: possible tensions eg safety versus independence, rights responsibilities; individuals, others

3          Understand the responsibility of managing and monitoring risks in health and social care settings
Risks: from harm; from abuse; from failure to protect
Effective management of risks: relevant legislation; acceptable and unacceptable risks; protection from unacceptable risk; national service standards; assessing and recording risk, complaints procedures; leadership style, whistle blowing policy

4          Understand how good practice in the administration of medication is essential for users of health and social care services
Handling of medication: ordering and maintaining, administration, storage, recording, disposal
National standards: current standards and legislation; codes of practice and policies; national Inquiries eg the Shipman Inquiry; ethical issues; service user choice; acceptable risk; standard for medication




learning outcomes and assessment criteria


Learning Outcomes

On successful completion of
this unit a learner will:

Assessment criteria for pass

The learner can:
LO1    Understand how the design and review of services promotes and maximises the rights of users of health and social care services
1.1 explain how current legislation and sector skills standards influence organisational policies and practices for promoting and maximising the rights of users of health and social care services
1.2 analyse factors that may affect the achievement of promoting and maximising the rights of users of health and social care services
1.3 analyse how communication between care workers and individuals contribute to promoting and maximising the rights of users of health and social care services
LO2    Understand how to promote the participation and independence of users of health and social care services
2.1 explain factors that may contribute to loss of independence, non-participation and social exclusion for vulnerable people
2.2 analyse how organisational systems and processes are managed to promote participation and independence of users of health and social care services
2.3 analyse the tensions that arise when balancing the rights of the individual to independence and choice against the care provider’s duty to protect
LO3    Understand the responsibility of managing and monitoring risks in health and social care settings

3.1 use a case study from a health or social care setting to identify the extent to which individuals are at risk of harm
3.2 analyse the effectiveness of policies, procedures and managerial approach within a health or social care  setting for promoting the management of risks
LO4    Understand how good practice in the administration of medication is essential for users of health and social care services
4.1 review current legislation, codes of practice and policy that apply to the handling of medication
4.2 evaluate the effectiveness of policies and procedures within a health and social care setting for administering medication.

ESSENTIAL REQUIREMENTS

Learners will require access to legislation and policy documents particularly in relation to risk assessments and the administration of medication within health and social care settings.


Unit title:                   HEALTH AND SAFETY IN THE HEALTH AND SOCIAL
CARE WORKPLACE

Unit code:                 K/609/1569

Level:                         4

Credit value:            15



AIMS

The aim of this unit is to develop learners’ understanding about their responsibilities in ensuring the health and safety of the health and social care workplace and the people within it.

UNIT ABSTRACT

Health and safety is an essential consideration for all practitioners in health and social care and this unit will enable learners to develop an understanding of the importance of continually monitoring the implementation of health and safety legislation and policies within any health and social care setting.

Learners will gain a clear understanding of the implications of relevant legislation for their own role and the implementation of policies and systems in their own workplace. The importance of record keeping, monitoring and review health and safety policies and procedures will also be considered.

Elements of this unit should be contextualised, where possible, to an appropriate setting relevant to learners’ workplace in health and social care.

INTENDED LEARNING OUTCOMES

On successful completion of this unit a learner will:

1          Understand how health and safety legislation is implemented in the health and social care workplace
2          Understand the ways in which health and safety requirements impact on customers and the work of practitioners in the health and social care workplace
3          Understand the monitoring and review of health and safety in the health and social care workplace

UNIT CONTENT

1          Understand how health and safety legislation is implemented in the health and social care workplace
Concept of risk, safety and security: minimum risk, zero risk; risk for individuals and property; public liability; hazard; restraint; accident prevention; first aid; protection from harm; security versus safety; substances; practices; equipment; premises
Systems, policies and procedures for communicating information: exemplar pro formas; training; organisational culture; use of different media; exchange of information; record keeping; enforcement; compliance
Responsibilities for management of health and safety: organisational responsibilities (employers; employees; external agencies; visitors eg users of service, carers); monitoring and evaluating processes; auditing; inspecting the workplace; management structure and representation
Legislative requirements: current legislation, regulations and codes of practice relevant to health and safety in health and social care settings eg Health and Safety at Work Act 1974, Health and Safety (First Aid) Regulations 1981, Management of Health and Safety Regulations 1999, Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995, Control of Substances Hazardous to Health 2002, Manual Handling Operations Regulations 1992, Food Safety Act 1990, Food Safety (General Food Hygiene) Regulations 1995, Workplace (Health, Safety and Welfare) Regulations 1992, Health and Social Care Act 2008, Care Standards Act 2000, Mental Health Act 2007, Disability Discrimination Act 1995, Mental Health Act 2007, Children Act 2004
Implementation: safety aids eg walking aid, wheelchair, hoist; security systems eg door locks, cameras, gates, alarms, patrol; maintenance eg ventilation, temperature control, buildings; consequences of malfunction/breakdown of equipment

2          Understand the ways in which health and safety requirements impact on customers and the work of practitioners in the health and social care workplace
Care planning: meeting needs; ensuring safety; security; maximising wellbeing; principles of good practice
Dilemmas: risk-benefit analysis; risk to self and others; resource implications; differing priorities between stakeholders
Implications of non-compliance: financial; legal; moral; physical; health

3          Understand the monitoring and review of health and safety in the health and social care workplace
Monitor and review: audit of risks; review of practice; learning from experience; updating of policies and procedures
Positive health and safety culture: individuals; teams; managers; organisational levels
Own contributions: responsibilities; compliance; training; practices; interactions with individuals, groups and agencies



learning outcomes and assessment criteria


Learning Outcomes

On successful completion of
this unit a learner will:

Assessment criteria for pass

The learner can:
LO1    Understand how health and safety legislation is implemented in the health and social care workplace
1.1 review systems, policies and procedures for communicating information on health and safety in the health and social care workplace in accordance with legislative requirements
1.2 assess the responsibilities in a specific health and social care workplace for the management of health and safety in relation to organisational structures
1.3 analyse health and safety priorities appropriate for a specific health and social care workplace
LO2    Understand the ways in which health and safety requirements impact on customers and the work of practitioners in the health and social care workplace
2.1 analyse how information from risk assessments informs care planning for individuals and organisational decision making about policies and procedures
2.2 analyse the impact of one aspect of health and safety policy on health and social care practice and its customers
2.3 discuss how dilemmas encountered in relation to implementing systems and policies for health, safety and security may be addressed
2.4 analyse the effect of non-compliance with health and safety legislation in a health and social care workplace
LO3    Understand the monitoring and review of health and safety in the health and social care workplace

3.1 explain how health and safety policies and practices are monitored and reviewed
3.2 analyse the effectiveness of health and safety policies and practices in the workplace in promoting a positive, healthy and safe culture
3.3 evaluate own contributions to placing the health and safety needs of individuals at the centre of practice.

eSSENTIAL REQUIREMENTS

The learner’s evaluative account of one aspect of health and safety in the workplace must be validated. This could be in the form of a witness statement from a workplace supervisor, or an Observation record from their assessor. Learners must be given the opportunity to carry out a risk assessment within the workplace.



Unit title:                   PERSONAL AND PROFESSIONAL DEVELOPMENT IN HEALTH AND SOCIAL CARE

Unit code:                 K/601/1572

Level:                         4

Credit value:            15



AIMS

The aim of this unit is to encourage learners to develop as reflective practitioners by applyingtheir understanding and skills to their own health and social care setting.

UNIT ABSTRACT

This unit provides learners with an opportunity to develop as reflective practitioners. A minimumof 200 hours of work experience will be completed in order to achieve the unit. This practice willprovide the basis of evidence for assessment of the unit.Learners’ practice, observations and learning in the workplace will be supplemented with widerunderstanding and knowledge from all parts of the course.

Evidence of learning will be presented through a portfolio that reflects the learner’s ability as areflective practitioner. Planning, monitoring and revision of personal development plans would beappropriate evidence for achieving personal targets and learning outcomes.Evidence from workplace settings should be validated and authenticated by appropriatelyqualified expert witnesses.It is essential that learners and assessors respect the confidentiality of information from theworkplace at all times.

INTENDED LEARNING OUTCOMES

On successful completion of this unit a learner will:

1          Understand how personal values and principles influence individual contributions to work inhealth and social care settings
2          Be able to produce, monitor, revise and evaluate plans for personal progress in developingthe skills and abilities required of a health and social care practitioner
3          Understand the application of principles of professional engagement with users of health andsocial care services
4          Be able to demonstrate development of own skills and understanding in relation to workingwith others in health and social care practice.







UNIT CONTENT

1          Understand how personal values and principles influence individual contributionsto work in health and social care settings
Personal values: influences of eg beliefs and preferences, culture, political perspectives,interests and priorities, change over lifespan
Culture and experiences: influences of eg family, ethnicity, belief, education, employment,age and gender, life events
Values and principles: equal rights, diversity, confidentiality, protection from abuse and harm
New developments: legislation, policies, research, priorities and targets
Change to personal values: influences of eg overcoming of tensions between personal valuesand principles of good practice; differences relating to values of others eg users of service,workplace organisations, other people with whom you work

2          Be able to produce, monitor, revise and evaluate plans for personal progress indeveloping the skills and abilities required of a health and social care practitioner
Own abilities and learning styles: planning cycle, practical skills, interpersonal skills,application to practice, level of performance, learning experiences and preferred learningstyle
Personal development plan: for acquiring new skills, updating practice, learning, careerdevelopment; three months, one year, five years

3          Understand the application of principles of professional engagement with users ofhealth and social care services
Professional relationships: with individuals, their family and friends, team members, linemanagers, workers in other agencies; rights and responsibilities of users of service versuscare workers and others; professional codes; trust; advocacy; empowerment
Models of support: medical health versus social model; individual benefit versusorganisational benefit
Dilemmas: risk, abuse, challenging behaviour, conflict, ethics, confidentiality versusdisclosure, expectations changing over time, conflicts between principles of good practiceand values of others
Own practice: roles eg meeting needs of users of service, provider of health and social careservices, facilitator, advocate, adviser, counsellor, mentor
Barriers: miscommunication, different professional codes of practice, group cohesiveness, personalities

4          Be able to demonstrate development of own skills and understanding in relationto working with others in health and social care practice
Own contribution: skills, knowledge, understanding, communication information,responsibilities; models of reflection, critical reflection
Collective effectiveness of teams: meeting needs and expectations of users of service,improving team performance, supporting other team members, meeting objectives, formaland informal roles within organisational structures and systems
Barriers: interpersonal interactions; professional codes, differing priorities, expectations, experience, accountability

LEARNING OUTCOMES AND ASSESSMENT CRITERIA


Learning Outcomes

On successful completion of
this unit a learner will:

Assessment criteria for pass

The learner can:
LO1    Understand how personal values and principles influence individual  contributions to work in health and social care settings
1.1 compare personal values and principles with the principles of support for working in health and social care
1.2 assess how personal culture and experience influence own role in supporting users of services and others in health and social care settings
1.3 discuss how new developments and changes to personal values can impact on work in health and social care
LO2    Be able to produce, monitor, revise and evaluate plans for personal progress in developing the skills and abilities required of a health and social care practitioner
2.1 assess current skills ability and learning style
2.2 produce a holistic development plan with short, medium- and long-term goals
2.3 monitor progress against the plan according to the requirements of a health and social care practitioner, revising the plan as required
2.4 evaluate the effectiveness of the development plan to own development as a health and social care practitioner
LO3    Understand the  application of principles of professional engagement with users of health and social care services
3.1 explain the nature of different professional relationshipsin health and social care contexts
3.2 evaluate personal effectiveness in promoting andsupporting the rights of the individual
3.3 discuss ways to resolve issues encountered inprofessional relationships
LO4    Be able to demonstrate development of own skills and understanding in relation to working with others in health and social care practice
4.1 evaluate the effectiveness of personal contributionswhen working with others in health and social carepractice
4.2 explain how the limits of own work role impacts on workwith others
4.3 analyse own role in minimising barriers to effectiveteamwork in health and social care practice
4.4 discuss how to improve personal contributions to thecollective effectiveness of a team.

ESSENTIAL REQUIREMENTS

A minimum of 200 hours of work experience must be completed to achieve this unit. Liaison withwork-based mentors is recommended to ensure learner experience in practice settings isappropriate in addressing all the learning outcomes and assessment criteria.
Learners will need individual support through tutorials and meetings with work-place mentors to devise appropriate development plans.

Learners will need guidance about presenting evidence so that it effectively reflects their abilities as a developing care worker in the field of health or social care.


Unit title:                   PRINCIPLES OF HEALTH AND SOCIAL CARE PRACTICE

Unit code:                 Y/601/1566

Level:                         5

Credit value:            15



AIMS

The aim of this unit is to develop understanding of the values, theories and policies underpinninghealth and social care practice and the mechanisms that exist to promote good practice.

UNIT ABSTRACT

This unit develops understanding of the values and principles that underpin the practice of allthose who work in health and social care. Learners will consider theories and policies thatunderpin health and social care practice and explore formal and informal mechanisms requiredto promote good practice by individuals in the workforce, including strategies that can influencethe performance of others.

INTENDED LEARNING OUTCOMES

On successful completion of this unit a learner will:

1          Understand how principles of support are implemented in health and social care practice
2          Understand the impact of policy, legislation, regulation, codes of practice and standards onorganisation policy and practice
3          Understand the theories that underpin health and social care practice
4          Be able to contribute to the development and implementation of health and social careorganisational policy. 

 UNIT CONTENT

1          Understand how principles of support are implemented in health and social carepractice
Principles of support: respecting individuality, rights, choice, privacy, independence, dignity,respect and partnership; equal opportunities; respecting diversity, different cultures andvalues; providing care, support and attention, eg for individuals, family, friends, carers, groupsand communities
Confidentiality: importance of, limits of, policies about sharing information
Person-centred approach: supporting preferences, wishes and needs; supporting privacy anddignity; supporting others to make informed choices about the services they receive
Protection from risk of harm: assessing risk to self and others; right of individuals to takerisks; informing relevant people about identified risks


2          Understand the impact of policy, legislation, regulation, codes of practice andstandards on organisation policy and practice
Current policy: as relevant eg Every Child Matters, Rights to Action, Quality Protects, ChildrenFirst; current policy guidance eg Procurement, working together to safeguard children: aguide to inter-agency working to safeguard and promote the welfare of children, ValuingPeople, Fulfilling the Promises
Current legislation: as relevant eg the Care Standards Act, 2000
Current regulations: as relevant eg Care Homes Regulations, 2001, The Care Homes (Wales)Regulations 2002
Current codes of practice: as relevant eg Code of Practice for Social Care Workers and Codeof Practice for Employers of Social Care Workers, The Code: standards of conduct,performance and ethics for nurses and midwives
Impact of initiatives: changes to practice, development needs

3          Understand the theories that underpin health and social care practice

Explanations for the characteristics and circumstances of individuals: theories of humangrowth and development; managing loss and change; managing stress and behaviour
Social processes: leading to marginalisation, isolation and exclusion eg poverty,unemployment, poor health, disablement, lack of education and other sources ofdisadvantage; their impact on the demand for health and social care services
Nature of health and social care services in a diverse society: concepts eg prejudice, interpersonal,institutional and structural discrimination, empowerment and anti-discriminatorypractices
Inter-professional working: significance of partnership working eg social care, education,housing, health, income maintenance and criminal justice services

4          Be able to contribute to the development and implementation of health and socialcare organisational policy
Considerations: supervision, roles and accountability; quality assurance systems; maintainingand upgrading knowledge and skills; support networks and professional registration; workingwith the regulators



learning outcomes and assessment criteria


Learning Outcomes

On successful completion of
this unit a learner will:

Assessment criteria for pass

The learner can:
LO1    Understand how  principles of support are implemented in health and social care practice
1.1 explain how principles of support are applied to ensurethat individuals are cared for in health and social carepractice
1.2 outline the procedure for protecting clients, patients,and colleagues from harm
1.3 analyse the benefit of following a person-centredapproach with users of health and social care services
1.4 explain ethical dilemmas and conflict that may arisewhen providing care, support and protection to users ofhealth and social care services
LO2    Understand the impact of policy, legislation, regulation, codes of practice and standards on organisation policy and practice
2.1 explain the implementation of policies, legislation,regulations and codes of practice that are relevant toown work in health and social care
2.2 explain how local policies and procedures can bedeveloped in accordance with national and policyrequirements
2.3 evaluate the impact of policy, legislation, regulation, andcodes of practice onorganisational policy and practice
LO3    Understand the theories that underpin health and social care practice
3.1 explain the theories that underpin health and social carepractice
3.2 analyse how social processes impact on users of healthand social care services
3.3 evaluate the effectiveness of inter-professional working
LO4   Be able to contribute to the development and implementation of health and social care organisational policy
4.1 explain own role, responsibilities, accountabilities andduties in the context of working with those within andoutside the health and social care workplace
4.2 evaluate own contribution to the development andimplementation of health and social care organisationalpolicy
4.3 make recommendations to develop own contributionsto meeting good practice requirements.





Essential requirements

Learners must be given time to develop their workplace experience, knowledge andunderstanding before assessment of this unit. They will be expected to present evidence basedsubstantially on their work in health and social care.Case study material is essential, and can be provided by the tutor or based on learners’ work
situations.



Unit title:                   PSYCHOLOGY FOR HEALTH AND SOCIAL CARE

Unit code:                 K/601/1619

Level:                         4

Credit value:            15



AIMS

The aim of this unit is to develop understanding of the psychological factors which influencehuman behaviour throughout the lifespan and how these apply to health and social care settings.

UNIT ABSTRACT

This unit will enable learners to understand the psychological factors which influence humanbehaviour and the effects these factors may have on users of health and social care services.

Learners will focus on the basic approaches to understanding human behaviour drawn frompsychology. These will include behavioural, cognitive, humanistic and psychodynamicapproaches. Learners will also draw on use of concepts from psychology and sociology such aslifespan development, interactionism, deviance theory, anthropology and socialisation.

The focus of the unit will be on the changing roles of individuals throughout the lifespan. The unithas been designed to develop learners understanding of those who use health and social careservices through the application of psychological and sociological concepts. This understandingunderpinning professional practice enables service providers to enhance and maintain the socialfunctioning (valued roles) of individuals in health and social care settings. This unit also developsknowledge and understanding of the nature of social functioning and how valued roles are determined.

INTENDED LEARNING OUTCOMES

On successful completion of this unit a learner will:

1          Understand theories of lifespan development
2          Understand social and biological determinants of human behaviour displayed in health andsocial care contexts
3          Understand how psychological theories are applied to health and social care practice.






UNIT CONTENT

1          Understand theories of lifespan development
Life stages: infancy; early childhood; later childhood; adolescence; adulthood; late adulthood;final stages of life and death
Theories of lifespan development: stage versus open-ended theories; continuity versusdiscontinuity; static versus dynamic theories; idiographic versus nomothetic perspectives onpersonality
Theories: behavioural; cognitive; psychodynamic and humanistic
Theorists: Freud; Erikson; Maslow; Rogers; Beck; Piaget; other theorists as appropriateeg Buhler, Havighurst, Kohlberg, Gutmann, Lowenthal, Gould, Loevinger, Berne

2          Understand social and biological determinants of human behaviour displayed inhealth and social care contexts
Social factors: socialisation; family; education; culture; media; environment; effects ofdiscrimination; social exclusion
Biological factors: genetics; traits; blueprints; neuro-degenerative disorders eg Parkinson’s,Alzheimer’s
Social roles: development of social roles; concept of conformity; social context of behaviour;social group membership; relationships (to include symbiotic interactionism); development ofself concepteg Mead and Cooley
Context: sick-role behaviour; perception and interpretation of symptoms; use/misuse ofhealth and social care services; compliance with treatments; emotional adjustment toillhealth; coping strategies eg user of service, survivor, organisational; institutionalisation

3          Understand how psychological theories are applied to health and social carepractice
Psychological stress: causes of eg work-related, illness, chronic illness, bereavement, loss
Behaviour disturbance: attention deficit disorders; autistic spectrum disorders; behavioursassociated with addiction
Mental health disorders: neurosis; psychosis eg depression, schizophrenia; eating disorderseg anorexia, bulimia
Behaviour change: health promotion (including various models and concepts linked topsychological theory); care strategies; coping strategies; avoidance therapy eg cognitivedissonance, denial, projection, perception; compensation for loss of identity; advocacy;policies based on normalisation theory; aggression and abuse policies
Relationships: user of service/families and friends; user of service/care worker; between careworkers; between users of services




learning outcomes and assessment criteria


Learning Outcomes

On successful completion of
this unit a learner will:

Assessment criteria for pass

The learner can:
LO1    Understand theories of lifespan development
1.1 compare different psychological theories of lifespandevelopment
1.2 explain how psychological theories and  concepts arerelated to specific life stages
LO2    Understand social and biological determinants of human behaviour displayed in health and social care contexts
2.1 explain social and biological factors that influencehuman behaviour
2.2 analyse the importance of social roles in the context ofhealth and social care settings
LO3    Understand how psychological theories are applied to health and social care practice
3.1 analyse the application of psychological theories toindividuals experiencing elevated levels of stress
3.2 analyse how psychological theories relate to behaviourdisturbance
3.3 analyse how psychological theory informsunderstanding of mental health disorders
3.4 evaluate the application of psychological principles toaffecting behaviour change in health and social caresettings
3.5 analyse how psychological theories can enhanceunderstanding of relationships in health and social care.


ESSENTIAL REQUIREMENTS

Although Erikson, Maslow, Freud and Rogers must be addressed, other theorists should beincluded, depending on the focus of interest of the programme and learners. A detailedunderstanding of different theories relating to the application of psychological theory is notexpected, but learners must have the opportunity to develop a broad understanding of howpsychology informs health and social care strategies for individuals.

Learners must produce an analytical report based on primary and/or secondary data, togetherwith supporting materials, eg consent documents, questionnaires, interview schedules,transcripts, presentation tools (for example, overhead transparencies or handouts), witnesstestimony etc. It is expected that the learner will focus their report on one or a number of healthand social care settings.


Unit title:                   THE SOCIOLOGICAL CONTEXT OF HEALTH AND
SOCIAL CARE

Unit code:                 F/601/1593

Level:                         4

Credit value:            15



AIMS

The aim of this unit is to help learners gain understanding of sociological concepts and theirapplication to policy making and care practice in health and social care.

UNIT ABSTRACT

This unit enables learners to gain understanding of the nature of contemporary society. Learnerswill explore how society is structured in terms of age, gender, ethnicity, social class, family andhouseholds. Learners will also consider the impact of marriage, partnership formation andrelationship breakdown on health and wellbeing.

The focus of the unit will be to consider the impact that social inequalities in society have onpolicy-making and care practice in health and social care. Learners will examine the factors thatcontribute to health and wellbeing from sociological perspectives and will explore healthinequalities. Learners will develop an understanding of how social factors influence the provisionand delivery of health and social care services and their role as a key determinant affecting healthand social care outcomes for individuals.

INTENDED LEARNING OUTCOMES

On successful completion of this unit a learner will:

1          Understand the contemporary nature of society
2          Understand how social inequalities influence the life chances and health status of individuals
3          Understand sociological concepts and theory in relation to contemporary social and healthissues.

 UNIT CONTENT

1          Understand the contemporary nature of society
Political and economic constructs: systems of stratification (age, gender, ethnicity, socialclass, households, partnership formation and relationship breakdown)
Social constructs: family and households; community; education; work; unemployment;leisure
Societal change: demographic (population profiles, national, regional); economic (wealth,technological development)
Cultural values and beliefs: related to diversity; ethnicity; religious belief; distribution ofincome and wealth. I
Implications for health and social care sector: services; resources; access

2          Understand how social inequalities influence the life chances and health status ofindividuals
Sources of data: the census; birth and death registrations; population estimates andprojections; population locations
Sociological perspectives: conflict and consensus theories; social construct theories
Inequalities in health and social care: biological factors (heredity); individual needs; accessissues; health and social care outcomes
Health status: holistic consideration of health and wellbeing status; physical eg immunestatus; mental health; emotional health; social health eg friendship networks, mobility
Life chances: education opportunity; housing; social networks; employment; affluence;lifestyle choices; risks eg accidents, deviant behaviours; access to support

3          Understand sociological concepts and theory in relation to contemporary socialand health issues
Sociological definitions of: health; illness; disability
Social issues and problems in contemporary society: population change eg proportion ofworking age, population mobility, pensions, changing care needs and expectations; work egstress, changing nature of work, unemployment, distribution of wealth; technologicaladvances eg in therapies, assistive technologies, expectations; lifestyle choices eg leisure,activity, substance misuse; the role of politics, media and public opinion in shaping the healthand social care agenda
Social inequalities in contemporary society: life chances; physical environment eg housing,transport, urban versus rural, employment, pollution; choice and access to services egeducation, social care, health care; resources eg income, benefits, time; the ability of servicesto compensate for biological factors influencing health and wellbeing

learning outcomes and assessment criteria


Learning Outcomes

On successful completion of
this unit a learner will:

Assessment criteria for pass

The learner can:
LO1    Understand the  contemporary nature of society
1.1 explain how political, social and economic constructscan be used to categorise society
1.2 review current trends in societal change, including howthese might shape social expectations
1.3 discuss the influence of cultural values and beliefs insociety
1.4 evaluate the implications of societal change for thehealth and social care sector
LO2    Understand how social inequalities influence the life  chances and health status of individuals
2.1 use data to explain inequalities which exist in health andsocial care
2.2 analyse social inequalities from a sociological perspective
2.3 analyse how inequalities which exist in health and socialcare can impact on an individual’s health status and lifechances
LO3    Understand sociological concepts and theory in relation to contemporary social and health issues
3.1 apply sociological concepts and theory to   definitions ofhealth and wellbeing
3.2 use data to explain how social and health issues aresocially constructed
3.3 explain the possible implications of social and healthissues for health and social care service providers
3.4 analyse social and health issues in terms of their impacton the health and wellbeing of individuals in society.

ESSENTIAL REQUIREMENTS

There are no specific requirements for this unit, but an appropriate selection of books andjournals is strongly recommended. In particular, the following resource is critical reading forsociological study at this level:

Haralambos M and Holborn M – Sociology: Themes and Perspectives (Collins, 2008) ISBN 9780007245956


Unit title:                   SUPPORTING SIGNIFICANT LIFE EVENTS

Unit code:                 D/601/1648

Level:                         5

Credit value:            15



AIMS

The aim of this unit is to enable learners to investigate the support available for thoseexperiencing significant life events and the effectiveness of service responses in supporting suchindividuals.

UNIT ABSTRACT

In this unit learners will investigate how individuals may be supported through expected andunexpected transitions associated with the human life cycle and with adjustment to change suchas entering, moving within, or leaving a health and social care service. The responsibilities ofensuring that a service is responsive to the needs of individuals experiencing trauma and loss willbe discussed.

Learners will look at ways in which health and social care services may contribute to themaintenance of dignity and self-image for those experiencing trauma and loss. Learners will alsoexplore how staff working with individuals experiencing significant life events may also besupported.

This unit is recommended for those learners who have had experience of managing health andsocial care services.

INTENDED LEARNING OUTCOMES

On successful completion of this unit a learner will:

1          Understand how significant life events impact on individuals and their social networks
2          Understand the support available for individuals experiencing significant life events
3          Be able to analyse responses made by health and social care services to support individualsexperiencing significant life events.




UNIT CONTENT

1          Understand how significant life events impact on individuals and their socialnetworks
Life events: events and transitions associated with life stages (childhood, adolescence,adulthood, middle age, old age, dying); physical, social, psychological changes relating to eglifestyle, relationships, health, illness, disability, economic circumstances, cultural difference
Impact: psychological eg depression, emotional stress; physical eg reduced mobility, loss offunction; social eg behavioural, detachment
Groups: life partnerships, family, friends, communities; care workers, colleagues; users ofhealth and social care services

2          Understand the support available for individuals experiencing significant lifeevents
Support received from: family, friends, groups, communities; other users of health and socialcare services, care workers
Support: based on policies and procedures eg confidentiality, bereavement, accessingspecialist services
External sources of support: specialists within the health and social care sector and theframework within which they work; support therapies eg counselling, aromatherapy; cultural,faith communities; agencies eg the Deaf Society, the Royal National Institute of Blind People(RNIB), the Dementia Association; information and advice eg financial, legal

3          Be able to analyse responses made by health and social care services to supportindividuals experiencing significant life events
Organisational responses: applying policies and procedures; critical incident responses;routines; support for those in social networks; respect for rituals; adaptations to service egequipment; personal care
Personal experiences: in the workplace, other experience (at the discretion of individuallearners) sufficient to recognise place of learner self-awareness in relation to supportingothers
Recommendations: for improvement to support eg for policies, procedures, organisational culture, management style, accommodation and facilities



learning outcomes and assessment criteria


Learning Outcomes

On successful completion of
this unit a learner will:

Assessment criteria for pass

The learner can:
LO1    Understand how significant life events impact on individuals and their social networks
1.1 explain the impact of significant life events on individuals
1.2 analyse possible group responses to significant life events that occur to one of its members
1.3 analyse the impact for others in health and social care when an individual experiences significant life events
LO2    Understand the support available for individuals experiencing significant life events
2.1 evaluate the effectiveness of organisational policies and procedures in supporting individuals and their social  networks affected by significant life events
2.2 explain how others in social networks may provide support to individuals experiencing significant life events
2.3 evaluate the suitability of external sources of support for  those affected by significant life events
LO3    Be able to analyse responses made by health and social care services to support individuals experiencing significant life events.
3.1 analyse possible organisational responses to the need to support individuals experiencing a significant life event
3.2 reflect on own personal contributions to the support of individuals experiencing significant life events
3.3 make recommendations for improving the support available in a health and social care organisation for individuals and their social networks when affected by significant life events.

ESSENTIAL REQUIREMENTS

There are no specific requirements for this unit.


Unit title:                   WORKED BASED EXPERIENCE

Unit code:                 D/601/0998

Level:                         5

Credit value:            15



AIMS

This unit aims to enable learners to experience the scope and depth of learning which may takeplace in a work-based context by planning, monitoring and evaluating the work experience.

UNIT ABSTRACT

A significant amount of learning can be achieved through carrying out practical activities in aworkplace. Learning may be enhanced by taking a more formal approach to work-based activities– by planning and carrying out the activities and reflecting on the benefits of the activities for thebusiness and learner.

Learners will have the opportunity, supported by their supervisors, to negotiate and performactivities which will allow them to meet the assessment criteria for this unit. They will recognisethe scope of their achievement by recording evidence from carrying out the activities. They willalso gain maximum benefit by reflecting on and evaluating the work they undertake.

This unit is designed to allow flexibility of study for part-time and full-time learners. Please notethat this unit cannot be taken alongside Unit 23: Employability Skills.

INTENDED LEARNING OUTCOMES

On successful completion of this unit a learner will:

1          Be able to negotiate industry experience
2          Understand the specific requirements of the placement
3          Be able to undertake work experience as identified
4          Be able to monitor and evaluate own performance and learning.     

 UNIT CONTENT

1          Be able to negotiate industry experience
Suitable organisation and location: types of establishments for placement eg existing workenvironment, different department within current employer’s business
Negotiation: constructing a curriculum vitae; methods of contacting organisations; methodsof undertaking negotiations
Nature of duties: type of undertaking eg routine duties and tasks, project work, case-studyinvestigation, development of new procedures/protocol, research based study applied totheoretical learning
Supervisors: roles and responsibilities of academic and industrial mentors
Expectations of learning: aims eg proficiency in new tasks and procedures, timemanagementand problem-solving skills, reflection, discussion of progress with others,teamwork
Business constraints: consideration of possible limitations, eg need to be fully trained,adherence to quality systems, health and safety considerations, supervision time, workload,customer satisfaction, limited staffing, cost of materials

2          Understand the specific requirements of the placement
Tasks: details of activities eg specific hourly, daily, weekly routine and non-routine tasks;breakdown of a project into stages; new procedures/protocol
Prioritise: reasons for rationalisation of the order of tasks; methods of prioritising work
Plan for the work experience: methods used to develop detailed plan with schedule of tasks,proposed dates for reviews, expected input from supervisors, multicultural awareness;experiential learning benefits and limitations
Benefits to organisation and learner: advantages to business eg meeting performanceindicators, allowing more routine tasks to be carried out, allowing procedures/techniques tobe developed, increasing responsiveness, identifying cost saving measures; advantages tolearner eg understanding how a business operates, understanding importance of teamwork,learning new techniques, development of problem-solving and time-management skills

3          Be able to undertake work experience as identified
Carry out the planned activities: realisation eg carrying out tasks and project work accordingto relevant legislation, training and codes of practice; developing new procedures or protocol;evaluating roles in the light of changing context of changing social, economic and politicalfactors
Record activities in the appropriate manner: systematic and appropriate recording of relevantactivities, eg logbook, diary, portfolio, spreadsheets, databases; compliance withconfidentiality and data protection policies; list of resources
Revise the initial plan as required: methods used to review activities at the appropriate time to see if they meet requirements, make alterations as needed

4          Be able to monitor and evaluate own performance and learning
Evaluation of the quality of the work undertaken: meeting industry standards and evaluatingown performance against original proposal; comments/testimony from supervisors
Account of learning during the work experience: reflective writing; details of experiencegained eg new procedures, interpersonal skills, time management, problem solving,teamwork; details of evidence eg portfolio of evidence, case study, scientific report,management report
Recommendations on how the learning experience could have been enhanced: alternativeideas eg different location, different brief, different time period, more/less support, bettertime management, better preparation



learning outcomes and assessment criteria


Learning Outcomes

On successful completion of
this unit a learner will:

Assessment criteria for pass

The learner can:
LO1    Be able to negotiate industryexperience
1.1 research and evaluate suitable organisations that couldprovide industry experience
1.2 negotiate with work and academic supervisors aproposal for the work experience
1.3 recognise the business constraints on the workexperience offered
LO2    Understand the specificrequirements of theplacement
2.1 agree and prioritise the tasks and responsibilitiesinvolved in the work experience
2.2 produce a plan for the work experience
2.3 analyse the benefits of the proposed activities to thebusiness and the learner
LO3    Be able to undertake  workexperience as identified
3.1 fulfil specified requirements of placement conforming toall related codes of practice
3.2 produce systematic records of work undertaken
3.3 revise the initial plan as required
3.4 make suggestions for improvement and review thesewith appropriate supervisor
LO4 Be able to monitor andevaluate own  performanceand learning
4.1 monitor progress against original proposal
4.2 evaluate the quality of own performance
4.3 analyse the learning which has taken place during thework experience using suitable reflections
4.4 make recommendations on how the experience couldhave been enhanced.

Essential requirements

Given the work-based nature of this unit, the majority of resources will be those available to thelearner in the health and social care workplace. The work will normally be planned to beachievable within the resource constraints of the employer. Therefore, knowledge oforganisational structures and daily routines and expectations is essential. Learners should alsohave access to a wide range of research facilities including careers library and/or careersservices.

Learners should remain in touch with tutors during the work-experience – email is often the bestway but some colleges may have access to a virtual learning environment where learners canshare information and experiences with each other and the tutor.

The nature of the work-based experience can be tailored to suit the career aspirations of thelearner or their current work experience, and will differ depending on the locality of health andsocial care services.

The following websites could provide relevant information for engaging withemployers:

www.ccwales.org.uk                                   Care Council for Wales
www.niscc.info                                             Northern Ireland Social Care Council
www.scie.org.uk                                           Social Care Institute for Excellence
www.skillsforcare.org.uk                            Skills for Care
www.societyguardian.co.uk                       Society pages of The Guardian







Unit title:                   WORKING IN PARTNERSHIP WITH HEALTH AND SOCIAL CARE

Unit code:                 F/601/1576

Level:                         5

Credit value:            15



AIMS

The aim of this unit is to enable learners to develop understanding of the importance of workingpositively in partnership with others in health and social care.

UNIT ABSTRACT

Working in partnership is a key element of practice within health and social care. The concepts ofpower sharing, consultation and joint ways of working are essential for effective service provision.

Health and social care professionals need to understand the importance of promoting autonomywith individuals. They also need to be aware of their own roles and responsibilities and how theyrelate to others within the sector.

Learners will explore the nature of partnership on three levels. First they will examine
partnerships with users of services that empower individuals to make informed decisions andencourage independence. Second they will consider partnerships between different professionalswithin health and social care and explore inter-agency working. Finally, they will investigateorganisational partnerships and examines different ways of joint working at a strategic level.

Learners will study a range of theories and research findings relating to partnership philosophiesand joint working practices. Methods of promoting positive partnership working will be analysedalong with relevant legislation and organisational policies and procedures. Learners will alsoexamine strategies to improve the outcomes of partnership working for users of services,professionals and organisations.

INTENDED LEARNING OUTCOMES

On successful completion of this unit a learner will:

1          Understand partnership philosophies and relationships in health and social care services
2          Understand how to promote positive partnership working with users of services,professionals and organisations in health and social care services
3          Be able to evaluate the outcomes of partnership working for users of services, professionalsand organisations in health and social care services.



UNIT CONTENT

1          Understand partnership philosophies and relationships in health and social careservices
Partnership philosophies: empowerment; independence; autonomy; respect; power sharing;making informed choices
Partnership relationships: with users of services eg children, elderly, young people in care,people with disabilities, people with learning difficulties, people with mental health issues,patients, refugees, asylum seekers; with professional groups eg social workers, healthworkers, educationalists, therapists, support workers; with organisations eg statutory,voluntary, private, independent, charitable, community forums

2          Understand how to promote positive partnership working with users of services,professionals and organisations in health and social care services
Positive partnership working: empowerment; theories of collaborative working; informeddecision making; information sharing; confidentiality; professional roles and responsibilities;models of working eg unified, coordinated, coalition and hybrid models; managementstructures; communication methods; current inter-disciplinary and inter-agency working egMulti-Area Agreements (MAA), Local Area Agreements (LAA); joint working agreements
Legislation affecting partnership working: current and relevant legislation eg relating tohealth, social care, safeguarding children and young people, mental health, disability, dataprotection, diversity, equality and inclusion
Organisational practices and policies: current and relevant practices; agreed ways of working;statutory, voluntary and private agency practices; local, regional and national policydocuments produced by eg government departments, specialists units, voluntary agencies;risk assessment procedures; employment practices; service planning procedures

3          Be able to evaluate the outcomes of partnership working for users of services,professionals and organisations in health and social care services
Outcomes for users of services: positive outcomes eg improved services, empowerment,autonomy, informed decision making; negative outcomes eg neglect, abuse, harm, anger,miscommunication, information overload, confusion, frustration, duplication of serviceprovision, disempowerment
Outcomes for professionals: positive outcomes eg coordinated service provision, professionalapproach, clear roles and responsibilities, organised communication, avoidance ofduplication, preventing mistakes, efficient use of resources; negative outcomes egprofessional rivalry, miscommunication, time wasting, mismanagement of funding
Outcomes for organisations: positive outcomes eg coherent approach, shared principles,comprehensive service provision, common working practices, integrated services; negativeoutcomes eg communication breakdown, disjointed service provision, increased costs, loss of shared purpose
Barriers to partnership working: lack of understanding of roles and responsibilities; negativeattitudes; lack of communication, not sharing information; different priorities; differentattitudes and values
Strategies to improve outcomes: communication, information sharing; consultation;negotiation; models of empowerment; collective multi-agency working; dealing with conflict;stakeholder analysis

learning outcomes and assessment criteria


Learning Outcomes

On successful completion of
this unit a learner will:

Assessment criteria for pass

The learner can:
LO1    Understand partnership philosophies and relationships in health and social care services
1.1 explain the philosophy of working in partnership inhealth and social care
1.2 evaluate partnership relationships within health andsocial care services
LO2    Understand how to promotepositive partnership workingwith users of services,professionals andorganisations in health andsocial care services
2.1 analyse models of partnership working across the healthand social care sector
2.2 review current legislation and organisational practicesand policies for partnership working in health and socialcare
2.3 explain how differences in working practices andpolicies affect collaborative working
LO3    Be able to evaluate theoutcomes of partnershipworking for users of services,professionals andorganisations in health andsocial care services.
3.1 evaluate possible outcomes of partnership working forusers of services, professionals and organisations
3.2 analyse the potential barriers to partnership working inhealth and social care services
3.3 devise strategies to improve outcomes for partnershipworking in health and social care services.



Essential requirements

The philosophy of working in partnership will needto be outlined with reference to the Children Act 2004, the NHS and Community Care Act 1990and the Working Together 1999 document and current and emerging policy initiatives. Access to policy on partnership from different organisations would be useful as would case studies from a range of health and social care contexts.

 He

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