COMMUNICATING WITH SERVICE USERS IN CARE SETTINGS (LEVEL 2)

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1 UNIT 2: COMMUNICATING WITH SERVICE USERS IN CARE SETTINGS (LEVEL 2) Learning outcomes By completing this unit candidates will demonstrate knowledge and understanding of the principles that contribute to effective oral communication and the skills used by care workers when communicating with service users. They will demonstrate understanding of how the care values are applied when communicating with service users and others. Candidates will demonstrate skills of communication with service users and others in health, social care and childcare settings, within one-to-one and group interactions. They will be able to assess own skills and identify areas for improvement. Assessment objectives 1 Recognise how to encourage oral communication Knowledge, understanding and skills Reasons why service users and care workers need to communicate orally: to give information to obtain information to exchange ideas to meet intellectual, emotional and social needs Factors that influence oral communication: noise lighting ventilation heating space seating arrangements proximity of others relationships Barriers that inhibit oral communication: distress patronising language invasion of personal space having a negative attitude tiredness off-loading own experience inappropriate body language inappropriate use of language boredom Consider the service user s communication and language needs and preferences (continued overleaf) OCR Level 2 Nationals in Health and Social Care 1

2 Assessment objectives 1 Cont. Recognise how to encourage oral communication 2 Investigate the range of skills used when communicating effectively Knowledge, understanding and skills How stereotyping, labelling, and a lack of respect for the service user affects oral communication How cultural influences and beliefs can affect oral communication The importance of empowerment when communicating Skills used when communicating orally with service users and care workers and their purpose: open questions closed questions pace tone clarity prompts reflection assertiveness empathy paraphrasing clarifying/confirming summarising Role of body language when communicating orally: gestures smiles facial expressions hand signals use of makaton/sign language Behaviours that fail to value people: verbal abuse sexual abuse gossip racial abuse sexual harassment 3 Review how to communicate through active listening Factors that aid active listening: focusing on the individual appropriate body language maintaining eye contact appropriate facial expressions allowing sufficient time making encouraging sounds allowing pauses allowing silence reflecting back 2 OCR Level 2 Nationals in Health and Social Care

3 Assessment objectives 4 Recognise how to apply the care values that underpin communicating with others Knowledge, understanding and skills Apply the care values: promote equality and diversity promote service users rights and preferences maintain confidentiality understand and acknowledge service users personal beliefs and identities recognise cultural differences Principles and values of the childcare sector 5 Communicate effectively with service users Orally communicate with: service users to give or obtain information in a one-to-one context with a group of service users to exchange ideas How to provide active support 6 Evaluate the range of communication skills used and plan for improvements Evaluate skills used in each oral communication in terms of: purpose reason(s) for use effectiveness achievement of outcomes Plan to improve oral communication skills in each interaction: reasons for assessing own skills use of checklist within assessment of own skills the contribution of others in assessing own skills reasons for improving own practice Assessment This unit is centre-assessed and externally moderated. In order to achieve this unit candidates must produce a portfolio of evidence showing that they can meet all of the assessment objectives. Portfolios of work must be produced independently. They will need to be made available, together with witness statements and any other supporting documentation, to the OCR Visiting Moderator when required. Centres must confirm to OCR that the evidence produced by candidates is authentic. An OCR Centre Authentication Form is provided in the Centre Handbook and includes a declaration for assessors to sign. It is a requirement of the QCA Common Criteria for all Qualifications that proof of authentication is received. OCR Level 2 Nationals in Health and Social Care 3

4 Guidance on assessment and evidence requirements An OCR model assignment is available for this unit and can be downloaded from our website: and can also be found in the Model Assignments folder on this CD Rom. Candidates may provide their responses in writing and/or through the use of video and assessor written records. Note that video evidence is not acceptable if it contains images of children, whether or not parental permission has been obtained, since the security of such images cannot be guaranteed. Candidates should carry out activities and behave in a way that would be acceptable in the workplace. Ideally, tasks should be carried out in a real work situation. However, simulated work environments will be acceptable. Issues around health and safety for candidates participating outside and within the centre environment should be acknowledged. Examples of service users are older people in day care settings or residential homes, older people living in sheltered accommodation, children in playgroups or nurseries or service users with disabilities. If candidates produce evidence in the context of children, the children must be between 0-8 years. Candidates need to be aware that care workers who work in childcare settings apply different principles and values in their work. These are: the welfare of the child is paramount the needs, rights and views of the child are at the centre of all practice promoting a safe and healthy environment working in partnership with parents and families encouraging children s learning and development valuing diversity providing equal opportunities fostering anti-discrimination maintaining confidentiality working with other professionals being a reflective practitioner These values and principles are based on legal provisions found in legislation such as the United Nations Convention on the Rights of the Child (UNCRC) 1989 and on recommended national good practice. Examples of one-to-one interactions could include giving a service user some information and clarifying that they have understood, obtaining information from a service user about their choice of menu and answering questions about the menu that is available and the service user s likes and dislikes or providing information to a parent about facilities etc in a nursery. Examples of a group interaction could include talking with two or more service users. Topics could include activities they have participated in, or would like to participate in, reminiscence therapy or a teaching session with young children (8 years or below). Candidates could include leaflets, handouts or posters for example. These could be produced on A4 paper or on larger sheets. Candidates can use illustrations or drawings to help convey information. If a display is used, it does not have to be mounted but should be presented in a form that it could be used in this way. If an actual display is put up centres may wish to produce photographic evidence of this. 4 OCR Level 2 Nationals in Health and Social Care

5 Assessors may find it helpful to arrange for a whole group visit to a care setting to help candidates collect information about how care workers interact with service users. Alternatively, work experience could be used to gather primary information. If visits or work experience is not possible service users could be invited to the centre for a formal or informal occasion such as a coffee morning or afternoon tea. Signposting to Key Skills The unit contains opportunities for developing the Key Skill, and possibly for generating portfolio evidence, if teaching and learning is focused on that aim. Key Skill reference Key Skill reference Key Skill reference C2.1a N2.1 ICT2.1 C2.1b N2.2a ICT2.2 C2.2 N2.2b ICT2.3 C2.3 N2.2c N2.2d N2.3 Mapping to National Occupational Standards NOS/ NWC HSC21 HSC24 HSC233 CCLD201 Unit Communicate with and complete records for individuals Ensure your own actions support the care, protection and wellbeing of individuals Relate to, and interact with, individuals Contribute to positive relationships Knowledge specification 1-5, 7, 8, 9, CS1 MH1 OP1 Communicate with children and young people, and those involved in their care Promote effective communication and relationships with people who are troubled or distressed Communicate with older people and their carers Resources The following are suggestions of resources that could be useful when delivering the unit. They are neither prescriptive nor exhaustive, and candidates should be encouraged to gather information from a variety of sources. Books Fisher, A. et al (2005) Fisher, A. et al (2005) OCR National Level 2 Health and Social Care: Student Book Heinemann OCR National Level 2 Health and Social Care Assessment and Delivery Resource File and CD-ROM Heinemann OCR Level 2 Nationals in Health and Social Care 5

6 Clarke, L. et al (2004) Nolan, Y. (2005) Nazarko, L. (2002) Nazarko, L. (2000) Nelson-Jones, R. (2006) Minett, P. (2005) Nolan, Y. (2005) Thompson, N. (2003) Thompson, N (2002) OCR National Certificate in Health and Social Care: Level 2 Nelson Thornes NVQ Level 2 Health and Social Care: Candidate Handbook Heinemann Nursing in Care Homes Blackwell Science (UK) NVQs in Nursing and Residential Homes Blackwell Science (UK) Human Relationship Skills Routledge Child Care and Development Hodder Arnold S/NVQ Level 3: Health and Social Care (Adults) Heinemann Communication and Language Palgrave Macmillian People Skills Palgrave Macmillian Organisations If the communication is based on a setting for children and young people the information given by the following organisations would be relevant: The Children s Workforce Development Council Every Child Matters Learners also need to be aware of: The Children Act 2004 Common Assessment Framework 2006 Websites Skills for Care. URL: Skills for Care is the employment-led strategic body for workforce development in adult social care in England. Skills for Health. URL: Skills for Health (SfH) is the UK Sector Skills Council (SSC) for health. Children s Workforce Development Council. URL: The Children's Workforce Development Council (CWDC) aims to improve the lives of children and young people. It does this by ensuring that the people working with children have the best possible training, qualifications, support and advice. Care Council for Wales. URL: The Care Council for Wales promotes high standards of conduct and practice among social care workers and high standards in their training. Northern Ireland Social Care Council. URL: 6 OCR Level 2 Nationals in Health and Social Care

7 NISCC is responsible for raising standards in the Northern Ireland social care workforce. National Children s Bureau. URL: NCB is a charitable organisation that acts as an umbrella body for organisations working with children and young people in England and Northern Ireland. Website contains a number of sites, eg Children s Play Council, Children s Play Information Service, Early Childhood Unit and Healthy Care. Sure Start. URL: Sure Start is a Government programme which aims to achieve better outcomes for children, parents and communities by increasing the availability of childcare for all children, improving health and emotional development for young children and supporting parents as parents and in their aspirations towards employment. Every Child Matters: Change for Children. URL: Every Child Matters: Change for Children is a new approach to the well-being of children and young people from birth to age 19. The Government's aim is for every child, whatever their background or their circumstances, to have the support they need. OCR Level 2 Nationals in Health and Social Care 7

8 Grading AO Pass Merit Distinction 1 Candidates use information to produce evidence to show the reasons why service users and care workers need to communicate. They show a basic understanding of the factors that influence oral communication and show evidence of some simple connections of how barriers can inhibit oral communication with service users. Candidates demonstrate a limited understanding of how stereotyping, labelling and lack of respect for service users can influence interactions, as well as recognising cultural influences on oral communication. Examples to illustrate the points made are provided but are at a basic level. For example, candidates may state that in some cultures direct eye contact would be considered unacceptable. The importance of empowerment is discussed at a basic level. Candidates use information to produce detailed evidence to show appreciation of the reasons why service users and care workers need to communicate. They show a sound understanding of the factors that influence oral communication and make significant connections to show how barriers can inhibit oral communication with service users. Candidates show a sound understanding of key concepts to make reasoned judgements of how stereotyping, labelling and lack of respect for service users can influence interactions, as well as giving a detailed account of cultural influences on oral communication. Examples to illustrate the points made are provided and are described in detail. For example, candidates may recognise that to look a person straight in the eye when communicating could be unacceptable in certain cultures and that this could have the effect of making the service user feel undervalued. The importance of empowerment is discussed in detail. Candidates work independently using information to produce detailed evidence to show the reasons why service users and care workers need to communicate. They show a high level of understanding of the factors that influence oral communication and make significant connections to show how barriers can inhibit oral communication with service users. Candidates show a high level of understanding of how key concepts such as stereotyping, labelling and lack of respect for service users can influence interactions, as well as giving a comprehensive account of cultural influences on oral communication. Examples to illustrate the points made are described in detail. For example, a candidate will recognise that for some cultures looking a service user straight in the eye would be considered inappropriate. They would also recognise that this could make the service user feel undervalued and, as a result, the service user could become resentful and uncooperative. A comprehensive discussion of the importance of empowerment is given. 8 OCR Level 2 Nationals in Health and Social Care

9 AO Pass Merit Distinction 2 Four oral skills that can be used when communicating with service users are described and their purpose given. A basic understanding is shown of how body language can contribute to effective communication. For example, a candidate may state that smiling may put a service user at ease. Three examples are given of the types of behaviour that fail to value people. For example, not calling a service user by their preferred form of name. 3 Reference is made to four factors that aid listening, showing a basic understanding and making simple connections of how these contribute to effective listening when communicating with service users. 4 Candidates produce evidence to show a basic understanding of how to apply the care values when communicating with others. Three components of the care values are identified and candidates make simple connections to show how these are applied in practice. For example, they recognise that confidentiality means protecting the identity of service users. The care values/principles for early years should be given if candidates base their evidence on an early years setting. Four oral skills that can be used when communicating with service users are described and significant connections are made with their purpose. A sound level of understanding is shown of how body language can contribute to effective communication and examples given to illustrate the points made. For example, candidates may state that smiling can help a conversation by making the service user feel welcome and may give reassurance to the service user. Three examples are given of the types of behaviour that fail to value people, the evidence reflecting thoughtful observations. Reference is made to four factors that aid listening, showing a sound understanding and making significant connections to show how these contribute to effective listening when communicating with service users. Candidates produce evidence to show a sound understanding of how to apply the care values when communicating with others. Three components of the care values are identified and candidates make informed judgements about how these are applied in practice. They give examples such as promoting a service user s dignity by maintaining their privacy when any treatment is given. The care values/principles for early years should be given if candidates base their evidence on an early years setting. Four oral skills that can be used when communicating with service users are described and significant links made with their purpose. A high level of understanding is shown of how body language can contribute to effective communication. For example, recognising that smiling can help a service user feel accepted and welcome. The result being that they are more likely to express their thoughts and feelings and that there is more likely to be a meaningful exchange between the service user and care workers. Three examples are given of the types of behaviour that fail to value people. There are significant connections between the cause and the likely effect on service users. For example, a service user who is not addressed by their preferred name is likely to feel resentful and therefore could be uncooperative and withdrawn, making it difficult for care workers to form a positive relationship with the service user. Detailed reference is made to four factors that aid listening. Candidates make reasoned judgements about how these contribute to effective listening when communicating with service users. Candidates use key concepts effectively to show how to apply the care values when communicating with others. Three components of the care values are identified and candidates give a comprehensive account of how these are applied in practice. For example, they recognise that promoting diversity will mean that the care worker must have examined their own attitudes and opinions in order to be able to promote and understand the values of others. The care values/principles for early years should be given if candidates base their evidence on an early years setting. 9 OCR Level 2 Nationals in Health and Social Care

10 AO Pass Merit Distinction 5 The practical tasks of communicating with service users, both one-to-one and in a group, are performed demonstrating basic skills, with support. Candidates demonstrate that they can relate positively to the service users and maintain, at a basic level, a conversation with them, showing a basic level of competence in the use of oral communication skills. The practical tasks of communicating with service users, both one-to-one and in a group, are performed competently and independently, demonstrating the ability to apply theory to practice. Candidates demonstrate that they can relate positively to the service users and maintain a conversation with them, demonstrating competence in the use of oral communication skills. The practical tasks of communicating with service users, both one-to-one and in a group, are performed competently, independently and with confidence. Candidates apply theory in a natural way, helping service users to feel valued and appreciated. A wide range of communication skills is effectively applied. Candidates demonstrate that they can relate positively to the service users and maintain a conversation with them. Achievement of Assessment Objective 5 must be supported by an observation sheet/witness statement or other appropriate evidence. 6 The evaluation of the effectiveness of the communication skills used is at a basic level but includes reference to the purpose of the skills and a limited analysis of their effectiveness. Planning of the points for improvements is included. The evaluation of the effectiveness of the communication skills used shows competence in skills of analysis and includes reference to the purpose of the skills and of their effectiveness. The ability to make reasoned judgements is shown. A description of the points for improvements is included and this will be fairly detailed. The evaluation of the effectiveness of the communication skills used shows in-depth skills of analysis and includes reference to the purpose of the skills and of their effectiveness. Information is presented that fully supports the conclusions that are drawn. A full description of the points for improvements is included. 10 OCR Level 2 Nationals in Health and Social Care

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