H AND SOCIAL CARE H E QUALIFICATIONS HE. Health and Social Care (ADULTS) FOR ENGLAND (05923) Within the Apprenticeship Framework for

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1 ARE HEALTH AND SOC H AND SOCIAL CARE H OCIAL CARE HEALTH A ARE HEALTH AND SOC ND SOCIAL CARE HEA E QUALIFICATIONS HE LTH STUDENT AND SOCIAL GUIDE CARE OCIAL AND CARE LOGBOOK HEALTH A ARE LEVEL HEALTH 2 DIPLOMA IN HEALTH AND AND SOCIAL CARE SOC (ADULTS) FOR ENGLAND (05923) H AND SOCIAL CARE H Within the Apprenticeship Framework for Health and Social Care

2 STUDENT guide introduction You are about to start an OCR Level 2 Diploma in Health and Social Care (Adults) for England. We wish you every success and hope that this will be one of many OCR qualifications which you take throughout your life. This guide has been designed to give you information about: the aims and structure of your qualification the people who will be involved in your qualification and what they will do the assessment process you will go through in order to gain your qualification how to plan, collect and organise information to show that you are competent at your job the you have to collect to show you can work to those standards the glossary of terms any extra forms you will use to help you organise the you have collected. Student Guide 2

3 are you studying this qualification as part of an apprenticeship framework? The framework describes the qualifications that an apprentice has to achieve to successfully complete an Apprenticeship in Health and Social Care. The components in this Apprenticeship are: COMPETENCE TECHNICAL KNOWLEDGE KEY SKILLS/ FUNCTIONAL SKILLS/ ESSENTIAL SKILLS WALES Application of Number and Communication Level 1 or Maths and English Level 1 EMPLOYMENT RIGHTS AND RESPONSIBILITIES PERSONAL LEARNING AND THINKING SKILLS Level 2 Diploma in Health and Social Care (Adults) for England Level 2 Certificate in Preparing to Work in Adult Social Care (This qualification is applicable for the Adult Social Care pathway only) Level 2 Award in Employment Responsibilities and Rights in Health, Social Care, Children and Young People s Settings Personal Learning and Thinking Skills are assessed through the achievement of the framework and have been mapped against core units of the Diplomas, the knowledge qualification and the Employment Rights and Responsibilities qualification This qualification satisfies the competence required to complete an Apprenticeship in Health and Social Care. 3

4 ABOUT THIS QUALIFICATION The OCR Health and Social Care Diplomas provide candidates with high quality, nationally recognised qualifications. They are vocationallyrelated, credit-based qualifications that provide valuable opportunities for individuals to develop skills, gain underpinning knowledge and understanding and demonstrate competence in the workplace. They support achievement of Key Skills/Functional Skills/Essential Skills and relate to national occupational standards (NOS). Qualification aims This qualification is to guide and assess the development of knowledge and skills relating to the health and social care workforce. The qualification will be the only qualification that confirms occupational competence for identified roles in the health and social care workforce in England. This qualification specifically aims to: recognise the learner s understanding of the health and social care workforce evaluate the learner s application of knowledge in the workplace provide accreditation for the essential knowledge, understanding and competence needed by those working within the health and social care workforce Qualification structure The national occupational standards in your qualification have been grouped into the main activities which make up a job. These groups of activities are called units. There are two types of units: Mandatory units you will have to achieve all of these to get your qualification. You may also have to achieve some optional units Optional units you may be able to choose from a number of optional units. You will receive help to choose the best optional units to match your job or interests. Each unit has: a unit aim - this explains what the unit is all about and relates the unit content to typical tasks you may carry out learning outcomes - these set out what you are expected to know, understand or be able to do as a result of the learning process assessment criteria - these detail the requirements that you will be assessed against in order to the learning outcomes. Student Guide 4

5 who will be involved in your QUALIFICATION Assessment of your qualification is carried out at your centre. Your centre may be your place of work, a college, training agency or combination of these. The people involved in the assessment process are listed below. An assessor (this maybe your manager or supervisor at work) will: help you plan and organise your workload and provide feedback and offer advice examine your portfolio of observe you carrying out your job over a period of time ask you questions about the work you do judge when you are competent and meet the national standards. An internal verifier: is employed by your centre to maintain the quality of assessment within the centre will visit your place of work to see you being assessed and may wish to speak with you will check the assessment of your portfolio of will check your assessor is following correct assessment procedures the internal verifier is not checking you! An external verifier: is contracted by OCR to ensure that your centre meets the required national standard will make visits to your centre to observe assessment and examine in portfolios may wish to speak with you as part of this process will check the centre is following the correct assessment and verification procedures the external verifier is not checking you! Witnesses These are normally people in your workplace who regularly see you doing your job and know how your job should be done. As you plan your assessment with your assessor you will be asked to think about who these people are. They may be your supervisor or line manager. 5

6 assessment In order for you to effectively progress towards meeting the requirements of each assessment criterion, teachers/tutors must make sure that the supporting knowledge, understanding and skills requirements for each criterion are fully addressed. When your assessor is satisfied that you have met all of the requirements for a unit, they must confirm this by signing an record sheet for that unit to show that the assessment process is complete. Initial assessment Before you begin this qualification, you must have received some form of initial assessment. Initial assessment determines your starting point. It identifies any competence or knowledge you already have, and also shows where there are any gaps in your competencies and knowledge. Initial assessment is undertaken to help plan your progress through this qualification because it allows your assessor to help you understand the best place to start collecting. It will also identify units which you might have difficulty finishing. Your assessor will spend time with you at the start of your programme making sure that you: are taking the right level of qualification understand which mandatory units you have to take have chosen the optional units you want to take understand what you need to know or learn to gain the qualification understand what you have to do to collect to show that you are competent agree an assessment plan agree and sign a learning contract. Assessment planning Your assessor will agree a number of issues with you including: finding the best source of to use for particular units finding the best way of assessing you confirming the best times, dates and places for the assessments to take place. Your assessors will make a note of their assessment planning and regularly give you feedback. With your assessor you will make and agree an assessment plan. This will show: the units the plan covers when you will be observed where you will be observed what you will be doing what you will produce. Your assessor will be looking to find tasks which you do at work which will produce for more than one unit. You may be able to produce for more than one unit at a time. The assessment plan is very important as it will help you prepare for the assessment. You may need to agree with other people when you are to be assessed, especially if you work in a team. You must let your supervisor or manager know so that, as far as possible, your work does not change on the day the assessment is planned. Each time you prepare with your assessor for an assessment in your workplace, you will make an assessment plan. You will review, update and amend your plan many times as you progress through your qualification. This is called the assessment planning cycle. Student Guide 6

7 Assessment There are various assessment methods that can be used as for this qualification. These will be explained in more detail in the next section of this logbook. Assessment feedback Your assessor will give you specific feedback on your performance after assessment. You will also meet regularly to review your progress and, and update your assessment plan. Assessment decisions When you think you have completed a unit, your assessor will make the final assessment decision. Remember that you must provide enough to meet all the criteria in every unit you are claiming. You must meet all of the learning outcomes and assessment criteria. Your assessor s decision will be either that you are competent or that you are not yet competent. If you are not yet competent, you and your assessor will return to the assessment planning cycle and decide how you can collect further. 7

8 recording It has been agreed that the following assessment methods are most suitable for this qualification: direct observation of practice by an assessor or by the expert witness for occupational specific units examination of by an assessor questioning by an assessor inference of knowledge from direct observation professional discussion with an assessor. In some situations, the assessor may speak to you to provide of the your performance and knowledge (see Professional discussion). Direct observation of practice Direct observation is where the assessor watches what you are doing. They check your practice against the assessment criteria to determine if you are meeting the given standard. You and your assessor should plan direct observations of practice together but it is the assessor s responsibility to record the observation properly. After the observation has taken place, the assessor needs to record an assessment decision and the justification for the decision. The assessor must also give you feedback on your practice and the decision made. Examination of This is where the assessor reviews the you have produced to see if it meets the assessment criteria. For example: The process that you carry out could be recorded in an observation or witness testimony. It is the assessor s responsibility to determine if the you submit for assessment meets the requirements of the qualification. Your work could be: notebook entries, completed forms, computer records, care plans, statements obtained, or reports completed. After the assessor has examined the, the assessor must record an assessment decision and the justification for the decision. The assessor must also give you feedback on your and the decision made. Questioning Your assessor may question you or your witness for the assessment of these qualifications. Questioning is normally an ongoing part of the assessment process, and is necessary to: test your knowledge of facts and procedures check if you understand principles and theories collect information on the type and purpose of the processes you have gone through. Your assessor will record assessment decisions after they have questioned you. They will record enough information to justify the decisions they make. This does not mean that assessors will record, word for word, the questions put to you and the answers you give. However, assessors will record enough information about what they asked and how you replied to allow the assessment to be verified. can: be a reflection of how you carried out a process be the product of your work be a product relating to your competence. Student Guide 8

9 Questioning witnesses is normally an ongoing part of validating written witness statements. However, questioning witnesses should not just be used for this purpose. s should be able to speak to witnesses and record, in whatever way is suitable, the verbal statements of these witnesses. A record of verbal statement is a form of witness statement and could provide valuable to confirm your competence over a period of time. Professional discussion Professional discussion is a structured, planned and in depth discussion recorded by your assessor. It allows you to present of competence and to demonstrate your skills, knowledge and understanding through discussing the and showing how it meets the requirements of the qualification. The assessor will guide the discussion by using open questioning, active listening and knowledge of the requirements of the assessment criteria. Witness statements/testimonies Witness testimonies can be used as of your performance. Such testimonies can be made verbally to the assessor or can be written in a short note. If a witness provides a written statement they need to include the following information: your name the date, time and venue of the activity carried out a description of the activities you performed the date of writing the testimony a description of the witness relationship to you their signature and job title their contact details (such as telephone number). It is not appropriate for witness testimonies to contain a list of the skills to which it relates. Witnesses must direct the information in their testimonies to describing what you did. The assessor will then judge whether the activities demonstrate competence. It is not acceptable for you to produce written witness testimonies for the witness to sign off. 9

10 Simulation Sometimes it is not possible to do the activities that are set down in the assessment criteria. For example the assessment criteria may state that you need to evacuate a burning building. It may be that you never have to do this activity in real life. So for these types of activities simulation may be used. Your assessor will know which assessment criteria can be d simulation. Examples of where simulation may be used include: where performance is critical but events occur infrequently and yet a high degree of confidence is needed that you would act appropriately where performance is critical, happens frequently but where there is risk of harm to you in a real situation as a supplementary form of. Where simulations are used they must replicate working activities in a realistic workplace environment. Copyright and plagiarism s must be confident that the work they mark is your own work. This does not mean that you must be supervised throughout the completion of all work but the assessor must exercise sufficient supervision, or introduce sufficient checks, to be in a position to judge the authenticity of your work. Students must not plagiarise. Plagiarism is the submission of another s work as one s own and/ or failure to acknowledge the source correctly. Plagiarism is considered to be malpractice and could lead to you being disqualified. It is therefore important you understand that work you submit must be you own. You may refer to research, quotations or but you must list your sources. your portfolio We have looked at the different types of you might produce for your qualification. In this section we will look at how you should record your. The portfolio A portfolio is a well-organised collection of your for your qualification. It can be any shape or size, depending on the type of you want to have assessed. It can be paper based or in an electronic format. Your centre will help you to decide which will be the best option for you when you start your qualification. The portfolio belongs to you and it is your responsibility to keep it safe and secure. If the portfolio is lost or damaged you may have to reproduce some, which may delay your progress towards your qualification. Your centre may arrange to store the portfolio for you if you decide this is the best way to keep it safe. Sometimes your centre will need to store the portfolio so it can be checked by the internal and external verifiers. When you have completed your portfolio, the centre will usually keep it until the external verifier has visited. The portfolio will then be returned to you. Building a portfolio It is your responsibility to collect your and build a portfolio. Although your centre will help you to do this, it is up to you to make sure you agree a way of organising that you are happy with. Your portfolio must show how the you have collected covers the standards. It should be clearly logged and d, so that your assessor and verifiers can check it easily. You must Student Guide 10

11 show you have covered all of the learning outcomes and assessment criteria requirements in the qualification units. We recommend that you use a simple referencing system for your. You will often find that one piece of can be used for more than one unit. In these cases, you should clearly cross the to the units and elements it covers, indicating specific assessment criteria. There may be some that you cannot put into your portfolio because it is too bulky, or because it is confidential. In these cases, you should make a note in your portfolio to explain where the can be found. Portfolio contents Whether you have an electronic or paper-based portfolio, it will need to contain the following information: Introductory section: your personal and contact details your centre contact details the name and scheme code for your qualification your OCR candidate number (you get this when the centre registers you with OCR for this qualification) your curriculum vitae, job description or personal statement names and contact details of staff involved assessing and verifying your qualification names and contact details of witnesses. Assessment section: a summary of your achievements an log or locator to your to the standards your assessment plans and reviews including your assessment feedback assessment decisions. section: index of your pieces of assessment records such as records of observations and professional discussions records of questions and your answers unit progress and sign off record. Recording forms There is a set of OCR Recording Forms you can use to help you build your portfolio. There are also completed examples to refer to, and blank forms which you can photocopy as required. Your centre has access to these on the OCR website. 11

12 JOB ROLES AND PROGRESSION This qualification is aimed at those who are already working in health and social care settings and provide an opportunity to have their knowledge and skills recognised through the achievement of a nationally accredited qualification. The qualification will be relevant to: Care assistants/support workers/key workers in residential settings Healthcare assistants/support workers in community and primary care environments Healthcare assistants/support workers in acute health environments Care assistants/support workers/key workers in domiciliary services Care assistants/support workers/key workers in day services Support workers in supported living projects Community-based care assistants/support workers/key workers, including those working in specialist areas, eg dementia, learning disabilities Personal assistants employed directly by the individual they support or their families Emerging new types of workers and multidisciplinary health roles crossing traditional service barriers and delivery models This qualification is part of a suite of QCF health and social care competence based qualifications which replace the NVQs in Health and Social Care. There will be opportunities to progress within the suite of qualifications and to other OCR workbased qualifications. For example, a candidate achieving a Level 2 Diploma in Health and Social Care may: get recognition for higher level skills by progressing to the Level 3 Diploma in Health and Social Care get recognition for knowledge and skills in areas of specialist practice by progressing to the Level 3 Certificate in Dementia Care. Student Guide 12

13 Level 2 DIPLOMA IN HEALTH AND SOCIAL CARE (ADULTS) FOR ENGLAND (05923) Student Logbook Student name:... Student number:... Unique learner number:... Centre name:... Centre number:... Centre contact:... name:... phone number:... Internal Verifier name:... Internal Verifier phone number:

14 using your student logbook This logbook will help you complete your OCR Level 2 Diploma in Health and Social Care (Adults) for England qualification. It contains forms you can use to record and organise your. This logbook contains all the achievement records for recording your. There is one record for each mandatory unit. Each achievement record contains the details of the standards you need to achieve for the work activities. Further achievement record sheets for the optional units are available from the OCR website. Space is provided for you to record what you have done for your assessor to tick off those areas where you have met the National Standard. Your assessor will explain how to fill out the achievement records and what is sufficient. They will help you if you have difficulties. The achievement records are very important. If you move jobs or colleges before you finish your qualification, you should take your records with you so that you can continue your qualification. If you have already achieved some units towards your qualification before you leave, ask your employer or college to apply to OCR for a certificate that lists the units you have successfully gained. Student Logbook 14

15 Level 2 DIPLOMA In HEALTH AND Social Care (ADULTS) FOR ENGLAND To achieve this qualification, candidates must achieve a total of 46 credits made up as follows: Group A Candidates must achieve 24 credits from the 9 mandatory units in Group A. Group B Candidates must achieve a minimum of 2 credits and a maximum of 7 credits from Group B. If candidates are taking the Dementia pathway they need to achieve DEM 201 and then free choice from this group. If candidates are taking the Learning Disability pathway they need to achieve LD 201 and then free choice from this group. Group C Candidates must achieve at least 15 credits from this group. If candidates are taking the Dementia pathway they need to achieve at least 2 credits/1 unit from DEM 204 or DEM 209 or DEM 210 or DEM 211 and then free choice from this group. If candidates are taking the Learning Disability pathway they need to achieve at least 2 credits/1 unit from LD 202 or LD 203 and then free choice from this group. The combined credits from Groups B and C must total at least 22 credits. * NB Use of barred combinations for progression. Where a barred combination is shown between a unit in Group B and a related unit in Group C, this does not mean that learners cannot achieve both units. The bar is on claiming credits for both units, where the same knowledge occurs in a knowledge unit and its related competence unit. 15

16 Group A Mandatory Units UNIT NO SECTOR UNIT NO 1 SHC21 2 SHC22 3 SHC23 4 SHC24 UNIT TITLE Introduction to communication in health, social care or children s and young people s settings Introduction to personal development in health, social care or children s and young people s settings Introduction to equality and inclusion in health, social care or children s and young people s settings Introduction to duty of care in health, social care or children s and young people s settings CREDIT VALUE HSC024 Principles of safeguarding and protection in health and social care 3 6 HSC025 The role of the health and social care worker 2 7 HSC026 Implement person centred approaches in health and social care 5 8 HSC027 Contribute to health and safety in health and social care 4 9 HSC028 Handle information in health and social care settings 1 Group B Optional context or specialist knowledge units UNIT NO SECTOR UNIT NO UNIT TITLE 10 DEM201 Dementia awareness 2 15 LD201 Understand the context of supporting individuals with learning disabilities 4 18 ADV301 Purpose and principles of independent advocacy 4 19 CMH301 Understand mental well-being and mental health promotion 3 20 CMH302 Understand mental health problems 3 CREDIT VALUE 21 DEM DEM205 The person centred approach to the care and support of individuals with dementia Understand the factors that can influence communication and interaction with individuals who have dementia DEM207 Understand equality, diversity and inclusion in dementia care 2 24 DEM DEM DEM310 Understand the administration of medication to individuals with dementia using a person centred approach Understand the role of communication and interactions with individuals who have dementia Understand the diversity of individuals with dementia and the importance of inclusion 27 HSC3046 Introduction to personalisation in social care 3 28 ICO1 The principles of infection prevention and control Student Logbook 16

17 UNIT NO SECTOR UNIT NO UNIT TITLE 29 ICO2 Causes and spread of infection 2 30 ICO3 Cleaning, decontamination and waste management 2 31 LD205 Principles of positive risk taking for individuals with disabilities 2 32 LD206 Principles of supporting an individual to maintain personal hygiene 1 33 LD208 K Principles of supporting individuals with a learning disability to access healthcare 34 LD210 Introductory awareness of autistic spectrum conditions 2 35 LD LD311 K Principles of supporting individuals with a learning disability regarding sexuality and sexual health Principles of supporting young people with a disability to make the transition into adulthood 37 LD314 K Principles of self-directed support 3 38 PDOP2.1 Understand physical disability 2 3 PDOP2.3 Understand the impact of acquired brain injury on individuals 3 40 SSMU2.1 Introductory awareness of sensory loss 2 41 SSOP2.1 Introductory awareness of models of disability 2 CREDIT VALUE Group C Optional competence units UNIT NO SECTOR UNIT NO 11 DEM204 UNIT TITLE Understand and implement a person centred approach to the care and support of individuals with dementia CREDIT VALUE 3 12 DEM209 Equality, diversity, and inclusion in dementia care practice 3 13 DEM DEM211 Understand and enable interaction and communication with individuals with dementia Approaches to enable rights and choices for individuals with dementia whilst minimising risks LD202 Support person-centred thinking and planning 5 17 LD203 Provide active support 3 42 ASM34 Administer medication to individuals, and monitor the effects 5 43 DEM302 Understand and meet the nutritional requirements of individuals with dementia 3 44 DEM304 Enable rights and choices of individuals with dementia whilst minimising risks 4 45 DEM312 Understand and enable interaction and communication with individuals who have dementia 4 46 DEM313 Equality, diversity and inclusion in dementia care practice

18 UNIT NO SECTOR UNIT NO UNIT TITLE 47 HSC2001 Provide support for therapy sessions 2 48 HSC2002 Provide support for mobility 2 49 HSC2003 Provide support to manage pain and discomfort 2 CREDIT VALUE 50 HSC2004 Contribute to monitoring the health of individuals affected by health conditions 2 51 HSC2005 Support individuals to carry out their own health care procedures 2 52 HSC2006 Support participation in learning and development activities 3 53 HSC2007 Support independence in the tasks of daily living 5 54 HSC2008 Provide support for journeys 2 55 HSC2010 Provide support for leisure activities 3 56 HSC2011 Support individuals to access and use information about services and facilities 3 57 HSC2012 Support individuals who are distressed 3 58 HSC2013 Support care plan activities 2 59 HSC2014 Support individuals to eat and drink 2 60 HSC2015 Support individuals to meet personal care needs 2 61 HSC2016 Support individuals to manage continence 3 62 HSC2017 Provide agreed support for foot care 3 63 HSC2019 Gain access to the homes of individuals, deal with emergencies and ensure security on departure 64 HSC2022 Contribute to the care of a deceased person 3 65 HSC2023 Contribute to supporting group care activities 3 66 HSC2024 Undertake agreed pressure area care 4 67 HSC2025 Support individuals undergoing healthcare activities 3 68 HSC2026 Obtain and test capillary blood samples 4 69 HSC2027 Obtain and test specimens from individuals 2 70 HSC2028 Move and position individuals in accordance with their plan of care 4 71 HSC2029 Meet food safety requirements when providing food and drink for individuals 2 72 HSC2030 Provide support for sleep 2 73 HSC2031 Contribute to support of positive risk-taking for individuals 3 74 HSC3019 Support individuals in their relationships 4 75 HSC3020 Facilitate person centred assessment, planning, implementation and review 6 76 HSC3022 Support Individuals to live at home 4 77 HSC3029 Support individuals with specific communication needs 5 2 Student Logbook 18

19 UNIT NO SECTOR UNIT NO UNIT TITLE 78 HSC3035 Support Individuals who are bereaved 4 79 HSC3038 Work in partnership with families to support individuals 4 80 HSC3045 Promote positive behaviour 6 81 HSC3047 Support use of medication in social care settings 5 82 HSC3048 Support individuals at the end of life 7 83 HSC3049 Prepare environments and resources for use during healthcare activities 3 84 HSC3050 Prepare for and carry out extended feeding techniques 4 85 L2EFAW Emergency first aid skills 1 86 LD206C Support individuals to maintain personal hygiene 2 CREDIT VALUE 87 LD208C Contribute to supporting individuals with a learning disability to access healthcare 3 88 LD311C Support young people with a disability to make the transition into adulthood 5 89 LD312 Support parents with disabilities 6 90 LD314C Support individuals with self-directed support 5 91 PDOP2.2 Work with other professionals and agencies to support individuals with a physical disability 92 PDOP2.4 Support families of individuals with acquired brain injury 3 93 SSOP2.2 Support effective communication with individuals with a sensory loss SSOP2.3 Contribute to the support of individuals with multiple conditions and/or disabilities 3 95 SSOP2.4 Contribute to supporting individuals in the use of assistive technology 3 96 SSOP2.5 Support individuals to negotiate environments

20 Unit 1 (SHC021) Introduction to communication in health, social care or children s and young people s settings this is a GROUP A mandatory unit This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the central importance of communication in such settings, and ways to overcome barriers to meet individual needs and ps in communication. The unit is divided into four outcomes: 1. Understand why communication is important in the work setting 2. Be able to meet the communication and language needs, wishes and ps of individuals 3. Be able to reduce barriers to communication 4. Be able to apply principles and practices relating to confidentiality at work Unit 1 - SHC021

21 Unit 1 (SHC021) Introduction to communication in health, social care or children s and young people s settings Learning outcome 1 - Understand why communication is important in the work setting 1.1 Identify different reasons people communicate 1.2 Explain how effective communication affects all aspects of own work 1.3 Explain why it is important to observe an individual s reactions when communicating with them Learning outcome 2 - Be able to meet the communication and language needs, wishes and ps of individuals 2.1 Find out an individual s communication and language needs, wishes and ps 2.2 Demonstrate communication methods that meet an individual s communication needs, wishes and ps 2.3 Show how and when to seek advice about communication points to note It is anticipated that this, when integrated with elements of non-verbal communication ie observations of tone, manner, body language etc. will eventually lead to and maintain an environment that promotes trust, acceptance and emotional well-being. Unit 1 - SHC

22 Unit 1 (SHC021) Introduction to communication in health, social care or children s and young people s settings ACTIVITY Group discussion (with feedback). Describe ways in which a practice worker may show acknowledgement of understanding/s. Learning Outcome 3 - Be able to reduce barriers to communication 3.1 Identify barriers to effective communication 3.2 Demonstrate how to reduce barriers to communication in different ways 3.3 Demonstrate ways to check that communication has been understood 3.4 Identify sources of information and support or services to enable more effective communication Learning outcome 4 - Be able to apply principles and practices relating to confidentiality at work 4.1 Explain the term confidentiality 4.2 Demonstrate confidentiality in day to day communication, in line with agreed ways of working 4.3 Describe situations where information normally considered to be confidential might need to be passed on 4.4 Explain how and when to seek advice about confidentiality 22 Unit 1 - SHC021

23 Unit 1 (SHC021) Introduction to communication in health, social care or children s and young people s settings Key terms Communication methods (effective) The ability to recognise and meet the communication and language support needs, wishes and ps of individuals (children and young people). did you know? Discovering more about the client and their individual needs are another factor of effective communication within the working practice. Open-ended questioning skills from practice worker to client: (rather than closed questions [that may also be considered as statements) provide an opportunity to help support the client when discovering more about personal situations and/or links of support within practice. Communication services (practice inclusivity through partnership working) The ability to overcome barriers to communication whilst gaining and promoting awareness of extended support via internal and/or external support services. Agreed ways of working (including safe practice and personal assessment/s) Supporting individuals in recognition of their own abilities (whilst acknowledging associated policies and legislation) and to acknowledge and/ or work towards continued relationship building allowing also for individuals reflection, review and acceptance of agreed actions. Unit 1 - SHC

24 Unit 1 (SHC021) Introduction to communication in health, social care or children s and young people s settings Notes and Feedback Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback Unit 1 - SHC021

25 Unit 2 (SHC022) Introduction to personal development in health, social care or children s and young people s settings this is a GROUP A mandatory unit This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the concepts of personal development and reflective practice which are fundamental to such roles, and ways to implement these. The unit is divided into four outcomes: 1. Understand what is required for competence in own work role 2. Be able to reflect on own work activities 3. Be able to agree a personal development plan 4. Be able to develop knowledge, skills and understanding. Unit 2 - SHC

26 ACTIVITY In a group design a 5 minute presentation on how to help lighten the stress load within the working practice. Unit 2 (SHC022) Introduction to personal development in health, social care or children s and young people s settings Learning outcome 1 - Understand what is required for competence in own work role 1.1 Describe the duties and responsibilities of own role 1.2 Identify standards that influence the way the role is carried out 1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work Learning outcome 2 - Be able to reflect on own work activities 2.1 Explain why reflecting on work activities is an important way to develop knowledge, skills and practice 2.2 Assess how well own knowledge, skills and understanding meet standards 2.3 Demonstrate the ability to reflect on work activities 26 Unit 2 - SHC022

27 Unit 2 (SHC022) Introduction to personal development in health, social care or children s and young people s settings Learning Outcome 3 - Be able to agree a personal development plan 3.1 Identify sources of support for own learning and development 3.2 Describe the process for agreeing a personal development plan and who should be involved 3.3 Contribute to drawing up own personal development plan Learning Outcome 4 - Be able to develop knowledge, skills and understanding 4.1 Show how a learning activity has improved own knowledge, skills and understanding 4.2 Show how reflecting on a situation has improved own knowledge, skills and understanding 4.3 Show how feedback from others has developed own knowledge, skills and understanding 4.4 Show how to record progress in relation to personal development points to note There are several ways to counteract symptoms of stress and this can often provide a way to increase an individual s ability to cope. Mechanisms of support (or resourceful coping strategies) may also be obtained through referral. Unit 2 - SHC

28 Key terms Standards - (policies and legislation) A practice that identifies legislation, guidelines, policies and protocols relevant to the administration and/or implementation of relevant measurements, including that of long-term effects ie support, if any, towards general well-being. Unit 2 (SHC022) Introduction to personal development in health, social care or children s and young people s settings did you know? Person-centred planning approach - (personal development plan, including family support links) Work-in-practice that ensures each individual experiences personal worth and respect (within the supportive practice of overall wellbeing identity, self image and self esteem) whilst embracing diversity, values and links of caring support. The Continued Professional Development (CPD) of staff may also include links to, or aspects of, maintaining an individual s own general well-being. For instance within the Special Educational Needs (SEN) category, there are those who experience traits of autism where there is a p for established personal routines (ie levels of anxiety may develop if an established routine is then altered). Reflection-within-practice - (personal and practice evaluation inclusive of partnership working) The ability to monitor and support individual aspects of performance and present findings whilst collating and acknowledging all feedback provided both to and/or from partnership links. career well being personal development you relationships creativity and fun physical environment finances 28 Unit 2 - SHC022

29 Unit 2 (SHC022) Introduction to personal development in health, social care or children s and young people s settings Notes and Feedback Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback Unit 2 - SHC

30 Unit 3 (SHC023) Introduction to equality and inclusion in health, social care or children s and young people s settings this is a GROUP A mandatory unit This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the concepts of equality, diversity and inclusion which are fundamental to such roles. The unit is divided into three outcomes: 1. Understand the importance of equality and inclusion 2. Be able to work in an inclusive way 3. Know how to access information, advice and support about diversity, equality and inclusion Unit 3 - SHC023

31 Unit 3 (SHC023) Introduction to equality and inclusion in health, social care or children s and young people s settings ACTIVITY Request a copy of Equal Rights, Equal Respect a free interactive DVD (educational resource). View, work through and then retain for future use. Learning outcome 1 - Understand the importance of equality and inclusion 1.1 Explain what is meant by: diversity equality inclusion discrimination 1.2 Describe ways in which discrimination may deliberately or inadvertently occur in the work setting 1.3 Explain how practices that support equality and inclusion reduce the likelihood of discrimination Learning outcome 2 - Be able to work in an inclusive way 2.1 Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to own role 2.2 Show interaction with individuals that respects their beliefs, culture, values and ps 2.3 Describe how to challenge discrimination in a way that encourages change Unit 3 - SHC

32 Unit 3 (SHC023) Introduction to equality and inclusion in health, social care or children s and young people s settings Learning Outcome 3 - Know how to access information, advice and support about diversity, equality and inclusion 3.1 Identify a range of sources of information, advice and support about diversity, equality and inclusion 3.2 Describe how and when to access information, advice and support about diversity, equality and inclusion did you know? The Equality and Human Rights Commission has produced online resources and training to help support the teaching of equality and human rights to young people. ( Citizenship (and its religious educational aspect) is an important part of the modern curriculum. Key terms Diversity (equality and inclusion) Inclusive practice that promotes equality and supports diversity by working to agreed standards and/or legislation. Promoting inclusivity An ongoing ability to demonstrate, promote and/ or support actions of inclusive practice both within the work role and through external links. Factors may also include aspects of change management and/or the willingness to understand the needs of others. points to note Training in equality and human rights (embracing understandings of diversity) is also an important aspect of an enriched and modern day culture. Understanding the effects of discrimination (embracing diversity) Establishing the role of inclusive practice within the wider society (ie the child or young person, family and/or social links, even those who do not offer inclusion) and the potential barriers faced when inclusion is not offered or maintained Unit 3 - SHC023

33 Unit 3 (SHC023) Introduction to equality and inclusion in health, social care or children s and young people s settings Notes and Feedback Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback Unit 3 - SHC

34 Unit 4 (SHC024) Introduction to duty of care in health, social care or children s and young people s settings this is a GROUP A mandatory unit This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. It introduces the concept of duty of care and awareness of dilemmas or complaints that may arise where there is a duty of care. The unit is divided into three outcomes: 1. Understand the implications of duty of care 2. Understand support available for addressing dilemmas that may arise about duty of care 3. Know how to respond to complaints Unit 4 - SHC024

35 Learning outcome 1 - Understand the implications of duty of care Unit 4 (SHC024) Introduction to duty of care in health, social care or children s and young people s settings 1.1 Define the term duty of care 1.2 Describe how the duty of care affects own work role Learning outcome 2 - Understand support available for addressing dilemmas that may arise about duty of care 2.1 Describe dilemmas that may arise between the duty of care and an individual s rights 2.2 Explain where to get additional support and advice about how to resolve such dilemmas did you know? Within the general health and social care practice effective interpersonal communication needs to be considered in the context of: Values Consent Courtesy Communication needs and/or skills Non-judgemental and/or empathetic skills Inclusivity ACTIVITY Group working (and feedback) summarise the meaning of each context. Values Consent Courtesy Communication needs and/or skills Non-judgemental and/or empathetic skills Inclusivity Unit 4 - SHC

36 Unit 4 (SHC024) Introduction to duty of care in health, social care or children s and young people s settings Learning outcome 3 - Know how to respond to complaints 3.1 Describe how to respond to complaints 3.2 Identify the main points of agreed procedures for handling complaints Key terms Duty of care (health and safety within the health and social care practice) Work-in-practice inclusive of support plans, agreed ways of working and/or organisational guidelines whilst also ensuring that duty of care and safeguarding practice policies are adhered to. This may also lead to aspects of supervision. Practice support and/or referral Inclusive of the assessment and evaluation of support strategies, within practice, that help promote further diversity by acknowledging and building positive working relationships through referral. Policies and procedures (customer satisfaction and/or responding to complaints) Work-in-practice inclusive of the ability to work to, and within, agreed guidelines (for instance acting in an appropriate and courteous manner) when responding to complaints. points to note To communicate effectively particular attention needs to be paid to the person s hearing, vision and other physical and cognitive abilities, as well as to their preferred language and possible need for an interpreter Unit 4 - SHC024

37 Unit 4 (SHC024) Introduction to duty of care in health, social care or children s and young people s settings Notes and Feedback Use this space to record any notes about your work. Your assessor will also use this space to give you some feedback Unit 4 - SHC

38 Unit 5 (HSC024) Principles of safeguarding and protection in health and social care this is a Group A Mandatory unit This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged. The unit is divided into five outcomes: 1. Know how to recognise signs of abuse 2. Know how to respond to suspected or alleged abuse 3. Understand the national and local context of safeguarding and protection from abuse 4. Understand ways to reduce the likelihood of abuse 5. Know how to recognise and report unsafe practices Unit 5 - HSC024

39 Learning outcome 1 - Know how to recognise signs of abuse Unit 5 (HSC024) Principles of safeguarding and protection in health and social care 1.1 Define the following types of abuse: Physical abuse Sexual abuse Emotional/psychological abuse Financial abuse Institutional abuse Self neglect Neglect by others 1.2 Identify the signs and/or symptoms associated with each type of abuse 1.3 Describe factors that may contribute to an individual being more vulnerable to abuse Learning outcome 2 - Know how to respond to suspected or alleged abuse 2.1 Explain the actions to take if there are suspicions that an individual is being abused 2.2 Explain the actions to take if an individual alleges that they are being abused 2.3 Identify ways to ensure that of abuse is preserved ACTIVITY Request a copy of your workplace (or study link) policy on safeguarding, read through, understand the policy and retain for future. Unit 5 - HSC

40 Unit 5 (HSC024) Principles of safeguarding and protection in health and social care Learning outcome 3 - Understand the national and local context of safeguarding and protection from abuse 3.1 Identify national policies and local systems that relate to safeguarding and protection from abuse 3.2 Explain the roles of different agencies in safeguarding and protecting individuals from abuse 3.3 Identify reports into serious failures to protect individuals from abuse 3.4 Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse Learning outcome 4 - Understand ways to reduce the likelihood of abuse 4.1 Explain how the likelihood of abuse may be reduced by: working with person-centred values encouraging active participation promoting choice and rights 4.2 Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse Learning outcome 5 - Know how to recognise and report unsafe practices 5.1 Describe unsafe practices that may affect the wellbeing of individuals 5.2 Explain the actions to take if unsafe practices have been identified 5.3 Describe the action to take if suspected abuse or unsafe practices have been reported but nothing has been done in response 40 Unit 5 - HSC024