A carer or family member can share information with you about how you can best communicate with an individual A.4 Identify three ways of working that help improve partnership working 1. Openness, trust and honesty between partners 2. Agreed shared goals and values 3. Regular communication between each other
Unit 513 – Manage Health and Social care practice to ensure positive outcomes for individuals 1.1 (Unit 527 – 1.1) Outcome based practice is an approach designed to achieve desired patient care goals. This involves a combination of teamwork, quality improvement and outcomes being measured. The personalisation document has been introduced into a lot of recent government documentation. A system of care and support tailored to meet the needs of the individual is key, and has replaced the sixe fits all approach previously used. The social model of disability believes this is a better option to the needs-led assessments of the past.
Know how to work in an inclusive way 3. Know how to access information, advice and support about diversity, equality, inclusion and discrimination Personal Learning and Thinking Skills: At the end of each activity reference is made to how the activities will help to develop your PLTS’s. Mapping to the Level 2 Diploma in Health and Social Care (Adults) (QCF) When an activity meets the learning outcomes for the Level 2 Diploma this will be highlighted at the end of the activity with the following as an example L2 DIP U3 1.1 Grading Grid |Learning Outcome: |Assessment Criteria:
Level 3 Diploma in health and social care Learners Name: Assessors Name: Unit 4222-303 (SHC 33) Promote equality and inclusion in health, social care or children’s and young people’s settings (SHC 33) Level: 3 Credit value: 2 UAN: Y/601/1437 Unit aim 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. Learning outcomes There are three learning outcomes to this unit. The learner will: •Understand the importance of diversity, equality and inclusion •Be able to work in an inclusive way •Be able to promote diversity, equality and inclusion Guided learning hours It is recommended that 8 hours should be allocated for this unit, although patterns of delivery are likely to vary. KNOWLEDGE QUESTIONS WORKBOOKLET Outcome 1 Understand the importance of diversity, equality and inclusion 1.
It also builds trust between the carers and the clients. 1 Health and Social Care Assignment 3. Identify three ways of finding out the communication and language needs of an individual. For each method, describe how effective it is at establishing the needs of the
Unit 1 – Developing Effective Communication in Health and Social Care Pass 1 – Explain the role of effective communication and interpersonal interaction in a health and social care context Part 1: One to one communication is the most basic form of communication. It takes place between two individuals. There are said to be three stages in which the communication must flow through for it to be successful. These stages are; (1) a greeting/warm up, (2) the main conversation and exchange of information, and (3) the farewells and winding down. It is important to follow these three stages, particularly when the other person is someone you are not completely familiar with, so that the conversation flows without pauses and gaps and all of the information needed to be conversed is conversed effectively.
This is a summary of the evidence required for the unit. Task Evidence learning outcomes covered A Short answer questions 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, B Poster 4.1, 4.2, 4.3, 4.4 Task A – Short Answer Questions SHC 21 1.1,3/2.1/3.1-4) Assignment 201 Principles of communication in adult social care settings Assignment composition Assignment overview In this assignment, you will complete tasks to demonstrate your understanding of the importance of communication in adult social care settings, and ways to overcome barriers to meet individual needs and preferences in communication. You will also address the issue of confidentiality. Tasks There are two tasks to this assignment. A Short answer questions B Poster Ai Describe two methods of verbal communication other than one-to-one conversation.
Health and Social Care Assignment UNIT 7 - UNDERSTAND PERSON CENTRED APPROACHES IN ADULT SOCIAL CARE SETTINGS ASSIGNMENT OVERVIEW In this assignment you will demonstrate your knowledge of person-centred care. You will explore what is meant by the term ‘consent’, define person-centred values, and consider how active participation can be used to best effect. You will consider how risk assessments can support informed choices and examine the factors that contribute to the well being of individuals using the service. TASKS There are three tasks to this assignment. TASK 1 EVIDENCE Short answer questions Case studies Information leaflet OUTCOMES 2.1, 2.2, 2.3, 4.1, 4.2, 4.3, 4.4, 6.1, 6.2, 6.3 5.1, 5.2, 5.3, 5.4, 5.5 1.1, 1.2, 3.1, 3.2, 3.3, 3.4 2 3 TASK 1 1.
Care Plan and history- identify the particular illness or disability of the person and establish the support is needed to communicate Ask colleagues or key people-this people have experience in communicating and found ways to improve it. Aiv Describe three factors to consider when promoting effective communication. -Active listening -Voice tone -Body movement and posture Av Describe three verbal and three non-verbal communication methods and styles that a social care worker may use in an adult care setting. -Verbal: tone of voice, language, changes in voices -Non-verbal: body language,
SHC 31- Promote communication in health and social care or children’s and young people’s settings Introduction Why and how people communicate Before you can look at promoting communication it is important to understand what communication is and how and why people communicate. Communication is the gaining and sharing of information and is used to build relationships. The information transferred can be factual such as procedures, safety information and upcoming events, or the exchange of thoughts, messages, feelings or observations within a childcare setting. The way the information is transferred can be by speech, signals or writing, the chosen method must be clearly understood. We all use a variety of communication techniques to both understand and be understood, examples of these are, • Memo, • fax, • e-mail, • voice mail, • letter, • notice board, • reports, • Phone call, • face to face, • Team meetings, • consulting, • group problem solving, • Makaton or British Sign Language • pictures, • photo, • audio or visual recordings.