The final part of the unit will enable learners to consider current practice, including a person-centred approach. This unit will consolidate learning from Unit 2: Equality, Diversity and Rights in Health and Social Care by contextualising knowledge and understanding. As individuals with additional needs may be particularly vulnerable, Unit 11: Safeguarding Adults and Supporting Independence will have particular relevance, particularly for those wishing to work with individuals with
1.1 Explain what reflective practice is Reflective practice is, in its simplest form, thinking about or reflecting on what you do. It is closely linked to the concept of learning from experience, in that you think about what you did, and what happened, and decide from that what you would do differently next time. 1.2 Explain the importance of reflective practice in continuously improving the quality of service provided the importance of reflective practice is to to focus on what has worked well and what needs to be improved, it enables you to find if a different approach or technique is needed and helps develop self awareness 1.3 Explain how standards inform reflective practice in adult social care Standards may include the Code of practice, regulations , Essential Standards and national occupational standards. these standards inform reflective practise by informing own learning, helping one to think about professional accountability,enabling professional development and providing a way of identifying what is required for good practice 1.4 Describe how own values, belief systems and experiences may affect working practice Own values, belief systems and experiences may affect working practice by preventing conflict with others, fostering understanding of others’ views and perspectives, improving communication with others, favouring those who share your values, belief systems and experiences, not respecting others who do not share your values, belief systems and experiences 2.1 Explain how people may react and respond to receiving constructive feedback people may react by agreeing with the points raised and expressing a desire to improve, they may also ask questions or ask you to expand on exactly what is being said. they may also be defensive or express anxiety 2.2 Explain the importance of seeking feedback to improve practice and inform
|Title |Principles of communication in adult social care settings | |Ref |21 | |Level |2 | |Credit value |2 | |Learning outcomes |Assessment criteria | |The learner will: |The learner can: | |1. Understand why communication is important in adult|1.1 Identify different reasons why people communicate | |social care settings |To build relationships with others/clients | | |To give and receive information ,reports and instructions to provide the best | | |level of care. | | |To share opinions, knowledge and needs. | | |To understand and be understood | | |1.2 Explain how effective communication affects all aspects of working in | | |adult social care settings
Unit Title: Principles of communication in adult social care settings Unit sector reference: PWCS 21 Level: 2 Credit value: 2 Guided learning hours: 17 Unit expiry date: 31/07/2015 Unit accreditation number: L/602/2905 Unit purpose and aim The unit introduces the importance of communication in adult social care settings, and ways to overcome barriers to meet individual needs and preferences in communication. This unit is aimed at those who are interested in, or new to, working in social care settings with adults. Learning Outcomes The learner will: Assessment Criteria The learner can: 1 1.1 Identify different reasons why people communicate 1.2 Explain how effective communication affects all aspects of working in adult social care settings 1.3 Explain why it is important to observe an individual’s reactions when communicating with them Understand why communication is important in adult social care settings Exemplification Reasons may include: expressing and sharing ideas, feelings, needs, wishes and preferences obtaining and receiving information getting to know each other Effective communication can affect: service provision teamwork participation, support and trust empathy and shared understanding recording and reporting Importance of observing an individual’s reactions may include: to understand what an individual is trying to express to meet the individual’s needs © OCR 2010 1 Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification 2 Understand how to meet the communication and language needs, wishes and preferences of an individual 2.1 Explain why it is important to find out an individual’s communication and language needs, wishes and preferences 2.2 Describe a range of
203 Principles of diversity, equality and inclusion in adult social care settings Assignment composition Assignment overview This assignment looks at the importance of anti-discriminatory practice in social care. You will need to demonstrate an understanding of the terminology and the law and regulations which underpin your work. You must show that you understand when and how to get support and information on promoting diversity, equality and inclusion and that you can work in an inclusive way. You will also demonstrate an understanding of how individuals may be discriminated against and what action to take to challenge this. Tasks There are two tasks to this assignment.
Unit Title: Sector unit number Level: Credit value: Guided learning hours: Unit Reference Number: Support individuals at the end of life HSC 3048 3 7 53 T/601/9495 Unit purpose and aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to support end of life care. Learning Outcomes The Learner will: 1 Understand the requirements of legislation and agreed ways of working to protect the rights of individuals at the end of life Assessment Criteria The Learner can: 1.1 Outline legal requirements and agreed ways of working designed to protect the rights of individuals in end of life care 1.2 Explain how legislation designed to protect the rights of individuals in end of life care applies to own job role Legislation and agreed ways of working will include policies and procedures where these apply, and may relate to: • equality, diversity and discrimination • data protection, recording, reporting, confidentiality and sharing information • the making of wills and living wills • dealing with personal property of deceased people • removal of medical equipment from deceased people • visitors • safeguarding of vulnerable adults An individual is the person requiring end of life care Key people may include: • Family members • Friends • Others who are important to the well-being of the individual Exemplification 2 Understand factors affecting end of life care 2.1 Outline key points of theories about the emotional and psychological processes that individuals and key people may experience with the approach of death 2.2 Explain how the beliefs, religion and culture of individuals and key people influence end of life care © OCR 2010 1 Learning Outcomes Assessment Criteria 2.3 Explain why key people may have a distinctive role in an individual’s end of life care 2.4 Explain why
CU1668 Equality, Diversity and Inclusion in Dementia Care Practice Aims This unit provides knowledge, understanding and skills for those who provide care or support to individuals with dementia in a wide range of settings. The unit introduces the concepts of equality, diversity and inclusion that are fundamental to person centred care practice. Credit Level 3 2 Assessment criteria The learner can: 1.1 Explain what is meant by: diversity equality inclusion Explain why an individual with dementia has unique needs and preferences Describe how an individual with dementia may feel excluded Describe why it is important to include an individual with dementia in all aspects of care practice Explain how values, beliefs and misunderstandings about dementia can affect attitudes towards an individual Demonstrate how an individual with dementia has been valued, included and able to engage in daily life Show how an individual’s life history and culture has been taken into consideration to meet their needs Demonstrate how the stage of dementia of an individual has been taken into account when meeting their needs and preferences Demonstrate ways of helping carers and others to understand that an individual with dementia has unique needs and preferences Learning outcomes The learner will: 1. Understand the importance of equality, diversity and inclusion when working with individuals with dementia 1.2 1.3 1.4 1.5 2. Be able to apply a person centred approach in the care and support of individuals with dementia 2.1 2.2 2.3 2.4 3.
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Promote person centred approaches in health and social care HSC 036 3 6 41 Y/601/8145 Unit purpose and aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to implement and promote person centred approaches. Learning Outcomes The learner will: 1 Understand the application of person centred approaches in health and social care Assessment Criteria The learner can: 1.1 Explain how and why person centred values must influence all aspects of health and social care work 1.2 Evaluate the use of care plans in applying person centred values Exemplification Person centred values include: Individuality Rights Choice Privacy Independence Dignity Respect Partnership A care plan may be known by other names eg support plan, individual plan. It is the document where day to day requirements and preferences for care and support are detailed 2 Be able to work in a person centred way 2.1 Work with an individual and others to find out the individual’s history, preferences, wishes and needs 2.2 Demonstrate ways to put person centred values into practice in a complex or sensitive situation 2.3 Adapt actions and approaches in response to an individual’s changing needs or preferences An individual refers to someone requiring care or support; it will usually mean the person or people supported by the learner Others may include: Team members and colleagues Other professionals Individuals who require care or support 1 © OCR 2010 Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification Families, friends, advocates or others who are important to individuals Complex or sensitive situations may include those that are: Distressing or traumatic
Knowledge for unit SHC 23 | Unit title:- Introduction to equality and inclusion in health, social care or children’s and young people’s settings | Level: 2 Credit value:2 UAN number:R/601/5471 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 concept 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 equality and inclusion Work in an inclusive way Know how to access information, advice and support about diversity, equality and inclusion Learning Outcome 1 – Understand the importance of equality and inclusion | 1.1 Explain what is meant by: | Diversity Our society is fast becoming a much more diverse place to live, diversity means understanding and appreciating an individuals differences, these differences make us all unique. Embracing these differences is paramount to delivering person centred care. Some examples of diversity are; race, gender, sexuality, disability or religion.
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 This is a summary of the evidence required for the unit. Task Evidence Learning outcomes A Short answer questions 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4 B Poster 4.1, 4.2, 4.3, 4.4 Task A – Short answer questions Ai Describe four different methods of communication.