Promote Good Practice in Handling Information in Health and Social Care Settings. WORK BOOK-Unit 1(SHC 31) Unit 1 (SHC 31)- Promote Communication in Health, Social Care or Children’s and Young People’s Settings Unit aim: This unit explores the central importance of communication in such settings, and ways to meet individual needs and preferences in communication. It also considers issues of confidentiality. Credit value-3 Level 3 This workbook covers the following elements: Learning outcomes: There are four learning outcomes to this unit1. Understand why effective communication is important in the work setting 2.
Assignment 301 Principles of communication in adult social care settings Task A Identify four different reason why people communicate To solve problems To pass information To carry out our jobs effectively To express our feelings Explain how effective communication can affect relationships in an adult social care setting between Colleagues and other professionals Communication between colleagues and other professionals is essential as it will help minimise mistakes and also helps pass over clear and accurate information.Sharing the correct information throughout communication will help us build strong working relationships between colleagues, service users and other professionals. B. Individuals using the service and their carers. Because of the nature of the job that social care workers do it is very important that they communicate effectively as this could put the service user at risk and can lead to mistakes and also being able to explain things well and be open to opinions and advice from colleagues. Identify three ways of finding out the communication and language needs of an individual.
Unit 31 Communication. 2.2 Describe the factors to consider when promoting effective communication 3.1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways 4.3 Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns Unit 32 – Personal development 1.2 Explain expectations about own work role as expressed in relevant standards 2.3 Describe how own values, belief systems and experiences may affect working practice Unit 33 – Equality and inclusion 1.2 Describe the potential effects of discrimination 1.3 Explain how inclusive practice promotes equality and supports diversity Unit 34 – Duty of care 1.2 Explain how duty of care contributes to the safeguarding or protection of individuals 2.2 Describe how to manage risks associated with conflicts or dilemmas between an individual’s rights and the duty of care Unit 36 – Person centred approaches 1.1 Explain how and why person-centred values must influence all aspects of health and social-care work 3.1 Analyse factors that influence the capacity of an individual to express consent 4.1 Describe different ways of applying active participation to meet individual needs 6.2 Analyse factors that contribute to the wellbeing of individuals 7.1 Compare different uses of risk-assessment in health and social care 7.2 Explain how risk-taking and risk-assessment relate to rights and responsibilities 7.3 Explain why risk-assessments need to be regularly revised Unit 37 – Health and safety 4.1 Explain own role in supporting others to follow practices that reduce the spread of infection Unit 38 – Handling information 2.1 Describe features of manual and electronic information storage systems that help ensure
2.Effective communication is vital between colleagues. It is essential to pass on important information regarding appointments, illness, medication changes and broken equipment for example as if information is not passed on it can cause mistakes, accidents and missed appointments etc and cause stress and mistrust between both colleagues and service users. A3. Using the table below, 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 individual.
3.Explain how standards inform reflective practice in adult social care Standards inform reflective practice by informing own learning, helping one to think about professional accountability, enabling professional development, providing a way of identifying what is required for good practice. Standards may include code of practice, regulations, essential standards and National Occupational standards. 4. Describe how own values, beliefs systems and experiences may affect working practice Own values, beliefs systems and experience may affect working practice by preventing conflict with others, favouring those who share your values, beliefs systems and experiences, fostering understanding of others’ views and perspectives, and improving communication with others. 5.
Assessor’s questioning record Links to: Questions Answers Unit Code (e.g.ICO, HSC, shc) Assessment criteria 1.1 Explain how a working relationship is different from a personal relationship 1.2 Describe different working relationships in health and social care settings 2.1 Describe why it is important to adhere to the agreed scope of the job role 2.2 Access full and up-to-date details of agreed ways of working 2.3 Implement agreed ways of working 3.1 Explain why it is important to work in partnership with others 3.2 Demonstrate ways of working that can help improve partnership working 3.3 Identify skills and approaches needed for resolving conflicts Working relationship in a healthcare setting is the relationship with employers or with work colleagues. It is important to establish effective working relationships to employers, colleagues and organisation that we work with. While personal relationships are with friends and family, for example parents, sibling, grandparent, children, and close friends, which can be close or distant, depending on the type of relationship that are shared. However, working relationship is different, because of boundaries, employer polices, codes of conduct and procedures, which is aim to achieve outcomes of support plan of an individual with characteristic protection. Also, because is necessary to your job to establish this type of relationship with colleagues for the interest of those people that are supported in care.
1 CHAPTER 1 Introduction to communication in health, social care or children’s and young people’s settings (SHC 21) AC What you need to know 1.1 Identify the different reasons people communicate 1.2 Explain how effective communication affects all aspects of your work 1.3 Explain why it is important to observe an individual’s reactions when communicating with them AC What you need to do 2.1 Show how to find out an individual’s communication and language needs, wishes and preferences 2.2 Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences 2.3 Show how and when to seek advice about communication 3.1 Identify different barriers to effective communication 3.2 Demonstrate ways to reduce barriers to effective communication 3.3 Demonstrate ways to check that that communication has been understood ▶ be able to meet the communication and language needs, wishes and preferences of individuals 3.4 Identify sources of information and support or services to enable more effective communication ▶ be able to reduce barriers to communication 4.1 Explain the term ‘confidentiality’ ▶ be able to apply principles and practices relating to confidentiality at work. 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 may need to be passed on 4.4 Explain how and when to seek advice about confidentiality Assessment of this unit This unit introduces you to the central importance of communication in health and social care work. It focuses on the reasons why people communicate in health or social care settings, the methods they use and the importance of ensuring that communication in care settings is
1 Introduction to communication in health, social care or children’s and young people’s settings (ShC 21) Chapter 1 aC 1.1 1.2 1.3 What you need to know Different reasons why people communicate how effective communication affects all aspects of your work Why it is important to observe an individual’s reactions when communicating with them aC 2.1 2.2 2.3 3.1 3.2 3.3 3.4 4.1 4.2 What you need to do Find out an individual’s communication and language needs, wishes and preferences Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences Show how and when to seek advice about communication Identify barriers to communication Demonstrate how to reduce barriers to communication in different ways Demonstrate ways to check that communication has been understood Identify sources of information and support or services to enable more effective communication explain the term ‘confidentiality’ Demonstrate confidentiality in day to day communication, in line with agreed ways of working Describe situations where information normally considered to be confidential might need to be passed on explain how and when to seek advice about confidentiality assessment of this unit This unit highlights the central importance of communication in work with children and young people. It focuses on the reasons why people communicate in childcare settings, the methods they use and the importance of ensuring that communication in care settings is effective. You will be assessed on both your knowledge of effective communication and your ability to apply this in practical work with children and young people. In order to successfully complete this unit, you will need to produce evidence of your knowledge, as shown in the ‘What you need to know’ chart opposite, and evidence of your practical competence, as shown in the ‘What you need
3c. Methods and ways of communicating that are affective when dealing with discrimination when communicating are being patient, talking nicely, being fare, and keeping a situation calm removing individuals as best as possible, explaining everything and that trying to help, and reporting to manager and relevant people and documenting everything. 4. The codes of practice and conduct, standards and guidance are relevant to others and my own roles and responsibilities when communicating and completing records and reports are remembering
1 CHAPTER 1 Introduction to communication in health, social care or children’s and young people’s settings (SHC 21) AC What you need to know 1.1 Identify the different reasons people communicate 1.2 Explain how effective communication affects all aspects of your work 1.3 Explain why it is important to observe an individual’s reactions when communicating with them AC What you need to do 2.1 Show how to find out an individual’s communication and language needs, wishes and preferences 2.2 Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences 2.3 Show how and when to seek advice about communication 3.1 Identify different barriers to effective communication 3.2 Demonstrate ways to reduce barriers to effective communication 3.3 Demonstrate ways to check that that communication has been understood ▶▶ be able to meet the communication and language needs, wishes and preferences of individuals 3.4 Identify sources of information and support or services to enable more effective communication ▶▶ be able to reduce barriers to communication 4.1 Explain the term ‘confidentiality’ ▶▶ be able to apply principles and practices relating to confidentiality at work. 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 may need to be passed on 4.4 Explain how and when to seek advice about confidentiality Assessment of this unit This unit introduces you to the central importance of communication in health and social care work. It focuses on the reasons why people communicate in health or social care settings, the methods they use and the importance of ensuring that communication in care settings