Outcomes | Assessment requirements | | To achieve each outcome a learner must demonstrate the ability to: | L1. Be able to explore howcommunication skills areused in health and social care | 1.1 Apply relevant theories of communication to health and social care settings. | | 1.2 Use communication skills in a health and social care settings. | | 1.3 Review methods of dealing with inappropriate interpersonal communication between individuals in health and social care settings | | 1.4 Analyse the use of strategies to support users of health and social care services with specific communication needs in health and social care settings. | L2.
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
‘Effective communication skills are essential for working in health and social care.’ Discuss this statement with reference to the theory of communication skills, and explain why communication is an important skill for working in health and social care. This essay is based on the communication skills that relate to health and social care, based on some theoretical frameworks and its significance through Learning Outcome 1, 2 and 3 frameworks (LO1, LO2 and LO3) The first section is going to explain the communication method . The second section will explain the significance of effective communication. The third section will of this essay will explain the barrier of communication and finally the last section will discuss the framework of communication. Communication is the art of exchanging information between two parties.
Assessment This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2, 4, 5, 6, 7, and 8 must be assessed in a real work environment. 54 Level 3 Diploma in Health and Social Care (Adults) for England (4222-31) Unit 4222-306 Promote and implement health and safety in health and social care (HSC 037) Assessment Criteria Outcome 1 Understand own responsibilities, and the responsibilities of others, relating to health and safety
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Principles of safeguarding and protection in health and social care HSC 024 2 3 26 A/601/8574 Unit purpose and aim 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. Learning Outcomes The learner will: 1 Know how to recognise signs of abuse Assessment Criteria The learner can: 1.1 Define the following types of abuse: Physical abuse Sexual abuse Emotional/psychological abuse Financial abuse Institutional abuse Self neglect Neglect by others 1.1 Identify the signs and/or symptoms associated with each type of abuse 1.2 Describe factors that may contribute to an individual being more vulnerable to abuse Exemplification An individual will usually mean the person supported by the learner but may include those for whom there is no formal duty of care Factors may include: a setting or situation the individual © OCR 2010 1 Learning Outcomes The learner will: 2 Know how to respond to suspected or alleged abuse Assessment Criteria The learner can: 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 evidence of abuse is preserved Exemplification The actions to take constitute the learner’s responsibilities in responding to allegations or suspicions of abuse.
Origin of unit This unit originates from the Health and Social Care National Occupational Standards HSC323. Scope The scope is here to give you guidance on possible areas to be covered in this unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area. Communicate using: the child/young person’s preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non-verbal forms of communication; human and technological aids to communication.
Effective Communication and Interpersonal Interaction in Health and Social. Introduction This handbook will explain to you the effective way to communicate in this residential home and give you guidance on how to communicate with residents who have learning difficulties and other communication difficulties. it will also tell you about different forms of communication, Needs and preferences also it will give you advice on teamwork and supporting individuals What Is Effective Communication In Health and Social Care ? What Is The Argyle Communication Cycle ? effective communication in health and social care basically means to communicate successfully and getting your message across to other people and making sure they understand.
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.
LO1 Understand different theories of learning. 1.1 Explain how different domains of learning apply to learning in health and social care. Domains of learning: Bloom’s Taxonomy of learning domains (cognitive, psychomotor, affective) 1.2 Explain different ways in which learning can occur in health and social care workplaces. Different ways in which learning can occur: learning cycle (Kolb), learning circles (Race); learning through doing, learning through experience; planning, teaching, observing, mentoring, tutoring, demonstration, feedback 1.3 Analyse how theories of learning relate to the development of understanding and skills in health and social care. Theories of learning: behaviourist, gestalt, cognitive, humanistic LO2 Understand the impact of learning styles on learning by individuals.
Unit 9(HSC 38) Unit 9 (HSC 38)- Promote Good Practice in Handling Information in Health and Social Care Settings. Unit aim: This unit covers the knowledge and skills needed to implement and promote good practice in recording, sharing, storing and accessing information. Credit value-3 Level 2 This workbook covers the following elements: Learning outcomes: There are three learning outcomes to this unit1. Understand requirements for handling information in health and social-care settings 2. Be able to implement good practice in handling information 3.